Examining The Instructional Decision Making Process Of Preservice Science Teachers

Abstract

This study aimed to examine the instructional decision-making process of preservice science teachers. Within a case study research methodology, the study group consisted of 28 third-year preservice science teachers studying at a state university in Turkey. Instructional decision-making diaries kept by preservice science teachers containing information on their instructional decision-making processes were used to collect data. Preservice science teachers were asked to design worksheets and write down their design processes as tasks (Task I and Task II). They were asked to design worksheets individually under Task I, and as teamwork under Task II. Obtained data were analyzed by using content analysis. Findings show that some of the preservice teachers could not generate more than one solution although they could create a problem situation related to daily life; and they could not identify the positive and negative aspects of the solutions. In addition, it was determined that they could partially decide on the appropriate solution but could not follow the process of coming to the most appropriate solution.