Identfying the Needs of Pre-Service Classroom Teachers About Science Teaching Methodology Courses in terms of Parletta€™s Illuminative Program Evaluation Model

Abstract

The aim of this study was to identify the needs of third grade classroom teaching students about science teaching course in terms of Parlett’s Illuminative program evaluation model. Phenomographic research design was used in this study. Illuminative program evaluation model was chosen for this study in terms of its eclectic and process-based characteristics. 61 third grade classroom teachers, three instructors of science teaching methodology courses and one curriculum specialist were the participants of this study. Open-ended questionnaire, semi-structured interviews and diaries of pre-service teachers were used as data of the study. Data were analyzed in terms of phenomographic research design principles. Descriptive and content analyses were used as data analysis techniques. Needs assessment results showed that pre-service teachers found science teaching courses dominantly theoretical and they underlined that there was a big gap about the association between theory and practice in science teaching methodology course. Longitudinal needs assessment efforts, preparation of detailed course implementation plans, giving periodical feedback about the assessment process, using multi-media environments and constructivist learning principles, considering classroom management issues in the learning and teaching processes were the suggestions expressed in terms of the results.