Investigation of Pre-Service Teachers' Beliefs about Addressing Science Process Skills Using Theory of Planned Behavior

Abstract

This study intended to specify salient beliefs of pre-service primary school teachers (PPSTs) in terms of addressing science process skills (SPS) in their future science teaching. For this purpose, Ajzen’s (1991) Theory of Planned Behavior was used as a theoretical framework. Twelve Turkish junior PPSTs completed a questionnaire comprised of open-ended questions, which was followed by one-to-one interviews. According to content analysis results, PPSTs believed that including SPS in science teaching results in largely positive consequences, such as allowing students to learn knowledge permanently and enabling students to use these skills in daily life. The only negative consequence of implementing SPS in science teaching articulated by PPSTs was that the time left for science subjects would be short. Parents and school administrators emerged as the most prominent normative referents related to using SPS in science teaching. Lastly, a number of control factors that would ease or obstruct PPSTs’ implementation of SPS during science teaching were specified, such as availability of laboratory equipment and materials at school, large class size, and support from school administrators. Recommendations were made in order for PPSTs to address SPS in their future science teaching.