Prospective chemistry teachers’ orientations towards teaching in chemistry laboratories

Abstract

The aim of this research was analyzing the prospective chemistry teachers’ choices about their orientations in terms of teaching in the chemistry laboratories. The case study model was used, and the participants were 20 prospective chemistry teachers in the last term of the chemistry teaching program. After the data collection via the card sorting activity, the preferences of the participants calculated and presented according to the percentages and frequencies. In light of the findings, the problem-solving orientation was the most selected one in that the participants believed that it was representing their teaching. The acquaintance with problem-solving from the early years may affect their preferences. The participants assigned the exam-oriented scenario into the not representing category more than the other orientations. At last, the participants were unsure about the conceptual based didactic, process, and project-based learning that representing or not representing their teaching. Being time-consuming and student-centred, limited knowledge, limited experiences, previous experiences may shape the prospective chemistry teachers’ preferences about their teaching in the laboratory. In the end, it can be suggested that the participants should experience varying different teaching styles in the undergraduate degree to prevent teaching through the common understandings.