Pre-service Science Teachers Research Articles

A NEXUS OF SCIENTIFIC INVESTIGATIONS, SCIENCE PROCESS SKILLS, AND SUSTAINABLE DEVELOPMENT GOALS: PRE-SERVICE TEACHERS’ VIEWS CONCERNING MANGROVES FIELDWORK

Initial teacher education should mould well-rounded teachers proficient in scientific investigations, and advocate sustainability amid global ecosystems’ degradation. The research sought to explore pre-service science teachers’ views concerning scientific investigations and sustainable development goals, and synergy between skills and different aspects of scientific inquiry within the context of the mangroves ecosystem studied. A four-part questionnaire was administered to 82 students registered for a Bachelor of Education degree. It included items on teachers’ confidence in planning and conducting scientific investigations, types of scientific investigations, sustainable development goals, science process skills and the different aspects of scientific inquiry. Statistical analysis of the data showed the importance of a constructivist approach, learner engagement and discerning and controlling variables when investigating scientific phenomena. However, only a fair number of teachers could correctly provide the scientific investigation they conducted during the mangroves study, the sustainable development goals embedded in it, and the synergy between science process skills and the aspects of scientific inquiry. The findings have implications for teacher education in terms of potential challenges in teachers’ understanding of scientific investigations, the synergy between them and sustainability, and science process skills that meld with the aspects of scientific inquiry. Keywords: pre-service teachers, science process skills, scientific inquiry, scientific investigations, sustainable development goals

SOURCES OF SELF-EFFICACY AND THEIR IMPLICATIONS ON SCIENCE TEACHER EDUCATION

<p>Bandura’s reaction to the depictions of human agency that were propagated by the trait, behaviorist, and psychodynamic theories yielded the social cognitive theory. Through the social cognitive theory emerged the concept of self-efficacy. Self-efficacy is one’s judgment of the capabilities to bring about desired outcomes. An understanding of the concept of self-efficacy and its sources has implications for the training of pre-service science teachers to effectively teach science. This article aims to use theoretical and empirical studies concerning Bandura’s theoretical sources of self-efficacy - Enactive Mastery Experience, Vicarious Experiences, Verbal Persuasion, and Physiological and Psychological State – to guide science teacher educators in determining effective approaches to developing a sense of self-efficacy in their pre-service science teachers. The article summarizes each of the sources of self-efficacy. It simultaneously provides suggestions to science teacher educators for inculcating a high sense of self-efficacy in their pre-service science teachers.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0036/a.php" alt="Hit counter" /></p>

예비과학교사의 온라인 기반 실천적 교수역량의 향상을 위한 학습조력 프로그램의 개발과 적용

Objectives Learning Assistant (LA) program was developed for pre-service science teachers to improve their online-based practical teaching competency to conduct online science classes.
 Methods The online-based teaching competency is defined as instructional design, material development, instructional execution and instructional reflection competency, in order to improve it, LA training course consists of four stages: PCK, planning, practice, and reflection. LA supported course is a science liberal arts class in which learning assistants practice teaching, and consists of the stages of concept introduction, concept understanding, and concept development. The ‘practice’ stage of the LA training course and the ‘concept development’ stage of the LA supported course intersect. 13 students from 2nd-4th grades majoring in physics education and environment education participated as learning assistants, and 24 students from 1st-3rd graders from various majors participated as learners. LA conducted a modified RTOP test based on online. After that, the change in online- based practical teaching capabilities before and after application of the program was analyzed through the corresponding sample t-test.
 Results Since both courses were conducted online for one semester, learning assistants can increase the effectiveness of learning at online teaching context such as online experiment, online evaluation, and online discussion guidance, after learning about PCK and making plans to apply them, they actually helped with learning. As a result of evaluation of the learning assistant's performance using RTOP, it was confirmed that the online-based practical teaching competency improved as the learning assistance experience was accumulated.
 Conclusions This result is significant in that it suggests a new direction in the way of nurturing online teaching competency in the college curriculum for teacher training.

PHET Interactive Simulations in Learning Optics towards Pre-Service Science Teachers: A Phenomenological Study

This phenomenological study explored the experiences of pre-service science teachers in using PHET interactive simulations to learn optics. It used a qualitative research approach and involved six participants enrolled in a science education program. Data were collected through observations and semi-structured interviews, and thematic analysis was used to analyze the data. The findings revealed that the participants had an enhanced understanding of optics concepts through PHET simulations and experienced high levels of engagement and interactivity. However, technical difficulties, challenges to internet connectivity, and gadget accessibility were identified. The study concluded that PHET simulations are beneficial in learning optics but need improvements in technical aspects. This implies key contributions to the existing literature on interactive simulations in science education, alignment with constructivist learning theory, and insights into cognitive load effects. In practice, the study suggests practical benefits for pre- service teachers and educators, such as fostering critical thinking skills and motivation in students. It recommends integrating PHET simulations in teaching, providing instructional support, addressing technical challenges, incorporating teacher training programs, and conducting further research to explore the effectiveness of the simulations in enhancing learning outcomes. The study cracks the PHET code in optics by highlighting its benefits and challenges and providing valuable insights for science education practice and research.

Transportation Curriculum with Culturally Responsive Teaching: Lessons Learned from Pre-Service Teachers and Future Transportation Workforce

With K-12 students from diverse social and cultural backgrounds in the classroom today, it is crucial to develop a more inclusive and socially diverse curriculum, especially in science, technology, engineering, and mathematics (STEM) topics. Transportation in particular is a topic that can relate to people’s culture and can be a suitable medium to introduce diversity and inclusion in STEM fields. Culturally responsive teaching (CRT) is a technique that can help connect students’ cultures, languages, and life experiences with their learning. Despite the known benefits of CRT, this strategy had not been adequately implemented in transportation education because of the limited awareness and knowledge of educators. This research contributes to the literature by investigating the current state of knowledge, awareness, and resources present in transportation pedagogy and investigates the feasibility of transportation as a suitable topic to incorporate culturally responsive learning strategies through surveys and workshops with pre-service science teachers and the future transportation workforce. Five key elements emerged from the analysis. First, the existing lack of diversity in STEM curriculum started to change to be inclusive. Second, teachers’ awareness and preparation are crucial for creating quality educational materials. Third, curriculum topics that can relate to cultural components in daily living enhance social diversity in transportation education. Therefore, fourth, transportation can be a good curriculum topic and, fifth, barriers including the difficulty of incorporating many cultural components, privacy, and legal issues still exist. The identified gaps and highlighted areas can contribute to the current state of knowledge and practice of CRT in STEM and transportation pedagogy.

Examining preservice science teachers' perspectives on the social responsibility of scientists and engineers

This study aimed to examine preservice science teachers’ views on the social responsibility of scientists and engineers. A total of 153 students enrolled in Russian public university formed as the participants. We assessed the social responsibility of pre-service teachers using a scale, “Views of Social Responsibility of Scientists and Engineers” (VSRoSE), developed by previous researchers, and included eight different areas of social responsibility. The results indicated that the preservice biology, chemistry, and science teachers who participated in this study had high awareness of human welfare and safety, a sustainable environment, and consideration for social risks and impacts. However, their awareness related to practice and participation was relatively low. Female students had more scores than male students in all areas. The results also revealed that chemistry students had slightly higher average scores than the other majors in all areas of the scale. The average scores in all age groups showed slight differences. This study provides a starting point for researchers and teachers to comprehend preservice science teachers’ views on the social responsibility of scientists and engineers in resolving humanity’s greatest problems from the perspective of preservice science teachers. With this respect, this study contributes insightful information to the literature and fills a gap in the research. We hope that future researchers will concentrate on enhancing pre-service teachers’ understanding of the social responsibility of scientists and engineers and on educating more socially responsible teachers who recognize the importance of science and engineering research’s impact on society. This study also indicates that PSTS were less concerned with the role of social responsibility in promoting scientific research in science and engineering. This finding suggests the necessity of emphasizing the positive impact of science and engineering research on society and the significance of incorporating social impact into teacher education. This emphasis on the significance of social responsibility will assist in comprehending the effects of science and engineering within a social context on professional responsibility.

COVID-19 prevention intentions of pre-science science teachers from South African and Indonesian universities

Science teachers could play a vital role in promoting health literacy and safe behaviors to limit the spread of communicable diseases. However, there is limited research concerning their attitudes and behavioral intentions toward diseases, such as COVID-19. Using the theory of planned behavior as a framework, we employed a non-experimental survey to compare the behavioral intentions towards adopting COVID-19 preventative measures among pre-service science teachers from South African (n=87) and Indonesian (n=93) universities. Data were collect data using a closed-ended questionnaire. Results show that the behavioral intentions toward COVID-19 between South African and Indonesian pre-service science teachers are similar. Safe attitudes, subjective norms, perceived behavioral control, behavioral, and normative beliefs that support safe behavioral intentions toward COVID-19 were reported, even though vaccine hesitancy may occur. We extrapolate that interventions should be implemented to enhance pre-service teachers’ behavioral intentions and enhance their role in health education.

Detection of Preservice Science Teacher Misconception about Force and Motion

Detection of Preservice Science Teacher Misconception about Force and Motion

Pre-Service Science Teachers’ Opinions About Portfolio and Learning Style-Based Applications

Portfolyo uygulamasının ders etkinliklerine ve değerlendirme sürecine dahil edildiği bu araştırmada, öğretmen adaylarının portfolyo ile ilgili görüşlerinin belirlenmesi amaçlanmıştır. Araştırmada hem nicel hem de nitel verilerin birlikte kullanıldığı karma yöntem benimsenmiştir. Karma yöntem desenlerinden yakınsayan paralel karma desen benimsenerek elde edilen veriler ilişkilendirilmeye çalışılmıştır. Araştırma bir devlet üniversitesinin Fen Bilgisi Öğretmenliği 2. sınıfta öğrenim gören 67 öğretmen adayı ile yürütülmüştür. İki farklı grup oluşturulmuştur. Araştırmadaki gruplardan birindeki öğretmen adaylarından ders içeriklerine uygun olarak sadece portfolyo dosyalarını hazırlamaları istenmiştir. Diğer grupta yer alan öğretmen adaylarının ise öğrenme stilleri belirlendikten sonra bunlara uygun ders etkinlikleri oluşturularak ders işlenmiş ve yine portfolyo dosyaları hazırlamaları istenmiştir. Araştırma, Genel Biyoloji Laboratuvarı dersinde “Hayvansal ve Bitkisel Dokular” konusu kapsamında yürütülmüştür. Uygulamalar sonrasında “Portfolyo Sürecini Değerlendirme Formu” kullanılarak nicel veriler toplanmıştır. Nicel veri sonuçlarını desteklemek ve açıklamak amacıyla da araştırmacı tarafından hazırlanan açık uçlu soruları içeren görüşme formu kullanılarak öğretmen adaylarının portfolyo hakkındaki görüşleri alınmıştır. Araştırmada nicel verilerin çözümlenmesinde yüzde-frekans tabloları kullanılırken nitel veriler için içerik analizi yapılmıştır. Araştırma sonunda elde edilen verilere göre öğretmen adaylarının “portfolyo uygulamasının daha iyi ve kalıcı öğrenmelerini sağladığını, yaratıcıklarını geliştirdiğini ve bu uygulamayı sevdiklerini” içeren görüşlere ulaşılmıştır. Aynı zamanda “Portfolyo Sürecini Değerlendirme Formu” verilerine göre öğretmen adaylarının konuları, daha ayrıntılı ve kalıcı olarak öğrenmelerini sağladığı ile ilgili maddeye birinci gruptaki öğretmen adaylarının %91,4 gibi bir oranla, ikinci gruptaki öğretmen adaylarının ise %96,9 gibi bir oranla evet dediği görülmüştür. Bireysel becerilerini daha çok geliştirdiğine ilişkin maddede ise birinci gruptaki öğretmen adaylarının %91,4, ikinci gruptaki öğretmen adaylarının ise %100’lük bir oran ile evet dediği görülmüştür. Fen bilimleri alanında biyoloji derslerinin öğretiminde öğretmen adaylarının öğrenme stillerine uygun etkinlikler ile ders işlenerek portfolyo değerlendirme ile pekiştirilmesinin daha etkili olabileceği düşünülmektedir.

Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning

AbstractThe purpose of this study was to test predictability of environmental moral reasoning patterns of preservice science teachers (PSTs) by their epistemological beliefs and values. Four environmental moral dilemma scenarios that reflect different environmental moral dilemma situations taking place in four outdoor recreation contexts (i.e., hiking, picnicking, fishing, camping) were used to trigger and examine environmental moral reasoning of PSTs. Centers of moral concerns (i.e., ecocentric, anthropocentric, egocentric) and underlying reasons of environmental moral considerations (e.g., aesthetical concerns, justice issues) were used to investigate PSTs' environmental moral reasoning patterns. Data were collected from 1524 PSTs enrolled in six universities located in Central Anatolia region of Türkiye. A path model was proposed to test relationships of PSTs' epistemological beliefs and values to their environmental moral reasoning for each environmental moral dilemma scenario. Results indicated good‐fit between study data and the path model tested for each environmental moral reasoning scenario. Variances in environmental moral reasoning scores that were explained by the path models had small to medium effect size values of 0.06 to 0.26. Statistical significance and direction of the tested relationships showed changes depending on the moral dilemma scenario context and focus of environmental moral reasoning. Nevertheless, path analyses consistently revealed positively significant relationships between environmental moral reasoning categories and epistemological beliefs in omniscient authority and self‐transcendence and tradition values. Implications for science education policy and practice are discussed.

The Effect of Flipped Learning Model on Pre-Service Science Teachers' Laboratory Practices

The aim of this study is to reveal the effect of the flipped learning model used in the laboratory practices course of pre-service teachers on their conceptual understanding and to evaluate their opinions about this model. In order to achieve this aim, science teaching laboratory applications course was conducted with the flipped learning model with undergraduate students studying at the education faculty of a state university in a metropolitan city in Turkey in the spring semester of the 2021-2022 academic year. The research was carried out with 47 pre-service teachers studying in the department of science teaching. The study was carried out with the mixed research method in which quantitative and qualitative models were used. In the quantitative part, the quasi-experimental design with the pre-test post-test control group was used, while the case study was used in the qualitative part. The Force and Motion Conceptual Comprehension Test, developed by Thornton and Sokoloff in 1995 and adapted in to Turkish by Kanlı and Gülçiçek in 2006, was used to collect data in the quantitative part of the study. For the qualitative part, a semi-structured interview form was used. Quantitative data were analyzed using the SPSS package program. Qualitative data were analyzed by descriptive analysis method according to the themes determined by two researchers. At the end of the study, no difference was found between the post-tests of the conceptual understanding levels of the groups. The pre-service teachers expressed the positive aspects of the flipped learning model as follows: it offers the opportunity to prepare before the lesson, being able to repeat the lessons, experience different classroom environment, facilitating the applications in the lesson, being student-centered, contributing to the individual learning speed, providing learning by understanding. In addition, according to the pre-service teachers, it was observed that this model expressed opinions such as it is difficult to cooperate, time cannot be used efficiently, interaction is low, learning by doing is limited, and it does not improve teaching skills.

Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice

Teaching with and about technology is part of science teachers’ 21st century skills. To foster technology-enhanced practice, teachers need to acquire both technological pedagogical content knowledge (TPACK on action) and positive behavioral orientations toward technology exploitation. However, it remains unclear if the gained knowledge is applied in practice (TPACK in action). Therefore, studies are required to investigate the interplay of programs promoting TPACK on action, behavioral orientations, and resulting TPACK in action. This paper presents an approach that explicitly links pre-service science teachers’ pedagogical content knowledge (PCK) with TPACK development in two undergraduate modules, following the transformative view of TPACK. TPACK on action and behavioral orientations are captured through a questionnaire at three points in time. Additionally, lesson plans are analyzed to evaluate the quality of technology use and cognitive engagement, approximating TPACK in action. The results show a significant increase in pre-service science teachers’ (N = 133) self-rated TPACK on action and behavioral orientations between pre- and post-test, with moderate to large effects. Moreover, the analyses of lesson plans reveal a high quality of technology exploitation in the planned lessons, indicating distinctive TPACK in action after attending the modules. This theory-based approach is supported by empirical data, and highly regarded by participants, making it a successful model for course redesign at other universities.

A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and Japan

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.

“People Need to Speak Up”: Preservice Secondary Science Teachers’ Movement Toward a Justice-Centered Science Education

ABSTRACT Teacher education programs must prepare their preservice science teachers to center social justice and to meet the academic needs of culturally, racially, and linguistically diverse students, as justice-centered discourses are traditionally absent from science classrooms yet integral to the teaching and learning of rich and relevant phenomena. In this study, we investigated a cohort of preservice secondary science teachers enrolled in a yearlong, post-baccalaureate teacher education program that attended to social justice. We conducted four interviews with each participant across their program and qualitatively analyzed their discussions of social justice ideas and teaching practices using three tenets of a justice-centered science pedagogy framework: enacting an antiracist and equitable science education, grounding instruction in social and environmental justice phenomena, and framing students as transformative intellectuals. We found preservice teacher participants discussed enacting antiracist and equitable science teaching by using a critical lens to identify inequities in classrooms and schools, and by attending to high academic expectations. Preservice teachers described focusing on socioscientific phenomena and local contexts as starting points for teaching about social justice science issues. Participants also shared their work toward framing students as transformative intellectuals by developing teacher-student relationships, building from students’ ideas, and discussing emerging ideas and efforts for student advocacy. Findings from this study underscore the need for more focused work on ways to prioritize the justice component of social justice science issues and the student advocacy component of students as transformative intellectuals so as to prepare preservice teachers to fully enact a socially just science education.

Re-Imagining Preservice Science Teachers’ Becoming as Ethical Mattering: Diffracting Noticing in an Elementary Science Methods Course

ABSTRACT The purpose of this study is to describe the conditions under which diffracting noticing becomes both a process and product in dynamic relations to re-imagine preservice science teachers’ becoming as ethical mattering, a concept rooted in a relational ontology of change and emergence. Drawing on theories of posthumanism, this study theorized pre-service teachers’ becomings as ethical mattering which pays attention to two events: 1) the differences produced when participants engage in diffracting noticing by placing themselves in the middle of where they are in their becomings, and 2) the effects or a material mark on bodies, things, and other actants left by these differences. During these events, intra-action and entanglement with other actors produced differences and juxtapositions about how they understood and enacted equitable science teaching. Preservice teachers began to re-imagine what they would do differently to enact more equitable and inclusive teaching practices. Preservice teachers who participated in diffracting noticing could “see” their teaching practices in relation to and entangled with others, and therefore became differently and ethically mattered. In doing so, teachers rendered themselves and each other response-able and accountable for the knowledge that was collectively co-constructed about equitable teaching. The notion of becoming as ethical mattering illustrated in this study contributes to a new thought and re-imagines the traditional notion of change-in-practice, as preservice teachers could not be the same person as they were prior to intra-acting and thus seeing-becoming differently.

“This Type of Teaching Moves Beyond Academic Achievement on Tests as the Only Measure of a Good Science Education and Student Achievement”: Exploring Pre-Service Science Teachers’ Conceptualizations of Justice-Centered Science Pedagogy Through a Class Social Justice Project

ABSTRACT Science content, teaching, and teacher preparation are all political acts. However, accepting the political nature of science as well as that of science teaching has proven to be a hard shift for many in the science community. In this paper, we suggest a shift away from an apolitical teaching of science toward a system of practices that transforms the purposes of science education through a justice-centered science pedagogy approach. For science teachers to engage their students in this type of transformative teaching and learning, we argue that the science teachers themselves need to be immersed in conditions under which their learning experiences foregrounds the transformative power of justice centered science pedagogy. In this study, we explore a residency program, and in particular, a secondary science methods course in which pre-service teachers engaged in a social justice project exploring social justice science issues to illustrate preservice teachers’ conceptualizations of justice-centered science teaching and learning.

تأثير مقرر طرق تدريس العلوم ومقرر التربية العملية على الكفاءة الذاتية للطلبة المعلمين في المرحلتين المتوسطة والثانوية

Objectives: The aim of the present study was to examine self-efficacy among students who took Science Teaching Methods course and Teaching Practicum course in the College of Education at Kuwait University. Method: A quasi- experimental design was used in the study. The Science Teaching Efficacy Belief scale (Form B) was administered to pre-service science teachers of middle and high school (n=81), who were enrolled in practical teaching course and those enrolled in the science teaching methods. Results: The results showed that pre-service science teachers in the practicum course had no significant change in sense of self efficacy neither on the Personal Science Teaching Efficacy (PSTE) nor the Science Teaching Outcome Expectancy (STOE) scales. However, there was a high increase in PSTE and STOE scores by students who were enrolled in science teaching methods course which indicated reaching higher sense of self-efficacy. Conclusion: The study recommends that future research should be conducted to include different individuals in different contexts in the schools. This outcome will further inform researchers of related self-efficacy issues in Kuwait.

Correlation between Pro-Environmental Behavior and Environmental Values of Female Pre-Service Science Teachers in Indonesia

In contrast with the global trend of male domination in science and technology, Indonesia’s pre-service science teacher program is widely attracted to female students. This study aims to investigate the correlations between pre-service science teachers’ pro-environmental behaviors (PEB) and values toward the environment through one-time cross-sectional survey studies. Information was collected from a sample of the predetermined population at one point, followed by correlational studies designed to explore the correlations between the variables under study. The questionnaire consists of three aspects of PEB (preservation, utilization, and appreciation) and four aspects of value (biospheric, altruistic, egoistic, and hedonic). A total of 273 female pre-service science teachers enrolling in four public universities in Indonesia participated through an online questionnaire. The purposive sampling method was chosen to constitute the sample of this study. In order to analyze the data collected, descriptive statistics and correlation tests were utilized. According to the results, it can be concluded that pre-service science teachers held good environmental behaviors and values. The aspects of preservation and appreciation have a positive correlation, while utilization is negative. The four aspects of value are all at high levels, as is their correlation. This result indicates that female pre-service science teachers have positive behavior and value toward the environment. Moreover, the pre-service science teacher program should encourage understanding and behavior toward the environment to prepare future science lessons more aligned with the environment.

Science Teachers’s and Science Teacher Candidates’s View about Using Cartoon Movies in Science Teaching

The aim of this study is to determine the opinions of science teachers and science teacher candidates about using cartoon movies during science instruction. Phenomenology pattern which is a qualitative research method was used in this research. Research was conducted with 52 science teachers and 48 preservice science teachers. Data were collected with an open-ended survey which is created by the researcher. Gained data were analyzed with the content analyze method. As a result of this research, science teachers and preservice science teachers stated that both cartoon films and cartoon characters have a significant effect on children, help concretize the science subject and help permanent learning. It was also emphasized that it could create an enjoyable learning environment by attracting students’ attention. Participants stated that using cartoon movies can be beneficial at the beginning of the lesson. In addition, the solar system and planets, systems, space, force and motion were presented as the most appropriate science topics in which cartoons can be used. The most given example cartoons are Tom and Jerry, Smurfs, Popeye, Jetsons, SpongeBob and Rafadan Crew. 87 of the 98 participants who participated in the study indicated that cartoons could be used during science teaching. On the other hand, some science teachers and preservice science teachers indicated that the use of cartoon movies in science lesson can lead to distraction, loss of time and deviation from the purpose of the subject. Apart from this, the participants stated that they want to design educational-instructional, entertaining and remarkable cartoons.

Assessing Pre-service Science Teachers’ Perceptions about Online Teaching and Learning

The unique nature of online teaching and learning has its own affordances and challenges. The purpose of this study was to assess science pre-service teachers’ perceptions about efficiency of online teaching and learning in science after experiencing it first-hand during the hard lockdowns due to Covid-19 pandemic. Mixed methods approach, with closed and open-ended questionnaires, was adopted to establish: What perceptions the pre-service teachers have about online teaching and learning in respect of effective teaching and effective assessment? What correlations can be drawn from pre-service science teachers experience of online teaching and learning with their perceptions? And to what extent this mode of teaching prepared these pre-service teachers to use it in their teaching practice? Descriptive statistics and content analysis of data revealed that participants rated online teaching and learning low and had a challenging experience in terms of collaboration, access to material and making meanings out of some science concepts. Participants reported low confidence relating to perceived ease of use and perceived usefulness of online teaching and learning. The study concludes that the harsh experiences were the main contributing factors to the observed perceptions of participants as neither the lecturers nor these student-teachers were prepared for this mode of teaching and learning. Therefore, this study recommends that support mechanisms for students should be made available for online teaching and learning even under emergency situations. Pre-service teachers should also be given a chance to experience online teaching and learning under normal circumstances if they are to incorporate it in their teaching.