International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2020, Vol. 15(1) 114-136

Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers

Selcuk Sahingoz & William W. Cobern

pp. 114 - 136   |  DOI:   |  Manu. Number: MANU-1911-30-0002.R1

Published online: March 24, 2020  |   Number of Views: 159  |  Number of Download: 848


The main purpose of the study is to gain insight on to what extent taking a science methods course correlated with the science teaching pedagogical preferences of pre-service science teachers. The study recruited twenty K-8 teacher education students enrolled in lower division science courses at a large American public university, some of whom had completed a science methods course and some not. A sequential exploratory mixed-methods design involving both quantitative and qualitative parts was used. The quantitative data were collected using the POSTT assessment instrument to identify pedagogical orientations profiles of the participants. A subset of students was subsequently interviewed so that they could explain their responses to the POSTT items. The data points out that many participants whether they had taken a methods course or note tended toward an inquiry science teaching orientation. When participants chose similar instructional preferences, however, their reasons often varied. The data indicated that students having taken a methods course think more broadly about factors that should influence choices of instructional practice (e.g., grade level, prior knowledge, interest areas). The findings suggest that a science methods course can have a positive influence on pre-service teachers with respect to the development of an inquiry science teaching orientation. The POSTT items have potential use within science methods courses for the formative assessment of pre-service teachers’ orientations toward science instruction.

Keywords: Pedagogical orientation, preservice science teacher education, science methods course

How to Cite this Article?

APA 6th edition
Sahingoz, S. & Cobern, W.W. (2020). Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers . Educational Policy Analysis and Strategic Research, 15(1), 114-136. doi: 10.29329/epasr.2020.236.7

Sahingoz, S. and Cobern, W. (2020). Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers . Educational Policy Analysis and Strategic Research, 15(1), pp. 114-136.

Chicago 16th edition
Sahingoz, Selcuk and William W. Cobern (2020). "Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers ". Educational Policy Analysis and Strategic Research 15 (1):114-136. doi:10.29329/epasr.2020.236.7.

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