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

Original article | Educational Policy Analysis and Strategic Research 2020, Vol. 15(2) 7-24

Teacher Candidates’ Perspectives about Applied “Basic Science in Primary Education” Course

Nur Akcanca

pp. 7 - 24   |  DOI: https://doi.org/10.29329/epasr.2020.251.1   |  Manu. Number: MANU-2003-17-0007.R1

Published online: June 20, 2020  |   Number of Views: 103  |  Number of Download: 421


Abstract

This study aimed to investigate teacher candidates’ perspectives about the ‘Basic Science in Primary Education’ course which adopted inquiry-based instruction approach. The participants of this study consisted of 87 teacher candidates (18 males, 69 females) who continued their education in the Department of Primary School Teaching at Çanakkale Onsekiz Mart University in the 2019-2020 academic year. A form which consisted of 5 questions was used to investigate the perspectives of the primary school teacher candidates about the science course called ‘Basic Science in Primary Education’ and to understand their opinions about the process of designing a course and applying course plans using an inquiry-based instruction. Descriptive codes were used to find out the opinions of the teacher candidates, which also helped analyse the data obtained from the form and interpret the results of the study. The results of the study showed that the teacher candidates shared their awareness and knowledge about teaching science effectively, which changed with this course. The teacher candidates also revealed that they learned the qualifications of teaching science effectively. In addition, despite the awareness that the teacher candidates gained about inquiry-based instruction approach, they shared that they struggled with planning and applying designed course plans. The study suggests that courses aiming to focus on science education ought to have applied practices beyond giving theoretical knowledge.

Keywords: Primary School Teacher Candidates, Inquiry-Based Instruction Approach, Basic Science in Primary Education Course


How to Cite this Article?

APA 6th edition
Akcanca, N. (2020). Teacher Candidates’ Perspectives about Applied “Basic Science in Primary Education” Course . Educational Policy Analysis and Strategic Research, 15(2), 7-24. doi: 10.29329/epasr.2020.251.1

Harvard
Akcanca, N. (2020). Teacher Candidates’ Perspectives about Applied “Basic Science in Primary Education” Course . Educational Policy Analysis and Strategic Research, 15(2), pp. 7-24.

Chicago 16th edition
Akcanca, Nur (2020). "Teacher Candidates’ Perspectives about Applied “Basic Science in Primary Education” Course ". Educational Policy Analysis and Strategic Research 15 (2):7-24. doi:10.29329/epasr.2020.251.1.

References
  1. Akben, N. (2018). Regarding application based science teaching views of primary school teacher candidates. Ankara University Journal of Faculty of Educational Sciences, 51(3), 145-168. https://doi.org/10.30964/auebfd.447336 [Google Scholar] [Crossref] 
  2. Akcanca, N. (2019, April). The relationship between students' views on the nature of science and scientific creativity skills. XII. International Congress of Educational Research, (pp. 89-97), Turkey. [Google Scholar]
  3. Alake Tuenter, E. (2014). Inquiry-based science teaching competence of pre-service primary teachers (Doctoral thesis). Wageningen University. [Google Scholar]
  4. Anagün, Ş. S., Kılıç, Z., Atalay, N. & Yaşar, S. (2015). Are classroom teacher candidates ready to perform science curriculum? Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(11), 127-148. http://dx.doi.org/10.7827/TurkishStudies.8611 [Google Scholar]
  5. Ayvacı, H. Ş. (2018). Basic Science in Primary Education. Ankara: Pegem Academy. [Google Scholar]
  6. Balbağ, M. Z. & Karaer, G. (2017).  The problems of primary school teacher faced in the science teaching process. Trakya University Journal of Education Faculty, IPTES 2016 Special Issue, 28-46. https://doi.org/10.24315/trkefd.364015 [Google Scholar] [Crossref] 
  7. Bölme, G. (2017). Elementary school teachers’ views and practices regarding inquiry based teaching in science classes (Unpublished master’s thesis). Hacettepe University, Educational Sciences Institute, Ankara. [Google Scholar]
  8. Bulut, G. (2010). The tendency of elementary science and technology teachers on the use of teaching methods and techniques (Sampe of Hatay city) (Unpublished master’s thesis). Fırat University, Science Institute, Elazığ. [Google Scholar]
  9. Chairam, S., Klahan, N. & Coll, R. K. (2015). Exploring secondary students' understanding of chemical kinetics through ınquiry-based learning activities. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 937-956. https://doi.org/10.12973/eurasia.2015.1365a [Google Scholar] [Crossref] 
  10. Coşkun, L. (2018). Conducting science classes through inquiry- based approach in a fourth-grade primary school classroom: an action research (Unpublished master’s thesis). Hacettepe University, Institute of Educational Science, Ankara. [Google Scholar]
  11. Çepni, S. & Bacanak, A. (2002, May). A study on determining mathematics student teachers’scientific literacy, education: Changing times, changing needs. First International Conference on Education (pp. 8-10), Turkish Republic of Nothern Cyprus. [Google Scholar]
  12. Çepni, S., Baki, A., Ayas, A., Demircioğlu, G. & Akyıldız, S. (2009). Quantification and Consideration. Trabzon: Celepler Publishing. [Google Scholar]
  13. Çıray Özkara, F. & Güven, M. (2018). Identification of requirements of primary school teacher candidates for science education. Journal of Qualitative Research in Education, 6(3), 158-184. https://doi.org/10.14689/issn.2148-2624.1.6c3s8m [Google Scholar] [Crossref] 
  14. Demirkıran, Z. A. (2016). The effects of research and i̇nguiry-based applications in science studies course (Unpublished master’s thesis). İstanbul Aydın University, Institute of Social Sciences, İstanbul. [Google Scholar]
  15. Duban, N. (2016). Investigation of classroom teachers’ opinions on homework. International Journal of Education Technology and Scientific Researches, 1(1), 55-67. [Google Scholar]
  16. Duban, N. (2010). Opinions of primary school teacher candidates about science and technology literate and education these individuals. Journal of Theoretical Educational Sciences, 3(2), 162-174. [Google Scholar]
  17. Engeln, K., Mikelskis-Seifert, S. & Euler, M. (2014). Inquiry-based mathematics and science education across Europe: A synopsis of various approaches and their potentials. In C. Bruguière (Ed.), Topics and Trends in current science education: 9th ESERA conference selected contributions (pp. 229–242). Dordrecht: Springer Science. [Google Scholar]
  18. Genç, H., Deniş, H. & Demirkaya, H. (2010). Investigating prospective primary school teachers’ attitudes towards science teaching lesson according to different variable. The Journal of Graduate School of Natural and Applied Sciences of Mehmet Akif Ersoy University, 1(2), 133-149. [Google Scholar]
  19. Gök, B. & Şahin, A. (2009). The multiple uses of assessment methods in 4th and 5th grades and the competency levels of teachers. Education and Science, 34(153), 127-143. [Google Scholar]
  20. Güneş, A. (2007). Measurement and evaluation capabilities of class teachers according to their own perceptions (Unpublished masters’ thesis). Marmara University Institute of Educational Science, İstanbul. [Google Scholar]
  21. Hacıömeroğlu, G. (2018). Examining elementary pre-service teachers’ science, technology, engineering, and mathematics (STEM) teaching intention. International Online Journal of Educational Sciences, 10(1), 1-12. https://doi.org/10.15345/iojes.2018.01.014 [Google Scholar] [Crossref] 
  22. Halkai, K. & Theodoridis, M. (2008). The challenge of using the multimodal aspects of informal sources of Science learning in the context of formal education. In C. L. Petroselli (Ed.). Science Education Issues and Developments (pp.151-199). New York: Nova Science Publishers, Inc. [Google Scholar]
  23. Hofstein, A. & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28-54. https://doi.org/10.1002/sce.10106 [Google Scholar] [Crossref] 
  24. Hwang, G. J., Chiu, L. Y. & Chen, C. H. (2015). A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses. Computers & Education, 81, 13-25. https://doi.org/10.1016/j.compedu.2014.09.006 [Google Scholar] [Crossref] 
  25. Kılınç, A. (2007). The opinions of Turkish high school pupils on inquiry-based laboratory activities. The Turkish Online Journal of Educational Technology, 6(4), 56-72. [Google Scholar]
  26. Koştur, H. İ. (2019). Identifying preservice primary school teachers' views on science education. Ihlara Journal of Educational Research, 4(1), 144-154. [Google Scholar]
  27. Lichtman, M. (2006). Qualitative Research in Education an Users 'Guide. Thousand Oaks: Sage Publications. [Google Scholar]
  28. Malefyane, T., Hofman, A., Winnips, K. & Beetsma, Y. (2014). The impact of interactive engagement methods on students’ academic achievement. Higher Education Research and Development, 33(5), 1020-1034. https://doi.org/10.1080/07294360.2014.890571 [Google Scholar] [Crossref] 
  29. McDonald, S. & Butler Songer, N. (2008). Enacting classroom inquiry: Theorizing teachers’ conceptions of science teaching. Science Education, 27, 45-60. https://doi.org/10.1002/sce.20293 [Google Scholar] [Crossref] 
  30. Ministry of National Education [MoNE] (2013). Science Education Curriculum of Primary Education Institutions. Ankara: Ministry of National Education Publishing. [Google Scholar]
  31. Ministry of National Education [MoNE] (2015). TIMSS 2015 National Mathematics and Science Preliminary Report Grades 4 and 8. Ankara: Ministry of National Education Publishing. [Google Scholar]
  32. Ministry of National Education [MoNE] (2018). Science Course Curriculum (Primary and Secondary School 3, 4, 5, 6, 7 and 8). Ankara: Ministry of National Education Publishing. [Google Scholar]
  33. Metin, M. & Özmen, H. (2009). Difficulties of pre-service teachers in developing and implementing teaching activities based on 5e model in constructivist approach. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(2), 94-123. [Google Scholar]
  34. Miles, M. B. & Huberman, A. M. (1984). Qualitative Data Analysis: A Sourcebook of New Methods. California: Sage. [Google Scholar]
  35. Minner, D. D., Levy, A. J. & Century, J. (2010). Inquiry-Based instruction what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 363-496. https://doi.org/10.1002/tea.20347 [Google Scholar] [Crossref] 
  36. Özata Yücel, E. & Kanyılmaz, B. M. (2018). Evaluation of teachers’ opinions on aiming to upskill the primary school students with the life skills in science curriculum. Journal of Qualitative Research in Education, 6(3), 10-33. https://doi.org/10.14689/issn.2148-2624.1.6c3s.1m [Google Scholar] [Crossref] 
  37. Riedler, M. & Eryaman M.Y.  (2016). Complexity, Diversity and Ambiguity in Teaching and Teacher Education: Practical Wisdom, Pedagogical Fitness and Tact of Teaching. International Journal of Progressive Education. 12(3): 172-186 [Google Scholar]
  38. Saka, T., Akcanca, N., Kala Aydın, N. & Sungur Alhan, S. (2018). The Effects of the inquiry based teaching on prospective teachers’ planning and practice processes. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(1), 180-204. https://doi.org/10.17522/balikesirnef.437735 [Google Scholar] [Crossref] 
  39. Saraç, E. & Capellaro, E. (2015). Views of the elementary teachers and pre-service elementary teachers on the nature of science. Mediterranean Journal of Humanities, 2, 331-349. https://doi.org/10.13114/MJH.2015214576 [Google Scholar] [Crossref] 
  40. Suduc, A. M., Bizoi, M. & Gorghiu, G. (2015). Inquiry based science learning in primary education. Procedia-Social and Behavioral Sciences, 205, 474-479. https://doi.org/10.1016/j.sbspro.2015.09.044 [Google Scholar] [Crossref] 
  41. Tatar, E., Tüysüz, C., Tosun, C. & İlhan, N. (2016). Investigation of factors affecting students' science achievement according to student science teachers. International Journal of Instruction, 9(2), 153-166. https://doi.org/10.12973/iji.2016.9211a [Google Scholar] [Crossref] 
  42. Tytler, R. (2015). Science & mathematics teacher education. In R. Gunstone. (Ed.). Encyclopedia of science education (pp. 857-860). Dordrecht: Springer Science+Business Media. [Google Scholar]
  43. Uyanık, G. (2015). Examining of the elementary teacher candidates’ knowledge levels regarding fourth grade science course units in elementary school. Cumhuriyet International Journal of Education, 4(4), 18-28. https://doi.org/10.30703/cije.321410 [Google Scholar] [Crossref] 
  44. Uzun, E. & Başaran Uğur, A. R. (2018). Prospective classroom teachers’ emotions towards science lesson. Kahramanmaraş Sütçü İmam University Journal of Social Sciences, 15(1), 39-54. [Google Scholar]
  45. Ültay, E., Bıyıklı, Ü., Sungur, T., Topkara, İ. & Açici, N. (2019). The comparison of teacher candidates’ opinions on technology applications and design in scope of science course. International Journal of Social, Humanities and Administrative Sciences, 5(15), 209-227. http://dx.doi.org/10.31589/JOSHAS.103 [Google Scholar]
  46. Wolf, S. J. & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in science education, 38(3), 321-341. https://doi.org/10.1007/s11165-007-9052-y [Google Scholar] [Crossref] 
  47. Yetkin, D. & Daşcan, Ö. (2008). Primary education program (With recent changes). Ankara: Anı Publishing. [Google Scholar]
  48. Yıldırım, A. & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing. [Google Scholar]
  49. Yurdakal, İ. H. (2018). Examination of the changed program of undergraduate primary school teaching. Ulakbilge-International Journal of Social Sciences,6(29), 1483-1499. https://doi.org/10.7816/ulakbilge-06-29-10 [Google Scholar] [Crossref]