PRESERVICE CHEMISTRY TEACHERS' IMAGES ABOUT SCIENCE TEACHING IN THEIR FUTURE CLASSROOMS


Elmas R., Demirdogen B., GEBAN Ö.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, no.40, pp.164-175, 2011 (Journal Indexed in SSCI) identifier

  • Publication Type: Article / Article
  • Publication Date: 2011
  • Title of Journal : HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Page Numbers: pp.164-175
  • Keywords: pre-service chemistry teacher, DASTT-C, science teaching, BELIEFS, EDUCATION

Abstract

The purpose of this study is to explore pre-service chemistry teachers' images of science teaching in their future classrooms. Also, association between instructional style, gender, and desire to be a teacher was explored. Sixty six pre-service chemistry teachers from three public universities participated in the data collection for this study. A modified version of Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service chemistry teachers' perspective of science teaching style is 37,9 % student-centered, 22.7% teacher-centered, and 39.4% reflect the characteristics of both student-centered and teacher-centered approaches. A significant association was found between gender and instructional style. Female pre-service teachers are more willing to use student centered approaches rather than male pre-service teachers.