Preservice Science Teachers' Perceptions About Science Process Skills and Their Practices

Özgelen S., Yılmaz Tüzün Ö.

The American Educational Research Association (AERA), Illinois, United States Of America, 9 - 13 April 2007, pp.1

  • Publication Type: Conference Paper / Summary Text
  • City: Illinois
  • Country: United States Of America
  • Page Numbers: pp.1
  • Middle East Technical University Affiliated: Yes


The purpose of this study was to investigate preservice science teachers’ (PSTs) perceptions about scientific process skills (SPS) and their applications. The case study approach was used. Participants were elementary PSTs who enrolled in the teaching practice course. Data gathered through interviews, observations, and lesson plans. The qualitative analysis yielded a total 10 sub categories that are summed under 3 main categories which are participants’ perceptions, concerns, and teaching practices about SPS. Selection of methods was strongly influenced by the content. We argued that once PSTs accomplished in attaining SPS during their presentations, they may return to belief of effectiveness of teacher-centered methods. Researchers developed a model to explain factors that may influence PSTs perceptions of SPS and their application