Pre-service Science Teachers' Conceptual Understanding of Integrated Science Subject: A Case Study

Abstract

The integrated science curriculum has been implemented in Indonesia since 2013. The purpose of this study is to investigate pre-service science teachers' conceptual understanding of integrated science subject. This research is a case study. Data were analyzed descriptively. The sample used in this research is 44 pre-service science teachers from one of the universities in Indonesia. Samples are taken from 2 classes in science education majors who have never taken an integrated science subject. The result of this research is the initial conceptual understanding of pre-service science teachers on five topics: simple machines, energy, respiratory system, sound, and global warming are still low and not as expected. This is because most pre-service science teachers still tend to answer a question based on within single disciplines. They have not shown the ability to answer questions by connecting from different disciplines (interdisciplinary). Pre-service science teachers still have misconceptions on the global warming topic. The results can show how the initial mindset of pre-service science teachers in integrated science, so that lecturers can prepare learning strategies or literature sources to teach integrated science subject at the university level.