Learning to teach scientific practices: pedagogical decisions and reflections during a course for pre-service science teachers

Abstract

Background: This auto-ethnographic study describes research conducted in a science teacher education program at a state university in Turkey, where I had taught the ‘laboratory applications’ course for the four previous years. While the students learned the basic skills needed to implement a laboratory course, I detected some deficiencies in their understanding of scientific practices. Consequently, I decided to adopt a different approach. In the fall of 2013 to 2014, I participated in a project aimed at improving pre-service science teachers’ understanding of scientific practices (SPs) using a model known as the Benzene Ring Heuristic (Erduran and Dagher 2014). Results: This project helped me to re-design my course, emphasizing the integration of SPs into lesson planning and teaching. As I taught the re-designed course, I gathered data from various sources, including pre- and post-interviews, audiotape recordings of lessons, students’ lesson plans and reflections, and my own and my colleague’s reflections after teaching. Conclusions: The data suggest that my students’ understanding of SPs improved, but I was still not satisfied with their understanding of domain specificity, ethics, and utility in science, or with their beliefs about the roles and responsibilities of students during science lessons. These are issues to be dealt with as I continue to try to improve the course.