PRESERVICE PRESCHOOL TEACHERS’ VIEWS ABOUT SCIENTIFIC THINKING SKILLS: PROBLEMS AND RECOMMENDATIONS

Abstract

This study aimed to investigate preservice preschool teachers’ views about scientific thinking skills (STS), challenges that may occur when teaching these skills and PSTs’ recommendations. Multiple holistic case was applied in this study. Survey of Awareness towards Science Course (Interview Form-I) Survey and interviews were data collection tools in this study. 9 PSTs have been selected due to their survey scores were interviewed with Interview Form Related to STS (Interview Form-II) which included semi-structured questions. To determine study group Interview Form-I was administered to 126 preservice teachers via random sampling and 9 PSTs (Group-I: High-High [f=3], Group-II: Moderate-Moderate [f=3], Group-III: Low-Low [f=3]) were selected to study group by purposeful sampling due to their scores on two section of survey (Objectives of Science Education Course and science Activities). Descriptive and content analyses were conducted. PSTs were re-interviewed according to results. It was aimed to produce internal validity by including participants into analysis process. Findings show that PSTs’ awareness about STS and self-efficacies of teaching STS were low. PSTs suggested that they should be given training about STS in teacher preparation programs, field experience should include more treatments and science education course should be taught as practice-oriented.