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Demet Şahin Kalyon


Achievement in the primary school science lesson has always been the subject of attention by researchers in Turkey and different countries. For this reason, they carry out studies on science teaching at the primary school level. This study aimed to reveal the strengths and weaknesses of pre- and in-service classroom teachers in science teaching. In addition, to improve their weaknesses, the features of the science classroom that they imagined were revealed. Seventy-seven juniors, 78 seniors, and 87 in-service teachers participated in the study. We obtained the data through an opinion form called “I Teach Science” and consisting of four questions. Findings were revealed because of the descriptive analysis. We found the most frequently uttered strengths as being able to do/design experiments, adopting activity-based science teaching, having, and applying different methods/technical knowledge, having science process skills, and having an interest in/attitude towards the science. The most common weaknesses were the lack of field knowledge, lack of self-confidence, inability to do experiments, lack of laboratory knowledge, inability to design/use materials, and lack of interest in and attitude towards science. The most common ways they would apply to improve their weaknesses were found as doing research, reviewing resources, obtaining help from experts or colleagues, designing experiments, researching/learning different methods, utilizing different resources, and developing planning skills. While describing a dream science classroom, the participants considered general characteristics of students and teachers and general/physical features of the classroom.

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