Active or Passive-What Do Pre-Service Science Teachers Prefer in Their Professional Training?

Abstract

The integration of PCK into CK courses base on diverse learning environments and student-centered approach has enabled the development of a Knowledge-Pedagogy-Student-Centered—KPSC teaching approach. This approach has made experiential, interesting and challenging learning accessible to in-depth learning. Moreover, it raises the self-efficacy to adopt this approach in the future. Consistent with the positive feelings of the pre-service teachers when using KPSC, the science lessons in the schools may look different and thus increase the potential to motivate people into becoming science teachers. In summary, this approach has enabled the development of a teaching model based on food web. 1) Similar to the open system of the food web, the effect of implementing KPSC does not end with the boundaries of the classroom. Family, friends and spouses are affected by in-depth learning; 2) There is no single central figure in KPSC and the teacher and students make a great contribution to the learning process; 3) Similar to the relationship within and between the trophic levels, there is an extensive relationship between the lecturer and the students and the students themselves; 4) Similar to the biodiversity in the food web, there is a personal development of the students that creates a variety of learners.

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