Comparison of the Theoretical and Practical Knowledge of the Pre-Service Science Teachers in Turkey: The Context of Simple Electrical Circuits

Abstract

Laboratory applications are one of the most essential strategies in science teaching. Therefore, science teachers are expected to advance their laboratory skills. In Türkiye, there are generally applications for construct theoretical knowledge. Literature indicates the need for individuals who can use knowledge. For this reason, there is a need for laboratory skills through which knowledge is used in science teaching. Hence to meet this need, it is expected that theoretical knowledge will be used unitedly with practical knowledge. This research aims to compare pre-service science teachers’ knowledge of simple electrical circuits which is both theorical and practical. The research group consisted of 60 pre-service science teachers studying at a university in Trabzon, Turkey. The study was carried out using the case study method under the category of descriptive research approaches. Data were collected with conducting drawings, observation studies of experimental setups, and clinical interviews. Data were analyzed through content analysis. The data obtained determined that pre-service science teachers had 'theoretical' knowledge within the scope of simple electrical circuits, but they could not put this knowledge into practice 'practically' and could not establish the circuits. In addition, it is one of the findings of the research that pre- service science teachers are theoretically limited in what they learn, and they do not have the opportunity to use the novel forms of knowledge in active learning environments, which indicates they do not have procedural knowledge.