Effect of the Science Process Skills Laboratory Approach Supported with Peer-Instruction on Some of Science Process Skills of Pre-service Teachers

Abstract

Nowadays increasing importance of science process skills and laboratory approach in science education requires the acquisition of scientific process skills that teachers should have been gained those skills during pre-service training courses to transfer their students. Peer instruction, which results in effective outcomes for concept teaching recently, comprises another aspect of this study. The aim of this study is to determine whether scientific process skills laboratory approach, which is supported with peer instruction, is an effective method to improve some high level scientific process skills of pre-service teachers. Single group experimental research design was used in this study. Data were collected by using open ended experiment worksheets, student rubrics, experiment evaluation questionnaire and semi-structured interviews during peer instruction supported scientific process skills laboratory approach in which third year primary science education students at Balikesir University took part in six weeks long application. Findings of the study show that pre-service teachers' skills of determining variables, changing and controlling variables and making inferences improved while constructing hypotheses and setting up experiment skills were not improved. It is suggested that peer instruction supported scientific process skills laboratory approach should be used to acquire scientific process skills.

The Views of Pre-Service Teachers Regarding the Effectiveness of Peer Assisted Learning Method in the Science and Technology Laboratory Practices Course

“…However, there are some obstacles to achieving the cognitive, social, and psycho-motor development intended with this method used for teaching scientific knowledge by establishing a connection between theoretical knowledge and practice (Kocakulah & Savas, 2013). Among these obstacles are the existence of science subjects students have difficulty in learning; students' incomplete content knowledge; students' imperfect knowledge of laboratory instruments, supplies, and equipment; the incapability of students to use them effectively; lack of opportunity for students to carry out experiments; students' lack of interest in the subjects; lack of materials; overcrowded classrooms; inadequate classrooms; inadequate course hours; lack of teacher guidance; and timidity to ask teachers for help (Aydogdu, 1999;Celik, Pektas, & Demirbas, 2012;Stasinakis & Kalogiannakis, 2017;Gunes, Sener, Germi, & Can, 2013;Kaya, Cepni, & Kucuk, 2004;Ulucinar, Cansaran, & Karaca, 2004).…”