Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

Abstract

The aim of this study was to examine pre-service science teachers' views about laboratory applications in science education and how their views changed through laboratory applications that were carried out for two semesters. 63 (52 females, 11 males) pre-service teachers participated in the study. The study was carried out by using pre-test and post-test design. Data was collected on the differences between the views of pre-service science teachers before and after laboratory courses. For data collection, teachers were given forms including 3 open-ended questions. Data analysis was carried out through qualitative content analysis. The results showed that pre-service teachers defined laboratory as "a place of application", and after laboratory applications, they could give more comprehensive definitions about laboratory. The most popular answers pertaining to the aim of laboratory applications included effective learning, permanent learning, ending rote learning, and better understanding, faster learning and learning with fun. Along with the quality of learning, participants attached importance to the methods and techniques to be utilized in lab setting to reach that desired quality. Their focus was predominantly on visualizing, experimental learning, materializing of the theoretical information through application and observation. Study showed that they mostly attributed the importance of laboratories to the quality of learning and methods were expressed as visualizing, materializing and application, observation and experiment for the quality of learning.

Case Study of Science Teachers’ Professional Development in Saudi Arabia: Challenges and Improvements

“…These findings are largely in line with previous studies addressing professional development among science teachers (Noh, Cha, Kang, & Scharmann, 2004;Alshehry, 2009;Harman et al, 2016). We found that the participating teachers lack some basic knowledge and experience (e.g., self-development to improve their teaching style, the lack of using some new facilities and updates the methods of teaching, not being able to proving their opinions suggested in their decision made).…”

“…For the continued professional development of teachers, it will be necessary to develop critical, analytical, evaluation and reflective corporations with a good knowledge and understanding of teaching practices (Ian Terrell, 2003). Most professional development inactivates involving science teachers have focused on laboratory sessions, experimental learning, and naturalization of theoretical information by application and observational methods (Harman et al, 2016). This will be explored by the second levels of master's programme among science colleges in the current positions which have not been explored by other international or national studies before.…”

Classroom Teachers' Opinions on Science Laboratory Practices

“…In the current study, some of the class teachers received laboratory lessons during their undergraduate education, some of them received in-service training after they started to work, and some of them were trained as science teachers in different branches. Teacher training shall encourage the teacher candidates to understand the nature of practice and help them use these activities in their classes in the future [5]. In the study conducted by [34], it is stated that teachers generally find themselves adequate in carrying out their laboratory practices.…”

“…In a different study conducted by [37], it is stated that laboratory practices are effective for students to gain a scientific perspective. Furthermore, based on their findings arising from teachers' views, it is claimed that laboratory practices enable effective, permanent and enjoyable learning [5].…”

“…Laboratory practices play a central role to fill the gap between theory and practice [4]. Laboratory applications have been stated to help students define the concepts of science in a more comprehensive and meaningful manner [5]. Laboratories have long been regarded as an important component in science education [6].…”