The Proficiency and Opinions of the Pre-service Primary Teachers in Performing Hands-on Science Experiments

Abstract

It is a challenge to carry out science lessons with experiments both in the conditions that emerged with the COVID-19 pandemic and in schools where there is a shortage of laboratories and materials. This study aims to examine the proficiency and opinions of pre-service primary teachers (PPTs) pertaining to performing hands-on science experiments with simple tools. This case study was carried out with 47 PPTs selected according to the convenient sampling method. Data sources included video recordings of the experiments performed by the PPTs over ten weeks and an open-ended questionnaire. The videos were analyzed with the analytical rubric and presented with descriptive statistics. The open-ended questions were analyzed with content analysis. Results showed that PPTs are sufficient for choosing suitable simple tools for experiments and for applying the experiments gradually, extensively, and correctly, while they need to develop in explaining the concepts and information correctly. In addition, the majority of the PPTs stated that they did not have any difficulties whilst performing the experiments, they could perform science experiments with simple tools, the experiments would reflect positively on the learning outcomes of the students, and they could conduct science lessons with experiments using simple tools and alternative materials, even if there is no laboratory in the school. Future studies should focus on increasing the proficiency of PPTs to give scientific explanations for experiments.

A Study on Perception Survey of Preservice Elementary Teachers on Teaching Methods in Astronomy — A Secondary Publication

“…In addition, Kim and Lee [4] revealed that the use of storytelling techniques in the "Solar System and Stars" unit for elementary school students helped them acquire scientific concepts. Several studies [2,[5][6][7][8][9][10][11] on astronomy-related topics for elementary school preservice teachers also explain that various teaching methods are applied to achieve learning effects. In particular, Lee [9] describes the use of storytelling as an effective way to learn astronomy topics.…”