Exploring Pre-Service Science Teacher Expectations on Learning Science

Abstract

The purpose of this study was to examine the expectations of the pre-service science (biology, chemistry, and physics) teachers about learning science on independence, coherence, concept, reality link, math link, and effort dimensions by using Science Expectations Questionnaire (SEQ) and conducting interviews with selected pre-service teachers on their questionnaire responses. The SEQ was applied to 121 pre-service science teachers in a public university. The results show that most of the pre-service science teachers had sophisticated view of learning in terms of independence and reality link dimensions; they had naïve view of learning in terms of other dimensions. Hence, teacher educators could determine pre-service science teachers’ view of learning and encourage them to have more sophisticated view of learning.