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Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 1, Article 16 (Jun., 2015) |
Before the implementations, it was found that the PSTs have a fear of science experiments. The findings of this study support the results of previous studies reporting that PPTs had limited experience with science experiment and SPS (Ayas etal., 1994; Böyük et al., 2010; Tunç, Çam and Dökme, 2012; Koç and Bayraktar, 2013; Nadelson et al., 2013) and low self-confidence to teach science (Appleton 1995; Pell and Jarvis 2003; Tunç, Çam and Dökme, 2012). To overcome this problem, this paper suggested an easy way of teaching SPS for PSTs which was verified by experiences of PPTs. The applications are called as ESSE.
The ESSEs are simple science experiments which were developed and extended including SPS based on constructivist 5E Model. Constructivist 5E model was used in this study because it enables variety in teaching and it provides opportunities for the rich learning environments to be organized considering students’ misconceptions (Ürey and Çalık, 2008; Hırça, Çalık and Seven, 2011). Each “E” represents part of the process of assisting students’ learning sequence and experiences in linking prior knowledge with new concepts (Karslı and Ayas, 2011). This process is gradually illustrated in “Sound is a kind of energy” experiment in appendix A.
Another marking part of this study is the materials of experiments. Some studies indicated that most of experienced teachers have difficulties in doing experiment or they prefer not to do experiment due to lack of specific apparatus and adequate laboratory equipment (Ayas et al., 1994; Böyük et al., 2010; Tunç, Çam and Dökme, 2012; Koç and Bayraktar, 2013) and teachers complained preparing and guiding such activities which takes too much time and effort (Ateş and Eryılmaz, 2011). According the views’ of PPTs, these undesired results can be eliminated during the ESSE process. Because, PPTs who were afraid of doing experiments due to focusing on structure of science experiments stated that any object can be used as a material for conducting an experiment. This finding shows similarities to the results of Aktamış and Ergin (2008) who determined that the SPS skills education increased the students’ achievements and scientific creativities and to the results of Ateş and Eryılmaz, (2011) who indicate that teaching science do not need a special laboratory environment or complicated apparatus, everyday gadgets, simple set-ups or low-cost items can make better realize science and students physically active.
Although Ürey and Çalık (2008) indicate that one conceptual change method don’t remedy students’ misconceptions completely, PPTs stated that ESSEs process taught science concepts them in relation to real-life experiences and practiced SPS by having fun during the implementations. This finding is similar to findings of Karslı and Ayas (2011) who explained that student-centered learning environments which are enriched by effective methods and techniques are needed in order to help the students understand the challenging concepts. Moreover, prospective teachers stated that they can easily develop and implement several simple science experiments to teach science and SPS to their students in the future. Based on the results of the applications, all of the PPT pointed out that “experiments are not the aim of the science lessons, experiments are a method for teaching science and Scientific Process Skills”. Based on this findings, I have considered the ESSE beneficial for engaging PPTs who feel anxious about science experiments in the process of teaching and learning SPS without focusing on “structure” of experiments, as well as meeting state and national standards.
In recent years, some courses were have been implemented to familiarize prospective teachers with linking Hands on science activities in some education faculties in Turkey (Ateş and Eryılmaz, 2011). It is expected that these courses might be evolved to familiarize prospective teachers with linking science with SPS. Jaus (1975) reiterates the vital message that teachers must be equipped with the science process skills because they design activities for teaching these skills to their students. In-service trainings, workshops or projects should be organized for PPTs and PSTs allowing them to gain practical science experience and proficiency, and to acquire SPS without focusing on “structure” of experiments. In that time teachers, when they need, can design and implement science experiments for improving their students’ SPS.
Funding
This manuscript is a part of “Developing Teachers’ and Prospective Teachers’ Designing and Conducting Experiments Skills Using Alternative Materials” project which was funded by Bartın University in Turkey.
