Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 1, Article 8 (Jun., 2017) Hüsnüye DURMAZ, Emrah OĞUZHAN DİNÇER and Aslıhan OSMANOĞLU Conducting science fair activities: Reflections of the prospective science teachers on their expectations, opinions, and suggestions regarding science fairs Contents Next

Conducting science fair activities: Reflections of the prospective science teachers on their expectations, opinions, and suggestions regarding science fairs¹

 

*Hüsnüye DURMAZ, Emrah OĞUZHAN DİNÇER and Aslıhan OSMANOĞLU

Department of Mathematics and Science Education, Trakya University, Edirne, TURKEY

*Corresponding Author E-mail: husniyedurmaz@trakya.edu.tr

Received 12 Apr., 2017
Revised 25 Jun., 2017

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Contents

• Abstract
• Introduction
  • Theoretical framework
  • The importance and aim of the study
• Methods
  • Participants
  • The process and data collection
  • Data analysis
• Results
• Expectations towards and the outcomes of science fair practices
• The difficulties related to science fair practices
• Instructional plans
• Suggestions
• Disscussion
  • Affective expectations and outcomes of the science fair practices
  • Cognitive expectations and outcomes of the science fair practices
  • The difficulties related to the science fair practices
  • Instructional plans
  • The suggestions of PSTs regarding the science fair practice
• Conclusion, limitations, and suggestions
  • Disclosure statement
  • Notes on contributors
• References

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Abstract

The aim of this study is to examine the reflections of the prospective science teachers on their expectations, opinions, and suggestions towards science fairs. The study was conducted with 34 prospective science teachers. All participants had education in junior class of Science Teaching Program of a university located in western part of Turkey in the spring term in 2013-2014 academic year. The prospective science teachers were taking a Community Service course during the study. The study was qualitative in nature. More specifically, it was a phenomenological study. The data included pre-written and post-written interviews with all participants as well as face-to-face interviews with 12 selected prospective science teachers. The content analysis results revealed the expectations of the prospective science teachers towards science fair, difficulties and outcomes of the science fair practice, and suggestions related to instructional plans and improvement of the implementation. At the end of the study, it is believed that providing prospective teachers opportunities to develop their instructional skills in a community of practice situated in authentic activities may help them learn to teach more effectively and gain broader perspectives. Moreover, creating such opportunities for students in schools through cooperation with universities might be fruitful both for prospective teachers and students in terms of supporting science education.

Keywords: Content analysis, prospective science teachers, science fair activity, situated learning

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¹An earlier version of this study was presented at 9th International Balkan Education and Science Congress, 16-18 October 2014, Edirne, Turkey.