Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article 2 (June, 2007)
 Hulya YILMAZ, Hakan TURKMEN, Jon E. PEDERSEN, & Pinar HUYUGUZEL CAVAS
Evaluation of pre-service teachers’ images of science teaching in Turkey

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Evaluation of pre-service teachers’ images of science teaching in Turkey

Hulya YILMAZ

Ege University, Faculty of Education
Department of Elementary School Education, Primary School Education, TURKEY
Email: hulya.yilmaz@ege.edu.tr

Hakan TURKMEN

Ege University, Faculty of Education
Department of Elementary School Education, Science Education, TURKEY
Email: hakan.turkmen@ege.edu.tr

Jon E. PEDERSEN

University of Oklahoma, College of Education, USA
Email: pedersenj@ou.edu

Pinar HUYUGUZEL CAVAS

Ege University, Faculty of Education
Department of Elementary School Education, Primary School Education, TURKEY
Email: pinar.huyuguzel@ege.edu.tr

Received 7 Apr., 2007
Revised 30 May, 2007

Contents

Abstract

The purpose of this study is to investigate elementary pre-service teachers’ image of science teaching, analyze the gender differences in image of science teaching, and evaluate restructured 2004 education reform by using a Draw-A-Science-Teacher-Test Checklist (DASTT-C). Two hundred thirteen (213) pre-service elementary teachers from three different western universities participated in the data collection for this study. The results of study showed that Turkish elementary pre-service teachers’ perspective of science teaching style is 20% student-centered, 41% teacher-centered, and 39% between student-centered and teacher-centered. These results give some vital concerns regarding the preparation of future elementary teachers and the in-service development of teaching practice.

Keywords: Educational Reform, Science Education, DASTT-C

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