Investigating perceptions of pre-service science teachers towards laboratories by using phenomenological pattern


Cifcili V., Kirbaslar F. G.

5th International Conference on New Horizons in Education (INTE), Paris, France, 25 - 27 June 2014, vol.174, pp.1371-1378 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 174
  • Doi Number: 10.1016/j.sbspro.2015.01.761
  • City: Paris
  • Country: France
  • Page Numbers: pp.1371-1378

Abstract

A Abstract scientific concepts are made clear thanks to laboratory practices and skills related to scientific thought are developed. In this regard, laboratories distinguish themselves from classes, which are the most special areas of educational environments, with both their materials and differences in use and management. The research objective is to detect perceptions of pre-service science teachers, who have been receiving education in the Department of Science Education in the Faculty of Education, on laboratory environments used by pre-service science teachers. This research consists of three laboratory environments used by pre-service science teachers in courses of General Physics Laboratory, General Chemistry Laboratory and General Biology Laboratory within the context of Science Education training program in the Faculty of Education. Pre-service science teachers were asked to express their opinions on laboratory in a cause and effect relationship by describing them via metaphor within the context of this study. It was detected at the end of research that pre-service science teachers define their perceptions on laboratory by using various metaphors. In this respect, perceptions of pre-service science teachers on General Physics Laboratory can be interpreted as that science can be measured and absolute outcome is achieved; their perceptions on General Chemistry Laboratory can be interpreted as that science is experimental, practical and synthesis; their perceptions on General Biology Laboratory can be interpreted as that science is real life. (C) 2015 Published by Elsevier Ltd.