THE PERCEPTIONS OF PRE-SERVICE SCIENCE TEACHERS CONCERNING CONSTRUCTIVIST PERSPECTIVES TO TEACHING

Bilge Taskin-Can

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THE PERCEPTIONS OF PRE-SERVICE SCIENCE TEACHERS CONCERNING CONSTRUCTIVIST PERSPECTIVES TO TEACHING

Title	THE PERCEPTIONS OF PRE-SERVICE SCIENCE TEACHERS CONCERNING CONSTRUCTIVIST PERSPECTIVES TO TEACHING
Publication Type	Journal Article
Year of Publication	2011
Authors	Taskin-Can, B
Journal	Journal of Baltic Science Education
Volume	10
Issue	4
Start Page	219-228
Date Published	December/2011
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 972560
Keywords	constructivism, preservice science teacher, teacher education, teacher education program
Abstract	Preservice teachers begin their careers with their attitudes and perceptions about the profession. The purpose of this study is to identify how a four-semester teacher education program helps pre-service teachers’ perceptions about constructivist teaching and learning to change as they progress through the program. The participants of the study included a total of 194 science preservice teachers in four different semesters of their teacher preparation program. The instrument used in this study was the Constructivist Learning Environment Survey (CLES). One way ANOVA was used to identify patterns within cohorts regarding preservice teachers’ beliefs about constructivist strategies. Major findings indicated that although there were statistically different subscales of Shared Control and Critical Voice, in general preservice science teachers hold teacher centered beliefs. Based on these findings, it is possible to say that traditional teacher centered education have been carried on under the name of constructivism in Turkish teaching education programs.
URL	http://oaji.net/articles/2014/987-1410547572.pdf
Refereed Designation	Refereed
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