Exploring preservice science teachers’ adaptive expertise and reformed beliefs about science teaching and learning

Download
2021-8-09
Kazakova, Alina
The main purposes of the study are to explore (1)the level of preservice science teachers’ adaptive expertise and reformed beliefs, (2) the differences between pre-service teachers’ adaptive expertise and reformed beliefs about science teaching and learning in terms of their academic majors, (3) the differences between levels of years regarding adaptive skills and reformed science beliefs, (4) the differences between male and female preservice teachers’ holding adaptive expertise and reformed science beliefs, (5) how work experience affects preservice teachers’ beliefs about reformed science and adaptive expertise skills. A total of 272 pre-service teachers of the science education department in a public university located in Ankara participated in this study. The study took place during the spring period of 2020 semester both face-to-face and online by using the Adaptive Expertise scale and BARSTL (Beliefs about Reformed Science Teaching and Learning) questionnaire. The data were analyzed by using factor analysis and MANOVA(Multivariate analysis of variances). The results of the research indicated that the preservice science teachers held a high level of adaptive expertise skills and reformed beliefs in their teaching overall. Specifically, preservice teachers’ adaptive expertise skills develop over time emphasizing that senior levels had sophisticated levels of adaptive expertise than freshman, sophomore and junior levels. On the other hand, there was no difference between academic majors of preservice teachers. Likewise, gender and work experience did not affect the adaptive skills and reformed stance of teachers.
Citation Formats
A. Kazakova, “Exploring preservice science teachers’ adaptive expertise and reformed beliefs about science teaching and learning,” M.S. - Master of Science, Middle East Technical University, 2021.