Abstract:

The purpose of this study is to portray in-class implementations of in-service science teachers from the eyes of the pre-service science teachers. Specifically, this study examines various science teaching components such as overcoming misconceptions, assessment of science learning, integrating nature of science aspects, using different science teaching methods etc. that science teachers use during instruction. Additionally, classroom management strategies of science teachers are also included. The data are obtained from the observations of pre-service science teachers. Thirty three pre-service and thirteen in-service teachers participated in the study. The observation protocols that pre-service science teachers filled will be analyzed to document the findings. A content analysis approach and descriptive statistics were used for the data analysis. The data revealed that science teachers have low levels of PCK and they generally use traditional teaching methods, strategies and traditional assessment techniques. Their NOS understandings are limited and classroom management strategies rely on discipline.

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