Abstract:

Abstract The purpose of this study is to examine pre-service chemistry teachers’ orientations during chemistry teaching method courses. This study was conducted with ten pre-service chemistry teachers for 28 weeks. The Draw-A-Science-Teacher-Test Checklist (DASTT-C), card-sorting activity, interviews, observations, and reflection paper were used to collect data. The data were analyzed by using deductive approach. Analysis of data revealed that most of the pre-service chemistry teachers had teacher-centred orientations before chemistry teaching method courses. However, it was determined that their orientations changed into reform-based ones as a result of these courses. According to the results, implications for chemistry teacher training programs were discussed.

Keywords: