Abstract:

It is important for science teachers who will prepare students for various project competitions at the elementary school to have experience about preparing project during their education in order to be more helpful to their students in their career. In this regard, the aim of the study is to evaluate the examples of project-based learning practices prepared by prospective science teachers and the implications of this process. The study was carried out with 45 prospective teachers who study at Educational Faculty, RecepTayyipErdoğan University. In the study in which phenomenology research design was used, a questionnaire consisting of open-ended questions was used and the data were analysed with descriptive analysis method. Project papers were investigated as document analysis. The problems that prospective teachers faced while they were preparing these projects were stated as instability about determining the topic, time limitation, failing to reach the necessary tools, not being able to form the report, not focusing on the project because of the PPSE anxiety. Evaluating the project reports, it was determined that the prospective teachers had difficulty in explaining clearly what they did in their papers, associating their projects with literature, and stating the introduction part. Besides, this process provided contributions such as the continuity of knowledge, using the scientific process skills in daily life, communication between peers- socializing, revealing the abilities, literature review which were stated by prospective teachers. Additionally, they stated that they had an important experience for their career but they weren’t able to allow time for the project practices due to the reasons such as preparing for PPSE and intern practices during the senior year.

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