Abstract:

The aim of this study is to determine the views of science teacher candidates who took the environmental science course supported by concept maps. Concept maps are teaching materials that connect concepts accurately and meaningfully. Concept maps not only help students learn science concepts in a meaningful way, but also help teachers teach students concepts. The research was conducted with 5 science teacher candidates studying in the 3rd grade of science teaching at a state university in the spring semester of 2018-2019 academic year. The study was carried out with the phenomenology method, which is a pattern of qualitative research. The criterion sampling method, which is one of the purposeful sampling methods, was used in the selection of the sample. Within the scope of this study, after explaining the renewable energy resources, which are one of the environmental science subjects, supported by concept maps, the opinions of the teacher candidates were taken. Data were obtained through semi-structured interviews. When the data obtained from the research were examined, teacher candidates stated that they had positive thoughts about environmental science supported by concept maps, and they stated that they would use concept maps in their professional life in the future. In addition, they reported that with the increase in their motivation for the lesson, there were improvements in their cognitive and emotional skills, especially their psychomotor skills.

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