Özet:

The purpose of this research is to study the conceptual perceptions and evaluations of teachers candidates on the differentiated science teaching module in the education of the superior skills developed for class teacher candidates. In the research methods of quality research has been used the situation study design. The research work group consists of a total of 32 teachers candidates studying in the 2nd grade of the Amasya University School of Education Class Education Department in the 2018-2019 academic year. In the study, the participation of teachers candidates in the differentiated science training towards superior skills has been determined as a state measure. In the research, metaphor forms and structured conversation forms were used as data collection tools. In the analysis of the findings obtained from the study, a comprehensive analysis was used. According to the findings obtained from the metaphors, the Module of Differentiated Science Teaching Practices has enhanced the teacher candidates’ mental images and conceptual awareness of the concepts of ‘individual diversity, differentiated teaching, superior capacity and non-school learning’. According to the findings obtained from the forms of the interview, most teachers have that the candidate contributed to the professional and individual development of the training. Teachers have come to the conclusion that they believe they have gained the skill of preparing, implementing and evaluating a differentiated curriculum in the field of modules and science. Recommendations have been presented on the dissemination of the differentiated science teaching module found in the research framework to ensure the individual development and integration of superior talented students in both the normal classes and support training rooms for class teacher candidates.

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