Journal of STEM Teacher Institutes

Yazarlar: Gülşah Kuru, Ayça KARTAL

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Anahtar Kelimeler:Life science course,Preservice primary school teachers,Primary school teaching,Theory,Practice

Özet: The aim of this study was to compare preservice primary school teachers’ theoretical life science lesson plans during undergraduate education and their observation of life science lessons performed by primary school teachers in real learning environments.  This was a case study, which is a qualitative research design. The study sample consisted of 20 third-year students of the department of basic education of classroom education of a university in Turkey the academic year 2018-2019. Observation was conducted in first-, second- and third-grade primary school life science lessons of primary school teachers who agreed to participate in the study. According to results, primary school teachers failed to adhere to learning outcomes, were unaware of the basic skills in the syllabus, misused methods and techniques, and did not pay much attention to the evaluation phase. Therefore, primary school teachers should keep up with the literature of interest (culture, art, science etc.) and participate in social and cultural activities (seeing plays, going to the movies, etc.) to develop themselves in order to be able to link the life science course with other fields and day-to-day life. 

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