Preservice Teachers' Memories of Their Secondary Science Education Experiences

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Hudson P., Usak M., Fancovicova J., ERDOĞAN M., Prokop P.

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, vol.19, no.6, pp.546-552, 2010 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 19 Issue: 6
  • Publication Date: 2010
  • Doi Number: 10.1007/s10956-010-9221-z
  • Journal Name: JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.546-552
  • Keywords: Secondary science, Reflections, Memories, Preservice teachers, Teaching strategies
  • Akdeniz University Affiliated: Yes

Abstract

Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher's enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students' conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may "make a difference" towards influencing high school students' positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices.