Şahin-Kalyon, D. (2021). Teaching Science: Who am I? 

What do I plan. International Online Journal of 

Education and Teaching (IOJET), 8(3). 2150-2175. 

Received  : 24.03.2021 

Revised version received : 23.06.2021 

Accepted  : 24.06.2021 

 

 

TEACHING SCIENCE: WHO AM I? WHAT DO I PLAN? 

Research Article   

 

Demet Şahin Kalyon   

 

 

Tokat GaziOsmanpasa University 

demet.sahin@gop.edu.tr  

 

Biodata(s): Demet Şahin Kalyon has got her MA and PH degree from the field of Primary 

Education. Her research interest is Science Teaching. Her research interests are 

argumentation, nature of science, learning environment in science, drama. 

 

 

 

 

 

 

 

 

 

 

Copyright © 2014 by International Online Journal of Education and Teaching (IOJET). ISSN: 2148-225X.  

Material published and so copyrighted may not be published elsewhere without written permission of IOJET.  

mailto:demet.sahin@gop.edu.tr
https://orcid.org/0000-0002-4321-4880


International Online Journal of Education and Teaching (IOJET) 2021, 8(3), 2150-2175. 

 

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TEACHING SCIENCE: WHO AM I? WHAT DO I PLAN? 

 

Demet Şahin Kalyon 

demet.sahin@gop.edu.tr 

 

Abstract 

Achievement in primary school science courses has always been a field of interest by 

researchers in Turkey and other countries. For this reason, studies are conducted on science 

teaching at the primary school level. This study aimed to examine strengths and weaknesses 

of pre- and in-service primary teachers in science teaching. In addition, to overcome their 

weaknesses, the features that they imagined for a science classroom were revealed. Seventy-

seven juniors, 78 seniors, and 87 in-service teachers participated in this study. The study data 

were collected through an opinion form called “I Teach Science,” consisting of four 

questions. Findings were revealed following a descriptive analysis. The findings of the study 

revealed that the most frequently uttered strengths were the ability to do/design experiments, 

adoption of activity-based science teaching, application of different methods/technical 

knowledge, science process skills, and an interest in/attitude toward science. The most 

common weaknesses were found to be lack of field knowledge, lack of self-confidence, 

inability to do experiments, lack of laboratory knowledge, inability to design/use materials, 

and lack of interest in and attitude toward science. The most common ways they would apply 

to improve their weaknesses were found to be research, reviewing resources, obtaining help 

from experts or colleagues, designing experiments, researching/learning different methods, 

using different resources, and developing planning skills. While describing an ideal science 

classroom, the participants considered general characteristics of students and teachers and 

general/physical features of the classroom.  

Keywords: science teaching, primary teachers, pre-service primary teachers, learning 

environments 

 

TEACHING SCIENCE: WHO AM I? WHAT DO I PLAN? 

Abstract 

Achievement in primary school science courses has always been a field of interest by 

researchers in Turkey and other countries. For this reason, studies are conducted on science 

teaching at the primary school level. This study aimed to examine strengths and weaknesses 

of pre- and in-service primary teachers in science teaching. In addition, to overcome their 

weaknesses, the features that they imagined for a science classroom were revealed. Seventy-

seven juniors, 78 seniors, and 87 in-service teachers participated in this study. The study data 

were collected through an opinion form called “I Teach Science,” consisting of four 

questions. Findings were revealed following a descriptive analysis. The findings of the study 

revealed that the most frequently uttered strengths were the ability to do/design experiments, 

adoption of activity-based science teaching, application of different methods/technical 

knowledge, science process skills, and an interest in/attitude toward science. The most 

common weaknesses were found to be lack of field knowledge, lack of self-confidence, 

inability to do experiments, lack of laboratory knowledge, inability to design/use materials, 

and lack of interest in and attitude toward science. The most common ways they would apply 

to improve their weaknesses were found to be research, reviewing resources, obtaining help 

mailto:e@mail.com


Şahin Kalyon 

    

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from experts or colleagues, designing experiments, researching/learning different methods, 

using different resources, and developing planning skills. While describing an ideal science 

classroom, the participants considered general characteristics of students and teachers and 

general/physical features of the classroom.  

Keywords: science teaching, primary teachers, pre-service primary teachers, learning 

environments 

1. Introduction 

Human life consists of making decisions, adapting to changes, and solving problems. 

Thus, how does a person decide among lots of choices, keep up with changes, or determine 

the accuracy of information? In short, which skills enable an individual to live a more active 

life in this world? These questions can generally be responded to by saying that skills such as 

research, inquiry, and problem-solving will help the individual lead a better life. People with 

these qualities realize the cause-and-effect relationship between the events and behave 

rationally in making decisions that will affect themselves and others. The answer to how to 

acquire these skills, which have an important place in daily life, lies under education given at 

an early age. Harlen and Qualter (2018) stated that education should prepare children for life 

in a world where their science and technology practices have key roles and lead them to 

acquire various skills and knowledge leading to understanding the scientific and 

technological aspects of the natural and artificial world around them. They also claimed that 

education should include the capacity to establish cause-and-effect relationships, to 

understand the nature of science and how scientific knowledge develops, and to include key 

ideas that will enable them to make rational decisions about how to survive and how they 

influence others’ lives. In general terms, education - specifically science education – attempts 

to provide individuals with these characteristics, which will enable people to live a life with 

high awareness and understanding. The primary purpose of a science course, which includes 

subjects from disciplines such as physics, chemistry, biology, astronomy, and earth and 

environmental sciences, is to enable individuals to become science literate. Science literate 

individuals are those who are able to investigate and question events, make effective 

decisions, solve problems, be confident and open to cooperation, effectively communicate, 

learn throughout their lives with an awareness of sustainable development, use scientific 

knowledge for personal and social purposes, and use appropriate science processes and 

principles in individual decision making (American Association for the Advancement of 

Science [AAAS], 1990, pp. xvii-xviii; Milli Eğitim Bakanlığı [MEB], 2013; National 

Research Council [NRC], 1996, p.13). In addition, science education helps individuals not 

only develop reasoning and behavior that will enable them to live a physically and 

emotionally healthy and rewarding life but also guide personal preferences that affect their 

health and career choices. Science also arouses curiosity in both natural and science-created 

aspects of the world. It improves the learning skills needed in a rapidly changing world and 

the acquirement of an attitude to the use of evidence while making scientific or personal 

decisions. Science enables learners to be informed citizens who reject quackery and realize 

that evidence is used selectively to support arguments in favor of particular actions (Harlen & 

Qualter, 2018). 

In a world where scientific and technological improvements are accelerating, the 

identification of accurate information is becoming increasingly complex, and it is necessary 

to make the wisest decision among several alternatives, individuals must have the above-

mentioned characteristics to lead an active life. As these characteristics must be acquired 

from childhood, the science course aims to develop them starting from primary school. This 

course introduces the first steps to enable individuals to live a more satisfying life. Dawson 



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and Venville (2010) claimed that if young people have the understanding and skills to 

participate in public debates and make informed decisions about issues affecting their lives, 

this is the result of science education. However, it is possible to acquire such skills and 

knowledge only by creating appropriate learning environments. When it comes to learning 

environments, one usually thinks of classrooms where desks are traditionally placed one after 

the other with a blackboard on the opposite side. Nevertheless, a learning environment is 

more than a physical space. “A learning environment refers to various physical locations, 

contexts, and cultures in which students learn. This term is often used as a more accurate or 

preferred alternative to the classroom, which has more restricted and traditional connotations, 

as students can learn in various settings, such as out-of-school and outdoor environments” 

(Learning Environment, 2013). In addition to the physical environment, also classroom 

culture, teachers’ learning approaches, digital technologies and materials, and teaching 

methods and techniques are included in the learning environment. The learning environment 

also covers learners’ characteristics, learning-teaching goals, support activities, and 

assessment strategies to guide and measure learning (Bates, 2015, p. 490). A learning 

environment is built on the following five foundations: psychological, pedagogical, 

technological, cultural, and pragmatic. The psychological foundation reflects individuals’ 

views about how they acquire, organize, and use knowledge and skills; the pedagogical 

foundation emphasizes how an environment is designed and what opportunities are provided 

by focusing on the activities, methods, and structures of the learning environment; the 

technological foundation shows how existing technologies can be optimized by creating 

appropriate tools for both the designer and the learner and affecting the design of learning 

systems; the cultural foundation affects the design of learning systems by projecting social 

traditions and values of the nature and role of education, as well as common beliefs about 

cultural values, education, and social roles of individuals; finally, the pragmatic foundation 

emphasizes whether a particular approach in a specific learning environment can be used 

(Hannafin & Land, 1997). Based on these characteristics and considering the community 

culture and what the learners know, a teacher chooses the appropriate teaching methods and 

techniques, determines the technological tools to be used, and designs the learning 

environment according to desired outcome, a subject, or a course. Such a design includes the 

whole teaching process of a course. 

The basic purpose of science teaching is to educate an individual to become science 

literate; thus, it is essential to design learning environments effectively to achieve this goal. 

Just as science is an integral part of society, science education is an indispensable part of 

children’s education. For this reason, effective science education should be ensured by 

balancing the excitement of scientific facts with the meticulousness of their explanations 

(Baird, 1988, p. 70). In other words, sufficient and relevant information should be taught by 

awakening students’ curiosity about science subjects. Moreover, it is necessary to organize 

the subjects as contents that learners can use in their social lives. Thus, students who gain 

skills such as problem-solving, establishing cause-effect relationships, and reasoning, will 

also realize how much they contribute to their personal development by monitoring their own 

learning. To achieve these goals, science learning environments should be designed in such a 

way that students actively participate in the teaching process while gaining both knowledge 

and skills. Furthermore, knowing how children learn science and acquire certain science 

concepts can be used in designing effective environments (Vosniadou, Ioannides, 

Dimitrakopoulou, & Papademetriou, 2011). Nourishing science teaching will be ensured by 

creating learning environments where students are responsible for their own learning, 

actively participate in learning activities, assume the roles of seeking, inquiring, explaining, 

and discussing the source of information, contribute to expressing their own thoughts, 



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develop their reasoning and communication skills, and engage in practical cooperation and 

communication with their peers while researching and inquiring information (MEB, 2018). 

As teachers are considered fundamental designers of an effective learning environment, 

they play an important role in achieving the goal of science teaching. Baird (1988, p. 70) 

claimed, “The future of science education lies primarily in science teachers, not in curriculum 

or technology.” Thus, it would be safe to say that teachers are the most compelling factor in 

science teaching and achieving teaching goals. In this direction, a science teacher is expected 

to encourage students in the science learning-teaching process and guide the integration of 

science, technology, engineering, and mathematics. Moreover, the teacher is expected to 

bring students to adopt higher-order thinking, develop products, and do invention and 

innovation by sharing the value of science and the responsibility and excitement of reaching 

scientific knowledge and leading the research process in the classroom (MEB, 2018). As 

science teaching is under the responsibility of primary teachers in primary schools, these 

roles are expected from the primary teachers, and they are required to perform such a task in 

the above-specified direction. Successful and competent science teaching by primary teachers 

will enable students to learn scientific facts and form a basis for their further learning. In a 

learning environment where students are not allowed to structure information, learning is 

achieved by establishing a relationship between the old and newly learned information. 

Students’ ability to go through this stage accurately and effectively is related to the teaching 

process created by their teachers. The success of teaching, a complex activity that can be 

defined as helping students construct knowledge actively based on assigned tasks (Tynjala, 

1999), is only possible if the teacher chooses suitable strategies and actions for the current 

classroom situation (Baird, 1988, p. 58). From this perspective, it would be asserted that 

successful science teaching can be realized through science learning environments designed 

by the teacher with appropriate and sufficient field and pedagogy knowledge. For this reason, 

primary teachers should ensure that students actively construct science knowledge while 

developing their problem-solving and reasoning skills and help them to collaborate and 

communicate practically with their peers. In addition, teachers see that science consists of 

ideas, innovations, and acts in daily life, upon realizing that the purpose of science education 

is more than providing information (Fitzgerald & Smith, 2016). Thus, they notice that they 

should provide students with both content-related information and knowledge and skills to 

use information in daily life. 

In line with these roles and characteristics, teachers are expected to teach science 

effectively. However, another issue should be considered. Although all teachers are expected 

to fulfill the roles based on the presupposition of adopting these qualifications, it is unknown 

to what extent they internalize such qualifications, nor how much they can fulfill such roles. 

In the related literature, where the focus is rather on teachers’ opinions and attitudes toward 

science courses than on how much they have the mentioned qualities, we can see that they are 

not confident and have difficulties in science teaching more than other lessons (Holroyd & 

Harlen, 1996). Teachers sometimes have problems while teaching the subjects within this 

course and cannot experience an efficient teaching process. To reveal the origin of such 

problems, it is necessary to determine how much teachers have the expected qualifications 

and roles and what impression they have of fulfilling these roles. Regarding science teaching, 

knowing why teachers have difficulties, how they see themselves in science teaching, and 

what their strengths and weaknesses can be considered as the first step in improving the 

teaching process. Teachers’ awareness of their strengths and weaknesses will also affect the 

learning environment. A teacher who is aware of his/her weaknesses can better see where to 

start and look for different ways to strengthen these aspects. Therefore, s/he will create a 

richer science learning environment and enable students to be exposed to more effective 



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teaching. At the same time, s/he will definitely enrich the science learning environment by 

building the teaching processes on his/her strengths. Likewise, knowing the strengths and 

weaknesses will guide pre-service teachers in what they should pay attention to while 

teaching. In conclusion, in- and pre-service primary teachers achieve success in science 

teaching by gaining awareness of their strengths and weaknesses in science teaching. For 

these reasons, this study aimed to reveal the strengths and weaknesses of in- and pre-service 

primary teachers in science teaching and their ideal science learning environments. 

This study aimed to reveal the strengths and weaknesses of in- and pre-service primary 

teachers in science teaching, their plans to improve their weaknesses, and the features of their 

dream science classrooms. For this purpose, we sought answers to the following questions: 

1. What are the strengths of pre-service primary teachers in science teaching? 

2. What are the strengths of in-service primary teachers in science teaching? 

3. What are the weaknesses of pre-service primary teachers in science teaching? 

4. What are the weaknesses of in-service primary teachers in teaching science? 

5. What are the plans of pre-service primary teachers to improve their weaknesses in 
science teaching? 

6. What are the plans of in-service primary teachers to improve their weaknesses in 
science teaching? 

7. How do pre-service primary teachers depict a science teaching environment? 

8. How do in-service primary teachers depict a science teaching environment? 

2. Method 

2.1. Research Design 

In this qualitative study, a case study design was employed.  A case study is noteworthy in 

qualitative research as it explains situations (events) that are difficult to explain with 

experimental research and attempts to define conditions where they occur (Büyüköztürk, 

Çakmak, Akgün, Karadeniz, & Demirel, 2010, p. 273; Yin, 2003, p. 15). Miles and 

Huberman (1994) defined a situation as a phenomenon that always happens in a limited 

context. This research focused on the participants’ beliefs about science teaching and the 

environment in which they dream of performing science teaching. In- and pre-service 

primary teachers are the target participants. In other words, the data did not go beyond the 

participants’ beliefs and the teaching environment they dreamed of.  

2.2. Study Participants  

Seventy-eight junior and 77 senior students studying Primary Education at a state 

university in the Black Sea Region and 87 in-service primary teachers serving in various 

cities of Turkey participated in the study. The seniority of teachers varied between one and 

18 years, with a mean age of 37 years. 

A criterion sampling method was used for sample selection. The criterion for pre-service 

teachers was to have taken the “Basic Science in Primary School,” “Science Laboratory 

Practices,” and “Science Teaching” courses. For in-service teachers, it was just “being a 

primary teacher.” We paid particular attention to the voluntary inclusion of participants, who 

were informed about the purpose of the study.  

2.3. Data Collection Tool 



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This study examined the opinions of in- and pre-service primary teachers. For this, an 

opinion form called “I Teach Science” was developed and used. We consulted expert 

opinions during the development of the form and structured the questions with respect to 

discourse and grammar. 

The opinion form covered four open-ended questions in line with the research purpose. 

The first question was about the participants’ strengths in science teaching; the second 

question was about their weaknesses; the third question was about their plans, if any, to 

remedy their weaknesses. In the last question, the participants were asked to imagine and 

describe an environment where they desired to teach science. The pre-service teachers 

provided the data by writing their responses on the opinion form science teaching 

environment. In-service teachers, instead, filled in the opinion form on a computer through an 

online platform.  

2.4. Validity and Reliability 

To ensure the internal validity of the study, we consulted a subject-matter expert about the 

formulation of the study (peer examination). We used the data source to check some of the 

data collected online or face-to-face, and participant checks were provided through phone 

calls. For external validity, detailed description and typicality techniques were used. We 

utilized the evidence chain created through telephone interviews to increase the construct 

validity of the study. We planned and determined the process steps in advance before starting 

the study. After three-four months from the first analysis, we re-analyzed the data and started 

reporting based on similarities and differences between outputs. In addition, an academic 

expert checked the findings after the analysis. We have attempted to present the research 

report in as much detail as possible. 

2.4. Data Analysis 

In line with the descriptive analysis approach, we summarized and interpreted the data by 

the following pre-determined themes: (1) “Strengths in Science Teaching,” (2) “Weaknesses 

in Science Teaching,” (3) “Plans,” and (4) “My Science Classroom.” Pre-determination of the 

themes prevented data loss to a great extent and provided data organization. Among the data 

collected by the specified boundaries and brought together in a meaningful and logical 

framework, the ones that would be directly quoted for later were selected. While sharing the 

direct quotations, we used code names for the participants, such as ”S1” (for pre-service 

teachers) and “T1” (for in-service teachers). In “Findings” and “Discussion” sections, we 

proved cause-effect relationships and made comparisons with similar or different studies in 

the literature. This research scrutinized the strengths and weaknesses of the in- and pre-

service primary teachers in science teaching, their plans for developing their weaknesses (if 

any), and how they wanted to shape their science classrooms. We hope that the study will 

raise awareness among in- and pre-service teachers in eliminating their existing 

shortcomings. With this study, we attempted to submit the opinions of a group of participants 

to the other interested groups (academicians, teachers, and teacher candidates). “Findings” 

section did not include frequencies of code repetition by the participants under the themes. 

We think that the obtained results will create awareness in science teaching at the primary 

school level. For this reason, even situations that were not very frequent were considered 

important issues to be addressed.  

3. Findings 

3.1. Strengths in Science Teaching 

In this study, we asked the participants what their strengths were in science teaching. The 

categories and examples obtained from the analysis of the responses are presented in Table 1. 



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In Table 1, categories consisting of the responses of both in-service and pre-service teachers 

are included in the first 10 rows; those of only pre-service teachers are given in rows 11 to 

15; while those of in-services teachers are located between rows 16 to 18. In the “Other” 

category, responses of in- and pre-service teachers are given mixed. The strengths of the 

participants were clustered under 18 categories.  

Table 1. Categories created for the strengths of in- and pre-service primary teachers 

Categories  Sample Quote 

Doing/designing experiments  S8: I like to research . . .  I like to deal with experiments . . .  I feel 

vigorous in this field because these activities make me closer to 

this lesson.  

Adopting activity-based science 

teaching  

S30: . . . based on research, I can find new experiment and 

activity ideas from available books and journals, and I can teach 

a practice-based lesson in my classes. . .  

Applying different 

methods/technical knowledge  

S15: . . . while teaching science, I can apply the methods and 

techniques that can appeal to students . . .  

Having science process skills  S16: I think that I can make robust predictions about the given 

situations and can easily reach the desired result with proper and 

correct research. 

Having an interest in/attitude 

toward the science  

S41: I am more interested in science. That’s why I enjoy taking 

related courses and explaining them.  

Being curious  S55: Wondering and investigating what I wonder are among my 

strengths . . .  

Being a master in field 

knowledge  

S89: I think that I am better at science subjects thanks to the 

activities introduced by our professors at the university. 

Designing/using material  S84: My strengths include being able to create any material and 

present them in the class. 

Motivating/attracting attention  S32: I can attract and motivate students. 

Ability to ask questions  S46: I ask questions about how events that will arouse students’ 

curiosity occur around us; thus, guiding them to research and 

inquiry.  

Researching  S1: I like to do research to teach the lesson with different methods 

. . .  That's why I feel strong.  

Laboratory knowledge  S71: I can use the microscope easily. I follow the laboratory rules 

and know how to behave in a lab environment. 

Questioning/being critical  S46: Among my strengths in science, I think the most important 

ones are curiosity and success in inquiry and research. 

Regarding the lesson S11: I know what the science lesson brings to students, its 

importance and place in their lives. 

Curriculum knowledge S2: I know the curriculum and what it expects from me. 

Being able to associate science 

with daily life 

T35: In the science lesson, the topics are linked to the events we 

encounter in daily life. Literally, this is a lesson from life. So, I 

give examples from daily life to children while explaining the 

subjects, which helps my students learn the subjects permanently 

and meaningfully. 

Being able to teach the lesson at 

the student level 

T7: Being able to teach the lesson at the student level and embody 

the subject. 

Being able to utilize technology  T15 . . . I try to make use of technology as much as I can. 

Other Having nature intelligence, patient, creative, problem-solving, 

following current issues and resources, and having a different 

perspective   



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Most of the participants reported that they were able to do experiments and made the 

science lesson more effective by designing experiments. Primary school science lessons 

generally include subjects related to life. Teachers should introduce in their classes’ different 

activities to establish a relationship between daily life and classroom practices. For this 

reason, a science class can be potent as long as practice-oriented teaching is adopted. When it 

comes to practice in science, the first thing that comes to mind is undoubtedly 

experimentation, because science naturally bears experiment and observation. Due to its 

place and importance in the science lesson, pre-service teachers may also have frequently 

mentioned the ability to do/design experiments among their strengths. 

S127: I believe that I have succeeded in . . .  the experiments that have been done 

before. I think I have achieved this success with the precise results of the 

experiments. 

T1: I search for the experiments and activities that can be done in the classroom 

and have the students do these experiments by separating them into groups. 

The science lesson is taught in the third and fourth grades at the primary school level. 

Considering the developmental characteristics of the students, teachers should propose them 

concrete activities and concepts. Table 1 indicates that the in- and pre-service primary 

teachers adopted activity-based teaching among their strengths. Teachers frequently 

emphasized that their students were included in the learning process by doing and 

experiencing through activities. 

S27: I like to introduce different activities. 

T27: I have a try-and-do and an activity-based understanding. 

While the in- and pre-service teachers talked about their strengths, they often highlighted 

that they had different methods and technical knowledge and could apply these methods and 

techniques correctly. The frequently mentioned methods by participants were drama, 

argumentation-based teaching, problem-based teaching, the 5E model, and inquiry-based 

teaching.   

S118: Since I know different methods and techniques suitable for science lesson, I 

can teach the subjects by applying different methods.  

T81: I make use of materials, plays, and creative drama. I frequently include these 

methods in my science classes, which is my strength. 

Science process skills are used by scientists in their studies, but they also help students 

gain an understanding of the world and find solutions to problems. Therefore, although these 

skills are related to other courses, they are among those that are mostly touched in a science 

course. The participants included adopting these skills among their strengths. Regarding 

science process skills, they mostly mentioned observation, guessing, experimenting, and 

inference. 

S20: Observation, inference, inquiry . . .   

T45: Observation skill 

Although the word “curiosity” literally refers to enthusiasm and affection, it also means 

the desire to deal with something or to learn it. The participants mostly expressed their 

curious nature as a strength. Their interest in and positive attitude toward the field of science 

are among their strengths. In addition, the pre-service teachers stated that they knew how 

important the science course is for primary school students in terms of required skills.  

S40: I always have a sense of wonder.  

T56: My curiosity about many things . . .  about experiments, scientific studies, 

man, nature, etc . . .  increases my interest in the science lesson. 



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The participants reported that they had fundamental knowledge in fields such as physics, 

chemistry, and biology, which makes them have robust field knowledge. However, only the 

pre-service teachers expressed that having a good command of the curriculum was a strength. 

S13: I have the background information and knowledge about experiments and 

know what method and strategy I should practice while teaching.  

T14: I have a robust background and capacity to do experiments. 

In general, teachers plan a 40-minute lesson in primary schools, including the science 

lesson, and try to include activities that will attract students’ attention and motivate them to 

the lesson during this time. In the process, teachers use materials that make the subject matter 

concrete and ask questions to make students active in the class. Considering the strengths of 

participants, it was noteworthy that the above-mentioned issues were commonly uttered. The 

participants reported that they felt influential about motivating/drawing attention to the lesson 

using materials and asking questions.  

S33: I can grab the attention of my students and motivate them to the lesson.  

S16: I think I can ask thought-provoking questions. 

T34: By asking questions that I do not know the answers to, I encourage children 

to become aware of the simplicity of not knowing something and asking conscious 

questions. 

Individuals need to conduct research to solve the problems they encounter in their lives or 

increase their available knowledge capacity. Pre-service teachers considered research skills as 

their strengths. They generally reported that they searched for resources, methods/techniques 

to make science teaching more potent. They also conducted research to follow innovations. 

They emphasized that they conducted research to follow current topics and to enrich the 

knowledge accumulated during their undergraduate education. However, in-service teachers 

did not mention any strengths within this category. 

S94: . . . being able to observe, research, and comment on the subject.  

Experimental practices are of great importance in science lessons because teachers aim to 

provide their students with different skills through experiments. Teachers have to guide 

students in doing experiments in the science lesson. For this reason, teachers should know 

about laboratory materials or rules. Table 1 shows that pre-service teachers felt competent 

about the laboratory and included laboratory knowledge among their strengths. Nevertheless, 

in-service teachers did not utter any strengths related to laboratory use. 

S54: The lab courses that we engaged in both semesters of the second year 

contributed to me a lot. I know how to make students question an experiment, how 

to get their attention, what to do before, during, and after experiments.  

Pre-service teachers expressed that questioning and critical thinking skills were their 

strengths in science teaching. The participants adopting such skills also reported that they 

would gain these skills for their students. They felt being one step ahead in science teaching 

thanks to their inquiry characteristics. 

S48: I can think critically, and I have an inquiry-based perspective. 

In-service primary teachers, unlike pre-service ones, expressed their strengths the ability 

to associate science with daily life, to teach the lesson at the student level, and to benefit from 

technology.  

T67: In the science lesson, the topics are linked to daily life events; it is literally a 

lesson from life. So, I give examples from daily life to children while explaining 

the subjects, which helps my students learn permanently and meaningfully. 

T35: I try to make use of technology as much as I can. 



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Table 1 presents that the strengths of the participants are gathered under 18 categories. 

Ten of these categories contain strengths indicated by in- and pre-service teachers. While five 

strengths are mentioned only by pre-service teachers, three are mentioned only by in-service 

teachers. 

3.2. Weaknesses in Science Teaching 

In the study, participants were also asked what their weaknesses were in science teaching. 

Table 2 presents the categories and examples obtained from the analysis of responses. In 

Table 2, the categories consisting of the responses of both in- and pre-service teachers are 

included in the first eight rows. Categories consisting of the responses of only pre-service 

teachers are given in rows nine to 11, while those of only in-service teachers are presented in 

rows 12 to 16. In the “Other” category, the responses of in- and pre-service teachers are given 

mixed. As shown in Table 2, the weaknesses of the participants were clustered under 16 

categories.  

Most of the participants stated that they had deficiencies in fields such as physics, 

chemistry, and biology. To teach the main concepts in basic science (physics, chemistry, and 

biology) and to make students discover the equivalents of these concepts in daily life are 

among the specific objectives of science lesson. The lack of basic knowledge makes the 

participants weak in science teaching. As a matter of fact, the participants accepted that they 

were not able to do experiments and had problems in generating activities due to their 

knowledge gaps, which adversely affected their attitudes and self-confidence during the 

classes. Besides, the participants also felt weak mastering the concepts of science.  

S27: Actually, I’m creative, but I cannot deploy it in classes. It may be because my 

knowledge and prior learning are lacking in this field. If I had had a good 

education, I would have been good at this field.  

S87: I think I have some gaps regarding the terms and names of experiment 

equipment. I think there are topics that I do not have enough knowledge on. 

S91: I don’t think I have enough science knowledge. 

T62: Science is a field that requires very comprehensive and technical knowledge. 

I may have weaknesses in these technical and information-demanding parts of the 

field. 

Pre-service teachers associated their lack of field knowledge with the insufficiency of 

courses taken in pre-university periods. In-service teachers, in contrast, generally associated 

this situation with inadequate and unqualified undergraduate courses. 

Participants also mentioned a lack of self-confidence among their weaknesses. Pre-service 

teachers related to the lack of self-confidence to the lack of basic science knowledge and the 

inability to plan a lesson. However, in-service teachers associated it with misconception due 

to lack of knowledge. Furthermore, the participants identified their laboratory knowledge 

gaps as weaknesses. Pre-service teachers reported that this situation also affected their self-

confidence in being able to do experiments. 

S101: I have problems with self-confidence since this course is in the scope of 

quantitative concept courses.  

S73: I have gaps in the field knowledge, and, therefore, I may fall short during 

experiments or lectures, which worries me. 

T4: I am afraid of causing misconceptions in children because I may misuse the 

concepts like melting-dissolving. 

T29: Not being able to distinguish some laboratory materials and to conduct 

experiments in the laboratory. 

 



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Table 2. Categories created for the weaknesses of in- and pre-service primary teachers 

Categories  

 

Sample Quote 

Lack of field knowledge  S18: I'm afraid that I won't be able to teach it if the 

subject is based on experiments or biology and chemistry 

because I have poor background knowledge of such 

subjects.  

Lack of confidence  S19: My unconfidence and fear of not being useful to 

students. 

Inability to do experiments   S102: I think my ability to do experiments is not very 

good; I am insufficient.  

Lack of laboratory knowledge  S67: I know that I cannot use some tools and equipment 

in laboratory classes, but I can solve this problem. 

Inability to design/use materials  S84: Not being able to develop enough materials . . .  

Lack of interest in and attitude toward 

science  

S154: My weakness is that I don't like science, so I 

quickly forget the information I have learned.  

Not knowing science concepts  S104: I do not understand some abstract concepts. I know 

that they will ask the questions I want to ask while 

explaining the concepts I do not understand to children. I 

have no idea about the answers.  

Inability to plan a lesson  S19: . . . I cannot prepare a generally well-organized 

lesson plan . . .  

Problems in determining/practicing 

methods/ techniques  

S145: Sometimes, I cannot use different methods in this 

lesson because time may not be enough.  

Inability to determine appropriate 

experiments for students  

S2: I cannot predict whether the experiments I will do are 

suitable for the student level.  

Lack of science process skills  S37: I have shortcomings in some of the science 

processes. 

Going off the subject  T34: I can be extremely lost in and go off the topic, which 

leads to unnecessary - albeit a little - waste of time and 

information pollution. 

Problems in concretizing the lesson  T86: Sometimes, I find it difficult to concretize abstract 

topics since there is no lab at our school. 

Not being aware of developments  T7: Also, I am unable to review the latest science 

resources and miss the developments. Therefore, I need to 

read more. 

Insisting on traditional methods  T51: I can sometimes have time problems, so I only use 

traditional methods in some of my classes. 

Having misconceptions and confusion  T24: Misconceptions and not knowing the conceptual 

definitions . . .  

Other Use of technology, motivation, relating, inability to ask 

appropriate questions, classroom management, use of 

games, inability to respond to the question asked, and 

inability to identify misconceptions.  

Primary teachers are responsible for supporting student development in science by 

considering their cognitive development characteristics. While fulfilling this responsibility, 

they benefit from diverse teaching practices. One such a practice is experimenting. Pre-

service teachers stated that they felt weak in determining appropriate experiments for their 

students. Some also felt weak about experimenting. Some in-service teachers touched upon 

the same issue, stating that they did not have enough experimenting practice and in addition, 

unlike pre-service teachers, they could not conduct experiments due to the lack of materials 

or laboratories in their schools. 



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S24: I may not be able to set experiments to be done by the age level.  

S14: I do not see myself as competent enough to design and implement an 

experiment in a classroom.  

T13: I can’t do every experiment because of inadequate facilities.  

T38: Everything would be better if there were a niche lab environment. 

The participants highlighted lack of interest in or negative attitude toward science as their 

other weaknesses. They believed that they would not be able to teach science properly due to 

a lack of interest or attitudes. 

S99: . . . since the lack of interest and knowledge will cause me to miss something 

in teaching science, which is my weakness.  

S17: I have difficulty understanding and teaching science because I am not 

interested in it. 

T1: When enrolling in the department of classroom education, we had already not 

had significant success in science. I do not find undergraduate science education 

sufficient. After the appointment, I realized having difficulty with some questions 

that students asked about science. I sometimes find it difficult to find answers to 

these questions that I am not interested in due to my poor background. 

A science lesson is impressive only with a well-planned teaching process and the use of 

effective materials. The participants mentioned their weaknesses in planning the lesson and 

designing/using materials. While pre-service teachers generally stated that they had 

difficulties in designing materials, in-service teachers referred to not being able to find 

appropriate materials. While pre-service teachers talked about their shortcomings in 

preparing lesson plans, in-service teachers highlighted planlessness.  

S19: . . . I cannot prepare a well-supported lesson plan in general . . .  

S24: I try to find and do something on the internet, but I cannot be creative in an 

environment with limited opportunities and cannot make materials suitable for 

science teaching from the materials used frequently around us. 

T24: Not being able to make a multidimensional lesson plan in advance. 

In a science lesson, primary school students discover, research, inquire, and discuss 

arguments using their science process skills. In order for students to take on all these roles in 

the learning process, the teachers must include different methods and techniques in this 

process. Despite this, pre-service teachers reported that they felt weak in determining 

appropriate methods, techniques, and practices. They generally associated this situation with 

not knowing different methods and techniques, having troubles with time, and having 

problems in determining appropriate methods for the outcomes. Nevertheless, in-service 

teachers did not mention any weaknesses related to this situation. 

S57: I don't know exactly how to use the 3E, 5E, and 7E models while teaching my 

lesson.  

S64: I am not able to implement the 5E and argumentation-based learning models 

fully.  

Pre-service teachers also emphasized their weaknesses in science process skills. However, 

in-service teachers did not mention any weaknesses in this situation. 

S36: Sometimes, I cannot write the result of my observations. That is, I cannot 

report while experimenting and observing.  

S130: I may not be able to comply with science process skills. 

Pre-service teachers also expressed their weaknesses in technology, motivating the 

students, asking appropriate questions, classroom management, games, responding to 

students’ questions, and identifying misconceptions.  



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In contrast to pre-service teachers, in-service teachers reported that they sometimes went 

off the subject, had problems in concretizing the lesson, preferred traditional teaching 

methods for compulsory reasons, and realized to have misconceptions. There were also 

teachers not aware of current developments. By reporting that they had problems in 

concretizing the lesson and preferred traditional teaching methods, the teachers generally 

associated this problem with the lack of materials or laboratories in schools. Teachers with 

misconceptions mostly experienced this while explaining any subjects to students. 

T45: Sometimes, I have a lack of knowledge or confusion in some subjects. For 

example, I sometimes find it challenging to respond to simple questions, like “Is 

fire a natural or artificial source of light?” 

T72: Inability to concretize the subject due to the lack of experimenting materials. 

Table 2 shows that the weaknesses of the participants are clustered under 16 categories. 

Ten of these categories contain weaknesses indicated by in- and pre-service teachers; 3 are 

mentioned by only pre-service teachers; 5 are mentioned only by in-service teachers. 

3.3. Plans for Science Teaching 

In the study, participants were asked what plans they had to overcome their weaknesses in 

science teaching. Table 3 presents the categories and examples resulting from the analysis of 

their responses: the categories consisting of the responses of both in- and pre-service teachers 

are shown in the first 12 rows; those including responses of only pre-service teachers are in 

rows 13 to 16; in the “Other” category, responses of in- and pre-service teachers are given 

mixed. As shown in Table 3, the plans of the participants were gathered under 16 categories. 

Research is a systematic search for information to clarify or reveal some facts and 

situations. The participants reported that they planned to conduct research to obtain the 

necessary information about their weaknesses. In the study, the most frequently reported 

plans were reaching information, teaching better by eliminating knowledge gap, finding 

materials and activities, eliminating the lack of field knowledge, being able to understand the 

developmental periods of the students, being able to master the curriculum, following the 

changes, knowing different methods/techniques, finding various experiments, understanding 

what science is, and conducting research to reach scientific knowledge.  

S47: I will get scientific knowledge by doing more research.  

S32: Based on my research, I will learn about teaching and learning models. 

T48: I plan to conduct research to eliminate my weaknesses and reach the 

necessary information before explaining the subject.  

In addition to conducting research, the participants reported that they had plans to 

overcome their weaknesses by reviewing different sources. By reading and reviewing more, 

they aimed to obtain new information, compensate knowledge gaps, follow developments, 

and develop self-confidence. Books, journals, and scientific articles were mentioned as 

reviewing resources. They also stated that they should check different sources (e.g., videos) 

besides reading printed or electronic resources. They perceived watching the videos as 

learning different methods/techniques, obtaining different experiments, or improving their 

material preparation skills.  

S6: I follow programs and read books that relax me and improve my self-

confidence. 

S88: . . .  I can watch videos on manual skills . . .  

T73: Reading scientific studies on misconceptions. 

T80: Learning different methods and techniques by watching various videos. 

 



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Table 3. Categories created for the plans of the in- and pre-service primary teachers 

Categories  

 

Sample Quote 

Research  S40: We have already been taught about sub-branches 

of science for three years. I think there are a lot of 

differences in my current knowledge and capacity 

when compared to these in the first enrollment in the 

university. If I have been able to progress like this in 

three years, I think that I can learn more by 

conducting research in the coming years and 

accumulate enough field knowledge for my students.  

Resource reviews  S132: . . . I think I can maximize my knowledge by 

researching and reading more.  

Expert or colleague assistance  S9: I can get help from professors specializing in 

science. 

Doing/designing experiments  S91: I will improve myself in science and learn new 

experiments and practices. 

Researching/learning different 

methods/techniques  

S134: . . . I also want to learn more about different 

teaching methods. 

Utilizing different sources  S48: Watching videos on laboratory practices.  

Developing the ability to make plans  S19: I need to research more lesson plan examples to 

improve my lesson plan writing . . .  

Mastering the curriculum  S5: Considering and reviewing learning outcomes 

more . . .  Producing activities that can improve these 

outcomes gains . . .   

Training support  S143: I want to attend training organized in the field 

of education. 

Seeking for conferences/seminars  S131: . . . I plan to attend conferences, seminars, and 

training summits to improve my weaknesses 

Improving self-confidence  S66: I will be confident engaging in discussions.  

Increasing interest in and attitude 

toward the lesson  

S43: I should always come prepared for the lesson to 

be more willing and interested. 

Practice  S28: I will try to put my theoretical knowledge into 

practice and identify my weaknesses to eliminate them. 

Observation  S42: To make my teaching more effective, I have to 

observe teachers who are component in this job well 

and implement their methods myself. 

Learning by teaching  S106: To strengthen my weaknesses . . .  learning with 

my students, moving forward by both teaching them, 

and learning by myself . . .   

Developing science process skills  S37: I will study the science process skills and 

understand them better in the future.  

Other Postgraduate education, additional field-oriented 

works, academic development, designing a practice 

class, increasing motivation 

The participants were willing to get help from experts to improve their weaknesses. The 

expert group they wanted to get help from included academics, experienced teachers, and 

colleagues from the same or different branches. Only pre-service teachers reported that they 

would improve by observing experienced colleagues and utilizing their experiences, and by 

getting direct help from their colleagues.   

S42: I should observe competent teachers ensure the effectiveness of my teaching.  

S68: Or I will have conversations with my colleagues in science teaching about it. 



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T25: I have to do research and exchange ideas with my colleagues to make my 

teaching more efficient. 

Pre-service teachers asserted that they could remedy their weaknesses with practice. The 

practice referred to experimenting and implementing teaching plans. Some also believed that 

they would eliminate their weaknesses over time when they entered the teaching process with 

their students. Nonetheless, in-service teachers did not mention any weaknesses in this 

situation. 

S30: I think I can overcome my weaknesses by preparing more lesson plans . . .  

by lecturing in the classroom. 

S33: As a pre-service teacher, I want to make a fruitful observation and then teach 

students.  

The participants were overall aware of the importance of the science lesson. Therefore, 

they had different plans to improve their weaknesses and enrich their classes. Researching 

and learning about different methods/techniques were among their plans. Another plan was to 

master the curriculum. They also reported that they wanted to do or design experiments to 

improve themselves. In addition, they aimed to make their teaching effective by enhancing 

their planning skills. Only pre-service teachers stated that they wanted to develop their 

science process skills.  

S107: I will try to learn and generate new and original techniques.  

S134: . . .  I also want to learn more about teaching methods.  

T32: I'm trying to learn new teaching methods and techniques. 

T6: For this, it is necessary to review the curriculum constantly. 

Scientific meetings, such as conferences and seminars, held in the field of educational 

sciences are organizations where academics and teachers share studies and knowledge. 

Teachers, as well as academics, benefit from these meetings. The participants reported that 

they thought that they could overcome their shortcomings by attending such scientific 

meetings and training.  

S9: I can improve myself by reading science journals or attending conferences.  

S131: I plan to attend conferences, seminars, and training summits to improve my 

weaknesses.  

T11: Participating in seminars and training that will be useful for me . . .  

T17: I can strengthen my weaknesses with in-service training and seminars. 

While individuals are making observations, they identify the similarities and differences 

between the observed situations. Pre-service teachers believed that they should make 

observations to strengthen their weaknesses. They thought that they would overcome their 

shortcomings by observing other competent teachers.  

S33: As a pre-service teacher, I want to attend a class in a primary school, make a 

good observation, and then teach on my own.  

S72: I have to observe more to eliminate my weaknesses.  

Considering the categories and examples given in Table 3, in- and pre-service teachers 

talked about common plans. Unlike in-service teachers, pre-service teachers stated that they 

could improve their weaknesses through observation. 

Table 3 presents that the participants’ plans are gathered under 16 categories. Twelve of 

these categories include the plans indicated by in- and pre-service teachers; four cover the 

plans mentioned by only pre-service teachers.  

 



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3.4. My Dream Science Classroom 

In the study, the participants were asked about the features of their future science 

classrooms. We created categories by considering the sub-themes “Student,” “Teacher,” 

“General Features of the Classroom,” and “Physical Properties of the Classroom.” Table 4 

shows the categories and examples obtained from the analysis of the participants’ responses: 

the categories consisting of the responses of both in- and pre-service teachers are included in 

the first six rows; those of only pre-service teachers are given in rows seven to 11; responses 

of in- and pre-service teachers are given mixed in the “Other” category. There are 10 

categories under the “Science Classroom” theme in Table 4. 

Table 4. The categories created for the dream science classroom of pre-service teachers: 

student and teacher 

 Categories  

 

Sample Quote 

S
tu

d
e
n

t 

Researching  S23: I want to raise my students as individuals who are curious 

about science and life, research, and questioning.  

Inquiring  S48: . . .  A classroom full of students who wonder. . . . ask 

questions . . .  question something. 

Curious  S60: I want students to have a strong sense of curiosity in my future 

science classroom. 

Active  S63: I will ensure that my students . . .  be active. 

Experimenting  S66: Students in my dream science classroom . . .  will be able to 

experiment and discuss.  

Asking  S71: I want to have students who ask questions, wonder, and 

research. 

Science literate  S74: My future science classroom . . .  should be one with science-

literate students.  

Gained science process 

skills  

S3: I would like to have students with strong observation skills. 

Other Having good communication skills, arguing, cooperative, self-

confident 

T
e
a
c
h

e
r
 

Guiding S62: A classroom environment where they are active while I am 

guiding them. 

Attention-

grabbing/Motivating  

S12: Being an exceptional teacher that does not distract children.  

Other The best, having remarkable science process skills, competent, 

decisive, well-educated 

Teachers and students are the two main factors shaping the teaching process. The 

participants also drew the profile of students and teachers in their dream science classrooms. 

According to the participants, students in a science classroom should be able to research, 

inquire, be curious, do experiments, be active, be science-literate, have gained science 

process skills, be self-confident, discuss topics, and be cooperative. The participants desired 

to educate students with these characteristics. Pre-service teachers believed that a teacher 

should acquire science process skills, be the best in the field, attract/motivate the students, 

and introduce these characteristics to their students. Table 4 includes categories commonly 

mentioned by in- and pre-service teachers under the “Student” sub-theme. However, only 

pre-service teachers discussed the characteristics that a teacher should have. As shown in 

Table 4, there are a total of 10 categories within the “Student” and “Teacher” sub-themes 

under the “Science Classroom” theme: Six of these categories include student characteristics 

mentioned by in- and pre-service teachers; the remaining four contain the student-teacher 

characteristics mentioned by only pre-service teachers. 



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Table 5 includes situations discussed by the participants under the “General Features of 

the Classroom” sub-theme. In the table, categories consisting of the responses of both in- and 

pre-service teachers are given in the first six rows, while those of only pre-service teachers 

are shown in rows seven to nine. As shown in Table 5, there are nine categories under the 

“Science Classroom” theme. 

Table 5. My Dream Science Classroom: General features of the classroom 

Categories  

 

Sample Quote 

Experiment place  S4: As a person who likes to do experiments, I would like to teach 

theoretical knowledge to my students first and then have them do several 

experiments.  

Out of school 

environment  

S23: Of course, since the classroom is not an area surrounded by walls, I 

want to take my students to out-of-class places related to the subject area.  

Practice-based  S38: I want my future science classroom to be a practice-based place. 

That’s why this lesson is fun.  

Fun/Happy classroom  S26: I believe it will be a classroom full of fun and students who are free 

and can express their thoughts comfortably.  

A place where different 

methods/techniques are 

used  

S51: Being able to use all the teaching methods I have learned as much as 

I can.  

Democratic 

environment  

S56: A democratic environment where creativity is supported and 

respectful to different ideas. 

Active participation  S1: I wouldn’t want to teach in a highly theory-based system. That’s why I 

want to have a classroom where students and I are always active.  

Constructivist 

environment  

S28: My basic philosophy will be the constructivist approach. 

Free environment  S14: It is vital for me to create a free and comfortable environment where 

students can express their opinions.  

According to the participants, a dream science classroom should be a fun and democratic 

environment with happy students taught with diverse experimental practices, methods, and 

techniques. Such an environment can be created inside as well as outside the school. 

However, in dream science classroom descriptions, only pre-service teachers emphasized a 

free environment, on which the constructivist philosophy is based, and students’ active 

participation in experiments and practices. 

Table 6 depicts the situations discussed by the participants under the “Physical Properties 

of the Classroom” sub-theme. In the table, categories consisting of the responses of both in- 

and pre-service teachers are given in the first eight rows, while those of only pre-service 

teachers are shown in rows nine to 12. As shown in Table 6, there are 12 categories under the 

“Science Classroom” theme. 

The participants reported that the science lesson materials must be present in an ideal 

classroom. They believed that such materials would initiate activity-based teaching and 

related experiments. They mentioned the necessity of a laboratory corner in the classroom if 

there were no school laboratories. The participants also emphasized the need for a different 

seating arrangement in their dream classrooms. In addition, some participants also included 

plants and animals in their classrooms because they were suitable for the content of the 

science lesson. At the same time, some participants would like to place a board to exhibit 

written products generated after classroom practices. Some others described a colorful 

classroom with walls and ceiling painted with suitable science outcomes (solar system, 

scientist pictures, and formulas) and technological teaching tools. Based on all these 



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depictions, the participants generally would like to teach science lessons in a classroom with 

science lesson materials, experimental aids, different seating arrangements, plants and pets, 

science boards, and technological tools. 

Table 6. My Dream Science Classroom: Physical properties of the classroom 

Categories  

 

Sample Quote 

Science materials  S84: I will have all the experimental equipment in my classroom. . 

. . There will be materials through which I can concretize and 

teach the lesson.  

Lab corner  S92: . . . I will arrange some corners in my classroom, like science 

corner, math corner . . .   

Board  S136: I’ll definitely create a science board.  

Different seating arrangements  T42: The only things to be missed in my classroom are the desks. 

In my classroom, students will be constantly active and seeking 

new things and learning. 

Technological tools  S110: I try to create a classroom with . . . technological tools and 

abundant materials that students will be interested in.  

Plants  T56: One corner of the classroom is full of plants we grow, the 

other is full of up-to-date science resources. 

Pets  T81: A complete laboratory with all the opportunities of 

technology . . .  Outside, an ecological garden or even a garden 

with animals would be great. 

Painted walls/ceiling  T9: It has several plants. There may even be fish in an aquarium. 

There are pictures on its walls. It could be pictures of scientists, 

formulas, or living things. 

Creative design  T67: A large laboratory with glass walls, suitable for all seasons, 

and intertwined with nature in the natural environment of lots of 

animals and gorgeous trees reaching the sky or in a forest 

adorned with fragrant scents and all the beauty of the world of 

colors . . .  Inside the laboratory, the experiment equipment placed 

in the white cabinets . . .  A long white table in the middle . . .  My 

students who work together or individually around the table, wear 

white coats with experiment glasses in their eyes and gloves in 

their hands, and have an expression of excitement, curiosity, and 

happiness on their faces . . .  It is beautiful to dream of a spacious, 

peaceful, nature-intertwined science teaching environment in 

which meaningful learning takes place by doing, living, observing, 

and examining in nature or a laboratory environment . . . I cannot 

imagine it to be real . . .  

Curriculum T3: First of all, I would like to include the science lesson in the 

curriculum from the 1
st
 grade. 

School Administrator T69: And I really want to work in a school where I have an 

independent classroom and a large number of teachers and 

administrators who always support teachers. 

Family T29: I do my best and come to class with intriguing content. 

Despite this, it is not possible to attract the attention of some 

students. The underlying reason for this is the family factor. I 

rarely see a child with an ignorant family researching, starting a 

hobby, wondering about extracurricular issues, and doing studies. 

Unlike pre-service teachers, some in-service teachers included the curriculum, 

administrator, and family elements in their dream classrooms: science teaching should start 



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from the first grade, and administrators and families should support the practices in science 

classrooms. 

4. Discussion 

The task of determining the quality of teaching in learning environments is always shared 

between teachers and students; therefore, it would not be wrong to assert that the leading 

roles belong to teachers and students in the learning process. In addition to the mentioned 

roles, the features of the teaching environment are also among the factors affecting teaching 

quality. Ultimately, we determined the strengths and weaknesses of in- and pre-service 

primary teachers in science teaching. Moreover, we sought their plans about how they would 

improve their weaknesses - if any - and shape the science learning environment to enhance 

science teaching. The findings obtained from teachers’ responses revealed the situations 

making a primary teacher feel strong or weak in science teaching and listed what could be 

done to overcome weaknesses. Finally, they depicted how a science teaching environment 

should be. Figures 1 and 2 present the statements that were most frequently yielded by the 

participants.  

As we privileged what the teachers emphasized in the study, we have not included the 

frequencies of repeated categories (numerical data). However, we determined a sequence 

from the most repeated to the least repeated when sorting categories. Under each theme, we 

first presented the categories composed of common statements of the participants, then those 

of only pre-service teachers and only in-service teachers, respectively. In this regard, Figure 1 

shows the most frequently mentioned strengths: doing/designing experiments, adopting 

activity-based science teaching, and applying different methods/technical knowledge. The 

strengths emphasized only by pre-service teachers appeared to be: ability to do research and 

having laboratory knowledge. The strength statements belonging only to in-service teachers 

are the ability to associate science with daily life, teaching the lesson by students’ level, and 

the use of technology. 

Effective science teaching helps students develop conceptual understanding and 

investigative skills needed to be active citizens and science learners (Davis, 2008, p.1). In 

primary school science teaching, emphasis is placed on conceptual learning through various 

learning processes, including contemporary teaching techniques, practice-based activities, 

and group works (Appleton & Kindt, 1999; MEB, 2018; Tobin et al., 1994). To be able to 

conclude with conceptual learning, the teacher should guide meaningful and permanent 

learning in the student cognition by recognizing the achievements in the curriculum and using 

professional knowledge (Apaydın & Kandemir, 2018). Teaching methods and techniques 

have an important place in such guidance. In the study, the participants pointed out the 

strengths of having different methodological/technical knowledge and applying these 

methods/techniques. In addition, the term “experimenting” corresponds to laboratory-based 

science teaching. Therefore, we can state that the participants felt competent in 

experimenting as well. In the national literature, there are a plethora of studies in which in- 

and pre-service teachers indicated using different teaching methods and techniques in science 

teaching (Apaydın & Kandemir, 2018; Avcı & Ketenoğlu Kayabaşı, 2019 Kınık-Topalsan, 

2019; Şahin & Güven (2016); Taşkaya & Sürmeli, 2014; Şimşek, Hırça, & Çoşkun, 2012;). 

 



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Figure 1. Strengths, weaknesses, and plans of the participants 

The national and international literature shows us that primary teachers have had 

difficulties in science teaching from past to present. For example, Weiss (1994) reported that 

only about one-third of primary teachers thought they were eligible to teach science. When 

asked about teaching science, several teachers felt unqualified and uncomfortable (Abell & 

Roth, 1991). Primary teachers are less confident in their ability to teach science and 

technology because of their lack of background knowledge (Appleton, 1991). Pre-service and 

in-service primary teachers have only a rudimentary understanding of the subject matter they 

would be teaching (Mullholland & Wallace, 2000). The findings of a study by Ersoy and 

Anagün (2009) revealed that the teachers did not include homework where students could 

exhibit their creativity. It is well-known that pre-service primary teachers have shortcomings 

in conceptual knowledge included in the science curriculum and that they face some 

problems since they do not have a substantial command of it (Anagün et al., 2015; Tekbıyık 

& Akdeniz, 2008). It is also reported that they have gaps in how to use a laboratory (Yıldırım 

& Akgün, 2015). In this study, the participating teachers reported that they suffered from the 

above-mentioned situations, consistently with previous findings. 

Teachers with strong subject knowledge, pedagogical knowledge, pedagogical material 

knowledge, and positive subject attitudes are essential for effective teaching (Ahtee & 

Johnston, 2006). However, while referring to their weaknesses, the teachers often reported 

that they lacked field knowledge in science. The category “being a master in field 

knowledge” ranked sixth among the strengths. In other words, only some participants felt 

competent in their field knowledge. Therefore, they may have difficulty in creating learning 

environments that allow students to take charge of their own learning (Ahtee & Johnston, 

2006). It has long been known that teachers’ lack of subject knowledge hinders successful 



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science teaching at the primary school level. We also know that a poor attitude toward 

science is a major impediment to successful science teaching (Appleton, 1991; Harlen & 

Holroyd, 1997; Johnston & Ahtee, 2004). 

Unlike pre-service teachers, some participating in-service teachers reported that they had 

problems in concretizing the lesson. Additionally, they reported that they had difficulty in 

conveying the subjects to students due to misconceptions or confusion. In addition to these 

undesired situations, they generally preferred to use traditional teaching methods due to lack 

of field knowledge, inability to do experiments, not knowing scientific concepts, and lack of 

laboratory knowledge. When teachers are not confident in teaching science, they tend to use 

teaching strategies that allow them to maintain control of the information flow in the 

classroom. Still, regarding the contemporary science curriculum, these strategies are not 

appropriate ways to engage students in science (Appleton, 2003).  

Misconceptions prevail among the weaknesses emphasized by the teachers. The reason 

why pre-service teachers did not touch upon this situation might be that they have not noticed 

their misconceptions yet. In- and pre-service teachers tend to have similar misconceptions 

with their students (Hope & Townsend; 1983; Tunç et al., 2012; Kwen, 2005). Therefore, 

considerable efforts are needed to uncover and eliminate such misconceptions. 

The findings of a study examining pre-service science teachers revealed the importance of 

practicing the Science and Technology Teaching course during undergraduate education to 

enable them to use methods and techniques based on the strategies envisaged in the science 

curriculum and to gain self-confidence while using such strategies (Akben, 2018). We 

believe that the results of Akben’s study are noteworthy for eliminating the weaknesses of 

primary teachers. Besides teachers’ negative attitudes toward science, based on their bad 

science experiences, have been previously shown to have an impact on their instructional 

practices (Avery & Meyers, 2012; Menon & Sadler, 2018). Until 2018, pre-service primary 

teachers took two courses, called Science and Technology Teaching I-II, in two semesters 

during undergraduate studies. The change of the undergraduate program implemented in 

2018 included only one of these two courses. Therefore, we deem the “practice” component 

of this course was neglected due to the change. For this reason, while preparing the 

undergraduate classroom education program, it is necessary to consider the criteria 

determined in student admission and the number and quality of the courses to be taught, 

considering the academic background of the students to be enrolled in this program. 

We concluded that the most common ways the participants would apply to improve their 

weaknesses were to do research, review resources, seek expert or colleague assistance, design 

experiments, research/learn different methods, utilize different resources, and develop their 

planning skills. 

Considering the features of a science classroom described by the participants, this 

classroom should bear the following features: “Students in the science classroom should be 

science literate and active in the course, have the ability to ask questions, and adopt science 

process skills. The teacher should attract the students’ attention to the subject and guide the 

class. The learning environment can be a classroom, a laboratory at the school, or an out-of-

school environment. The teaching environment should be a fun, free, and democratic place 

where different methods and techniques are used, a wide variety of experiments are 

conducted, and practices are emphasized.” Besides, such a learning environment must have 

some physical properties: the participants claimed that experimental equipment and all other 

science-oriented materials should be available. It should be a place with a different seating 

arrangement, technological equipment, and even plants and animals under the students’ 

responsibility. 



Şahin Kalyon 

    

2172 

 

Figure 2. Science classroom depictions of the participants 

Regarding the teachers’ strengths and depictions of a dream science classroom, it is not 

prudent to indicate that they adopted a constructivist teaching philosophy. They used the 

word “constructivist” when talking about the properties of such a classroom. In their study 

about pre-service teachers, Can and Çelik (2018) found that the participants generally 

adopted a constructivist approach.  

The study has some limitations. We did not consider some variables such as gender and 

seniority. Therefore, further studies may include these variables to bring a diverse perspective 

to the topic. 

Teachers’ behaviors, values, and will act may be cultivated or inhibited during their early 

careers. Identifying factors that motivate science teachers to persist and become effective will 

help improve pre-service and in-service teacher education programs (Ginns & Watters, 

1999). This study uncovered the situations in which the participants felt weak in science 

teaching. Relevant measures can be taken to eliminate such weaknesses among pre-service 

teachers. 

5. Conflict of Interest  

The author declares that there is no conflict of interest.  

6. Ethics Committee Approval  

The researcher obtained the necessary ethical permissions from the Tokat Gazioamanpaşa 

University ethics committee. 

 



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2173 

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