Science teacher candidates’ skills to ensure method-material harmony and integration

Abstract

In this study, it was aimed to determine the harmony and integration levels of the material prepared by the science teacher candidates with the methodical approach they adopted. In this case study, the data was obtained from observations of material practices and documents introducing the materials. In the study of 41 teaching materials prepared by 3rd grade teacher candidates prepared at different levels considering the achievements of the Science curriculum, the data were analyzed by descriptive analysis, content analysis and the “methodological approach-material integration level” rubric developed by the researchers. In the findings it was determined that although teacher candidates design materials in three different categories in accordance with three different teaching approaches of science (discovery learning; inductive reflective materials, expository teaching; direct reflective materials, research method; multiple systematic reflective materials), they mostly use materials with inappropriate methodological approaches and low level of integration during the application process.