Assessment of activities prepared through teaching techniques supporting scientific creativity for pre-school teacher candidates

The purpose of this study is to reveal the impact of activities prepared through teaching techniques supporting scientific creativity for science education on pre-school teacher candidates' self-efficacy levels for using scientific creativity and teaching techniques. In addition, the change in the candidates' level of comprehension of science concepts during the implementation process was examined. In the study, combined pattern, a mixed research approach applying both qualitative and quantitative research methods, was used. The research was conducted as part of "science education" that is one of the courses taught at the 5th term of third grade at preschool programme. The study group of the research consists of a total of 46 teacher candidates who have been studying at the Department of Preschool Education of the Department of Primary Education of the Faculty of Education at Kafkas University during the 2016-2017 academic year. The quantitative data in the study was compiled using Scientific Creativity, Three-Step Science Concepts Test and Self-Efficacy Scale for Using Creative Teaching Techniques. As for the collection of qualitative data, classroom observation, reflective journals and semi-structured interviews were used. In the analysis of the quantitative data, t test and multiple regression analysis were performed. To clarify data obtained from the qualitative data and find relationships, explanatory and inferential codes revealed in the analysis were used. When the findings obtained from the research were assessed, it was found that there were significant differences between teacher candidates' preliminary and final test points of scientific creativity test sub-dimensions, and improvement in their academic achievement levels. Moreover, as result of the three-step science education test, a decrease in the candidates' misconception levels was identified. The study also concluded that the activities had positive impacts on the candidates' self-efficacy levels for teaching methods supporting scientific creativity. In this direction, it is suggested that the use of related techniques in lessons should be widespread when it is thought that the activities prepared through teaching techniques supporting scientific creativity are successful.