Views of science teacher candidates on moduler teaching system

The main purpose of this study is to specify the views of pre-service science teachers about the "Acids and Bases" individual teaching module and modular teaching system applied in the course. In accordance with this purpose, the phenomenology design, which is one of the qualitative research methods, is used in the study. The implementation of the research was carried out with 52 science teacher candidates studying at Akdeniz University Faculty of Education in the 2021-2022 academic year. After the application, interviews were arranged with 14 pre-service teachers on a voluntary basis and their opinions on the module and teaching model were received. In the determination of the study group, easily accessible case sampling, one of the purposive sampling methods thought to be able to collect in-depth information, was used. A semi-structured interview form developed by the researcher was used to collect the data. The data obtained through the interviews were analysed with the content analysis method. In the light of the findings obtained from the research, the following conclusions were reached: It was understood that the modular teaching system makes learning effective and permanent, attracts the attention of the learner, offers the opportunity to learn by doing and experiencing, and provides active participation in the lessons. It has been concluded that modular teaching is an integrated method in which the learner is responsible for his own learning, the learner recognizes himself in the process with self-assessments, is an integrated method suitable for individual and group working conditions, and is a teaching system that allows to gain different experiences. Keywords: Modular Teaching, Modul, Science, Views of Pre-service Teacher