Investigation of pre-service science teachers' teaching activities regarding creating and using models

The aim of this study was to examine pre-service science teachers' (PST') teaching activities on modeling and the use of models. The study was designed as a case study, and criterion sampling method, -a non-random purposeful sampling method-, was used to determine the participants. The criteria used in determining the participants included (i) being senior PSTs, (ii) being enrolled to Special Teaching Methods-2 course, and (iii) participating voluntarily in the study. The study was carried out with a total of 40 senior PSTs (33 female and 7 males), who attended the Department of Science Education at Alanya Alaaddin Keykubat University, in the 2019-2020 academic year. In order to reduce possible biases that may occur in qualitative studies, a number of data collection tools were used for validity and reliability. Data collection tools included (i) learning outcomes related to modeling and use of models in the Science Curriculum (MoNE, 2018), (ii) lesson plans prepared by the PSTs for these outcomes, (iii) observations of teaching practices, (iv) field notes taken by the researchers, and (v) semi-structured interviews done with the PSTs. data were analayzed through document analysis and content analysis techniques. Findings showed that most of the model-related learning outcomes in Science Curriculum (MoNE, 2018) are structured around the disciplines of physics and biology, and less around chemistry. In the lesson plans prepared for the Special Teaching Methods-2 course, -which is based on the principles such as preparing a lesson plan, organizing and presenting the environment, preparing the equipments and materials to be used during the lesson, and evaluating the presentations in terms of teaching skills-, it was seen that model-related activities were mostly included in the 'Explore' step of the 5E Teaching Method, -in the step that gives students the opportunity to observe, demonstrate their research skills and question. It was also seen in both lesson plans and lesson presentations that PST used the 'representation' function of the models the most, and the 'prediction' dimension the least. In the interviews, it was observed that PSTs had limited understandings about the definition of models and their function; and they were confused because they could not draw a border about what a model is and what is not. With these findings, it was recommended that the pedagogical knowledge about models can be clarified, the PSTs are provided with comprehensive knowledge about models, and the science teacher education programs can be revised in consideration of the requirements of the Science Curriculum. In addition, since PSTs' limited understandings and misconceptions about models are acquired from their past experiences, it is recommended that in-service teachers should inform students about the nature of models, as well.