The investigation of primary school teachers' science experiencies

An autobiography is the rewriting of one's life, including experiences and the exploration of the self. This study aims to examine the scientific experiences of teachers in their past and the impact of these experiences on their professional and academic careers. The study employed case study design, a qualitative research method. The research study group was chosen using maximum diversity sampling, a planned sampling method, to ascertain primary school teachers' views regarding science. The study group comprised 13 teachers chosen from several strata, including gender, seniority, grade level, and school location (provincial center, district, town/village). The study acquired data through face to face and online interviews with the participating teachers. The study utilized "Personal Information Form" and "Semi-structured Interview Form", created by the researcher. The researcher employed category analysis techniques via MAXQDA software to analyze qualitative research data, adopting an inductive strategy for data interpretation. The study's results revealed that most primary school teachers have prior experiences in science. The majority of primary school exhibit a favorable disposition toward science. These teachers employ diverse methodologies and strategies in their science instruction, particularly in experimentation. Conversely, it was determined that educators harboring negative perceptions of science cultivated this mindset due to their insufficient knowledge of the subject. Also, it was concluded that most instructors do not frequently visit science centers and fairs. Moreover, educators indicated that they encounter numerous protocols while seeking to send their kids to science fairs, festivals, or science centers. It was determined that teachers employed instructional methods and strategies including experimentation, experiential learning, practical activities, trial and error, project-based education, modeling, observational study, lectures, reading, and drama in primary school science sessions. Primary school teachers indicated that the absence of scientific facilities and inadequate resources in elementary schools hindered their ability to deliver science instruction. They emphasized that to fully understand the accomplishments of the science course and to guarantee enduring learning, the teachings should be conducted through experimentation, practice, and experiential engagement. Throughout the instructional procedure, it was ascertained that the educators collaborated in sharing tasks and derived advantages from the experiences of those instructing higher grade levels.