Classroom Teacher Candidates’ Comprehension Levels of Key Concepts of the Life Science Curriculum

Abstract

This study aims to investigate the comprehension levels of classroom teacher candidates about the key concepts of Life Science Curriculum. The study was carried out within the qualitative research approach and descriptive survey model was adopted. The sample of study consists of final year 114 classroom teacher candidates who are studying Primary Teacher Education Program at two different Education Faculties in Turkey. As a result of analyzing the primary Life Science curriculum, 18 foundational concepts were identified. In order to determine teachers' comprehension levels and conceptual misconceptions about these concepts, "concept definition form" consisting of short answer and open ended semi-structured questions prepared by researchers was used. The data obtained by the application of this form have been analysed through descriptive analysis method. The answers in the explanation section of the concept description form were evaluated in five categories as "comprehension", "partial comprehension", "incomprehension", "miscomprehension" and "no response". According to the findings obtained in the study, it was concluded that teacher candidates understand some of the concepts in the Life Science curriculum at a “good” level, mostly understand at “partially” level, “incomprehension” some concepts or have “miscomprehension”. In order to increase curriculum literacy, it is suggested that the primary teacher candidates should be given training about the main concepts related to the Life Science curriculum.