(1224) PRE-SERVICE SCIENCE TEACHERS ATTITUDES TOWARDS SMALL-GROUP LEARNING PEDAGOGIES

摘要

This paper explores whether and how the experience of teaching using the Project-Based Learning (PBL) method during training affects the attitudes of pre-service science teachers towards the application of small-group learning pedagogies. This research is rooted in qualitative case study methodology. The study involved 17 Israeli pre-service teachers in their third training year. During the first semester the teachers were asked to lead the PBL process in primary school classes, and during the second semester the teachers were asked to teach the regular science lessons using different teaching methods of their own choosing. Data collection methods include: 1) reflections which teachers wrote before, during and after the teaching experience of the PBL method; 2) lesson plans teachers drew up after the PBL experience. The data were analyzed by using the constructivist (ethnographic) method of qualitative research based on grounded theory. Inter-rater reliability of 94% was obtained by analyzing the data by two coders. Our findings indicate that the PBL method, which was experienced during the teacher training, has a high potential to improve the teachers’ attitudes towards teaching methods of learning in small groups and to implement these methods in their teaching practices.