The Pre-service Teachers’ Perceptions of Integrated Teaching, Inquiry Learning, using ICT and Real-life Examples in Science Classes

Abstract

The study was conducted as a case study to enhance pre-service science teachers’ readiness for integration, inquiry-based learning (IBL), the use of Information and Communication Technology (ICT), and the application of real-life examples during their teacher training courses. The objective of the research was to explore pre-service science teachers’ perceptions of integrated teaching, inquiry learning, and the use of ICT in science education, drawing on their experiences in teacher training. It also aimed to examine potential differences in their viewpoints and the evolution of their perceptions over time. A questionnaire was developed to gather insights from 50 pre-service science teachers regarding their views on the integration of science subjects before and after their 2-year teacher training courses. The collected data were analyzed using a qualitative approach with the QCAmap software, followed by a quantitative analysis utilizing the Microsoft Excel software. The findings revealed significant variances in perceptions among pre-service teachers based on the number of science subjects they studied during their training. Those who studied two or more subjects placed greater emphasis on the value of integration, IBL, ICT use, and real-life examples in science education, and exhibited more significant changes in their views throughout the 2 years of teacher training. Furthermore, the study found that nearly half of the pre-service teachers did not view IBL in science classes as crucial, and only about a quarter recognized the importance of ICT utilization.