مرکز منطقه ای اطلاع رساني علوم و فناوري - Teacher Candidates’ Opinions about the Explanation-Assisted REACT Strategy

Abstract :

The main purpose of this study was to examine the opinions of the science teacher candidates about the usage of explanation-assisted REACT strategy in physics teaching. Case study method was used in the study. The study was carried out with 25 volunteer science teacher candidates. In the study, a questionnaire consisting of open ended questions was used as a data collection tool. After reduction of the science teacher candidates’ answers of the questionnaire, critical answers were determined. Then, at different times, the codes corresponding to these critical answers were determined and a code list was created. Based on these codes, the themes were created and the codes were displayed under the appropriate themes. The opinions of the science teacher candidates about the strategy are grouped under six themes. These themes were stated as “learning”, “presentation”, “real life”, “anxiety and trouble”,”suggestion” and “course materials”. The assosiciation of explanation-assisted REACT strategy to learning was mostly done about the permanency of the strategy on learning by the participants. However, they pointed out that the explanation-assisted REACT strategy had positive effects on learning because it provided cooperative learning besides being understandable, enjoyful, attractive and easy. Participants positive thoughts on the explanation-assisted REACT strategy suggested that attitudes may change in longer-term studies. In this context, the attitude towards the physics course can also be investigated in longer studies using the explanation-assisted REACT strategy.