DETERMINATION OF STUDENT TEACHERS’ VIEWS ABOUT REACT STRATEGY

Year 2014, Volume: 1 , 298 - 302, 01.09.2014

Neslihan Ültay , Ümmü Gülsüm Durukan , Eser Ültay

Abstract

The purpose of this study
is to determine student teachers’ views about REACT strategy. In the study,
data gathered quantitatively by the clinical interviews in the academic year of
2012-2013 at the spring term. The clinical interviews were carried out with 11
student teachers from two different classes in elementary education department.
In both classes, REACT strategy was used as a teaching method by the same
researcher in General Chemistry Course. In the clinical interviews, students
were asked that “What are your
favorite aspects of the teaching method?”, “What are the aspects
that you do not like about the teaching method?”, “What stage of the teaching
method do you like most?”, “What conveniences does the teaching method provide
for your understanding of the topic?”, and “What do you suggest about the teaching
method?”. The findings suggest that student teachers liked performing
experiments at most, facilitating learning and making the topic concrete. Most
of student teachers did not suggest anything for REACT strategy as a pitfall, a
small number of student teachers complained about an increase in students
responsibility, e.g. early class preparation and overcrowding classes. As a
conclusion, it can be said that student teachers liked REACT strategy because
it facilitates learning by providing science experiments. 

Keywords

REACT strategy, student teachers, context-based approach

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