An Analysis of Reflective Thinking of Pre-Service Science Teachers during a Science Methodology Course

Abstract

In recent years, many studies have argued that reflective thinking

helps pre-service teachers to develop expertise in their practice.

Teachers reflective thinking is seen as being helpful in developing

teachers into decision makers, thereby helping them to understand their

work and define the direction of schooling. Furthermore, reflective

thinking is viewed as being able to link theory and practice. Thus, the

purpose of this study was to define the types and content of reflective

thinking and to measure changes in the types and content of

participants reflective thinking through a science methodology course.

In this study, we defined teachers reflective thinking and analyzed

pre-service teachers reflective thinking demonstrated in their journal

writing and interviews. Two pre-service teachers voluntarily participated

in this study. The participants took theoretical lessons, demonstrated

micro-teaching, and taught students during field experience as part of

a three-month long science methodology course and practicum.

Reflective practice journals and individual interviews were used for

analyzing the changes in and characteristics of pre-service teachers

reflective thinking. The results of this study were as follows. First, the

major type of participants reflective thinking was technical reflection,

and much of the content of their reflective thinking leaned toward

teaching technique and physical context. Secondly, professional reflection

was more appropriate than technical reflection for translating the

separated contents into an integrated knowledge set. Thirdly, compared

with other periods, pre-service teachers reflective thinking was

dominantly enhanced during field experience.