THE CHARACTERISTICS OF A SCIENCE TEACHING MATERIAL ACCORDING TO THE VIEWS OF PRE-SERVICE SCIENCE TEACHERS

Abstract

This study aimed to determine the opinions of prospective science teachers about the qualifications that a science teaching material should have. Qualitative research was conducted with 31 participants from 15 different universities. Data were collected through a semi-structured interview form. The form was applied face-to-face after a training organized to increase the pre-service science teacher's knowledge and skills on the integration of science teaching materials and science teaching methods. Content analysis was applied to the data. In the analysis, themes created by considering certain stages of the ADDIE instructional design model, which is widely used in the literature, were used. As a result of the analysis, twenty reduced views were determined under ten categories. Some of these views are compatible with the general structural characteristics of the teaching materials expressed in the literature. In addition, opinions expressing the criteria specific to science teaching were determined in the categories of sensitivity to misconceptions, suitability with the teaching method, and development of skills.