Prospective Science Teachers’ Tendecies of Reflective Thinking and Views About Reflective Thinking

Abstract

The purpose of this study is to evaluate how prospective science teachers ‘ perceive reflectivethinking and their tendency of reflective thinking who were enrolled in all grade levels at Sakarya University Faculty of Education. The research model was selected as survey research model and the study group of the study is constitutes of 180 students. Data were gathered by “Reflective Thinking Tendency Scale for Teachers and Prospective Teachers” scale and an open ended questionnaire, to determine prospective science teachers views about reflective thinking. Gathered scores from the scale were found to be higher in all grade levels, but there were no significant differences according to grade levels and gender variables. However, in qualitative data, the level of knowledge level of reflective thinking were low and merely senior class students were able to explain partially. In conclusion, despite the fact that prospective science teachers' reflective thinking scores of are high at each grade level, it was seen that knowledge level on what reflective thinking was inadequate. It has been proposed to make active applications and activities for students to develop this thinking skill.