A Case Study on the Influence of Science Education Courses on Pre-service Chemistry Teachers' View of Learning

The purpose of this study was to analyze pre-service chemistry teachers' view of learning focused on the influence of science education courses that pre-service chemistry teachers had learned. Three pre-service chemistry teachers were selected for this study. Documents related to science education courses, survey data about their view of learning and interview data were collected, transcribed and analyzed. According to this study, pre-service chemistry teachers had changed, modified, maintained and strengthened their view of learning while they took the science education courses. Pre-service teacher K and P had changed their traditional view to the constructive view and then had modified their view by adding the reality. And pre-service teacher H had modified his constructive view with some traditional view. All Pre-service teachers had modified their own view of learning because of the science education course that emphasized the real field situation. As discussed above, science education courses focused on the applying the theory to real teaching situation gave the opportunity to modify pre-service teachers' own view of learning. It implied that the science education courses learned in the teachers college have to include contents based on real teaching situation and pre-service teachers' reflective thinking processes for establishing their view of learning and customized teaching activities.