An Evaluation of Integrated Approach for Developing Laboratory Application Skills of Physics Pre-Service Teachers

Oct 15, 2026

The research evaluates an integrated approach to improve physics pre-service teachers’ laboratory application skills across Secondary Physics Experimental Design (SPED), School Experience (SE), and Teaching Practices (TP). Action research is used with 20 pre-service teachers in Türkiye during 2015–2017. Participants implement micro-teaching for lab applications in SPED, practice in schools during the SE fall semester, and reinforce lab skills in the TP spring semester. Implemented activities significantly support development of lab methods’ application skills.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Teacher competencies and pre-service teacher education

Teaching practices and practical courses

Role of laboratory practices in physics education

An Evaluation of Integrated Approach for Developing Laboratory Application Skills of Physics Pre-Service Teachers Ahmet Zeki SAKA1 Trabzon University Tolga SAKA2 Kafkas University Mustafa YAYLI3 Ministry of Education Abstract The purpose of this research is to improve and evaluate a different approach to develop the lab application skills ofthe physics pre-service teachers in the courses of Secondary Physics Experimental Design (SPED), School Experience (SE) and Teaching Practices (TP) . In this context, action research was used to achieve the purpose of the research. The research carried out with 20 pre-service physics teachers studying in the 5th grade of a Northern University in Türkiye in the academic year of 2015- 2016 and 2016-2017. Physics pre-service teachers implemented micro-teaching applications for the lab applications in the SPED course, practiced applications in the schools within the SE course in the fall semester and reinforced the lab skills in the TP course in the spring semester. Implemented activities carried out the applications significantly contributed to the development of the lab methods’application skills ofthe physics pre-service teachers. Keywords: Physics pre-service teachers, Lab methods, Physics experiment design in secondary school, School experience, Teaching practice. DOI: 10.29329/epasr.2023 .600.12 Submitted: 27 May 2023 Accepted: 02 August 2023 Published: 30 September 2023 1 Prof. Dr., Fatih Faculty of Education, Trabzon University, Trabzon, Türkiye, ORCID: [https://orcid.org/0000-0002-0562-](https://orcid.org/0000-0002-0562-)[ ](https://orcid.org/0000-0002-0562-)3640 Correspondence: [azsaka@gmail.com](azsaka@gmail.com) 2 Assist.Prof.Dr., Dede Korkut Faculty of Education, Kafkas University, Kars, Türkiye, ORCID: [https://orcid.org/0000-0002-](https://orcid.org/0000-0002-) 0042-0836, Email: [tsaka61@gmail.com](tsaka61@gmail.com) 3 Dr., Ministry of Education, Trabzon, Türkiye, ORCID: 0000-0001-6632-1470, [Email: yayli1461@gmail.com](Email: yayli1461@gmail.com) Introduction Today, the developments in science and technology have a great impact on the life of the individual and society, and this leads to the need for a change in human nature. Teachers play crucial roles in raising individuals who will adapt to the targeted change and development in society. The quality of a teacher is the most important factor regarding the success of the educational activity (Büyükkaragöz, Muşta, Yılmaz, & Pilten, 1998) . Today, teacher competencies are evaluated in terms of subject matter, pedagogical, and general knowledge (Özden, 2017; Sağlam, 2011) . Teacher training and development are generally examined under two headings: pre-service training and in-service training. In pre-service education programs, teacher candidates are supposed to acquire knowledge, skills, attitudes and values which are necessary for their profession. In this regard, three dimensions, subject matter, pedagogical knowledge on how to teach subject matter, and general knowledge are vital in pre-service teacher education process. Since teaching practices act as a bridge between theory and practice, the teaching activities of pre-service teachers in practicum schools have special importance in the pre-service teacher education process (Görgen, Çok Çalışkan, & Korkut, 2012) . Teaching practices course is taught within a 14-week (minimum 12-week) program. Each week consists of two-hour class in the faculty and six hours in practicum schools (in those affiliated with the Ministry of National Education) . Teaching practice is a course that provides pre-service teachers with teaching skills in their subject matter regarding the levels of students in the practicum schools. It enables them to teach a specific course or lesson in an organized manner, in an environment where practical activities are discussed and evaluated (Özenç, 2014) . During the course, pre-service teachers have the opportunity to observe

FAQs

What is the main purpose of the study?

To improve and evaluate an integrated approach for developing physics pre-service teachers’ laboratory application skills across SPED, SE, and TP courses.

How was the integrated approach implemented?

Pre-service teachers used micro-teaching for lab applications in SPED, conducted school-based practice in SE during the fall semester, and reinforced lab skills in TP during the spring semester.

What research method and sample were used?

Action research was conducted with 20 physics pre-service teachers studying in the 5th grade level at a Northern University in Türkiye during 2015–2017.

Oct 15, 2026

Uploaded by MrHarris58