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Cobern  \nTo cite this article  \nSahingoz, S. & Cobern, W.W. (2020) . Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers. Educational Policy Analysis and Strategic Research, 15(1), 114-136. doi: 10.29329/epasr.2020.236.7  \n\n| Published Online | March 24, 2020 |\n| --- | --- |\n| Article Views | 13 single - 46 cumulative |\n| Article Download | 68 single - 143 cumulative |\n| DOI | [https://doi.org/10.29329/epasr.2020.236.7](https://doi.org/10.29329/epasr.2020.236.7) |\n\nPen Academic is an independent international publisher committed to publishing academic books, journals, encyclopedias, handbooks of research of the highest quality in the fields of Education, Social Sciences, Science and Agriculture. Pen Academic created an open access system to spread the scientific knowledge freely.  \nFor more information about PEN, please contact: [info@penpublishing.net](info@penpublishing.net)  \nThis document downloaded from [96.253.117.48](96.253.117.48) [2 times] Midlothian / United States on Wed, 08 Apr 2020 22:11:16 +0300  \nPen Academic Publishing, Canakkale/Turkey  \nTelephone: +90 286 243 06 66 | Fax: +90 286 213 08 [00 | info@penpublishing.net | www.penpublishing.net](00 | info@penpublishing.net | www.penpublishing.net)  \nScience Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers  \nSelçuk ŞAHİNGÖZ1  \nKastamonu University  \nWilliam W. COBERN2  \nWestern Michigan University  \nAbstract  \nThe main purpose of the study is to gain insight on to what extent taking a science methods course correlated with the science teaching pedagogical preferences of pre-service science teachers. The study recruited twenty K-8 teacher education students enrolled in lower division science courses at a large American public university, some of whom had completed a science methods course and some not. A sequential exploratory mixed-methods design involving both quantitative and qualitative parts was used. The quantitative data were collected using the POSTT assessment instrument to identify pedagogical orientations profiles of the participants. A subset of students was subsequently interviewed so that they could explain their responses to the POSTT items. The data points out that many participants whether they had taken a methods course or note tended toward an inquiry science teaching orientation. When participants chose similar instructional preferences, however, their reasons often varied. The data indicated that students having taken a methods course think more broadly about factors that should influence choices of instructional practice (e.g., grade level, prior knowledge, interest areas) . The findings suggest that a science methods course can have a positive influence on pre-service teachers with respect to the development of an inquiry science teaching orientation. The POSTT items have potential use within science methods courses for the formative assessment of preservice teachers’ orientations toward science instruction.  \nKeywords: Pedagogical orientation, preservice science teacher education, science methods course  \nDOI: 10.29329/epasr.2020.236.7  \n1 Assist. Prof. Dr., Faculty of Education, Kastamonu University, Turkey, ORCID: 0000-0003-4884-7588 Correspondence: [ssahingoz@kastamonu.edu.tr](ssahingoz@kastamonu.edu.tr)  \n2 Prof. Dr., Mallinson Institute for Science Education, Western Michigan University, USA, [Email: bill.cobern@wmich.edu](Email: bill.cobern@wmich.edu)  \n114  \nThis document downloaded from [96.253.117.48](96.253.117.48) [2 times] Midlothian / United States on Wed, 08 Apr 2020 22:11:16 +0300  \nIntroduction  \nImplementing successful science ","cbCaiclvRrDUBEqW","https://ap.wps.com/l/cbCaiclvRrDUBEqW","pdf",388849,24,"English","# Abstract\n# Introduction\n## Science teaching orientation and methods courses\n# Theoretical Framework\n## Pedagogical content knowledge and teaching orientations\n# Methods\n## Sequential exploratory mixed-methods design\n# Findings\n## Inquiry orientation and varied reasons\n# Implications\n## Formative assessment using POSTT items","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine the extent to which taking a science methods course correlates with pre-service science teachers’ science teaching pedagogical preferences.\"},{\"question\":\"How was the study designed and what data were collected?\",\"answer\":\"It used a sequential exploratory mixed-methods design. Quantitative data were collected with the POSTT assessment instrument, followed by interviews with a subset of students to explain their responses.\"},{\"question\":\"What did the findings indicate about students who took the methods course?\",\"answer\":\"Many participants, whether or not they took the course, tended toward inquiry science teaching orientation, but course-takers considered a broader range of factors when choosing instructional practice. The findings also suggest a positive influence on developing an inquiry orientation.\"}]","Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers - read online free | PDF",1792095221]