The effect of journal writing activities on various variables within the scope of special teaching methods course
DOI:
https://doi.org/10.22633/rpge.v29iesp1.20455Keywords:
Journal Writing, Pre-Service Teacher, Special Teaching Methods, Science JournalsAbstract
This study aimed to examine the effect of journal writing activities, one of the writing-to-learn activities, on pre-service science teachers’ perceptions of efficacy regarding the selection of teaching techniques, their science-oriented inquisitive learning skills, and their reflective thinking tendencies. In the study, a single-group pretest-posttest design, one of the weak experimental designs of the quantitative approach, was used. The study participants consisted of 29 pre-service teachers studying in the Department of Science Education at Kafkas University. The study data were collected using the ‘Perceived Competence in the Selection of Teaching Techniques Scale’, ‘Science-Oriented Inquisitive Learning Skills Perception Scale’, and ‘Reflective Thinking Tendency Scale’. Statistically significant differences were found between the pre-test and post-test scores of the students for each of the scales in favor of the post-test scores.
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