期刊名称：International Journal of Environmental and Science Education
电子版ISSN：1306-3065
出版年度：2012
卷号：7
期号：2
页码：291-311
出版社：IJESE
摘要：This is a longitudinal study aimed at revealing the beliefs of prospective science teachers in the College of Education at Sultan Qaboos University/Sultanate of Oman about science teaching. To achieve this aim a Draw-A-Science-Teacher-Test Checklist (DASTT-C) tool was used. The study sample consisted of (45) prospective science teachers in the College of Education at Sultan Qaboos University. The instrument was applied to the sample three times: before the Science Method I course, after finishing this course and after fin-ishing the Science Method II course and the Practicum. The results revealed that after completing the Science Methods I course, prospective science teachers shifted signifi-cantly from a teacher-centered approach to the intermediate state between the teacher-centered and student-centered. There was no significant change after the Science Meth-ods II course and the Practicum. Furthermore, the results also showed that among the three different teaching styles: exploratory, conceptual and explicit indicated in the se-cond part of the DASTT-C instrument, prospective science teachers in the current study were found to be at the conceptual teaching style, closer to the boundary with the ex-ploratory teaching style. This teaching style remained consistent across the three admin-istrations of the DASTT-C instrument.
