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The aim of this exploratory research is to understand teaching orientations of freshman pre-service science teachersand their rationales for those orientations. Through a mixed method, the current study collected quantitative(Pedagogy of Science Teaching Test) and qualitative(semi-structured interviews)data to deepen and analyze the research. The sample ofthe quantitative part in the study consisted of143 freshman pre-service science teachers (122 females and 21 males) purposefully drawn from a state university in Turkey. To understand theirrationalesoftheir teaching orientation preferences, semi-structured interviews were conducted with fourteen interviewees, who heldvarying science teaching orientations.The findings of this research showedthat the freshman pre-service science teachers hada variety of orientations that were not influenced by their earlier science learning experiences. Also, the results indicatedthat the orientations were largely related to the freshman pre-service science teachers‟ conceptions of „rolesof teachersand students, students‟gradesand nature of subject matter‟rather than their immediate experiences as learners. The current study recommends that theseconceptions shouldbe adressed in the teacher education programs with appropriate experiences that engage pre-service teachers to critical reflection throughout the teacher education program.

The aim of this exploratory research is to understand teaching orientations of freshman pre-service science teachersand their rationales for those orientations. Through a mixed method, the current study collected quantitative(Pedagogy of Science Teaching Test) and qualitative(semi-structured interviews)data to deepen and analyze the research. The sample ofthe quantitative part in the study consisted of143 freshman pre-service science teachers (122 females and 21 males) purposefully drawn from a state university in Turkey. To understand theirrationalesoftheir teaching orientation preferences, semi-structured interviews were conducted with fourteen interviewees, who heldvarying science teaching orientations.The findings of this research showedthat the freshman pre-service science teachers hada variety of orientations that were not influenced by their earlier science learning experiences. Also, the results indicatedthat the orientations were largely related to the freshman pre-service science teachers‟ conceptions of „rolesof teachersand students, students‟gradesand nature of subject matter‟rather than their immediate experiences as learners. The current study recommends that theseconceptions shouldbe adressed in the teacher education programs with appropriate experiences that engage pre-service teachers to critical reflection throughout the teacher education program.

This research aims to investigate the extent to which a visit to a climate change exhibition embedded within an environmental education course affects pre-service elementary teachers’ understandings about climate change. The sample comprised 58 pre-service teachers, enrolled in the environmental education course offered as part of the Elementary Education program at a private university in Turkey during the 2011/2012 academic year. The course lasted 13 weeks and was composed of various environmental issues as well as an exhibition visit and student reflections. Pre- and post-reflections written by pre-service elementary teachers’ were analyzed and coded to examine the effect of the visit on their understanding of climate change. It was found that the course, and specifically the exhibition, had a positive effect on their understanding of climate change and ways in which to ameliorate the problem.

This research aims to investigate the extent to which a visit to a climate change exhibition embedded within an environmental education course affects pre-service elementary teachers’ understandings about climate change. The sample comprised 58 pre-service teachers, enrolled in the environmental education course offered as part of the Elementary Education program at a private university in Turkey during the 2011/2012 academic year. The course lasted 13 weeks and was composed of various environmental issues as well as an exhibition visit and student reflections. Pre- and post-reflections written by pre-service elementary teachers’ were analyzed and coded to examine the effect of the visit on their understanding of climate change. It was found that the course, and specifically the exhibition, had a positive effect on their understanding of climate change and ways in which to ameliorate the problem.