Abstract:
The present study aimed to investigate the relationship between prospective chemistry teachers' (PCTs) views of learning-teaching, views of the nature of science, preferred learning styles and real classroom practice. At the outset of the study, PCTs' views of learning-teaching were determined via open-ended questionnaire. Their learning styles and views of the nature of science were also determined. PCTs' instructions at secondary schools were recorded digitally to find out if there is a consonance between instructions they carried out and their views of learning-teaching and the nature of science. Fourteen PCTs participated in the study. With the help of ideographic analyses, we decided whether their views of learning-teaching are constructivist in nature or not. The results of this analysis were compared with their preferred learning styles and their views towards the nature of science. The findings indicated that ten of the PCTs have constructivist points of view concerning teaching and learning. These PCTs' preferred learning styles are either collaborative or independent. Findings also indicated that even though they appeared to have constructivist points of view, most of the PCTs planned and conducted their lesson in behaviorist ways in differentiated ratios. It seems that there is dissonance between PCTs' views of teaching and their actual practice in classrooms.
