Preservice Teachers’ Experiences on History of Science Based Instruction

The purpose of this study is to evaluate preservice biology teachers’ experiences on the use of HOS in instruction. 25 preservice biology teachers participated to the study who have 10-week HOS lecture as a part of teacher education. The lecture covers history of biological concepts, techniques for using this information in instruction such as creative writing, story making, reading historical texts, and reproducing experiments. Preservice teachers were to prepare and enact an HOS based instruction at the end of the term. Required information and support was given by the teaching assistant. Data was collected through the reflective journals before and after the instruction. Data showed that preservice teacher met with positive reactions and students interested in the lesson when they use HOS in instruction. However, preservice teachers reported that they were anxious about linking their content knowledge and HOS information, and they need more resource materials based on HOS and curriculum. Entire findings were evaluated within the framework of curriculum literature and interpreted in the context of teacher training program