Special Teaching Methods

This study aims to investigate how pre-service science teachers apply context-based teaching (CBT) on the "Special Teaching Methods" course. The study was conducted in accordance with action research. Twelve pre-service science teachers on the “Special Teaching Methods" course at a state university were selected for this study. The data collected came from interviews, observations and documents analysis. Qualitative data was analyzed using qualitative descriptive analysis. The data was categorized under these headings; pre-service teachers’ applying of the context-based teaching, contexts presentation, concepts presentation, practical activities and teaching methods. According to findings obtained from interviews, after implementing the CBT method, majority of pre-service teachers stated that they felt more confident because they knew how motivate students in the lesson. They also reported that they felt less anxious when teaching and that their lessons covered a wider range of activities. However, it was determined that pre-service teachers had difficulty using CBT to create a connection between contexts and concepts and to prepare questions related to daily life.