| Research Abstract |
This Study aimed to improve the quality of experiment and observation in science teaching by analyzing and considering the views of experiment and observation of teachers (including prospective teachers) and students on the base of case studies and questionnaire researches.
It was pointed out that when prospective teachers planed and practiced science teaching, they did not consider so much as expert teachers that there might be gaps on between the thought of prospective teachers and that of students about the methods and the results of experiment and observation. It seemed that the prospective teachers regarded the experiential effects of experiment and observation, and their posibilities to excite students' interest as important, but they could not systematize those which they knew or understood about experiment and observation.
Concerning the views of experiment and observation of lower secondary school students, they seemed to expect not only to enjoy practical experience and activities through doing experiment and observation, but also to improve intellectual understandings and interest. To make good use of their needs we have to discuss further, how experiment and observation should be practiced in science teaching. Also it seemed that the students could not so much find pleasure in verifying their own hypotheses by doing experiment and observation or in planing methods and procedures to verify those hypotheses. If such conditions of science teaching can be considered as the reflection of teachers views of science teaching, experiments and observation, it may be one important key to improve the conditions that a teacher continues to reflect his/her own views of science teaching, experiment and observation.
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