Responsive and Responsible Preservice Teacher Reflective Thinking Towards Chemistry for Life

Abstract

This study aims to determine the relationship between preservice teachers' responsive and responsible learning skills attained in their university education along with their reflective thinking tendencies. The participants of this research were preservice teachers from the Education Faculty at Hacettepe University. Data were collected through the reflective thinking scale, and metaphors of preservice teachers about chemistry of daily life were collected through a diagram prepared according to the lotus flower technique. Both qualitative content analysis and statistical analysis were employed. It was found that most of the preservice teachers have basic reflective thinking at least at the intermediate level (habitual action, understanding, reflection, and critical reflection). This research also illustrates the need for practices such as responsive teaching and differentiated instructional practices. However, the limited studies on responsive and responsible learning poses a significant problem for chemistry education.