Problems in Science Education in Türkiye and Possible Solutions from the Perspective of Preservice Science Teachers

In recent years, advances in technology have facilitated access to information while simultaneously leading to information pollution through the widespread dissemination of knowledge lacking a scientific basis. This situation has increased the need for individuals to develop the ability to access accurate information and to enhance their scientific thinking skills. Science education plays a crucial role in fostering these competencies. However, the results of national (High School Entrance Exam, Scholarship Examinations) and international (PISA, TIMSS) assessments conducted in Türkiye indicate that students have not achieved the desired level of success in science education. This study focuses on the perspectives of pre-service science teachers who are considered capable of evaluating the problems of science education from a multidimensional perspective, based on both their current experiences as students and their future roles as teachers. The research was conducted with 41 pre-service science teachers enrolled in the Science Education program at a public university in Türkiye. Data were collected through a structured interview form consisting of open-ended questions and analyzed using the descriptive analysis method. The findings reveal several fundamental problems in science education, including insufficient use of experiments, limited laboratory facilities, and inadequate connections between course content and daily life. Additionally, the results indicate that traditional teaching approaches are predominantly used and that contemporary instructional methods are not sufficiently implemented. The solutions proposed by the pre-service teachers include increasing activity and experiment-based instruction, relating lessons more closely to real-life contexts, using technology more effectively, and improving infrastructural conditions. The findings of this study are expected to contribute to the improvement of science education and to curriculum development and revision efforts.