Teaching activities of students majoring in science classes

Abstract

In this study, we present the main results of our study on the teaching of science among university students
majoring in the subject. Our questions are about the preparation for the lesson (the extent of the involvement
of the mentoring support; time spent on creating the lesson plan; the extent of other factors taken into account
during the preparation of the lesson plan; tools for writing the lesson plan) and characteristics of their teaching
(didactic principles; chosen methods; ways of organization; tools). Another goal was to get to know and explore
the students’ attitudes towards teaching the subject. In the survey, a self-edited questionnaire was used, which is
suitable for both descriptive and explanatory summaries and for the analysis of the correlations between individual
variables. Answers to the questionnaire revealed that although students are uncertain in their knowledge
of science, they still consider it important to expand children’s knowledge in this field. They think, it is essential
to shape their approach to science, and to provide an environment that supports and stimulates children’s interest
in this subject. From the point of view of training, we consider it an important result of our research that
the positive attitude of students towards teaching science is mostly influenced by the professional relationship
with the mentor teacher. The data and results of our study can also be used effectively in the development of
science methodology training for university students majoring in sciences and in the direction of research and
children’ development in science education.