Akademik Veri Yönetim Sistemi
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, cilt.19, sa.2, ss.495-521, 2025 (TRDizin)
Today, reading comprehension in science education is seen as an important skill for achieving international science education goals. In this context, it becomes more important to examine pre-service science teachers' competencies and views on this issue. This study aims to examine pre-service science teachers' views on the importance of scientific texts and reading comprehension in science education. Case study, one of the qualitative research method designs, was used in the study. The opinions of pre-service science teachers about scientific texts and reading comprehension were obtained through an opinion form consisting of open-ended questions. After the opinions were collected, a seminar was given to the pre-service teachers about the strategies used in the evaluation of scientific texts and reading comprehension. At the end of this seminar, the pre-service teachers were asked to design an activity for middle school students that included a scientific text and reading comprehension questions based on the text. After the activity design, the opinions of 9 pre-service teachers who volunteered and represented a range of achievement levels in activity design were collected again using a detailed opinion form. According to the results of the study, pre-service science teachers hold the view that reading comprehension in science education provides cognitive development, improves conceptual understanding and increases the retention of knowledge. Pre-service science teachers have positive attitudes toward the importance of reading comprehension in science education; they believe that scientific texts used for this purpose should be simple, understandable, supported by visuals, and designed to include assessment activities.