Search results for: Oner Diler

This study explored the development of preservice chemistry teachers’ reflective skills as they were involved in web-based portfolio construction as part of their teaching practicum course. The authors proposed a set of reflection-based tasks to enrich preservice science teachers’ internship experiences.The findings showed that the participants demonstrated high- and low-level reflective skills in each reflection task. Moreover, the authors identified a statistically significant increase in the frequency of high-level indicators from the first to the second reflection task. In addition, the participants perceived the web-based portfolios as tools that allowed easy access and the development of better portfolio artifacts.