An Analysis of the Pre-service Science Teachers Emotions toward Learning Science Course Subjects: A Mixed-Methods Study

This study aims to explore the emotions of pre-service science teachers towards learning science course subjects. The study, designed using a mixed-methods approach, included 793 pre-service teachers studying in the education faculties of six public universities located in the Mediterranean, Black Sea, Eastern Anatolia, and Central Anatolia regions during the 2021-2022 academic year. Data collection tools included the 'Achievement Emotions Questionnaire,' developed by Pekrun et al. (2002) and adapted into Turkish by Can (2018), as well as open-ended opinion forms and semi-structured interview forms. The findings revealed that emotions related to learning science course subjects did not differ significantly across gender or the university attended. A significant difference in favor of first-year students was observed when comparing different class levels. Positive emotions related to learning science course subjects were found to be significantly higher among pre-service teachers with a laboratory background. Besides, curiosity, interest, and affection facilitated learning, while fear and anxiety were associated with difficulties in learning certain subjects. The study concluded that emotion education contributes to learning science course subjects, with these contributions being a positive approach to the course and taking confident steps towards the profession.