7: Evidence-Based Practices for Improving Science Education Learning Conditions in a Time of Division: Understanding the Knowledge and Opinions of Turkish Preservice Physics Teacher

In this chapter, I examine the knowledge and views of Turkish preservice physics teachers about implementing evidence-based practices to improve science education learning conditions. Since I aimed to describe the situation in detail, my research was designed as a case study using qualitative research methods. The participants of the study consisted of 22 senior-year preservice physics teachers. I implemented criterion sampling to invite participants to respond to interview questions. I content analyzed the data obtained and found that preservice physics teachers understood evidence-based practices as processes that were based on scientific foundations, focused on problem-solving, and actively used and evaluated in education. In addition, I found that the preservice teachers believed that evidence-based practices were influential in the education and training environment. The preservice teachers supported their beliefs with logical reasons such as the verifiability of scientific methods, objectivity, and success rates. As a result, they believed that learning could be supported by providing students with enriched learning environments that integrated evidence-based practices.