Durmaz H.Dinçer E.O.Osmanoğlu A.2024-06-122024-06-1220171609-4913https://hdl.handle.net/20.500.14551/17643The aim of this study is to examine the reflections of the prospective science teachers on their expectations, opinions, and suggestions towards science fairs. The study was conducted with 34 prospective science teachers. All participants had education in junior class of Science Teaching Program of a university located in western part of Turkey in the spring term in 2013-2014 academic year. The prospective science teachers were taking a Community Service course during the study. The study was qualitative in nature. More specifically, it was a phenomenological study. The data included pre-written and post-written interviews with all participants as well as face-to-face interviews with 12 selected prospective science teachers. The content analysis results revealed the expectations of the prospective science teachers towards science fair, difficulties and outcomes of the science fair practice, and suggestions related to instructional plans and improvement of the implementation. At the end of the study, it is believed that providing prospective teachers opportunities to develop their instructional skills in a community of practice situated in authentic activities may help them learn to teach more effectively and gain broader perspectives. Moreover, creating such opportunities for students in schools through cooperation with universities might be fruitful both for prospective teachers and students in terms of supporting science education. © 2017 EdUHK APFSLT.eninfo:eu-repo/semantics/closedAccessContent Analysis; Prospective Science Teachers; Science Fair Activity; Situated LearningArticle1812-s2.0-85040865642Q4