Abstract
Whether it is about the experience of excitement or remembering concepts, generating models or using facts or there may be any other area of exploration identified in the learning strand framework, all need analysis of learners’ responses and reactions. A teachers attempt to do so may be influenced by many factors. Also, the teachers attempt may not be influenced by some factors. Thus, we can attempt to identify the nature of the factors and the influence they might or might not have. In the present study the teachers have planned their classroom proceedings in the learning strands framework that allows for strengths of informal environments, but with a difference. These have been applied in the formal classroom settings. The study focuses on preservice teacher’s natural dispositions towards “Tried to Analyze Learners’ Reactions and Responses” in terms of Qualification Level of the Teacher, Teacher’s Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. ‘Statistical Descriptives’ of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers’ response to “Tried to Analyze Learners’ Reactions and Responses” in terms of Qualification Level of the Teacher and Teacher’s Area of Expertise. Whereas a difference in pre-service teachers’ response to “Tried to Analyze Learners’ Reactions and Responses” in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Tried to Analyze Learners’ Reactions and Responses and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are trying to analyze reactions and responses of science learners more than their counterparts at higher levels of schooling in the selected schools. The study contributes towards understanding what factors may affect the teachers’ attempt to Analyze Learners’ Reactions and Responses.

Key words: Culture of Science, Learning Strands, Science Classrooms, Pre-Service Teacher Education, Qualification Level of The Teacher, Teacher’s Area of Expertise and Class Taught by The Teacher, Learners’ Reactions and Responses