scholarly journals Prospective Physics and Science Teachers' Mental Models about the Concept of Work

2020 ◽  
Vol 3 (3) ◽  
pp. 124-131
Author(s):  
Ayşegül Sağlam-Arslan ◽  
Işık Saliha Karal ◽  
Hava İpek Akbulut
Keyword(s):  
Mental Models ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Mental Model ◽  
Achievement Test ◽  
Meaning Of Work ◽  
Trainee Teachers ◽  
Negative Effect ◽  
Science Teacher Training ◽  
Level Of Understanding

Work, as a concept, is often encountered in daily life, but the meaning of work in physics is closely related to power, force, and energy. Studies made about various concepts and subjects have proved that using words in ways different from their scientific meanings has a negative effect on teaching, and causes conceptual complexities and/or generation of alternative mental models. This study aimed to determine the mental models of prospective physics and science teachers about the concept of work. This study was conducted with the participation of 107 prospective teachers in the Physics and Science Teacher Training program. The trainee teachers' understandings were determined by using an achievement test, consisting of three open-ended questions, developed by the researchers. Data obtained were first analyzed according to the level of understanding demonstrated, and then the mental models were determined by using these levels. Four types of mental models about work were identified, specifically the scientific,, the scientific synthesis, the initial synthesis, and the initial models. The synthesis model is the dominant mental model, and it has been developed by prospective teachers from two disciplines.

scholarly journals Insights into Components of Prospective Science Teachers’ Mental Models and Their Preferred Visual Representations of Atoms

2019 ◽  
Vol 9 (2) ◽  
pp. 154 ◽  
Author(s):  
Aysegül Derman ◽  
Nuriye Koçak ◽  
Ingo Eilks
Keyword(s):  
Student Teachers ◽  
Mental Models ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Atomic Structure ◽  
Visual Representations ◽  
Atomic Theory ◽  
Essential Components ◽  
Mechanical Models ◽  
Prospective Science Teachers

This study focused on determining the elements of mental models of atomic structure and views on visual representations of models of atomic structure in two sub-cohorts of student teachers studying at a university in Turkey. In total, 141 student teachers participated in this study. In the first cohort, the focus was on 73 freshman science student teachers’ drawings of mental models of atomic structure. The analysis showed a wide variety of individual aspects in the students’ minds when asked to sketch the structure of atoms. The majority of students preferred to draw two-dimensional structures, neglecting the atom’s space-filling character. Concerning the details of atomic structure, the majority of students emphasized only the most essential components of atoms, namely protons, neutrons, and electrons. It was quickly recognizable that these elements were arranged according to different analogies or representations of historical models, particularly related to Bohr’s atomic theory and different representations thereof. Overall, the different visual representations of atomic models the students see in school, almost exclusively serve as the basis for their ideas about atomic structure. Current atomic theory, like quantum mechanical models, are generally not used when students are asked for a “contemporary” model of atoms. Rather it seems that concreteness and functionality are the primary factors leading to the selection of an atomic model when requested. This study is supplemented by data collected from the second cohort of 68 prospective teachers consisting of a diverse group of students ranging from freshman to senior level. The students in this cohort were asked for their preferred illustrations of atoms in textbooks. Open-ended questions about atoms led to further insights. The analysis of the prospective teachers’ drawings indicated that a more careful approach to teaching is necessary to clarify the relationships between different models of atomic structure and to allow students to understand what an appropriate and contemporary understanding of atomic structure should encompass.

scholarly journals Prospective Science Teachers' Perception Related to Formative Assessment Approaches in Turkey

2017 ◽  
Vol 5 (4) ◽  
pp. 29 ◽  
Author(s):  
M. Diyaddin Yaşar
Keyword(s):  
Formative Assessment ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Case Study Methodology ◽  
Face To Face ◽  
Study Methodology ◽  
Science Teacher Training ◽  
And Function ◽  
Prospective Science Teachers

In this study, it was aimed to investigate the perceptions and competences of prospective science teachers about formative assessment approaches. Qualitative case study methodology was used in the study. Research group consisted of 17 senior students of science education. As a data collection tool, a semi-structured "Formative Assessment Perception Interview Form" was used which was developed by the researcher. The data were collected by conducting a total of ten in-depth interviews, 8 with focus groups and another 2 as face -to-face. Collected data were subjected to content analysis. Study findings revealed that perceptions and competences of prospective science teachers on formative assessment approaches are very low and not sufficient. In particular, it was found out in this study that prospective science teachers are familiar with the definition and function of formative assessment approaches (12%) at a low extent albeit; however, they are seriously deficient about for what purpose (7% competence) they will use and choose them, how to prepare such approaches (3% competence), how to interpret and score effects of the results for the learning-teaching process (2% competence). Science teacher training curricula need to be revised in a way to give prospective teachers a training and preparation in practical, long-term and real learning-teaching environments for formative assessment approaches.

Where is the body in the mental model for a story?

1997 ◽  
Vol 20 (1) ◽  
pp. 25-25 ◽  
Author(s):  
Arthur C. Graesser
Keyword(s):  
Mental Models ◽  
Mental Model ◽  
The Body ◽  
Discourse Processing ◽  
On Line

Researchers in the field of discourse processing have investigated how mental models are constructed when adults comprehend stories. They have explored the process of encoding various classes of inferences “on-line” when these mental microworlds are constructed during comprehension. This commentary addresses the extent to which these inferences and mental microworlds are “embodied.”

Watch For Failing Objects: What Inappropriate Compliance Reveals About Shared Mental Models In Autonomous Cars

2021 ◽  
Vol 65 (1) ◽  
pp. 643-647
Author(s):  
Yosef S. Razin ◽  
Jack Gale ◽  
Jiaojiao Fan ◽  
Jaznae’ Smith ◽  
Karen M. Feigh
Keyword(s):  
Mental Models ◽  
Mental Model ◽  
False Positive Rate ◽  
Ground Truth ◽  
True Positive Rate ◽  
Shared Mental Models ◽  
Shared Mental Model ◽  
Autonomous Cars ◽  
Positive Rate ◽  
Dispositional Factors

This paper evaluates Banks et al.’s Human-AI Shared Mental Model theory by examining how a self-driving vehicle’s hazard assessment facilitates shared mental models. Participants were asked to affirm the vehicle’s assessment of road objects as either hazards or mistakes in real-time as behavioral and subjective measures were collected. The baseline performance of the AI was purposefully low (<50%) to examine how the human’s shared mental model might lead to inappropriate compliance. Results indicated that while the participant true positive rate was high, overall performance was reduced by the large false positive rate, indicating that participants were indeed being influenced by the Al’s faulty assessments, despite full transparency as to the ground-truth. Both performance and compliance were directly affected by frustration, mental, and even physical demands. Dispositional factors such as faith in other people’s cooperativeness and in technology companies were also significant. Thus, our findings strongly supported the theory that shared mental models play a measurable role in performance and compliance, in a complex interplay with trust.

scholarly journals The Study of Internet Use and Academic Achievement of Elementary Students in Bangkok

2016 ◽  
Vol 6 (2) ◽  
pp. 71
Author(s):  
Aouyporn Suphasawat ◽  
Sirichai Hongsanguansri ◽  
Patcharin Seree ◽  
Ouaychai Rotjananirunkit
Keyword(s):  
Academic Achievement ◽  
Social Media ◽  
Math Achievement ◽  
Achievement Test ◽  
Internet Usage ◽  
School Students ◽  
Wide Range Achievement Test ◽  
Multi Stage ◽  
Wide Range ◽  
Negative Effect

<p>The purpose of this study is to investigate the relationship between internet usage behavior and academic achievement among elementary school students from grade 4-6 in Bangkok. The researcher employed Multi-stage Sampling to recruit 297 samples. The data was gathered via the following tests: 1) Intelligence tests, namely Colored Progressive Matrices (CPM) for students aged 5-11 year old or Standard Progressive Matrices (SPM) for 12 year old and above, and 2) Academic achievement test, namely Wide Range Achievement Test Thai Edition: WRAT-Thai. The findings revealed that time spent on the internet is negatively correlated to student’s reading achievement (r = -.24, p &lt; .001), spelling achievement (r = -.26, p &lt; .001), and math achievement (r = -.20, p = .001). More surprisingly, academic related internet usage was also found to be negatively correlated to math achievement (r = -.20, p &lt; 0.05). Meanwhile, internet usage for social media has a correlation with academic achievement in math and reading, (r = -.20, p = .001) and (r = -.13, p &lt; .05), respectively. Moreover, internet usage for entertainment was found to have a negative correlation with academic achievement in reading, spelling and math, (r = -.25, p &lt; .001), (r = -.27, p &lt; .001) and (r = -.21, p &lt; .001), respectively. Internet usage for online business, however, yielded no correlation to academic achievement. The study concluded that daily internet usage does have an effect on academic achievement in math. Moreover, when used for entertainment and social media, internet usage can pose a negative effect on academic achievement in reading and writing.</p>

scholarly journals Teachers’ Misconceptions in Science: Implications for Developing a Remedial Teacher Training Program

2019 ◽  
Vol IV (III) ◽  
pp. 221-228
Author(s):  
Saria Rasul ◽  
Abid Shahzad ◽  
Zafar Iqbal
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Experimental Treatment ◽  
Study Data ◽  
Second Phase ◽  
Future Teachers ◽  
Teacher Training Program ◽  
Third Phase

This study is designed to investigate future teachers’ misconceptions in heat and temperature concepts. The objectives of the study were to find out (i) misconceptions of future teachers in concepts of heat and temperature, (ii) to develop a counteractive teacher-training program for certain misconceptions and (iii) to establish the efficiency of treatment. The study sample was 96 prospective science teachers. Convenient sampling method was used in the study. Data from 96 respondents were collected in phase one of the study. Experimental treatment (lesson) based on the 5Es learning model was prepared in the second phase of the study and implemented in the third phase of research. A two tiers test, consisting of 12 items was used to collect data. Each tier was based on choices. The data were analyzed using ANOVA and t-test. The study explored the misconceptions of prospective teachers’ about heat and temperature concepts and established the importance of experimental treatment.

scholarly journals Children against antibiotics misuse and antimicrobial resistance: assessing effectiveness of storytelling and picture drawing as public engagement approaches

2021 ◽  
Vol 6 ◽  
pp. 202
Author(s):  
Bernard Appiah ◽  
David Anum-Hagin ◽  
Martha Gyansa-Luterrodt ◽  
Elfreda Samman ◽  
Franklin Konadu Addo Agyeman ◽  
...  
Keyword(s):  
Antimicrobial Resistance ◽  
Science Teachers ◽  
Public Engagement ◽  
Statistical Significance ◽  
Attitudes And Beliefs ◽  
Framework Analysis ◽  
Middle Income ◽  
Middle Income Countries ◽  
Negative Effect ◽  
Engagement Interventions

Background: Interventions delivered in schools have been found to be effective in improving knowledge of antibiotics and antimicrobial resistance (AMR) among school-aged children, particularly those in high-income countries, but the evidence is largely lacking in low- and middle-income countries. This study aimed to design, implement and assess storytelling in one school and picture drawing in another school as engagement approaches for improving knowledge, attitudes and beliefs about antibiotics and AMR among schoolchildren in Ghana.  Methods: Two schools with a total population of 375 schoolchildren ages 11-15 years in Tema, a city in Ghana, participated in public engagement interventions involving storytelling in one school and picture drawing in another school. The interventions included eight weeks of engagement led by science teachers and a competition held in each school. For quantitative outcome-based evaluation, schoolchildren were randomly sampled in each school (31 in the storytelling school and 32 in the picture-drawing school). Purposive sampling was also used to select 20 schoolchildren in each school for qualitative outcome-based evaluation. Respondents completed identical knowledge, attitudes and beliefs questionnaires and were interviewed at two time points (before and at most a week) after key interventions to assess changes in antibiotics and AMR knowledge, attitudes and beliefs. McNemar test was conducted to assess statistical significance between baseline and endline scores. Framework analysis was used for analysing the qualitative data. Results: Picture drawing had more significant effects (both positive and negative) on schoolchildren’s AMR knowledge, attitudes and beliefs, whereas storytelling had a negative effect on children’s AMR knowledge and no significant impact on beliefs and attitudes.  Conclusions: Our project’s findings suggest that public engagement interventions that use picture drawing and storytelling may influence the knowledge, attitudes and beliefs of schoolchildren regarding antibiotic misuse and AMR. However, modifications are required to make them much more effective.

scholarly journals Use of Massive Open Online Courses (MOOCs)  In the professional development of science teachers Jeddah

2019 ◽  
Vol 3 (10) ◽  
Author(s):  
Mounira Mohammed Al-Raghbi
Keyword(s):  
Professional Development ◽  
Standard Deviation ◽  
Science Teachers ◽  
Achievement Test ◽  
Impact Measurement ◽  
Continuous Training ◽  
Satisfaction Questionnaire ◽  
Distance Training ◽  
Strongly Agree ◽  
The Impact

    The current research aimed to identify the effectiveness of MOOCs as an electronic training platform for the professional development of science teachers in Jeddah. The researcher used the semi-experimental approach in a one-group design. The experiment was applied to the basic sample of research (30) Education East Jeddah Girls, who received the active learning course through direct training, were randomly selected unintentionally. The researcher used two tools to collect information and data related to the study: N of (20) paragraph tribal dish and Uday, in addition to a questionnaire to measure the sample satisfaction MOOCs as a platform for distance training, consisting of (48) paragraph. The data of this study were analyzed using the statistical packages of social programs (SPSS) according to the following statistical methods: arithmetical mean, standard deviation and t value for the pre-test and final test scores by t-test for two independent sample samples, Eta coefficient of impact measurement, Cronbach's Alpha coefficient for measurement of test stability, consistency of satisfaction criterion, and arithmetic averages and standard deviations of responses of study group members in the satisfaction questionnaire. The study reached several results, the most important of which are: -MOOCs achieved an efficiency level in the results of the achievement test with an average of (5.17) score for pre-test compared to (19.63) in the post-test. -The size of the calculated effect reached (0.99). This means that the size of the impact is great for the use of open source electronic courses (MOOCs) in the professional development of science teachers in Jeddah. -There is satisfaction with science teachers on the use of MOOCs in their professional development, where the mean is 4.37, indicating that there is satisfaction (strongly agree) on the questionnaire of satisfaction with the use of MOOCs as a distance training platform for the professional development of them -The standard deviation of the general arithmetic mean (0.119), which is a value and a sign of the great homogeneity between the responses of the members of the research sample (science parameters) on the expressions of satisfaction questionnaire In light of the results, the researcher presented a set of recommendations, the most important of which are: - To promote the culture of e-learning using electronic educational platforms MOOCs. - Provide open and continuous training programs for in-service teachers for their effectiveness and development. - Offering more training courses for electronic platforms carrying the specifications of MOOCs - Taking advantage of the current study tools, namely (the achievement test- the measure of satisfaction) to assess the   impact of professional development For science teachers in Jeddah.      

scholarly journals Children’s Perceptions of Tests: A Content Analysis Gokce Bulgan 10.12973/eu-jer.7.2.159 Pages: 159-167 The Relationships between Quality of Work Life, School Alienation, Burnout, Affective Commitment and Organizational Citizenship: A Study on Teachers Huseyin Akar 10.12973/eu-jer.7.2.169 Pages: 169-180 Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories Kadriye Kayacan 10.12973/eu-jer.7.2.181 Pages: 181-187 Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study Hakan Sarac 10.12973/eu-jer.7.2.189 Pages: 189-202 The Analysis of Kutadgu Bilig in Terms of Values Education Aysegul Tural 10.12973/eu-jer.7.2.203 Pages: 203-209 Investigating the Resilience Levels of Parents with Children with Multiple Disabilities Based on Different Variables Sinem Kadi, Muzeyyen Eldeniz Cetin 10.12973/eu-jer.7.2.211 Pages: 211-223 Examination of Postgraduate Theses on History Textbooks in Turkey in Terms of Some Variables Eray Alaca 10.12973/eu-jer.7.2.225 Pages: 225-232 Influences of Technology Integrated Professional Development Course on Mathematics Teachers Umit Kul 10.12973/eu-jer.7.2.233 Pages: 233-243 The Book of My Dreams Hatice Degirmenci Gundogmus 10.12973/eu-jer.7.2.245 Pages: 245-249 Student Definitions of Intercultural Competence (IC)- Are They Context-Specific? Nadine Binder, Ozen Odag, Anne Leiser, Lisa Ludders, Karina Karolina Kedzior 10.12973/eu-jer.7.2.251 Pages: 251-265 Investigation of the Visuals Associated with the National identity in Turkish Republic Revolution History and Kemalism Textbooks Mehmet Elban 10.12973/eu-jer.7.2.267 Pages: 267-279 The Interplay of Emotional Instability and Socio-Environmental Aspects of Schools during Adolescence Alexander Lätsch 10.12973/eu-jer.7.2.281 Pages: 281-293 Problems of Gifted and Talented Students Regarding Cursive Handwriting: Parent Opinions Hatice Kadioglu Ates 10.12973/eu-jer.7.2.295 Pages: 295-301 A Study of Curriculum Literacy and Information Literacy Levels of Teacher Candidates in Department of Social Sciences Education Serhat Sural, Nurhak Cem Dedebali 10.12973/eu-jer.7.2.303 Pages: 303-317 Why Should Bilingualized Dictionary of Turkish Be Used in Teaching Turkish as a Foreign Language? Sami Baskin 10.12973/eu-jer.7.2.319 Pages: 319-327 Alternative Observation Tools for the Scope of Contemporary Education Supervision: An Action Research Saadet Kuru Cetin 10.12973/eu-jer.7.2.329 Pages: 329-340 The Reflection of Neoliberal Economic Policies on Education: Privatization of Education in Turkey Arslan Bayram 10.12973/eu-jer.7.2.341 Pages: 341-347 Exploring Prospective Teachers’ Reflections in the Context of Conducting Clinical Interviews Rukiye Didem Taylan 10.12973/eu-jer.7.2.349 Pages: 349-358 Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers Ozlem Ates, Gul Unal Coban, Serap Kaya Sengoren 10.12973/eu-jer.7.2.359 Pages: 359-372 Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers Tuba Aydogdu Iskenderoglu 10.12973/eu-jer.7.2.373 Pages: 373-385 The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on "de Broglie Matter Waves" Subject

2018 ◽  
Vol 7 (2) ◽  
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Intercultural Competence ◽  
Teacher Candidates ◽  
Affective Commitment ◽  
Educational Process ◽  
Quality Of Work Life ◽  
Emotional Instability ◽  
Turkish Republic

scholarly journals DO LABORATORY ACTIVITIES CONTRIBUTE TO A CONTEMPORARY CONCEPTION OF SCIENCE IN INITIAL TEACHER TRAINING?

2019 ◽  
Vol 16 (32) ◽  
pp. 983-995
Author(s):  
K. VALENCIA ◽  
V. SANJOSÉ ◽  
T. TORRES
Keyword(s):  
Teacher Training ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Work ◽  
Cross Sectional Study ◽  
Service Science ◽  
Cross Sectional ◽  
Laboratory Activities ◽  
Science Teacher Training ◽  
Undergraduate Programs

In this study, It was analyzed the implementation of laboratory activities in the pre-service science teacher’s training and how they contribute to the construction of a contemporary epistemic vision of the nature of science. A cross-sectional study was developed in two different undergraduate programs of pre-service science teacher training in a university in Colombia of. We analyzed the way laboratory activities are developed in nine science subjects of physics, chemistry, and biology, apart from the first to the eight semesters of the curriculum (10 semesters in total). Results indicate that the laboratory activities focused on the development of pre-defined techniques and procedures, giving little prominence to creativity, doubt, discussion, planning, and application, even though they are also characteristic activities of scientific work. This kind of laboratory activities does not seem to favor th e construction of a contemporary conception of the nature of science in future science teachers.

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