scholarly journals Determination of the Opinions of Prospective Science Teachers About Biology Lessons Taught Through Distance Education

2021 ◽  
Vol 8 (2) ◽  
pp. 1-14
Author(s):  
Emrah Özbuğutu
Keyword(s):  
Distance Education ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Focus Group Study ◽  
Technical Problems ◽  
Face To Face ◽  
Communication Processes ◽  
Youtube Videos ◽  
Prospective Science Teachers

This paper aims to determine the opinions of prospective teachers about biology lessons conducted through distance education during the pandemic. In the study, the focus group study technique was applied as one of the qualitative research methods. 15 prospective teachers from the Department of Science Education, studying in the 2nd, 3 rd, and 4th -grades in Siirt University, participated in this study. Questions were presented to the prospective teachers in the form of a semi-structured form and interviews were conducted separately for each grade and recorded. The data collected were analyzed via content analysis. Based on the findings of the study, the prospective teachers stated that they had internet-related and technical problems and they also failed to follow biology lessons due to their unsuitable home environment and ineffective communication processes. It was understood that the vast majority of prospective teachers preferred face-to-face evaluation rather than e-evaluation. To make biology lessons more efficient, it was recommended that prospective teachers should be obliged to attend classes, YouTube videos and animations should be added, classroom or laboratory lessons should be organized, WhatsApp groups should be created and question section should be added through these groups, and lessons should be synchronous rather than asynchronous.

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.

scholarly journals Identifying the prospective science teachers’ understanding towards entrepreneurial skills

2020 ◽  
Vol 15 (4) ◽  
pp. 699-726
Author(s):  
Berrin Samanci ◽  
Tufan Inaltekin ◽  
Arzu Kirman Bilgin
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Great Majority ◽  
State Universities ◽  
Survey Method ◽  
Vast Number ◽  
Entrepreneurial Skills ◽  
Content Analysis Method ◽  
Almost All ◽  
Prospective Science Teachers

The aim of this study is to examine the prospective science teachers’ understanding towards entrepreneurial skills.  This study, which 146 prospective science teachers of 3rd grade at two state universities in Turkey have participated in, is carried out through the survey method. The data of the research are gathered with “Entrepreneurship Test (ET)”. The acquired data are analyzed by using the content analysis method. It is observed that the relation between entrepreneurship and economy is particularly explained with several characteristics by about one third of prospective teachers, whereas the vast majority of them are unable to establish this relation or give meaningless replies as a result of the research. However, it is found out that the great majority of the prospective teachers are able to explain upon the opportunities of entrepreneurship on the basis of the cultural structure of society. It is seen that very few prospective teachers emphasize on creativity and innovation important in regarding to using entrepreneurial skill. Nevertheless, it is observed that integration of the prospective teachers’ sense of entrepreneurship with technology is inadequate. In addition, it is understood that the vast number of the prospective teachers are incompetent about how they will be able to use the nature and environment when they put their opinions into practice (in the process of business establishment). Moreover, it is revealed that very few candidates are aware of performing the operations such as determining the business idea, making a preliminary assessment of the business idea and questioning the feasibility of the business idea. Furthermore, it is determined that almost all candidates do not have information about the process and content of preparing a business plan. These results show that the prospective science teachers’ understanding towards entrepreneurial skill is quite weak. Keywords: Science, the prospective teacher, the entrepreneurship skill.

scholarly journals THINKING IN TERMS OF VARIABLES: THE CONCEPT OF THE SHADOW

2015 ◽  
Vol 14 (3) ◽  
pp. 295-310
Author(s):  
Ayse Oguz Unver
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Qualitative Data ◽  
Light Transmission ◽  
Scientific Activity ◽  
Measurement Tool ◽  
Object Size ◽  
Scientific Terms ◽  
Prospective Science Teachers

The aim of the research was to explore the ideas prospective science teachers (N=51) had about the variables of object size, shape and light transmission that have an impact on shadow formation, using a scientific activity based on Inquiry-Based Science Education (IBSE). In this qualitative study, the measurement tool comprises 3 questions. The first question examines how the participants define the concept of shadow while the second question focuses on the variables of the size of the object, its shape, and its light transmission. The participants were asked to explain whether these variables would produce a shadow. The last question was devised in the atmosphere of an activities laboratory in which the absorption and reflection properties of light were explored. The NVi10 program was utilized for data analysis. At the end of the research, it was observed that the prospective teachers were not able to define the concept of the shadow in scientific terms and even if they knew the basic variables related to shadow formation, they could not exactly explain new situations when the variables were manipulated. Key words: inquiry, prospective science teachers, qualitative data, shadow science, variables.

Effects of Science, Technology, Engineering, and Mathematics Education Using Algodoo to Prospective Science Teachers' Scientific Process and Education Orientation Skills

2021 ◽  
pp. 002205742110445
Author(s):  
Burcu Alan ◽  
Fikriye K. Zengin ◽  
Gonca Kececi
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Good Tool ◽  
Science Technology ◽  
And Mathematics ◽  
Prospective Science Teachers

This study investigated the effects of science, technology, engineering, and mathematics (STEM) applications carried out with the purpose of supporting the integrated knowledge of prospective science teachers on the scientific process skills and STEM education orientation skills of prospective teachers. According to the results, the STEM application was effective on the scientific process skills of the prospective teachers in the experiment group in comparison to those in the control group; however, it was not effective on their levels of orientation towards STEM education. The prospective teachers stated that Algodoo is a good tool for integration of STEM disciplines.

scholarly journals Identification Of Prospective Science Teachers Mathematical-Logical Structures In Reference To Magnetism

2014 ◽  
Vol 10 (2) ◽  
pp. 121-130 ◽  
Author(s):  
Ismail Yilmaz
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
The Other ◽  
Knowledge Level ◽  
Achievement Level ◽  
Logical Structures ◽  
Potential Factors ◽  
Prospective Science Teachers ◽  
Achievement Levels

This paper is a qualitative case study designed to identify prospective science teachers mathematical-logical structures on the basis of their knowledge and achievement levels in magnetism. The study also made an attempt to reveal the effects of knowledge-level variables and procedural variables, which were considered to be potential factors, on the teachers knowledge and achievement levels. The participants knowledge level was represented by the APS score (knowledge-level variable), whereas their achievement level was expressed by the ASS score (achievement level). The prospective teachers knowledge and achievement levels in mathematical logic were 0.204 and 0.305, respectively. The knowledge-level variables were given-asked, formula, and operation. On the other hand, the procedural variables consisted of formula knowledge, basic math knowledge, and scientific knowledge. The latter group of variables had the following values, respectively: 0.336, 0.758, and 0.199. The findings indicated that basic math knowledge led the participants to have an achievement level higher than their knowledge level. The other variables had values similar to those of the knowledge and achievement levels.

scholarly journals Dealing with Metric Unit Conversion: An Examination of Prospective Science Teachers’ Knowledge of and Difficulties with Conversion

2018 ◽  
Vol 29 (3) ◽  
pp. 174-182
Author(s):  
Emrah Oguzhan Dincer ◽  
◽  
Aslihan Osmanoglu ◽  
Keyword(s):  
Qualitative Study ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Related Literature ◽  
The Past ◽  
Measurement Units ◽  
Unit Conversion ◽  
Metric Measurement ◽  
The Relationship ◽  
Prospective Science Teachers

The aim of this study was to examine prospective science teachers’ knowledge of and difficulties with the metric unit conversion. The participants of the study were 73 prospective science teachers. In this qualitative study, a measurement test with 14 questions was administered to the participants to examine their knowledge of and difficulties with unit conversion. The questions of the test were related to metric measurement units for length, area, volume, and mass, as well as to the knowledge of the approximate size of a body and some uses of metric units. For the first 11 questions, participants’ answers were evaluated as right or wrong. To examine the reasons lying behind their difficulties, their explanations on the past three open-ended questions were analyzed. The findings indicated that prospective teachers’ performance on unit conversion was not satisfying in general, and their major difficulties were mainly related to the conversion from gram into microgram, mg into g, ml into cm3, dm3 into mm3, gigameter into nanometer, mm2 into m2, and determining the relationship between centigram and dekagram. The implications for the field are discussed in light of the related literature.

scholarly journals Examination of Prospective Science Teachers’ Levels of Designing Project Directed to National Support Programs: A Profile of Turkey

2019 ◽  
Vol 3 (2) ◽  
pp. 36-45
Author(s):  
Gülşah Sezen Vekli
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Research Method ◽  
Research Council ◽  
Academic Language ◽  
Research Projects ◽  
Project Proposal ◽  
Technological Research ◽  
Technological Research Council ◽  
Prospective Science Teachers

This study aims to determine prospective science teachers’ levels of designing projects about The Scientific and Technological Research Council of Turkey, written in the abbreviation TUBITAK’s 2209-A “Support for University Students’ Research Projects” and their views on the process. The study was conducted with the participation of 67 prospective science teachers. Project proposal forms and reflective reports were used in the study, which was conducted in the pedagogical activity research method- in collecting the data. The data coming from the reflective reports were then put to content analysis. It was remarkable in consequence that the majority of the prospective teachers ’levels of designing projects were inadequate. The prospective science teachers stated that they had learned the stages of scientific projects in the process of project designing and that they also became skillful at collaborating, researching, problem-solving, writing in academic language, working in a planned manner and at communicating

scholarly journals Differences Between Regular and Distance Education in a Teacher’s Training Program

2017 ◽  
Vol 20 (2) ◽  
pp. 17-29
Author(s):  
Giannakoudakis Zacharias ◽  
Giossos Yiannis
Keyword(s):  
Distance Education ◽  
Training Program ◽  
Science Teachers ◽  
Social Presence ◽  
Teaching Methods ◽  
Teaching Experience ◽  
The Other ◽  
Face To Face ◽  
Closed Type ◽  
The Social

AbstractThe aim of this research was to study the differences in social presence and autonomy concerning the two methods of education used in a training program for science teachers in the years 2015-2016. The first method was the traditional face to face and the other was the Distance Education method. In particular, the study focused on whether there are differences in the social presence and autonomy between the two teaching methods, and the teaching experience of the participants. A closed-type questionnaire of Likert type was used to collect the data, while t-test for independent samples was used for statistical analysis. The study indicated differences in the social presence and autonomy between the two methods of teaching.

scholarly journals A Study On Prospective Science Teachers Knowledge And Achievement Levels In Mathematical Logic In Electricity-Related Subjects

2012 ◽  
Vol 8 (4) ◽  
pp. 415-424 ◽  
Author(s):  
Ismail Yilmaz
Keyword(s):  
Mathematical Logic ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Logical Structure ◽  
Achievement Level ◽  
Instructional Process ◽  
Measurement Tools ◽  
Structure Of Knowledge ◽  
Prospective Science Teachers ◽  
Achievement Levels

The purpose of this case study is to reveal prospective science teachers knowledge and achievement levels in electricity-related subjects. The data for the study were collected from 44 prospective teachers using three measurement tools. The data were then analyzed using software developed for the Probability and Possibility Calculation Statistics for Data Variables method, developed by Y?lmaz (2011). It was concluded that prospective science teachers achievement levels in mathematical logic in electricity-related subjects are influenced by their achievement levels in physics and basic mathematical procedures, as well as their knowledge levels. However, it was observed that the main influence on their achievement level in mathematical logic is the logical structure of knowledge, and not the knowledge level in the variables given-asked and operations. Based on the findings of this study, it is recommended that both the methods of teaching knowledge and teaching the logical structure of knowledge be incorporated into the educational-instructional process. The study emphasizes that it would be optimistic to expect that individuals who learn without an awareness of the logical structure of knowledge will reach their potential.

scholarly journals Laboratory Experiences for Prospective Science Teachers: A Meta-analytic Review of Issues and Concerns

2016 ◽  
Vol 12 (34) ◽  
pp. 235 ◽  
Author(s):  
Shashi Prabha
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Research Question ◽  
Relevant Literature ◽  
Analytic Review ◽  
The Status ◽  
Analytical Review ◽  
Teaching Learning ◽  
Laboratory Experiences ◽  
Prospective Science Teachers

Prospective science teachers need to be prepared for making laboratory experiences integral part of teaching-learning of science in order to facilitate students to nurture their natural curiosity. This can engage students towards acquiring proficiency in the processes that can lead them to inquiry and generation and validation of scientific knowledge. This study is guided by the research question, “what is the status of laboratory experiences for prospective teachers?” and “what is missing in prospective science teachers’ preparation programme in order to bring excellence in science education?” An attempt has been made to carry out a meta-analytical review of the relevant literature to address some of the issues and concerns for providing laboratory experiences to prospective science teachers. Major issues emerging from the review of literature in this area are– recognizing need and understanding objectives of laboratory work from pedagogical prospective; integrating it with theory and providing laboratory experiences infused with inquiry.

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