Effects of virtual reality enriched science laboratory activities on pre-service science teachers’ science process skills

2020 ◽  
Vol 25 (6) ◽  
pp. 5477-5498 ◽  
Author(s):  
Huseyin Artun ◽  
Alper Durukan ◽  
Atilla Temur
Keyword(s):  
Virtual Reality ◽  
Science Teachers ◽  
Service Science ◽  
Process Skills ◽  
Science Laboratory ◽  
Science Process Skills ◽  
Laboratory Activities

scholarly journals Correlation Between Pre-Service Science Teacher Laboratory Self-Efficacy And Science Process Skills In Laboratory Activities

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Yeni Widiyawati ◽  
Dwi Septiana Sari
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Service Science ◽  
Rank Test ◽  
Process Skills ◽  
Science Process Skills ◽  
Laboratory Activities ◽  
Key Variables ◽  
Quantitative Descriptive

<em>Laboratory self-efficacy and science process skills are the key variables that need to be measured to show it’s a correlation. These variables will determine their career as a science teacher. Pre-service science teacher must have the skills to explain the natural objects and phenomena holistically and integrative. So that, the aims of this research was to 1) reveals the laboratory self-efficacy of, 2) identify science process skills level of and 3)identify the correlation between laboratory self-efficacy and science process skills of pre-service science teacher under laboratory activities. Quantitative-descriptive, scanning models were used to collect the data. Laboratory self-efficacy scale was developed of level, strength, and generality components. Documentation and observation techniques were used to collect the science process skills data. Bandura’s theory was adopted in self-efficacy Laboratory self-efficacy scale. Mean of laboratory self-efficacy of pre-service science teachers were in moderate level while their science process skills were at a low level. Spearman Rank test showed a significant correlation between these two variables. In the other hand. Regression test showed that laboratory self-efficacy does not significantly determine the pre-service science teacher science process skills’.</em>

scholarly journals The Effectiveness of Predict-Explain-Observe-Discuss-Explain (PEODE) Based Laboratory Work Activities on Pre-Service Science Teachers’ Science Process Skills

2021 ◽  
Vol 8 (1) ◽  
pp. 21-40
Author(s):  
Fatma Coştu ◽  
Hale Bayram
Keyword(s):  
Science Teachers ◽  
Service Science ◽  
Laboratory Work ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Work Activities ◽  
Laboratory Activities ◽  
Post Test ◽  
Experimental Group

This research aims at investigating the effectiveness of the Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work activities on pre-service science teachers’ science process skills. A quasi-experimental research model with pre- and post-test via control group was employed in the research. The semi-experimental study was based on 46 pre-service science teachers enrolled in the primary Science Education Program a state university. In the research, randomly selected two groups were used, one experimental group (EG; n = 22) and one control group (CG; n = 24). While the control group participated in traditional laboratory activities work, the experimental group took part in the PEODE-based laboratory work activities. Laboratory activities were carried out in both groups for a total of 9 weeks, two hours a week. Science process skills test (SPST) measuring five different scientific process skills were presented to them as pre- and post-test in order to assess pre-service science teachers’ science process skills. The test scores were analyzed quantitatively with a statistical analysis program. At the end of the research, while there was no significant differences total score of the SPST, significant statistical differences were found between the experimental and control groups in "Making Operational Comments" and "Designing the Research" sub-skills.

scholarly journals Focus, Explore, Reflect and Apply (FERA) Learning Model: Developing Science Process Skills for Pre-Service Science Teachers

2018 ◽  
Vol 3 (2) ◽  
pp. 131
Author(s):  
Deni Moh Budiman ◽  
Surya Gumilar ◽  
Rahmat Rizal
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
School Teacher ◽  
Learning Model ◽  
Service Science ◽  
Control Group ◽  
Primary School Teacher ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills

The purpose of this study is to describe the application of Focus, Explore, Reflect, and Apply (FERA) learning model in improving science process skills for a pre-service science teacher in primary school. The stages of learning using the FERA learning model consist of four stages, namely focus, explore, reflect, and apply. The sample of this study was the students in the Primary School Teacher Education Study Program at STKIP Sebelas April Sumedang. This research was conducted using Quasy-Experimental method with Non-equivalent Control Group Design. The effectiveness of the treatment was obtained by giving the pretest and posttest to each class one time. The research data was processed by analyzing N-gain, normality test, and average difference using the Wilcoxon and Man Withney U tests. The results showed that the experimental class and the control class had significant mean differences between the science process skills data on pretest and posttest. This shows that learning using the FERA model is more effective in improving science process skills for pre-service primary school science teachers.

scholarly journals Effects of a 5Es learning model on the conceptual understanding and science process skills of pre-service science teachers: The case of gases and gas laws

2020 ◽  
Vol 85 (4) ◽  
pp. 559-573 ◽  
Author(s):  
Baydere Karsli ◽  
Alipaşa Ayas ◽  
Muammer Çalik
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Learning Model ◽  
Service Science ◽  
Alternative Conceptions ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Computer Animations ◽  
Gas Laws

The aim of this study was to investigate the effects of using a 5Es learning model on the pre-service science teachers? conceptual understanding and science process skills for ?gases and gas laws?. The sample of the study consisted 49 pre-service science teachers enrolled for the ?Science Laboratory Practices-I? course within the department of science education of a Turkish state university. Through a quasi-experimental research method (pre- and post- -test research design), an experimental group was exposed to the 5Es learning model (engage-explore-explain-elaborate-evaluate) with different conceptual change methods/techniques (i.e., worksheets, computer animations, analogies and experiments). A control group was also taught through existing instruction (e.g., experiments, lecture and question?answer). Data were collected through the gas laws test and the science process skills test. The results of partial eta squared (?2) revealed large-size effects for the control (0.61) and experimental groups (0.73). The 5Es learning model was more effective than the existing instruction in overcoming the pre-service science teachers? alternative conceptions of ?gases and gas laws?, as well as in improving their science process skills. The current study recommends that the 5Es learning model be tested with a larger sample throughout a long-term teaching intervention.

scholarly journals Effect of Jigsaw vs. Traditional Group Work on 8th Graders’ Basic Science Process Skills achievement in Laboratory

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Saeeda Majeed ◽  
Rizwan Akram Rana
Keyword(s):  
Science Teachers ◽  
Group Work ◽  
Basic Science ◽  
Control Group ◽  
Process Skills ◽  
Science Laboratory ◽  
Traditional Group ◽  
Science Process Skills ◽  
Skills Laboratory ◽  
8Th Graders

The purpose of this study was to explore the effect of Jigsaw-I model of cooperative learning (CL) on achievement of basic science process skills of 8th graders while working in science laboratory. An experimental study using randomized pretest posttest control group design was conducted. Sixty four male students were randomly selected from two intact 8th grade classes, 32 students from each class. Each group of thirty two students was further randomly assigned to experimental and control groups. Experimental group performed the experiments in science laboratory by using Jigsaw-I (JI) whereas control group performed the same experiments through traditional group work (TGW). “Basic Science Process Skills Laboratory Achievement-Tests (BSPSLAT-I & II)”were used as pre and post- tests to collect the data. The data was analyzed through independent sample t-test and ANOVA. The results showed significantly higher achievement of basic science process skills in favor of Jigsaw-I as compared to traditional group work. Moreover Jigsaw-I proved to be a better science laboratory technique both for low and medium achievers to gain basic science process skills. This study has implications for elementary science teachers to apply Jigsaw-I while science laboratory work for students’ higher achievement in basic science process skills

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