The effect of “laboratory practices in science teaching” course on development of prospective science teachers’ self- regulation skills

Research in science education evolved from the positivist paradigm in which scientific knowledge was considered to be immutable. This article investigates the use of inquiry-based science teaching as a pedagogical strategy to develop prospective science teachers’ conceptual understanding of direct current electricity. It is proposed that Vygotsky’s social constructivism and Dewey’s pragmatism have common elements that may serve as a philosophical framework for inquiry-based science teaching. An example of the transformative conjecture-driven teaching experiment as a design study in science education, is outlined. A retrospective analysis is provided to develop a learning environment that can contribute to better conceptual understanding of basic direct current electricity by prospective science teachers.

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The Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Belief

Educational Sciences Theory & Practice ◽

10.12738/estp.2016.3.0012 ◽

2016 ◽

Cited By ~ 3

Keyword(s):

Science Teaching ◽

Science Teachers ◽

Self Efficacy ◽

Efficacy Belief ◽

Prospective Science Teachers ◽

Different Levels

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Models in science and for teaching science: Data from an intervention programme

International Journal of Learning and Teaching ◽

10.18844/ijlt.v9i1.2225 ◽

2017 ◽

Vol 9 (1) ◽

pp. 308-318

Author(s):

Joana Torres ◽

Clara Vasconcelos,

Keyword(s):

Science Teaching ◽

Nature Of Science ◽

Science Teachers ◽

Teaching Science ◽

Future Research ◽

Intervention Programme ◽

Science Data ◽

General Terms ◽

Models In Science ◽

Prospective Science Teachers

Abstract Currently, implementing models and modelling activities in science teaching is considered to be essential. Apart from being crucial as an auxiliary aid to the construction of scientific knowledge, they also play a major contribution in the development of adequate views of nature of science and models, as well as in the development of scientific inquiry competencies. However, many studies disclose that science teachers do not rely on models in their classes very often, thus revealing some lack of knowledge regarding them. With the intention of improving prospective science teachers’ views of the nature of science, emphasising the nature of models, as well as their role in science and for teaching science, an intervention programme was conducted and evaluated. Nine prospective science teachers voluntarily attended the intervention programme and responded to previously validated questionnaires and interviews about models before and after it. Data was analysed with the help of the Q.S.R. NVivo 10 qualitative data analysis package. In general terms, prospective science teachers improve their views regarding models in science and for teaching. Nevertheless, the observation of their classes will be an invaluable asset for future research. Keywords: Intervention programme, modelling, models, prospective teachers’ views, science teaching.

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Reflection of Explicit-Reflective Argumentation Based and Explicit-Reflective Nature of Science Teaching on Prospective Science Teachers’ Written Arguments

Cukurova University Faculty of Education Journal ◽

10.14812/cuefd.309431 ◽

2017 ◽

Vol 46 (1) ◽

pp. 39-84

Author(s):

Emrah Hiğde ◽

Hilal Aktamış

Keyword(s):

Science Teaching ◽

Nature Of Science ◽

Science Teachers ◽

Prospective Science Teachers

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The effect of contemporary approaches education on prospective teachers' self efficacy towards science teaching and technological pedagogical content knowledge self confidence

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi ◽

10.31704/ijocis.2020.001 ◽

2020 ◽

Vol 10 (1) ◽

pp. 01-28

Author(s):

Ümmühan Ormancı ◽

Sevinç Kaçar ◽

Erkan Özcan ◽

Ali Günay Balım

Keyword(s):

Pedagogical Content Knowledge ◽

Science Teaching ◽

Content Knowledge ◽

Science Teachers ◽

Self Efficacy ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Self Confidence ◽

Significant Difference ◽

Prospective Science Teachers

It was aimed to investigate the effect of teacher candidates' self-efficacy towards science teaching and technological pedagogical content knowledge on their self-confidence. In this study, pre-experimental design method was used. Thirty prospective science teachers from different universities participated. The trainings were given by faculty members and continued for eight days. Two different scales were used as data collection tools. While there was no significant difference in self efficacy towards science teaching scores of prospective science teachers of contemporary approaches education, there was a significant difference in TPACK self confidence in favor of post-test. It is considered that more importance should be given to the integration of technology during university education.

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Science Teaching Excites Medical Interest: A Qualitative Inquiry of Science Education during the 2020 COVID-19 Pandemic

Education Sciences ◽

10.3390/educsci11040148 ◽

2021 ◽

Vol 11 (4) ◽

pp. 148

Author(s):

Xiaoshan Z. Gordy ◽

Wesley Sparkmon ◽

Hyllore Imeri ◽

Andrew Notebaert ◽

Marie Barnard ◽

...

Keyword(s):

Distance Learning ◽

Science Teaching ◽

Science Teachers ◽

Online Teaching ◽

Structured Interview ◽

School Science ◽

Qualitative Inquiry ◽

High School Science ◽

Technology In Teaching ◽

Medical Interest

The national or local lockdowns in response to COVID-19 forced education systems to rapidly shift from in-person to distance learning. The hasty transition undoubtedly imposed tremendous challenges on teachers, students and distance learning infrastructure. The purpose of this study was to investigate how high school science teachers who had previously been trained in flipped-learning and advanced educational technology through the Science Teaching Excites Medical Interest (STEMI) program perceived their transition to distance learning during this pandemic. In this study eleven teachers were interviewed with a semi-structured interview guide. Data were analyzed using the deductive-inductive content analytic approach. Our results indicated that teachers reported having more confidence in using technology for teaching online due in part to their participation in the STEMI program. They also reported internet access as one of the most significant barriers, both for students and teachers. While some teachers thought that students may feel more in control of learning due to absence of time and place limits with distance learning, others may struggle to stay engaged without the classroom support they would normally have received. Teachers generally experienced increased workloads and harder work–life balance with online teaching. In spite of the unforeseen challenges, the pandemic situation afforded teachers with opportunities to adopt different technology in teaching and foresee the need for technology integration in order to better prepare for the unexpected in the future.

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