scholarly journals Examination of pre-service science teachers’ perceptions and understanding of evolution in relation to socio-demographic variables

2012 ◽  
Vol 31 ◽  
pp. 167-172 ◽  
Author(s):  
Gülsüm Akyol ◽  
Ceren Tekkaya ◽  
Semra Sungur
Keyword(s):  
Science Teachers ◽  
Demographic Variables ◽  
Service Science ◽  
Teachers Perceptions

scholarly journals Pre-service Science Teachers’ Perceptions toward Additional Instructional Strategies in Biology Laboratory Applications: Blended Learning

2018 ◽  
Vol 29 (2) ◽  
pp. 88-95
Author(s):  
Yusuf Ziya Olpak ◽  
◽  
Huseyin Ates ◽  
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Instructional Strategies ◽  
Science Teachers ◽  
Structured Interview ◽  
Achievement Test ◽  
Service Science ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Biology Laboratory

The purpose of this study was to examine pre-service science teachers’ perceptions toward additional instructional strategies in biology laboratory applications in the scope of blended learning. This study used a mixed-methods sequential explanatory design model and was conducted with 69 students who study in their 2nd year in the department of science education at a state university in Turkey. Academic achievement test, personal information form, student feedback form, semi-structured interview, and additional instructional strategies were used to collect the data. To determine students’ academic achievements, the scores obtained from the academic achievement test were used from a pre-test and post-test and additional instructional strategies (discussion question, reflection paper, task assignment, and quiz) were used. In addition, students’ views and satisfaction levels toward the course were examined. For data analysis, descriptive statistics, One-way ANOVA, and content analysis were used. The results of the study showed that students’ academic achievement scores showed a significant difference in terms of the additional instructional strategies. In addition, students’ evaluation scores and satisfaction levels about the learning process were high, but there was no significant difference in terms of additional instructional strategies. In the future, conducting similar studies with wider samples could be effective in terms of contributing to the relevant literature at different education levels and different disciplines.

scholarly journals Investigation of in-Service and Pre-Service Science Teachers’ Perceptions of Scientific Process Skills

2020 ◽  
Vol 16 (2) ◽  
pp. 104
Author(s):  
Mehtap Yildirim ◽  
Dilek Sultan Acarli ◽  
Melek Yaman Kasap
Keyword(s):  
Science Teachers ◽  
T Test ◽  
Service Science ◽  
Process Skills ◽  
Scientific Process ◽  
Process Skill ◽  
Teachers Perceptions ◽  
Science Courses ◽  
Significant Difference ◽  
The Difference

This study aims to determine the perceptions of the use of scientific process skills of in-service and pre-service teachers working in branches related to science courses in secondary and high schools. Therefore, this research was designed based on a relational survey model and was carried out with 150 science teachers in Turkey and 260 pre-service teachers from two different universities. The Scientific Process Skills Perception Scale was used to measure their perceptions of scientific process skills. An independent sample t-test was applied to compare the difference between the perceptions of scientific process skills of in-service and pre-service teachers. The results showed no significant difference between the two groups. The ANOVA results further showed that the duration of teachers’ service did not make a significant difference in their scientific process skill perceptions. The results of this study revealed that in-service and pre-service teachers should be supported with training to reduce their reservations about using scientific process skills. Keywords: Pre-service science teachers, Scientific process skills perception, Science teachers,

Why change to active learning? Pre-service and in-service science teachers’ perceptions

2013 ◽  
Vol 37 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Audrey O’Grady ◽  
Geraldine Mooney Simmie ◽  
Therese Kennedy
Keyword(s):  
Active Learning ◽  
Science Teachers ◽  
Service Science ◽  
Teachers Perceptions

scholarly journals Pre-Service Science Teachers’ Perceptions of Their Pedagogical Knowledge and Pedagogical Content Knowledge

2021 ◽  
Vol 7 (4) ◽  
pp. 1263-1280
Author(s):  
Fulden Guler-Nalbantoglu ◽  
Meral Aksu
Keyword(s):  
Classroom Management ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Science Curriculum ◽  
Pedagogical Knowledge ◽  
Service Science ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
High Level

The purpose of the present study was to investigate pre-service science teachers’ perceptions of science teaching. To this end the participants’ perceptions of their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate how pre-service science teachers’ perceptions were differed according to their level of achievement regarding PK and PCK. 176 fourth year pre-service science teachers participated in the study. The design of the study was planned as a survey and three scales were given to the participants to collect data. The data obtained from the scales were analyzed using both descriptive and inferential statistics. The results of the study revealed that pre-service science teachers perceived themselves as competent in terms of both PK and PCK. When components of PK were examined, participants’ perceptions were high regarding classroom management, learners and learning, lesson planning and assessment. With respect to components of PCK, participants perceived that they had high level knowledge of science instructional strategies, knowledge of science learners, knowledge of science misconceptions, knowledge of science curriculum and knowledge of science assessment. Moreover, it was observed that level of achievement did not show any differences on pre-service science teachers’ perceptions of PK and PCK.

scholarly journals PRE-SERVICE SCIENCE TEACHERS' PERCEPTIONS AND ATTITUDES ABOUT THE USE OF MODELS

2016 ◽  
Vol 15 (1) ◽  
pp. 7-17
Author(s):  
Mustafa B. Aktan
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Service Science ◽  
Scientific Models ◽  
Theoretical Understanding ◽  
Science Teaching And Learning ◽  
Teachers Perceptions ◽  
Perceptions And Attitudes ◽  
Use Of Models

Models are central constructs of science teaching and learning. This research aims to report on seven pre-service science teachers’ perceptions and attitudes towards models and the rationale for using models in science teaching. Semi-structured in-depth interviewing, an open-item questionnaire, and a five-point Likert scale questionnaire were used to obtain data from the participants. No evidence of negative attitude towards the use of models was observed among the participants. Although the pre-service science teachers (PSTs) valued the idea that scientific models are important aspects of science teaching and learning, they were hesitant to use and build models as teaching tools. Four categories related to the perceptions about the rationale for using models were identified from the data namely, promoting interest and attention, promoting understanding due to illustrative and representative nature of models, promote concretization as instrumental tool and promoting theoretical understanding in science. The findings indicated that the PSTs showed positive attitudes towards the use of models in their teaching, but certain factors like level of learner, time, lack of modeling experience, and limited knowledge of models appeared to be affecting their perceptions and attitudes negatively. Key words: modeling experience, pre-service teacher, science teacher, use of models.

scholarly journals RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS’ GENETICS LITERACY LEVELS AND THEIR ATTITUDES TOWARDS ISSUES IN GENETICS LITERACY

2016 ◽  
Vol 15 (2) ◽  
pp. 159-172
Author(s):  
Ümran Betül Cebesoy ◽  
Ceren Öztekin
Keyword(s):  
Gene Therapy ◽  
Science Teachers ◽  
Household Income ◽  
Employment Status ◽  
Demographic Variables ◽  
Service Science ◽  
Literacy Assessment ◽  
Key Words Genetics ◽  
Wide Range ◽  
Genetics Literacy

The importance of genetically literate individuals who can understand and join debates about genetics related issues, including gene therapy or cloning has been acknowledged by societies. With this respect, raising genetically literate individuals has become more prominent. Teachers’ knowledge in genetics literacy and their attitudes towards issues in genetics literacy influence their teaching practices. As a wide range of variables effect teachers’ genetics literacy levels and attitudes, this study examined how a set of variables including pre-service science teachers’ self-perceived interest, knowledge and importance of genetics, gender, academic achievement, socioeconomic status (household income, employment status and educational level of parents) are related to the their genetics literacy levels and attitudes towards various genetics literacy issues. Data was collected from 355 pre-service science teachers through administration of Genetics Literacy Assessment Inventory and Attitudes towards Issues in Genetics Literacy Scale. Canonical correlation analysis suggested that self-perceived interest and importance in genetics literacy issues, gender and parents’ educational levels were positively associated with participants’ genetics literacy levels, as well as attitudes towards the use of genetic information, gene therapy, and gene therapy applications. On the other hand, self-perceived knowledge, GPA, household income, employment status of parents were not found to be associated. Key words: genetics literacy, pre-service science teachers, attitude, socio-demographic variables.

scholarly journals THE DETERMINATION OF OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON THE CURRICULUM OF SCIENCE COURSES ON THE BASIS OF THE 3-IDIOTS MOVIE

2015 ◽  
Vol 14 (3) ◽  
pp. 366-378
Author(s):  
Ayşe Nesibe Köklükaya
Keyword(s):  
Science Teachers ◽  
Science Curriculum ◽  
Data Gathering ◽  
Structured Interview ◽  
Service Science ◽  
Science Lesson ◽  
Teachers Perceptions ◽  
Science Courses ◽  
Audiovisual Aids ◽  
New Research

Science teaching emerged due to an attempt to understand the world around us and a sense of wonder at nature and survived until today by means of being supported by new research and findings. The implementation of science in schools is carried out with curriculums. The main purpose of the curriculum of science courses is to train all students in science literacy regardless of their individual differences. According to the educational program of sciences courses, audiovisual aids used in education with a learning objective which is one of these aids is one of the most effective ways to ensure permanent learning. Within this concept the purpose of the study is to determine the opinions of pre-service science teachers about the curriculum of the science lesson based upon the stories in the 3-Idiots movie. In this research, phenomenology research was used. As a data gathering tool, three semi-structured interview questions prepared accordingly to “3- Idiots” movie were used. According to the participants, the science curriculum must be lead in investigating, interrogating, criticising, curiosity and reconnoitering in terms of features that must be acquired for being scientifically literate individuals. Key words: Pre-service science teachers’ perceptions, science, science curriculum, 3-idiots movie.

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