scholarly journals Exploring pedagogical decision making from the lens of science teachers in response to different pedagogical issues

2022 ◽  
Vol 5 (1) ◽  
pp. 100236
Author(s):  
Abdullah K. Ambusaidi ◽  
Fatema Y. Al-Maqbali
Keyword(s):  
Decision Making ◽  
Science Teachers ◽  
Pedagogical Issues

scholarly journals IDENTIFYING BARRIERS WHEN TEACHING SCIENCE AND MATHEMATICS IN LOW ECONOMY REGIONS: SWANSEA AND HAKKARI AS CASE STUDIES

2019 ◽  
Vol 18 (6) ◽  
pp. 848-865
Author(s):  
Mukadder Baran
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Methodological Approach ◽  
Structured Interview ◽  
Pedagogical Issues ◽  
Teaching Process ◽  
Case Research ◽  
Upper Secondary ◽  
And Mathematics ◽  
Science And Mathematics Teachers

The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers’ lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students`attention span, and interest; and regarding teachers-based barriers, teachers` lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari. Keywords: comparative case research, mathematics teachers, science teachers, teaching barriers.

scholarly journals UTILIZATION OF INSTRUCTIONAL MEDIA IN TEACHING SCIENCE

2017 ◽  
Vol 5 (3(SE)) ◽  
pp. 51-56
Author(s):  
S. Jamuna ◽  
Pankajam R
Keyword(s):  
Decision Making ◽  
Social Media ◽  
Science Teachers ◽  
Strong Influence ◽  
Teaching Science ◽  
Research Tool ◽  
Moderate Level ◽  
Instructional Media ◽  
School Teachers ◽  
Short Time

There is no doubt that instructional media has gained wider acceptability and usability. Instructional media has the potentials of influencing decision-making in a very short time regardless of the distance. The aim of the study was to analyze the utilization of social media among school teachers in Tirupur District. School teachers working in Tirupur District constitute the population of the study. From the population 150 schools Teachers working in Tirupur district were randomly selected as sample. A Questionnaire on the utilization of instructional media in teaching science developed by Babyrani.A (2010) has been adopted as research tool to collect the data. Findings of the study reveal that majority of science teachers was found on moderate level in utilization of instructional media in teaching science. Gender has no influence but locality has strong influence in utilization of instructional media in teaching science.

scholarly journals The level of scientific literacy and its relation with a making decision Field study of the third secondary scientific students in the secretariat، Sana'a: مستوى الثقافة العلمية وعلاقتها باتخاذ القرار لدى طلبة الصف الثالث الثانوي علمي في أمانة العاصمة صنعاء

2020 ◽  
Vol 4 (26) ◽  
Author(s):  
Hazza Abdu Al-Homaidi, Abdu Mohammed Al-Dagashi
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Science Teachers ◽  
Private Schools ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Male Students ◽  
Public And Private ◽  
The Public ◽  
The Third

The study aimed to recognize the level of scientific literacy and its relation with making decisions of the third secondary scientific students in the secretariat (Sana'a). -The study used the descriptive statistics methodology that is regarded as a good methodology to this study. The study came up with the following conclusion: • A low – level of the scientific literacy of the study sample on the scientific literacy in general as well as its subsidiary axis than the extreme that the study pointed which is (80%). • There were statically differences at the level (0.05)in the favorite of male students in general exam،and there are no statically differences in the scientific knowledge. • Three were statically differences at the level (0.05) in the favorite of male students in the public schools. However، there were no statically differences in (science nature –scientific knowledge –STS) • No statically differences at the level (0.05) in the average marks of the private schools students in general exam and its subsidiary axis. • No statically differences were found at the level (0.05) between the averages of students' marks in general and (science nature، scientific knowledge) of both the public and private schools، but there were in the (STS) the favorite of private schools. • There were a positive relation (R=0.40) at the level (0.01) between the level of decision making and the scientific literacy together with (science nature، scientific knowledge، STS) R= (0.37-0.39-0.31) respectively. Recommendations: The decision making and level of scientific literacy should be raised among the third secondary science students، and it is necessary to give a list of scientific literacy، to have training sessions to science teachers، in order to renew their information، increase their scientific literacy and their decision making.

scholarly journals Science Teachers and Budget Planning for Instructional Resources in Secondary Schools in Nairobi, Kenya

2017 ◽  
Vol 2 (3) ◽  
pp. 29
Author(s):  
Charles Richard Oyier ◽  
Paul Amollo Odundo ◽  
Boniface Ngaruiya ◽  
John Mwangi
Keyword(s):  
Decision Making ◽  
Secondary Schools ◽  
Science Teachers ◽  
Financial Management ◽  
Instructional Resources ◽  
Policy Objective ◽  
Public And Private ◽  
Budget Planning ◽  
Knowledge Based ◽  
Knowledge Based Economy

Achieving transformational knowledge based economy as provided for in Kenya’s Vision 2030, requires adequately budgeted for science instructional resources. This is because instructional resources are key in practical work which enhances learners experience and understanding science concepts, hence better learning achievement. This study sought to establish the link between budget planning in secondary schools in Nairobi County to their financial management policies in terms of setting up structures for handling budgetary allocations in a coordinated approach through consultation with staff. It relied on a sampled principals and science teachers from public and private schools in Nairobi County obtained using stratified sampling techniques. Using cognitive based participatory decision making model, the study established that secondary schools have budgeting objectives that take science instructional resources in consideration; science teachers place their budgetary request based on their schemes of work to the budgeting committee and are present during prioritization on departmental list. It also established that systems for projecting revenues and expenditures are established in secondary schools to link policy objective on science instructions and resources and that allocations for instructional resources are specified in school budget in public secondary schools than their private counterparts. In practice, the study recommended that science teachers need to be involved in budgetary decision making and measure be put in place to ensure this happen. It suggested more research on the role science teachers in improving learning outcomes through participation in budgetary decision making.

scholarly journals Development of Grade 10 Students’ Scientific Argumentation through the Science-Technology-Society Learning Unit on Work and Energy

2019 ◽  
Vol 9 (3) ◽  
pp. 428 ◽  
Author(s):  
Jirutthitikan Pimvichai ◽  
Khajornsak Buaraphan ◽  
Chokchai Yuenyong
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Science Teachers ◽  
Service Science ◽  
Scientific Argumentation ◽  
Research Participants ◽  
Science Technology Society ◽  
Science Technology ◽  
Informal Interview ◽  
Work And Energy

This study aims to examine the effect of Science-Technology-Society (STS) learning unit on the Work and Energy topic in developing grade 10 students’ scientific argumentation. The research participants were 20 grade 10 students at one secondary school located in Khon Kaen province, the Northeastern region of Thailand. The students’ tasks, discourse and informal interview were collected and interpreted according to the Toulmin’s Argument Pattern (TAP) framework. The findings revealed that the STS learning unit on Work and Energy could promote the participating students’ scientific argumentation. That is, the students could generate more quality and effective scientific argumentation according to the TAP framework. There was a high number of quality scientific argumentation regarding Warrants, Qualifiers and Backing especially in the Decision Making and Socialization stages of STS approach. Also, the students normally applied their scientific understanding in creating their Grounds. The implication of this study in designing the appropriate STS workshop for training in-service science teachers to be able to understand about the STS approach and how to apply the STS approach in helping their students develop scientific argumentation.

scholarly journals Enhancing Pre-service Science Teachers’ Practice according to SocioScientific Issue (SSI)-Based Teaching through Collaborative Action Research

2015 ◽  
Vol 11 (28) ◽  
pp. 77
Author(s):  
Sasithep Pitiporntapin
Keyword(s):  
Decision Making ◽  
Action Research ◽  
Case Studies ◽  
Science Teachers ◽  
Collaborative Action Research ◽  
Service Science ◽  
Essential Information ◽  
Socioscientific Issue ◽  
Collaborative Action ◽  
Journal Entries

<p class="Default">The objective of this research was to enhance two case studies of pre-service science teachers’ practice according to SSI-based teaching through collaborative action research. The case study participants had taken a field experience course in the universities in Bangkok in the academic year 2014. The researcher gathered data from classroom observation, students’ journal entries, and student artifacts. In addition, they were asked to write journal entries about their practices. Moreover, informal interviews were used for clarification. These collected data were analyzed using within-case and cross-case analyses. The findings showed that both case studies developed grade 10 students’ argumentation skills through SSI-based teaching in natural resource unit with 4 stages of teaching: issue stage; exploration stage; argument stage; and decision making stage for promoting students’ argumentation. Based on the collaborative action research, the participants changed their teaching to engage students with SSI; increasing facilitating of students’ group working in order to get more essential information; using role play to promote the effective students’ argumentation; and providing enough time for  reviewing data to better support decision making. <strong></strong></p> <p class="Default"> </p> <p><strong>Keywords: </strong>Pre-service science teachers, Socioscientific issue-based teaching, Collaborative action research</p>

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