scholarly journals Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking

2015 ◽  
Vol 45 ◽  
pp. 83-93 ◽  
Author(s):  
Tara Barnhart ◽  
Elizabeth van Es
Keyword(s):  
Science Teachers ◽  
Student Thinking ◽  
Service Science ◽  
Teacher Noticing ◽  
The Relationship

scholarly journals EXPLORING THE RELATIONSHIP BETWEEN COGNITIVE STRUCTURE OUTCOMES AND TEST ACHIEVEMENTS OF PRE-SERVICE SCIENCE TEACHERS ON CHEMICAL BONDING VIA FLOW MAPPING

2015 ◽  
Vol 14 (4) ◽  
pp. 524-534
Author(s):  
Elif Atabek-Yigit
Keyword(s):  
Science Teachers ◽  
Chemical Bonding ◽  
Cognitive Structure ◽  
Thinking Skills ◽  
Service Science ◽  
Choice Test ◽  
Question Form ◽  
Flow Map ◽  
The Relationship ◽  
Test Achievement

The relationship between cognitive structure outcomes of students and their test achievement was examined in this study. A question form and two types of tests (a multiple-choice test (MCT) and a true-false test (TFT)) were used to gather the research data. According to the results of this study, extend, richness and integratedness of students’ statements significantly correlated to their scores in TFT. Also, richness of students’ statements was significantly correlated to their MCT scores. Describing and comparing were significantly correlated with MCT scores, while describing, comparing and inferring were significantly correlated with the students’ TFT scores. Therefore, it can be said that tests reflect students’ cognitive structures. Furthermore, students with higher order thinking skills can be identified by TFT rather than with MCT. Students’ misconceptions about the research topic were also examined, and they were generally on the classification and types of chemical bonds. Key words: chemical bonding, cognitive structure, flow map, pre-service science teachers, test achievement.

scholarly journals Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

2013 ◽  
Vol 16 ◽  
Author(s):  
Burcu Senler ◽  
Semra Sungur-Vural
Keyword(s):  
Classroom Management ◽  
Personality Traits ◽  
Science Teachers ◽  
Self Efficacy ◽  
Self Regulation ◽  
Service Science ◽  
Sense Of Efficacy ◽  
Neo Five Factor Inventory ◽  
Approach Goals ◽  
The Relationship

AbstractThe aim of this study is to examine the relationship among pre-service science teachers’ personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers’ Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers’ teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

scholarly journals Examination the Knowledge of Student Understanding of Pre-Service Science Teachers on Heat and Temperature

2021 ◽  
Vol 7 (2) ◽  
pp. 445-478
Author(s):  
Tufan Inaltekin ◽  
Hakan Akcay
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Student Understanding ◽  
Student Thinking ◽  
Service Science ◽  
Teaching Program ◽  
Comprehension Test ◽  
Scoring Rubrics ◽  
Knowledge Of Student Thinking

The aim of this study is to examine the "Knowledge of Student Understanding (KSU)” of pre-service science teachers on "Heat and Temperature" topics. The sample of the research consists of 268 pre-service teachers studying at the 4th grade in the science teaching program of five different universities in Turkey. This research is a case study. The data of the study are collected with "Student Thinking Comprehension Test” and "Interview Form". "Scoring Rubrics for Knowledge of Student Thinking" and "Rubric for Analysis of Interviews" are used for the analysis of data. The data of the research are analyzed descriptively on the basis of these rubrics. The results of the study reveal that the vast majority of pre-service science teachers cannot effectively diagnose the student’s inaccurate knowledge that emerges in solving specific problems in “Heat and Temperature” topics. In addition, it is shown that the majority of pre-service science teachers have a little knowledge regarding the difficulties and limitations of students while learning "Heat and Temperature" subjects. According to these results, the KSU of the pre-service science teachers in "Heat and Temperature" topics is insufficient in the process of starting their profession.

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