The relationship between pre-service science teachers’ cognitive styles and their cognitive structures about technology

2015 ◽  
Vol 33 (1) ◽  
pp. 88-110 ◽  
Author(s):  
Fatih Aydin
Keyword(s):  
Science Teachers ◽  
Cognitive Styles ◽  
Service Science ◽  
Cognitive Structures ◽  
The Relationship

scholarly journals Using the Word Association Test to Examine Life Skills Cognitive Structures of Pre-Service Science Teachers

2020 ◽  
Vol 4 (1) ◽  
pp. 69-79
Author(s):  
Merve Bahar Alaca ◽  
Havva Yaman ◽  
Sibel Er Nas
Keyword(s):  
Science Teachers ◽  
Life Skills ◽  
Conceptual Knowledge ◽  
Elementary Science ◽  
Word Association ◽  
Association Test ◽  
Elementary Science Education ◽  
Service Science ◽  
Cognitive Structures ◽  
Word Association Test

Science teachers, while teaching their students the science concepts, should also be teaching life skills. To ensure that future science teachers are competent to teach these skills, it can help assess the cognitive structures they hold as pre-service teachers. The current study aimed to reveal the cognitive structures and conceptual knowledge status of pre-service science teachers related to life skills. The participants were 165 pre-service teachers studying at the Department of Elementary Science Education at a public university in Turkey. A word association test (WAT) using six keywords (Communication, teamwork, entrepreneurship, creativity, decision making, analytical thinking) about life skills was developed. The gathered data was analyzed with the interslice distance technique and a descriptive analy­sis method. The results suggest that pre-service science teachers do not have the cognitive structures to produce enough answer words about life skills. It is suggested that elective undergraduate courses that allow students to recognize and internalize these skills can be introduced or increased in pre-service teaching programs.

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.

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