Examining relevance in pre-service science teachers’ lesson plans

2021 ◽  
pp. 1-23
Author(s):  
Kirby Whittington ◽  
Sherry A. Southerland ◽  
Miray Tekkumru-Kisa
Keyword(s):  
Science Teachers ◽  
Lesson Plans ◽  
Service Science

scholarly journals PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN

2021 ◽  
Vol 6 (4) ◽  
pp. 263
Author(s):  
Annisa Nur Khasanah ◽  
Riezky Maya Probosari ◽  
Sri Widoretno ◽  
Nurma Yunita Indriyani
Keyword(s):  
Science Teachers ◽  
Rating Scale ◽  
Lesson Plan ◽  
Group Discussion ◽  
Lesson Plans ◽  
Service Science ◽  
Learning Approach ◽  
Low Carbon ◽  
Stem Learning ◽  
Learning Plan

The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

An Analysis of Motivation factors to Career decision of Pre-service Science Teachers

2019 ◽  
Vol 19 (11) ◽  
pp. 407-423
Author(s):  
MinJi Jang ◽  
◽  
TaeSub Jung ◽  
YoungHwan Jang ◽  
HeeJu Maeng ◽  
...  
Keyword(s):  
Science Teachers ◽  
Career Decision ◽  
Service Science ◽  
Motivation Factors

scholarly journals A content analysis of pre-college lesson plans on human evolution

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Rebecca L. Hite
Keyword(s):  
Best Practices ◽  
Social Science ◽  
Conceptual Change ◽  
Science Teachers ◽  
Human Evolution ◽  
Indirect Evidence ◽  
Lesson Plans ◽  
Multiple Sources ◽  
College Science ◽  
American Science

Abstract One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in most American science standards, human evolution is nevertheless taught as an engaging context for understanding complex evolutionary processes among pre-college science students. Therefore, pre-college science teachers seek out human evolution content experts (e.g., Smithsonian Institution, NOVA, ENSI) to procure curricula (lesson plans) to teach these concepts in their classrooms. For students to accurately understand human evolution, research recommends lesson plans employ a diversity of direct and indirect evolutionary evidence, infused with social science perspectives related to the nature of science (NOS) and/or socioscientific issues (SSI) to foster necessary conceptual change. Given such empirical affordances of using multiple sources of evidence and integrated social science perspectives to foster conceptual change in teaching human evolution, it is unknown to what extent these attributes are present in lesson plans created by these entities and targeted to pre-college science teachers. To ascertain to what extent pre-college lesson plans on human evolution employ these research-based best practices, this paper analyzed 86 lesson plans created by 18 entities with content expertise in human evolution concepts that had developed online pre-college lesson plans. Among the sampled lesson plans, less than one third (29%) presented a combination of direct and indirect evidence. Further, a mere 17% incorporated elements of NOS, where SSI (like historical (n = 3) and racial (n = 1)) perspectives were fewer. In sum, findings suggest available resources are deficient in fostering the conceptual change necessary for pre-college students to fully understand human evolution concepts. This study evidences a continued need to ensure best practices are incorporated into human evolution lesson plans created for pre-college teachers.

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