scholarly journals Pre-services science teachers’ conceptual understanding level on several electricity concepts

2019 ◽  
Vol 1157 ◽  
pp. 032018
Author(s):  
D E Saputro ◽  
S Sarwanto ◽  
S Sukarmin ◽  
D Ratnasari
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Services Science

scholarly journals Choices of pre-service science teachers laboratory environments: Hands-on or hands-off?

2018 ◽  
Vol 10 (1) ◽  
pp. 41-51
Author(s):  
Hasan Ozgur Kapici ◽  
Hasan Akçay
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Service Science ◽  
Attractive Alternative ◽  
Science And Technology Education ◽  
Virtual Lab ◽  
Online Laboratory ◽  
Hands On ◽  
Scientific Reasoning Skills

AbstractLearning in laboratories for students is not only crucial for conceptual understanding, but also contributes to gaining scientific reasoning skills. Following fast developments in technology, online laboratory environments have been improved considerably and nowadays form an attractive alternative for hands-on laboratories. The study was done in order to reveal pre-service science teachers’ preferences for hands-on or online laboratory environments. Participants of the study were 41 pre-service science teachers who were enrolled in a 13-week course on laboratory applications in science education. Findings showed that more than half of the pre-service science teachers would prefer to use hands-on laboratory environments for both conceptual teaching in their classrooms and to develop their students’ science process skills. The reasons behind their choices are discussed.Keywords: Online lab, hands-on lab, virtual lab, science and technology education, pre-service science teachers.* ADDRESS FOR CORRESPONDENCE: Hasan Özgur Kapıcı , Yıldız Teknik Ünivesitesi, Istanbul, TurkeyE-mail

scholarly journals THE EFFECTS OF MODEL SUPPORTED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PROSPECTIVE SCIENCE TEACHERS’ UNDERSTANDING OF SOLUTIONS

2018 ◽  
Vol 17 (6) ◽  
pp. 945-959
Author(s):  
Zehra Ozdilek ◽  
Seda Okumus ◽  
Kemal Doymus
Keyword(s):  
Cooperative Learning ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Individual Learning ◽  
Solution Chemistry ◽  
Achievement Level ◽  
Particulate Nature Of Matter ◽  
Particulate Nature ◽  
Prospective Science Teachers ◽  
Nature Of Matter

This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one–way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests. Keywords: cooperative learning, individual learning, pedagogical-analogical models, solution chemistry, particulate nature of matter.

scholarly journals PROMOTING PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING

2017 ◽  
Vol 16 (4) ◽  
pp. 459-471
Author(s):  
Mehmet Demirbağ ◽  
Sevgi Kingir
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Service Science ◽  
Chemistry Laboratory ◽  
First Year ◽  
Dialogic Teaching ◽  
Instructional Activities ◽  
Audio Recordings ◽  
Before And After ◽  
Conceptual Difficulties

In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers’ conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers’ conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers’ understanding about boiling. Keywords: dialogic teaching, conceptual change, boiling topic, pre-service science teachers.

scholarly journals Exploring Students’ Level of Conceptual Understanding on Periodicity

2018 ◽  
Vol 33 (1) ◽  
Author(s):  
Dexter C. Necor
Keyword(s):  
High School Students ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Electron Affinity ◽  
Quantitative Research ◽  
Science Studies ◽  
Atomic Radius ◽  
Positive Outcome ◽  
School Students ◽  
Before And After

Nowadays, many science studies motivated on addressing the conceptual understanding particularly in chemistry that soon may affect students’ academic performance. This study covered the level of conceptual understanding on the trends of the periodic table of elements and the type of conceptual change before and after the exposure of interventions. The qualitative and quantitative research method were used in the study. Respondents were Grade 10 high school students. Frequency, percentage, and t-test were the statistical tools applied to answer specific questions. Results revealed that most students have an ambiguous conceptual understanding.  The trends in ionization energy (I.E.) noted the highest misconception statements followed by the trends in atomic radius (A.R.).  The trends in electron affinity (E.A.); formation of cation and anion (I.R.); and electronegativity (E.) were also least understood by the students. After interventions, there is a marked increase in students who progressed from misconception (MU) to full understanding (FU). This is prevalent on the trends in atomic radius, followed by the trends in electron affinity and the formation of ions.  The use of varied activities such as visualizing and multimedia tools; small-group discussions; and concept mapping have a vital positive outcome in their progression. Ergo, science teachers should vary their teaching strategies to address and correct students’ conceptual obstacles in learning chemistry concepts.

scholarly journals Pre-service Science Teachers’ Conceptual Understanding of Integrated Science Subject: A Case Study

2019 ◽  
Vol 1204 ◽  
pp. 012104 ◽  
Author(s):  
N Winarno ◽  
A Widodo ◽  
D Rusdiana ◽  
D Rochintaniawati ◽  
R M A Afifah
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Service Science ◽  
Integrated Science ◽  
Science Subject

scholarly journals THE EFFECT OF CONCEPTUAL CHANGE TEXTS ENRICHED WITH METACONCEPTUAL PROCESSES ON PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING OF HEAT AND TEMPERATURE

2016 ◽  
Vol 15 (6) ◽  
pp. 693-705
Author(s):  
Nejla Yürük ◽  
Pınar Eroğlu
Keyword(s):  
Conceptual Change ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Elementary Science ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Service Science ◽  
Conceptual Change Text ◽  
Post Test ◽  
Conceptual Change Texts

The purpose of this research was to compare the effect of conceptual change texts enriched with metaconceptual processes with the effect of refutational and expository texts on pre-service science teachers’ conceptual understanding of heat and temperature. The durability of the effect of the texts on pre-service science teachers’ conceptual understanding was also examined. A pre-test- post-test experimental research design was employed. One hundred and five pre-service teachers who were enrolled in an Elementary Science Teacher Education Program of a public university located in Turkey participated in this research. They were randomly assigned to three treatment groups each of which read a different type of texts. Heat and Temperature Concept Test (HTCT) was administered as a pre-test, post-test and delayed test to assess the participants’ conceptual understanding of heat and temperature concepts. The results show that the conceptual understanding of pre-service teachers who read conceptual change text enriched with metaconceptual processes was significantly better than that of the other groups and this significantly positive effect did not diminish eight weeks after reading the texts. Key words: conceptual change text, metaconceptual processes, heat and temperature, pre-service science teachers.

scholarly journals An Examination Of How Middle School Science Teachers Conduct Collaborative Inquiry And Reflection About Students’ Conceptual Understanding

2017 ◽  
Vol 10 (2) ◽  
pp. 169-178
Author(s):  
Christine Todd-Gibson
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Collaborative Inquiry ◽  
School Science ◽  
Middle School Science ◽  
Science Content ◽  
School Activities ◽  
Science Group ◽  
Middle School Science Teachers

This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students’ conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students’ conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.

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