scholarly journals The responses to artificial intelligence in teacher integrated science learning training program

2021 ◽  
Vol 2098 (1) ◽  
pp. 012034
Author(s):  
K D H Gunawan ◽  
Liliasari ◽  
I Kaniawati ◽  
W Setiawan
Keyword(s):  
Artificial Intelligence ◽  
Teacher Training ◽  
Training Program ◽  
Science Teachers ◽  
Science Learning ◽  
Field Evaluation ◽  
Learning Program ◽  
Integrated Science ◽  
Teacher Training Programs ◽  
Science Teacher Training

Abstract Artificial intelligence (AI) in education is the current development that provides solutions to problems in various contexts and levels. The use of AI in science teacher training programs is something that rarely done, especially in integrated science learning. The purpose of this study was to mapping the competencies of science teachers after receive pedagogical suggestions based on AI. This activity was attended by 20 science teachers in West Java who are members of the teacher training program. The competency patterns of science teachers were analyzed descriptively qualitatively in order to see the combination of knowledge between AI and natural knowledge of science teachers. The results show some teachers made innovative integrated science learning and teachers were able to follow, modify, or ignore pedagogical suggestions. These results also provide a field evaluation of the development of an integrated science learning program assisted by AI.

scholarly journals The Importance of Training Needs’ Questionnaire in order to Arrange Science Teacher Training Program

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
M. C. Tapilouw ◽  
H. Firman ◽  
S. Redjeki ◽  
D. T. Chandra
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Training Program ◽  
Junior High School ◽  
Problem Based Learning ◽  
Training Needs ◽  
Integrated Science ◽  
Teacher Training Program ◽  
Thematic Approach ◽  
Science Teacher Training

<p>An ideal teacher training program is by participant’s need. The major aim of this study is getting information about science teacher’s perception and needs in their professional’s life as a science teacher in Junior High School. The main idea of teacher training is to strengthen the integrated science of Natural Science concepts and problem-based learning. Data is gathered by spreading training needs questionnaire to 20 science teachers under an education foundation in Bandung. The questionnaire consists of six main parts which are teacher’s profile, teacher’s training, integrated science, problem-based learning, environmental problem and lesson preparation. The result of the training needs questionnaire is used as a basic of Science Teacher Training Program’s Arrangement. There are four significant findings in training needs questionnaire. The first finding, the method of training is important. Most of the participant choose discussion method with sharing. The second finding, webbed model/ thematic approach in integrated science is unfamiliar for the participant. Therefore, the thematic approach can be a potential material for teacher training program. The third finding, 70% participants find obstacles in problem-based learning. This finding shows that the need to put problem-based learning material in teacher training program. The fourth finding, 65% participant, express opinions that material about lesson preparation is critical in teacher training. Based on the explanation above, we can conclude that training program for science teacher needs to be arranged according to teacher needs. So, the training program should use discussion method with sharing. Material about the thematic approach, problem-based learning and learning preparation are very potential to put into a training program for Junior High School science teacher.</p>

scholarly journals Formação de Professores no IFMT: um Estudo Sobre o Histórico, Perfil do Egresso e a Organização Curricular de Licenciaturas em Ciências da Natureza – Habilitação em Biologia

2021 ◽  
Vol 22 (3) ◽  
pp. 346-354
Author(s):  
Roseildo Nunes da Cruz ◽  
Leandro Carbo ◽  
Marcos Vinicius Ferreira Vilela
Keyword(s):  
Teacher Training ◽  
Science Teachers ◽  
Natural Sciences ◽  
Pedagogical Practices ◽  
Biology Teachers ◽  
Mato Grosso ◽  
Federal Institute ◽  
Teacher Training Programs ◽  
Science Teacher Training ◽  
Two Stages

ResumoNas últimas décadas foram propostas algumas iniciativas de reformulação dos programas de formação de professores de Ciências. Dentre elas, destacamos a implantação das Licenciaturas em Ciências da Natureza. Esses cursos têm como finalidade principal formar professores aptos a ensinar Ciências nos anos finais do ensino fundamental, sendo que alguns também ofertam habilitações para os campos disciplinares das Ciências da Natureza (Química, Física e Biologia). Em vista disso, o presente trabalho tem por objetivo conhecer o histórico, o perfil esperado do egresso e o modo de organização curricular de duas licenciaturas em Ciências da Natureza, com habilitação em Biologia, ofertadas pelo Instituto Federal de Mato Grosso (IFMT). Quanto à metodologia, utilizou-se a abordagem qualitativa, mediante um estudo exploratório e descritivo com base na análise documental dos projetos pedagógicos dos cursos supracitados. Por meio estudo realizado, foi possível perceber que essas licenciaturas almejam formar professores habilitados a lecionar os componentes curriculares de Ciências (ensino fundamental) e Biologia (ensino médio). Quanto aos objetivos de formação, depreende-se que eles se comprometem em ofertar uma formação docente que contribua com a ressignificação das práticas pedagógicas no ensino de Ciências da Natureza. No que tange à organização curricular, as licenciaturas se organizam em duas etapas: na primeira metade do curso, são ofertadas disciplinas voltadas à formação do professor de Ciências e, na segunda metade, disciplinas voltadas à formação de professores de Biologia. Todavia, entendemos que essa divisão do currículo possa se tornar um empecilho à oferta de uma formação interdisciplinar. Palavras-chave: Formação Docente. Professores de Biologia. Ensino de Ciências da Natureza. Institutos Federais. AbstractIn recent decades, some initiatives have been proposed for the reformulation of science teacher training programs. Among them, we highlight the implementation of Degrees in Nature Sciences. The main purpose of these courses is to train teachers able to teach Science in the final years of elementary school, and some also offer qualifications for the disciplinary fields of Natural Sciences (Chemistry, Physics and Biology). In view of this, the present work aims to know the history, the expected profile of the graduate and the way of curricular organization of two degrees in Natural Sciences, with specialization in Biology, offered by the Federal Institute of Mato Grosso (IFMT). As for the methodology, a qualitative approach was used, through an exploratory and descriptive study based on documental analysis of the pedagogical projects of the aforementioned courses. Through a study carried out, it was possible to see that these degrees aim to train teachers qualified to teach the curricular components of Science (primary education) and Biology (high school). As for the training objectives, it appears that they are committed to offering teacher training that contributes to the redefinition of pedagogical practices in the teaching of Natural Sciences. Regarding the curricular organization, the degrees are organized in two stages: in the first half of the course, subjects aimed at the formation of Science teachers are offered and, in the second half, subjects aimed at the formation of Biology teachers. However, we understand that this division of the curriculum can become an obstacle to the offer of an interdisciplinary training. Keywords: Teacher Education. Biology Teachers. Teaching of Natural Sciences. Federal Institutes.

scholarly journals SOCIOSCIENTIFIC ISSUES AND PRE-SERVICE SCIENCE TEACHERS’ BIOETHICAL VALUES

2021 ◽  
Vol 79 (4) ◽  
pp. 640-656
Author(s):  
Duygu Turgut ◽  
Zeha Yakar
Keyword(s):  
Teacher Training ◽  
Science Teachers ◽  
Reproductive Technologies ◽  
Service Science ◽  
Know How ◽  
Class Level ◽  
Teacher Training Programs ◽  
Science Teacher Training ◽  
Genetic Interventions ◽  
And Control

Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children's future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers' awareness of responsibility. Regarding this point, the development of pre-service science teachers' bioethical values was examined on a class level basis using survey research. Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers’ bioethical values. As a result of analyses, it was determined that pre-service teachers’ bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers’ bioethical values related to sub-dimensions of “Benefits of Biotechnology Applications”, “Science and Ethics”, “Reproductive Technologies and Cloning” and “Control of Genetic Interventions” were increased based on participants’ class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications. Keywords: bioethics level, science teaching, pre-service science teachers, socio-scientific issues

scholarly journals Teachers’ Misconceptions in Science: Implications for Developing a Remedial Teacher Training Program

2019 ◽  
Vol IV (III) ◽  
pp. 221-228
Author(s):  
Saria Rasul ◽  
Abid Shahzad ◽  
Zafar Iqbal
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Experimental Treatment ◽  
Study Data ◽  
Second Phase ◽  
Future Teachers ◽  
Teacher Training Program ◽  
Third Phase

This study is designed to investigate future teachers’ misconceptions in heat and temperature concepts. The objectives of the study were to find out (i) misconceptions of future teachers in concepts of heat and temperature, (ii) to develop a counteractive teacher-training program for certain misconceptions and (iii) to establish the efficiency of treatment. The study sample was 96 prospective science teachers. Convenient sampling method was used in the study. Data from 96 respondents were collected in phase one of the study. Experimental treatment (lesson) based on the 5Es learning model was prepared in the second phase of the study and implemented in the third phase of research. A two tiers test, consisting of 12 items was used to collect data. Each tier was based on choices. The data were analyzed using ANOVA and t-test. The study explored the misconceptions of prospective teachers’ about heat and temperature concepts and established the importance of experimental treatment.

scholarly journals DO LABORATORY ACTIVITIES CONTRIBUTE TO A CONTEMPORARY CONCEPTION OF SCIENCE IN INITIAL TEACHER TRAINING?

2019 ◽  
Vol 16 (32) ◽  
pp. 983-995
Author(s):  
K. VALENCIA ◽  
V. SANJOSÉ ◽  
T. TORRES
Keyword(s):  
Teacher Training ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Work ◽  
Cross Sectional Study ◽  
Service Science ◽  
Cross Sectional ◽  
Laboratory Activities ◽  
Science Teacher Training ◽  
Undergraduate Programs

In this study, It was analyzed the implementation of laboratory activities in the pre-service science teacher’s training and how they contribute to the construction of a contemporary epistemic vision of the nature of science. A cross-sectional study was developed in two different undergraduate programs of pre-service science teacher training in a university in Colombia of. We analyzed the way laboratory activities are developed in nine science subjects of physics, chemistry, and biology, apart from the first to the eight semesters of the curriculum (10 semesters in total). Results indicate that the laboratory activities focused on the development of pre-defined techniques and procedures, giving little prominence to creativity, doubt, discussion, planning, and application, even though they are also characteristic activities of scientific work. This kind of laboratory activities does not seem to favor th e construction of a contemporary conception of the nature of science in future science teachers.

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