scholarly journals The Investigation of Pre Service Science Teachers’ Epistemological Beliefs According to Some Variables

2017 ◽  
Vol 5 (10) ◽  
pp. 207
Author(s):  
Mehmet Yalcin ◽  
Fatma Aggul Yalcin
Keyword(s):  
Science Teachers ◽  
Scientific Knowledge ◽  
Grade Level ◽  
Epistemological Beliefs ◽  
Service Science ◽  
Survey Method ◽  
Research Approach ◽  
Pooled Data ◽  
Significant Difference ◽  
And Gender

The present study aimed to investigate the relationship between pre service science teachers’ scientific epistemological beliefs and academic achievements and change of the beliefs with regard to the variables such as, grade level and gender. In the research in which survey method as research approach, the sample consisted of total 258 pre service teachers. Data was collected by “Epistemological beliefs scale” with 26 items developed by Conley et al. (2004). The data collected were analyzed using two way variance analysis. The statistical analysis showed that there is no a statistically significant difference in pre-service science teachers’ epistemological beliefs with regard to grade level and gender in the pooled data without considering sub dimensions of scale. But, in certainty of scientific knowledge sub dimension, no statistically significant difference was found according to gender, but a significant difference for grade level. Moreover, for justification of scientific knowledge sub dimension, the results showed that no pre service teachers’ epistemological beliefs differ with respect to gender, while there was statistically significant difference according to grade level. Again, it was found that the there is no statistically significant correlation between pre-service science teachers’ scientific epistemological beliefs and academic

scholarly journals ATTITUDE TOWARDS TECHNOLOGY FOR PRE-SERVICE SCIENCE TEACHERS IN INDONESIA: AN EXPLORATORY FACTOR ANALYSIS

2019 ◽  
Vol 16 (33) ◽  
pp. 854-864
Author(s):  
U. ROSIDIN ◽  
R. MASKUR ◽  
N. KADARITNA ◽  
A. SAPUTRA
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Science Teachers ◽  
Pearson Correlation ◽  
Service Science ◽  
Survey Method ◽  
Structural Factors ◽  
Mean Values ◽  
Cronbach Alpha ◽  
And Gender

Technological knowledge and skill are crucial for teachers and pre-service teachers because they have a direct effect on performance, learning quality, and wider world access. Many studies showed that the ability of a teacher in technology-integrated pedagogy is influenced by their attitude towards technology. The aim of this study was to use exploratory factor analysis in examining the structural factors, the preference level and the interrelationship among components of attitude towards technology. Data was collected from 150 pre-service science teachers in Lampung University by using traditional survey method. Additionally, variance, mean values comparison, and Cronbach Alpha coefficients were analyzed in explaining the contributions of items and factors to the overall attitude towards technology. Pearson correlation analysis was also conducted to find out the relationship among components. The results confirmed the validity of instrument with loading factors ranging from 0.427–0.882. In addition, the total Cronbach Alpha coefficient was 0.810 which informed a high internal consistency of instrument with five components of technological attitude account for 77.82% of variance. Specifically, the perceived consequence of technology is identified as a dominant attitudinal preference of preservice science teachers in Indonesia, followed by career aspirations and gender difference. Pearson productmoment analysis revealed a significant correlation among components of attitude towards technology.

scholarly journals Investigation of Pre-Service Science Teachers’ Attitudes towards Sustainable Environmental Education

2017 ◽  
Vol 7 (3) ◽  
pp. 171 ◽  
Author(s):  
Ozgul Keles
Keyword(s):  
Environmental Education ◽  
Science Teachers ◽  
Grade Level ◽  
Attitude Scale ◽  
Service Science ◽  
Survey Method ◽  
Factors Affecting ◽  
Medium Level ◽  
Faculty Of Education ◽  
Teachers Attitudes

The purpose of the current study is to investigate pre-service science teachers’ sustainable environmental education attitudes and the factors affecting them in terms of some variables (gender and grade level). The study group of the current research is comprised of 154 pre-service teachers attending the Department of Science Education in the Faculty of Education of Aksaray University. The study employed the descriptive survey method, one of the qualitative research methods. As the data collection tool, “The Sustainable Environmental Education Attitude Scale” developed by Afacan and Demirci Güler (2011) was used in the study. The Cronbach alpha reliability of the scale was calculated to be α=.93. In the statistical analysis of the data, SPSS was used. In the analysis of the data, Independent Samples t-Test and One Way ANOVA were run. The analysis results revealed that sustainable environmental education attitudes frequency of the pre-service teachers is at the medium level. It was also found that the sustainable environmental education attitudes of the pre-service teachers do not vary significantly by gender; yet, they were found to be varying significantly depending on the grade level variable. It can be suggested that further research can attempt to determine the attitudes of pre-service teachers from different branches and to analyze different factors affecting sustainable environmental education attitude.

Life Satisfaction Depending on Socio-Economic Status and Gender among Turkish Students

2009 ◽  
Vol 7 (4) ◽  
pp. 379-386 ◽  
Author(s):  
Susran Erkan Eroğlu ◽  
Hasan Bozgeyikli ◽  
Vahit Çalişir
Keyword(s):  
Life Satisfaction ◽  
Sampling Method ◽  
Economic Status ◽  
Survey Method ◽  
Socio Economic Status ◽  
Significant Difference ◽  
Turkish People ◽  
Research Findings ◽  
And Gender ◽  
The Relationship

This research was carried out using the survey method in an attempt to find out the relationship between the life satisfaction and socio-economic status (SES) of adolescents. The research was conducted among 275 young Turkish people chosen by the random sampling method. The research findings determined that there was a significant difference between the life satisfaction and SES of the respondent students. On the other hand, contrary to expectations, there was no significant difference according to the gender variable.

scholarly journals Epistemological Beliefs of Preservice Teachers

2020 ◽  
Vol 10 (3) ◽  
pp. 44
Author(s):  
Aşkın Baydar
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Epistemological Beliefs ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Significant Difference ◽  
Medium Level ◽  
And Gender ◽  
Faculty Of Education ◽  
Third Dimension

This study examined the epistemological beliefs of preservice teachers, from naïve to sophisticated, from five different departments of the faculty of education in a Turkish university. By using the adapted form of the Schommer Epistemological Questionnaire, social studies, science, Turkish, mathematics, and classroom preservice teachers were surveyed and their epistemological belief levels were determined in terms of department and gender variables. Epistemological beliefs were examined in three dimensions: beliefs that pertain to learning depending on effort, beliefs that pertain to learning depending on ability, and beliefs that pertain to there being only one unchanging truth. The analysis indicated that generally all in departments, preservice teachers have sophisticated beliefs regarding the first two dimensions of the questionnaire. For the third dimension, they seem be at medium level. The results show that for the second dimension females have more sophisticated beliefs than males. For the other two dimensions there was no significant difference between females and males. A significant difference was found only for the first dimension and only between mathematics and classroom preservice teachers.

scholarly journals Pre-service Science Teachers’ Perceptions toward Additional Instructional Strategies in Biology Laboratory Applications: Blended Learning

2018 ◽  
Vol 29 (2) ◽  
pp. 88-95
Author(s):  
Yusuf Ziya Olpak ◽  
◽  
Huseyin Ates ◽  
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Instructional Strategies ◽  
Science Teachers ◽  
Structured Interview ◽  
Achievement Test ◽  
Service Science ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Biology Laboratory

The purpose of this study was to examine pre-service science teachers’ perceptions toward additional instructional strategies in biology laboratory applications in the scope of blended learning. This study used a mixed-methods sequential explanatory design model and was conducted with 69 students who study in their 2nd year in the department of science education at a state university in Turkey. Academic achievement test, personal information form, student feedback form, semi-structured interview, and additional instructional strategies were used to collect the data. To determine students’ academic achievements, the scores obtained from the academic achievement test were used from a pre-test and post-test and additional instructional strategies (discussion question, reflection paper, task assignment, and quiz) were used. In addition, students’ views and satisfaction levels toward the course were examined. For data analysis, descriptive statistics, One-way ANOVA, and content analysis were used. The results of the study showed that students’ academic achievement scores showed a significant difference in terms of the additional instructional strategies. In addition, students’ evaluation scores and satisfaction levels about the learning process were high, but there was no significant difference in terms of additional instructional strategies. In the future, conducting similar studies with wider samples could be effective in terms of contributing to the relevant literature at different education levels and different disciplines.

scholarly journals Investigation of the Self-efficacy Beliefs of Pre-service Science Teachers in Terms of Following and Using the Innovations in the Field of Education

2017 ◽  
Vol 5 (2) ◽  
pp. 21 ◽  
Author(s):  
Hulya Dede ◽  
Zeynel Abidin Yilmaz ◽  
Nail Ilhan
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Efficacy Beliefs ◽  
Service Science ◽  
Survey Method ◽  
Research In Education ◽  
Science Teacher Training ◽  
Faculty Of Education

One of the factors influencing teachers’ and pre-service teachers’ self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers’ science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the “Science Teaching Efficacy Belief Instrument (STEBI)” developed by Riggs and Enochs (1990) and “Scale of Following and Using the Innovations in the Field of Education” (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers’ self-efficacy beliefs of science teaching.

scholarly journals PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF THE "CONDUCTION OF HEAT IN SOLIDS"

2017 ◽  
Vol 16 (2) ◽  
pp. 163-174
Author(s):  
Tülay Şenel Çoruhlu
Keyword(s):  
Science Teachers ◽  
Grade Level ◽  
Structured Interview ◽  
Service Science ◽  
First Year ◽  
Data Collection Process ◽  
Second Year ◽  
Faculty Of Education ◽  
The Impact ◽  
The City

There has been various researchers focus on “heat transfer". "Convection, radiation and conduction" discussed as mere elements of the wider object of analysis in these research. Given the lack of sufficient emphasis on conduction in solids, no cross age research conducted with pre-service science teachers supported by drawings, interviews, and open-ended questions could be found. Employing a cross-age design, this research determined pre-service science teachers' (PSTs’) conceptions in the "conduction of heat in solid". The sample group of the research consists of 257 PSTs (first year student-n=55; second year student-n=76, third year student-n=56, and fourth year student-n=70) selected from Department of Science Education in Fatih Faculty of Education at the Karadeniz Technical University in the city of Trabzon in Turkey. Conceptual understanding test and semi-structured interview were used in the data collection process. The test including two questions was administered to 257 PSTs from different years. Semi-structured interview including one question was conducted with 16 voluntary PSTs (4 students from each grade level). The research found that PSTs had difficulties in terms of describing and showing the movement of the particles of solid under the impact of heat. In the light of the findings, it can be suggested that animations should be used to the teaching of the movement of the particles under the impact of heat. Keywords: cross-age study, conduction of heat in solid, pre-service science teachers.

scholarly journals Investigation of Pre-service Science Teachers’ Epistemological Beliefs

2019 ◽  
Vol 14 (1) ◽  
pp. 146-157
Author(s):  
Aslı Saylan Kırmızıgul ◽  
Oktay Bektas
Keyword(s):  
Science Teachers ◽  
Epistemological Beliefs ◽  
Structured Interview ◽  
Service Science ◽  
Epistemological Belief ◽  
Spring Semester ◽  
Classroom Activities ◽  
Development Levels ◽  
The Individual ◽  
Innate Ability

The study aims to determine pre-service science teachers’ epistemological beliefs. For this purpose, the research was carried out with the participation of five fourth grade pre-service science teachers enrolled at the education faculty of a university in Kayseri during the 2014-2015 spring semester. Phenomenology design was used and a semi-structured interview including 13 items was conducted for the data collection. The qualitative data were analyzed via content analysis by developing codes and themes based on the five epistemological belief categories. According to the findings, the pre-service science teachers’ epistemological belief categories can be put in order from the most sophisticated to the most naive as follows: ‘Omniscient authority’, ‘Certain knowledge and quick learning’, ‘Simple knowledge’, and ‘Innate ability’. The findings indicated that epistemological beliefs of the participants may be at different development levels for each category. Since they reflect the individual differences, epistemological beliefs should not be ignored in developing a program and in determining classroom activities. PSTs should acquire the necessary information about epistemological beliefs during their undergraduate in order to use effective teaching methods, assessment and evaluation techniques, and teaching materials, know how to manage the classroom and what the students should focus on during the learning process, and be aware of their students’ misconceptions in the future. Keywords: epistemological beliefs; pre-service science teachers; qualitative study; phenomenology

Assessing Readiness for Self-Directed Learning among College Students in the Provision of Higher Learning Institution

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Norshidah Nordin ◽  
Nurhazwani Abd Halim ◽  
Melissa Malik
Keyword(s):  
College Students ◽  
21St Century ◽  
Publishing House ◽  
Survey Method ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Directed Learning ◽  
21St Century Learners ◽  
And Gender ◽  
Malaysian Students

Readiness for self-directed learning (SDRLS) is a necessary skill for 21st-century learners. Learners are expected to be responsible for their own learning. However, to what extend Malaysian students are ready to facilitate their own learning or are they still being spoon-fed?  This study was intended to assess SDLRS among college students. It utilized a survey method research design. There were 136 diploma students participated in this study. The finding revealed that respondents' levels of SDRLS were high. There was significant difference between SDRLS and gender but no significant differences between academic achievement and hometown. The discussion addresses implications to educators in designing instructional strategies© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: innovation, self-directed learning, readiness, 21st-century learners

Sign in / Sign up

Export Citation Format

Share Document