Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?

This study aims to investigate the effect of learning by teaching on inquiry skills. With its explanatory sequential design, this particular study focuses on interrogating whether learning by teaching has an effect on prospective science teachers’ inquiry skills and to unveil how it does so, only if it had an effect. The current research is conducted upon 47 prospective science teachers who study in a public university in Turkey and take a course termed as Special Topics in Chemistry during the Fall term of 2016-2017 academic year. The quantitative data is gathered with an inquiry skills scale whereas the qualitative data is collected via a structured interview form. While the t-Test is used in the analysis of the quantitative data, the method of content analysis is applied in the analysis of the qualitative data. The quantitative data displays that learning by teaching has a positive effect on the prospective science teachers’ inquiry skills. The qualitative data indicates that a great majority of the prospective science teachers are of the opinion that learning by teaching has an impact on inquiry skills. They think that this effect occurs under three thematic dimensions; information, thinking and affective. The findings of this particular research suggest that learning by teaching can also be a method to develop inquiry skills of prospective science teachers.

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An Investigation of Science Teachers’ Web Pedagogical Content Knowledge / Istraživanje poznavanja mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta

Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje ◽

10.15516/cje.v23i1.3418 ◽

2021 ◽

Vol 23 (1) ◽

Author(s):

Abdullah Balcı ◽

Bülent Aydoğdu ◽

Fatih Özdinç

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Science Teachers ◽

Work Experience ◽

Self Efficacy ◽

Quantitative Data ◽

Qualitative Data ◽

Structured Interview ◽

Pedagogical Content ◽

The Web

The purpose of this study was to investigate the web pedagogical content knowledge of science teachers. As a mixed method design, this study was carried out with science teachers. A total of 229 science teachers participated in the quantitative part of the study and 17 science teachers with different year experience took part in the qualitative part. Quantitative data in the study were collected through the Web Pedagogical Content Knowledge Scale and the qualitative data were collected by a semi-structured interview. The obtained quantitative data were analyzed using descriptive statistics, Mann-Whitney U test and Kruskal-Wallis H test. The content analysis was used on the qualitative data. The quantitative results of the research indicated that the levels of teachers’ self-efficacy perceptions regarding web pedagogical content knowledge were very high. Moreover, the scores obtained from the overall scale and its sub-dimensions significantly differed with regards to work experience of science teachers. The qualitative findings of the study revealed that science teachers made use of the Web for lectures, experiments, practice, visual support, videos, and compensating the lack of materials. It was also emphasized that teachers should be educated to use the Web in their teaching practices.Key words: science teachers; web-based teaching; web pedagogical content knowledge; self-efficacy. --- Cilj ovoga istraživanja bio je ispitati poznavanje mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta. Istraživanje je zasnovano na dizajnu miješanih metoda i provedeno je s uzorkom nastavnika prirodnih predmeta, koji je obuhvatio ukupno 229 nastavnika u kvalitativnom dijelu studije i 17 nastavnika prirodnih predmeta, s različitim iskustvom, u kvalitativnom dijelu istraživanja. Kvantitativni podatci u istraživanju sakupljeni su upotrebom Skale poznavanja mrežnoga pedagoškog sadržaja, a kvalitativni podatci sakupljeni su polustrukturiranim intervjuom. Deskriptivne statistika, Mann-Whitney U test i Kruskal-Wallis H test upotrijebljeni su za analizu kvantitativnih podataka, a metodom analize sadržaja obrađeni su kvalitativni podatci. Kvantitativni rezultati istraživanja pokazuju vrlo visoke razine percepcije samoučinkovitosti vezane za poznavanje mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta. Osim toga, rezultati dobiveni primjenom sveukupne Skale i njezinih poddimenzija značajno se razlikuju s obzirom na iskustvo nastavnika. Kvalitativni rezultati studije otkrili su da nastavnici prirodnih predmeta koriste mrežu za predavanja, eksperimente, praksu, vizualnu podršku, videozapise i kompenzaciju manjka materijala. Također je naglašeno da nastavnici trebaju biti obrazovani kako bi koristili mrežu u svojim praksama poučavanja.Ključne riječi: nastavnici prirodnih predmeta, mrežno potpomognuto poučavanje; poznavanje mrežnoga pedagoškog sadržaja; samoučinkovitost.

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What supports Females in Higher Education Progression? A Pakistani Public University Context

Pakistan Journal of Gender Studies ◽

10.46568/pjgs.v20i1.39 ◽

2020 ◽

Vol 20 (1) ◽

pp. 89-106

Author(s):

Muhammad Amin ◽

Muhammad Islam ◽

Humera Amin

Keyword(s):

Higher Education ◽

Quantitative Data ◽

Qualitative Data ◽

Structured Interview ◽

Female Students ◽

Islamic Perspective ◽

Global Trend ◽

Societal Context ◽

Pragmatic Paradigm ◽

Structured Questionnaire

The paper is focused on exploring the factors that support females’ progression in higher education. The mixed methods approach is taken to conduct the research, consequently the study falls in pragmatic paradigm. The structured questionnaire is used to collect quantitative data from 200 university female students, and semi-structured interview protocol is used to generate qualitative data from 15 female students of the same university. Descriptive statistics (frequency and percentage) has been used to analyse quantitative data, whereas content analysis has been used to analyse qualitative data. The data highlight that literate parents, global trend of females’ acquisition of higher education, media, availability of jobs and scholarships are supportive factors in females’ progression in higher education. An interesting finding revealed from the data is that ‘Islamic Perspective’ of education is also considered as encouraging factor; generally in Pakistani societal context, especially in remote areas, people use ‘Islamic Perspective’ in a distorted way to restrict their girls from getting higher education.

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Identifying the prospective science teachers’ understanding towards entrepreneurial skills

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v15i4.5052 ◽

2020 ◽

Vol 15 (4) ◽

pp. 699-726

Author(s):

Berrin Samanci ◽

Tufan Inaltekin ◽

Arzu Kirman Bilgin

Keyword(s):

Science Teachers ◽

Prospective Teachers ◽

Great Majority ◽

State Universities ◽

Survey Method ◽

Vast Number ◽

Entrepreneurial Skills ◽

Content Analysis Method ◽

Almost All ◽

Prospective Science Teachers

The aim of this study is to examine the prospective science teachers’ understanding towards entrepreneurial skills. This study, which 146 prospective science teachers of 3rd grade at two state universities in Turkey have participated in, is carried out through the survey method. The data of the research are gathered with “Entrepreneurship Test (ET)”. The acquired data are analyzed by using the content analysis method. It is observed that the relation between entrepreneurship and economy is particularly explained with several characteristics by about one third of prospective teachers, whereas the vast majority of them are unable to establish this relation or give meaningless replies as a result of the research. However, it is found out that the great majority of the prospective teachers are able to explain upon the opportunities of entrepreneurship on the basis of the cultural structure of society. It is seen that very few prospective teachers emphasize on creativity and innovation important in regarding to using entrepreneurial skill. Nevertheless, it is observed that integration of the prospective teachers’ sense of entrepreneurship with technology is inadequate. In addition, it is understood that the vast number of the prospective teachers are incompetent about how they will be able to use the nature and environment when they put their opinions into practice (in the process of business establishment). Moreover, it is revealed that very few candidates are aware of performing the operations such as determining the business idea, making a preliminary assessment of the business idea and questioning the feasibility of the business idea. Furthermore, it is determined that almost all candidates do not have information about the process and content of preparing a business plan. These results show that the prospective science teachers’ understanding towards entrepreneurial skill is quite weak. Keywords: Science, the prospective teacher, the entrepreneurship skill.

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THINKING IN TERMS OF VARIABLES: THE CONCEPT OF THE SHADOW

Journal of Baltic Science Education ◽

10.33225/jbse/15.14.295 ◽

2015 ◽

Vol 14 (3) ◽

pp. 295-310

Author(s):

Ayse Oguz Unver

Keyword(s):

Science Education ◽

Science Teachers ◽

Prospective Teachers ◽

Qualitative Data ◽

Light Transmission ◽

Scientific Activity ◽

Measurement Tool ◽

Object Size ◽

Scientific Terms ◽

Prospective Science Teachers

The aim of the research was to explore the ideas prospective science teachers (N=51) had about the variables of object size, shape and light transmission that have an impact on shadow formation, using a scientific activity based on Inquiry-Based Science Education (IBSE). In this qualitative study, the measurement tool comprises 3 questions. The first question examines how the participants define the concept of shadow while the second question focuses on the variables of the size of the object, its shape, and its light transmission. The participants were asked to explain whether these variables would produce a shadow. The last question was devised in the atmosphere of an activities laboratory in which the absorption and reflection properties of light were explored. The NVi10 program was utilized for data analysis. At the end of the research, it was observed that the prospective teachers were not able to define the concept of the shadow in scientific terms and even if they knew the basic variables related to shadow formation, they could not exactly explain new situations when the variables were manipulated. Key words: inquiry, prospective science teachers, qualitative data, shadow science, variables.

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Difficulty Analysis of Science Teacher on the Curriculum 2013 Learning Implementation in Seventh Grade Classes Junior High School of Jambi City

BIODIK ◽

10.22437/bio.v4i2.6124 ◽

2019 ◽

Vol 4 (2) ◽

pp. 105-113

Author(s):

Fitri Yanti ◽

Evita Anggeraini ◽

Retni S Budiarti

Keyword(s):

Science Teachers ◽

Junior High School ◽

Quantitative Data ◽

Research Method ◽

Qualitative Data ◽

Curriculum Implementation ◽

Lesson Plan ◽

Learning Activities ◽

Seventh Grade ◽

School Year

Curriculum is a guide to the implementation of learning activities to achieve educationalgoals. The Education Unit Level curriculum in 2006 was refined into the 2013 curriculum, the2013 curriculum is a new curriculum that was implemented in the 2013/2014 school year, yet thesocialization has not been comprehensive. There is a hesitation that it will not be carried outproperly by educators due to the difficulties that the educators obtained. This study aims todetermine the difficulties faced by science teachers in the implementation of 2013 curriculumlearning, this research is descriptive analytic. The research method was carried out through twoactivities: field and non-field activities. The data taken were quantitative data from questionnairesand interviews, while qualitative data were taken through observation. Subjects in this study wereteachers in the seventh grade Natural Sciences (IPA) class, the students, and the representatives ofthe curriculum. The results showed that the difficulties experienced by the teachers in implementingthe Lesson Plan (RPP) were very low at only 11%, parallel with the difficulties in implementinglearning with only 16.2%, and the difficulties in evaluating with only 34 %. The low percentage ofdifficulties indicates that it is not the aspect of learning implementation that complicates the 2013curriculum but other aspects. Based on the study, it can also be concluded that the 2013curriculum is effective to be implemented despite the fact that some teachers had not participatedin the 2013 curriculum socialization. Mostly, the teachers had carried out the 2013 curriculumlearning activities effectively, students also partly responded well and were motivated to learn withthe 2013 curriculum implementation. Parts of the data also revealed statements about difficulties inlearning with the 2013 curriculum. The data explicated that the students were not motivated andnot involved in learning activities due to the curriculum implementation.Keywords: teacher difficulties, 2013 curriculum, 2013 curriculum learning Abstrak. Kurikulum merupakan pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan. Kurikulum Tingkat Satuan Pendidikan pada tahun 2006 disempurnakan menjadi kurikulum 2013, kurikulum 2013 merupakan kurikulum baru yang mulai diterapkan pada tahun ajaran 2013/2014, sosialisasinya belum menyeluruh dan dikhawatirkan tidak terlaksana dengan baik oleh para tenaga pendidik yang secara langsung menerapkannya, dan para tenaga pendidik tersebut ada beberapa kesulitan yang dialaminya.Penelitian ini bertujuan untuk mengetahui kesulitan yang dihadapi guru IPA dalam pelaksanaan pembelajaran kurikulm 2013, jenis penelitian ini adalah deskriptif analitik. Metode penelitian dilaksanakan melalui dua kegiatan yaitu kegiatan lapangan dan non lapangan. Data yang diambil adalah data kuantitatif dari angket dan wawancara, dan kualitatif melalui observasi . Subjek dalam penelitian ini adalah guru Ilmu Pengetahuan Alam (IPA) kelas VII, siswa, dan wakil kurikulum.Hasil penelitian menunjukkan bahwa kesulitan yang dialami guru dalam menyususn Rencana Pelaksanaan Pembelajaran (RPP) sangat rendah yaitu hanya 11%, kesulitan dalam melaksanakan pembelajaran juga sama yaitu sangat rendah hanya 16,2%, dan kesulitan dalam mengevaluasi proses dan hasil pembelajaran rendah presentasenya sebesar 34%. Presentase kesulitan sangat rendah dan rendah berarti bukan aspek dalam melaksanakan pembelajaran yang menyulitkan kurikulum 2013 untuk terlaksana dengan baik, tapi dari aspek-aspek yang lain yang dapat mempengaruhinya. Berdasarkan penelitian juga dapat disimpulkan bahwa kurikulum 2013 bagus diterapkan tetapi dilapangan masih didapati guru yang belum mengikuti sosialisasi kurikulum 2013, tapi guru sudah melaksanakan kegiatan pembelajaran kurikulum 2013 dengan baik, siswa juga sebagian merespon bagus dan termotivasi semangat belajar dengan kurikulum 2013, dan ada juga sebagian yang responya negatif dengan pernyataannya bahwa belajar dengan kurikulum 2013 sangat menyulitkan siswa, siswa tidak termotivasi dan tidak merasa dilibatkan di dalam kegiatan pembelajaran. Kata kunci: Kesulitan guru, kurikulum 2013, pembelajaran kurikulum 2013.

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The effect of the activity-based environmental education course on the attitudes and behavior levels of the students of child development program concerning environmental problems

African Educational Research Journal ◽

10.30918/aerj.93.21.121 ◽

2021 ◽

Vol 9 (3) ◽

pp. 762-773

Author(s):

Serkan Pullu ◽

Keyword(s):

Child Development ◽

Environmental Education ◽

Quantitative Data ◽

Qualitative Data ◽

Development Program ◽

Environmental Problems ◽

Structured Interview ◽

Rank Test ◽

And Behavior ◽

Attitudes And Behavior

This study aimed to determine the effect of the activity-based environmental education course on the attitudes and behavior levels of the students of the child development program concerning environmental problems. The study was prepared by using the explanatory sequential design, one of the mixed method patterns in which qualitative and quantitative data are used together. While one-group pretest-posttest experimental design was used in the quantitative dimension of the study, phenomenology was employed in its qualitative dimension. The sample group of the study was composed of 60 first-year students attending Kayseri University Hüseyin Şahin Vocational High School Child Development Program in the 2019-2020 academic year (spring semester). Within the scope of the environmental education course, activity-based practices were performed with the students for 6 weeks. The students were divided into groups and one group applied the related activities they prepared with their friends in the classroom each week. Before and after the application, 'The Environmental Problems AttitudeScale' developed by Güven (2013) and 'The Environmental Problems Behavior Scale' developed by Güven and Aydoğdu (2012) were applied for the students. After collecting the quantitative data, 10 students were interviewed via a semi-structured interview form and their opinions on the activities were collected. Kolmogorov-Smirnov test for normality, t-test and Wilcoxon signed-rank test were used to analyze the qualitative data of the study. The qualitative data of the study were analyzed based on descriptive analysis. As a result of the study, it was determined that after the activity-based practices performed in the environmental education course, the scores of the attitude and behavior of the students concerning environmental problems increased. As a result of the interviews made with the students, it was found that the students had both positive and negative opinions on the activities conducted in the course. By these activities, the students emphasized that they had cognitive and affective acquisitions in the environmental education course. Finally, the students stated that they acquired awareness, consciousness, and responsibility about the environmental problems along with these activities.

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The Effect of Formative Assessment on the Academic Achievement Levels of Prospective Teachers

Journal of Curriculum and Teaching ◽

10.5430/jct.v9n3p33 ◽

2020 ◽

Vol 9 (3) ◽

pp. 33

Author(s):

Davut Hotaman

Keyword(s):

Academic Achievement ◽

Formative Assessment ◽

Research Design ◽

Prospective Teachers ◽

Quantitative Data ◽

Qualitative Data ◽

Structured Interview ◽

Achievement Test ◽

Significant Difference ◽

Achievement Levels

This study aims to examine the effect of “Formative Assessment (FA)” practices in “Assessment and Evaluation in Education” class on the academic achievement levels of prospective teachers. It uses a mixed research design. Quantitative data were collected by using double pretest-posttest design, which is one of the complete experimental design structures; while a semi-structured Interview Form was used to collect the qualitative data. The study group consists of a total of 220 prospective teachers who participated in a “Teacher Training Course” in Faculty of Education in Yildiz Technical University, Turkey during the 2017-2018 academic year. The data collection instruments included a 40-item multiple-choice achievement test (AT) chosen from a question bank in accordance with the course objectives and a semi-structured interview form. For the achievement test, reliability was achieved by the test-retest method (r=.95), and validity was secured by the “analytical” method based on expert opinion. Following the nine-week FA practices using the complete experimental double pretest-posttest research design, it was found that these practices (what do I recall? and what have I learned?) resulted in a significant difference in favor of the experiment groups. The responses of prospective teachers to the semi-structured interview form developed to collect qualitative data for the study were categorized into common themes, which demonstrate that the quantitative data are confirmed by the qualitative data regarding the FA practices. This harmony between the quantitative and qualitative data showed that FA practices (independent variable) are strong enough to affect the achievements of prospective teachers (dependent variable).

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Students’ Opinions about the Distance Education to Art and Design Courses in the Pandemic Process

World Journal of Education ◽

10.5430/wje.v10n3p113 ◽

2020 ◽

Vol 10 (3) ◽

pp. 113

Author(s):

Sehran Dilmaç

Keyword(s):

Distance Education ◽

Undergraduate Students ◽

Qualitative Data ◽

Structured Interview ◽

Study Group ◽

Spring Semester ◽

Art And Design ◽

Interview Technique ◽

Student Views ◽

Academic Year

This research was carried out to determine student views on distance education through art and design courses. The study group of the research consists of 45 undergraduate students studying at different faculties of İzmir Katip Çelebi University in Turkey during the spring semester of the 2019-2020 academic year. The focus of the article is to determine the effect of distance education, which is carried out suddenly, on students' perceptions of art lesson. A semi-structured interview technique was performed in this study which covered qualitative data collection techniques. Findings regarding the positive and negative aspects of distance education were obtained from students in the context of their impact on art classes. The results obtained in the research are as follows: The students who take art lessons via distance education are required distance education, also they do not experience any technical difficulties due to the availability of technology, they lost of motivation, they do not meet their socialization needs, and especially some techniques that require practice in art lessons.

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The Correlation Between Assessment for Learning and Constructive Alignment Based on Age

International Research-Based Education Journal ◽

10.17977/um043v1i2p169-174 ◽

2018 ◽

Vol 1 (2) ◽

pp. 169

Author(s):

Erwin Akib ◽

Arie Martuty ◽

Mohd. Najib bin Abdul Ghaffar ◽

Jamilah binti Ahmad

Keyword(s):

Higher Education ◽

Quantitative Data ◽

Qualitative Data ◽

Assessment For Learning ◽

Cluster Sampling ◽

Validity And Reliability ◽

Assessment Practice ◽

Chi Square ◽

Constructive Alignment ◽

Explanatory Sequential Design

he assessment practice in Indonesian Higher Education presently uses the traditional methods, which are assessment for learning and assessment as learning. However, the new perspective on assessment proposes that it should include the process of learning called Assessment for Learning (AFL) and this assessment can be enhanced through the Constructive Alignment (CA) method. The main objective of this study was to determine the correlation between AFL and CA based on age. The respondents of this study were 454 lecturers of 11 Universities selected through multistage cluster sampling method. This study used explanatory sequential design, a combination of quantitative and qualitative method. Quantitative data were obtained using questionnaires followed by qualitative data collection using interviews. The qualitative data were used to explain the quantitative data results. Quantitative data were analyzed using ANOVA, chi-square, and SEM. The validity and reliability of the instruments were determined using the Rasch Model. The findings showed that there was a high correlation level of AFL and CA practice among the lecturers.Keywords: Assessment for Learning, Constructive Alignment, Indonesian Higher Education

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Application of Jigsaw Learning Method Using Play Money Learning Media to Improve Mathematics Learning Outcomes

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i4.53328 ◽

2021 ◽

Vol 3 (4) ◽

pp. 208

Author(s):

Rina Eka Fitriani

Keyword(s):

Learning Outcomes ◽

Quantitative Data ◽

Qualitative Data ◽

Mathematics Learning ◽

Class Iii ◽

Research Subjects ◽

Minimum Score ◽

Jigsaw Method ◽

Grade 3 ◽

Academic Year

This study aims to improve mathematics learning outcomes about money in class III semester I SDN 4 Mangin, Karangrayung District, Grobogan Regency, 2017/2018 academic year through toy money media and the application of Jigsaw learning method. The research subjects were grade 3 students at SDN 4 Mangin, totaling 14 students. The research design is classroom action research consisting of two cycles. Each cycle consists of 2 meetings. Data collection techniques using evaluation in the form of assignments, worksheets and evaluation questions. While the data analysis includes qualitative data and quantitative data. Learning outcomes from the pre-cycle were obtained, from 14 students, only 5 students (36%) had reached the mastery target with a minimum score of 65. In the first cycle, classical completeness was 71%. While in the second cycle of 100%. These results indicate that the application of the Jigsaw method using toy money media can improve mathematics learning outcomes for grade 3 students at SDN 4 Mangin.

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