scholarly journals Development of a Field-Based Chemistry Experiment Teaching Model to Strengthen Pre-Service Teachers’ Competence for Teaching Chemistry Experiments

2021 ◽  
pp. 1-27
Author(s):  
Sung Woo Bae ◽  
Jae Hwan Lee ◽  
Jongseok Park
Keyword(s):  
Science Teachers ◽  
Science Curriculum ◽  
Service Science ◽  
Flipped Learning ◽  
Secondary Classrooms ◽  
Teaching Chemistry ◽  
Student Activities ◽  
Chemistry Experiment ◽  
Teaching Experiments

Abstract The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations of student activities. The FCE model minimized the role of the instructor by using flipped learning and cooperative learning, which enabled learners to construct class contents by themselves with topics aligned to the secondary science curriculum. Findings suggest the FCE model supports pre-service science teachers to acquire both knowledge and practical skills related to conducting and teaching experiments. Implications for pre-service science teacher preparation are discussed.

scholarly journals Development of Pre-service Science Teachers’ Understanding and Attitude towards Science Project by Teaching Management through Service Learning

2017 ◽  
Vol 13 (2) ◽  
pp. 126
Author(s):  
Sasithep Pitiporntapin ◽  
Tassaneewon Lertcharoenrit
Keyword(s):  
Service Learning ◽  
Science Teachers ◽  
Service Science ◽  
Teaching Management ◽  
Science Project ◽  
First Semester ◽  
Construction Of Knowledge ◽  
Technology Project ◽  
Journal Entries

The purposes of this research were to develop Pre-service Science Teachers’ (PSTs) understanding and attitude towards science by teaching management through service learning. The participants of this study were 9 volunteer PSTs who enrolled in 15-week Science and Technology Project in School course in the universities in Bangkok. This course focused on PSTs’ application of knowledge about science project to solve problem via doing community service. The researcher gathered data from observation, journal entries, and artifacts in the first semester of academic year 2015. Moreover, informal interviews were used for clarification. For data analysis, the researchers analyzed data with descriptive statistics and content analysis. Findings showed that most PSTs had increased understanding in doing a science project in aspects of integration to other learning disciplines, role of students, and role of advisors. Moreover, PSTs also increased their attitude towards a science project due to the construction of knowledge by themselves, development of many skills, and generation of societal benefits. These findings were considered in terms of further designing other courses activities.

scholarly journals Determining the Concept of Organic Agriculture Perceptions of Pre-service Classroom and Science Teachers Using Phenomenographic Method

2019 ◽  
Vol 9 (1) ◽  
pp. 188
Author(s):  
Tülay Dizikisa ◽  
Pınar Ural Keleş
Keyword(s):  
Data Collection ◽  
Science Teaching ◽  
Science Teachers ◽  
Organic Agriculture ◽  
Science Curriculum ◽  
Service Science ◽  
Classroom Teachers ◽  
Data Collection Tool ◽  
Phenomenographic Method ◽  
Structured Questionnaire

This study was carried out to determine the perceptions of pre-service classroom and science teachers related to theconcept of organic agriculture. The sample of the study consisted of 85 pre-service teachers, 57 from the Department ofClassroom Teaching and 28 from the Department of Science Teaching in Ağrı İbrahim Çeçen University, in theacademic year of 2016-2017. In the study, a semi-structured questionnaire which includes the statement “To me,organic agriculture means……” was used as data collection tool. In this study, the organic agriculture perceptions ofthe pre-service teachers were determined under five main categories. The ratio of 'natural agriculture, which has thehighest percentage among these categories, is 41% among the pre-service classroom teachers while this ratio is 65%among pre-service science teachers. It is among the recommendations of the study that the subjects related to organicagriculture are removed from the elective courses and placed in the science curriculum.

scholarly journals Pre-service Science Teachers’ Conceptions of Sound and the Role of Task Value Beliefs

2020 ◽  
Vol 31 (3) ◽  
pp. 295-303
Author(s):  
Sundus Yerdelen ◽  
◽  
Semra Sungur ◽  
Keyword(s):  
Science Teachers ◽  
Service Science ◽  
Task Value

The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Olabode Olajide ◽  
Sandy Zinn
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
National Development ◽  
School Libraries ◽  
Ministry Of Education ◽  
Senior Secondary Schools ◽  
Senior Secondary

Abstract Using a constructivist lens, this study investigated the role of school libraries in supporting an inquiry-based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria, the challenges faced and possibilities presented. The significance of this study is based on the importance Nigeria has assigned to science education as a means to achieving national development. A mixed-methods approach was chosen for the study. The population of the study included school librarians, principals, and science teachers in public senior secondary schools as well as staff in the Ministry of Education, Science and Technology concerned with supporting and managing resources for science teaching and learning. Data was collected using questionnaires, interviews, and observation. Quantitative data collected through the questionnaires were analyzed using the SPSS, while qualitative data were transcribed and thematically analyzed. The findings revealed the library resource most frequently available in school libraries for supporting science curriculum implementation is a textbook. Most of the staff in charge of the library had no librarianship qualification. Teacher-centred approaches predominated amongst teachers. The study emphasizes how school libraries are underrated as support for the curriculum. It proffers some far reaching recommendations to position school libraries for better performance.

scholarly journals Pre-Service Science Teachers’ Perceptions of Their Pedagogical Knowledge and Pedagogical Content Knowledge

2021 ◽  
Vol 7 (4) ◽  
pp. 1263-1280
Author(s):  
Fulden Guler-Nalbantoglu ◽  
Meral Aksu
Keyword(s):  
Classroom Management ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Science Curriculum ◽  
Pedagogical Knowledge ◽  
Service Science ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
High Level

The purpose of the present study was to investigate pre-service science teachers’ perceptions of science teaching. To this end the participants’ perceptions of their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate how pre-service science teachers’ perceptions were differed according to their level of achievement regarding PK and PCK. 176 fourth year pre-service science teachers participated in the study. The design of the study was planned as a survey and three scales were given to the participants to collect data. The data obtained from the scales were analyzed using both descriptive and inferential statistics. The results of the study revealed that pre-service science teachers perceived themselves as competent in terms of both PK and PCK. When components of PK were examined, participants’ perceptions were high regarding classroom management, learners and learning, lesson planning and assessment. With respect to components of PCK, participants perceived that they had high level knowledge of science instructional strategies, knowledge of science learners, knowledge of science misconceptions, knowledge of science curriculum and knowledge of science assessment. Moreover, it was observed that level of achievement did not show any differences on pre-service science teachers’ perceptions of PK and PCK.

Sign in / Sign up

Export Citation Format

Share Document