Effects of Science, Technology, Engineering, and Mathematics Education Using Algodoo to Prospective Science Teachers' Scientific Process and Education Orientation Skills

2021 ◽  
pp. 002205742110445
Author(s):  
Burcu Alan ◽  
Fikriye K. Zengin ◽  
Gonca Kececi
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Good Tool ◽  
Science Technology ◽  
And Mathematics ◽  
Prospective Science Teachers

This study investigated the effects of science, technology, engineering, and mathematics (STEM) applications carried out with the purpose of supporting the integrated knowledge of prospective science teachers on the scientific process skills and STEM education orientation skills of prospective teachers. According to the results, the STEM application was effective on the scientific process skills of the prospective teachers in the experiment group in comparison to those in the control group; however, it was not effective on their levels of orientation towards STEM education. The prospective teachers stated that Algodoo is a good tool for integration of STEM disciplines.

scholarly journals Integrated project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM): its effect on science process skills

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 183-200
Author(s):  
Siti Nur Mufida ◽  
Diana Vivanti Sigit ◽  
Rizhal Hendi Ristanto
Keyword(s):  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Science Technology ◽  
Research Population ◽  
Quasi Experimental ◽  
E Learning ◽  
And Mathematics

This research aims to analyze the effect of the project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM) learning model on students’ science process skills. The PjBeL-STEAM learning model emphasizes on project activities with interdisciplinary through online learning. The research employs a quasi-experimental method with a pretest-posttest control group design. The research population includes students of grade X in ecosystem learning at one of public senior high schools in Jakarta Timur, Indonesia. The research sample consists of 72 students taken using purposive sampling. The main projects in PjBeL-STEAM learning include creating an animation of biogeochemical cycles and independent experiments. The research data on science process skills are collected using pretest and posttest questions. Students’ response to learning uses Likert scale instruments. The data analysis technique employs an Independent sample t-test. The research results indicate that the PjBeL-STEAM learning model provides better effects on science process skills than in control class. It is necessary to implement the PjBeL-STEAM learning model in online Biology learning to improve science process skills in better ecosystem learning.

scholarly journals Teaching of the Subject of Solids Through Problem-Based Learning Approach

2020 ◽  
Vol 10 (3) ◽  
pp. 47
Author(s):  
Ramis Bayrak ◽  
Ahmet Gürses
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Traditional Approach ◽  
Problem Based Learning ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
The Subject ◽  
And Control ◽  
Experimental Group

The aim of the study is to investigate the attitudes of prospective science teachers towards the use of problem-based learning methods in the learning of concepts related to the subject of solids, and their opinions on its role in academic success, science process skills and the chemistry course. The study group consists of 83 prospective teachers studying in the science education undergraduate program. The experimental group and control group were determined by random sampling method. The problem-based learning method was used in the experimental group and the traditional approach was used in the control group. The experiment was carried out in a period of 5 weeks. As data collection tools; "Solid Concept Achievement Test", "Science Process Skill Test" and "The Attitude Scale toward Chemistry" were used. In the research, analysis of covariance (ANCOVA), independent t-test and statistical methods with descriptions were used. The results showed that problem-based learning is more effective than the traditional approach to understanding the concepts related to solids by prospective teachers. The differences in academic achievement between the experimental and control groups in this study were parallel with the other results reported in the literature. Also, in terms of prospective teachers' development of science process skills and attitudes towards chemistry, it was seen that there was a significant difference between the groups in favor of problem-based learning.

scholarly journals Integrated project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM): its effect on science process skills

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 183-200
Author(s):  
Siti Nur Mufida ◽  
Diana Vivanti Sigit ◽  
Rizhal Hendi Ristanto
Keyword(s):  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Science Technology ◽  
Research Population ◽  
Quasi Experimental ◽  
E Learning ◽  
And Mathematics

This research aims to analyze the effect of the project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM) learning model on students’ science process skills. The PjBeL-STEAM learning model emphasizes on project activities with interdisciplinary through online learning. The research employs a quasi-experimental method with a pretest-posttest control group design. The research population includes students of grade X in ecosystem learning at one of public senior high schools in Jakarta Timur, Indonesia. The research sample consists of 72 students taken using purposive sampling. The main projects in PjBeL-STEAM learning include creating an animation of biogeochemical cycles and independent experiments. The research data on science process skills are collected using pretest and posttest questions. Students’ response to learning uses Likert scale instruments. The data analysis technique employs an Independent sample t-test. The research results indicate that the PjBeL-STEAM learning model provides better effects on science process skills than in control class. It is necessary to implement the PjBeL-STEAM learning model in online Biology learning to improve science process skills in better ecosystem learning.

scholarly journals Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses

2016 ◽  
Vol 13 (3) ◽  
pp. 3684 ◽  
Author(s):  
Bekir Yıldırım ◽  
Mahmut Sevi
Keyword(s):  
Renewable Energy ◽  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Renewable Energy Sources ◽  
Energy Resources ◽  
Renewable Energy Resources ◽  
Science Technology Society ◽  
Science Technology ◽  
Teachers Attitudes

This study was carried out to determine the view of prospective teachers with regard to STEM education given in Science, Technology, Society and Environment course and the effects of STEM education on prospective teachers’ attitudes towards renewable energy sources and awareness of environment problems. The study was carried out in 2014-2015 academic year with 76 prospective science teachers. In the study, mixed method research design, which employs qualitative and quantitative research methods together, has been used. As a data collection tool “Sensitivity to Environment Problems Scale”, “Attitude Scale for Renewable Energy Resources” and “Semi-structured Interview Form” developed by the researcher were used. Data obtained as a result of content analysis were coded. As a result of analysis of the study, it was determined that prospective teachers’ attitudes towards renewable energy resources were positively affected but there was no change in their level of awareness of environmental problems.

scholarly journals Integration of IBL and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences in Multilingual Environment

2021 ◽  
Vol 25 (2) ◽  
pp. 304-320
Author(s):  
Irina M. Babich ◽  
Vera K. Omarova ◽  
Aliya A. Baratova ◽  
Natalia I. Churkina
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Speech Acts ◽  
Natural Sciences ◽  
Control Group ◽  
Random Pattern ◽  
Practical Training ◽  
The Impact ◽  
Prospective Science Teachers

Introduction. The relevance of the problem of preparing prospective teachers of natural sciences for teaching in several languages is determined by the social need of society. Insufficient practical training of young specialists requires the search for effective methods to help solve the problem. The aim of the research was to study the impact of the integration of IBL and CLIL methods on the quality of prospective teachers’ preparation to teach science subjects (taking Chemistry as an example) in English. The integration of CLIL and IBL methods is proposed to prepare prospective teachers of natural sciences for teaching in English which serves as a foreign language in a multilingual environment. Materials and Methods.Using the methods of pedagogical experiment, observation, testing, analysis of lesson recordings, descriptive and mathematical statistics, prospective science teachers’ speech acts as indicators of effective training were analyzed during the period of pedagogical apprenticeship. The research was carried out before and after learning in two groups of students studying with application of the CLIL method (control group) and the integration of IBL and CLIL (experimental group). Results. Obtained results demonstrate the non-random pattern of the changes between the two groups of students. Experimental students expressed more directives. A significant increase was observed in high-level questions at the stages of lessons with the organization of independent student research. The types of directive acts have become more diverse than in the control group. The integration of the CLIL and IBL methods had a positive effect on the growth of indicators of the quality of student preparation. Discussion and Conclusion. The presented results can be used to prepare prospective science teachers for teaching subjects in any second language. The results will be relevant for university lecturers in European and CIS countries who are looking for effective ways to train multilingual teachers.

scholarly journals Designing an experiment based on a script: Determining the critical thinking tendency and biological self-efficacy of prospective science teachers

2021 ◽  
Vol 32 (1) ◽  
pp. 23-33
Author(s):  
Huriye Deniş Çeliker ◽  
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Rank Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Scenario Method ◽  
Prospective Science Teachers

The purpose of this research was to investigate the effect of problem-based scenarios method with experiments on the biology self-efficacy and critical thinking tendency of the prospective science teachers. In the study, pre-test and post-test experimental design without any control group was used. The participants of the research were 108 second-grade prospective science teachers in an university in the west of Turkey. Throughout twelve weeks, prospective teachers were given scenarios and they designed experiments based on these scenarios in the Biology Laboratory II course. The biology self-efficacy scale and critical thinking tendency scale were used as a pre-test and post-test. In the analysis of data, Wilcoxon Signed Rank Test for Paired Samples were used via SPSS-21. The findings showed that there was a statistically significant difference between biology self-efficacy scale’ pre-test and post-test of prospective teachers in favour of the post-test. There was also a statistically significant difference in critical thinking tendency scale in favour of the post-test. In the biology self-efficacy scale' sub-factors of learning levels and problem-solving, there was a statistically significant difference on behalf of the post-test. However, there was not a statistically significant difference between pre-test and post-test concerning the laboratory activity sub-factor of the biology self-efficacy scale. On behalf of post-tests, there was also a statistically significant difference in critical thinking tendency scale’s sub-factors as inquisitiveness, self-confidence, and systematicity. The results show that the problem-based scenario method with experiment certainly contributed to the biology self-efficacy and critical thinking tendency of pre-service science teachers. Based on these results it is recommended that the problem-based scenario method with experiment be used in the laboratory lessons of prospective teachers.

scholarly journals Examining the STEM Awareness and Entrepreneurship Levels of Pre-Service Science Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 142 ◽  
Author(s):  
Selcen Süheyla Ergün
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Holistic Approach ◽  
First Grade ◽  
Service Science ◽  
The Other ◽  
Survey Method ◽  
Second Grade ◽  
Science Technology ◽  
And Mathematics

The scientific and technological developments in today's world require countries to raise entrepreneurial, productive, critical, problem-solving, and entrepreneurial individuals. Therefore, STEM (Science, Technology, Engineering, and Mathematics) education has gained importance today. STEM education is defined as an approach that takes an interdisciplinary relationship and takes a holistic approach to science, technology, engineering, and mathematics. STEM education includes the activities that will increase the students' interest and orientations towards science, technology, engineering, and mathematics fields using the skills that should be possessed today. The aim of this study was to examine the STEM awareness and entrepreneurship levels of pre-service science teachers. The sample of the study consisted of 93 female and 20 male students studying in the Science Education Department at Afyon Kocatepe University. As a quantitative research type, survey method was used in this study. “STEM Awareness Scale” (SAS) developed by Buyruk and Korkmaz (2016) and “Entrepreneurship Scale for Teacher Candidates” developed by Deveci and Cepni (2015) were used as data collection tools. As a result of analyses, it was seen that science teachers' attitudes towards STEM education were positive. Females’ STEM awareness was significantly higher than males’ in both positive and negative sub-factors. STEM awareness of the first grade students was significantly lower than the other classes in the positive sub-factor, and significant differences were found between the first grade and second grade, and the second grade and the fourth grade in the negative sub-factor. There were no significant differences of entrepreneurship levels in terms of gender. Also, the entrepreneurship characteristics of the second grade were significantly higher than the other grade levels.

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

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