scholarly journals Preservice science teachers’ emerging pedagogy of mobile game integration: a tale of two cohorts improvement study

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Phattaraporn Pondee ◽  
Patcharin Panjaburee ◽  
Niwat Srisawasdi
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Student Teachers ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Mobile Game ◽  
Preservice Science Teachers ◽  
Case Based

AbstractIn the context of the current teacher education program in Thailand, Technology Pedagogical and Content Knowledge (TPACK) framework is formally recognized as essential qualities of knowledge for a highly qualified preservice teacher in today’s education. TPACK has been attracted to educational researchers for preparing preservice science teachers nationwide. In this study, TPACK was employed for restructuring a preservice science teacher education course with mobile game technology, which was offered in two consecutive semesters with a total enrollment of 115 student teachers in the first cohort and 94 student teachers in the second cohort. A pedagogic module of Mobile Game-based Inquiry Learning in Science (MGILS) has been designed and created in two settings, a usual separated and integrated case-based TPACK support module, and then implemented with the first and second cohort respectively in general science teacher education program at a Rajabhat University of Thailand. They were measured TPACK in terms of four constructs, namely, (a) technological knowledge (TK), (b) technological content knowledge (TCK), (c) technological pedagogical knowledge (TPK), and (d) technological pedagogical content knowledge (TPCK). Considering both qualitative and quantitative data analysis from two cohorts, the results showed preservice science teachers’ incremental TPACK improvement from the implementation of the usual separated and integrated case-based TPACK support module of MGILS. Based on the results of MGILS intervention, it seems to indicate the alleged superiority of the integrated case-based TPACK support over the usual separated TPACK support. The deficits in the use of MGILS module are identified, and possible improvements to enhance TPACK in the mobile game are proposed.

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

scholarly journals Investigating the effect of STEM based laboratory activities on preservice science teacher’s STEM awarenessSTEM temelli laboratuvar etkinliklerinin fen bilgisi öğretmen adaylarının STEM farkındalıklarına etkisinin incelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 4275 ◽  
Author(s):  
Seda Gökbayrak ◽  
Dilek Karışan
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Laboratory Instruction ◽  
Science Laboratory ◽  
Laboratory Activities ◽  
Teacher Education Department

The rapid changes in science and technology have changed the traditional education concept by improving the accessibility of information. Current educational understandings require the application of flexible programs that respond to differences in the interests and abilities of the students and that can go into diversity within themselves. One of these approaches is the Science Technology Engineering and Mathematics (STEM) approach. This study  aims to explore the effect of  STEM based laboratory activities on preservice teachers STEM awareness. The study was conducted in science laboratory practices-I course, which is included in the undergraduate science teacher education program. Quasi-experimental research  method was used to investigate the study. Participants were consist of 50 third grade preservice science teachers from Yüzüncü Yıl University Science Teacher Education Department who take the Laboratory Instruction of Science Instruction-I course. FeTeMM awareness scale developed by Buyruk and Korkmaz (2014) was used as data collection tool. Based on the results of the dependent sample t-test scores, STEM-based science laboratory applications increased  the experimental group students' awareness of STEM.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBilim ve teknolojideki hızlı değişimler bilgiye ulaşım olanaklarını geliştirerek geleneksel eğitim anlayışını değiştirmiştir. Güncel eğitim anlayışları, öğrencilerin gözlenen ilgi ve yetenekleri doğrultusunda farklılıklara cevap veren ve kendi içinde çeşitliliğe gidebilen esnek programların uygulanmasını gerektirmektedir. Bu anlayışlardan biri olan STEM yaklaşımı ön plana çıkmaktadır. Araştırmada Fen bilgisi öğretmenliği lisans programında yer alan Fen Öğretimi Laboratuvar Uygulamaları-I dersinin STEM temelli etkinlikler ile yürütülmesi sürecinin öğretmen adaylarının STEM farkındalık düzeylerine etkisini ortaya çıkarmak amaçlanmaktadır. Bu amaçla nicel araştırma yöntemlerinden öntest-sontest eşitlenmemiş kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın örneklemi Van Yüzüncü Yıl Üniversitesi Fen Bilgisi Öğretmenliği Anabilim Dalı Fen Öğretimi Laboratuvar Uygulamaları-I dersini alan üçüncü sınıf 50 katılımcıdan oluşturmaktadır. Veri toplama aracı olarak Buyruk ve Korkmaz (2014) tarafından geliştirilen STEM farkındalık ölçeği kullanılmıştır. STEM temelli fen laboratuvarı uygulamaları sonrasında deney grubu öğrencilerinin STEM’ e yönelik farkındalık durumları ön test ve son test puanları arasındaki farkın anlamlılığına ilişkin bağımlı örneklem t testi sonuçlarına göre STEM temelli fen laboratuvarı uygulamalarının öğretmen adaylarının STEM farkındalıklarını artırmada anlamlı bir fark oluşturduğu görülmüştür.

scholarly journals Scientific Reasoning Competencies: a Case of Preservice Teacher Education

2019 ◽  
Vol 19 (4) ◽  
pp. 446-464 ◽  
Author(s):  
Samia Khan ◽  
Moritz Krell
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Scientific Reasoning ◽  
Science Teacher Education ◽  
Preservice Teacher Education ◽  
Methods Course ◽  
Science Assessment ◽  
Preservice Science Teachers ◽  
Competency Based

AbstractIn this study, we analysed the scientific reasoning competencies of preservice science teachers from a Canadian sample at the beginning and end of a science teacher education methods course. The course contained standard topics, such as the nature of science, assessment, and unit and lesson planning in science. The preservice science teachers were asked to reason about two types of problems in a validated pre- and post-questionnaire: investigatory-process problems and problems regarding modeling. Statistical analysis of the data revealed that the course significantly contributed to the development of preservice science teachers’ competencies for those who had two previous degrees compared with those that did not. Furthermore, a greater proportion of teachers were deemed highly competent at planning investigations and testing models than the more generative dimensions of scientific reasoning, such as formulating questions and generating hypotheses. Implications for science teacher education internationally and the movement towards competency-based curricula are put forward.

Whiteness as Property in Science Teacher Education

2018 ◽  
Vol 120 (1) ◽  
pp. 1-38
Author(s):  
Felicia Moore Mensah ◽  
Iesha Jackson
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Science Teachers ◽  
Elementary Science ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Methods Course ◽  
Teachers Of Color ◽  
Science Teacher Educators

Background/Context The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for the retention of Teachers of Color, such as science teachers, the picture becomes extremely serious when we understand teachers’ paths into and out of science and teaching. Purpose The purpose of the study is to analyze the experiences of preservice Teachers of Color (PTOC) enrolled in an elementary science methods course as they gain access to science as White property. Our analysis provides evidence that PTOC can break the perpetual cycle of alienation, exclusion, and inequity in science when they are given opportunities to engage in science as learners and teachers. In addition, we also offer insights regarding the role science teacher educators may play in preparing teachers and especially TOC for urban schools. Setting/Research Design The context of this study was a graduate-level preservice elementary science methods course at a large urban university in New York City. Multiple data sources included pre-post surveys, semester observation journals, final course papers, and a post-course questionnaire. Utilizing constructivist grounded during the initial phase of analysis and themes from critical race theory (CRT), our unique voices of color and positionalities allowed us to interpret the data from a CRT perspective and arrive at findings relevant to making science inclusive to PTOC. Conclusions/Recommendations In order to push the field of science teacher education toward social justice issues of access, opportunity, and enjoyment, efforts must focus on increasing representation of Teachers of Color in science education. The transformation of science teacher education to grant equitable learning experiences for Teachers of Color is needed. Further research on the experiences of science Teachers of Color, as well as Faculty of Color and their relationship with students, is highly encouraged. Both teacher preparation and science education must be open to interrogate and reveal structural forms of race, racism, and power that manifest through curriculum, structure, and pedagogy that cause alienation and exclusion for Teachers of Color. Therefore, we encourage science teacher educators to examine their own course curriculum, structure, and pedagogy through self-study and refection. Overall practices in teacher preparation must empower rather than impede progress toward important goals of CRT, and this may be achieved through building stronger relationships with PTOC and Faculty of Color across teacher preparation courses in support of these goals.

Professional choices and teacher identities in the Science Teacher Education Program at EACH/USP

2015 ◽  
Vol 10 (4) ◽  
pp. 1189-1213 ◽  
Author(s):  
Celi Rodrigues Chaves Dominguez ◽  
Luciana Maria Viviani ◽  
Valéria Cazetta ◽  
Verónica Marcela Guridi ◽  
Elen Cristina Faht ◽  
...  
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Education Program ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Teacher Identities ◽  
Professional Choices

scholarly journals An Argument for Reversing the Bases of Science Education - A Phenomenological Alternative to Cognitionism

2012 ◽  
Vol 5 (2) ◽  
pp. 185-199 ◽  
Author(s):  
Bo Dahlin ◽  
Edvin Østergaard ◽  
Aksel Hugo
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Science Teacher Education ◽  
Life Sciences ◽  
Phenomenological Approach ◽  
Scientific Models ◽  
Practice Of Science

This paper is a phenomenological critique of some of the basic notions informing much of the researchin and practice of science education (SE) today. It is suggested that the philosophical grounds of S Eare in need of three “reversals of primacy”: the ontological primacy of the perceptual lifeworld must replace that of abstract scientific models; the epistemological primacy of attentive practice must replace that of conceptual cognition; and the pedagogical primacy of cultivating competencies must replace that of imparting ready-made knowledge. Four arguments for a phenomenological approach to SE are presented and some consequences for the training of science teachers are discussed; some of which are already being implemented at the science teacher education of the Norwegian University of Life Sciences.

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