Examination of the Mathematical Problem-Solving Beliefs and Success Levels of Primary School Teacher Candidates Through the Variables of Mathematical Success and Gender

This study aimed to determine the perceptions of primary school teacher candidates about the Turkish education system, school, teacher, and student concepts by means of metaphors. The study group consisted of 82 primary school teacher candidates enrolled in the senior class of a university in the Black Sea Region in Turkey in 2018. The study data were collected using a questionnaire which involved gap filling questions aiming to determine the metaphors for the Turkish education system, school, teacher, and student. Findings indicated that the majority of the primary school teacher candidates had a negative perception of the Turkish education system. More than half of the negative metaphors that the participants used were about the unceasing change of the system. Primary school teacher candidates' perceptions of the school concept were mostly positive. The participants saw school as a home that educates and shapes people. Nevertheless, a considerable number of the participants considered school like an oppressive and uniformizing prison, where they would not like to be. Majority of the primary school teacher candidates had positive perceptions of the teacher concept. Nonetheless, there were neutral and negative perceptions as well. The participants mostly emphasized the educating and shaping characteristics of the teacher concept in their descriptions. Although primary school teacher candidates’ perceptions of student were generally positive, a student description, in which student was seen passive in the learning process and highlighted as an entity that can be shaped, stood out.

Download Full-text

Comparison of the Chemistry Learning Motivations of the Science and Primary School Teacher Candidates

The Anthropologist ◽

10.1080/09720073.2013.11891392 ◽

2013 ◽

Vol 16 (3) ◽

pp. 671-676 ◽

Cited By ~ 2

Author(s):

A. Surucu ◽

H. Ozdemir

Keyword(s):

Primary School ◽

Teacher Candidates ◽

School Teacher ◽

Primary School Teacher ◽

Chemistry Learning

Download Full-text

Application of Problem Based Learning Assisted By QR Code to Improve Mathematical Problem-Solving Ability of Elementary Teacher Education Students

Indonesian Journal of Mathematics Education ◽

10.31002/ijome.v2i1.1221 ◽

2019 ◽

Vol 2 (1) ◽

pp. 1

Author(s):

Santoso Santoso ◽

Himmatul Ulya ◽

Ratri Rahayu

Keyword(s):

Teacher Education ◽

Problem Solving ◽

Direct Instruction ◽

School Teacher ◽

Mathematical Problem ◽

Problem Based Learning ◽

Mathematical Concept ◽

Mathematical Problem Solving ◽

Qr Code ◽

Better Than

<p class="JRPMAbstractBodyEnglish">This study aims to examine the effectiveness of Problem Based Learning (PBL) assisted by QR code on students’ mathematical problem solving ability. This experimental research was carried out on students of the Elementary School Teacher Education Study ProgramUniversitas Muria Kudus in the mathematical concept course in the academic year of 2016/2017. The ability to solve mathematical problems is measured by tests. Data analysis techniques used include t-test and proportion test. The results of this study are: 1) the mathematical problem solving ability of students who learn through PBL assisted by QR code is better than the mathematical problem solving ability of students who learn through Direct Instruction learning; 2) the mathematical problem solving ability of students who are taught with PBL assisted by QR code have reached the minimum completeness criteria (MCC) and 3) the proportion of students taught with PBL assisted by QR code that has reached the MCC is better than the proportion of students studying through Direct Instruction learning that have met the minimum completeness criteria (MCC). Thus, the lecturer can develop PBL assisted by QR code to create interesting learning so that students are enthusiastic about the learning, which will have a positive effect on their mathematical problem solving ability.</p>

Download Full-text

The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

International Journal of Research in Education and Science ◽

10.46328/ijres.v6i2.975 ◽

2020 ◽

Vol 6 (2) ◽

pp. 347

Author(s):

Nevin Kozcu Çakır

Keyword(s):

Primary School ◽

Science Teaching ◽

Learning Strategies ◽

Self Efficacy ◽

Teacher Candidates ◽

Teaching And Learning ◽

School Teacher ◽

Primary School Teacher ◽

Data Set ◽

Efficacy Belief

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.

Download Full-text