scholarly journals Prospective Science Teachers' Attitudes and Views of Using Journal Writing in the “Methods of Teaching Science" Course

2014 ◽  
Vol 10 (6) ◽  
Author(s):  
Abdullah Ambusaidi
Keyword(s):  
Science Teachers ◽  
Journal Writing ◽  
Teaching Science ◽  
Teachers Attitudes ◽  
Prospective Science Teachers

Models in science and for teaching science: Data from an intervention programme

2017 ◽  
Vol 9 (1) ◽  
pp. 308-318
Author(s):  
Joana Torres ◽  
Clara Vasconcelos,
Keyword(s):  
Science Teaching ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teaching Science ◽  
Future Research ◽  
Intervention Programme ◽  
Science Data ◽  
General Terms ◽  
Models In Science ◽  
Prospective Science Teachers

Abstract     Currently, implementing models and modelling activities in science teaching is considered to be essential. Apart from being crucial as an auxiliary aid to the construction of scientific knowledge, they also play a major contribution in the development of adequate views of nature of science and models, as well as in the development of scientific inquiry competencies. However, many studies disclose that science teachers do not rely on models in their classes very often, thus revealing some lack of knowledge regarding them. With the intention of improving prospective science teachers’ views of the nature of science, emphasising the nature of models, as well as their role in science and for teaching science, an intervention programme was conducted and evaluated. Nine prospective science teachers voluntarily attended the intervention programme and responded to previously validated questionnaires and interviews about models before and after it. Data was analysed with the help of the Q.S.R. NVivo 10 qualitative data analysis package. In general terms, prospective science teachers improve their views regarding models in science and for teaching. Nevertheless, the observation of their classes will be an invaluable asset for future research. Keywords: Intervention programme, modelling, models, prospective teachers’ views, science teaching.    

scholarly journals Grade six students’ and teachers’ attitudes towards socio-constructivism in science education

2021 ◽  
Vol 26 ◽  
pp. 145-158
Author(s):  
Annelize Potgieter ◽  
Marthienus Johannes Potgieter
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching Science ◽  
Limpopo Province ◽  
Scientific Uncertainty ◽  
Learning And Teaching ◽  
Interview Guide ◽  
Science Teaching Practices ◽  
Students Attitudes ◽  
Teachers Attitudes

The aim of this study was to investigate the attitudes of Grade 6 students and their science teachers towards a socio-constructivist way of learning and teaching science, compared to the usual way of learning and teaching science; as well as the science teaching practices. The data was collected during a period of eight weeks in two rural primary schools in the Limpopo Province, South Africa. A five-week intervention was conducted during which the researchers taught science in a socio-constructivist way. Observations were conducted as well as interviews with the teachers and 10 students (5 in each school) using the CLES observation guide, CLES interview guide, CLES Actual questionnaire and CLES Preferred questionnaire. The interviewed students also participated in a focus group. The results showed that some elements of socio-constructivism were appreciated by the students and teachers and other elements not. The students’ attitudes were positive about scientific uncertainty and student negotiation and rather negative about critical voice and shared control. The attitudes of the teachers were more ambiguous.

scholarly journals Prospective Science Teachers’ Learning Independency Level on Blended Learning

2020 ◽  
Vol 1462 ◽  
pp. 012070
Author(s):  
WWW Brata ◽  
C Suriani ◽  
H Simatupang ◽  
S Siswanto ◽  
FTM Panggabean
Keyword(s):  
Blended Learning ◽  
Science Teachers ◽  
Prospective Science Teachers

English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

2021 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Dor Prasad Bhandari
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Kathmandu Valley ◽  
Medium Of Instruction ◽  
English Medium Of Instruction ◽  
Science Classes ◽  
Depth Interviews

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

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