Development of an instrument and evaluation patter for for the analyisis of chemistry student teachers` diagnostic competence

2018 ◽  
Vol 9 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Yannik Tolsdorf ◽  
Silvija Markic
Author(s):  
M. Dwi Wiwik Ernawati ◽  
Damris Muhammad ◽  
Asrial Asrial ◽  
Muhaimin Muhaimin

<p>Abstract-Creative thinking is a mental activity to build idea/ideas in dealing with problems. It improves self-confidence, academic achievements, and career success. The creative thinking is complex in nature and its measurement involving many aspects of flexibility, originality, fluency, elaboration, sensitivity and imagination. These aspects are parameters of creative thinking measurement. Development of the creative thinking instrument involves those aspects and should be adjusted to the purpose, method and time of use. Measurement of students' creative thinking skills in learning requires a new instrument that covers all the above mentioned aspects. The instrument was developed following Borg and Gall model. The instrument was then used in learning processes that applied problem based-learning-scaffolding models. Development results instrument, consisting of 16 items with each of them has four multilevel score scores. Based on the results of the validity of the items at the stage of limited empirical test and extensive trial, all items were also declared valid, with a score above the rxy table value (0.34). The instrument also shows a high level of reliability with a r11 value of 0.75, from the extensive testing phase. Means that the instrument developed has fulfilled standard instrument standards.</p><p> </p>


2020 ◽  
Vol 9 (1) ◽  
pp. 63
Author(s):  
Mohammed Moferh Yahya Aseeri

The present study aimed to identify the stage of thinking of practicum students at Najran University in light of Piaget's theory and its relationship to their academic achievement in the scientific disciplines they were studying at the college of science, mainly mathematics, physics and chemistry disciplines. The sample consisted of (50) female student teachers who were practicing teaching mathematics, physics and chemistry at the public schools in Najran. Piaget test was used as a main instrument to determine participants' thinking stage. Results showed that only 10% of participants were in the stage of abstract thinking, 46% were in the transitional stage and 44% were in the stage of concrete operations. Results also revealed statistically significant differences (α=0.05) between the academic cumulative averages of participants in the concrete thinking and transitional thinking stages in favor of participants in the transitional stage. Moreover, results indicated that there were significant differences between the cumulative academic averages of participants in the concrete and abstract thinking stages in favor of participants in the abstract thinking stage. Nevertheless, there were no statistically significant differences between the cumulative averages of participant students in both transitional and abstract stages. Significant differences were revealed between mathematics and physics student teachers in favor of participants of mathematics discipline. On the opposite, no significant differences were noticed between mathematics and chemistry student teachers, on one hand, and between physics and chemistry student teachers. In addition, there was no significant effect for the interaction between participants' stage of thinking and cumulative average. 


2020 ◽  
Vol 21 (2) ◽  
pp. 608-621
Author(s):  
Liz Keiner ◽  
Nicole Graulich ◽  
Richard Göttlich ◽  
Verena Pietzner

Creativity has become an increasingly important competence in today's rapidly changing times. It is a central aspect of social development, but it is hardly discussed in schools and often neglected in the natural sciences. In order to promote creativity in science teaching in a targeted way, it is important to understand the perspectives and views of prospective teachers on this topic. For this purpose, a qualitative cross-sectional study was conducted with 83 German chemistry student teachers at the beginning and at the end of their study programme. We used concept maps and questionnaires to characterize changes in students’ perspective on creativity in the chemistry classroom during their course of study. The quantitative analysis of the concept maps and the content analysis of student's proposition revealed similarities and differences in students’ perspective on creativity between beginners and advanced student. All student teachers showed a diverse range of conceptions and views on creativity in general and in the context of chemistry education. Furthermore, almost all of the students had a positive attitude towards creativity and its integration in chemistry lessons. Although, there are no large differences in the perspective on creativity from beginner to advanced student teachers, subtle differences in students’ perspectives revealed that advanced students had a more sophisticated perspective on fostering creativity in students in their prospective classrooms.


Author(s):  
Guspatni Guspatni

Student-generated drawings are known to be effective in building and revealing students’ conceptions of chemistry. Some chemistry concepts, moreover, include changes and processes that cannot be merely represented by static drawings. Computer-based animations are needed to represent the dynamics. In this study, 25 chemistry student teachers, who had studied the concept of molecular motions and had taken the course of Chemistry Instructional Media and Technology, were assigned to make expressed models of water molecules’ motions in the form of animations with PowerPoint, the most familiar program and installed on students’ computers. Students were also assigned to give written explanations of the three molecular motions. Within one month, both tasks were due simultaneously. Students’ expressed models were analysed based on Custom Animation features used for the animations, while students’ written explanations were analysed based on the typology of the sentences. It was found that all students appeared to hold correct conceptions of translation; many students appeared to hold correct conceptions of rotation; and almost all students appeared to hold misconceptions of vibration. There was no substantial difference between PowerPoint Animations and written explanations in revealing students’ conceptions of molecular motions. However, there were several inconsistencies of students’ conceptions that occurred in both tasks. For example, several students who incorrectly explained rotation as circular movements displayed a spinning of the particle on its own axis in the animation. Students’ expressed models in PowerPoint Animations provided other information unrevealed in their written explanations. These pieces of information included types of molecular motion in different phases, simultaneous motions, and deflections of molecules after collisions. The analysis of students’ expressed models in PowerPoint Animations can be an effective approach to reveal students’ conceptions of molecular dynamics if accompanied by adequate tutorials on the animation program, clear instructions, and guidance to get learning resources.


1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.


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