scholarly journals STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

2021 ◽  
Vol 10 (1) ◽  
pp. 138-148
Author(s):  
E. F. Rusydiyah ◽  
D. Indarwati ◽  
S. Jazil ◽  
S. Susilawati ◽  
G. Gusniwati
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Curriculum Design ◽  
Islamic State ◽  
Stem Learning ◽  
Education Students ◽  
Study Program ◽  
Before And After

The STEM learning environment is the practice of students’ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachers’ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.α<5 for each indicator. Perceptions and skills of implementing STEM learning environments in students’ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.

scholarly journals Designing an online learning environment on Open Educational Resources for science education

2013 ◽  
Vol 8 (1) ◽  
pp. 1-11
Author(s):  
Shironica Karunanayaka ◽  
Chandana Fernando ◽  
Vajira de Silva
Keyword(s):  
Science Education ◽  
Online Learning ◽  
Learning Environment ◽  
Science Teachers ◽  
Teacher Educators ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Online Learning Environment ◽  
Design Decisions ◽  
Course Content

The concept of Open Educational Resources (OER) is a major breakthrough in education, which promotes sharing, adaptation and contextualisation of course content. Promotion of using OER can be very cost effective, since development of new course content would be both expensive and time consuming. However, awareness raising and capacity building of teachers and learners is crucial, in order to exploit the full potential of OER.The Faculty of Education at the Open University of Sri Lanka, initiated a research project to create an Online Learning Environment (OLE) on OER for science education, witha view to raise awareness, develop competencies and enhance adapting, adoption and creation of OER by teachers. This is developed in Moodle Learning Management System, as a supplementary material for science teachers enrolled in a distance mode professional development programme. The research team, together with a group of science teachers and teacher educators, who are their students, is engaged in this action research conducted in several stages: analysis, design, development, implementation and evaluation. This paper discusses the first three stages, concerning the following objectives: to identify sources of OER for science education, to make key design decisions of the OLE, and to design and develop the OLE on OER for science education.The analysis of need, learner, task and context, resulted in making decisions on information, instruction, interaction and interface design. Some initial design decisions are: Structuring of information on finding, using and creating OER related to teaching science, while making it relevant and meaningful for teachers; Use of exploratory instructional strategies enabling teachers to select OER; Incorporate frequent interactions encouraging teachers to adopt, adapt, create and share OER; and Use of different media elements to make the visual layout motivating. A prototype will be pilot tested with science teachers with a view to revise and improve the OLE on OER. Allowing student teachers/teacher educators to work collaboratively with their instructors, as a team, enable both parties to face challenges together, in this novel experience of designing and developing an OLE on OER.

scholarly journals THINKING IN TERMS OF VARIABLES: THE CONCEPT OF THE SHADOW

2015 ◽  
Vol 14 (3) ◽  
pp. 295-310
Author(s):  
Ayse Oguz Unver
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Qualitative Data ◽  
Light Transmission ◽  
Scientific Activity ◽  
Measurement Tool ◽  
Object Size ◽  
Scientific Terms ◽  
Prospective Science Teachers

The aim of the research was to explore the ideas prospective science teachers (N=51) had about the variables of object size, shape and light transmission that have an impact on shadow formation, using a scientific activity based on Inquiry-Based Science Education (IBSE). In this qualitative study, the measurement tool comprises 3 questions. The first question examines how the participants define the concept of shadow while the second question focuses on the variables of the size of the object, its shape, and its light transmission. The participants were asked to explain whether these variables would produce a shadow. The last question was devised in the atmosphere of an activities laboratory in which the absorption and reflection properties of light were explored. The NVi10 program was utilized for data analysis. At the end of the research, it was observed that the prospective teachers were not able to define the concept of the shadow in scientific terms and even if they knew the basic variables related to shadow formation, they could not exactly explain new situations when the variables were manipulated. Key words: inquiry, prospective science teachers, qualitative data, shadow science, variables.

Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka

2018 ◽  
Vol 3 (2) ◽  
pp. 60-64
Author(s):  
Fitriyani Hali ◽  
Herlina Herlina
Keyword(s):  
Mathematics Education ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Mathematical Education ◽  
Education Students ◽  
Study Program ◽  
Pedagogical Competence ◽  
The Impact ◽  
Alternative Solutions

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

scholarly journals Using Excel in Teacher Education for Sustainability

2016 ◽  
Vol 18 (2) ◽  
pp. 89-104 ◽  
Author(s):  
Serhat Aydın
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Ease Of Use ◽  
Service Science ◽  
Education For Sustainability ◽  
Statistical Software ◽  
Statistics Course ◽  
Before And After ◽  
Second Year ◽  
Positive Effect

AbstractIn this study, the feasibility of using Excel software in teaching whole Basic Statistics Course and its influence on the attitudes of pre-service science teachers towards statistics were investigated. One hundred and two pre-service science teachers in their second year participated in the study. The data were collected from the prospective teachers before and after the compulsory Basic Statistics Course. This is a course offered in the third term aiming at introducing the most basic concepts and operations in descriptive and inferential statistics. In the context of this course, it could be argued that in most universities basically four concept groups are addressed: 1) Data and distributions, 2) How values cluster and/or disperse, 3) How variables move, classify or cluster jointly and 4) How the means between different groups differentiate.The statistics course with the content mentioned above is usually handled theoretically and nearly no statistical software is used considering the needs and expectations of pre-service science teachers. In case a software is used, it is generally SPSS in Turkey. SPSS is nearly the standard in the field here and dominates all other software such as SAS etc. On the other hand, Excel with much of its capabilities, accessibility and ease of use, is not considered by most of the academics as sufficient statistical software.In this paper the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated and its superiority to other softwares and traditional instruction were discussed. In addition, the positive effect of such an instruction on the attitudes of pre-service teachers towards statistics was shown.

scholarly journals HERMENEUTIC PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS ABOUT SCIENCE

2018 ◽  
Vol 17 (5) ◽  
pp. 778-799
Author(s):  
Bilge Can ◽  
Asiye Bahtiyar ◽  
Hasret Kökten
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Single Case ◽  
Descriptive Analysis ◽  
Meaningful Learning ◽  
Deep Understanding ◽  
Service Science ◽  
Structured Interviews ◽  
Before And After ◽  
Mathematics And Science

Science education emphasizes the development of individuals' ability to make comments, reasoning, and critical reflection while expressing their scientific thoughts. In this sense, future science teachers have great responsibility to develop those skills of the learners and their meaningful learning. Many researches emphasize hermeneutical thinking for disciplines such as mathematics and science to create meaningful learning. The current research aimed to reveal pre-service science teachers’ hermeneutical perspectives about science and to determine their existing ideas. For this aim, scientific problems presented to pre-service science teachers via scenarios, and how they developed their approaches to solve these problems, and whether they used hermeneutics in this process were examined. The hermeneutical perspectives of pre-service teachers were selected as a single case -by using qualitative research method- to have a deep understanding of their hermeneutical perspectives. The research group consisted of nine third-year-students. Semi-structured interviews prepared by the researchers were applied before and after the intervention in the research conducted for 14 weeks in Science Teaching Laboratory Applications-I course. The data were analysed by a descriptive analysis method. It has been evidenced that science-related hermeneutical perspectives of the pre-service science teachers have developed as a result of the problem-based scenario studies. Key words: hermeneutics, hermeneutical perspective, scenario-based learning, science education, pre-service science teacher.

scholarly journals Challenges Faced by Pre-service Science Teachers during the Teaching and Learning Process in Turkey

2017 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Zeynep Başkan Takaoğlu
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Activities ◽  
Case Study Design ◽  
Prospective Science Teachers

Pre-service teachers’ first experiences and ideas prior to application affect their teaching activities. For this reason, it is aimed to determine transferring the experiences and ideas of prospective science teachers before lesson activities and its development with lesson activities. The study was carried out with 29 third year prospective teachers who attended the course named Laboratory Application II and undergraduate students at the Department of Science Education at Karadeniz Technical University during 2012-2013 spring semesters. The study was conducted by case study design. Thirty-minute lesson activities were carried out by them. Reflective writings constituted by candidates, lesson observations and plans were used as data collecting tools. They were examined through inductive thematic analyze. When compared before and during lesson activities process, it was determined that pre-service teachers’ perception, ideas or application had changed at some concepts. This case might be a proof of development of pre service teachers’ professional skills doing practice.

scholarly journals Sciences Teacher Education Curriculum Re-alignment: Science Education Lecturers’ Perspectives of Knowledge Integration at South African Universities

2018 ◽  
Vol 7 (1) ◽  
pp. 52 ◽  
Author(s):  
Kwanele Booi ◽  
Mamsie Ethel Khuzwayo
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Curriculum Design ◽  
Knowledge Integration ◽  
Common Ground ◽  
Science Curriculum ◽  
Resistance To Change ◽  
Sampling Strategy ◽  
Academic Knowledge ◽  
Minimum Requirements

A qualitative case study was conducted at six purposively sampled universities; out of a population of approximately23 universities. This sampling strategy was based on selecting some universities that became Universities ofTechnology during the process of merging Higher Education Institutions (HEIs) while other universities kept theiridentity; currently being referred to as Traditional Universities. In-depth interviews and analysis of curriculumdocuments were used as sources of data acquisition to address the aim and questions explored by this study explored;necessitated by the need to implement Minimum Requirements for Teaching Education Qualification (MRTEQ)policy guidelines. The sampled universities’ identities were concealed and pseudonyms were assigned to participantsfor ethical reasons. Qualitative methods were applied for data analysis. Findings revealed that for some institutions’integration of sub-disciples of science curriculum led to contestations and debates resulting from differentphilosophical perceptions held by subject specialists in the curriculum design process. Knowledge integrationcontinues to be a contested field in universities that typifies resistance to change. Some participants demonstrated apositive disposition towards knowledge integration models which they used in curriculum development. This studyconcludes that a collaborative and collegial deliberation among science education lecturers and experts in variousknowledge domains could be a way to find common ground on issues highlighted in this study. Re-thinking andre-conceptualising knowledge organisation for science academic knowledge are appropriate to the needs of schoolcurriculum and benefit science teachers with knowledge and competences for knowledge impartation, skills andvalues in the subject.

scholarly journals Augmented Reality in Science Education: An Application in Higher Education

2021 ◽  
Vol 9 (3) ◽  
pp. 136-148
Author(s):  
Ozkan Yilmaz
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Learning Environment ◽  
Research Approach ◽  
Education Students ◽  
Written Text ◽  
Study Results ◽  
Software Interfaces ◽  
Questionnaire Form ◽  
Effective Use

Effective usage of augmented reality(AR) depends on good integration into the learning environment. Based on a qualitative research approach, this study investigates the effects of using AR technologies in science education to support the effective use of AR. Students’ experiences of AR were gathered using a prepared questionnaire form. Within the scope of science education, AR was used in a university-level chemistry course. Using theme analysis, descriptive themes were created by analyzing the content of completed questionnaires in written texts. Descriptive expressions obtained from the written text were determined by free coding. These codes were then matched with appropriate themes and illustrated in the form of branched trees. The study results demonstrated that AR is an optimal tool for teaching abstract subjects that do not feature direct observation and examination in science education. Students also have positive opinions about the use of AR in other courses in science education. Another important result from this study revealed that AR software interfaces require improvements to be suitable as teaching material. In addition, several recommendations have been presented for the better integration of AR into the learning environment.

scholarly journals PRAGMATIC TRANSFER IN APOLOGY EMPLOYED BY ENGLISH EDUCATION STUDENTS OF ISLAMIC STATE UNIVERSITY (UIN) RADEN FATAH

2019 ◽  
Vol 7 (2) ◽  
pp. 151
Author(s):  
Tiara Eliza
Keyword(s):  
Social Status ◽  
English Education ◽  
Mother Tongue ◽  
Islamic State ◽  
State University ◽  
Education Students ◽  
Study Program ◽  
Written Discourse ◽  
Pragmatic Transfer ◽  
Qualitative Descriptive

This study intends to find out and to describe apology strategies made by the sixth and eighth semester students of English Education Study Program of Islamic State University (UIN) Raden Fatah Palembang, and to explain how the pragmatic transfer interferes the apology strategies. This study used a qualitative descriptive design. Written discourse completion tasks and observation by doing a role play were used as the instruments to obtain the data. There were 66 students selected as the subjects of study. The data obtained were analyzed based on the classification of apology strategy proposed by Olshtain and Cohen (1983). As result, it was found that there were five apology strategies made by the students, for example, using the word sorry to express regret was considered the most frequently used strategy. Then, the result also showed that the speakers who have low social status tend to use polite strategy in all levels of social relationships (strangers and acquaintances). For the speakers who have high social status and equal tend to use less polite and casual expressions, respectively. Moreover, some students use some pragmatic transfers in expressing apology strategies influenced by their L1 (mother tongue) or L2 (Indonesian) culture.

scholarly journals The Effects of Using Kahoot! on Understanding the Concept of Mathematical Symbols in Higher Education

2021 ◽  
Vol 13 (3) ◽  
pp. 1539-1545
Author(s):  
Molli Wahyuni ◽  
Mohammad Fauziddin ◽  
Lussy Midani Rizki
Keyword(s):  
Mathematics Education ◽  
Conceptual Understanding ◽  
Media Analysis ◽  
Education Students ◽  
Study Program ◽  
Mathematical Symbols ◽  
Education Study ◽  
Before And After ◽  
Post Test ◽  
Paired T Test

This research was motivated by the condition of Mathematics Education students who were unfamiliar and unable to read and use these mathematical symbols correctly. This study aimed to examine the effect of Kahoot! game media on students’ understanding of concepts, especially on mathematical symbols. The population of this study was students of the Mathematics Education Study Program at Pahlawan Tuanku Tambusai University. At the same time, the research sample was 100 people obtained through random sampling, namely students who attended the introduction of mathematical symbols. The data was collected by taking a mathematical understanding test before and after using the Kahoot game media. Analysis of the data used was the paired t-test. The results showed a difference in the pre-test and post-test scores of students’ conceptual understanding, where the significance value was 0.05%.

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