scholarly journals The Effect of Learning Module Using, Cognitive Conflict Strategies on Secondary Pre-service Science Teachers Conceptual Change about Tide

2017 ◽  
Vol 10 (1) ◽  
pp. 26-37
Author(s):  
Jae-Hyung Jo ◽  
Jun-Ho Son ◽  
Jin-Yeo Song ◽  
Ji-Hyun Jung ◽  
Jong-Hee Kim
Keyword(s):  
Conceptual Change ◽  
Science Teachers ◽  
Cognitive Conflict ◽  
Service Science ◽  
Learning Module ◽  
Conflict Strategies

scholarly journals THE EFFECT OF CONCEPTUAL CHANGE TEXTS ENRICHED WITH METACONCEPTUAL PROCESSES ON PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING OF HEAT AND TEMPERATURE

2016 ◽  
Vol 15 (6) ◽  
pp. 693-705
Author(s):  
Nejla Yürük ◽  
Pınar Eroğlu
Keyword(s):  
Conceptual Change ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Elementary Science ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Service Science ◽  
Conceptual Change Text ◽  
Post Test ◽  
Conceptual Change Texts

The purpose of this research was to compare the effect of conceptual change texts enriched with metaconceptual processes with the effect of refutational and expository texts on pre-service science teachers’ conceptual understanding of heat and temperature. The durability of the effect of the texts on pre-service science teachers’ conceptual understanding was also examined. A pre-test- post-test experimental research design was employed. One hundred and five pre-service teachers who were enrolled in an Elementary Science Teacher Education Program of a public university located in Turkey participated in this research. They were randomly assigned to three treatment groups each of which read a different type of texts. Heat and Temperature Concept Test (HTCT) was administered as a pre-test, post-test and delayed test to assess the participants’ conceptual understanding of heat and temperature concepts. The results show that the conceptual understanding of pre-service teachers who read conceptual change text enriched with metaconceptual processes was significantly better than that of the other groups and this significantly positive effect did not diminish eight weeks after reading the texts. Key words: conceptual change text, metaconceptual processes, heat and temperature, pre-service science teachers.

An Analysis of Motivation factors to Career decision of Pre-service Science Teachers

2019 ◽  
Vol 19 (11) ◽  
pp. 407-423
Author(s):  
MinJi Jang ◽  
◽  
TaeSub Jung ◽  
YoungHwan Jang ◽  
HeeJu Maeng ◽  
...  
Keyword(s):  
Science Teachers ◽  
Career Decision ◽  
Service Science ◽  
Motivation Factors

scholarly journals A content analysis of pre-college lesson plans on human evolution

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Rebecca L. Hite
Keyword(s):  
Best Practices ◽  
Social Science ◽  
Conceptual Change ◽  
Science Teachers ◽  
Human Evolution ◽  
Indirect Evidence ◽  
Lesson Plans ◽  
Multiple Sources ◽  
College Science ◽  
American Science

Abstract One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in most American science standards, human evolution is nevertheless taught as an engaging context for understanding complex evolutionary processes among pre-college science students. Therefore, pre-college science teachers seek out human evolution content experts (e.g., Smithsonian Institution, NOVA, ENSI) to procure curricula (lesson plans) to teach these concepts in their classrooms. For students to accurately understand human evolution, research recommends lesson plans employ a diversity of direct and indirect evolutionary evidence, infused with social science perspectives related to the nature of science (NOS) and/or socioscientific issues (SSI) to foster necessary conceptual change. Given such empirical affordances of using multiple sources of evidence and integrated social science perspectives to foster conceptual change in teaching human evolution, it is unknown to what extent these attributes are present in lesson plans created by these entities and targeted to pre-college science teachers. To ascertain to what extent pre-college lesson plans on human evolution employ these research-based best practices, this paper analyzed 86 lesson plans created by 18 entities with content expertise in human evolution concepts that had developed online pre-college lesson plans. Among the sampled lesson plans, less than one third (29%) presented a combination of direct and indirect evidence. Further, a mere 17% incorporated elements of NOS, where SSI (like historical (n = 3) and racial (n = 1)) perspectives were fewer. In sum, findings suggest available resources are deficient in fostering the conceptual change necessary for pre-college students to fully understand human evolution concepts. This study evidences a continued need to ensure best practices are incorporated into human evolution lesson plans created for pre-college teachers.

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