The Promotion of Cross-Curricular Problem Solving Abilities of Pre-Service Science Teachers through Cooperative Learning

<em>Inquiry-based science teaching (IBST) can be realized with a help of different educational technologies. An educational project carried out at Lithuanian University of Educational Sciences used a framework of cross-curricular (biology, chemistry and physics) learning content, learning concepts (learning through cooperation, PBL) and learning method (a nine phase cycle of project activities with self-evaluation at the end of each phase). A case study of application of cross-curricular relationships while teaching pre-service science (biology, chemistry and physics) teachers at Lithuanian University of Educational Sciences was carried out. Quantitative and qualitative methods were used, together with observation of activities of 120 respondents (pre-service teachers) in learning through cooperation. The results revealed that PBL based on cross-curricular content provided suitable conditions for reaching higher levels of problem solving abilities. </em>

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An investigation of problem-solving skills of pre-service science teachers

Educational Research and Reviews ◽

10.5897/err2016.3054 ◽

2016 ◽

Vol 11 (23) ◽

pp. 2108-2115 ◽

Cited By ~ 3

Author(s):

Bahtiyar Asiye ◽

Can Bilge

Keyword(s):

Problem Solving ◽

Science Teachers ◽

Service Science ◽

Problem Solving Skills

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Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

Higher Education Studies ◽

10.5539/hes.v7n3p103 ◽

2017 ◽

Vol 7 (3) ◽

pp. 103

Author(s):

Fatma Sasmaz Oren

Keyword(s):

Science Teachers ◽

Research Data ◽

Service Science ◽

Teaching Skills ◽

Structured Interviews ◽

Science Courses ◽

Use Of Technology ◽

The Subject

This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor’s observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher’s expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.

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USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

Journal of Baltic Science Education ◽

10.33225/jbse/19.18.158 ◽

2019 ◽

Vol 18 (2) ◽

pp. 158-170 ◽

Cited By ~ 5

Author(s):

Burcu Alan ◽

Fikriye Kirbağ Zengin ◽

Gonca Keçeci

Keyword(s):

Problem Solving ◽

Science Teachers ◽

Service Science ◽

Control Group ◽

Problem Solving Skills ◽

Teaching Knowledge ◽

Mixed Method Design ◽

Post Test ◽

And Control ◽

Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

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