The influence of time management behaviours before starting general physics laboratory-I experiments on academic  achievement in the course

The purpose of this study is to determine the time management behaviours before starting experiments in the laboratory environment and to find out whether such behaviours are influential on academic achievement in the laboratory course. Nine pre-service science teachers were observed for 9–11 minutes per week before starting experiments for 6 weeks. The findings were obtained through analysis of observation records and the time management behaviours before starting experiments by two domain experts. The pre-service teachers reading experiment leaflets prior to experiments were found to have a higher academic achievement level compared to those not reading them. In addition, a positive relationship was identified between academic achievement and the time management behaviour involving having textbooks, lecture notes and other sources about subjects present before experiments. Getting tools and materials before experiments, organising experiment desks, cooperation with groupmates and having experiment leaflets present were also found to influence academic achievement. Keywords: Time management, academic achievement, general physics laboratory-I, pre-service science teachers.

Download Full-text

Pre-service Science Teachers’ Perceptions toward Additional Instructional Strategies in Biology Laboratory Applications: Blended Learning

Science Education International ◽

10.33828/sei.v29.i2.3 ◽

2018 ◽

Vol 29 (2) ◽

pp. 88-95

Author(s):

Yusuf Ziya Olpak ◽

◽

Huseyin Ates ◽

Keyword(s):

Academic Achievement ◽

Blended Learning ◽

Instructional Strategies ◽

Science Teachers ◽

Structured Interview ◽

Achievement Test ◽

Service Science ◽

Teachers Perceptions ◽

Significant Difference ◽

Biology Laboratory

The purpose of this study was to examine pre-service science teachers’ perceptions toward additional instructional strategies in biology laboratory applications in the scope of blended learning. This study used a mixed-methods sequential explanatory design model and was conducted with 69 students who study in their 2nd year in the department of science education at a state university in Turkey. Academic achievement test, personal information form, student feedback form, semi-structured interview, and additional instructional strategies were used to collect the data. To determine students’ academic achievements, the scores obtained from the academic achievement test were used from a pre-test and post-test and additional instructional strategies (discussion question, reflection paper, task assignment, and quiz) were used. In addition, students’ views and satisfaction levels toward the course were examined. For data analysis, descriptive statistics, One-way ANOVA, and content analysis were used. The results of the study showed that students’ academic achievement scores showed a significant difference in terms of the additional instructional strategies. In addition, students’ evaluation scores and satisfaction levels about the learning process were high, but there was no significant difference in terms of additional instructional strategies. In the future, conducting similar studies with wider samples could be effective in terms of contributing to the relevant literature at different education levels and different disciplines.

Download Full-text

Pre-Service Science Teachers’ Skills to Express The Algorithms Used in Solving Physics Problems with Flowcharts (An Example From Turkey)

Jurnal Pendidikan Fisika Indonesia ◽

10.15294/jpfi.v16i1.21371 ◽

2020 ◽

Vol 16 (1) ◽

pp. 24-33

Author(s):

H. S. Kurt ◽

Z. Doğan

Keyword(s):

Problem Solving ◽

Science Teachers ◽

International System ◽

Reliability And Validity ◽

Service Science ◽

General Physics ◽

Quantitative Research Methods ◽

System Of Units ◽

Depth Analysis ◽

Physics Problems

Due to the nature of physics, problem-solving strategies are applied in some cases to teach many subjects. Problem-solving is a process that individuals use, not only in physics classes but also in every stage of life. An algorithm is a pathway to solving a problem or achieving a specific purpose. The purpose of this study is to identify how pre-service science teachers express the algorithms they utilize in the process of solving physics problems. The research design of the study was determined as survey design which is one of the quantitative research methods. The study was carried out with the number of 34 pre-service science teachers consisting of 1st and 3rd-year university students who took General Physics I and General Physics Lab I courses in the undergraduate program in science education at a state university. They were given three problems regarding classical mechanics and then asked to solve these problems and schematize their algorithms by using flowcharts. The International System of Units (SI) was used throughout the research. An evaluation was made by comparing the 3 algorithms of the solution, whose reliability and validity was ensured, and which was previously created with the help of 3 experts. In the study, descriptive survey model was used. Frequency tables were frequently used in the analysis of the data with the intent to present the study in the best way by doing an in-depth analysis. In the findings of the research, it was observed that pre-service science teachers had problems in expressing their algorithms and some of them could not express these algorithms at all. It was also observed that pre-service science teachers had difficulty describing the solutions they created while setting up the problem. However, it was observed that preservice science teachers who could illustrate their algorithms well were usually the ones who solved the problems correctly.

Download Full-text

Interdisciplinary Approach-Based Energy Education

Multidisciplinary Journal of Educational Research ◽

10.17583/remie.2019.3734 ◽

2019 ◽

Vol 9 (1) ◽

pp. 57

Author(s):

Gokhan Guven ◽

Yusuf Sulun

Keyword(s):

Academic Achievement ◽

Science Teachers ◽

Conceptual Understanding ◽

Interdisciplinary Approach ◽

Service Science ◽

Control Group ◽

Control Group Design ◽

Energy Education ◽

Quasi Experimental ◽

Post Hoc

The purpose of the current study is to investigate the effect of interdisciplinary approach-based energy instruction on pre-service science teachers’ academic achievement and conceptual understanding regarding the concept of energy. To this end, the current study was designed as a quasi-experimental study in line with the pretest-posttest control group design. The activities related to the concept of energy were conducted by using the interdisciplinary approach and the same activities were conducted by using the methods and techniques based on the existing approaches. A total of 66 pre-service science teachers participated in the study lasting for 10 weeks. In the analysis of the data, ANOVA/Post Hoc Test was used. As a result of the study, it was found that the use of the interdisciplinary instructional approach in teaching the concept of energy increased the pre-service teachers’ academic achievement and conceptual understanding more than the traditional approaches. Thus, it can be suggested that during the instruction of the energy concept, the features of this concept should be taught in a certain developmental order and the interdisciplinary approach should be used in the activities conducted to teach this concept.

Download Full-text

Influence of Pre-service Science Teachers’ Selection of Earth Science I, II in High School and College Major on their Self-perceived Attitude and Academic Achievement in General Earth Science Lecture

Journal of the Korean earth science society ◽

10.5467/jkess.2017.38.3.239 ◽

2017 ◽

Vol 38 (3) ◽

pp. 239-249 ◽

Cited By ~ 1

Author(s):

Hyunjin Shim ◽

Hyonyong Lee

Keyword(s):

High School ◽

Academic Achievement ◽

Science Teachers ◽

Earth Science ◽

College Major ◽

Service Science ◽

Selection Of

Download Full-text

THE EFFECT OF MICROTEACHING ON THE TEACHING SKILLS OF PRE-SERVICE SCIENCE TEACHERS

Journal of Baltic Science Education ◽

10.33225/jbse/14.13.789 ◽

2014 ◽

Vol 13 (6) ◽

pp. 789-801

Author(s):

Selda Bakır

Keyword(s):

Classroom Management ◽

Science Teachers ◽

Time Management ◽

Service Science ◽

Teaching Skills ◽

Study Analysis ◽

Negative Effects ◽

Written Responses ◽

Individual Interviews ◽

Self Confidence

This study was carried out on 97 participants using a mixed research design, in order to determine the effect of microteaching on the teaching skills of pre-service science teachers and to ascertain the opinions of pre-service teachers about the positive and negative effects of microteaching. Analysis of the data revealed that microteaching has a significant effect on teaching skills, and this effect can be seen under the areas of carrying out an introduction lesson, classroom management, time management and planning, effective communication and concluding the lesson, as well as issues which can be described as being related to self-confidence. In the qualitative section of the study, analysis of the data obtained from written responses and individual interviews with pre-service teachers about the positive and the negative effects of microteaching support the quantitative findings. Key words: microteaching, pre-service science teachers, teaching skills.

Download Full-text