scholarly journals Admission test analysis of pre-service math-science teacher based on its related factors

2021 ◽  
Vol 16 (3) ◽  
pp. 1154-1174
Author(s):  
Riskan Qadar ◽  
Muhamad Arif Mahdiannur ◽  
Nurul Fitriyah Sulaeman
Keyword(s):  
Cognitive Development ◽  
Science Teachers ◽  
Cognitive Factors ◽  
Screening Methods ◽  
Logical Thinking ◽  
Related Factors ◽  
Test Analysis ◽  
Admission Test ◽  
Pre Service Teacher ◽  
Multiple Mini Interview

The admission test of pre-service teachers uses a knowledge test that has not explored the non-cognitive factors. This study is focused on considering the basic abilities, logical thinking abilities, gender, level of cognitive development and the type of pre-service teacher programme. Moreover, other factors, such as motivation, role of life experiences and verification of logical thinking test result (TOLT), were also contemplated. This study applied TOLT to 281 pre-service math–science teachers from four different programmes. This study also developed a multiple mini interview modification with expert screening methods that have validity, reliability and homogeneity parameters based on Aiken's criteria. Our study provides an alternative to reformulate the selection test that combines paper-based tests with interviews as an admission test for pre-service teacher candidates. Our results also illustrate how gender and cognitive development affect the basic abilities based on their programme. Furthermore, admission tests should have balanced cognitive and non-cognitive factors.   Keywords: admission test; content-knowledge ability;  level of cognitive development;  logical thinking (TOLT);  multiple-mini interview (MMI);  teacher education.

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

Teachers and Students Perception of the Low Academic Performance of Senior High School Students in Integrated Science in Ghana

2021 ◽  
pp. 29-41
Author(s):  
Isaac Taylor ◽  
Isaac Sonful Coffie ◽  
Stephen Agyei ◽  
Justice Edusei Ackah
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Science Teachers ◽  
Teaching Style ◽  
Senior High School ◽  
School Students ◽  
Related Factors ◽  
Integrated Science ◽  
Senior High School Students

The purpose of this study was to determine school and teacher-related factors affecting low academic performance of senior high school students in integrated science in some selected districts in western region of Ghana. The research design used in this study is descriptive cross-sectional survey. The population of the study was made up of students and science teachers in selected senior high schools in the study area which comprises three districts; Ellembele District, Jomoro District and Nzema-East Municipal. A Sample of 342 students and 18 teachers were used for this study. In carrying out the study, a questionnaire was used as the main instrument for the data collected which were analyzed using descriptive statistics. From the results, it was seen that school-related factors causing poor performance in Integrated Science among students include; the inadequacy of facilities, poor state of existing facilities, general disturbances in class and the ineffective supervision of teaching. Moreover, inadequate number of science teachers, inability to complete syllabi, poor teaching style and little time spent in teaching were among the teacher-related factors which caused low academic performance in Science.

scholarly journals The Teacher of English: Pedagogic Relevance in Saudi Arabia

2011 ◽  
Vol 4 (2) ◽  
pp. 112 ◽  
Author(s):  
Intakhab Alam Khan
Keyword(s):  
Saudi Arabia ◽  
Teacher Training ◽  
Effective Teacher ◽  
Development Programs ◽  
Related Factors ◽  
Innovative Teaching ◽  
English Classes ◽  
Service Professional ◽  
Teaching Learning ◽  
Pre Service Teacher

The present paper attempts to explore the characteristics of an effective teacher of English. Some related factors such as qualification, attributes, roles, and professional ethics have also been dealt with. In Saudi Arabia, the teacher of English plays the most important role in the process of teaching/learning. There are so many factors such as L1 interference, parental attitude, home environment, schooling etc that are usually influential in the case of educational setting in general and English classes in particular. It is believed that if the teacher of English has undergone a pre-service teacher training it is better for the learners of Saudi Arabia. In the other case, those who have not attended pre-service teacher training, they should go for in-service professional development programs in order to equip them further for innovative teaching and educational output.

An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

2018 ◽  
pp. 1968-1983 ◽  
Author(s):  
Vicente Reyes Jr. ◽  
Christine Reading ◽  
Nadya Rizk ◽  
Sue Gregory ◽  
Helen Doyle
Keyword(s):  
Factor Analysis ◽  
Science Teachers ◽  
Teaching Practices ◽  
Exploratory Analysis ◽  
Service Science ◽  
Pedagogical Practices ◽  
Information Communication ◽  
National Project ◽  
Communication And Technology ◽  
Pre Service Teacher

Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.

Clinical features in three groups of drug dependent / Características clínicas en tres grupos de dependientes a drogas

2003 ◽  
Vol 2 (2) ◽  
Author(s):  
Emilio Sánchez – Hervás ◽  
Vicente Tomás Gradolí ◽  
Esperanza Morales Gallús ◽  
Reyes Del Olmo Gurrea ◽  
Noemi Molina Bou
Keyword(s):  
Change Processes ◽  
Addictive Behaviors ◽  
Related Factors ◽  
Test Analysis ◽  
Clinical Indicators ◽  
History Of ◽  
Primary Care Patients ◽  
Drug Dependent ◽  
Study Setting ◽  
Central Trend

Objetivo: analizar diversos indicadores clínicos (procesos de cambio, psicopatología e historial adictivo) en tres grupos de dependientes a drogas y, comprobar si el diagnóstico de dependencia a una sustancia concreta implica diferencias en tales indicadores. Diseño: estudio transversal Emplazamiento: Unidad de Conductas Adictivas de Catarroja. Area 9 de Salud de Valencia. Atención Primaria. Pacientes: se incluyen 107 pacientes en tratamiento divididos en tres grupos en función del diagnóstico de dependencia según criterios DSMIV: grupo de dependencia a alcohol (n=31), grupo de dependencia a heroína (n=31), grupo de dependencia a cocaína (n=45). Medición y resultados: se analizan las características sociodemográficas y clínicas de la muestra (análisis de frecuencias y medidas de tendencia central), se comparan los tres grupos de pacientes mediante análisis de varianza y prueba de Schfeé para comprobar diferencias intragrupo. No aparecen diferencias estadísticamente significativas en los indicadores de procesos de cambio y psicopatología. Sí aparecen diferencias en los indicadores correspondientes al historial adictivo: años de consumo, años de abuso, tratamientos anteriores (p=0.000) e ingresos hospitalarios (p=0.005). Conclusiones: Es posible que cuando los pacientes con diagnóstico de dependencia a sustancias realizan demanda de tratamiento, se diferencien en el proceso de evolución de su historial de consumo y factores relacionados, pero que sean similares respecto a otras características clínicas como la psicopatología y la motivación al tratamiento. Se señala la importancia de incluir protocolos de evaluación de diversos indicadores cuando los pacientes realizan demanda de tratamiento. AbstractObjective: to analyse various clinical indicators (change processes, psychophatology and addictive history) in three groups of employees to drugs and, to prove if the dependency diagnosis to a concrete substance implies differences in such indicative. Design: transverse study. Setting: Addictive Behaviors Unit of Catarroja. Area 9 of Health of Valencia. Primary Care. Patients: they are included 107 patients in treatment split into three groups in function of the diagnostic of dependence according to criteria DSM-IV: group of dependence to alcohol (n=31), group of dependence to heroine (n=31), group of dependence to cocaine (n=45). Measurements and results: the sociodemografic and clinic characteristics of the sample analysed (frequencies and measures analysis of central trend), the three groups of patients are compared through variance and test analysis of Schfeé to prove differences introgrup. There aren´t differences estadisticall meaningful in the indicators of change processes and psychophatology. On the other hand, there are differences in the corresponding indicators to the addictive history: consumption years, abuse years, previous treatments (p=0.000) and hospital income (p=0.005). Conclusions: It´s possible when the patients with diagnostic of dependence to substances demand treatment, they are differentiated in the evolution process of their history of consumption and related factors, but they´ll be similar with respect to other clinic characteristics as the psychophatology and the motivation to the treatment. It´s indicated the importance of including evaluation protocols of various indicative when the patients demand treatment. 

Dziecko w działaniu – refleksje praktyka

2015 ◽  
Vol 28 (1) ◽  
pp. 104-113
Author(s):  
Paulina Grzelecka
Keyword(s):  
Professional Development ◽  
Cognitive Development ◽  
Social Role ◽  
Preschool Education ◽  
Logical Thinking ◽  
Educational Toys

Being a refl ective practitioner is a task for a teacher and a tool for his real professional development. This article presents a teacher’s refl ection before action, focused on the goal of education, a refl ection in action, where the teacher is an observer, tutor and diagnostician, and a refl ection after action, where I analyzed children’s activity in classes with educational toys. For the teacher’s work I have described the possibility of diagnosing students cognitive development based on their social role; how do they build strategies of logical thinking; what is wrong with preschool education; and how to engage students in classes. This text is a result of taking a part in the project Laboratorium Wczesnej Edukacji.

scholarly journals An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

2016 ◽  
Vol 12 (4) ◽  
pp. 1-14 ◽  
Author(s):  
Vicente Chua Reyes Jr. ◽  
Christine Reading ◽  
Nadya Rizk ◽  
Sue Gregory ◽  
Helen Doyle
Keyword(s):  
Factor Analysis ◽  
Content Knowledge ◽  
Exploratory Factor Analysis ◽  
Science Teachers ◽  
Exploratory Analysis ◽  
Service Science ◽  
Pedagogical Practices ◽  
Information Communication ◽  
Communication And Technology ◽  
Pre Service Teacher

Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.

scholarly journals Non-cognitive factors in the development of combinatorial thinking in future elementary school teachers

2021 ◽  
Vol 117 ◽  
pp. 01002
Author(s):  
Aleksander I. Savenkov ◽  
Marina A. Romanova
Keyword(s):  
Elementary School ◽  
Academic Success ◽  
Elementary School Students ◽  
Psychosocial Development ◽  
Cultural Development ◽  
Reciprocal Relationship ◽  
Cognitive Factors ◽  
Mathematical Tasks ◽  
Logical Thinking ◽  
School Students

The article describes the study of the effectiveness of methodological techniques used in classes with students training to become teachers of mathematics in elementary schools in accordance with the methods of teaching mathematics to elementary school students. The methods proposed by the authors activate the mutual connection between logical thinking and several non-cognitive abilities of students. This reciprocal relationship is seen as a means to diagnose and develop students’ combinatorial abilities. The study uses testing methods with subsequent mathematical processing. The non-cognitive factors (level of general cultural development, general humanitarian training, features of the micro-environment, as well as the level of general psychosocial development, etc.) are assessed through the methods of academic success diagnostics, expert assessment of the level of general cultural development, and assessment of the level of psychosocial development. The obtained data were compared with the level of development of students’ logical thinking determined through the Raven test. The formative stage deployed original methodological methods allowing to stimulate students’ interest in composing textual mathematical tasks. The proposed methodological solutions to the problems of diagnosing and developing combinatorial thinking understood as a combination of logical thinking and several non-cognitive factors in future teachers show themselves effective. The proposed hypothesis is that composing textual mathematical tasks for elementary school students is an effective means of developing combinatorial abilities in students. The main conditions stimulating the effectiveness of non-cognitive factors are the increase in the level of an individual’s general cultural development, the expansion of their outlook, and the development of knowledge base, the creation of the “right” atmosphere for creativity, and stimulation of metaphorical thinking in the learning process.

Ecological Knowledge of Pre-Service Science Teachers: Conceptual Interrelationships and Association with Senior High School Strand

2021 ◽  
Vol 32 (4) ◽  
pp. 353-357
Author(s):  
John Rey Celades ◽  
◽  
Celso T. Navarette Jr ◽  
Jonafel Lyca Montebon ◽  
Emerose A. Colonia ◽  
...  
Keyword(s):  
High School ◽  
Science Teachers ◽  
Environmental Literacy ◽  
Senior High School ◽  
Service Science ◽  
Ecological Knowledge ◽  
Test Analysis ◽  
The Social ◽  
Study Results ◽  
Convenience Sampling

Ecological knowledge is one of the components of environmental literacy that refers to the ability of people to understand and apply acquired knowledge about ecology to achieve a grasp of how nature works and their interactions with the social system. This study aimed to determine pre-service science teachers’ level of ecological knowledge in Cebu City, Central Visayas, Philippines, and their relationship to their senior high school (SHS) strand. A validated 40-item multiple-choice Ecological Knowledge Test (Cronbach's α = 0.759) was administered to 66 pre-service science teachers selected through convenience sampling. The results were analyzed through descriptive statistics, one-sample t-test, analysis of variance, path analysis, and non-parametric correlation tested at a 95% confidence level. The study results revealed that the pre-service teachers had ‘Above Average’ knowledge of ecology and its major, related, and other concepts. These concepts did not have significant differences among them but showed a significant effect on ecological knowledge. SHS strand did not show significant association with the said knowledge. Therefore, the pre-service science teachers were ecologically and environmentally literate. To increase ecological knowledge continually, they should be exposed to ecological and environmental immersion to gain awareness and knowledge and develop an in-depth appreciation for the ecosystems.

Sign in / Sign up

Export Citation Format

Share Document