scholarly journals Choices of pre-service science teachers laboratory environments: Hands-on or hands-off?

2018 ◽  
Vol 10 (1) ◽  
pp. 41-51
Author(s):  
Hasan Ozgur Kapici ◽  
Hasan Akçay
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Service Science ◽  
Attractive Alternative ◽  
Science And Technology Education ◽  
Virtual Lab ◽  
Online Laboratory ◽  
Hands On ◽  
Scientific Reasoning Skills

AbstractLearning in laboratories for students is not only crucial for conceptual understanding, but also contributes to gaining scientific reasoning skills. Following fast developments in technology, online laboratory environments have been improved considerably and nowadays form an attractive alternative for hands-on laboratories. The study was done in order to reveal pre-service science teachers’ preferences for hands-on or online laboratory environments. Participants of the study were 41 pre-service science teachers who were enrolled in a 13-week course on laboratory applications in science education. Findings showed that more than half of the pre-service science teachers would prefer to use hands-on laboratory environments for both conceptual teaching in their classrooms and to develop their students’ science process skills. The reasons behind their choices are discussed.Keywords: Online lab, hands-on lab, virtual lab, science and technology education, pre-service science teachers.* ADDRESS FOR CORRESPONDENCE: Hasan Özgur Kapıcı , Yıldız Teknik Ünivesitesi, Istanbul, TurkeyE-mail

scholarly journals Choices of pre-service science teachers laboratory environments: Hands-on or hands-off?

2018 ◽  
Vol 10 (1) ◽  
pp. 41
Author(s):  
Hasan Ozgur Kapici ◽  
Hakan Akcay
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Service Science ◽  
Attractive Alternative ◽  
Science Process Skills ◽  
Online Laboratory ◽  
Hands On ◽  
Scientific Reasoning Skills

Learning in laboratories for students is not only crucial for conceptual understanding but also contributes to gaining scientific reasoning skills. Following fast developments in technology, online laboratory environments have been improved considerably and nowadays form an attractive alternative for hands-on laboratories. The study was done in order to reveal pre- service science teachers’ preferences for hands-on or online laboratory environments. Participants of the study were 41 pre-service science teachers who were enrolled in a 13 weeks course on Laboratory Applications in Science Education. Findings showed that more than half of pre-service science teachers would like to prefer to use hands-on laboratory environments for both conceptual teaching in their classrooms and to develop their students’ science process skills. The reasons behind their choices are discussed.

scholarly journals The Effects of Scientific Reasoning Skills, English Language Proficiency and other Factors on the Acquisition of Chemistry Content Knowledge

KIMIKA ◽  
2016 ◽  
Vol 27 (2) ◽  
pp. 28-37
Author(s):  
Manolito, Jr. G. Ybañez ◽  
Charmaine Sagayap ◽  
Vic Marie I. Camacho
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Language Proficiency ◽  
Scientific Reasoning ◽  
English Language ◽  
English Language Proficiency ◽  
Primary Language ◽  
Significance Level ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

This paper aims to examine the effects of English Language Proficiency, Scientific Reasoning Skills, and other factors such as primary language at home, subject interests, type of school graduated, family monthly income, and available studying materials on acquisition of Chemistry content knowledge of fifty-four (54) randomly selected pre-service science teachers from a state university. Using One-way Analysis of Variance (ANOVA) and Pearson r formula, the results of this 2-way interaction showed an F ratio of 1.025 with a significance level of 0.445. This finding is significant as it implies that combined high levels of English language proficiency and reasoning skills enhance students’ abilities to learn science content. In addition, a significant main effect for the variable scientific reasoning skills, an F ratio of 0.550 with a significance level of 0.815 show that English Proficiency does not significantly affect the Chemistry Skills of the Science Students. Science Reasoning Skills is correlated with Chemistry performance. Further, higher scientific reasoning skills are attributed to better Chemistry Skills. Primary language significantly affects language proficiency while subject interest affect the students skills in subject areas.

scholarly journals PROMOTING PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING

2017 ◽  
Vol 16 (4) ◽  
pp. 459-471
Author(s):  
Mehmet Demirbağ ◽  
Sevgi Kingir
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Service Science ◽  
Chemistry Laboratory ◽  
First Year ◽  
Dialogic Teaching ◽  
Instructional Activities ◽  
Audio Recordings ◽  
Before And After ◽  
Conceptual Difficulties

In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers’ conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers’ conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers’ understanding about boiling. Keywords: dialogic teaching, conceptual change, boiling topic, pre-service science teachers.

scholarly journals Pre-service Science Teachers’ Conceptual Understanding of Integrated Science Subject: A Case Study

2019 ◽  
Vol 1204 ◽  
pp. 012104 ◽  
Author(s):  
N Winarno ◽  
A Widodo ◽  
D Rusdiana ◽  
D Rochintaniawati ◽  
R M A Afifah
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Service Science ◽  
Integrated Science ◽  
Science Subject

Assessing Pre-Service Science Teachers’ Scientific Reasoning Competencies

2018 ◽  
Vol 50 (6) ◽  
pp. 2305-2329 ◽  
Author(s):  
Moritz Krell ◽  
Christine Redman ◽  
Sabrina Mathesius ◽  
Dirk Krüger ◽  
Jan van Driel
Keyword(s):  
Science Teachers ◽  
Scientific Reasoning ◽  
Service Science

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.

scholarly journals Effects of Modeling Instruction Professional Development on Biology Teachers’ Scientific Reasoning Skills

2018 ◽  
Vol 8 (3) ◽  
pp. 119 ◽  
Author(s):  
Andria Stammen ◽  
Kathy Malone ◽  
Karen Irving
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Scientific Reasoning ◽  
Teacher Interviews ◽  
Science Courses ◽  
Modeling Instruction ◽  
Before And After ◽  
Reasoning Skills ◽  
Teachers Training ◽  
Scientific Reasoning Skills

International assessments have revealed that students in numerous nations lack scientific reasoning skills. Science teachers who support students’ scientific skill development through the use of authentic practices provide students with tools needed for success in future science courses. Teachers training focused on pedagogy that supports student scientific reasoning development is particularly important as some studies have also suggested that pre-service teachers have a tendency to display a lack of scientific reasoning skills. Additionally, few studies exist that assess teachers’ scientific reasoning skills, including the effectiveness of professional development to strengthen teacher scientific reasoning abilities over time. To help fill this gap, this study examines the effects of a Modeling Instruction in a biology workshop on teachers’ scientific reasoning skills. In addition to teacher interviews, focus groups, and writing samples, data from Lawson’s Classroom Test of Scientific Reasoning (LCTSR) were collected from teachers before and after the workshop. The results suggest that the three-week Modeling Instruction in the biology workshop contributed to gains in in-service teachers’ scientific reasoning, and thus provides evidence that the teachers in this study are more prepared to help develop similar skills with their own students as they engage in the Modeling Instruction curriculum.

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