scholarly journals Literasi Digital Calon Guru Sains di Universitas Islam pada Masa Pandemi Covid-19

2021 ◽  
Vol 5 (2) ◽  
pp. 91-109
Author(s):  
Pandu Jati Laksono
Keyword(s):  
Social Media ◽  
Science Teacher ◽  
Science Teachers ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Theoretical Understanding ◽  
Critical Dimensions ◽  
Learning Patterns ◽  
Learning Platform ◽  
Prospective Science Teachers

The covid-19 pandemic has caused changes in learning patterns that lead to technology-based learning activities. Digital literacy in 21st century learning has become inseparable during a pandemic. The purpose of this study was to investigate the digital literacy of prospective science teachers at the Islamic University in Palembang during the Covid-19 pandemic with basic chemistry courses. This study uses a descriptive qualitative method by survey of 100 prospective science teachers in various science-based study programs such as chemistry, biology, and physics. The place of research was carried out at the Islamic University in Palembang. This study uses analysis consist of data reduction, data presentation and drawing conclusions. The results of the study show 1) understanding of digital literacy for science teacher candidates in obtaining 80% theoretical understanding, 30% use of social media, 72% use at home, and 30% use for communication. 2) the description of Belshaw's digital literacy elements is shown with cultural, cognitive, constructive, communicative, creative and critical dimensions in digital literacy. Research conclusions: 1) The theoretical understanding of digital literacy for science teacher candidates is good, mostly for social media, home use and communication. Belshaw's literacy element in digital literacy shows a change in learning patterns towards the digital era on the cultural dimension. Acceleration of access to knowledge on the cognitive dimension. Learning platform that supports the constructive dimension. Ease of communication on the communicative dimension. Constraints in formulating new findings on the creative and critical dimensions.

scholarly journals The Interrelation Among Course Mastery, Technology Integration Self Efficacy, and Technological Pedagogical Content Knowledge (TPACK) of Prospective Science Teachers

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Iana Zahwa ◽  
Sigit Saptono ◽  
Pramesti Dewi
Keyword(s):  
Technology Integration ◽  
Science Teacher ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
The Relationship ◽  
Prospective Science Teachers

Technological Pedagogical Content Knowledge (TPACK) is an important competency that must be had by prospective teachers to realize 21st-century learning. This study was aimed to analyze the relationship and the effect of course mastery and Technology Integration Self Efficacy (TISE) on TPACK of the prospective science teachers. This research was correlation research. By using regression analysis, the relationship between course mastery and TISE was analyzed on the TPACK of the science teacher candidates. Based on the analysis, it was known that the average of course mastery, TISE, and TPACK of prospective science teachers is good enough. Meanwhile, multiple regression tests were related to the relationship between course mastery and Technology Integration Self Efficacy (TISE) on TPACK of science teacher candidates simultaneously showed a strong correlation with the correlation coefficient (R) of 0.736 and R square of 0.542. It means there is an effect of course mastery and TISE on the TPACK of the prospective science teacher by 54.2%.

scholarly journals Prospective Science Teachers' Self-Assessments about the Use of Slowmation Approach in Teaching

2014 ◽  
Vol 1 (1) ◽  
pp. 91 ◽  
Author(s):  
Erhan Ekici
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Slow Motion ◽  
Structured Interview ◽  
Professional Lives ◽  
Spring Semester ◽  
Learning Skills ◽  
Self Assessments ◽  
Prospective Science Teachers

In the concept of this study, science teacher candidates prepared some animations regarding biology topics by using slow-motion technique. Following this process of animation making, how teacher candidates see extend of contribution of the process on education is examined. This study is carried out with 49 teacher candidates, who were taking general biology course in the spring semester of 2013-2014 academic years. The data of the research is collected by 8-item five point Likert-type slow-motion survey forms and semi-structured interview questions, developed by the researchers. As a result of the study, the teacher candidates reported that the slow-motion technique is an informative technique, which is instructive, useful, developing their creativity, enjoyable and stimulating to the course. As a result of the interviews made with teacher candidates, it is revealed that they are quite willing to use this technique in their professional lives as a teaching approach, which contribute to their learning skills, thus they want to implement this technique to their students as well.

scholarly journals Investigation of decision-making levels of science teacher candidates by using decision matrix in multiple cases

2019 ◽  
Vol 16 (3) ◽  
pp. 871-886
Author(s):  
Huseyin Yener
Keyword(s):  
Decision Making ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Self Esteem ◽  
English Summary ◽  
Data Collection Tool ◽  
Decision Matrix ◽  
Meaningful Relationship ◽  
Prospective Science Teachers

Decision matrix is one of the tools that can be used to make scientific decisions upon possessing multiple options at hand. The aim of this study is to examine prospective science teachers’ decision-making levels by using decision matrix when there are multiple options. Prospective science teachers (n=30) were participated in the study. As a data collection tool, decision matrix including 3 problem scenarios and Melbourne Decision Making Scale were used. Whether the data was distributed normally was examined among the factors of maintaining the same decision (not changing the decision from the beginning to the end by using two methods which are intuitive and decision matrix) and self-esteem levels of decision making, careful decision-making style, avoidant decision-making style, procrastination decision-making style and panic decision-making style. Kruskal Wallis test, which is one of the non-parametric tests was benefitted in the analysis of the data obtained. It was investigated whether there is a significant relationship among maintaining the same decision and self-esteem levels of decision making, careful decision-making style, avoidant decision-making style, procrastination decision-making style, panic decision-making style. Findings of the study revealed that there is no meaningful relationship between decision taken by using decision matrices and decisions taken by using intuitive methods which indicates that using decision matrices may lead more realistic solutions. ​Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Karar matrisleri öğrencilerin çoklu seçeneklerin olduğu durumlarda, bilimsel karar vermelerinde kullanılabilecek araçlardan biridir. Bu çalışmanın amacı; Fen bilgisi öğretmen adaylarının çoklu seçeneklerin olduğu durumlarda karar matrisi kullanarak karar verme düzeylerini incelemektir. Bu amaçla Fen bilgisi öğretmen adayları (n=30) ile çalışılmıştır. Veri toplama aracı olarak 3 problem senaryosunu içeren karar matrisi ve Melbourne Karar Verme Ölçeği kullanılmıştır. Verilerin normal dağılıp dağılmadığı aynı kararı devam ettirme (değiştirmeme) (sezgisel ve karar matrisi kullanarak) ve kendine güven, Dikkatli Karar Verme Stili, Kaçıngan Karar Verme Stili, Erteleyici Karar Verme Stili ve Panik Karar Verme Stili faktörleri arasında incelenmiştir. Verilerin normal dağılmamasından dolayı parametrik olmayan testlerden Kruskal Wallis testi kullanılmıştır. Aynı kararı devam ettirme (değiştirmeme) (sezgisel ve karar matrisi kullanarak) ve kendine güven, Dikkatli Karar Verme Stili, Kaçıngan Karar Verme Stili, Erteleyici Karar Verme Stili ve Panik Karar Verme Stili faktörleri arasında anlamlı bir ilişki olup olmadığı tespit edilmiştir. Araştırma bulguları faktörler arasında 0,05 düzeyinde anlamlı bir ilişki olmadığını ortaya koyar niteliktedir.

scholarly journals Investigation of environmental knowledge and environmental education self-efficacy levels of science teachers and teachers candidates

2020 ◽  
Vol 17 (1) ◽  
pp. 1228-1243
Author(s):  
Fatih GÜRBÜZ ◽  
Akın Aykut KONAKCI
Keyword(s):  
Environmental Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Knowledge Score ◽  
English Summary ◽  
Environmental Knowledge ◽  
High Level ◽  
The Universe

In this research, it is aimed to examine the environmental knowledge and environmental education self-efficacy levels of Science teachers and prospective science teachers in terms of various variables. In this context, screening model was used. The universe of the study consisted of the science teachers who work in Iğdır province in the 2016-2017 academic year and the 3rd and 4th class studying in the Science Teaching Department of the Faculty of Education at Bayburt University. The sample of the study consisted of 110 science teachers and 110 science teacher candidates determined by easily accesible sampling from the universe. The data collected in the study were analyzed in SPSS 25 package program and it was determined that the data collection tools of the research did not show normal distribution. Therefore, non-parametric tests KruskalWallis H and Mann Whitney U tests were used in the study. As a result of the analysis conducted in the research; it was found that science teachers had moderate self-efficacy level, science teachers had high level, environmental knowledge score averages were higher than science teachers, and science teacher candidates were on average level. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Araştırmada, fen bilgisi öğretmenlerinin ve fen bilgisi öğretmen adaylarının çevre bilgileri ve çevre eğitimi öz-yeterlik düzeylerinin çeşitli değişkenler açısından incelemek amaçlanmaktadır. Bu amaç kapsamında araştırmada tarama modeli kullanılmıştır. Araştırmanın evrenini 2016-2017 eğitim-öğretim yılında Iğdır ilinde görev yapan fen bilgisi öğretmenleri ve Bayburt Üniversitesi Bayburt Eğitim Fakültesi Fen Bilgisi Öğretmenliği Bölümündeki öğrenim gören 3. ve 4. sınıf öğrencileri oluşturmaktadır. Araştırmanın örneklemini ise evrenden “Kolay Ulaşılabilir Örnekleme” yoluyla belirlenmiş 110 fen bilgisi öğretmeni ve 110 fen bilgisi öğretmen adayı oluşturmaktadır. Araştırmada toplanan veriler SPSS 25. paket programına işlenmiş olup yapılan analizler neticesinde araştırmanın veri toplama araçlarının normal dağılım göstermediği belirlenmiştir. Bu yüzden araştırmada non-parametrik testler olan Kruskal Wallis H ve Mann Whitney U testleri kullanılmıştır. Yapılan analizler neticesinde araştırmada; fen bilgisi öğretmen adaylarının öz-yeterlik düzeyinin orta, fen bilgisi öğretmenlerinin ise yüksek düzeyde olduğu, çevre bilgi puan ortalamalarının fen bilgisi öğretmenlerinin orta seviyenin üzerinde, fen bilgisi öğretmen adaylarının ise orta seviyede olduğu saptanmıştır.

scholarly journals Knowledge Level and Self-Confidence on The Computational Thinking Skills Among Science Teacher Candidates

2019 ◽  
Vol 8 (1) ◽  
pp. 117-126
Author(s):  
Titik Rahayu ◽  
Kamisah Osman
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Quantitative Study ◽  
Teacher Candidates ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Self Confidence ◽  
Qualitative Approaches ◽  
Data Collecting ◽  
Level Of Knowledge

The trending topic in today's education is computational thinking skills which are used to help to solve complicated problems easier. This study aims to identify the level of knowledge and self-confidence of science teacher candidates (physics and biology) on computational thinking skills. The survey research design was used through a mixed-method approach by combining quantitative and qualitative approaches. The quantitative study involved 1016 randomly selected groups of science teachers whilein the qualitative study, eight science teachers were chosen based on the scores obtained from the quantitative study. The questionnaire was used as a quantitative data collecting technique to analyze descriptive statistics. Then, an interview was used as the qualitative data collecting technique and was analyzed through theme creation. The findings show that science teacher candidates have a high level of knowledge and self-confidence. The implication of this study is very important for teacher candidates because computational thinking can help to facilitate problems solving in everyday life. Teacher candidates need to be given knowledge and understanding of computational thinking skills, to have readiness and self-confidence in facing the challenges of the learning in the 21st-century

scholarly journals Prospective Science Teacher TPACK Skills in Preparing the Lesson Plans

2021 ◽  
Vol 8 (2) ◽  
pp. 132
Author(s):  
Dais Shopie Azizah ◽  
Dea Anjani Putri ◽  
Diah Mulhayatiah
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Learning Process ◽  
Industrial Revolution ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Use Of Technology ◽  
Library Research ◽  
Prospective Science Teachers

Prospective teacher education is faced with the issue of integrating technological pedagogical and content knowledge (TPACK). Prospective teachers are expected to become teachers who are skilled at teaching effectively, mastering content, and are able to utilize technology in the learning process. The ability of TPACK for prospective science teacher can be seen from the preparation of a lesson plan, because there are elements of pedagogy, content, and technology in it, and it is seen from the suitability of the lesson plans with the implementation of learning by teachers in the classroom. Moreover, in implementing science learning, students must apply a scientific attitude to support learning so that students not only understand the theory but also master real concepts. The purpose of this study was to analyze the skills of prospective science teachers to apply TPACK in preparing lesson plans so that the weaknesses and strengths could be identified. The research method used is library research, by examining several sources related to the skills of prospective science teachers in implementing TPACK through the preparation of the lesson plan. The results of the research showed that some prospective science teachers still lacked skills in using integrated technology in the preparation of lesson plans, and the implementation of learning was not optimal so that it became a big challenge that science teachers had to face in the industrial revolution 4.0. Implementing TPACK in the preparation of the lesson plan can improve the quality of learning. The advantages produced can be seen from the effectiveness of the learning process provided through the use of technology in learning.

Virtual Activities to Promote Multiculturalism and Sustainability of International Partnerships

2016 ◽  
pp. 572-588
Author(s):  
Jiyoon Yoon ◽  
Insoon Han
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Science Teacher Education ◽  
International Workshop ◽  
International Partnerships ◽  
International Partnership ◽  
Knowledge For Teaching ◽  
Global Science ◽  
Multicultural Diversity

This paper is a report on the findings of a study to measure the effects of virtual activities for promoting diversity/multiculturalism and sustaining international partnerships in science teacher education between the America and Korea. Partnership program website and international workshop are the virtual activities in this study to ensure continued collaboration between two countries. Journal and survey with the science teacher candidates, assessment methods the teacher candidates developed for their students, and the number of international partnership programs between two countries are the data resources in this study. Findings indicate that 1) the American and Korean teacher candidates learn diverse knowledge for teaching science after the virtual international activities; 2) they show more consideration on multicultural/diversity aspects as future global science teachers; and 3) these activities continuously improve international relationships between two countries.

scholarly journals Analysis of pre-service science teachers’ level of associating their chemistry knowledge with daily life and the relationship between these levels and their attitudes towards teaching science

2017 ◽  
Vol 14 (4) ◽  
pp. 4539
Author(s):  
Mustafa Uğraş ◽  
Selçuk Aydemir ◽  
Erol Asiltürk
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Daily Life ◽  
Science Teacher Education ◽  
Attitude Scale ◽  
Teaching Science ◽  
Survey Method ◽  
Chemical Knowledge ◽  
The Relationship

The aim of this study is to determine science teacher candidates’ (PSTs) levels of associating their chemistry knowledge with daily life and to examine the relationship between these levels and their attitudes towards teaching science. The study is a descriptive study conducted through the survey method. This study was carried out with 30 PSTs in the part of science teacher education at the College of Education in their final semester. As the data collection tools, an open-ended questionnaire, which was developed by Kıyıcı and Aydoğdu (2011), was applied to determine the PSTs’ levels of associating their chemical knowledge with daily life. Also, the “Science Teaching Attitude Scale” developed by Thompson and Shringley (1986) and adapted into Turkish by Özkan, Tekkaya and Çakıroğlu (2002) was used to determine PSTs’ attitudes towards teaching science. The data obtained from the open-ended questionnaire analyzed based on the three categories that were used by Vazquez-Alanso and Manassero-Mas (1999). Findings obtained from the data showed that PSTs’ level of associating their chemistry knowledge with daily life was low. Results of the statistical analyses showed that there was a significant relations between level of associating their chemistry knowledge with daily and their attitudes towards teaching science.

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