The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge

The purposes of this research were to develop Pre-service Science Teachers’ (PSTs) understanding and attitude towards science by teaching management through service learning. The participants of this study were 9 volunteer PSTs who enrolled in 15-week Science and Technology Project in School course in the universities in Bangkok. This course focused on PSTs’ application of knowledge about science project to solve problem via doing community service. The researcher gathered data from observation, journal entries, and artifacts in the first semester of academic year 2015. Moreover, informal interviews were used for clarification. For data analysis, the researchers analyzed data with descriptive statistics and content analysis. Findings showed that most PSTs had increased understanding in doing a science project in aspects of integration to other learning disciplines, role of students, and role of advisors. Moreover, PSTs also increased their attitude towards a science project due to the construction of knowledge by themselves, development of many skills, and generation of societal benefits. These findings were considered in terms of further designing other courses activities.

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Pre-service science teachers’ self-efficacy: The role of attitude, anxiety and locus of control

Australian Journal of Education ◽

10.1177/0004944116629807 ◽

2016 ◽

Vol 60 (1) ◽

pp. 26-41 ◽

Cited By ~ 5

Author(s):

Burcu Senler

Keyword(s):

Locus Of Control ◽

Science Teachers ◽

Self Efficacy ◽

Service Science

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Pre-service Science Teachers’ Conceptions of Sound and the Role of Task Value Beliefs

Science Education International ◽

10.33828/sei.v31.i3.8 ◽

2020 ◽

Vol 31 (3) ◽

pp. 295-303

Author(s):

Sundus Yerdelen ◽

◽

Semra Sungur ◽

Keyword(s):

Science Teachers ◽

Service Science ◽

Task Value

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Preservice Science Teachers' Discrimination Level of Science and Pseudoscience

Science Education International ◽

10.33828/sei.v29.i4.9 ◽

2018 ◽

Vol 29 (4) ◽

pp. 267-273

Author(s):

Murat Berat Uçar ◽

◽

Elvan Sahin ◽

Keyword(s):

Science Teachers ◽

Teacher Education Program ◽

Scientific Information ◽

Service Science ◽

Preservice Science Teachers ◽

Significant Difference ◽

Teachers Beliefs ◽

Discrimination Level ◽

Shed Light

This quantitative study aimed to examine Turkish pre-service science teachers’ beliefs regarding the demarcating between science and pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science teachers were examined based on the dimensions of the instrument, namely science as a process of inquiry (SCI), demarcating between science and pseudoscience, and pseudoscientific beliefs (PS). This study found that these pre-service science teachers generally did not hold strong beliefs on distinguishing science and pseudoscience. Their beliefs regarding SCI were not highly favorable. Moreover, this study revealed that they had some PS. Considering the role of gender and year in the program, the results of two-way MANOVA indicated that there was no statistically significant difference on the related belief constructs for these pre-service science teachers. Thus, the present study intended to shed light on pre-service science teachers’ mindsets about identifying accurate scientific information rather than pseudoscientific confusions that could aid preparing scientifically literate students. It was shown that their teacher education program did not facilitate favorable beliefs. This study highlights some potential areas for further exploration of addressing pre-service science teachers’ discrimination skills of science and pseudoscience.

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The "tipping point" for educational research: The role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research

Teaching and Teacher Education ◽

10.1016/j.tate.2020.103033 ◽

2020 ◽

Vol 90 ◽

pp. 103033 ◽

Cited By ~ 2

Author(s):

Liam Guilfoyle ◽

Orla McCormack ◽

Sibel Erduran

Keyword(s):

Educational Research ◽

Science Teachers ◽

Tipping Point ◽

Epistemic Beliefs ◽

Service Science

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Development of a Field-Based Chemistry Experiment Teaching Model to Strengthen Pre-Service Teachers’ Competence for Teaching Chemistry Experiments

Asia-Pacific Science Education ◽

10.1163/23641177-bja10037 ◽

2021 ◽

pp. 1-27

Author(s):

Sung Woo Bae ◽

Jae Hwan Lee ◽

Jongseok Park

Keyword(s):

Science Teachers ◽

Science Curriculum ◽

Service Science ◽

Flipped Learning ◽

Secondary Classrooms ◽

Teaching Chemistry ◽

Student Activities ◽

Chemistry Experiment ◽

Teaching Experiments

Abstract The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations of student activities. The FCE model minimized the role of the instructor by using flipped learning and cooperative learning, which enabled learners to construct class contents by themselves with topics aligned to the secondary science curriculum. Findings suggest the FCE model supports pre-service science teachers to acquire both knowledge and practical skills related to conducting and teaching experiments. Implications for pre-service science teacher preparation are discussed.

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Mentoring Reflective Practice In Pre-Service Teachers: A Reconstruction Through The Voices Of Australian Science Teachers

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v7i9.143 ◽

2010 ◽

Vol 7 (9) ◽

Author(s):

Paul A. De Ville

Keyword(s):

Critical Thinking ◽

Reflective Practice ◽

Science Teachers ◽

Degree Program ◽

Service Science ◽

Classroom Setting ◽

Bachelor Of Science ◽

Double Degree ◽

Australian Science ◽

The Voice

This paper explores the formative basis of the professional reflective practice of in-service science teachers through their reconstruction of their pre-service interaction with lecturing staff. It reports through the voice of graduates of the Bachelor of Science/Bachelor of Teaching double degree program of Avondale College, NSW who are currently practising in the classroom setting. Through these narratives the study focuses on mechanisms for the development of professional reflective modalities; and the levels of coherence between lecturers’ actual practice of reflective, critical thinking and in-service teacher’s conceptualisation of professional reflection that informs the development of their present professional reflective aptitudes, understandings and practices.

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