scholarly journals PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN

2021 ◽  
Vol 6 (4) ◽  
pp. 263
Author(s):  
Annisa Nur Khasanah ◽  
Riezky Maya Probosari ◽  
Sri Widoretno ◽  
Nurma Yunita Indriyani
Keyword(s):  
Science Teachers ◽  
Rating Scale ◽  
Lesson Plan ◽  
Group Discussion ◽  
Lesson Plans ◽  
Service Science ◽  
Learning Approach ◽  
Low Carbon ◽  
Stem Learning ◽  
Learning Plan

The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.

scholarly journals Learning how to plan a science lesson: An exploration of pre-service science teacher reflection in online microteaching

2021 ◽  
Vol 2104 (1) ◽  
pp. 012017
Author(s):  
Z Haryanto ◽  
N F Sulaeman ◽  
A Nuryadin ◽  
P D A Putra ◽  
S A Putri ◽  
...  
Keyword(s):  
Quantitative Analysis ◽  
Science Teachers ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Group Discussion ◽  
Service Science ◽  
Science Lesson ◽  
Pedagogical Content ◽  
Self Reflection ◽  
Major Shift

Abstract As a compulsory approach in shaping pre-service teachers for Technological Pedagogical Content Knowledge (TPACK), microteaching is either essential and challenging. During the COVID-19 pandemic, the shift from offline to the online microteaching course had occurred. This major shift drives the change of planning science lessons. Our research examined how pre-service science teachers designed and reflected their planning on a 30-minute microteaching unit. The participants of our study were four groups of pre-service science teachers that consisted of five students. The participants were pre-service science teachers from two national universities in Indonesia that were chosen by purposive sampling. The data was collected through the lesson plan, self-reflection to the lesson plan, and group discussion. We conducted both qualitative and quantitative analysis on research data for content analysis. The qualitative analysis dealt with the themes and patterns of the theme, while quantitative analysis dealt with the duration and frequency of the theme. Based on the analysis, the single domains such as CK, PK, TK were shown in the lesson plan. However, the complex domain of TPACK was rarely seen. The group discussions revealed that teacher educators need to become specific and explicit about which technology is being infused to support learning. It is significant to enhance the TPACK during planning in online microteaching classes and conduct further study of the implementation of this planning in the lesson.

scholarly journals PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SOCIO-SCIENTIFIC ISSUES AND THEIR VIEWS ABOUT NUCLEAR POWER PLANTS

2016 ◽  
Vol 15 (5) ◽  
pp. 642-652
Author(s):  
Hasan Ozgur Kapici ◽  
Genc Osman Ilhan
Keyword(s):  
Focus Group ◽  
Science Teachers ◽  
Energy Production ◽  
Nuclear Power ◽  
Power Plants ◽  
Nuclear Power Plants ◽  
Group Discussion ◽  
Service Science ◽  
Group Discussions ◽  
Teachers Attitudes

There is not a common attitude in a society for socio-scientific issues (SSI) such as whether to use nuclear power plants for energy production. Within this respect, the aim of the research is to examine pre-service science teachers’ and pre-service social studies teachers’ attitudes toward SSI and to reveal their views about setting up nuclear power plants in their country. The participant of research is 120 pre-service teachers. Firstly, Attitudes toward Socio-scientific Issues Scale (ATSIS) was implemented and then, focus group discussions were done with five students from each department separately so as to understand their views about nuclear power plants. Findings revealed that whereas pre-service teachers are eager to learn more about SSI, they have anxiety about it due to religion, moral and ethical perspectives. In addition, whereas both groups of pre-service teachers have some common views about nuclear power plants, pre-service science teachers do not have more positive views about having nuclear power plants in their country. Key words: attitude towards socio-scientific issues, focus group discussion, pre-service teachers, nuclear energy.

scholarly journals Implementing Task-based Learning (TBL) for Learning German in Indonesia

2021 ◽  
Author(s):  
Dewi Kartika Ardiyani
Keyword(s):  
Lesson Plan ◽  
Learning Task ◽  
Lesson Plans ◽  
Language Teachers ◽  
Learning Goals ◽  
German Language ◽  
Learning Approach ◽  
Planning Model ◽  
Modern Learning ◽  
The Right

An effective approach is needed to implement life-based learning and improve students’ capability in mastering and using the German language. A task-based approach is one such method that supports learning that prioritizes life-based learning. Gradually arranged assignments and exercises are expected to help develop the learner’s German language competence. Appropriate tasks and exercises should be selected so that learning objectives could be achieved optimally. Therefore, this research is expected to optimize the quality of learning through a task-based learning approach in accordance with modern learning guidelines that prioritize the improvement of German language teachers’ capabilities in Indonesia. The current study used a qualitative research design to see the effectiveness of the task-based learning approach with the Rückwärtsplanung planning model for learning German in Indonesia. Data were taken from 30 German-language teachers from all over Indonesia who took part in the e-workshop task-based learning with the researchers themselves and other collaborators. The data used is a lesson-plan document prepared by the teachers to study the outcomes of lesson plans that were created with a task-based learning approach. The results of the study showed that most of the lesson plans prepared by the teachers had not yet fully adapted the task-based learning approach of the Rückwärtsplanung planning model. Teachers had difficulty determining the right exercises for the assigned task, so the exercises do not support the achievement of learning goals. Keywords: life-based learning, task-based learning, Rückwärtsplanung

scholarly journals Gender Responsive Pedagogy: Practices, Challenges & Opportunities - A Case of Secondary Schools of North Wollo Zone, Ethiopia

2019 ◽  
pp. 1-17
Author(s):  
Mollaw Abraha ◽  
Asrat Dagnew ◽  
Amera Seifu
Keyword(s):  
Science Teachers ◽  
Role Model ◽  
Lesson Plan ◽  
Group Discussion ◽  
Classroom Interaction ◽  
Instructional Materials ◽  
Female Role Model ◽  
Responsive Pedagogy ◽  
North Wollo ◽  
Do So

The purpose of the current study was to examine the general secondary school (GSS) science teachers’ gender responsive pedagogy (GRP) implementation status. To do so, descriptive survey research design was employed.  Teachers, department heads and school principals were taken as respondents of the study comprehensively. And students were also participants of the study conveniently. Questionnaire, interview, and focus group discussion (FGD) were considered as the principal data collection tools. The collected data was analyzed both qualitatively and quantitatively: the data collected through questionnaire was analyzed via mean, std., one sample t-test.  And the data gathered by open ended items, interview, and FGD as well was analyzed via words, phrases, statements and narration.  The analyzed data noted that GSS science teachers of the North Wollo Zone had facilitated GRP fairly.  Thus, they found as effective in relation to language usage, classroom setups, classroom interaction, and addressing sexual harassment. To do so, availability of qualified school supervisors and principals, and realization of new education training policy (NETP) were considered as possible opportunities.  However, teachers as well ineffective to prepare gender responsive (GR) lesson plan, to prepare and use GR instructional materials and to have GR management of sexual maturation.  This vanity of teachers was sourced from ranges of challenges: economic, culture, school and teacher related.  Therefore, extra support in natural sciences should be given for girls beginning from lower primary education; Confidence building dialogues through involvement of female role model need to be initiated in schools; Gender based counseling, information and remedial learning programs like tutorial classes should be strengthened in schools; Since they used as experience sharing center, gender-sensitive expansion of ICT facilities, including computer labs and internet delivery infrastructure should be expanded in schools.

scholarly journals Improving Teacher's Ability in Developing Innovative RPP During The Covid-19 Pandemic Through Academic Supervision Program in SMAN 1 Puloampel Academic Year 2020/2021

2021 ◽  
Vol 4 (1) ◽  
pp. 13-26
Author(s):  
Rohadi Rohadi
Keyword(s):  
Character Education ◽  
Science Teachers ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Added Value ◽  
Teacher Competence ◽  
Research Subjects ◽  
Average Value ◽  
Implementation Plans

This School Action Research (PTS) aims to improve the ability of teachers to develop innovative lesson plans through academic supervision (individual scientific and technical supervision models) during the COVID-19 pandemic. This research was conducted in four stages, namely planning, implementation, observation and reflection, and was carried out in two cycles. The research subjects were 4 science teachers and 4 social studies teachers in my school, namely SMAN 1 Puloampel, Serang district, Banten province. The components of the innovative RPP assessment consist of formulating indicators, formulating learning steps (KBM), allocating time, determining learning resources, formulating teaching methods, and formulating assessments while the innovations that are expected in making the RPP are RPPs that can produce, combine, have added value, something new and answers problems and is integrated with Strengthening Character Education (PPK), oriented to HOTS or improving students' higher thinking skills and having 21st-century skills. In the first cycle, the researcher observed an increase in teacher competence in making innovative lesson plans. The results of observations of individual RPP assessments in the first cycle showed an average value of 68.4%. In the second cycle, the teacher's average value increased in making lesson plans, which was 77.6%. While the classical lesson plan completeness assessment from cycle I and cycle II showed a good average value of 73%. This proves that academic supervision can improve the ability of teachers in preparing innovative RPP (Learning Implementation Plans).

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.

scholarly journals RESEARCH ON THE PSEUDO-SCIENTIFIC BELIEFS OF PRE-SERVICE SCIENCE TEACHERS: A SAMPLE FROM ASTRONOMY-ASTROLOGY

2014 ◽  
Vol 13 (3) ◽  
pp. 381-393
Author(s):  
Aysun Oztuna Kaplan
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Group Discussion ◽  
Phenomenological Approach ◽  
Study Data ◽  
Service Science ◽  
Individual Interviews ◽  
Preservice Science Teachers ◽  
Open Coding ◽  
Question Form

The purpose of this study was to determine perceptions embraced by preservice science teachers on astrology, which is defined as a pseudo-science. It also aimed to reflect their abilities to distinguish between science and pseudo-science through the examples of astronomy – astrology. Twenty-nine grade 4 preservice teachers studying Science Education participated in the study. Among the qualitative research patterns, the phenomenological approach was used for the study. Data were collected through an open-ended question form, group discussion records, and research assignments, while individual interviews were conducted where necessary. Open coding was used for the evaluation of the data, and the validity of the study was obtained through verifications of preservice teachers on themes and theories during the interviews. The findings of the study showed that a vast majority of preservice teachers perceived astrology as a field of science or a subfield of astronomy. Quite a few preservice teachers expressed that astrology was a nonscientific field and that knowledge obtained through astrology could not be considered as scientific knowledge. Key words: astrology, astronomy, pre-service science teachers, pseudo-science, science.

Evaluating the Psychometric Qualities of a Rating Scale to Assess Pre-Service Teachers’ Lesson Plan Development in the Context of a Secondary-Level Music Performance Classroom

2018 ◽  
Vol 66 (3) ◽  
pp. 338-358 ◽  
Author(s):  
Dorothy J. Musselwhite ◽  
Brian C. Wesolowski
Keyword(s):  
Music Education ◽  
Teacher Effectiveness ◽  
Rating Scale ◽  
Lesson Plan ◽  
Music Performance ◽  
Secondary Level ◽  
Lesson Plans ◽  
Partial Credit Model ◽  
Study Results ◽  
Content Specialists

The purpose of this study was to evaluate the psychometric quality (i.e., validity and reliability) of a rating scale to assess pre-service teachers’ lesson plan development in the context of secondary-level music performance classrooms. The research questions that guided this study include: (1) What items demonstrate acceptable model fit for the construct of lesson plan development in the context of a secondary-level music performance classroom? (2) How does the structure of the rating scale vary across items? and (3) Does differential severity emerge for academic administrators or music education content specialists across items? Using multiple teacher effectiveness frameworks, the lesson plans in this study were evaluated using a 4-point Likert-type rating scale (e.g., strongly agree, agree, disagree, strongly disagree) consisting of five domains: (a) instructional planning, (b) instructional delivery, (c) differentiated instruction, (d) assessment uses, and (e) assessment strategies. Secondary-level school administrators ( n = 8) and music education content specialists ( n = 8) rated 32 lesson plans using a balanced incomplete assessment network. The multifaceted Rasch measurement partial credit model was used in this study. Results suggest higher rater severity among administrators than music specialists. Of the 68 potential pairwise interactions examined in the study, 5 (7.4 %) of those were found to be statistically significant, which indicates that 5 raters demonstrated differential severity across at least one lesson plan. Implications for student teacher preparation, teacher effectiveness, and the validity of measures are discussed.

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