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 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 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 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.

Beliefs of preschool teacher candidates about the nature of science

2020 ◽  
Vol 8 (4) ◽  
pp. 774-783
Author(s):  
Güzin Özyılmaz ◽  
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Spring Semester ◽  
Teachers Beliefs ◽  
Aim Of Science ◽  
Academic Year

The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature

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 The Effect of Nature Education Activities on Biophilia Levels of Science Teacher Candidates

2021 ◽  
Vol 4 (4) ◽  
pp. 357-364
Author(s):  
Abdurrahman Sefalı ◽  
Esra Ozay Kose
Keyword(s):  
Science Teacher ◽  
Teacher Candidates ◽  
Research University ◽  
Environmental Science ◽  
Control Group ◽  
Spring Semester ◽  
Nature Education ◽  
Quasi Experimental ◽  
And Control ◽  
Dependent Samples

As a result of increasing the level of interest in living and living systems (biophilia), it will be possible to educate more protectionist individuals against nature and the environment. This study was conducted to investigate the effect of nature education activities on biophilia levels of science teacher candidates. This research was conducted at public research university in Bayburt, Turkey, in the Department of Science Education during the spring semester of the 2017-2018 academic year. The activities were done in an integrated manner to the Environmental Science course. The study group included a total of 62 science teacher candidates. These students were distributed equally to the experiment and control group. The study was used a quasi-experimental method with a group of experiments and control. In the study, the Biophilia Scale was applied as a data collection tool. Independent samples t-tests and dependent samples t-tests were used for analyzing the data. As a result of the analysis, the findings indicated that nature education and in-class activities positively affected teacher candidates' biophilia levels. The findings also indicated that the knowledge and experience they gained due to students' scrutiny, touching, smelling, and even tasting the species at in-class and nature activities affected their biophilia levels.

scholarly journals Determination of Prospective Science Teachers' Level of Knowledge about Thermodynamics and Their Reasoning with Daily Life Examples

2021 ◽  
Vol 4 (3) ◽  
pp. 298-308
Author(s):  
Eser Ültay ◽  
Ümmü Gülsüm Durukan ◽  
Neslihan Ültay
Keyword(s):  
Data Collection ◽  
Science Teachers ◽  
Environmental Problems ◽  
State University ◽  
Data Collection Tool ◽  
Spring Semester ◽  
Laws Of Thermodynamics ◽  
Level Of Knowledge ◽  
Faculty Of Education ◽  
Prospective Science Teachers

The aim of this study was to determine the relationship between environmental problems and thermodynamics of prospective science teachers. The study was conducted with the case study method. The sample consists of 74 senior prospective science teachers studying in Science Teaching Department in the faculty of education of a state university in Turkey in spring semester of 2018-2019 academic year. The first part of the data collection tool consisted of four open-ended questions and it was the form in which the prospective science teachers were asked to explain the laws of thermodynamics. In the second part of the data collection tool, there were eleven open-ended questions which were expected to be explained by the laws of thermodynamics of the given environmental problems. As a result of the study, prospective science teachers were found to have difficulty applying any laws of thermodynamics to a daily event or environmental problem.

scholarly journals Investigation of Pre-service Science Teachers’ Epistemological Beliefs

2019 ◽  
Vol 14 (1) ◽  
pp. 146-157
Author(s):  
Aslı Saylan Kırmızıgul ◽  
Oktay Bektas
Keyword(s):  
Science Teachers ◽  
Epistemological Beliefs ◽  
Structured Interview ◽  
Service Science ◽  
Epistemological Belief ◽  
Spring Semester ◽  
Classroom Activities ◽  
Development Levels ◽  
The Individual ◽  
Innate Ability

The study aims to determine pre-service science teachers’ epistemological beliefs. For this purpose, the research was carried out with the participation of five fourth grade pre-service science teachers enrolled at the education faculty of a university in Kayseri during the 2014-2015 spring semester. Phenomenology design was used and a semi-structured interview including 13 items was conducted for the data collection. The qualitative data were analyzed via content analysis by developing codes and themes based on the five epistemological belief categories. According to the findings, the pre-service science teachers’ epistemological belief categories can be put in order from the most sophisticated to the most naive as follows: ‘Omniscient authority’, ‘Certain knowledge and quick learning’, ‘Simple knowledge’, and ‘Innate ability’. The findings indicated that epistemological beliefs of the participants may be at different development levels for each category. Since they reflect the individual differences, epistemological beliefs should not be ignored in developing a program and in determining classroom activities. PSTs should acquire the necessary information about epistemological beliefs during their undergraduate in order to use effective teaching methods, assessment and evaluation techniques, and teaching materials, know how to manage the classroom and what the students should focus on during the learning process, and be aware of their students’ misconceptions in the future. Keywords: epistemological beliefs; pre-service science teachers; qualitative study; phenomenology

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