The Development and Validation of an Instrument of Prospective Science Teachers’ Perceptions of Scientific Literacy

This study intended to measure prospective science teachers' scientific literacy through a conservation course on a natural resource topic. The natural source as the research object was golobe, an endemic plant in Maluku which has been consumed as the traditional medicine by the local community, which was studied for its chemical properties. Golobe is believed to have the properties to cure diseases. The lab testing revealed that golobe contains alkaloids, flavonoids, terpenoids, steroids, polyphenols, antioxidants and antibacterial properties. The scientific knowledge based on the lab report was reconstructed using the Science Integrated Learning (SIL) model. The obtained laboratory test results were matched up with the indigenous knowledge of the golobe. The indigenous knowledge of local community on golobe was converted to be the scientific knowledge. Then, the result of reconstruction was applied as the basis of Conservation Education course material development. The research target included prospective science teachers joining the Conservation Education course. The assessed scientific literacy consisted of (1) knowing scientific questions; (2) exploring; (3) identifying scientific evidence; (4) laboratory work; (5) drawing up conclusions; (6) communicating, and (7) demonstrating. Prospective teachers have owned the seven components of scientific literacy after studying natural resource conservation materials. The research concluded that the use of the knowledge reconstruction of Golobe in the North Loloda Tribe, North Maluku, Halmahera Archipelago has an impact on the development of prospective teachers’ scientific literacy.

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Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v6i2.p167-179 ◽

2016 ◽

Vol 6 (2) ◽

pp. 167 ◽

Cited By ~ 2

Author(s):

Mohammed Yousef Mai ◽

Mahizer Hamzah

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Science Teachers ◽

Technological Knowledge ◽

Pedagogical Knowledge ◽

Information And Communications Technology ◽

Primary Science ◽

Pedagogical Content ◽

Technology Application ◽

Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

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The Development and Validation of the Social Enterprise of Science Index (SESI): An Instrument to Measure Grasp of the Social-Institutional Aspects of Science

SAGE Open ◽

10.1177/21582440211016411 ◽

2021 ◽

Vol 11 (2) ◽

pp. 215824402110164

Author(s):

Joanna K. Huxster ◽

Matthew H. Slater ◽

Asheley R. Landrum

Keyword(s):

Scientific Literacy ◽

Social Enterprise ◽

Ease Of Use ◽

Social Structures ◽

Short Version ◽

Scientific Enterprise ◽

Science Index ◽

The Social ◽

Valid Instrument ◽

Development And Validation

Significant gaps remain between public opinion and the scientific consensus on many issues. We present the results of three studies ( N = 722 in total) for the development and testing of a novel instrument to measure a largely unmeasured aspect of scientific literacy: the enterprise of science, particularly in the context of its social structures. We posit that this understanding of the scientific enterprise is an important source for the public’s trust in science. Our results indicate that the Social Enterprise of Science Index (SESI) is a reliable and valid instrument that correlates positively with trust in science ( r = .256, p < .001), and level of education ( r = .245, p < .001). We also develop and validate a six question short version of the SESI for ease of use in longer surveys.

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Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education

Education Sciences ◽

10.3390/educsci11060272 ◽

2021 ◽

Vol 11 (6) ◽

pp. 272

Author(s):

Outi Haatainen ◽

Jaakko Turkka ◽

Maija Aksela

Keyword(s):

Science Education ◽

Science Teachers ◽

Self Efficacy ◽

Online Survey ◽

Teaching Method ◽

Survey Study ◽

Integrated Education ◽

Integrated Science ◽

Teachers Perceptions ◽

Key Factor

To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.

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Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

ECNU Review of Education ◽

10.1177/2096531120966782 ◽

2021 ◽

pp. 209653112096678

Author(s):

Guihua Zhang ◽

Yuanrong Li ◽

George Zhou ◽

Sonia Wai-Ying Ho

Keyword(s):

Teacher Education ◽

Science Education ◽

Science Teacher ◽

Nature Of Science ◽

Science Teachers ◽

Scientific Literacy ◽

Survey Design ◽

Science Teacher Education ◽

Teaching Behaviors ◽

Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

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