scholarly journals Profile of Undergraduate Students as Prospective Science Teachers in terms of Science Literacy

2020 ◽  
Author(s):  
Tulus Junanto ◽  
Muhammad Akhyar ◽  
Budiyono ◽  
Nunuk Suryani
Keyword(s):  
Science Teachers ◽  
Undergraduate Students ◽  
Science Literacy ◽  
Prospective Science Teachers

scholarly journals Challenges Faced by Pre-service Science Teachers during the Teaching and Learning Process in Turkey

2017 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Zeynep Başkan Takaoğlu
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Activities ◽  
Case Study Design ◽  
Prospective Science Teachers

Pre-service teachers’ first experiences and ideas prior to application affect their teaching activities. For this reason, it is aimed to determine transferring the experiences and ideas of prospective science teachers before lesson activities and its development with lesson activities. The study was carried out with 29 third year prospective teachers who attended the course named Laboratory Application II and undergraduate students at the Department of Science Education at Karadeniz Technical University during 2012-2013 spring semesters. The study was conducted by case study design. Thirty-minute lesson activities were carried out by them. Reflective writings constituted by candidates, lesson observations and plans were used as data collecting tools. They were examined through inductive thematic analyze. When compared before and during lesson activities process, it was determined that pre-service teachers’ perception, ideas or application had changed at some concepts. This case might be a proof of development of pre service teachers’ professional skills doing practice.

scholarly journals Prospective Science Teachers’ Learning Independency Level on Blended Learning

2020 ◽  
Vol 1462 ◽  
pp. 012070
Author(s):  
WWW Brata ◽  
C Suriani ◽  
H Simatupang ◽  
S Siswanto ◽  
FTM Panggabean
Keyword(s):  
Blended Learning ◽  
Science Teachers ◽  
Prospective Science Teachers

scholarly journals Pre-Service Teachers’ Knowledge and Their Beliefs Towards Inclusive Education: Implications for Teacher Education Programme

2020 ◽  
Vol 6 (1) ◽  
pp. 119-129
Author(s):  
Olateju Oluwayemisi Ruth ◽  
Okanlawon Ayoade Ejiwale ◽  
Fakokunde Jubril Busuyi
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Science Teachers ◽  
Undergraduate Students ◽  
Special Education Teachers ◽  
Sampling Technique ◽  
Education Programme ◽  
Disadvantaged Students ◽  
Tertiary Institution ◽  
Struggling Learners

Today’s classrooms in Nigerian schools are witnessing heterogeneous student populations. With this current classroom nature, teachers feel generally ill-prepared and are unwilling to accommodate disadvantaged students. According to research findings, unfortunately, disadvantaged students were usually excluded during classroom instruction. Consequently, this resulted in reduced learning opportunities, stigmatization and social exclusion. Thus, this paper investigated pre-service teachers’ level of knowledge about inclusive education and explored their beliefs towards inclusive education. To achieve these objectives, a descriptive study design was adopted. The sample for the study consisted of 166 pre-service science teachers who were drawn from the population of special education undergraduate students from a tertiary institution using the stratified random sampling technique. The study utilized two validated questionnaires, Teachers’ Knowledge about Inclusive Education Test (TKIET), and True-False Twenty-one-Item Test and Teachers’ Belief towards Inclusive Education (TBIS) which is structured on a 5-point Likert scale to elicit the information from the respondents. The data collected were analyzed using descriptive statistics. The results of the study indicated that (1) pre-service teachers had a moderate knowledge about inclusive education and (2) pre-service teachers held positive beliefs about the effectiveness of inclusive education. Major conclusions which arise from this study are that pre-service special education teachers in Nigeria had moderate knowledge about inclusive education. In spite of their moderate knowledge about inclusive education they exhibited positive beliefs about the effectiveness of inclusive education.       Keywords: disadvantage students, struggling learners, adaptive instruction, curriculum modification, inclusive education

scholarly journals An investigation of prospective science teachers' socio-scientific argumentation processes in terms of metacognition: A causal-comparative study

2017 ◽  
Vol 7 (4) ◽  
pp. 547-582 ◽  
Author(s):  
Ayşe Öztürk
Keyword(s):  
Science Teachers ◽  
Comparative Research ◽  
Quantitative Methods ◽  
Scientific Argumentation ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Significant Difference ◽  
Planning Decision ◽  
Causal Comparative ◽  
Prospective Science Teachers

This study attempts to investigate through causal-comparative research whether socio-scientific argumentation processes of prospective science teachers (PSTs) who had high and low socio-scientific argumentation skills differed from each other in terms of metacognition. The research was conducted with a total of 45 PSTs, 24of whom had high socio-scientific argumentation skills, and 21 had low socio-scientific argumentation skills. Data were gathered using qualitative and quantitative methods. Research results indicated that the PSTs with high socio-scientific argumentation skills displayed more metacognitive behaviors when compared to the PSTs with low socio-scientific argumentation skills and that they used more metacognitive strategies with regard to many components such as planning, decision-making, evaluation, monitoring, and organizing. Furthermore, a statistically significant difference was detected between the scores of the PSTs' metacognitive awareness skills in favor of the PSTs with high socio-scientific argumentation skills. These results demonstrated that the two groups with different socio-scientific argumentation skills differed from each other in terms of metacognition and that the PSTs with high socio-scientific argumentation skills were better in regard with metacognition.

scholarly journals Identifying the prospective science teachers’ understanding towards entrepreneurial skills

2020 ◽  
Vol 15 (4) ◽  
pp. 699-726
Author(s):  
Berrin Samanci ◽  
Tufan Inaltekin ◽  
Arzu Kirman Bilgin
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Great Majority ◽  
State Universities ◽  
Survey Method ◽  
Vast Number ◽  
Entrepreneurial Skills ◽  
Content Analysis Method ◽  
Almost All ◽  
Prospective Science Teachers

The aim of this study is to examine the prospective science teachers’ understanding towards entrepreneurial skills.  This study, which 146 prospective science teachers of 3rd grade at two state universities in Turkey have participated in, is carried out through the survey method. The data of the research are gathered with “Entrepreneurship Test (ET)”. The acquired data are analyzed by using the content analysis method. It is observed that the relation between entrepreneurship and economy is particularly explained with several characteristics by about one third of prospective teachers, whereas the vast majority of them are unable to establish this relation or give meaningless replies as a result of the research. However, it is found out that the great majority of the prospective teachers are able to explain upon the opportunities of entrepreneurship on the basis of the cultural structure of society. It is seen that very few prospective teachers emphasize on creativity and innovation important in regarding to using entrepreneurial skill. Nevertheless, it is observed that integration of the prospective teachers’ sense of entrepreneurship with technology is inadequate. In addition, it is understood that the vast number of the prospective teachers are incompetent about how they will be able to use the nature and environment when they put their opinions into practice (in the process of business establishment). Moreover, it is revealed that very few candidates are aware of performing the operations such as determining the business idea, making a preliminary assessment of the business idea and questioning the feasibility of the business idea. Furthermore, it is determined that almost all candidates do not have information about the process and content of preparing a business plan. These results show that the prospective science teachers’ understanding towards entrepreneurial skill is quite weak. Keywords: Science, the prospective teacher, the entrepreneurship skill.

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