scholarly journals Preservice Science Teachers’ Perceptions of Artificial Meat in the Context of Socio-Scientific Issue

2021 ◽  
pp. 118-132
Author(s):  
Fatih AYDIN
Keyword(s):  
Science Teachers ◽  
Teachers Perceptions ◽  
Preservice Science Teachers ◽  
Scientific Issue

scholarly journals Examination of Preservice Teachers’ Perceptions about Evolution Course

2020 ◽  
Vol 10 (1) ◽  
pp. 102
Author(s):  
Zeha Yakar
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Teachers Perceptions ◽  
Theory Of Evolution ◽  
Preservice Science Teachers ◽  
Living Things

This is a study that explored 117 Turkish preservice science teachers’ views about evolution course. The data for the study were collected through a questionnaire that has open-ended questions. The preservice science teachers answered the questions by filling out the questionnaire at the beginning and end of the evolution course. Most of the preservice science teachers stated that they had many misconceptions and prejudice about the theory of evolution before taking this course. However, after taking it, they noticed that the theory of evolution is not only about human ancestors but it is related to all living things. Another important result of this study, as they have stated many times, evolution was a very interesting theory for them, and since meeting the theory, they had been asking too many questions to themselves and wondering and doing lots of research on it. All these results of this study show that evolution course was successful in engaging the preservice science teachers in evolution and enhancing their learning.

scholarly journals Indonesian Biology Teachers’ Perceptions about Socio-Scientific Issue-Based Biology Instruction

2021 ◽  
pp. 1-25
Author(s):  
Agung W. Subiantoro ◽  
David Treagust ◽  
Kok-Sing Tang
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
Development Program ◽  
Professional Development Program ◽  
Biology Teachers ◽  
Teachers Perceptions ◽  
Scientific Issue ◽  
Teacher Professional ◽  
Based Instruction

Abstract Promoting socio-scientific issue (SSI)-based instruction in Indonesian science classrooms requires competent science teachers. To understand teachers’ perceptions about the implementation of SSI-based instruction, a case study involving four biology teachers engaged in a teacher professional development program was conducted. The program consisted of four phases: reflection on teachers’ prior teaching experience and background knowledge, 3-day SSI-based teaching workshop, collaborative development and implementation of SSI-based learning in biology, and post-implementation reflections by teachers. Teachers’ perceptions were gathered via interviews and written reflections, which were analyzed qualitatively with an explanation building mode approach. Findings indicated a positive development along four dimensions: knowledge about SSIs and scientific literacy, the necessity of including SSIs in science instruction, situational factors related to addressing SSIs in class, and teachers’ attitude towards teaching SSIs. Further research needs to be conducted in Indonesian contexts to be able to extend the SSI teacher professional development program to different regions.

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

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
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

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

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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