scholarly journals STUDENTS’ PERCEPTION OF LEARNING STEM-RELATED SUBJECTS THROUGH SCIENTIST-TEACHER-STUDENT PARTNERSHIP (STSP)

2019 ◽  
Vol 18 (4) ◽  
pp. 537-548 ◽  
Author(s):  
Hidayah Mohd Fadzil ◽  
Rohaida Mohd Saat ◽  
Khalijah Awang ◽  
Durriyyah Sharifah Hasan Adli
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Quantitative Data ◽  
Qualitative Methodology ◽  
Teaching Strategy ◽  
Student Perspective ◽  
Educational Benefits ◽  
Teacher Student ◽  
Career Opportunities ◽  
Qualitative Research Methodology

Science education is facing an immense challenge due to students’ lack of engagement with science education. This issue calls for a collaborative and integrative teaching strategy such as the Scientist-Teacher-Student Partnership (STSP). This research employed a qualitative research methodology supported by quantitative data, to explore students’ perceptions of learning science through STSP. It involved 125 students in Grade 10 from four schools, eight science teachers and seven scientists from a university situated in Kuala Lumpur. The data were collected through survey questionnaire and interviews. The collected qualitative data were analysed using constant comparative techniques and the quantitative data arising from the responses of the survey were calculated as mean scores and standard deviations. The findings showed that the tripartite collaboration brings educational benefits to all groups. Based on the student’ perspective, four (4) main themes emerged. The students found that 1) the partnership enriched their learning experiences, 2) they acquired procedural skills through hands-on experiments, 3) they had the opportunity to explore emerging topics in science, and 4) they were exposed to various career opportunities in STEM-related fields. This research has promoted greater articulation of STSP as a mechanism for educational reform in STEM. Keywords: authentic science, qualitative methodology, Scientist-teacher-student partnership (STSP), STEM.

The role of feedback in training psychiatrists

2019 ◽  
Vol 14 (4) ◽  
pp. 242-250
Author(s):  
Patricia S. Rubí González ◽  
Luis De la Barra Vivallos ◽  
Hardy Schaefer ◽  
Pablo Vergara-Barra
Keyword(s):  
Quantitative Research ◽  
Qualitative Methodology ◽  
Subjective Experience ◽  
Clinical Skills ◽  
Teaching Strategy ◽  
Content Type ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Adult Psychiatry ◽  
Student Relationship

Purpose Feedback is a tool that informs students about their learning process and facilitates necessary changes. It looks for the students’ own perceptions of their performance and how to improve it, developing permanent learning skills vital for autonomous practice. It is useful for improving one’s performance, clinical skills, communication and treatment of patients. If carried out improperly, it causes a lack of motivation and a collapse in the teacher–student relationship. The purpose of this paper is to analyze the perceptions and experiences of the residents and graduates of the psychiatry specialty at the Universidad of Concepción with respect to the feedback received on their performance during their training. Design/methodology/approach The study was conducted using a qualitative approach of an exploratory, descriptive and interpretative nature that was also based on Grounded Theory. Ten in-depth voluntary interviews were conducted with residents-in-training and graduates from within the last two years of the Adult Psychiatry specialty at the Universidad of Concepción. Subsequently, the data were codified to create a theoretical model. Findings The interpersonal teacher–resident relationship, when based on collaboration and an openness to dialogue, is fundamental in producing effective feedback. Research limitations/implications The limitations of this study were based mainly on the qualitative methodology used, so it is not possible to generalize the results. Although the above limitation, this study seems to reaffirm the importance of feedback for residents in training, so it would be advisable to reproduce it in various training contexts and extend it to the perception of the teachers involved. On the other hand, to follow this research line, it is essential to create instruments that facilitate the use of quantitative research methodology, which allows the generalization and comparison of results in different areas. Social implications This research opens a first line of research regarding subjective experience when receiving feedback, which will allow the creation of instruments to objectify how it is being developed in different educational contexts and to propose strategies to standardize its realization. Originality/value There are no other studies of this type published. The originality of this research was that beyond the mention made about the known characteristics that a feedback must have to be effective, the participants gave special emphasis to the fact that it is a social relationship, which should be based on a horizontal interaction between two actors, in addition to promoting dialogue and mutual involvement in the task that brings them together. Thus it is an effective teaching strategy, fulfilling the objective of motivating the learning and autonomy of the resident.

scholarly journals STEM Teachers’ Professional Development through Scientist-Teacher-Students Partnership (STSP)

2021 ◽  
Vol 10 (3) ◽  
pp. 357-367
Author(s):  
R. M. Saat ◽  
H. M. Fadzil ◽  
D. S. H. Adli ◽  
K. Awang
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Information Exchange ◽  
Scientific Information ◽  
Real Life ◽  
Cutting Edge ◽  
Educational Benefits ◽  
Qualitative Research Methodology ◽  
Teacher Students ◽  
Teachers Professional Development

Teachers are one of the most fundamental sources for the latest scientific information. However, many feel that teachers lack sufficient knowledge and skills to play this role, particularly in STEM, as STEM is related to more than one discipline. This study explores Scientist-Teacher-Students’ Partnership (STSP) as a professional development programme to enhance teachers’ understanding and conceptualization of the cutting-edge STEM knowledge and real-life applications of the STEM concepts. This study employed a qualitative research methodology, and it involved nine science teachers from four secondary schools and ten scientists from a university situated in Kuala Lumpur, Malaysia. Data were collected through observations made during activities and interviews. The collected data were analyzed using constant comparative data analysis techniques. Overall, the findings suggested that the tripartite collaboration brings educational benefits to all groups. From the perspective of teachers’ professional development, it was found that the partnership: (i) enhanced the teachers’ understanding of cutting-edge STEM knowledge; (ii) elevated their confidence and enthusiasm in STEM; and (iii) provide opportunities for information exchange and support through school-university networking. This study had promoted a more significant articulation of STSP as a mechanism for professional development in STEM education.

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

A Glance Portrayal of Science Education in Indonesia

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Science Education ◽  
General Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Asia Pacific ◽  
Professional Organizations ◽  
Curriculum Innovation ◽  
Global Science ◽  
Historical Developments

The goal of this work is to describe pre- and in-service science teacher education and science education research in Indonesia in an effort to better inform the global science education community about historical developments and present challenges. We begin by providing an historical overview of the general education system to provide readers with context needed to understand current reform initiatives. Next we describe the current-day process for preparing and certifying science teachers and we describe some of the challenges facing teachers, students, and researchers in Indonesia’s science education context today. We follow this discussion with an introduction to some existing professional organizations for teachers and researchers in Indonesia that are working to develop important channels for disseminating current research on teacher practice, curriculum innovation, and student learning that have the potential to positively influence on teaching and learning in the future. We conclude by highlighting some areas that would benefit from additional research and by inviting more international collaborative research initiatives with colleagues in the Asia-Pacific region and beyond.

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.

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

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.

scholarly journals Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities

2021 ◽  
Author(s):  
Betzabé Torres-Olave ◽  
Paulina Bravo González
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Educators ◽  
Political Knowledge ◽  
Sense Of Agency ◽  
Critical View ◽  
Counter Narratives ◽  
Science Teacher Educators

AbstractIn this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science teachers and science teacher educators when they are organised in sites of learning that can be spaces of hope, beginnings, and becoming, as is illustrated in the case of these two self-organised communities. Regarding the second layer, we discuss the value of dialogue and the possibilities it offers to develop ideas for science education in a way that might be democratising, emancipatory, and offering counter-narratives in a neoliberal Chile. By engaging in this dialogue revisiting the practices of our communities, we gained a sense of agency within the field of science education. However, we realised that we need to move towards a critical view within our communities, and more contextual and transformative science education by translating these sites of hope to our educational praxis today. For us, this relates both to developing a collective view of how to make science education provide pedagogical conditions and experiences for critical and engaged citizenship and thinking how we can act and engage with different settings in solidarity. One way of moving towards this is by developing a political knowledge of our disciplines through a collective scientific conscientisation. Our communities are the departure points to achieve this.

scholarly journals Creating a Sustainable Education Environment with Augmented Reality Technology

2021 ◽  
Vol 13 (11) ◽  
pp. 5851
Author(s):  
Damla Karagozlu
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Science Teachers ◽  
Structured Interview ◽  
Positive Effects ◽  
Education Environment ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Understanding Of Science ◽  
Class Interaction

As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.

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