scholarly journals BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017

2019 ◽  
Vol 18 (5) ◽  
pp. 732-747
Author(s):  
Jianqiang Ye ◽  
Dimei Chen ◽  
Lingxin Kong
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Teacher Research ◽  
Teaching Practice ◽  
Web Of Science ◽  
The United States ◽  
Industrialized Countries

In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers’ teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST. Keywords: science teacher research, bibliometric analyses, Web of Science.

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 An Argument for Reversing the Bases of Science Education - A Phenomenological Alternative to Cognitionism

2012 ◽  
Vol 5 (2) ◽  
pp. 185-199 ◽  
Author(s):  
Bo Dahlin ◽  
Edvin Østergaard ◽  
Aksel Hugo
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Science Teacher Education ◽  
Life Sciences ◽  
Phenomenological Approach ◽  
Scientific Models ◽  
Practice Of Science

This paper is a phenomenological critique of some of the basic notions informing much of the researchin and practice of science education (SE) today. It is suggested that the philosophical grounds of S Eare in need of three “reversals of primacy”: the ontological primacy of the perceptual lifeworld must replace that of abstract scientific models; the epistemological primacy of attentive practice must replace that of conceptual cognition; and the pedagogical primacy of cultivating competencies must replace that of imparting ready-made knowledge. Four arguments for a phenomenological approach to SE are presented and some consequences for the training of science teachers are discussed; some of which are already being implemented at the science teacher education of the Norwegian University of Life Sciences.

scholarly journals Comparative study of scientific literacy: Indonesian and Thai pre-service science teachers report

2020 ◽  
Vol 9 (2) ◽  
pp. 261
Author(s):  
R. Ahmad Zaky El Islami ◽  
Prasart Nuangchalerm
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Education Programme ◽  
Statistical Testing ◽  
Scientific Attitude ◽  
Teacher Students ◽  
Novice Science Teacher

The changing world needs literate citizens to live with creative society. This study aimed to compare science literacy of novice science teacher students from Thailand and Indonesia. Panel participants were 95 of Thai and 71 of Indonesian novice science teacher students who have been studying in the 1st and 2nd year of study in bachelor degree of science education programme. Data were collected by employed science literacy inventory; it was used for asking four components: content of science, context of science, science process, and scientific attitude based on local wisdom of Baduy’s society. Participants are freely considered in their perception. Results showed that Thai novice science teacher students had slightly better score than those Indonesian novice science teacher students, but statistical testing is not showed the differences. The future study is required to more investigation of how they promote science literacy in their school practicum.

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.

Whiteness as Property in Science Teacher Education

2018 ◽  
Vol 120 (1) ◽  
pp. 1-38
Author(s):  
Felicia Moore Mensah ◽  
Iesha Jackson
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Science Teachers ◽  
Elementary Science ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Methods Course ◽  
Teachers Of Color ◽  
Science Teacher Educators

Background/Context The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for the retention of Teachers of Color, such as science teachers, the picture becomes extremely serious when we understand teachers’ paths into and out of science and teaching. Purpose The purpose of the study is to analyze the experiences of preservice Teachers of Color (PTOC) enrolled in an elementary science methods course as they gain access to science as White property. Our analysis provides evidence that PTOC can break the perpetual cycle of alienation, exclusion, and inequity in science when they are given opportunities to engage in science as learners and teachers. In addition, we also offer insights regarding the role science teacher educators may play in preparing teachers and especially TOC for urban schools. Setting/Research Design The context of this study was a graduate-level preservice elementary science methods course at a large urban university in New York City. Multiple data sources included pre-post surveys, semester observation journals, final course papers, and a post-course questionnaire. Utilizing constructivist grounded during the initial phase of analysis and themes from critical race theory (CRT), our unique voices of color and positionalities allowed us to interpret the data from a CRT perspective and arrive at findings relevant to making science inclusive to PTOC. Conclusions/Recommendations In order to push the field of science teacher education toward social justice issues of access, opportunity, and enjoyment, efforts must focus on increasing representation of Teachers of Color in science education. The transformation of science teacher education to grant equitable learning experiences for Teachers of Color is needed. Further research on the experiences of science Teachers of Color, as well as Faculty of Color and their relationship with students, is highly encouraged. Both teacher preparation and science education must be open to interrogate and reveal structural forms of race, racism, and power that manifest through curriculum, structure, and pedagogy that cause alienation and exclusion for Teachers of Color. Therefore, we encourage science teacher educators to examine their own course curriculum, structure, and pedagogy through self-study and refection. Overall practices in teacher preparation must empower rather than impede progress toward important goals of CRT, and this may be achieved through building stronger relationships with PTOC and Faculty of Color across teacher preparation courses in support of these goals.

Science education: too much of too little.

1990 ◽  
Vol 258 (6) ◽  
pp. S3 ◽  
Author(s):  
R L Malvin
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Science Teachers ◽  
School Children ◽  
Scientific Literacy ◽  
Scientific Productivity ◽  
College And University ◽  
The Subject ◽  
University Scientists ◽  
Read Number

By all measures attempted, scientific literacy of the American public is sadly wanting. The vast majority of our secondary school children and adults have no knowledge of most of the basic terms or concepts of science. The reasons for this shortcoming are many but prominent among them are sadly deficient texts, teachers untrained in the subject matter they teach, and college and university scientists who divorce themselves from the problem, although probably deploring it. Our institutions are no aid. They reward scientific productivity (read: number of papers published per year and research dollars), not teaching. Some suggested cures are production of better texts, training of science teachers in the field in which they teach, and, most importantly, involvement of scientists in the process. We must be willing to spend some of our time with secondary school pupils and their teachers. All will gain from the experience.

scholarly journals Conceptions of science teachers about the use of ICT in teaching practice

2019 ◽  
pp. 58-71
Author(s):  
Maria Inês Ribas Rodrigues ◽  
Ludmylla Ribeiro Dos Santos
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
School Environment ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Developed Countries ◽  
School Science ◽  
Information And Communication

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers (one from each school). Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT (Information and Communication Technologies) in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil.   Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies.

scholarly journals Investigating the effect of STEM based laboratory activities on preservice science teacher’s STEM awarenessSTEM temelli laboratuvar etkinliklerinin fen bilgisi öğretmen adaylarının STEM farkındalıklarına etkisinin incelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 4275 ◽  
Author(s):  
Seda Gökbayrak ◽  
Dilek Karışan
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Laboratory Instruction ◽  
Science Laboratory ◽  
Laboratory Activities ◽  
Teacher Education Department

The rapid changes in science and technology have changed the traditional education concept by improving the accessibility of information. Current educational understandings require the application of flexible programs that respond to differences in the interests and abilities of the students and that can go into diversity within themselves. One of these approaches is the Science Technology Engineering and Mathematics (STEM) approach. This study  aims to explore the effect of  STEM based laboratory activities on preservice teachers STEM awareness. The study was conducted in science laboratory practices-I course, which is included in the undergraduate science teacher education program. Quasi-experimental research  method was used to investigate the study. Participants were consist of 50 third grade preservice science teachers from Yüzüncü Yıl University Science Teacher Education Department who take the Laboratory Instruction of Science Instruction-I course. FeTeMM awareness scale developed by Buyruk and Korkmaz (2014) was used as data collection tool. Based on the results of the dependent sample t-test scores, STEM-based science laboratory applications increased  the experimental group students' awareness of STEM.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBilim ve teknolojideki hızlı değişimler bilgiye ulaşım olanaklarını geliştirerek geleneksel eğitim anlayışını değiştirmiştir. Güncel eğitim anlayışları, öğrencilerin gözlenen ilgi ve yetenekleri doğrultusunda farklılıklara cevap veren ve kendi içinde çeşitliliğe gidebilen esnek programların uygulanmasını gerektirmektedir. Bu anlayışlardan biri olan STEM yaklaşımı ön plana çıkmaktadır. Araştırmada Fen bilgisi öğretmenliği lisans programında yer alan Fen Öğretimi Laboratuvar Uygulamaları-I dersinin STEM temelli etkinlikler ile yürütülmesi sürecinin öğretmen adaylarının STEM farkındalık düzeylerine etkisini ortaya çıkarmak amaçlanmaktadır. Bu amaçla nicel araştırma yöntemlerinden öntest-sontest eşitlenmemiş kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın örneklemi Van Yüzüncü Yıl Üniversitesi Fen Bilgisi Öğretmenliği Anabilim Dalı Fen Öğretimi Laboratuvar Uygulamaları-I dersini alan üçüncü sınıf 50 katılımcıdan oluşturmaktadır. Veri toplama aracı olarak Buyruk ve Korkmaz (2014) tarafından geliştirilen STEM farkındalık ölçeği kullanılmıştır. STEM temelli fen laboratuvarı uygulamaları sonrasında deney grubu öğrencilerinin STEM’ e yönelik farkındalık durumları ön test ve son test puanları arasındaki farkın anlamlılığına ilişkin bağımlı örneklem t testi sonuçlarına göre STEM temelli fen laboratuvarı uygulamalarının öğretmen adaylarının STEM farkındalıklarını artırmada anlamlı bir fark oluşturduğu görülmüştür.

scholarly journals INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING

2012 ◽  
Vol 45 (1) ◽  
pp. 10-18
Author(s):  
Petr Emanovský ◽  
Bronislava Štěpánková
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Science Teachers ◽  
Teaching Practice ◽  
Study Programme ◽  
Study Programs ◽  
Professional Science ◽  
The Difference ◽  
Science Teacher Training

The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palacký University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students’ expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper. Key words: initial teacher training, science subjects, innovation, evaluation.

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