scholarly journals PRE-SERVICE TEACHERS’ VIEWS ABOUT ECOSYSTEM-BASED FIELDWORK IN TERMS OF THE NATURE OF ENVIRONMENTAL EDUCATION, INVESTIGATIONS, SKILLS AND PROCESSES

2021 ◽  
Vol 20 (4) ◽  
pp. 622-638
Author(s):  
Leonard Molefe ◽  
Jean-Baptiste Aubin
Keyword(s):  
Environmental Education ◽  
Science Teachers ◽  
Science Curriculum ◽  
Freshwater Ecosystem ◽  
Process Skills ◽  
Scientific Process ◽  
Process Data ◽  
Problem Solving Skills ◽  
Science Process Skills ◽  
Scientific Investigations

Today science teachers are expected to understand the nature of environmental education, and be competent in skills, methods, and procedures relevant to a science discipline. The purpose of this research was to explore pre-service science teachers’ views with regard to environmental education, investigation conducted during a freshwater ecosystem studied, skills developed and the associated stepwise scientific process. Data were collected through a five-item questionnaire that included the characteristics of environmental education, types of scientific investigations, science process skills and the scientific process. 94 students that registered for a Bachelor of Education degree participated in this research. The results from statistical analysis of the teachers’ responses showed the importance of lifelong learning, involvement of community in environmental education and development of critical and problem-solving skills. However, most teachers could not provide correct scientific investigation they conducted during the freshwater study. Although there were no correlations between the investigation, science process skills and the associated scientific process, influence of the stepwise scientific process recommended in the science curriculum was evident in the teachers’ linking of form a hypothesis to observation. The findings imply that teachers face potential challenges in understanding of scientific investigations and the scientific process. Keywords: fieldwork, environmental education, pre-service teachers, science process skills, scientific investigations, stepwise scientific process

scholarly journals Exploring how science process skills blend with the scientific process: Pre-service teachers’ views following fieldwork experience

2021 ◽  
Vol 41 (2) ◽  
pp. 1-13
Author(s):  
Leonard Molefe ◽  
Jean-Baptiste Aubin
Keyword(s):  
Science Teachers ◽  
Research Question ◽  
Process Skills ◽  
Scientific Process ◽  
Process Data ◽  
Science Process Skills ◽  
Fieldwork Experience ◽  
Bachelor Of Education ◽  
Education Degree ◽  
Scientific Skills

In science education, only teachers that are competent in skills, methods and procedures relevant to a science discipline can help learners to develop scientific skills and processes associated with investigating natural phenomena. The purpose of this study was to explore views of pre-service science teachers with regard to science process skills that they had developed through various freshwater activities and the stepwise scientific process. Data were collected through a 4-part questionnaire that included various science process skills and the scientific process. Ninety-four 2nd- and 3rd-year pre-service teachers that registered for a Bachelor of Education degree participated in this study. The results from statistical analyses of the teachers’ responses to skills they had developed showed prominence of observing, yet the teachers failed to link observing and communication to formulating a research question. Similar challenges were also evident in designing experiments. While the teachers were able to link science process skills to hypothesising, they experienced relative challenges in linking relevant skills to observation and drawing conclusions and making inferences. The findings suggest potential challenges to teachers on fair testing investigations in terms of questioning, designing of experiments, drawing of associated conclusions and making inferences.

scholarly journals THE ROLE OF KNOWLEDGE MASTERY AND SCIENCE PROCESS SKILLS TO INCREASE THE SCIENTIFIC CREATIVITY

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Zulkarnaen Zulkarnaen ◽  
ZA Imam Supardi ◽  
Budi Jatmiko
Keyword(s):  
Significant Role ◽  
Creative Thinking ◽  
Coefficient Of Determination ◽  
Teaching Model ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
Science Process Skills ◽  
8Th Grade

The purpose of this research is to know how big the role of mastery of knowledge and science process skills to improve scientific creativity, using C3PDR teaching model, that is teaching model that encourage and utilize knowledge mastery, science process skill, creative thinking technique and motivation to improve student's scientific creativity. The data used are the results of pre-test and post-test of: the mastery of knowledge, scientific process skills and scientific creativity, as a result of the implementation of the model conducted in the 2015/2016 learning year. The sample of this research is 160 students of 8th grade divided into 5 classes in two schools in Samarinda city. The magnitude of the role is expressed by the coefficient of determination (r2) and the probability value (p). Scores of the mastery of knowledge, scientific process skills and scientific creativity are grouped into 5 levels. Data were analyzed using Kendall Tau test b. The results showed: 1) mastery of knowledge plays a significant role to increase of scientific creativity by 30% indicated by the mode r2> 0.3 and p mode <0.0001, in the weak category, 2) the science process skills play a significant role of 20% indicated by the mode r2> 0.20 and p mode <0.0001, in the weak category. Mastery of knowledge that plays a role in scientific creativity is the mastery of knowledge more broadly and in more detail. The science process skills that plays a role in scientific creativity is of determining the variables. How the role of mastery of knowledge and skills of scientific processes in enhancing scientific creativity is discussed in this article.

scholarly journals Learning of Multimedia-Based Physics Concept Applications to Improve Students’ Motivation and Science Process Skills

2021 ◽  
Vol 9 (3) ◽  
pp. 681
Author(s):  
Jabaliah Jabaliah ◽  
Muhammad Adlim ◽  
Muhammad Syukri ◽  
Evendi Evendi
Keyword(s):  
High School ◽  
Student Motivation ◽  
Daily Life ◽  
Mastery Learning ◽  
Sampling Techniques ◽  
Process Skills ◽  
Scientific Process ◽  
Science Process Skills ◽  
Post Test ◽  
Concept Application

Physics concept application is widely applied in daily life but students have a lack of knowledgeconcerning the concept of physics application. This research aimed to examine the motivation and skills of the scientific process through learning the concept of multimedia-based physics applications. This is experimental research, conducted on Year IX students of Islamic Senior High School. Samples were taken with purposive sampling techniques and divided into two groups of Mastery Learning Scores (MLS), MLS ≥ 70 and MLS< 70. Data were collected from Pre-test and post-test. The motivational data was presented through the category table, while the science process skills were analyzed using the Independent sample t-test. After the treatment, the initial motivation of the MLS class ≥ 70 was increased from 66.1% to 81.9%, while it was from 63% to 82.5% for the MLS class< 70. Besides, the final science process skillswere significantly different between the two classes, indicating byt count >t table 2.14 > 1.65. This study suggested that learning concepts of multimedia-based physics applications can improve student motivation in both classes, while the science process skills only affect the students of the MLS group ≥ 70.

Effects of Science, Technology, Engineering, and Mathematics Education Using Algodoo to Prospective Science Teachers' Scientific Process and Education Orientation Skills

2021 ◽  
pp. 002205742110445
Author(s):  
Burcu Alan ◽  
Fikriye K. Zengin ◽  
Gonca Kececi
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Good Tool ◽  
Science Technology ◽  
And Mathematics ◽  
Prospective Science Teachers

This study investigated the effects of science, technology, engineering, and mathematics (STEM) applications carried out with the purpose of supporting the integrated knowledge of prospective science teachers on the scientific process skills and STEM education orientation skills of prospective teachers. According to the results, the STEM application was effective on the scientific process skills of the prospective teachers in the experiment group in comparison to those in the control group; however, it was not effective on their levels of orientation towards STEM education. The prospective teachers stated that Algodoo is a good tool for integration of STEM disciplines.

Science Teachers’ Opinions on Application of Competency-Based Science Model Components to Science Programs

2017 ◽  
Vol 6 (2) ◽  
pp. 118
Author(s):  
Suleyman Yaman
Keyword(s):  
Science Teachers ◽  
Basic Skills ◽  
Structured Interview ◽  
Positive Opinion ◽  
Process Skills ◽  
Scientific Process ◽  
Interview Method ◽  
Competency Based ◽  
Model Components ◽  
Experimental Skills

The aim of this study is to reveal the opinions of teachers, who gave the science lessons that took effect in Turkey in 2004 and 2013, on the sub-components of the programs and to identify to what extent the objectives of the program have been achieved. In total 89 teachers, out of which 42 were females and 47 were males, in the study which was conducted by the semi-structured interview method. Data collected from the study, where five questions were asked to teachers, was settled by analyzing the science programs according to components of the Ohio Competency Based Science Model. While result from the study shows that the teachers were qualified to ensure the development of some behaviors that were expected to be seen on the students as a result of science programs; especially the students gave a lower level of positive opinion about the components related with how they will use this data. In addition; while the teachers supported that the scientific process skills, are one of the basic elements of science programs, were sufficient for the gain of basic skills, they stated that they are not sufficient for the gain of some causal and experimental skills.

Sign in / Sign up

Export Citation Format

Share Document