scholarly journals PROSPECTIVE TEACHERS’ CREATIVITY FOSTERING BEHAVIORS, PERCEPTIONS ON THEIR TECHNOLOGY SKILLS AND SUCCESS IN PROJECT BASED MATERIAL DEVELOPMENT

2015 ◽  
Vol 63 (1) ◽  
pp. 84-92
Author(s):  
Özge Özyalçin Oskay
Keyword(s):  
Educational Technology ◽  
Regression Analysis ◽  
Prospective Teachers ◽  
Chemistry Education ◽  
Descriptive Statistics ◽  
Technology Skills ◽  
Chemistry Teachers ◽  
Teachers Perceptions ◽  
Material Development ◽  
Development Course

In this study it was determined how pre-service chemistry teachers’ creativity fostering behaviours and their perceptions of their technology skills predict their success in Project Based Educational Technology and Material Development course. A sample of the study consists of 45 pre-service teachers attending Department of Chemistry Education at Hacettepe University. After the applications which took 10 weeks, pre-service teachers presented their materials and evaluated their peers and themselves. In order to determine pre-service teachers’ creativity fostering behaviours, “Creativity Fostering Teacher Index Scale” which was developed by Soh (2000) and adapted into Turkish by Dikici (2013) was used. In order to determine pre-service chemistry teachers’ perceptions on their technology skills, “Application Based Educational Technology and Material Development Skills Scale” consisting 46 items and developed by Akgül (2010) was used. Descriptive Statistics of “Creativity Fostering Teacher Index Scale” and “Application Based Educational Technology and Material Development Skills Scale” show that prospective teachers have behaviours supporting creativity and their perceptions about their technology skills is over the average. And multiple regression analysis shows that pre-service teachers’ creativity fostering behaviours and their perceptions on their technology skills together predict their success in project based material development course. Key words: creativity fostering behaviours, perceptions on technology skills, pre-service chemistry teachers, project based educational technology and material development.

scholarly journals PROSPECTIVE CHEMISTRY TEACHERS’ PROBLEM SOLVING ACHIEVEMENT ACCORDING TO THEIR LEVELS OF METACOGNITIVE SKILLS

2013 ◽  
Vol 51 (1) ◽  
pp. 126-131
Author(s):  
Senar Temel
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Chemistry Education ◽  
Achievement Test ◽  
Descriptive Statistics ◽  
Metacognitive Skills ◽  
Chemistry Teachers ◽  
The One ◽  
Academic Year ◽  
One Way Anova

This research aims at analysing how prospective teachers’ levels of metacognitive skills influence their problem solving achievement. The research was conducted with the participation of the 32 prospective teachers attending the Department of Chemistry Education of the Education Faculty of Hacettepe University and enrolled in Inorganic chemistry course in the 2010-2011 academic year. Metacognitive Activities Inventory, MCA-I and Chemical Bonding Achievement Test, CBAT were used as the tools of data collection. Descriptive statistics as well as one-way ANOVA were employed in the analysis of the data collected. Consequently, the prospective teachers were divided into three groups according to their levels of metacognitive skills. Following the one-way ANOVA, it was found that there were no statistically significant differences between the prospective teachers grouped on the basis of differing levels of metacognitive skills in terms of their achievement in problem solving. Key words: achievement, metacognition, problem solving.

Exploring prospective chemistry teachers’ perceptions of precipitation, conception of precipitation reactions and visualization of the sub-microscopic level of precipitation reactions

2019 ◽  
Vol 20 (4) ◽  
pp. 873-889
Author(s):  
Canan Nakiboğlu ◽  
Nuri Nakiboğlu
Keyword(s):  
Chemistry Education ◽  
Public University ◽  
Microscopic Level ◽  
Salt Solutions ◽  
Education Faculty ◽  
Education Department ◽  
Chemistry Teachers ◽  
Teachers Perceptions ◽  
Precipitation Reactions

In this study, how prospective chemistry teachers (PCTs) perceive precipitation and conceptualize precipitation reactions at the symbolic level was explored. Further, it was of interest to identify PCTs’ visualization of the sub-microscopic level of precipitation reactions. The sample was drawn from the Chemistry Education Department at the Education Faculty of a Turkish Public University. A total of 46 PCTs (10 in the 4th semester, 15 in the 6th semester, and 21 in the 8th semester) participated in the study. The data were collected using an instrument with three open-ended questions developed by the authors and with interviews. It was revealed that the PCTs thought about precipitation in qualitatively different ways depending on their practices of phenomena. The PCTs’ perceptions of precipitation were grouped into three issues coded as (1) reacting two salt solutions, (2) undissolved solid and (3) residue. It was found that half of the PCTs (24 of the 46 PCTs) did not use state symbols when writing the precipitation equations and more than half of them included the molecular dissolution features in their drawings. It was suggested that instruction should be to address incorporating a relation between the sub-microscopic, symbolic and macroscopic levels by using the animations.

Does a course on the history and philosophy of chemistry have any effect on prospective chemistry teachers’ perceptions? The case of chemistry and the chemist

2017 ◽  
Vol 18 (4) ◽  
pp. 601-629 ◽  
Author(s):  
G. Sendur ◽  
M. Polat ◽  
C. Kazancı
Keyword(s):  
Prospective Teachers ◽  
Retention Test ◽  
State University ◽  
Structured Interviews ◽  
Philosophy Of Chemistry ◽  
Chemistry Teachers ◽  
Teachers Perceptions ◽  
Post Test ◽  
History Of ◽  
The Impact

The creative comparisons prospective chemistry teachers make about “chemistry” and the “chemist” may reflect how they perceive these concepts. In this sense, it seems important to determine which creative comparisons prospective teachers make with respect to these and how these can change after the history of chemistry is treated in the classroom. This study seeks to investigate the impact of the basic History and Philosophy of Chemistry course on prospective chemistry teachers’ perceptions towards chemistry and the chemist. The study was conducted during the 2012–2013 academic year at a state university in Turkey with 38 prospective chemistry teachers. A creative comparisons questionnaire and semi-structured interviews were used as data collection instruments in the study. This questionnaire was administered to the prospective teachers in the form of a pre-test, post-test, and retention test. Results of the analysis showed that the prospective teachers produced creative comparisons related to chemistry in the pre-test that mostly relied on their own experiences and observations, but that in the post-test and retention test, their comparisons mostly contained references to the role of chemistry in daily life, its development, and its facilitating aspects. Similarly, it was observed that in the pre-test, the prospective teachers made creative comparisons regarding the chemist that related mostly to the laboratory, but that the post-test and retention test rather contained the aspects of chemists as researchers, meticulous persons, facilitators and managers. Also, 18 prospective teachers were engaged in interviews to understand their prior knowledge about chemistry and the chemist, as well as the reasons for the changes in their creative comparisons. The results of the interviews indicated that a large majority of the prospective teachers were able to fully reflect on their inadequacy about their previous knowledge about “chemistry” and “chemist,” and it was seen that they could explain the reason they changed their creative comparisons as an outcome of the History and Philosophy of Chemistry course. In the light of these results, it can be said that the History and Philosophy of Chemistry course may help prospective chemistry teachers in their perceptions about both chemistry and the chemist and may add depth to their knowledge.

scholarly journals The effect of learning approaches on prospective chemistry teachers' self-regulated learning skills: The survey research

2019 ◽  
Vol 66 ◽  
pp. 01018
Author(s):  
Sinem Dinçol Özgür
Keyword(s):  
Prospective Teachers ◽  
Chemistry Education ◽  
Learning Approach ◽  
Learning Approaches ◽  
Learning Skills ◽  
Chemistry Teachers ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Scale Scores ◽  
Study Process

The purpose of this research was to examine the effect of the learning approaches on prospective chemistry teachers' self-regulated learning skills. 92 prospective chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey participated in the research. “The Study Process Questionnaire” and “Self-regulated Learning Skills Scale” were used as the data collection tools. It was consequently found that 59.8 % of prospective chemistry teachers adopted deep learning approach, 40.2% of them adopted surface learning approach and their self-regulated learning skills scale scores for planning and goal setting scores differed significantly according to their learning approaches. Furthermore, it was determined that self-regulated learning skills mean score of prospective teachers' who adopted deep approach are higher than mean score of prospective teachers' who adopted surface approach but their self-regulated learning skills total scores did not differ significantly according to their learning approaches.

Should Pre-Service Language Teachers Develop Digital Stories?

2020 ◽  
pp. 429-445
Author(s):  
Melih Derya Gürer
Keyword(s):  
Content Analysis ◽  
Language Teaching ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Technology Skills ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Digital Stories

This study investigated pre-service language teachers' experiences and capabilities in DST as well as their views on the use of DST in language teaching. A case study design was adopted in the current study. Eighty-three pre-service teachers participated in the study, and they created 25 digital stories. Data of this study came from the evaluation of digital stories and open-ended questionnaire. Pre-service teachers' digital stories were analyzed using rubrics and subjected to descriptive statistics. Data from an open-ended questionnaire on pre-service teachers' perceptions regarding the DST in language teaching were analyzed using content analysis. The results revealed that despite being novice DST-developers, pre-service teachers were capable of creating digital stories. They reported that DST had the potential to enhance students' learning outcomes. In addition, they were eager to adopt DST in their future teaching. However, they complained that DST required too much time and effort, and sophisticated information and communication technology skills.

scholarly journals Prospective chemistry teachers’ perceptions of their profession: The state of the art in Slovenia and Finland

2017 ◽  
Vol 82 (10) ◽  
pp. 1193-1210
Author(s):  
Vesna Ferk-Savec ◽  
Bernarda Urankar ◽  
Maija Aksela ◽  
Iztok Devetak
Keyword(s):  
Prospective Teachers ◽  
State Of The Art ◽  
Personal Characteristics ◽  
Teaching Approaches ◽  
Chemistry Teachers ◽  
Teachers Perceptions ◽  
Chemistry Learning ◽  
Adequate Understanding ◽  
Chemical Concepts

The main purpose of this paper is to present Slovenian and Finnish prospective chemistry teachers? perceptions of their future profession, especially with regard to their understanding of the role of the triple nature of chemical concepts (macro, submicro and symbolic) and their representations in chemistry learning. A total of 19 prospective teachers (10 Slovenian, 9 Finnish) at master?s level in chemical education participated in the research. The prospective teachers? opinions were gathered using an electronic questionnaire comprising six open-ended questions. The study revealed many parallels between Slovenian and Finnish prospective chemistry teachers? perceptions of their future profession and their understanding of the role of the triple nature of chemical concepts, especially particle representations, in chemistry learning. The majority of the prospective teachers from both countries believe that personal characteristics are the most important attribute of a successful chemistry teacher. Thus, they highly value teachers? enthusiasm for teaching and the use of contemporary teaching approaches in chemistry. The prospective teachers displayed an adequate understanding of the role of the triple nature of chemical concepts (i.e., particle representations) in the planning and implementation of a specific chemistry lesson.

scholarly journals Predictors of lifelong learning: Information literacy and academic self-efficacy

2019 ◽  
Vol 14 (4) ◽  
pp. 492-506 ◽  
Author(s):  
Ishak Kozikoglu ◽  
Zehra Onur
Keyword(s):  
Regression Analysis ◽  
Lifelong Learning ◽  
Information Literacy ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Stepwise Regression ◽  
Descriptive Statistics ◽  
Faculty Of Education ◽  
High Level ◽  
Academic Self Efficacy

The aim of this study is to determine whether the prospective teachers' information literacy levels and academic self-efficacy perceptions predict their lifelong learning tendencies. This research was conducted with 500 prospective teachers studying at Van Yuzuncu Yil University, Faculty of Education. In this study, ‘Lifelong Learning Tendencies Scale’ developed by Gur-Erdogan and Arsal (2016), ‘Information Literacy Scale’ developed by Adiguzel (2011) and ‘Academic Self-efficacy Scale’ adapted into Turkish by Yilmaz, Gurcay and Ekici (2007) were used for data collection. The data were analysed with descriptive statistics (mean and standard deviation), Pearson Product Moments Correlation Coefficient and stepwise regression analysis. As a result, it was concluded that prospective teachers' lifelong learning tendencies, information literacy and academic self-efficacy were at a high level, and there is a moderate, positive and significant relationship between prospective teachers’ lifelong learning tendencies, information literacy and academic self-efficacy. Furthermore, it was concluded that prospective teachers’ information literacy and academic self-efficacy are significant predictors of their lifelong learning tendencies and they can explain 41% of the variance in lifelong learning tendencies. Keywords: Lifelong learning, information literacy, academic self-efficacy, prospective teachers.

Attitudes of the academics in sports sciences towards distance education

2020 ◽  
Vol 8 (4) ◽  
pp. 799-805
Author(s):  
Şükrü Bingöl ◽  
Keyword(s):  
Transformational Leadership ◽  
Regression Analysis ◽  
Organizational Justice ◽  
School Administrators ◽  
Relevant Literature ◽  
Interactional Justice ◽  
Teachers Perceptions ◽  
Idealized Influence ◽  
Research Findings ◽  
Sports Sciences

The aim of this study is to determine the relationship between school administrators’ transformational leadership behaviours and teachers’ perceptions of organizational justice. The sample of the study consists of 170 teachers working in high schools in Elazığ city center. In the study, the Transformational Leadership Scale was used to determine whether school administrators exhibit transformational leadership behaviours, and the Organizational Justice Scale was used to determine teachers' perceptions of organizational justice. Pearson moment two-correlation analysis and multiple regression analysis techniques were used in the analysis of the data. According to the research findings, it was observed that school administrators frequently exhibited transformational leadership behaviours and teachers' perceptions of organizational justice were at the level of “I agree”. In general, moderate, positive and significant relationships were found between transformational leadership and organizational justice. According to the results of the regression analysis, it was determined that the idealized influence dimension of transformational leadership positively and significantly predicted the formal procedures dimension of the organizational justice scale, and also idealized influence and individualized consideration dimensions of transformational leadership positively and significantly predicted the interactional justice dimension of the organizational justice scale. The research results were discussed in the relevant literature and recommendations were made.

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

2021 ◽  
Author(s):  
Peng He ◽  
Changlong Zheng ◽  
Tingting Li
Keyword(s):  
Content Knowledge ◽  
Core Competencies ◽  
Chemistry Curriculum ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge For Teaching ◽  
New Instrument ◽  
Content Knowledge For Teaching

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

scholarly journals Design and Initial Validation of a Questionnaire on Prospective Teachers’ Perceptions of the Landscape

2021 ◽  
Vol 11 (3) ◽  
pp. 112
Author(s):  
Rubén Fernández Álvarez ◽  
José Fernández
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Exploratory Factor Analysis ◽  
Prospective Teachers ◽  
Teachers Perceptions ◽  
Qualitative And Quantitative ◽  
Initial Validation ◽  
School Teaching ◽  
Core Characteristics ◽  
Design Construction

This research focuses on the design, construction, and validation of a questionnaire that seeks to analyse the perception of the landscape amongst undergraduates studying for a Degree in Primary School Teaching at Salamanca University. The process has involved using both qualitative and quantitative techniques to test the content’s validity and the construct’s reliability and suitability through the participation of a panel of expert judges and a sample of 432 subjects. This has been followed by the introduction of an exploratory factor analysis (EFA) of the data provided by the cohort that has led to a study of the questionnaire’s core characteristics, a reduction in its size, and the validation of its pertinence.

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