scholarly journals SOCIOSCIENTIFIC ISSUES AND PRE-SERVICE SCIENCE TEACHERS’ BIOETHICAL VALUES

2021 ◽  
Vol 79 (4) ◽  
pp. 640-656
Author(s):  
Duygu Turgut ◽  
Zeha Yakar

Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children's future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers' awareness of responsibility. Regarding this point, the development of pre-service science teachers' bioethical values was examined on a class level basis using survey research. Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers’ bioethical values. As a result of analyses, it was determined that pre-service teachers’ bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers’ bioethical values related to sub-dimensions of “Benefits of Biotechnology Applications”, “Science and Ethics”, “Reproductive Technologies and Cloning” and “Control of Genetic Interventions” were increased based on participants’ class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications. Keywords: bioethics level, science teaching, pre-service science teachers, socio-scientific issues

2019 ◽  
Vol 16 (32) ◽  
pp. 983-995
Author(s):  
K. VALENCIA ◽  
V. SANJOSÉ ◽  
T. TORRES

In this study, It was analyzed the implementation of laboratory activities in the pre-service science teacher’s training and how they contribute to the construction of a contemporary epistemic vision of the nature of science. A cross-sectional study was developed in two different undergraduate programs of pre-service science teacher training in a university in Colombia of. We analyzed the way laboratory activities are developed in nine science subjects of physics, chemistry, and biology, apart from the first to the eight semesters of the curriculum (10 semesters in total). Results indicate that the laboratory activities focused on the development of pre-defined techniques and procedures, giving little prominence to creativity, doubt, discussion, planning, and application, even though they are also characteristic activities of scientific work. This kind of laboratory activities does not seem to favor th e construction of a contemporary conception of the nature of science in future science teachers.


2021 ◽  
Vol 22 (3) ◽  
pp. 346-354
Author(s):  
Roseildo Nunes da Cruz ◽  
Leandro Carbo ◽  
Marcos Vinicius Ferreira Vilela

ResumoNas últimas décadas foram propostas algumas iniciativas de reformulação dos programas de formação de professores de Ciências. Dentre elas, destacamos a implantação das Licenciaturas em Ciências da Natureza. Esses cursos têm como finalidade principal formar professores aptos a ensinar Ciências nos anos finais do ensino fundamental, sendo que alguns também ofertam habilitações para os campos disciplinares das Ciências da Natureza (Química, Física e Biologia). Em vista disso, o presente trabalho tem por objetivo conhecer o histórico, o perfil esperado do egresso e o modo de organização curricular de duas licenciaturas em Ciências da Natureza, com habilitação em Biologia, ofertadas pelo Instituto Federal de Mato Grosso (IFMT). Quanto à metodologia, utilizou-se a abordagem qualitativa, mediante um estudo exploratório e descritivo com base na análise documental dos projetos pedagógicos dos cursos supracitados. Por meio estudo realizado, foi possível perceber que essas licenciaturas almejam formar professores habilitados a lecionar os componentes curriculares de Ciências (ensino fundamental) e Biologia (ensino médio). Quanto aos objetivos de formação, depreende-se que eles se comprometem em ofertar uma formação docente que contribua com a ressignificação das práticas pedagógicas no ensino de Ciências da Natureza. No que tange à organização curricular, as licenciaturas se organizam em duas etapas: na primeira metade do curso, são ofertadas disciplinas voltadas à formação do professor de Ciências e, na segunda metade, disciplinas voltadas à formação de professores de Biologia. Todavia, entendemos que essa divisão do currículo possa se tornar um empecilho à oferta de uma formação interdisciplinar. Palavras-chave: Formação Docente. Professores de Biologia. Ensino de Ciências da Natureza. Institutos Federais. AbstractIn recent decades, some initiatives have been proposed for the reformulation of science teacher training programs. Among them, we highlight the implementation of Degrees in Nature Sciences. The main purpose of these courses is to train teachers able to teach Science in the final years of elementary school, and some also offer qualifications for the disciplinary fields of Natural Sciences (Chemistry, Physics and Biology). In view of this, the present work aims to know the history, the expected profile of the graduate and the way of curricular organization of two degrees in Natural Sciences, with specialization in Biology, offered by the Federal Institute of Mato Grosso (IFMT). As for the methodology, a qualitative approach was used, through an exploratory and descriptive study based on documental analysis of the pedagogical projects of the aforementioned courses. Through a study carried out, it was possible to see that these degrees aim to train teachers qualified to teach the curricular components of Science (primary education) and Biology (high school). As for the training objectives, it appears that they are committed to offering teacher training that contributes to the redefinition of pedagogical practices in the teaching of Natural Sciences. Regarding the curricular organization, the degrees are organized in two stages: in the first half of the course, subjects aimed at the formation of Science teachers are offered and, in the second half, subjects aimed at the formation of Biology teachers. However, we understand that this division of the curriculum can become an obstacle to the offer of an interdisciplinary training. Keywords: Teacher Education. Biology Teachers. Teaching of Natural Sciences. Federal Institutes.


2021 ◽  
Vol 2098 (1) ◽  
pp. 012034
Author(s):  
K D H Gunawan ◽  
Liliasari ◽  
I Kaniawati ◽  
W Setiawan

Abstract Artificial intelligence (AI) in education is the current development that provides solutions to problems in various contexts and levels. The use of AI in science teacher training programs is something that rarely done, especially in integrated science learning. The purpose of this study was to mapping the competencies of science teachers after receive pedagogical suggestions based on AI. This activity was attended by 20 science teachers in West Java who are members of the teacher training program. The competency patterns of science teachers were analyzed descriptively qualitatively in order to see the combination of knowledge between AI and natural knowledge of science teachers. The results show some teachers made innovative integrated science learning and teachers were able to follow, modify, or ignore pedagogical suggestions. These results also provide a field evaluation of the development of an integrated science learning program assisted by AI.


2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.


2011 ◽  
Vol 1 (4) ◽  
pp. 11-25
Author(s):  
Betül Timur ◽  
Mehmet Fatih Taşar

Today’s computers and related technologies have an important role in enabling visualisations of the workings of various scientific concepts, natural phenomena and mechanisms by creating technology-rich environments (TRE). TRE offer opportunities to science teachers in cases of natural phenomena that might be difficult or impossible to view, dangerous to conduct experiments about, impractical or too expensive to bring into the classroom, or too messy or time consuming to prepare in a school laboratory. However, science teaching cannot and should not be undertaken entirely by TRE. Science teachers need to know how tointegrate technology into science classrooms. Measuring science teachers’ confidence in technological pedagogical content knowledge (TPCK) and identifying their views about using TRE in science instruction is an important issue. The present study aims to address challenges faced by in-service science teachers when creating TRE and gives suggestions forsuccessful technology integration into science teaching. The data were gathered through a TPCK confidence survey and subsequent interviews. The results show that in-service science teachers have a low level of confidence in using technology during science teaching. The teachers surveyed stressed their need for professional development activities regardingthe effective and meaningful use of TRE in science teaching. 


2012 ◽  
Vol 45 (1) ◽  
pp. 10-18
Author(s):  
Petr Emanovský ◽  
Bronislava Štěpánková

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.


2017 ◽  
Vol 5 (2) ◽  
pp. 21 ◽  
Author(s):  
Hulya Dede ◽  
Zeynel Abidin Yilmaz ◽  
Nail Ilhan

One of the factors influencing teachers’ and pre-service teachers’ self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers’ science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the “Science Teaching Efficacy Belief Instrument (STEBI)” developed by Riggs and Enochs (1990) and “Scale of Following and Using the Innovations in the Field of Education” (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers’ self-efficacy beliefs of science teaching.


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