scholarly journals Preservice Science Teachers' Discrimination Level of Science and Pseudoscience

2018 ◽  
Vol 29 (4) ◽  
pp. 267-273
Author(s):  
Murat Berat Uçar ◽  
◽  
Elvan Sahin ◽  
Keyword(s):  
Science Teachers ◽  
Teacher Education Program ◽  
Scientific Information ◽  
Service Science ◽  
Preservice Science Teachers ◽  
Significant Difference ◽  
Teachers Beliefs ◽  
Discrimination Level ◽  
Shed Light

This quantitative study aimed to examine Turkish pre-service science teachers’ beliefs regarding the demarcating between science and pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science teachers were examined based on the dimensions of the instrument, namely science as a process of inquiry (SCI), demarcating between science and pseudoscience, and pseudoscientific beliefs (PS). This study found that these pre-service science teachers generally did not hold strong beliefs on distinguishing science and pseudoscience. Their beliefs regarding SCI were not highly favorable. Moreover, this study revealed that they had some PS. Considering the role of gender and year in the program, the results of two-way MANOVA indicated that there was no statistically significant difference on the related belief constructs for these pre-service science teachers. Thus, the present study intended to shed light on pre-service science teachers’ mindsets about identifying accurate scientific information rather than pseudoscientific confusions that could aid preparing scientifically literate students. It was shown that their teacher education program did not facilitate favorable beliefs. This study highlights some potential areas for further exploration of addressing pre-service science teachers’ discrimination skills of science and pseudoscience.

scholarly journals Development of Pre-service Science Teachers’ Understanding and Attitude towards Science Project by Teaching Management through Service Learning

2017 ◽  
Vol 13 (2) ◽  
pp. 126
Author(s):  
Sasithep Pitiporntapin ◽  
Tassaneewon Lertcharoenrit
Keyword(s):  
Service Learning ◽  
Science Teachers ◽  
Service Science ◽  
Teaching Management ◽  
Science Project ◽  
First Semester ◽  
Construction Of Knowledge ◽  
Technology Project ◽  
Journal Entries

The purposes of this research were to develop Pre-service Science Teachers’ (PSTs) understanding and attitude towards science by teaching management through service learning. The participants of this study were 9 volunteer PSTs who enrolled in 15-week Science and Technology Project in School course in the universities in Bangkok. This course focused on PSTs’ application of knowledge about science project to solve problem via doing community service. The researcher gathered data from observation, journal entries, and artifacts in the first semester of academic year 2015. Moreover, informal interviews were used for clarification. For data analysis, the researchers analyzed data with descriptive statistics and content analysis. Findings showed that most PSTs had increased understanding in doing a science project in aspects of integration to other learning disciplines, role of students, and role of advisors. Moreover, PSTs also increased their attitude towards a science project due to the construction of knowledge by themselves, development of many skills, and generation of societal benefits. These findings were considered in terms of further designing other courses activities.

scholarly journals Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs

2017 ◽  
Vol 10 (6) ◽  
pp. 36 ◽  
Author(s):  
Zeha Yakar ◽  
Duygu Turgut
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Lesson Study ◽  
Teaching Method ◽  
Student Centered ◽  
Learning And Teaching ◽  
Study Approach ◽  
Preservice Science Teachers ◽  
Teachers Beliefs ◽  
Beliefs About Learning

Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers’ beliefs is important. It is also critical to study teachers’ beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers’ beliefs about learning and teaching have been analyzed. Teachers’ Beliefs Interview (TBI) has been used for determining the development of preservice science teachers’ beliefs about learning and teaching. At the end of the study, it was determined that through microteaching with lesson study approach, preservice science teachers’ beliefs improved in a positive way that their beliefs significantly changed toward more student-centered. The findings from this study support the notion that application micro teaching with lesson study in Science Teaching Method Course has postitive impact on preservice teachers’ beliefs.

scholarly journals Beliefs About Scientific Creativity Held by Pre-Service Science Teachers in the State of Kuwait

2019 ◽  
Vol 12 (10) ◽  
pp. 37 ◽  
Author(s):  
Hamed Jassim Alsahou ◽  
Ahmad Shallal Alsammari
Keyword(s):  
Science Teachers ◽  
Classroom Practices ◽  
Science Classroom ◽  
Research Community ◽  
Service Science ◽  
School Subject ◽  
Scientific Creativity ◽  
Teachers Beliefs ◽  
Fostering Creativity ◽  
The State Of Kuwait

Understanding teachers’ sentiments and views is a central goal of the educational research community; especially, understanding teachers’ beliefs which could be transferred to classroom practices. Teachers’ beliefs about creativity and how they can nurture it has been investigated in several studies, but there is a lack of studies exploring teachers’ beliefs about creativity in the science classroom. The current study aims to understand the beliefs of pre-service science teachers about scientific creativity, fostering creativity in the science classroom, the characteristics of creative students in science, and the encouraging and challenging factors. The research design has an exploratory nature based on a questionnaire consisting of 18 closed-ended questions and eight open-ended questions. 152 questionnaires were quantitatively and qualitatively analyzed. The results indicated that science is seen as a creative school subject. Participants view scientific creativity as original, useful, imaginative, and having empirical actions. Commitment, curiosity, enthusiasm, questioning, and experimenting are the characteristics of creative students in the science classroom. Other factors that encourage or hinder the process of nurturing scientific creativity were also identified. Implementations and suggestions for future study are also discussed.

scholarly journals Pre-service Science Teachers’ Perceptions toward Additional Instructional Strategies in Biology Laboratory Applications: Blended Learning

2018 ◽  
Vol 29 (2) ◽  
pp. 88-95
Author(s):  
Yusuf Ziya Olpak ◽  
◽  
Huseyin Ates ◽  
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Instructional Strategies ◽  
Science Teachers ◽  
Structured Interview ◽  
Achievement Test ◽  
Service Science ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Biology Laboratory

The purpose of this study was to examine pre-service science teachers’ perceptions toward additional instructional strategies in biology laboratory applications in the scope of blended learning. This study used a mixed-methods sequential explanatory design model and was conducted with 69 students who study in their 2nd year in the department of science education at a state university in Turkey. Academic achievement test, personal information form, student feedback form, semi-structured interview, and additional instructional strategies were used to collect the data. To determine students’ academic achievements, the scores obtained from the academic achievement test were used from a pre-test and post-test and additional instructional strategies (discussion question, reflection paper, task assignment, and quiz) were used. In addition, students’ views and satisfaction levels toward the course were examined. For data analysis, descriptive statistics, One-way ANOVA, and content analysis were used. The results of the study showed that students’ academic achievement scores showed a significant difference in terms of the additional instructional strategies. In addition, students’ evaluation scores and satisfaction levels about the learning process were high, but there was no significant difference in terms of additional instructional strategies. In the future, conducting similar studies with wider samples could be effective in terms of contributing to the relevant literature at different education levels and different disciplines.

scholarly journals THE EXPERIENCES AND PERSONAL RELIGIOUS BELIEFS (PRB) OF UIN WALISONGO SCIENCE TEACHERS AS A FRAMEWORK FOR UNDERSTANDING THE RESHAPING OF THEIR BELIEFS AND IMPLEMENTATION IN BASIC BIOLOGY LEARNING

2017 ◽  
Vol 4 (1-1) ◽  
Author(s):  
Nur Khasanah Nur Khasanah ◽  
Sajidan Sajidan ◽  
Baskoro Baskoro ◽  
Sarwanto Sarwanto
Keyword(s):  
Science Teachers ◽  
Religious Beliefs ◽  
Islamic Culture ◽  
Teachers Beliefs ◽  
Interpretive Approach ◽  
Constructivist Perspective ◽  
Basic Biology ◽  
Biology Learning ◽  
Learning Data

This research investigates the role of experience in relation to personal religion beliefs teachers and implementation in basic biology learning. The study adopted a social-cultural constructivist perspective using an interpretive approach. The research was guided by teachers’ interpretations of their experiences related to basic biology learning. These interpretations are re-interpreted to find meaningful conceptual categories (grounded in the data) from which to build a model to understand the influence of experiences within socio-Islamic culture on teachers’ beliefs and implementation in basic biology learning. Data was collected from five teachers using interviews and observations. The findings of this study suggest that it was mainly teachers’ personal religious beliefs and experiences that shaped their beliefs and implementation in basic biology learning. The research also led to a model, constructed on the basis of the data analysis, which suggests an explanation of how teachers’ personal religious beliefs and experiences influence their beliefs and implementation in basic biology learning.

scholarly journals EXAMINATION OF PRE-SERVICE SCIENCE TEACHERS’ UNDERSTANDING LEVELS OF KEPLER’S LAWS WITH RANKING TASK QUESTIONS

2014 ◽  
Vol 13 (2) ◽  
pp. 276-288
Author(s):  
Derya Çobanoğlu Aktan ◽  
Emrah Oğuzhan Dinçer
Keyword(s):  
Teacher Education ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Service Science ◽  
Alternative Conceptions ◽  
Kepler's Laws ◽  
Ranking Task ◽  
Ranking Tasks ◽  
Kepler’S Laws

The purpose of this study was to investigate pre-service science teachers’ understanding levels of Kepler’s second and third laws. The participants of the study were 38 pre-service science teachers who attended introductory astronomy class in their teacher education program. The participants’ understandings of Kepler’s laws were examined by their answers to ranking tasks, which required participants to rank the situations given in the question, and then to explain the reasons behind their answers. The findings showed that the participants’ understanding levels ranged from partial understanding with alternative conceptions to sound understanding. Moreover the number of the participants with partial understanding with alternative conceptions exceeded the participants with sound understanding. The participants’ explanations to ranking tasks also indicated that although participants knew the classic statements of Kepler’s laws, they had also alternative conceptions. Five different alternative conceptions were identified from the participants’ explanations. Two of them have not been reported in previous studies. Key words: Kepler’s laws, pre-service science teachers, ranking tasks, understanding levels.

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