scholarly journals Examining the Views of Preservice Science Teachers on Creating Concept Maps

2021 ◽  
Vol 32 (3) ◽  
pp. 264-272
Author(s):  
Tuba Demirci ◽  
◽  
Esra Kabataş Memiş ◽  
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Concept Maps ◽  
Concept Map ◽  
Teaching Experience ◽  
Data Collection Tool ◽  
Teaching Activities ◽  
Creation Process ◽  
Preservice Science Teachers ◽  
The Subject

This study aimed to examine the views of preservice science teachers on concept map use in a General Chemistry II class. The study was conducted with 47 preservice science teachers. In the study, an interview form grounded on determining their views on concept maps and comprised of open-ended questions, was used as the data collection tool. In analysis of the data acquired, content analysis was performed. As a result of the analysis of the data, the preservice teachers expressed positive views on concept map use. They stated that it might contribute to their learning and increase the permanence of the knowledge learned. Also, they reported that they liked creating concept maps and among the concept map types they usually chose to create hierarchical concept maps. Most of the preservice teachers stated that they had to know the subject related to the concept map very well in order to create concept maps more easily, otherwise they might have a difficulty in the concept map creation process and thus concept maps should generally be used after a lecture. In addition the preservice teachers stated that they intended to use concept maps in their teaching experience. As a result, before concept maps are used in teaching, it is recommended to inform students about the creation of concept maps, to use them for re-purpose in teaching activities, and to include activities containing concept maps in textbooks.

Use of the SEE-SEP Model in Preservice Science Teacher Education

2021 ◽  
pp. 223-254
Author(s):  
Dilek Karisan ◽  
Umran Betul Cebesoy
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Science Teacher Education ◽  
Genetic Diagnosis ◽  
Subject Area ◽  
Sequential Design ◽  
Preservice Science Teachers ◽  
Subject Areas ◽  
The Subject ◽  
Preservice Science Teacher Education

This study aims to assess how preservice teachers' supporting reasons vary in relation to six subject areas, namely, sociology/culture (S), environment (E), economy (E), science (S), ethics/morality (E), and policy (P), in different socioscientific issues (SSI) and how preservice teachers' decisions regarding these issues interact with the aspects of value, knowledge, and personal experience. Exploratory sequential design was utilized in this study and 47 third-grade preservice science teachers. Data were collected via written reports in two different SSI scenarios, namely, gene therapy and preimplantation genetic diagnosis. Preservice teachers' written reports were analyzed using the SEE-SEP model. The results showed that preservice teachers' supporting reasons mainly stemmed from the subject areas of ethics/morality (41%) and science (32%). The results also revealed little use of justifications from the subject areas of policy and sociology/culture (11% and 10%, respectively), and subject area of economy (6%) was the least referred.

scholarly journals A Concept Map of Evolutionary Biology to Promote Meaningful Learning in Biology

2019 ◽  
Vol 81 (2) ◽  
pp. 79-87 ◽  
Author(s):  
María José Apodaca ◽  
Joseph D. McInerney ◽  
Osvaldo E. Sala ◽  
Liliana Katinas ◽  
Jorge V. Crisci
Keyword(s):  
Evolutionary Biology ◽  
Affective Commitment ◽  
Concept Maps ◽  
Concept Map ◽  
Cognitive Structure ◽  
Biological Evolution ◽  
Meaningful Learning ◽  
Evolutionary Context ◽  
Biological Concepts ◽  
The Subject

Is it possible to teach biology without mentioning evolution? The answer is yes, but it is not possible for students to understand biology without the evolutionary context on which the meaning and intellectual value of biological concepts depend. Meaningful learning of evolution requires (1) that the students incorporate new knowledge into a cognitive structure linked with higher-order concepts; (2) a well-organized knowledge structure; and (3) a positive emotional attachment and identification (affective commitment) to the subject by the learner. Concept maps are useful tools in meaningful learning. We present a concept map that organizes concepts of history of life and the processes that generate it, and the hierarchical relationships among them. Biological evolution is a compelling account of life on Earth and of human origins. It constitutes a unifying explanatory framework that can generate a powerful affective commitment to the subject. The concept map provided here is tied to the Next Generation Science Standards (NGSS).

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 Turkish Primary Science Teachers’ Views on An Ideal Teacher Education System

2017 ◽  
Vol 12 (4) ◽  
pp. 193-201
Author(s):  
Ahmet Altindag ◽  
Hunkar Korkmaz Korkmaz
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Science Teachers ◽  
Education System ◽  
Teacher Educators ◽  
Primary Science ◽  
Highly Qualified ◽  
Ideal Teacher ◽  
Preservice Science Teachers ◽  
System Components

The goals of this descriptive study were to determine Turkish preservice science teachers’ views on an ideal teacher education system. The sample consisted of 137 preservice teachers including 74 females and 63 males. The questionnaire was based on the open-ended questions and was developed to investigate an ideal teacher education system components as perceived by the preservice science teachers. Descriptive statistics were used to analyse the data. The results of this study shown that the Turkish preservice science teachers defined an ideal teacher education system components in the following: the personality of the teachers, the teacher educators as possessing professional knowledge, teacher education curriculum, and professional development process. These results and implications are discussed in the context of increasing expectations for demanded highly qualified teachers under provisions of the teacher education studies.   Keywords: Teacher Education; Primary Science Teachers; Ideal Teacher Education

Perception of sustainability competencies amongst Spanish pre-service secondary school teachers

2019 ◽  
Vol 20 (7) ◽  
pp. 1171-1190 ◽  
Author(s):  
Gisela Cebrián ◽  
David Pascual ◽  
Álvaro Moraleda
Keyword(s):  
Preservice Teachers ◽  
Secondary School ◽  
Real Life ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Content Type ◽  
Significant Difference ◽  
Teacher Students ◽  
Subject Areas ◽  
The Subject

Purpose This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach An ad hoc questionnaire of 18 items was designed to analyse students’ self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value An empirical study has been conducted to investigate preservice teachers’ perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies’ development.

scholarly journals Integration of Mobile Augmented Reality (MAR) Applications into the 5E Learning Model in Biology Teaching

2020 ◽  
Vol 4 (1) ◽  
pp. 93
Author(s):  
Nevin Kozcu Cakir ◽  
Gokhan Guven ◽  
Cuneyd Celik
Keyword(s):  
Preservice Teachers ◽  
Academic Success ◽  
Science Teachers ◽  
Digital Technology ◽  
Structured Interview ◽  
Attitude Scale ◽  
Preservice Science Teachers ◽  
Teaching Biology ◽  
Biology Laboratory ◽  
Academic Year

This research aims to determine the effect of MAR′s integration into 5E learning in teaching biology. Particularly, its impact on the academic success of the preservice teachers and their attitudes towards digital technology is studied. To this end, the convergent parallel mixed research method is used. The study was conducted with the 31 preservice science teachers in a General Biology Laboratory Course in the 2018-2019 academic year. As the data collection tools, “Achievement Test with Open-Ended Questions”, “Attitude Scale towards Digital Technology” and “Semi-Structured Interview Form” were used. The evaluation of the research results indicates that MAR practices in the biology laboratory have increased the academic success and positively affected the attitudes of preservice teachers towards digital technology. Moreover, preservice teachers expressed that applications of MAR facilitated their learning and understanding, making the lessons more attractive. Accordingly, the use MAR applications are recommended in teaching Biology to examine various anatomical structures.

scholarly journals Examination of Preservice Teachers’ Perceptions about Evolution Course

2020 ◽  
Vol 10 (1) ◽  
pp. 102
Author(s):  
Zeha Yakar
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Teachers Perceptions ◽  
Theory Of Evolution ◽  
Preservice Science Teachers ◽  
Living Things

This is a study that explored 117 Turkish preservice science teachers’ views about evolution course. The data for the study were collected through a questionnaire that has open-ended questions. The preservice science teachers answered the questions by filling out the questionnaire at the beginning and end of the evolution course. Most of the preservice science teachers stated that they had many misconceptions and prejudice about the theory of evolution before taking this course. However, after taking it, they noticed that the theory of evolution is not only about human ancestors but it is related to all living things. Another important result of this study, as they have stated many times, evolution was a very interesting theory for them, and since meeting the theory, they had been asking too many questions to themselves and wondering and doing lots of research on it. All these results of this study show that evolution course was successful in engaging the preservice science teachers in evolution and enhancing their learning.

scholarly journals A Comparison of Pedagogical Knowledge Structures of Preservice Students and Teacher Educators in Two Institutions

1994 ◽  
Vol 13 (2) ◽  
pp. 140-162 ◽  
Author(s):  
Judith E. Rink ◽  
Karen French ◽  
Amelia M. Lee ◽  
Melinda A. Solmon ◽  
Susan K. Lynn
Keyword(s):  
Preservice Teachers ◽  
Effective Teaching ◽  
Student Teaching ◽  
Concept Maps ◽  
Teacher Educators ◽  
Concept Map ◽  
Pedagogical Knowledge ◽  
Knowledge Structures ◽  
Methods Course ◽  
Preparation Programs

Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.

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