scholarly journals Good teaching practices in an action research course for promoting pre-service science teachers’ research ability for improving their teaching practices

2019 ◽  
Keyword(s):  
Action Research ◽  
Science Teachers ◽  
Teaching Practices ◽  
Service Science ◽  
Good Teaching ◽  
Research Ability

scholarly journals Improving Pre-Service Science Teachers’ Content Knowledge and Argumentation Quality through Socio-Scientific Issues-Based Modules: An Action Research Study

2020 ◽  
Vol 4 (1) ◽  
pp. 80-90
Author(s):  
Nurcan Tekin ◽  
Oktay Aslan ◽  
Süleyman Yılmaz
Keyword(s):  
Action Research ◽  
Content Knowledge ◽  
Science Teachers ◽  
Service Science ◽  
Effective Learning ◽  
Video Recordings ◽  
Knowledge Questionnaire ◽  
Practical Tool ◽  
Teaching Modules ◽  
Argumentation Quality

This paper aimed to assess improvements in content knowledge and argumentation quality of pre-service science teachers (PST) through a socio-scientific issues-based (SSI-based) module course. The study was designed as action research with 25 PSTs. Data collection instruments were an energy-related content knowledge questionnaire and video recordings. An energy-related content knowledge rubric was used to evaluate the content knowledge of PSTs, while their argumentation quality was analyzed using a video analysis inventory. The module course was completed in eight weeks. Findings showed that the SSI-based teaching modules course improved energy-related content knowledge with all  PSTs increasing by a minimum of one criterion on the rubric.  Although the number of arguments decreased weekly, the argumentation quality also increased. Thus, it can be inferred that SSI-based module teaching is a practical tool to teach energy-related content knowledge and argumentation qualities. The study suggests that action research can contribute to developing an effective learning environment.  Further studies that include the actual practices of PSTs as they reflect and revise their learning are indicated.

An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

2018 ◽  
pp. 1968-1983 ◽  
Author(s):  
Vicente Reyes Jr. ◽  
Christine Reading ◽  
Nadya Rizk ◽  
Sue Gregory ◽  
Helen Doyle
Keyword(s):  
Factor Analysis ◽  
Science Teachers ◽  
Teaching Practices ◽  
Exploratory Analysis ◽  
Service Science ◽  
Pedagogical Practices ◽  
Information Communication ◽  
National Project ◽  
Communication And Technology ◽  
Pre Service Teacher

Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.

scholarly journals Enhancing Pre-service Science Teachers’ Practice according to SocioScientific Issue (SSI)-Based Teaching through Collaborative Action Research

2015 ◽  
Vol 11 (28) ◽  
pp. 77
Author(s):  
Sasithep Pitiporntapin
Keyword(s):  
Decision Making ◽  
Action Research ◽  
Case Studies ◽  
Science Teachers ◽  
Collaborative Action Research ◽  
Service Science ◽  
Essential Information ◽  
Socioscientific Issue ◽  
Collaborative Action ◽  
Journal Entries

<p class="Default">The objective of this research was to enhance two case studies of pre-service science teachers’ practice according to SSI-based teaching through collaborative action research. The case study participants had taken a field experience course in the universities in Bangkok in the academic year 2014. The researcher gathered data from classroom observation, students’ journal entries, and student artifacts. In addition, they were asked to write journal entries about their practices. Moreover, informal interviews were used for clarification. These collected data were analyzed using within-case and cross-case analyses. The findings showed that both case studies developed grade 10 students’ argumentation skills through SSI-based teaching in natural resource unit with 4 stages of teaching: issue stage; exploration stage; argument stage; and decision making stage for promoting students’ argumentation. Based on the collaborative action research, the participants changed their teaching to engage students with SSI; increasing facilitating of students’ group working in order to get more essential information; using role play to promote the effective students’ argumentation; and providing enough time for  reviewing data to better support decision making. <strong></strong></p> <p class="Default"> </p> <p><strong>Keywords: </strong>Pre-service science teachers, Socioscientific issue-based teaching, Collaborative action research</p>

scholarly journals Enhancing Pre-service Science Teachers’ Understanding and Practices of SocioScientific Issues (SSIs)-Based Teaching via an Online Mentoring Program

2018 ◽  
Vol 14 (5) ◽  
pp. 1 ◽  
Author(s):  
Sasithep Pitiporntapin ◽  
Naruemon Yutakom ◽  
Troy D. Sadler ◽  
Lisa Hines
Keyword(s):  
Science Teachers ◽  
Scientific Literacy ◽  
Teaching Practices ◽  
Socioscientific Issues ◽  
Online Discussions ◽  
Service Science ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Structured Interviews ◽  
Science Teaching Practices

Science education reformists in Thailand promote the use of socioscientific issues (SSIs)-based teaching to enrich scientific literacy for global citizenship. To achieve this goal, Thai pre-service science teachers (PSTs) must know how to effectively integrate SSIs into their science teaching practices. The purpose of this study was to enhance PSTs’ understanding and practices of SSIs-based teaching via the online mentoring (OM) program. Three PSTs were selected as case studies, and data were collected from online observations, semi-structured interviews, online discussions, and online document reviews. The analytical methods included within-case and cross-case analysis. This study found that the OM program was effective in enhancing PSTs’ understanding and practices of SSIs-based teaching. As a result, their teaching practices evolved from conveying content knowledge to promoting higher-order cognitive practices. In addition, the PSTs demonstrated a deeper appreciation for OM programs as a means to enhance teaching practices. This research demonstrates how the implementation of OM programs has the potential to be powerful tool for professional development of science educators, which is essential for transforming science educational practices.

scholarly journals Education for Sustainable Development: Experiences from Action Research with Science Teachers

2012 ◽  
Vol 3 (1) ◽  
pp. 23-40 ◽  
Author(s):  
Heba El-Deghaidy
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Science Teachers ◽  
Teaching Practices ◽  
Education For Sustainable Development ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Successful Implementation ◽  
Research Projects ◽  
Spring Semester

Abstract This study reports on Egyptian science teachers’ experiences in collective action research projects with a focus on education for sustainable development (ESD). Science teachers were enrolled in a study course “Teaching Strategies” that had been revised with a focus on sustainability. The course was introduced in the spring semester of the academic year 2011/2012. Throughout the course, 29 teachers worked in groups to develop projects that promote sustainable development through classroom teaching practices that encourage involvement with local communities around school premises. The framework that guided the study was based on experiential, constructivist and transformative learning theories known collectively as ‘ExConTra’. A mixed methods methodology was used where teachers’ responses to three open-ended reflective questions produced qualitative data that were analysed by identifying themes and patterns. The author developed two quantitative instruments: a Concept Mapping Rubric and a Sustainable Development Questionnaire. The former was to probe the cognitive organisation participants had in relation to the concept of sustainable development before and after developing the action research projects. The latter instrument was used to identify participants’ attitudes towards teaching for ESD and their knowledge of classroom pedagogical practices. Statistical data analysis using Statistical Package for the Social Sciences indicates that teachers in their post-tests had developed: better cognitive organisation for the concept of sustainable development; positive attitudes towards teaching for sustainable development and ESD classroom teaching practices. Involvement in the action research projects where teachers were experiencing, reflecting, conceptualising, constructing, acting and transforming within the context of ESD may be responsible for these results where there are promises to help achieve successful implementation to include ESD in science education.

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