scholarly journals Eksplorasi Kemampuan Proses Inkuiri Mahasiswa Calon Guru IPA: Perspektif dari Gender dan Lama Studi

Bioedusiana ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Muhamad Arif Mahdiannur ◽  
Hasan Subekti ◽  
Aris Rudi Purnomo
Keyword(s):  
Professional Development ◽  
Science Teacher ◽  
Statistical Methods ◽  
Science Teachers ◽  
Screening Methods ◽  
Subject Matter Experts ◽  
Senior Year ◽  
Linear Pattern ◽  
Inquiry Process ◽  
Teacher Students

Dalam beberapa tahun terakhir, pengembangan profesionalitas guru IPA mendapat perhatian yang besar, tetapi pengembangan profesionalitas mahasiswa calon guru IPA ditinjau dari kemampuan proses inkuirinya masih belum banyak yang menelitinya. Penelitian ini ditujukan untuk mengeksplorasi kemampuan proses inkuri mahasiswa calon guru IPA berdasarkan gender dan lama studi mahasiswa. Sebanyak 302 mahasiswa calon guru IPA turut berpartisipasi dalam riset ini. Mahasiswa tersebut mulai dari angkatan tahun I hingga tahun IV di salah satu Lembaga Pendidikan Tenaga Kependidikan (LPTK) di Jawa Timur. Data yang dikumpulkan dalam riset ini bersumber dari hasil tes kemampuan proses inkuiri yang sebelumnya telah disusun dan ditelaah oleh para ahli dengan metode screening. Hasil penelitian ini menunjukkan kencenderungan mahasiswa calon guru IPA laki-laki cenderung lebih unggul dalam membuat prediksi, penerapan metode statistik, dan membuat kesimpulan, sedangkan mahasiswa calon guru IPA perempuan cenderung unggul dalam identifikasi/merumuskan masalah dan mendesain eksperimen. Selain itu, hanya indikator kemampuan menerapkan metode statistik yang menunjukkan pola linier dengan lama masa studi mahasiswa calon guru IPA.In recent years, the professional development of science teachers has received great attention, but limited research on the professional development of prospective science teacher students in terms of the inquiry process abilities. This research purposed to explore the inquiry process abilities of prospective science teacher students based on gender and student’s years of study. A total of 302 science teacher students participated in this research. The students started from the freshmen to the senior year in one of the Institute of Teacher Education (LPTK) in East Java. The data collected in this research was sourced from the results of the inquiry process abilities test, which had previously been compiled and reviewed by subject matter experts with screening methods. The results of this study indicate that the tendency of male prospective science teacher students tends to be superior in making predictions, applying statistical methods, and making conclusions. In contrast, female prospective science teacher students tend to excel in identifying/formulating problems and designing experiments. Besides, only the ability to apply statistical methods indicator that shows a linear pattern with the student's years of study.

scholarly journals Building Community in Triads Involved in Science Teacher Education: An Innovative Professional Development Model

2012 ◽  
Vol 21 (2) ◽  
Author(s):  
Todd Campbell
Keyword(s):  
Professional Development ◽  
Science Teacher ◽  
Science Teachers ◽  
Professional Growth ◽  
Mixed Methods Research ◽  
Science Teacher Education ◽  
Pilot Project ◽  
National Standards ◽  
Service Science ◽  
The Impact

This article describes a pre-service and in-service science teacher joint professional development pilot project. It is intended to strengthen the community and facilitate professional growth for triad members involved in the professional development of pre-service science teachers. Through a summer workshop and follow-up monthly meetings, this project connected the clinical experiences of the pre-service teachers with the joint professional development of both the pre- and in-service teachers. A mixed-methods research design was used to investigate the impact of this project. Results indicated that this model was successful in aligning with characteristics of effective professional development derived from national standards documents and professional development literature. Additionally, through engaging pre- and in-service teachers in the co-creation of modules, which were subsequently enacted in classrooms, collaborative positioning occurred whereby the pre- and in-service teachers were found more equally sharing and co-negotiating responsibilities in the classroom. This article describes the need for this project and provides an in-depth description of each component of the project enacted, as well as additional findings supportive of its effectiveness.

scholarly journals Comparative study of scientific literacy: Indonesian and Thai pre-service science teachers report

2020 ◽  
Vol 9 (2) ◽  
pp. 261
Author(s):  
R. Ahmad Zaky El Islami ◽  
Prasart Nuangchalerm
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Education Programme ◽  
Statistical Testing ◽  
Scientific Attitude ◽  
Teacher Students ◽  
Novice Science Teacher

The changing world needs literate citizens to live with creative society. This study aimed to compare science literacy of novice science teacher students from Thailand and Indonesia. Panel participants were 95 of Thai and 71 of Indonesian novice science teacher students who have been studying in the 1st and 2nd year of study in bachelor degree of science education programme. Data were collected by employed science literacy inventory; it was used for asking four components: content of science, context of science, science process, and scientific attitude based on local wisdom of Baduy’s society. Participants are freely considered in their perception. Results showed that Thai novice science teacher students had slightly better score than those Indonesian novice science teacher students, but statistical testing is not showed the differences. The future study is required to more investigation of how they promote science literacy in their school practicum.

scholarly journals Effectiveness of a Suggested Program in Developing the 21st Century Skills Among Teacher Students in Scientific Departments in University College in Qunfudah in Umm Al Qura Universit

2019 ◽  
pp. 12-49
Keyword(s):  
Experimental Study ◽  
Science Teacher ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Self Concept ◽  
Diagnostic Study ◽  
Current State ◽  
University College ◽  
Teacher Students

The current research aimed at developing 21st century skills among science teacher students in University College in Qunfudah, Umm Al Qura University in KSA, through suggesting a new program. The research consisted of two basic components, the diagnostic study, and the experimental study. The diagnostic study of the current state of the 21st century skills was carried out by determining its level, and the students` self – concept of these skills among a group of (200) students. The experimental study was conducted on (54) students. Results showed the lack of 21st century skills among prospected science teachers, and also the lack of self- concepts of it. Results showed the effectiveness of the suggested program in developing 21st century skills and supporting the self – concept of it among science teacher students. The research applies important applications for developing science education in general and enhancing the 21st century skills in particular.

scholarly journals STEM Teachers’ Professional Development through Scientist-Teacher-Students Partnership (STSP)

2021 ◽  
Vol 10 (3) ◽  
pp. 357-367
Author(s):  
R. M. Saat ◽  
H. M. Fadzil ◽  
D. S. H. Adli ◽  
K. Awang
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Information Exchange ◽  
Scientific Information ◽  
Real Life ◽  
Cutting Edge ◽  
Educational Benefits ◽  
Qualitative Research Methodology ◽  
Teacher Students ◽  
Teachers Professional Development

Teachers are one of the most fundamental sources for the latest scientific information. However, many feel that teachers lack sufficient knowledge and skills to play this role, particularly in STEM, as STEM is related to more than one discipline. This study explores Scientist-Teacher-Students’ Partnership (STSP) as a professional development programme to enhance teachers’ understanding and conceptualization of the cutting-edge STEM knowledge and real-life applications of the STEM concepts. This study employed a qualitative research methodology, and it involved nine science teachers from four secondary schools and ten scientists from a university situated in Kuala Lumpur, Malaysia. Data were collected through observations made during activities and interviews. The collected data were analyzed using constant comparative data analysis techniques. Overall, the findings suggested that the tripartite collaboration brings educational benefits to all groups. From the perspective of teachers’ professional development, it was found that the partnership: (i) enhanced the teachers’ understanding of cutting-edge STEM knowledge; (ii) elevated their confidence and enthusiasm in STEM; and (iii) provide opportunities for information exchange and support through school-university networking. This study had promoted a more significant articulation of STSP as a mechanism for professional development in STEM education.

scholarly journals KEEFEKTIFAN PEMBINAAN PROFESIONALISME GURU IPA MELALUI TEACHING CLINIC MGMP

2012 ◽  
Vol 3 (2/SEPTEMBE) ◽  
Author(s):  
Ngurah Ayu Nyoman Murniati
Keyword(s):  
Professional Development ◽  
Science Teacher ◽  
Science Teachers ◽  
Chemistry Education ◽  
Design Research ◽  
Research Problem ◽  
Teaching Profession ◽  
Teacher Professionalism ◽  
Teaching Clinic ◽  
Teachers Professional Development

ABSTRAK ?é?á Facts on the ground indicate that many science teachers have educational qualifications from undergraduate ph ysics education, biology, and chemistry education. They will not teach well junior biology material, and vice versa. It is a challenge science teachers professional development. Teaching Clinic is a teaching clinic set up to solve the problems of the teaching profession. Through Teaching Clinic teachers are expected to improve the profession independently and sustainably. Formulation of the research problem is how the effectiveness of professional development of teachers through the Teaching Clinic? Design research is education quantitative research The results showed an increase in performance science teacher before and after participating in Teaching Clinic. This means that science teachers professional development through effective Teaching Clinic. The conclusions of this study are Teaching Clinic research is can be used as a science teacher professional development. Through the Teaching Clinic to improve service quality in building and developing the junior high science teacher professionalism. Keywords: development, professionalism, Teaching, Clinic

scholarly journals Real and Virtual Biological Science Living Laboratory for Science Teachers' formation: promoting global scientific literacy and critical thinking for sustainable development

10.29007/72c2 ◽  
2020 ◽  
Author(s):  
Maria Castello ◽  
Virginia Pellegrino ◽  
Daniel Argente ◽  
José Gomez-Marquez ◽  
Urs Gaudenz ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Virtual Reality ◽  
Critical Thinking ◽  
Problem Solving ◽  
Science Teacher ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Pilot Project ◽  
Biological Science ◽  
Teacher Students

Global attempts to renew scientific education aim to stop the decline of young people's interest in science and technology, and to promote the development of citizens' scientific literacy for sustainable development. Among other changes, these aims require the adaptation of K12 Biological Science Teacher’s training to meet the new objectives.Scientific literacy involves knowing science and how knowledge is developed and validated, recognizing the interactions between science, technology and society, that is, the nature of science (NoS; a set of meta-scientific contents that encompass historical, epistemological and sociological aspects of science with great value for scientific education). It also involves grasping of cognitive skills underlying critical thinking (CT; a set of cognitive abilities, including self-regulation and metacognitive processes) and creative problem solving. Therefore, scientific literacy contributes to making informed decisions, facilitating the participation of citizens in situations and dilemmas of scientific tenor.In addition, CT is closely related to the performance of educators in their professional work. Particularly, in the teaching of science, CT skills favour and enhance the learning of concepts and theories linked not only to science but also to the NoS.Considering the current conditions of middle-higher K12 Biological Science Teachers’ formation and classrooms´ limitations in our country and the region, we propose a pilot project aiming to promote the transformation of initial teachers´ training, seeking to improve the development of CT skills and to deepen NoS comprehension. It will involve the immersion of K12 Biological Science Teacher students in Biological Science Living Physical and "mirror" Virtual Reality Laboratories. These laboratories will be equipped with "do it yourself" (DIY), "do it with others" (DIWO) and "bring your own device" (BYOD) technologies for the implementation of research-type activities framed in the philosophy of the "fabrication laboratories". The virtual platform will also comprise a library with didactic resources under permissive licenses to ensure a broader impact.Within these environments, K12 Biological Science Teacher students will engage in the creation of didactic units involving problem solving and knowledge building in parallel to deeper understanding of scientific processes. We also hope to promote the creativity and innovation of the participants, and the appropriation of DIY/DIWO/BYOD and virtual reality technologies as educational resources in the classroom and everyday life.Thanks to the virtual environment, this approach would also allow to reach both National and International K12 Biological Science Teacher students and graduate Biological Science Teachers. Considering the universal access to the Internet and free access to educational platforms in several countries, we also hope to impact on the non-formal and informal Biological Science education and contribute to achieving quality education for all (Objective # 4 of the Agenda for Sustainable Development 2030, UNESCO) beyond geographical and cultural barriers.This pilot project will be implemented by an interinstitutional, multidisciplinary and international team. It will capitalize on confluent groups´ previous experience and complementary strengths in Science didactics (particularly biology), engineering, arts, virtual reality, fabrication, as well as open hardware and open software culture.The experimental approach corresponds to a quasi-experimental pre-test/post-test design with control groups, and formative and summative evaluation.As a result of the implementation of this educational innovation we expect to contribute to the improvement of Biological Science Teachers students´ CT skills and promote their active involvement in practical activities that should enhance their professional activity.

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

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