scholarly journals MODEL PELATIHAN DARING MASIF DAN TERBUKA GURU IPA MADRASAH

2021 ◽  
Vol 15 (1) ◽  
pp. 79-89
Author(s):  
Adon Nasrullah Jamaludin ◽  
Nanang Suparman
Keyword(s):  
Science Teachers ◽  
Scientific Literacy ◽  
Phase 1 ◽  
Online Training ◽  
Educational Personnel ◽  
Training Class ◽  
Good Score ◽  
Development Approach ◽  
Learning Competence ◽  
Participatory Observation

This research aims to improve the competence and scientific literacy of madrasah Tsanawiah and Aliyah teachers through MOOC. The Research and Development approach was carried out in training class using Software Tracker phase 1, Physics lesson. The data were collected through classroom participatory observation, interviews, and questionnaires. The subjects were online training participants consisting of madrasah teachers throughout West Java. The result shows that the achievements increased competence and scientific literacy with a very good score of 94,60% and the value of program activities 81%. This study concludes that the training can improve the competence and scientific literacy of teachers and other educational personnel, yet the completeness in all training sessions is still very low (12%). It is suggested that the training should highlight the period by considering materials and characteristic of the participants.                                      Keywords: Literacy; Madrasah Science Teachers; Massive and Open Online Learning; Competence

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.

Science education: too much of too little.

1990 ◽  
Vol 258 (6) ◽  
pp. S3 ◽  
Author(s):  
R L Malvin
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Science Teachers ◽  
School Children ◽  
Scientific Literacy ◽  
Scientific Productivity ◽  
College And University ◽  
The Subject ◽  
University Scientists ◽  
Read Number

By all measures attempted, scientific literacy of the American public is sadly wanting. The vast majority of our secondary school children and adults have no knowledge of most of the basic terms or concepts of science. The reasons for this shortcoming are many but prominent among them are sadly deficient texts, teachers untrained in the subject matter they teach, and college and university scientists who divorce themselves from the problem, although probably deploring it. Our institutions are no aid. They reward scientific productivity (read: number of papers published per year and research dollars), not teaching. Some suggested cures are production of better texts, training of science teachers in the field in which they teach, and, most importantly, involvement of scientists in the process. We must be willing to spend some of our time with secondary school pupils and their teachers. All will gain from the experience.

scholarly journals Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study

2020 ◽  
Vol 45 (9) ◽  
pp. 79-91
Author(s):  
Gillian Ward ◽  
◽  
Helen Dixon ◽  
Helen Withy ◽  
◽  
...  
Keyword(s):  
Science Teachers ◽  
Self Efficacy ◽  
Scientific Literacy ◽  
Significant Contribution ◽  
Experienced Teachers ◽  
Outcome Expectancy ◽  
Primary Science ◽  
Positive Attitudes ◽  
Over Time

Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value of science. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken over time.

scholarly journals Emergency Stroke Calls: Obtaining Rapid Telephone Triage (ESCORTT) – a programme of research to facilitate recognition of stroke by emergency medical dispatchers

2014 ◽  
Vol 2 (1) ◽  
pp. 1-124 ◽  
Author(s):  
Caroline L Watkins ◽  
Stephanie P Jones ◽  
Michael J Leathley ◽  
Gary A Ford ◽  
Tom Quinn ◽  
...  
Keyword(s):  
Phase 1 ◽  
Research Programme ◽  
Online Training ◽  
Final Diagnosis ◽  
Phase 2 ◽  
The Public ◽  
Training Package ◽  
Emergency Medical ◽  
Emergency Medical Dispatchers ◽  
The Impact

BackgroundRapid access to emergency stroke care can reduce death and disability by enabling immediate provision of interventions such as thrombolysis, physiological monitoring and stabilisation. One of the ways that access to services can be facilitated is through emergency medical service (EMS) dispatchers. The sensitivity of EMS dispatchers for identifying stroke is < 50%. Studies have shown that activation of the EMSs is the single most important factor in the rapid triage and treatment of acute stroke patients.ObjectivesTo facilitate recognition of stroke by emergency medical dispatchers (EMDs).DesignAn eight-phase mixed-methods study. Phase 1: a retrospective cohort study exploring stroke diagnosis. Phase 2: semi-structured interviews exploring public and EMS interactions. Phases 3 and 4: a content analysis of 999 calls exploring the interaction between the public and EMDs. Phases 5–7: development and implementation of stroke-specific online training (based on phases 1–4). Phase 8: an interrupted time series exploring the impact of the online training.SettingOne ambulance service and four hospitals.ParticipantsPatients arriving at hospital by ambulance with stroke suspected somewhere on the stroke pathway (phases 1 and 8). Patients arriving at hospital by ambulance with a final diagnosis of stroke (phase 2). Calls to the EMSs relating to phase 1 patients (phases 3 and 4). EMDs (phase 7).InterventionsStroke-specific online training package, designed to improve recognition of stroke for EMDs.Main outcome measuresPhase 1: symptoms indicative of a final and dispatch diagnosis of stroke. Phase 2: factors involved in the decision to call the EMSs when stroke is suspected. Phases 3 and 4: keywords used by the public when describing stroke and non-stroke symptoms to EMDs. Phase 8: proportion of patients with a final diagnosis of stroke correctly dispatched as stroke by EMDs.ResultsPhase 1: for patients with a final diagnosis of stroke, facial weakness and speech problems were significantly associated with an EMD code of stroke. Phase 2: four factors were identified – perceived seriousness; seeking and receiving lay or professional advice; caller’s description of symptoms and emotional response to symptoms. Phases 3 and 4: mention of ‘stroke’ or one or more Face Arm Speech Test (FAST) items is much more common in stroke compared with non-stroke calls. Consciousness level was often difficult for callers to determine and/or communicate. Phase 8: there was a significant difference (p = 0.003) in proportions correctly dispatched as stroke – before the training was implemented 58 out of 92 (63%); during implementation of training 42 out of 48 (88%); and after training implemented 47 out of 59 (80%).ConclusionsEMDs should be aware that callers are likely to describe loss of function (e.g. unable to grip) rather than symptoms (e.g. weakness) and that callers using the word ‘stroke’ or describing facial weakness, limb weakness or speech problems are likely to be calling about a stroke. Ambiguities and contradictions in dialogue about consciousness level arise during ambulance calls for suspected and confirmed stroke. The online training package improved recognition of stroke by EMDs. Recommendations for future research include testing the effectiveness of the Emergency Stroke Calls: Obtaining Rapid Telephone Triage (ESCORTT) training package on the recognition of stroke across other EMSs in England; and exploring the impact of the early identification of stroke by call handlers on patient and process outcomes.FundingThe National Institute for Health Research Programme Grants for Applied Research programme.

scholarly journals A Development Assistance of Integrated Science Instructional Material by Integrating Real World Context and Scientific Literacy on Science Teachers

2018 ◽  
Vol 1 (02) ◽  
pp. 113
Author(s):  
Asrizal Asrizal ◽  
Wahyuni Satria Dewi
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Real World ◽  
Scientific Literacy ◽  
Instructional Material ◽  
Teaching Material ◽  
Integrated Science ◽  
Average Value ◽  
Assessment Sheet ◽  
Understanding Of Science

Science teaching in junior high schools should be conducted in integrated form. However, the real condition shows that in implementing integrated science teaching in the schools, there were several problems. The solution of this problem is to develop integrated science teaching materials by integrating real-world context and scientific literacy on Science teachers in East Agam district. The objective of the activity is to assist science teachers in developing integrated science teaching material and apply it in science teaching in the classroom. Participants of program assistance were 40 science teachers who were members of the Science MGMP in East Agam district. The instrument for collecting data consisted of pretest and posttest, performance assessment sheet, and questionnaire sheet of science teachers response. The data were analyzed by descriptive statistics analysis and correlated comparison test. Based on the results of data analysis can be stated that: 1). In implementing the program assistance, there are 32 products produced in integrated science worksheet form, 2). The average value of the science teacher's response to the implementation of program assistance for the development of integrated science teaching material can be classified into good category, and 3). The implementation of the program assistance for the development of integrated science teaching material is effective to improve the understanding of science teachers on the material of instructional material, the concept of integrated science learning, and the concept of scientific literacy.

Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teachers

2015 ◽  
Vol 45 (1) ◽  
pp. 91-99 ◽  
Author(s):  
Craig Rofe ◽  
Azra Moeed ◽  
Dayle Anderson ◽  
Rex Bartholomew
Keyword(s):  
New Zealand ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Science Learning ◽  
Science Curriculum ◽  
Science Inquiry ◽  
School Science ◽  
Indigenous Students ◽  
Depth Interviews ◽  
Insight Into

School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in wharekura (Māori Indigenous School). This paper draws upon the findings of an empirical study to address the call for research into effective practices for supporting Indigenous students in learning science. The study is part of a larger project investigating and extending our understanding about how New Zealand teachers’ conceptualise science and science inquiry (investigation). Two Māori teachers participated in the research as well as their class who were supported by two researchers. Data were collected through in-depth interviews with teachers. This research reports the findings of how participating teachers’ conceptualise science inquiry and describes their perceptions of how and why their students should learn science and science inquiry. The paper also presents teachers’ views about their own development as science teachers and suggests two models to address the issue of science teaching in wharekura.

scholarly journals The Effects Of High Scientific Literacy, Self-Efficacy, And Achievement Motivation On Teachers Ability To Compose Effective Tests: Case Study From Manado, Indonesia

2012 ◽  
Vol 9 (4) ◽  
pp. 313-326 ◽  
Author(s):  
Cosmas Poluakan
Keyword(s):  
Science Teachers ◽  
Achievement Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Scientific Literacy ◽  
Survey Design ◽  
School Science ◽  
High School Science ◽  
Cross Sectional Survey ◽  
Cross Sectional

This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design. The instruments used in this research consist of questions to measure scientific literacy and teachers ability to make tests, and questionnaires to investigate the self-efficacy and achievement motivation of teachers. A path analysis was used to test the hypothesis that there are direct positive effect of high scientific literacy and self-efficacy, as well as indirect effects through achievement motivation, on teachers ability to compose effective tests. The results show positive influences of (1) high scientific literacy on achievement motivation; (2) self-efficacy on achievement motivation; (3) high scientific literacy on teachers ability to make tests; and (4) achievement motivation toward teachers ability to make tests. However, self-efficacy does not directly affect ability to make tests. The implications of this research are important for inservice/onservice programs (in which inservice refers to academic upgrading and onservice, to on-the-job training) for teachers, especially for those with teaching certificates (as opposed to teachers hired under the common practice of using honorary teachers, paid by stipend not salary, or volunteers).

scholarly journals Online Professional Development for Improving Teacher's STEM PCK Competence, Can It Be An Alternative? (An Evaluation Using the CIPP Model)

2021 ◽  
Vol 5 (2) ◽  
pp. 162-171
Author(s):  
Santi Setiani Hasanah* ◽  
Anna Permanasari ◽  
Riandi Riandi
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Program Implementation ◽  
Online Training ◽  
Product Evaluation ◽  
Online Professional Development ◽  
Mixed Method Research ◽  
Stem Learning ◽  
Face To Face ◽  
Cipp Model

During the pandemic, face-to-face training should not be carried out to reduce the spread of the covid outbreak. Therefore, online teacher professional development is an alternative method to replace the face-to-face training. In a program implementation, evaluation is an important component to determine whether the program has been implemented well or not. This evaluation is important to determine the effect of this online training on improving STEM PCK teachers. The evaluation used the CIPP model (Context, Input, Process, and Product), with the embedded mixed method research. This research was conducted on 60 science teachers of SMP alumni online training organized by PPPPTK IPA, from the “Sayangi Bumi” classroom. The results of the context evaluation show that 100% of respondents stated that the program is in accordance with the needs of teachers to strengthen their PCK., while the resources used in the program (Input evaluation) were good. The program implementation process ran 100% as planned and the product evaluation shows an increased teachers' understanding of the STEM approach. Teacher considered that the online professional development is very useful for teachers and can develop their skills in implementing STEM learning during distance learning. Online PD, apart from low-cost, can actually be an alternative way in improving teachers' STEM PCK competence and it also can reach all islands in Indonesia

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