scholarly journals The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity

2017 ◽  
Vol 36 (1) ◽  
Author(s):  
Nazeem Edwards ◽  
Lesley Le Grange
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Direct Current ◽  
Social Constructivism ◽  
Teaching Experiment ◽  
Common Elements ◽  
Philosophical Framework ◽  
Prospective Science Teachers

Research in science education evolved from the positivist paradigm in which scientific knowledge was considered to be immutable. This article investigates the use of inquiry-based science teaching as a pedagogical strategy to develop prospective science teachers’ conceptual understanding of direct current electricity. It is proposed that Vygotsky’s social constructivism and Dewey’s pragmatism have common elements that may serve as a philosophical framework for inquiry-based science teaching. An example of the transformative conjecture-driven teaching experiment as a design study in science education, is outlined. A retrospective analysis is provided to develop a learning environment that can contribute to better conceptual understanding of basic direct current electricity by prospective science teachers.

scholarly journals THINKING IN TERMS OF VARIABLES: THE CONCEPT OF THE SHADOW

2015 ◽  
Vol 14 (3) ◽  
pp. 295-310
Author(s):  
Ayse Oguz Unver
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Qualitative Data ◽  
Light Transmission ◽  
Scientific Activity ◽  
Measurement Tool ◽  
Object Size ◽  
Scientific Terms ◽  
Prospective Science Teachers

The aim of the research was to explore the ideas prospective science teachers (N=51) had about the variables of object size, shape and light transmission that have an impact on shadow formation, using a scientific activity based on Inquiry-Based Science Education (IBSE). In this qualitative study, the measurement tool comprises 3 questions. The first question examines how the participants define the concept of shadow while the second question focuses on the variables of the size of the object, its shape, and its light transmission. The participants were asked to explain whether these variables would produce a shadow. The last question was devised in the atmosphere of an activities laboratory in which the absorption and reflection properties of light were explored. The NVi10 program was utilized for data analysis. At the end of the research, it was observed that the prospective teachers were not able to define the concept of the shadow in scientific terms and even if they knew the basic variables related to shadow formation, they could not exactly explain new situations when the variables were manipulated. Key words: inquiry, prospective science teachers, qualitative data, shadow science, variables.

scholarly journals THE EFFECTS OF MODEL SUPPORTED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PROSPECTIVE SCIENCE TEACHERS’ UNDERSTANDING OF SOLUTIONS

2018 ◽  
Vol 17 (6) ◽  
pp. 945-959
Author(s):  
Zehra Ozdilek ◽  
Seda Okumus ◽  
Kemal Doymus
Keyword(s):  
Cooperative Learning ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Individual Learning ◽  
Solution Chemistry ◽  
Achievement Level ◽  
Particulate Nature Of Matter ◽  
Particulate Nature ◽  
Prospective Science Teachers ◽  
Nature Of Matter

This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one–way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests. Keywords: cooperative learning, individual learning, pedagogical-analogical models, solution chemistry, particulate nature of matter.

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

scholarly journals In-service teacher education course module design focusing on usability of ICT applications in science education

2012 ◽  
Vol 8 (2) ◽  
pp. 138-149 ◽  
Author(s):  
Jari Lavonen ◽  
Heidi Krzwacki ◽  
Laura Koistinen ◽  
Manuela Welzel-Breuer ◽  
Roger Erb
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Problem Analysis ◽  
International Survey ◽  
Science Teaching And Learning ◽  
Design Based Research ◽  
Module Design

Teachers face challenges in adopting ICT applications for science teaching and learning. An in-service teacher education course module addressing the needs of science teachers particularly was developed through a design-based research (DBR) project. The course module is designed to improve the readiness of teachers in choosing ICT applications for science education and taking the technical and pedagogical usability of the application into account. An international survey showed that clarifyingthe needs and constraints of using ICT applications in science education as well as introducing and discussing both technical and pedagogical usability with the teachers was important. Moreover, a theoretical analysis of the usability of ICT applications offers various views on meaningful learning and motivational aspects of science teaching and learning. In this paper, we report what we learned from the experience of designing the course module, which is described and discussed in terms of theoutcomes of both the theoretical and empirical problem analysis.

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