scholarly journals Impact of 21st-Century Collaboration on Pre-Service Science Teachers’ Understandings of Acid-Base Concepts in Selected Science Colleges of Education in Ghana

2020 ◽  
Vol 10 (3) ◽  
pp. 79
Author(s):  
Judith Kafui Kemetse ◽  
Samuel Agyekum Darkwa ◽  
Richard Koranteng Akpanglo-Nartey
Keyword(s):  
Science Teachers ◽  
21St Century ◽  
Multiple Choice ◽  
Service Science ◽  
Colleges Of Education ◽  
Acid Base ◽  
Bonferroni Adjustment ◽  
Post Test ◽  
Multiple Choice Items ◽  
The Impact

This study investigated the impact of 21st-century collaboration on pre-service teachers’ comprehension of acid-base concepts in selected science colleges of education in the Volta Region of Ghana. A pre-test/post-test quasi-experimental design with a non-equivalent control group was used in this study. The Acids-Bases Chemistry Achievement Test (ABCAT) was adapted from Damanhuri, Treagust, Won, and Chandrasegaran, (2016) to evaluate the extent to which pre-service science teachers in Ghanaian science colleges of education achieved the intended curriculum on acid-base concepts, specifically, concentration in mol/dm3 or g/dm3, properties of acids and bases, pH, pOH, neutralisation reaction and titrimetry. A sample of 52 second year pre-service science teachers from two intact science colleges of education was conveniently selected to participate in the study. An ABCAT comprising 19 items made up of 10 multiple-choice items and nine two-tier multiple-choice items was administered to pre-service science teachers as pre-test and post-test. Students taught with the 21st-century collaboration performed better than those taught using the Lecture method (LM) concerning acid-base conception when one-way between-group analysis of covariance (ANCOVA) and post hoc analysis with a Bonferroni adjustment was conducted on ABCAT. The results suggest that 21st-century collaboration facilitated the conceptual understandings of pre-service teachers in the experimental group.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

Evaluating interest in acids–bases: development of an acid–base interest scale (ABIS) and assessment of pre-service science teachers' interest

2017 ◽  
Vol 18 (4) ◽  
pp. 630-640 ◽  
Author(s):  
Ö. Çiçek ◽  
N. Ilhan
Keyword(s):  
High School ◽  
General Chemistry ◽  
Science Teachers ◽  
Careful Consideration ◽  
Service Science ◽  
Individual Interest ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
Acid Base ◽  
The University

Students are more likely to be successful in topics they are interested in than others. This study aims to develop an Acid–Base Interest Scale (ABIS) and subsequently evaluate the interest of pre-service science teachers in acids–bases according to gender, years at the university, type of high school the pre-service science teachers attended, and their relative success in the module General Chemistry II. Upon careful consideration of validity and reliability for the development of the ABIS, data were collected from 453 pre-service science teachers. The five-point Likert-type ABIS consisted of 26 items and entailed three factors (“Individual Interest”, “Interest in Theoretical Information”, and “Interest related to Daily Life”). Cronbach's alpha coefficient representing the reliability of the ABIS was 0.894. Once the reliability of the ABIS was ascertained, it was administered to 982 pre-service science teachers in eight public universities in Turkey. Of the potential determinants evaluated, gender and years at the university were found to be statistically significant, whereas the type of high school the pre-service science teachers attended and the grade achieved in module General Chemistry II failed to be statistically significant.

scholarly journals Test anxiety among English language learners: A case of vocabulary testing using multiple-choice items and error identification tests

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Yasin Khoshhal
Keyword(s):  
English Language Learners ◽  
Test Anxiety ◽  
Language Learners ◽  
English Language ◽  
Negative Impact ◽  
Multiple Choice ◽  
High Stake ◽  
Error Identification ◽  
Multiple Choice Items ◽  
The Impact

Introduction. This study sought to discern the impact of test anxiety on English language learners’ test performance. Method. Fifty female learners at intermediate and upper-intermediate levels of English were divided into two groups – Multiple-Choice (MC) and Error Identification (EI) – according to their scores in vocabulary tests given in the pre-treatment phase. A questionnaire was then administered to assess the level of anxiety brought about by these tests. During a 20-week period the EI group received lesson plans designed based on error-identification activities, while the MC group was offered instructions including multiple-choice items. After the treatment, the same tests and questionnaire were administered. Results and Discussion. The findings showed that the level of test anxiety was higher in the EI group compared with the MC group. The positive role of familiarization and the negative impact of debilitative anxiety were observed through this study. The findings of the current study can be transferred to other high-stake proficiency tests.

scholarly journals PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF THE "CONDUCTION OF HEAT IN SOLIDS"

2017 ◽  
Vol 16 (2) ◽  
pp. 163-174
Author(s):  
Tülay Şenel Çoruhlu
Keyword(s):  
Science Teachers ◽  
Grade Level ◽  
Structured Interview ◽  
Service Science ◽  
First Year ◽  
Data Collection Process ◽  
Second Year ◽  
Faculty Of Education ◽  
The Impact ◽  
The City

There has been various researchers focus on “heat transfer". "Convection, radiation and conduction" discussed as mere elements of the wider object of analysis in these research. Given the lack of sufficient emphasis on conduction in solids, no cross age research conducted with pre-service science teachers supported by drawings, interviews, and open-ended questions could be found. Employing a cross-age design, this research determined pre-service science teachers' (PSTs’) conceptions in the "conduction of heat in solid". The sample group of the research consists of 257 PSTs (first year student-n=55; second year student-n=76, third year student-n=56, and fourth year student-n=70) selected from Department of Science Education in Fatih Faculty of Education at the Karadeniz Technical University in the city of Trabzon in Turkey. Conceptual understanding test and semi-structured interview were used in the data collection process. The test including two questions was administered to 257 PSTs from different years. Semi-structured interview including one question was conducted with 16 voluntary PSTs (4 students from each grade level). The research found that PSTs had difficulties in terms of describing and showing the movement of the particles of solid under the impact of heat. In the light of the findings, it can be suggested that animations should be used to the teaching of the movement of the particles under the impact of heat. Keywords: cross-age study, conduction of heat in solid, pre-service science teachers.

scholarly journals Pre-Service Science Teachers’ Assessment of Supported Teaching in School

2021 ◽  
Vol 17 (32) ◽  
pp. 257
Author(s):  
Isaac Sonful Coffie ◽  
Nutifafa Godson Doe ◽  
Jonah Addai Tabi
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Data Collection ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Service Science ◽  
Documentary Analysis ◽  
The Impact

Ghana is currently running a new teacher education program for the training of teachers at the pre-tertiary level. At the heart of the new national teacher education program is Supported Teaching in School (STS), the practical school-based component of the teacher education program embedded throughout the whole 4-years. The purpose of this study was to assess the impact of STS in pre-service teacher preparation and identify any possible challenges associated with the program. The study adopted qualitative a case study design, with the main instruments for data collection being interviews and documentary analysis. Data collection was done through individual and focus group interviews, and documentary analysis of Student Reflective Journals. Individual interviews were conducted for six pre-service science teachers and the focus group interview was made up of four pre-service teachers using the Ishikawa or fishbone tool. From the analysis of data done using “topological analysis,” it was revealed that supported teaching in school is impacting on the pre-service preparation in; real classroom exposure giving them firsthand experience of the classroom situation; lesson planning and delivery; teacher professionalism as the pre-service teachers now exposed to traits of the teaching profession and qualities of a good teacher; and classroom management for effective lesson delivery. Particular challenges such as mentor-mentee relationship, lack of proper planning, and insufficient time for observation were identified to militate against the program. It is recommended that, appropriate training and incentives should be given to the mentors to prepare them adequately for the program.

scholarly journals The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California’s ARISE Professional Development Workshops

2016 ◽  
Vol 5 (2) ◽  
pp. 109
Author(s):  
Rosa D. Manzo ◽  
Linda Whent ◽  
Lauren Liets ◽  
Adela de la Torre ◽  
Rosa Gomez-Camacho
Keyword(s):  
Research Methods ◽  
Drug Addiction ◽  
Science Teachers ◽  
Test Scores ◽  
Teaching Method ◽  
Science Classroom ◽  
English Learner ◽  
Post Test ◽  
Science Educators ◽  
The Impact

<p>This study examined how science teachers’ knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings were based on pre- and post-test evaluation data from three annual cohorts in June 2010, 2011 and 2012. Researchers found significant improvement in teacher knowledge overall and on all subscales. Teachers with lower pre-test scores showed the greatest gain in post-test scores. What made this in-service unique was that the 5E pedagogical model was used to teach the teachers and demonstrate 5E instruction in the science classroom. Through the use of the 5E teaching method, we found that teachers in our cohorts with the least skill had higher rates of gain. A strategy that has been used extensively to teach science to children, this model moves away from didactic methods of in-service pedagogy. These findings suggest that the 5E model could be an effective way to teach teachers as well as students, particularly new and or less skilled teachers, who often tend to have high numbers of English Learner (EL) students in their classes.</p>

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