scholarly journals Development of Pre-service Science Teachers’ Understanding and Attitude towards Science Project by Teaching Management through Service Learning

2017 ◽  
Vol 13 (2) ◽  
pp. 126
Author(s):  
Sasithep Pitiporntapin ◽  
Tassaneewon Lertcharoenrit
Keyword(s):  
Service Learning ◽  
Science Teachers ◽  
Service Science ◽  
Teaching Management ◽  
Science Project ◽  
First Semester ◽  
Construction Of Knowledge ◽  
Technology Project ◽  
Journal Entries

The purposes of this research were to develop Pre-service Science Teachers’ (PSTs) understanding and attitude towards science by teaching management through service learning. The participants of this study were 9 volunteer PSTs who enrolled in 15-week Science and Technology Project in School course in the universities in Bangkok. This course focused on PSTs’ application of knowledge about science project to solve problem via doing community service. The researcher gathered data from observation, journal entries, and artifacts in the first semester of academic year 2015. Moreover, informal interviews were used for clarification. For data analysis, the researchers analyzed data with descriptive statistics and content analysis. Findings showed that most PSTs had increased understanding in doing a science project in aspects of integration to other learning disciplines, role of students, and role of advisors. Moreover, PSTs also increased their attitude towards a science project due to the construction of knowledge by themselves, development of many skills, and generation of societal benefits. These findings were considered in terms of further designing other courses activities.

scholarly journals Pre-service Science Teachers’ Conceptions of Sound and the Role of Task Value Beliefs

2020 ◽  
Vol 31 (3) ◽  
pp. 295-303
Author(s):  
Sundus Yerdelen ◽  
◽  
Semra Sungur ◽  
Keyword(s):  
Science Teachers ◽  
Service Science ◽  
Task Value

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 Preservice Science Teachers' Discrimination Level of Science and Pseudoscience

2018 ◽  
Vol 29 (4) ◽  
pp. 267-273
Author(s):  
Murat Berat Uçar ◽  
◽  
Elvan Sahin ◽  
Keyword(s):  
Science Teachers ◽  
Teacher Education Program ◽  
Scientific Information ◽  
Service Science ◽  
Preservice Science Teachers ◽  
Significant Difference ◽  
Teachers Beliefs ◽  
Discrimination Level ◽  
Shed Light

This quantitative study aimed to examine Turkish pre-service science teachers’ beliefs regarding the demarcating between science and pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science teachers were examined based on the dimensions of the instrument, namely science as a process of inquiry (SCI), demarcating between science and pseudoscience, and pseudoscientific beliefs (PS). This study found that these pre-service science teachers generally did not hold strong beliefs on distinguishing science and pseudoscience. Their beliefs regarding SCI were not highly favorable. Moreover, this study revealed that they had some PS. Considering the role of gender and year in the program, the results of two-way MANOVA indicated that there was no statistically significant difference on the related belief constructs for these pre-service science teachers. Thus, the present study intended to shed light on pre-service science teachers’ mindsets about identifying accurate scientific information rather than pseudoscientific confusions that could aid preparing scientifically literate students. It was shown that their teacher education program did not facilitate favorable beliefs. This study highlights some potential areas for further exploration of addressing pre-service science teachers’ discrimination skills of science and pseudoscience.

Preparing In-Service Teachers to Work With Linguistically and Culturally Diverse Youth

2019 ◽  
pp. 361-377 ◽  
Author(s):  
Lourdes Cardozo-Gaibisso ◽  
Ruth Harman
Keyword(s):  
Science Teachers ◽  
Professional Learning ◽  
Culturally Responsive ◽  
Teacher Professional Learning ◽  
Multilingual Students ◽  
Construction Of Knowledge ◽  
Systemic Functional Linguistic ◽  
Teacher Professional ◽  
K 12

Teacher professional learning (TPL) can function as a powerful resource in supporting culturally sustaining educational practices for multicultural and multilingual students. However, as this chapter discusses through a detailed description of the literature, the design of current TPL initiatives often leads to a perpetuation of top down discourses about the role of teachers and bilingual learners in K-12 contexts. To speak to these challenges, the chapter provides readers with a detailed account of a bilingual National Science Foundation (NSF)-funded model of professional learning that could serve as an alternative culturally sustaining model for TPL. Specifically, the goal of the NSF initiative was to position in-service ESOL and science teachers of English as agentive and culturally responsive in their work. The systemic functional linguistic paradigm that undergirded the initiative placed emphasis on incorporating students' linguistic and experiential repertories in co construction of knowledge. This chapter concludes with recommendations for the field.

scholarly journals Development of a Field-Based Chemistry Experiment Teaching Model to Strengthen Pre-Service Teachers’ Competence for Teaching Chemistry Experiments

2021 ◽  
pp. 1-27
Author(s):  
Sung Woo Bae ◽  
Jae Hwan Lee ◽  
Jongseok Park
Keyword(s):  
Science Teachers ◽  
Science Curriculum ◽  
Service Science ◽  
Flipped Learning ◽  
Secondary Classrooms ◽  
Teaching Chemistry ◽  
Student Activities ◽  
Chemistry Experiment ◽  
Teaching Experiments

Abstract The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations of student activities. The FCE model minimized the role of the instructor by using flipped learning and cooperative learning, which enabled learners to construct class contents by themselves with topics aligned to the secondary science curriculum. Findings suggest the FCE model supports pre-service science teachers to acquire both knowledge and practical skills related to conducting and teaching experiments. Implications for pre-service science teacher preparation are discussed.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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