scholarly journals Coding and Analysing Behaviour Strategies of Instructors in University Science Laboratories to Improve Science Teachers Training

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Patrick Osawaru Ajaja
Keyword(s):  
Science Teachers ◽  
Science Laboratories ◽  
Teachers Training ◽  
University Science

scholarly journals Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors

2016 ◽  
Vol 32 (1) ◽  
Author(s):  
Syh-Jong Jang ◽  
Yahui Chang
Keyword(s):  
University Students ◽  
Content Knowledge ◽  
Science Teachers ◽  
Statistical Significance ◽  
Teaching Experience ◽  
University Physics ◽  
University Instructors ◽  
Science Instructors ◽  
The University ◽  
University Science

<p>University science teachers’ technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and in-service teachers’ TPACK, few studies have examined university instructors’ TPACK and university students’ perceptions of instructors’ TPACK. The main purpose of this study was to examine the TPACK questionnaire differences between university students’ perceptions and instructors’ self-perceptions, and assess differences in university physics instructors’ TPACK according to gender, academic degrees and teaching experience in Taiwan. This study adopted and revised an instrument for measuring university students’ perceptions of science instructors’ TPACK. The sample was randomly selected from the physics instructors of universities in the northern, central, and southern regions of Taiwan. Exploratory factor analysis was conducted to examine the dimensions of the instrument. The results revealed that the TPACK questionnaire of university physics instructors’ views were different from the university students’ perceptions. University physics instructors’ results indicated statistical significance in overall TPACK according to teaching experience. The research implications of this study are provided along with suggestions.</p>

Diffusion of ICT Innovation in Science Education

2010 ◽  
pp. 84-102
Author(s):  
Bulent Cavas ◽  
Pinar Cavas ◽  
Bahar Karaoglan ◽  
Tarik Kisla
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Diffusion Of Innovation ◽  
Ict In Education ◽  
Technology Application ◽  
Learning And Teaching ◽  
General Terms ◽  
Technological Research Council ◽  
Doi Theory ◽  
University Science

In this chapter, the authors first discuss how Roger’s theory of innovation diffusion can be incorporated into ICTs in formal and informal learning and teaching environments. The authors begin by presenting the use of ICT in education in general terms, then they introduce Rogers’ diffusion of innovation (DoI) theory and the related literature. This is followed by a description of a project which explored the relationship between some characteristics of primary science teachers and their attitudes toward the use of ICT in education. A national project was funded by the Scientific and Technological Research Council of Turkey (TÜBITAK), and Ege University, Science and Technology Application and Research Center. The last section involves a discussion of the diffusion of technological innovations into science education in the light of Rogers’ DoI theory.

University science teachers’ conceptions of contents

2020 ◽  
Vol 38 (3) ◽  
pp. 15
Author(s):  
Ana Rivero ◽  
Soraya Hamed ◽  
Gabriela Delord ◽  
Rafael Porlán
Keyword(s):  
Science Teachers ◽  
University Science

scholarly journals STEM Education in Indonesia: Science Teachers’ and Students’ Perspectives

2021 ◽  
Vol 2 (1) ◽  
pp. 7-16
Author(s):  
Anna Permanasari ◽  
Bibin Rubini ◽  
Oktian Fajar Nugroho
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Training And Development ◽  
Stem Learning ◽  
Lesson Analysis ◽  
Teachers And Students ◽  
Points Of View ◽  
Level Of Understanding ◽  
Teachers Training ◽  
Survey Approach

STEM education in indonesia has become a commitment for all of stakeholders in the field of science education in the last several years. All education participants agree to increase the popularity of STEM education in various parties, especially teachers and students. The research has been conducted to see to what extent science teachers in the secondary school interpret and understand STEM education and how Students pertain toward STEM learning. The research was conducted with a descriptive method using a survey approach. A set of questionnaire which comprises open-ended and closed-ended questions about teachers’ and students’ perceptions and understanding regarding STEM education were developed and applied. Responses from science teachers as well as students were then analysed through interpretative methods in which the participants’ own meanings and points of view were sought. The result indicated that STEM education is quite well understood by science teachers. Most of teachers show the same level of understanding toward STEM Education. Unfortunately, not many teachers have applied the STEM approach for science learning in the classroom. This is led to the weak understanding of STEM learning in students’side. Most of students did not familiar with “STEM learning” term. Based on the research, it is reccomended that the science teachers’ training and development should be reorientated and implemented through lesson analysis with various best practices on STEM learning systematically and continually.

scholarly journals THE EFECTIVENESS OF UTILIZATION OF THE SCIENCE LABORATORY IN INTEGRATED SCIENCE LEARNING AT MTS UNGGULAN AL QODIRI 1 JEMBER

2021 ◽  
Vol 2 (2) ◽  
pp. 165-174
Author(s):  
Winda Kuncorowati ◽  
Mohammad Wildan Habibi ◽  
Choiriya Tri Mosrifa ◽  
Mela Mahardika Ilafi
Keyword(s):  
Qualitative Research ◽  
Learning Outcomes ◽  
Science Teachers ◽  
Science Learning ◽  
Research Data ◽  
Learning Motivation ◽  
Science Laboratory ◽  
Integrated Science ◽  
Science Laboratories ◽  
Motivation And Learning

The purpose of this study was to determine the effectiveness of usingscience laboratories and the factors that affected the effectiveness of using science laboratories in supporting learning at Mts Unggulan Al-Qodiri 1 Jember. This research was a qualitative research. Data collection techniques in this study used observation guidelines and interview guidelines. The data obtained were from the results of interviews with one of the science teachers as well as the head of the laboratory at MTs Unggulan 1 Alqodiri Jember. The results showed that the use of the science laboratory at MTs Unggulan Al-Qodiri 1 Jember can be said to be effective in supporting learning in schools. This can be seen from the effectiveness of the use of science laboratories facilitated with complete equipment, it can be said to be 90%. The tools contained in MTs Unggulan Al-Qodiri 1 Jember are very effective in utilizing the Science Laboratory in Integrated Science Learning. Based on this explanation, the function of the laboratory as a means of strengthening students' understanding, increasing learning motivation and learning outcomes through science experiment at MTs Unggulan Al-Qodiri 1 Jember has beeneffective.

scholarly journals STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

2022 ◽  
Vol 12 (1) ◽  
pp. 30
Author(s):  
Valentina Domenici
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Learning Activities ◽  
Science Museum ◽  
Formal Context ◽  
Science Museums ◽  
Chemistry Teachers ◽  
Teachers Training

Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.

scholarly journals Instructional Practices of Science Teachers in Directorate of Marka in the Capital Amman and their relationship with Sex & Experience and their Interaction: واقع الممارسات التدريسية لمعلمي ومعلمات العلوم بمرحلة التعليم الأساسي في مديرية لواء ماركا بالعاصمة عمّان وعلاقتها بالجنس والخبرة والتفاعل بينهما

2020 ◽  
Vol 4 (37) ◽  
Author(s):  
Hadeel Mustafa Baker
Keyword(s):  
Classroom Management ◽  
Instructional Practices ◽  
Science Teachers ◽  
Training Programs ◽  
Male And Female ◽  
Executive Performance ◽  
Educational Supervision ◽  
Descriptive Approach ◽  
Teachers Training ◽  
Item Scale

The aim of this study was to determine the science teachers’ practices and the effect of sex and experience and the interaction of sex and experience. The descriptive approach was used, and a (19) Likert item scale distributed on the four domains was applied on the sample of (62) male and female. The results revealed that the assessment of general teachers’ practices was (always). The level of practices of four domains were: classroom management (always), while educational executive performance, assessment, and preparing and planning were (usually). the results showed that there were significant differences of teachers’ practices due to teachers’ experience for longer experience, and there were no statistically significant differences due to the sex and the interaction of sex and experience, The study recommended the following issues: apply results of the study in educational supervision and in teachers’ training programs, pay attention to teachers’ practices issues, and organize teaching of science in the basic cycle.

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