scholarly journals Styles of emotional work of prospective science teachers during their teaching practice

2013 ◽  
Vol 31 (1) ◽  
pp. 151
Author(s):  
Diana Victoria Hugo López ◽  
Neus Sanmartí ◽  
Agustín Adúriz-Bravo
Keyword(s):  
Science Teachers ◽  
Teaching Practice ◽  
Emotional Work ◽  
Prospective Science Teachers

scholarly journals Prospective Science Teachers’ Learning Independency Level on Blended Learning

2020 ◽  
Vol 1462 ◽  
pp. 012070
Author(s):  
WWW Brata ◽  
C Suriani ◽  
H Simatupang ◽  
S Siswanto ◽  
FTM Panggabean
Keyword(s):  
Blended Learning ◽  
Science Teachers ◽  
Prospective Science Teachers

Does teacher thinking match teaching practice? A study of basic science teachers

2008 ◽  
Vol 42 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Klara B Laksov ◽  
Matti Nikkola ◽  
Kirsti Lonka
Keyword(s):  
Science Teachers ◽  
Basic Science ◽  
Teaching Practice ◽  
Teacher Thinking

scholarly journals Pre-service Science Teachers’ Integration of Constructivist Ideas in the Lecture Method

2021 ◽  
Vol 20 (6) ◽  
pp. 277-298
Author(s):  
Rose Atieno Mutende ◽  
Rosemary K Imonje ◽  
Winston Akala
Keyword(s):  
Instructional Practices ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Sub Saharan Africa ◽  
Learning Material ◽  
Science Students ◽  
University Supervisors ◽  
Lecture Method ◽  
Sub Saharan

The teaching and learning of science subjects at secondary schools in Sub-Saharan Africa is currently dominated by application of the lecture method in delivering learning material. In the Lecture Method, the teacher discusses and shows the learning material. Studies showed that the lecture method can be made interactive, and, hence, more effective if teachers appropriately integrate constructivist ideas in the method. Therefore, this study aims to examine the BEd (Science) students’ integration of constructivist’s learner-oriented instructional practices in the lecture method during teaching practice (TP). Data were collected from 107 BEd(Science) students, their Head of Subjects in the TP schools and the university supervisors at the onset and towards the end of a 14-week TP. The instruments used to collect data were questionnaires and interview schedules. The data were analysed descriptively and inferentially. Descriptive statistics focused on frequencies, percentages, means and standard deviation which summarised the variables in terms of demonstration of instructional practices, supervision and assessment practices. Findings revealed that the BEd(Science) students faced difficulties in their attempt to integrate constructivist ideas in the lecture method. T-test showed a positive effect of teaching practice on the integration of constructivists’ ideas in the lecture method. The study provides several recommendations based on the findings.

scholarly journals An investigation of prospective science teachers' socio-scientific argumentation processes in terms of metacognition: A causal-comparative study

2017 ◽  
Vol 7 (4) ◽  
pp. 547-582 ◽  
Author(s):  
Ayşe Öztürk
Keyword(s):  
Science Teachers ◽  
Comparative Research ◽  
Quantitative Methods ◽  
Scientific Argumentation ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Significant Difference ◽  
Planning Decision ◽  
Causal Comparative ◽  
Prospective Science Teachers

This study attempts to investigate through causal-comparative research whether socio-scientific argumentation processes of prospective science teachers (PSTs) who had high and low socio-scientific argumentation skills differed from each other in terms of metacognition. The research was conducted with a total of 45 PSTs, 24of whom had high socio-scientific argumentation skills, and 21 had low socio-scientific argumentation skills. Data were gathered using qualitative and quantitative methods. Research results indicated that the PSTs with high socio-scientific argumentation skills displayed more metacognitive behaviors when compared to the PSTs with low socio-scientific argumentation skills and that they used more metacognitive strategies with regard to many components such as planning, decision-making, evaluation, monitoring, and organizing. Furthermore, a statistically significant difference was detected between the scores of the PSTs' metacognitive awareness skills in favor of the PSTs with high socio-scientific argumentation skills. These results demonstrated that the two groups with different socio-scientific argumentation skills differed from each other in terms of metacognition and that the PSTs with high socio-scientific argumentation skills were better in regard with metacognition.

scholarly journals Identifying the prospective science teachers’ understanding towards entrepreneurial skills

2020 ◽  
Vol 15 (4) ◽  
pp. 699-726
Author(s):  
Berrin Samanci ◽  
Tufan Inaltekin ◽  
Arzu Kirman Bilgin
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Great Majority ◽  
State Universities ◽  
Survey Method ◽  
Vast Number ◽  
Entrepreneurial Skills ◽  
Content Analysis Method ◽  
Almost All ◽  
Prospective Science Teachers

The aim of this study is to examine the prospective science teachers’ understanding towards entrepreneurial skills.  This study, which 146 prospective science teachers of 3rd grade at two state universities in Turkey have participated in, is carried out through the survey method. The data of the research are gathered with “Entrepreneurship Test (ET)”. The acquired data are analyzed by using the content analysis method. It is observed that the relation between entrepreneurship and economy is particularly explained with several characteristics by about one third of prospective teachers, whereas the vast majority of them are unable to establish this relation or give meaningless replies as a result of the research. However, it is found out that the great majority of the prospective teachers are able to explain upon the opportunities of entrepreneurship on the basis of the cultural structure of society. It is seen that very few prospective teachers emphasize on creativity and innovation important in regarding to using entrepreneurial skill. Nevertheless, it is observed that integration of the prospective teachers’ sense of entrepreneurship with technology is inadequate. In addition, it is understood that the vast number of the prospective teachers are incompetent about how they will be able to use the nature and environment when they put their opinions into practice (in the process of business establishment). Moreover, it is revealed that very few candidates are aware of performing the operations such as determining the business idea, making a preliminary assessment of the business idea and questioning the feasibility of the business idea. Furthermore, it is determined that almost all candidates do not have information about the process and content of preparing a business plan. These results show that the prospective science teachers’ understanding towards entrepreneurial skill is quite weak. Keywords: Science, the prospective teacher, the entrepreneurship skill.

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.

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