scholarly journals Pre-service science teachers reflective thinking skills toward problem solving

2015 ◽  
Vol 10 (10) ◽  
pp. 1449-1457 ◽  
Author(s):  
Can Sendil
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Service Science

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.

The impact of integrated STEM education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education

2018 ◽  
Vol 13 (1) ◽  
pp. 94-107 ◽  
Author(s):  
Devrim Akgündüz
Keyword(s):  
Academic Achievement ◽  
Science Education ◽  
Problem Solving ◽  
Stem Education ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Constructivist Teaching ◽  
Integrated Stem ◽  
Education Academic

This research has been conducted to evaluate the effects of integrated science, technology, engineering and mathematics (STEM) education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education. This study, which used pre-test–post-test and semi-experimental model with permanence test, control group as a research model, was conducted with 44 students attending to the 6th grade of a public school in 2015–2016 academic year. The study consisted of the control group with constructivist teaching and the experimental group with integrated STEM education. Academic achievement test and reflective thinking scale towards problem solving were applied. In SPSS 24 package program, analysis of quantitative data was performed using t-test and Mann–Whitney U test. In conclusion, the integrated STEM education does not significantly increase success, reflective thinking skills towards problem solving and their effects on permanence according to constructivist teaching, but provides positive contributions to academic achievement.   Keywords: Integrated STEM education, science education, academic achievement, problem solving, reflective thinking skills.  

scholarly journals Analysis of Science Teacher Candidates’ Relation between Scientific Creative Thinking Skills, Creative Problem Solving and Project Development Skills

2018 ◽  
Vol 48 ◽  
pp. 01059
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Project Development ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
Experimental Group

The research aims to determine the “relationship between the scientific creative thinking skills and creative problem solving and project development skills of candidate science teachers.” The research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for 14 weeks. The research data was gained through “Self-Assessment for Creativity Questionnaire” to be developed by Raudsepp [28] and adapted by Sungur [30] into Turkish with the reliability value by Gülel [11]; two projects which were “the kite project”, “bridge project from spaghetti macaroni” and “personal interviews”. The conclusions to be reached by the research are in favour of the experimental group and the last application. While it was found that the project development processes of the candidate teachers in the experiment group had an important impact on their scientific creativity, the positive opinions of the candidate teachers were also found.

scholarly journals The Correlation between Pre-Service Science Teachers’ Astronomy Achievement, Attitudes towards Astronomy and Spatial Thinking Skills

2016 ◽  
Vol 5 (2) ◽  
pp. 187 ◽  
Author(s):  
Cumhur TURK
Keyword(s):  
Data Analysis ◽  
Science Teachers ◽  
Thinking Skills ◽  
Service Science ◽  
Spatial Thinking ◽  
High Positive Correlation ◽  
Black Sea Region ◽  
Positive Correlation ◽  
Achievement Attitudes ◽  
Purdue Spatial Visualization Test

<p>The purpose of this study was to examine the changes in pre-service Science teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking in terms of their years of study. Another purpose of the study was to find out whether there was correlation between pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking. The study was conducted with 280 pre-service teachers (freshmen, sophomores, juniors and seniors) studying at the education faculty of a university in Black Sea Region of Turkey. The data were collected through Astronomy Achievement Test, Astronomy Attitude Test and Purdue Spatial Visualization Test: Visualization of Rotations. One way factor analysis (One-Way Anova) technique for independent groups was used for data analysis in order to find out whether pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking differed in terms of their years of study. In order to find out whether there was correlation between pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking, simple linear correlation analysis was conducted and Pearson Moment Correlation Coefficient was checked. The results of the data analysis showed that pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking differed significantly in terms of their years of study. In addition, a low positive correlation was found between pre-service teachers’ astronomy achievement and attitudes towards astronomy while a high positive correlation was found between pre-service teachers’ astronomy achievement and their skills for spatial thinking. In line with these results, recommendations were made to increase the number of astronomy classes in education faculties and to teach astronomy not only in fourth year but also in the first three years.</p>

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