scholarly journals HERMENEUTIC PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS ABOUT SCIENCE

2018 ◽  
Vol 17 (5) ◽  
pp. 778-799
Author(s):  
Bilge Can ◽  
Asiye Bahtiyar ◽  
Hasret Kökten
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Single Case ◽  
Descriptive Analysis ◽  
Meaningful Learning ◽  
Deep Understanding ◽  
Service Science ◽  
Structured Interviews ◽  
Before And After ◽  
Mathematics And Science

Science education emphasizes the development of individuals' ability to make comments, reasoning, and critical reflection while expressing their scientific thoughts. In this sense, future science teachers have great responsibility to develop those skills of the learners and their meaningful learning. Many researches emphasize hermeneutical thinking for disciplines such as mathematics and science to create meaningful learning. The current research aimed to reveal pre-service science teachers’ hermeneutical perspectives about science and to determine their existing ideas. For this aim, scientific problems presented to pre-service science teachers via scenarios, and how they developed their approaches to solve these problems, and whether they used hermeneutics in this process were examined. The hermeneutical perspectives of pre-service teachers were selected as a single case -by using qualitative research method- to have a deep understanding of their hermeneutical perspectives. The research group consisted of nine third-year-students. Semi-structured interviews prepared by the researchers were applied before and after the intervention in the research conducted for 14 weeks in Science Teaching Laboratory Applications-I course. The data were analysed by a descriptive analysis method. It has been evidenced that science-related hermeneutical perspectives of the pre-service science teachers have developed as a result of the problem-based scenario studies. Key words: hermeneutics, hermeneutical perspective, scenario-based learning, science education, pre-service science teacher.

scholarly journals Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

2017 ◽  
Vol 7 (3) ◽  
pp. 103
Author(s):  
Fatma Sasmaz Oren
Keyword(s):  
Science Teachers ◽  
Research Data ◽  
Service Science ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Science Courses ◽  
Use Of Technology ◽  
The Subject

This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor’s observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher’s expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.

Projects The Eisenhower National Clearinghouse for Mathematics and Science Education

1995 ◽  
Vol 88 (9) ◽  
pp. 781
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Free Access ◽  
Library Media ◽  
Electronic Catalog ◽  
Exciting Source ◽  
Mathematics And Science Education ◽  
K 12 ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Everj’ teacher is pressed for time and plagued by the problem of finding information about new resources quickly and efficiently. K—12 mathematics and science teachers and library media spe�cialists now have a new and exciting source of information about curriculum and professional development materials. The Eisenhower National Clearing-house for Mathematics and Science Education (ENC) allows free access to its comprehensive electronic catalog of K-12 curriculum resources.

Introducing purposeful activity kits in a hand rehabilitation practice: Effects on clinical practice patterns and job satisfaction among occupational therapy practitioners

Hand Therapy ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Laura B Dy ◽  
Kathleen E Yancosek
Keyword(s):  
Occupational Therapy ◽  
Practice Patterns ◽  
Descriptive Analysis ◽  
Ease Of Use ◽  
Structured Interviews ◽  
Hand Rehabilitation ◽  
Effective Manner ◽  
Before And After ◽  
Purposeful Activity ◽  
Occupational Therapy Practitioners

Introduction Facilitating function through occupation and purposeful activity is the basic tenet of occupational therapy. However, the majority of research in hand rehabilitation clinics continues to focus on biomechanical interventions. The purpose of this research was to study practice patterns and personal opinions of occupational therapy practitioners before and after providing purposeful activity kits to an outpatient occupational therapy hand clinic. Methods Mixed-method design to evaluate an 8-week intervention of providing purposeful activity kits to a busy, military outpatient hand clinic. A paper survey was administered to nine occupational therapy practitioners before and after the intervention. Qualitative data were gathered through semi-structured interviews. Results A descriptive analysis indicated an increase in the use of activities, crafts, and occupation after the introduction of the purposeful activity kits. Practitioners consistently reported time as the top factor in their inability to incorporate more purposeful activities. Qualitative results support use of the new activities during both intervention and evaluation due to the focus on function and ease of use of the kits. Conclusion Purposeful activities can enhance any rehabilitation clinic in an organized, cost-effective manner. Practitioners responded positively toward the added equipment; however, it will take time and effort to adjust the theoretical decision making of practitioners. Additional participants and length of intervention is needed.

scholarly journals PROMOTING PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING

2017 ◽  
Vol 16 (4) ◽  
pp. 459-471
Author(s):  
Mehmet Demirbağ ◽  
Sevgi Kingir
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Service Science ◽  
Chemistry Laboratory ◽  
First Year ◽  
Dialogic Teaching ◽  
Instructional Activities ◽  
Audio Recordings ◽  
Before And After ◽  
Conceptual Difficulties

In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers’ conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers’ conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers’ understanding about boiling. Keywords: dialogic teaching, conceptual change, boiling topic, pre-service science teachers.

scholarly journals Exploring How Research Experiences For Teachers Changes Their Understandings Of The Nature Of Science And Scientific Inquiry

2015 ◽  
Vol 1 (1) ◽  
pp. 53 ◽  
Author(s):  
Sanlyn R. Buxner
Keyword(s):  
Science Education ◽  
Education Reform ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Inquiry ◽  
Informal Science Education ◽  
Scientific Practices ◽  
Structured Interviews ◽  
Research Experiences ◽  
Research Experiences For Teachers

<p>The nature of science is a prevalent theme across United States national science education standards and frameworks as well as other documents that guide formal and informal science education reform. To support teachers in engaging their students in authentic scientific practices and reformed teaching strategies, research experiences for teachers offered in national laboratories, university research centers, and national field-sites promise opportunities to help teachers update their current understanding of STEM fields and experience firsthand how scientific research is conducted with the end goal of supporting more inquiry-based teaching approaches in their classrooms. This qualitative interpretive study used an adapted Views of Nature of Science and Views on Scientific Inquiry surveys and protocols to investigate changes in 43 practicing teachers understandings about the nature of science and scientific inquiry as a result of participation in one of three summer science research programs. Each program provided participants with research experiences alongside professional researchers as well as activities intended to increase participants abilities to provide inquiry-based science learning activities for their students. Data were collected using open-ended surveys pre-program, post-program and long-term follow-up surveys, semi-structured interviews, focus groups, along with researchers observations and field-notes. Participation in these programs led to small, measurable enhancements in teachers understandings of scientific inquiry and the nature of science. Teachers prior experience with research was found to have the strongest relationship to their knowledge of the nature of science and scientific inquiry. The data in this study provides evidence that research experiences can provide valuable experiences to support teachers improved knowledge of how science is conducted.</p>

scholarly journals THE IMPORTANCE OF NATURAL SCIENCE AND MATHEMATICS TEACHERS COLLABORATION

2014 ◽  
Vol 11 (2) ◽  
pp. 4-6
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Mathematics Teachers ◽  
Natural Science ◽  
Mathematics Teaching ◽  
And Mathematics ◽  
Natural Science Education ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science

It is obvious, that collaboration plays an increasing role among science and mathematics teachers. It is quite useful if different ideas on science and mathematics teaching are shared among teachers. Teachers have better opportunities to experience collaboration. The collaborative process supports the transdisciplinarity of science and mathematics teaching. Teachers are able to develop an understanding of how mathematics and science concepts can be taught in creative, playful and effective way. The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). It is obvious, that collaboration of mathematics and science teachers is important for improvement of quality of natural science education. Key words: collaboration, quality of natural science education, science and mathematics teaching.

scholarly journals DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP

2020 ◽  
Vol 19 (4) ◽  
pp. 659-674
Author(s):  
Ana Valdmann ◽  
Jack Holbrook ◽  
Miia Rannikmäe
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Structured Interviews ◽  
Sense Of Ownership

This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers’ self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self–efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories. Keywords: phenomenographic analysis, self-efficacy, teacher ownership, teacher ownership categories.

scholarly journals Using Excel in Teacher Education for Sustainability

2016 ◽  
Vol 18 (2) ◽  
pp. 89-104 ◽  
Author(s):  
Serhat Aydın
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Ease Of Use ◽  
Service Science ◽  
Education For Sustainability ◽  
Statistical Software ◽  
Statistics Course ◽  
Before And After ◽  
Second Year ◽  
Positive Effect

AbstractIn this study, the feasibility of using Excel software in teaching whole Basic Statistics Course and its influence on the attitudes of pre-service science teachers towards statistics were investigated. One hundred and two pre-service science teachers in their second year participated in the study. The data were collected from the prospective teachers before and after the compulsory Basic Statistics Course. This is a course offered in the third term aiming at introducing the most basic concepts and operations in descriptive and inferential statistics. In the context of this course, it could be argued that in most universities basically four concept groups are addressed: 1) Data and distributions, 2) How values cluster and/or disperse, 3) How variables move, classify or cluster jointly and 4) How the means between different groups differentiate.The statistics course with the content mentioned above is usually handled theoretically and nearly no statistical software is used considering the needs and expectations of pre-service science teachers. In case a software is used, it is generally SPSS in Turkey. SPSS is nearly the standard in the field here and dominates all other software such as SAS etc. On the other hand, Excel with much of its capabilities, accessibility and ease of use, is not considered by most of the academics as sufficient statistical software.In this paper the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated and its superiority to other softwares and traditional instruction were discussed. In addition, the positive effect of such an instruction on the attitudes of pre-service teachers towards statistics was shown.

scholarly journals STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

2021 ◽  
Vol 10 (1) ◽  
pp. 138-148
Author(s):  
E. F. Rusydiyah ◽  
D. Indarwati ◽  
S. Jazil ◽  
S. Susilawati ◽  
G. Gusniwati
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Curriculum Design ◽  
Islamic State ◽  
Stem Learning ◽  
Education Students ◽  
Study Program ◽  
Before And After

The STEM learning environment is the practice of students’ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachers’ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.α<5 for each indicator. Perceptions and skills of implementing STEM learning environments in students’ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.

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