Conceptualizing a teaching experience on the development of the idea of evolution: An epistemological approach to the education of science teachers

2007 ◽  
Vol 31 (5) ◽  
pp. 557-574 ◽  
Author(s):  
Ruth Zuzovsky
Keyword(s):  
Science Teachers ◽  
Teaching Experience

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

scholarly journals ANALISIS FAKTOR DETERMINAN YANG MEMPENGARUHI PROFESIONALITAS GURU BIDANG STUDI ILMU SOSIAL DI KOTA PAREPARE

2019 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Afrilya Liliani Pabubung
Keyword(s):  
Social Science ◽  
Science Teachers ◽  
Quantitative Research ◽  
Teacher Motivation ◽  
Teaching Experience ◽  
Educational Background ◽  
Teacher Professionalism ◽  
Correlational Research ◽  
Normality Test ◽  
And Training

This study aims to study educational background, teaching experience, training (education and training), and facilities on the motivation teachers, to find out their educational background, teaching experience, training (training), facilities and infrastructure, motivation of teachers towards the professionalism of teachers and to understand the educational background, teaching experience, training (training), and infrastructure for teacher professionalism through social science teachers in the Municipality of Parepare.This research is quantitative research, a type of correlational research. The data obtained were analyzed by two types of statistics, namely descriptive statistics and inferential statistics: Data Normality Test and Hypothesis Test.The results showed that: (i) there was a direct significant influence, teaching experience, training (training), and infrastructure directly related to the motivation of teachers Parepare City, (ii) educational background, teaching experience, training, facilities and infrastructure, and direct teacher motivation on the professionalism of teachers in Parepare City, (iii) educational background, teaching experience, training (training), and indirect infrastructure facilities for teacher professionalism through social science teachers in Parepare City 

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>

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

scholarly journals Reasons for using or not using interactive whiteboards: Perspectives of Taiwanese elementary mathematics and science teachers

2012 ◽  
Vol 28 (8) ◽  
Author(s):  
Syh-Jong Jang ◽  
Meng-Fang Tsai
Keyword(s):  
Science Teachers ◽  
Teaching Experience ◽  
Interactive Whiteboards ◽  
Male Teachers ◽  
Abstract Concepts ◽  
Teacher Gender ◽  
Elementary School Mathematics ◽  
Female Teachers ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

This study examines the reasons for using or not using interactive whiteboards (IWBs) by  elementary  school  mathematics  and  science  teachers  in  Taiwan.  It  also  considers whether  there  were  any  significant  differences  in  the  reasons  according  to  teaching subjects, teacher gender, and teaching experience. The survey was developed based on an  overview  of  the  discussions  from  prior  research  related  to  the  benefits  and drawbacks in using IWBs. Percentages were high on all six reasons for using IWBs. Of the  five  reasons  for  not  using  IWBs,  budget  constraints  appeared  to  be  the  most important reason why the teachers did not use IWBs in their classroom. Male teachers using  IWBs  showed  significantly  higher  ratings  than  female  teachers  for  getting students’  attention  and  increasing  interaction.  Experienced  teachers’  ratings  were significantly  higher  than  novice  teachers  for  getting  students’  attention,  helping teachers  explain  complex  and  abstract  concepts,  and  helping  the  teaching  process.  In the  group  of  teachers  who  reported  not  using  IWBs,  male  teachers  showed significantly  higher  ratings  for  the  lack  of  time  to  design  teaching  materials,  and limited  sources  of  related  teaching  software.  Research  implications  of  this  study  are provided along with suggestions for future study.

scholarly journals Differences Between Regular and Distance Education in a Teacher’s Training Program

2017 ◽  
Vol 20 (2) ◽  
pp. 17-29
Author(s):  
Giannakoudakis Zacharias ◽  
Giossos Yiannis
Keyword(s):  
Distance Education ◽  
Training Program ◽  
Science Teachers ◽  
Social Presence ◽  
Teaching Methods ◽  
Teaching Experience ◽  
The Other ◽  
Face To Face ◽  
Closed Type ◽  
The Social

AbstractThe aim of this research was to study the differences in social presence and autonomy concerning the two methods of education used in a training program for science teachers in the years 2015-2016. The first method was the traditional face to face and the other was the Distance Education method. In particular, the study focused on whether there are differences in the social presence and autonomy between the two teaching methods, and the teaching experience of the participants. A closed-type questionnaire of Likert type was used to collect the data, while t-test for independent samples was used for statistical analysis. The study indicated differences in the social presence and autonomy between the two methods of teaching.

scholarly journals The Opinions of Science Teachers on the Weaknesses and Strengths of LGS and TEOG Systems (The Case of Kars Province)

2020 ◽  
Vol 9 (2) ◽  
pp. 20
Author(s):  
Emine Hatun Diken
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Teaching Experience ◽  
Entrance Exam ◽  
Screening Model ◽  
School Entrance ◽  
Process Oriented ◽  
Exam System ◽  
High Level ◽  
Better Than

This study aims to determine the opinions of science teachers working in secondary schools in Kars province of Turkey regarding the comparison of the High School Entrance Exam (LGS) which is currently being applied in Turkey and the transition from primary to secondary education (TEOG) which was applied in Turkey before this exam system. The study was conducted with a screening model and data was collected through structured questions. The study group consists of 48 Science Teachers, who have teaching experience “1-10, 10-20 and over 20 years”, working in 13 different secondary schools in Kars. The main categories were tried to be determined using explanatory and inferential codes that appeared in the analysis of forms for teachers' views. As a result of the research, it was found that most science teachers expressed the opinion that it was not necessary to abolish the TEOG and enact the LGS, and that the TEOG exam served its purpose better than the LGS. Again, as a result of the research, it was found that science teachers who thought that TEOG was a stronger test than LGS expressed the opinion that TEOG should be more systematic, process-oriented, be compensated, have more impact on written exams in school, and that the exam should be a process-oriented exam spanning two semesters. It was determined that science teachers who thought that LGS was a stronger test than TEOG had expressed the opinion that LGS was a highly distinguishable test and that LGS questions were questions based on high-level thinking, high selectivity, based on interpretation, requiring knowledge, far from recitation, covering all subjects.

A Study of Some Results of an Educational Media Course within a Teacher Preparation Program

1976 ◽  
Vol 4 (3) ◽  
pp. 187-203
Author(s):  
William McCavitt
Keyword(s):  
Teacher Preparation ◽  
Science Teachers ◽  
Physical Science ◽  
Behavioral Science ◽  
Student Evaluation ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
First Year ◽  
Instructional Media ◽  
Preparation Program

This study sought to examine one dimension of the on-the-job behavior of secondary public school teachers who have completed a teacher preparation program at Indiana University of Pennsylvania. More specifically, the study examined the on-the-job behaviors and attitudes of these teachers in the following terms: (1) use of instructional media in the classroom, (2) use of instructional media in making student assignments, (3) use of instructional media in conducting student evaluation, (4) years experience (first year or fifth year teacher), (5) teaching area (behavioral science or physical science). The data revealed that differences do exist between the secondary teachers in the behavioral sciences in their attitudes toward and use of instructional media in student assignments and evaluation with physical science teachers scoring higher. Study data also seem to indicate that, regardless of the number of years of teaching experience teachers have, attitudes and uses of instructional media differ very little. It should be pointed out, however, that the attitudes and behaviors toward the use of instructional media by first year teachers, as shown by their mean scores, were slightly higher than those with five years teaching experience.

scholarly journals PERCEPTIONS OF SCIENCE TEACHERS TOWARDS TEACHING IN LAGOS STATE, NIGERIA

2018 ◽  
Vol 18 (1) ◽  
pp. 1-10
Author(s):  
Florence Omosholape Abidoye
Keyword(s):  
Secondary Schools ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Lagos State ◽  
Senior Secondary Schools ◽  
Senior Secondary

The objective of this study was to determine the perception of science teachers towards science teaching in senior secondary schools in Lagos State, Nigeria. Specifically, the study determined the perception of science teachers towards science teaching on the basis of their gender and years of teaching experience. It was a survey research in which simple random sampling technique was used to select 275 science teachers from secondary schools in Lagos state, Nigeria. Two hundred and eight five Science teachers were sampled from senior secondary schools, of the 285 questionnaires distributed, 275 were retrieved. The data collected were analyzed using frequency count, percentages and t-test. These were used to answer the research questions and also test the hypotheses. The findings of the study showed that: (i) science teachers generally had positive perception towards science teaching (tcal.= 20.43 at p < 0.05);  (ii)  there was no significant difference in the perception of science teachers towards science teaching based on their gender (tcal.= 0.39 at p > 0.05); and (iii) there was no significant difference in the perception of science teachers towards science teaching based on their years of teaching experience (tcal.= 1.40 at p > 0.05). The implications are discussed.

scholarly journals A New Perspective on Pedagogical Content Knowledge: Intellectual and Emotional Characteristics of Science Teachers

2021 ◽  
Vol 72 ◽  
pp. 9-32
Author(s):  
Muharrem DURAN ◽  
Muhammet USAK ◽  
Ming-Yuan HSIEH ◽  
Harun UYGUN
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Pedagogical Content ◽  
Face To Face ◽  
Acids And Bases ◽  
New Perspective ◽  
Intellectual Knowledge

The purpose of this study was to analyze the development of pedagogical content knowledge (PCK) of science teachers with different teaching experience on acids and bases and offer new domains of PCK which describe the relationship between PCK and emotional characteristics of teachers and their intellectual knowledge in science teaching. The research was carried out with the participation of six science teachers with different teaching experience. In the selection of participants, teaching the subject of acids and bases at least once, three and ten times, and being willing to participate in the study were the required criteria. Face to face interviews, videos and classroom observation forms, a pedagogical content knowledge form and academic follow-up forms are the assessment tools that were used in the study. It was found out that the teachers’ intellectual knowledge and positive emotional characteristics contributed to their pedagogical content knowledge. Teachers who were able to create effective learning environments with sufficient level of intellectual knowledge and positive emotional characteristics had more qualified pedagogical content knowledge. These properties had a significant role in students’ understanding.

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