Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

2007 ◽  
Author(s):  
Gamze S. Selçuk ◽  
Serap Çalişkan ◽  
Mustafa Erol
Keyword(s):  
Learning Strategies ◽  
Teacher Candidates ◽  
Physics Teacher ◽  
Class Level

scholarly journals Examining the Relationship Between Turkish Teacher Candidates’ Metacognitive Learning Strategies and Critical Listening Attitudes

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 145-153
Author(s):  
Fatih Can
Keyword(s):  
Learning Strategies ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Survey Design ◽  
Attitude Scale ◽  
Grade Point ◽  
Metacognitive Learning ◽  
Faculty Of Education ◽  
Listening Behaviors ◽  
The Relationship

This study aims at examining the relationship between Turkish teacher candidates’ metacognitive learning strategies and critical listening attitudes as well as determining whether theircritical listening attitudes and the use of metacognitive learning strategies vary with gender, age, year in college, and grade point average (GPA). Accordingly, a correlational survey design was used. The sample of the study consists of 191 Turkish teacher candidates studying at the Turkish teacher education program of Amasya University, Faculty of Education. The Metacognitive Learning Strategies Determining Scale developed by Gündoğan Çöğenli & Güven (Bilişüstü…) and the Critical Listening Attitude Scale developed by Taşkın were used as data collection tools. The data were analyzed using statistical package software SPSS 22.0. T-test, ANOVA, and correlation analysis were performed. A positive correlation was determined between Turkish teacher candidates’ critical listening behaviors and the use of metacognitive learning strategies.We believe that the findings of this study will contribute to determining critical listening attitudes.

Engaging physics teacher-candidates in the production of science demonstration videos

2019 ◽  
Vol 54 (2) ◽  
pp. 025008 ◽  
Author(s):  
Gerald Tembrevilla ◽  
Marina Milner-Bolotin
Keyword(s):  
Teacher Candidates ◽  
Physics Teacher ◽  
Science Demonstration

scholarly journals How Do Physics Teacher Candidates Substantiate Their Knowledge? An Analytical Framework for Examining the Epistemic Dimensions of Content Knowledge in Higher Education

2019 ◽  
Vol 9 (2) ◽  
pp. 120
Author(s):  
Maija Nousiainen ◽  
Heidi Hyytinen ◽  
Elina Palmgren ◽  
Auli Toom
Keyword(s):  
Content Knowledge ◽  
Teacher Candidates ◽  
Conceptual Knowledge ◽  
Teacher Educators ◽  
Analytical Framework ◽  
Strategic Knowledge ◽  
Educational Aims ◽  
Physics Teacher ◽  
Relational Knowledge ◽  
Critical Aspects

Supporting teacher candidates’ learning of coherent and well-ordered content knowledge is one of the most important educational aims in subject teacher education. To reach this aim, teacher educators need suitable tools to enhance the formation of such knowledge. In this article, we present an analytical framework to examine conceptual knowledge, meaning the ability to define the relevant concepts pertaining to a task; relational knowledge, i.e., the ability to consider interrelations between the concepts; and strategic knowledge, i.e., the ability to use the knowledge by providing (experimental or modeling) procedures, which build new knowledge. A sample analysis of 16 teacher candidates’ written reports is presented to illustrate how this framework can be used. The aim of the study was to reveal what kind of variation in teacher candidates’ content knowledge can be found. This study suggests that teacher candidates’ written reports can reveal remarkable differences in the epistemic dimensions of content knowledge. The framework shows the differences among the teacher candidates as well as produces information for teacher educators of the critical aspects, when and where to intervene, and where to focus using different teaching practices.

scholarly journals The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

2020 ◽  
Vol 6 (2) ◽  
pp. 347
Author(s):  
Nevin Kozcu Çakır
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teacher ◽  
Primary School Teacher ◽  
Data Set ◽  
Efficacy Belief

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant  relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.

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