scholarly journals Sikap Guru Sains Terhadap Penggunaan Teknologi Komputer di Makmal Sains

2012 ◽  
Author(s):  
Shahril Shabudin ◽  
Nor Hayati Alwi ◽  
Hanafi Atan ◽  
Su Luan Wong
Keyword(s):  
Science Teachers ◽  
Computer Technology ◽  
School Science ◽  
Science Laboratory ◽  
Ministry Of Education ◽  
Computer Laboratory ◽  
Instructional Activities ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Key Words Attitudes

‘Sekolah Bestari’ dan ‘Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris’ merupakan dua program pelopor yang diperkenalkan di Kementerian Pelajaran Malaysia (KPM) untuk meningkatkan proses pengintegrasian teknologi komputer dalam proses pengajaran dan pembelajaran. Pembekalan perkakasan komputer seperti komputer riba dan projektor LCD ke sekolah–sekolah membuktikan kegigihan KPM dalam menggalakkan penggunaan teknologi komputer dalam proses pengajaran dan pembelajaran terutamanya di kalangan guru–guru Sains dan Matematik negara ini. Sehubungan dengan itu, KPM juga merancang untuk memperkenalkan penggunaan teknologi komputer di makmal sekolah. Kajian ini dilakukan untuk meninjau sikap guru–guru sains di Negeri Sembilan terhadap penggunaan teknologi komputer di makmal sains sekolah. Hasil kajian mendapati bahawa guru–guru bersikap positif terhadap penggunaan teknologi komputer di makmal sains sekolah. Hasil kajian turut menunjukkan bahawa pengaruh pengalaman mengguna komputer di rumah pada sikap terhadap teknologi komputer bergantung kepada sama ada guru menerima komputer riba atau tidak. Kata kunci: Sikap; penggunaan teknologi komputer; makmal sains The ‘Smart School’ and ‘English in the Teaching of Science & Mathematics’ are examples of programmes introduced by the Malaysian Ministry of Education (MMOE) to enhance the integration of computer technology into the classroom instructional activities. The fact that all schools are now being equipped with laptops and also LCD projectors shows the dedication of the MMOE to encourage teachers in the intergration process, especially among Science and Mathematics teachers. There is also plan by the MOE to integrate the computer technology in the school science computer laboratory. This article reports on the study undertaken to elucidate science teachers’ attitude towards the usage of computer technology in the school science laboratory in Negeri Sembilan. The results of this study indicates that teachers hold a positive attitude towards using computer technology in the school science laboratory. The results also showed that the influence of computer experience at home on computer technology attitudes depend on whether teachers received laptops or not. Key words: Attitudes; use of computer technology; science laboratory

scholarly journals An Opinions of secondary school science and mathematics teachers on STEM education

2018 ◽  
Vol 10 (1) ◽  
pp. 52
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Middle School ◽  
Secondary School ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Middle School Science ◽  
Secondary School Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.

scholarly journals Opinions of middle school science and mathematics teachers on STEM education

2018 ◽  
Vol 10 (2) ◽  
pp. 70-78
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Middle School Science ◽  
Spring Semester ◽  
And Mathematics ◽  
Middle School Science Teachers ◽  
Science And Mathematics Teachers

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.

scholarly journals Penguatan Kompetensi Guru dalam Optimalisasi Fungsi Laboratorium

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Arif Sholahuddin ◽  
Ratna Yulinda ◽  
M Fuad Sya'ban ◽  
Rasidah Rasidah
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
School Science ◽  
Learning Objectives ◽  
High School Science ◽  
Science Laboratory ◽  
Guided Inquiry ◽  
Laboratory Management

Laboratorium sebagai sarana pembelajaran IPA memiliki fungsi sangat penting dalam menfasilitasi peserta didik membangun kompetensi ilmiah. Oleh karena itu diperlukan manajemen yang tepat oleh pengelola yang memiliki kompetensi. Kegiatan workshop ini dilakukan untuk memperkuat kompetensi guru dalam optimalisasi fungsi laboratorium IPA. Kegiatan dilakukan dalam bentuk ceramah-tanya jawab, diskusi, praktik laboratorium berbasis inquiry dan latihan implementasi manajemen laboratorium di laboratorium sekolah. Peserta kegiatan sebanyak 19 orang guru IPA SMP di Kota Banjarmasin dan Kabupaten Banjar. Kegiatan workshop ini mampu memperkuat pengetahuan dan keterampilan guru SMP dalam pengelolaan laboratorium dan keterampilan merancang dan melaksanakan praktikum berbasis guided inquiry serta kemampuan menerapkan hasil workshop di laboratorium IPA sekolah. Peserta workshop sangat antusias selama mengikuti kegiatan dan merasa sangat terbantu dalam mengatasi kendala dan permasalahan yang dialami guru-guru IPA di sekolah masing-masing. Perlu perluasan peserta workshop di berbagai daerah agar mampu meningkatkan peran laboratorium dalam mendukung tujuan pembelajaran IPA yang meliputi pengetahuan, sikap dan keterampilan ilmiah peserta didik.The laboratory has a very important function as a means of science learning to facilitate students to build their scientific competences. Therefore, we need proper management which is performed by the competent laboratory managers. This workshop was conducted to strengthen the teachers’ competence in optimizing the functions of a science laboratory. The workshop methods including lectures, discussions, inquiry-based laboratory practices and implementation of school’s laboratory management. The participants were 19 junior high school science teachers in Banjarmasin City and Banjar Regency. This workshop was able to strengthen teachers’ knowledge and skills in mining school’s laboratory, teachers’ skills to design and implement guided inquiry-based practicum, and teachers’ ability to apply skills in managing science laboratory. The participants appear very enthusiastic during the workshop and they felt greatly helped in overcoming many laboratory obstacles and problems. It is necessary to expand the workshop’s participants in various regions in order to increase the role of laboratories in supporting science learning objectives which include scientific knowledge, attitudes, and skills of students. 

scholarly journals Factors Influencing Teachers’ Use of Multimedia Enhanced Content in Secondary Schools in Tanzania

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Joel Samson Mtebe ◽  
Betty Mbwilo ◽  
Mussa M. Kissaka
Keyword(s):  
Secondary Schools ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
School Science ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Subject Content Knowledge ◽  
The Government ◽  
And Mathematics ◽  
Science And Mathematics Teachers

<p class="Style2">Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of <em>performance expectancy</em>, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.</p>

scholarly journals IDENTIFYING BARRIERS WHEN TEACHING SCIENCE AND MATHEMATICS IN LOW ECONOMY REGIONS: SWANSEA AND HAKKARI AS CASE STUDIES

2019 ◽  
Vol 18 (6) ◽  
pp. 848-865
Author(s):  
Mukadder Baran
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Methodological Approach ◽  
Structured Interview ◽  
Pedagogical Issues ◽  
Teaching Process ◽  
Case Research ◽  
Upper Secondary ◽  
And Mathematics ◽  
Science And Mathematics Teachers

The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers’ lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students`attention span, and interest; and regarding teachers-based barriers, teachers` lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari. Keywords: comparative case research, mathematics teachers, science teachers, teaching barriers.

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.

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