scholarly journals The Impact of Mobile Technologies-integrated Cooperative Instruction Workshop for In-service Science Teachers

2020 ◽  
Vol 8 (9) ◽  
pp. 4287-4293
Author(s):  
Duongdearn Suwanjinda ◽  
Suchin Visavateeranon ◽  
Songpon Phadungphatthanakoon
Keyword(s):  
Science Teachers ◽  
Service Science ◽  
Mobile Technologies ◽  
Cooperative Instruction ◽  
The Impact

scholarly journals PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF THE "CONDUCTION OF HEAT IN SOLIDS"

2017 ◽  
Vol 16 (2) ◽  
pp. 163-174
Author(s):  
Tülay Şenel Çoruhlu
Keyword(s):  
Science Teachers ◽  
Grade Level ◽  
Structured Interview ◽  
Service Science ◽  
First Year ◽  
Data Collection Process ◽  
Second Year ◽  
Faculty Of Education ◽  
The Impact ◽  
The City

There has been various researchers focus on “heat transfer". "Convection, radiation and conduction" discussed as mere elements of the wider object of analysis in these research. Given the lack of sufficient emphasis on conduction in solids, no cross age research conducted with pre-service science teachers supported by drawings, interviews, and open-ended questions could be found. Employing a cross-age design, this research determined pre-service science teachers' (PSTs’) conceptions in the "conduction of heat in solid". The sample group of the research consists of 257 PSTs (first year student-n=55; second year student-n=76, third year student-n=56, and fourth year student-n=70) selected from Department of Science Education in Fatih Faculty of Education at the Karadeniz Technical University in the city of Trabzon in Turkey. Conceptual understanding test and semi-structured interview were used in the data collection process. The test including two questions was administered to 257 PSTs from different years. Semi-structured interview including one question was conducted with 16 voluntary PSTs (4 students from each grade level). The research found that PSTs had difficulties in terms of describing and showing the movement of the particles of solid under the impact of heat. In the light of the findings, it can be suggested that animations should be used to the teaching of the movement of the particles under the impact of heat. Keywords: cross-age study, conduction of heat in solid, pre-service science teachers.

scholarly journals Pre-Service Science Teachers’ Assessment of Supported Teaching in School

2021 ◽  
Vol 17 (32) ◽  
pp. 257
Author(s):  
Isaac Sonful Coffie ◽  
Nutifafa Godson Doe ◽  
Jonah Addai Tabi
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Data Collection ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Service Science ◽  
Documentary Analysis ◽  
The Impact

Ghana is currently running a new teacher education program for the training of teachers at the pre-tertiary level. At the heart of the new national teacher education program is Supported Teaching in School (STS), the practical school-based component of the teacher education program embedded throughout the whole 4-years. The purpose of this study was to assess the impact of STS in pre-service teacher preparation and identify any possible challenges associated with the program. The study adopted qualitative a case study design, with the main instruments for data collection being interviews and documentary analysis. Data collection was done through individual and focus group interviews, and documentary analysis of Student Reflective Journals. Individual interviews were conducted for six pre-service science teachers and the focus group interview was made up of four pre-service teachers using the Ishikawa or fishbone tool. From the analysis of data done using “topological analysis,” it was revealed that supported teaching in school is impacting on the pre-service preparation in; real classroom exposure giving them firsthand experience of the classroom situation; lesson planning and delivery; teacher professionalism as the pre-service teachers now exposed to traits of the teaching profession and qualities of a good teacher; and classroom management for effective lesson delivery. Particular challenges such as mentor-mentee relationship, lack of proper planning, and insufficient time for observation were identified to militate against the program. It is recommended that, appropriate training and incentives should be given to the mentors to prepare them adequately for the program.

scholarly journals Building Community in Triads Involved in Science Teacher Education: An Innovative Professional Development Model

2012 ◽  
Vol 21 (2) ◽  
Author(s):  
Todd Campbell
Keyword(s):  
Professional Development ◽  
Science Teacher ◽  
Science Teachers ◽  
Professional Growth ◽  
Mixed Methods Research ◽  
Science Teacher Education ◽  
Pilot Project ◽  
National Standards ◽  
Service Science ◽  
The Impact

This article describes a pre-service and in-service science teacher joint professional development pilot project. It is intended to strengthen the community and facilitate professional growth for triad members involved in the professional development of pre-service science teachers. Through a summer workshop and follow-up monthly meetings, this project connected the clinical experiences of the pre-service teachers with the joint professional development of both the pre- and in-service teachers. A mixed-methods research design was used to investigate the impact of this project. Results indicated that this model was successful in aligning with characteristics of effective professional development derived from national standards documents and professional development literature. Additionally, through engaging pre- and in-service teachers in the co-creation of modules, which were subsequently enacted in classrooms, collaborative positioning occurred whereby the pre- and in-service teachers were found more equally sharing and co-negotiating responsibilities in the classroom. This article describes the need for this project and provides an in-depth description of each component of the project enacted, as well as additional findings supportive of its effectiveness.

scholarly journals Pre-Service Science Teachers’ Views of the Nature of STEM

2020 ◽  
Vol 31 (4) ◽  
pp. 356-366
Author(s):  
Chatree Faikhamta ◽  
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Service Science ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Science, Technology, Engineering, and Mathematics (STEM) education plays an important role in teaching and learning for the 21st century. Science teacher education is making great efforts to prepare STEM teachers for modern classroom practice and enable them to adapt their STEM knowledge and practices to the needs of students’ contexts. However, before developing STEM teaching practices, it is important for pre-service teachers to understand the “nature of STEM” (NOSTEM). This study explored pre-service teachers’ views of the NOSTEM from both individual and integrative perspectives. The sample consisted of 428 Thai pre-service science teachers who were enrolled in science teacher-education programs. A NOSTEM questionnaire comprising Likert-type items and open-ended questions was used as a research tool. The findings indicated that pre-service teachers had inadequate understandings of NOSTEM definitions, epistemological perspectives, and the impact of culture and society on each STEM discipline. Each STEM discipline has its own characteristics, but the disciplines are similar in terms of their usefulness, processes, and required knowledge. In terms of the integration of STEM, technology uses the application of science, mathematical knowledge, and engineering processes to create tools and utensils. This paper discusses the implications of this study for science teacher-education programs and developing STEM teachers.

scholarly journals Impact of 21st-Century Collaboration on Pre-Service Science Teachers’ Understandings of Acid-Base Concepts in Selected Science Colleges of Education in Ghana

2020 ◽  
Vol 10 (3) ◽  
pp. 79
Author(s):  
Judith Kafui Kemetse ◽  
Samuel Agyekum Darkwa ◽  
Richard Koranteng Akpanglo-Nartey
Keyword(s):  
Science Teachers ◽  
21St Century ◽  
Multiple Choice ◽  
Service Science ◽  
Colleges Of Education ◽  
Acid Base ◽  
Bonferroni Adjustment ◽  
Post Test ◽  
Multiple Choice Items ◽  
The Impact

This study investigated the impact of 21st-century collaboration on pre-service teachers’ comprehension of acid-base concepts in selected science colleges of education in the Volta Region of Ghana. A pre-test/post-test quasi-experimental design with a non-equivalent control group was used in this study. The Acids-Bases Chemistry Achievement Test (ABCAT) was adapted from Damanhuri, Treagust, Won, and Chandrasegaran, (2016) to evaluate the extent to which pre-service science teachers in Ghanaian science colleges of education achieved the intended curriculum on acid-base concepts, specifically, concentration in mol/dm3 or g/dm3, properties of acids and bases, pH, pOH, neutralisation reaction and titrimetry. A sample of 52 second year pre-service science teachers from two intact science colleges of education was conveniently selected to participate in the study. An ABCAT comprising 19 items made up of 10 multiple-choice items and nine two-tier multiple-choice items was administered to pre-service science teachers as pre-test and post-test. Students taught with the 21st-century collaboration performed better than those taught using the Lecture method (LM) concerning acid-base conception when one-way between-group analysis of covariance (ANCOVA) and post hoc analysis with a Bonferroni adjustment was conducted on ABCAT. The results suggest that 21st-century collaboration facilitated the conceptual understandings of pre-service teachers in the experimental group.

Exploring the impact of argumentation on pre-service science teachers' conceptual understanding of chemical equilibrium

2016 ◽  
Vol 17 (1) ◽  
pp. 111-119 ◽  
Author(s):  
Mehmet Aydeniz ◽  
Alev Dogan
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Teacher Education Program ◽  
Service Science ◽  
Control Group ◽  
Equilibrium Concept ◽  
Final Exam ◽  
The Impact ◽  
Experimental Group

This study examines the impact of argumentation on pre-service science teachers' (PST) conceptual understanding of chemical equilibrium. The sample consisted of 57 first-year PSTs enrolled in a teacher education program in Turkey. Thirty two of the 57 PSTs who participated in this study were in the experimental group and 25 in the control group. The experimental group students learned the concept of chemical equilibrium through argumentation; the control group students learned the same concepts through business as usual (i.e.lectures, supported by laboratory experiments). The intervention lasted for 12 instructional hours, of which 4 were spent in the laboratory. The chemical equilibrium concept test was administered to both groups of students one week after the intervention. The results show that the experimental group students performed significantly better than then control group students on the chemical equilibrium concept test. The mean difference between two groups is 14.026. This difference is statistically significant at (*p< 0.001). However, the control group students performed significantly better on the comprehensive course final exam.

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