The Concept of FYST: An Association for First-Year Science Teachers

2015 ◽  
pp. 63-66
Keyword(s):  
Science Teachers ◽  
First Year

scholarly journals A CROSS-CULTURAL STUDY ON FRESHMEN’S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE

2014 ◽  
Vol 13 (1) ◽  
pp. 6-18
Author(s):  
Andrej Šorgo ◽  
Muhammet Usak ◽  
Milan Kubiatko ◽  
Jana Fančovičova ◽  
Pavol Prokop ◽  
...  
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Human Evolution ◽  
Scientific Reasoning ◽  
Darwinian Evolution ◽  
First Year ◽  
Scientific Explanations ◽  
Starting Point ◽  
Level Of Knowledge ◽  
First Year University

The purpose of this study was to measure the freshmen’s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8%), Slovakia (212, 21.3%), Slovenia (217, 27.3%) and Turkey (235, 23.6%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. Key words: evolution, genetics, human evolution, nature of science, non-scientific explanations.

Motivation of Medical Students to Study Sciences

2018 ◽  
Vol 4 (8) ◽  
pp. 103-108
Author(s):  
Eva Kralova
Keyword(s):  
Medical Students ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Natural Sciences ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Positive Attitudes ◽  
Medical Diagnostic

Natural sciences and their applications (medical biophysics, medical chemistry and medical biology) represent an inevitable part of medical curriculum. They are often negatively evaluated and a lack of motivation to their study is observed. The attitudes of medical students towards natural sciences are influenced by their negative experiences from the previous study. Nevertheless, knowledge from the natural sciences represents the necessary basis for better understanding of the basic principles of the medical diagnostic and therapeutic methods. Therefore, the indispensable role of natural science teachers is to achieve positive attitudes and motivate students to study them. Our research project is focused on the identification and subsequent application of motivating approaches in natural sciences teaching. Pedagogical investigation using anonymous questionnaires was done with the aim to specify respondents’ (first year students of Comenius University in Bratislava, Faculty of Medicine) motivation and attitudes towards teaching and learning natural sciences before starting medicine study and after the first semester of medicine study. Keywords: University medical education, student’s motivation, natural sciences.

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 This study examined belief, concern, and practice of the in-service postgraduate science teachers towards solid waste management and recycle (SWMR) in one of the colleges of education in Bhutan. A structured online survey questionnaire was administered to 39 first-year in-service science teachers out of which 22 (13 male and 9 female) responded. The data were subjected to descriptive statistics such as determining mean and standard deviation. Further, Pearson product-moment correlation was employed in order to determine the significance of some of the demographic characteristics on their belief, concern, and practice towards SWMR. An independent samples test revealed that the only statistically significant difference between the gender is observed in theme concern(p 0.001). The Pearson’s productmoment correlation revealed statistically significant relation between respondents’ belief and practice (r=0.01, p > 0.05), whereas negative correlation(r=-.37, p > 0.05) were found between respondents’ concern and practice towards SWMR.

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Sherab Jatsho1 ◽  
Sonam Dhendup
Keyword(s):  
Science Teachers ◽  
Online Survey ◽  
Solid Waste Management ◽  
Descriptive Statistics ◽  
First Year ◽  
Colleges Of Education ◽  
Survey Questionnaire ◽  
Significant Relation ◽  
Significant Difference ◽  
One Way Anova

This study examined belief, concern, and practice of the in-service postgraduate science teachers towards solid waste management and recycle (SWMR) in one of the colleges of education in Bhutan. A structured online survey questionnaire was administered to 39 first-year in-service science teachers out of which 22 (13 male and 9 female) responded. The data were subjected to descriptive statistics such as determining mean and standard deviation. Further, Pearson product-moment correlation was employed in order to determine the significance of some of the demographic characteristics on their belief, concern, and practice towards SWMR. An independent samples test revealed that the only statistically significant difference between the gender is observed in theme concern(p<0.05=0.028), with females reporting higher levels of concerns than the males. However, one-way ANOVA result did not show any statistically significant presence in the teaching subjects among the three themes (F (3, 18) = 0.477, p > 0.001). The Pearson’s productmoment correlation revealed statistically significant relation between respondents’ belief and practice (r=0.01, p > 0.05), whereas negative correlation(r=-.37, p > 0.05) were found between respondents’ concern and practice towards SWMR.

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.

Developing Teacher Credibility in Urban Environments: A B.E.A.R. Necessity

2020 ◽  
pp. 002205742096943
Author(s):  
Madalina F. Tanase
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Effective Instruction ◽  
Secondary Mathematics ◽  
First Year ◽  
Urban Teachers ◽  
Pedagogical Content ◽  
Teacher Credibility ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Teacher credibility is a prerequisite of effective instruction. A credible teacher is honest, knowledgeable, and caring. Credible teachers do the right thing when no one is watching; they are in control of the learning environment, but they do this in an enthusiastic and engaging way. Credibility takes time to develop. This study investigated ways in which urban teachers develop and maintain credibility in their classrooms. Participants were 22 secondary mathematics and science teachers in their first year of teaching. The researcher used the B.E.A.R. framework developed by Riner in 2008 to interpret the results. In this framework, B stands for believability; E stands for expertise; A stands for attractive power, and R stands for relationships. Results show that the participants developed credibility by being believable, by possessing content and pedagogical content knowledge, by being in charge of the classroom in a positive way, and by developing relationships with their students. Credibility is a prerequisite of effective instruction, and, in some cases, it takes time to develop. A credible teacher is honest, knowledgeable, and caring. This study investigated ways in which urban teachers develop and maintain credibility in their classrooms. Participants were 22 secondary mathematics and science teachers in their first year of teaching. Results show that the participants developed credibility by being believable, by possessing content and pedagogical content knowledge, by being in charge of the classroom in a positive way, and by developing relationships with their students.

Perceived Support and Retention of First Year Secondary Science Teachers

2015 ◽  
pp. 31-42
Author(s):  
Sissy S. Wong ◽  
Jonah B. Firestone ◽  
Richard L. Lamb ◽  
Julie A. Luft
Keyword(s):  
Science Teachers ◽  
Secondary Science ◽  
Perceived Support ◽  
First Year ◽  
Secondary Science Teachers
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