scholarly journals LEVEL OF PREPARATION AND TEACHER'S TRAINING REQUIREMENTS IN IMPLEMENTING THE HOTS IN SCIENCE TEACHING

2019 ◽  
pp. 42-54
Author(s):  
Norshuhada Jusoh ◽  
Kamisah Osman
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Elementary Science ◽  
Measurement Model ◽  
Thinking Skills ◽  
Basic Knowledge ◽  
Survey Method ◽  
Training Requirements ◽  
Training Requirement ◽  
High Level

The purpose of this study is to identify the extent of readiness of national elementary science teachers in the Kuala Pilah District to apply the High Order Thinking Skills (HOTS) teaching as well as the level of HOTS-focused training needs in Science teaching. Quantitative research using the survey method and questionnaire as a research instrument. The sampling method was used to select respondents consisting of 124 National School Science teachers in Kuala Pilah District, Negeri Sembilan. The data were analyzed using Winstep 3.71.0.1 software with Rasch Measurement Model approach for the description of descriptive data. The Cronbach Alpha value obtained in the pilot study was 0.95. The findings showed that Science teachers had a high level of knowledge in HOTS (mean score = 3.85, min size +0.29). This data indicates that this Science teacher has a high level of readiness to embrace HOTS basic knowledge, KBAT pedagogy knowledge, KBAT item building, and KBAT assessment to be applied in the classroom. The analysis also shows the level of teacher training requirement applied HOTS as a whole at a high level (mean score = 4.21, mean size = -0.87). This finding concludes that Science teachers have had a high level of readiness to implement KBAT in teaching Science, but they also require training to empower existing domains.

scholarly journals Kemampuan Mahasiswa PGSD dalam Merancang dan Melaksanakan Pembelajaran Berbasis High Order Of Thinking Skills

Jurnal Kiprah ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 107-116
Author(s):  
Eko Kuntarto ◽  
Alirmansyah Alirmansyah ◽  
Agung Rimba Kurniawan
Keyword(s):  
Elementary Schools ◽  
School Teacher ◽  
Thinking Skills ◽  
High Order ◽  
Learning System ◽  
Basic Knowledge ◽  
Primary School Teacher ◽  
Study Program ◽  
Primary School Teacher Education ◽  
High Level

The results of a survey of the world body in the fields of writing, mathematics, and science as a measure of literacy progress, the results show the ability of high-level thinking or High Order of Thinking Skills (HOTS) students in Indonesia is low and is ranked 69 out of 76 countries. The results are a reflection of the renewal of the learning system in LPTK, including students in the Primary School Teacher Education (PGSD) study program. This research is a descriptive study because it describes the ability of PGSD students in planning and implementing HOTS-based learning in elementary schools. Respondents 154 people. The results showed the ability in basic knowledge of HOTS learning was still low, only 52.24% had passed. The remaining 47.76% did not meet the Minimum Mastery Criteria (KKM). The aspects of planning HOTS learning are still low, only 59.58% of students meet the KKM. Aspects of the ability to carry out HOTS-based learning, 49.03% of students do not meet the KKM. In the aspect of designing and implementing HOTS-based assessment, 51.30% did not reach the KKM. Conclusions of the study, the majority of students have not demonstrated good skills in planning and implementing HOTS learning in elementary schools.

scholarly journals Developing Pre-service Elementary Science Teachers’ Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources

2021 ◽  
Vol 3 (4) ◽  
pp. 710-731
Author(s):  
Tezcan Kartal ◽  
Irem Dilek
Keyword(s):  
Treatment Group ◽  
Science Teaching ◽  
Science Teachers ◽  
Elementary Science ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Student Outcome ◽  
Control Group ◽  
Elementary Science Teachers ◽  
Science Teaching Efficacy

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Pre-service teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve teacher efficacy. This study examined the effect of microteaching on pre-service elementary science teachers' STEB. Pretest-posttest control group design was utilized. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at the beginning and end of the study. The treatment group planned and taught mini-lessons. The lessons were videotaped and evaluated in detail by watching the videotapes. The microteachers replanned and retaught the mini-lessons based on the feedback. The microteaching practices were conducted to support efficacy sources. The control group only planned and taught mini-lessons and received brief and undetailed feedback. Results showed significant differences in participants' personal science teaching efficacy beliefs and student outcome expectancy beliefs in terms of the treatment group. The STEB scores of the control group also decreased at the end of the study. It is suggested that pre-service teachers should have the opportunity to reflect on their performances, artifacts, or lesson plans and to design them several times.

scholarly journals Investigation of the Self-efficacy Beliefs of Pre-service Science Teachers in Terms of Following and Using the Innovations in the Field of Education

2017 ◽  
Vol 5 (2) ◽  
pp. 21 ◽  
Author(s):  
Hulya Dede ◽  
Zeynel Abidin Yilmaz ◽  
Nail Ilhan
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Efficacy Beliefs ◽  
Service Science ◽  
Survey Method ◽  
Research In Education ◽  
Science Teacher Training ◽  
Faculty Of Education

One of the factors influencing teachers’ and pre-service teachers’ self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers’ science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the “Science Teaching Efficacy Belief Instrument (STEBI)” developed by Riggs and Enochs (1990) and “Scale of Following and Using the Innovations in the Field of Education” (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers’ self-efficacy beliefs of science teaching.

scholarly journals An Analysis of Elementary Science Teachers’ Beliefs Regarding Inquiry Science Teaching

2016 ◽  
Vol 3 (1) ◽  
pp. 182
Author(s):  
Eric A. Worch ◽  
Emilio Duran ◽  
Lena B. Duran
Keyword(s):  
Professional Development ◽  
Science Teaching ◽  
Science Teachers ◽  
Elementary Science ◽  
Development Program ◽  
Sixth Grade ◽  
Inquiry Science ◽  
Effective Teaching Strategies ◽  
Inquiry Science Teaching ◽  
Teachers Beliefs

<p><em>The National Science Teachers Association (2015) recommends that teachers experience science as inquiry as a part of their teacher preparation; however, what assistance can be provided to practicing teachers? This paper describes the results of a professional development program in inquiry science teaching for third through sixth grade teachers and its effects on the participants’ beliefs about the teaching of science. Qualitative data were collected using reflections written by the teachers at the end of the program, lesson summaries completed throughout the program, and observations paired with interviews of teachers implementing inquiry lessons in their own classrooms. The data suggest that the following aspects of the professional development model employed in the study enhanced the participants’ feelings of self-confidence, preparation, and excitement about teaching science to their students: 1) supplying teachers with content/background knowledge, 2) promoting positive experiences with inquiry, 3) providing a chance to implement inquiry lessons in the classroom, 4) facilitating collaboration, and 5) modeling effective teaching strategies. Follow-up studies will include quantitative analyses to further examine teachers’ beliefs, as well as to determine if their beliefs are sustained over time.</em></p>

Using Educational Computer Games for Science Teaching

2015 ◽  
pp. 345-357
Author(s):  
Ying-Tien Wu
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Computer Games ◽  
Elementary Science ◽  
Game Based Learning ◽  
Pedagogical Content ◽  
Educational Computer ◽  
Teachers Perspectives ◽  
Science Classes ◽  
Educational Computer Games

This study explored 21 elementary science teachers' experiences of and attitudes toward playing computer games, and their positions regarding using computer games in science teaching. Also, these teachers' perspectives, willingness, and relevant professional abilities of integrating educational computer games (ECGs) into their instruction were investigated. There were three stages of data collection in this study: tape-recorded pre-interviews, experiencing an ECG for science learning, and tape-recorded follow-up interviews. This study revealed that less than forty percent of the teachers had ever used computer games in their teaching. After experiencing the ECG in this study, most teachers recognized the educational essence of ECGs, and all of them were willing to integrate ECGs in their science classes. However, most of the teachers expressed poor understanding of ECGs and digital game-based learning, and recognized the significant role of specific pedagogical content knowledge and the need for computer skills.

scholarly journals Pre-Service Science Teachers' Perception About High Order Thinking Skills (HOTS) in the 21st Century

2018 ◽  
Vol 2 (1) ◽  
pp. 107
Author(s):  
Afandi Afandi ◽  
Sajidan Sajidan ◽  
Muhammad Akhyar ◽  
Nunuk Suryani
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Teacher Perception ◽  
Thinking Skills ◽  
High Order ◽  
Service Science ◽  
Global Competitiveness ◽  
Knowing That ◽  
High Level ◽  
High Order Thinking

In the 21<sup>st</sup> century, the pre-service science teachers faced on extremely global competitiveness, globalization, technologically driven by information and rapidly media-saturated that needs appropriate skills to meet these challenges. The aims of this study is to identify pre-service science teacher perception about high order thinking skills (HOTs) in 21<sup>st</sup> century. This study employed quantitative design using a survey research method involved 120 pre-service science teachers from Tanjungpura University. The results of this study indicated that prospective science teachers have an awareness of the importance of HOTs and their also knowing that the learning do emphasized on the aspects of HOTs is essential to face the challenges of the 21<sup>st</sup> century. It is indicated by the mean score of pre-service science teacher perception about the important of HOTs to meet the challenges in the 21<sup>st</sup> century (M = 4.29, SD = 0.61) and the skills of HOT that their will be required to becomes a teacher in the 21<sup>st</sup> century (M = 4.31; SD = 0.47) in the high level.  This result provides the reasons why we need cultivating a positive awareness of the importance of HOTs in order to fostering the need for teaching that emphasizes the aspects of HOTs during pre-service education.

scholarly journals Activities of Student Centralisation, Questionnaire, Modelling, and KBAT Among Science and Non-Science Students

2019 ◽  
Vol 2 (1) ◽  
pp. 8-13
Author(s):  
Tajul Rosli Shuib ◽  
Mohd Razimi Husin ◽  
Nor Hasnida Che Md Ghazali
Keyword(s):  
Social Science ◽  
Thinking Skills ◽  
Survey Method ◽  
Science Students ◽  
Teacher Questioning ◽  
School Students ◽  
Significant Difference ◽  
High Level ◽  
Teacher Modelling ◽  
High Level Thinking

The purpose of this study was to identify whether or not there was a significant difference in the variables of student centralisation, teacher questioning, teacher modelling and high-level thinking skills of students based on class stream for low-performing school students in Kudat, Sabah, Malaysia. This quantitative study used a survey method involving 250 respondents from the stated population. This study referred to the Absorption Learning Model (Swartz, Fischer and Parks, 1998) as the basis model for the study. The data were analysed using the T-test with Statistical Packages for Social Science (SPSS) version 22. Based on the class stream in Kudat district, the findings showed that there was a significant difference in the involvement of student centralisation between Science and non-Science students; there was no significant difference in teachers' questioning between Science and non-Science students; there was no significant difference in teacher modelling between Science and non-Science students; there was a significant difference in thinking skills level between Science and non-Science students. It is hoped that this study can provide useful inputs for improving the practice of teaching infusion of teachers to students from every class stream in Kudat region in particular and throughout Malaysia in general.

scholarly journals Why Science Teachers Can't Teach in Informal Learning Environments?

2021 ◽  
Vol 04 (12) ◽  
Author(s):  
Hakan TuRKMEN ◽  
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Science Teachers ◽  
Formal Education ◽  
Thinking Skills ◽  
Informal Learning Environments ◽  
Knowledge Based ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
High Level

Teaching science in informal learning environments (ILE) are of great importance for the science course. In this learning process, students behave like scientists and develop their high-level thinking skills. To establish a connection between daily life and natural sciences is another way to add ILE into formal education. In the literature, many studies declared a few teachers teach science in ILE. The purpose of this study, to determine the difficulties or problems faced by science teachers in the process of science teaching using ILE and what kind of solutions teachers offer about these problems or difficulties. The research was carried out by using descriptive research. The study group consists of 144 science teachers, selecting by easily accessible sampling method, one of the purposeful sampling methods. Ten open-ended questions were asked to the participants. The content analysis method was used to analyze the data. As a result, teachers had problems/difficulties in managerial-based, student-based, parent-based, ILE-based, school location-based, economy-based, curriculum-based and teacher skill and knowledge-based.

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