Academic literature on the topic 'Pre-service science'
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Journal articles on the topic "Pre-service science"
CAN, Şendil, and Güliz KAYMAKCI. "Pre-Service Science Teachers’ Awareness of Technological Terms." Eurasian Journal of Educational Research 17, no. 72 (November 30, 2017): 1. http://dx.doi.org/10.14689/ejer.2017.72.9.
Full textİlkörücü, Şirin. "Evaluation of Pre-service Science Teachers’ Conceptions of Learning Science through Approaches to Learning." Journal of Qualitative Research in Education 5, no. 3 (November 29, 2017): 1–17. http://dx.doi.org/10.14689/issn.2148-2624.1.5c3s6m.
Full textIdowu, Oludipe Daniel. "Nigerian Pre-Service Teachers’ Science Anxiety." Creative Education 04, no. 05 (2013): 304–6. http://dx.doi.org/10.4236/ce.2013.45045.
Full textBelardo, Christy, Andrea C. Burrows, and Lydia Dambekalns. "PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS’ EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS." Problems of Education in the 21st Century 75, no. 3 (June 20, 2017): 215–34. http://dx.doi.org/10.33225/pec/17.75.215.
Full textBOZKURT ALTAN, Esra, and Irem UCUNCUOGLU. "Examining the Development of Pre-Service Science Teachers’ STEM-Focused Lesson Planning Skills." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.83.5.
Full textAydın, Güliz. "Pre-service Science Teachers’ Views on Conceptual Change Strategies and Practices Carried out." International Journal of Psychology and Educational Studies 2, no. 2 (May 1, 2015): 22–34. http://dx.doi.org/10.17220/ijpes.2015.02.003.
Full textBAKIR, Selda, and Fatma ADAK. "Epistemological Beliefs of Pre-Service Science Teachers." Cumhuriyet International Journal of Education 3, no. 4 (December 1, 2014): 24–36. http://dx.doi.org/10.30703/cije.321355.
Full textCheung, Alan C. K. "Developing Pre-Service Science Teachers’ Entrepreneurship Mindsets." Science Insights Education Frontiers 11, no. 2 (April 30, 2022): 1523–25. http://dx.doi.org/10.15354/sief.v11i2.737.
Full textCheung, Alan C. K. "Developing Pre-Service Science Teachers’ Entrepreneurship Mindsets." Science Insights Education Frontiers 11, no. 2 (April 30, 2022): 1523–25. http://dx.doi.org/10.15354/sief.22.co011.
Full textGhebru, Senait, and Meshach Ogunniyi. "Pre-service Science Teachers’ Understanding of Argumentation." African Journal of Research in Mathematics, Science and Technology Education 21, no. 1 (January 2, 2017): 49–60. http://dx.doi.org/10.1080/18117295.2016.1254493.
Full textDissertations / Theses on the topic "Pre-service science"
Senler, Burcu. "Pre-service Science Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.
Full textpersonality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo
self-efficacy and academic self-regulation, and pre-service science teachers&rsquo
academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipated in the study. Self-efficacy (i.e. self-efficacy for student engagement, for instructional strategies, and for classroom management), academic self-regulation (i.e. achievement goals, task value, control of learning beliefs, test anxiety, metacognitive self-regulation, effort regulation, and peer learning), and personality trait (i.e. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) were assessed by self-report instruments. The results of the path analysis revealed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies were positively linked to different dimensions of self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of academic self-regulation and self-efficacy, openness was found to be negatively linked to these adaptive outcomes.
Cakir, Birgul. "Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613688/index.pdf.
Full textmetacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantitative and qualitative data were collected and analyzed. Quantitative data was collected from 28 PSTs and qualitative data was collected from 7 PSTs who were the members of the researcher&rsquo
s group. In accordance with the purpose of the current study, descriptive statistics and independent samples t-test was conducted for quantitative data. In terms of qualitative part, the study was case study and interviews which were conducted before and after the course were analyzed to observe the change of PSTs&rsquo
metacognition. The result of the study revealed that before the course most of the PSTs did not report metacognitive skills. After the course it was observed that their metacognitive skills were developed. Among metacognitive skills, the most reported skill was monitoring skill after the course. It can be concluded from the study that metacognitive prompts embedded into the manual provided a metacognitively learning environment and a development in PSTs&rsquo
metacognition.
Cihangir, Cihan Gulin. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611596/index.pdf.
Full textprocesses of construction of explanations regarding environmental problems, and (2) provide an environment for researchers to understand the dispositions of participants in terms of how using environmental explanations for answering the questions. The research has been realized within the context of an elective course titled &ldquo
Laboratory applications in environmental education&rdquo
in the Department of Elementary Education throughout 2008-2009 Spring semesters. The 21 pre-service science teachers attended the course and participated the environmental learning activities including five different environmental problems
biological diversity, surface waters, drinking water, waste water and air pollution with in a small group. Field trip activities, group discussions and whole class discussions were conducted through the course. Data were collected through audio and video recorders from one small group and through pre, post-tests. Analyses of data revealed that pre-service science teachers could not aware of the complex and multidisciplinary nature of environmental knowledge, so they mostly interpreted environmental problems through the everyday knowledge that they derived from everyday experiences. Through peer collaboration in fields and student-facilitator collaboration in discussions weeks, the pre-service science teachers have a chance to analyze different perspectives and ideologies about the causes and solutions of environmental problems. The pre-tests and post-test results revealed that in the field-based collaborative inquiry activities the participants&rsquo
nature of explanations shifted from descriptive to formal and scientific explanations.
Adibelli, Elif. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.
Full text(PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled &ldquo
Laboratory Applications in Science and Environmental Education&rdquo
in the fall semester of 2008-2009 at a public university, in Ankara. The major data of this study was collected by using a semi-structured interview protocol, developed by Schommer-Aikins (2008). The data of this study were analyzed through descriptive statistics and Miles and Huberman approach (1994). The data analyses of this study were presented along with five dimensions of epistemological beliefs. The analysis of omniscient authority indicated that the PSTs less trust in environmental experts&rsquo
opinions, give more importance to informal education in the acquisition of environmental knowledge, and believe that environmental knowledge is justified more on the basis of direct observation. The analysis of stability of knowledge revealed that the PSTs conceived of environmental knowledge as more uncertain. The analysis of structure of knowledge pointed out that the PSTs consider environmental knowledge as more complex. The analysis of control of learning revealed that the PSTs believe that the large percentage of ability to learn can be acquired after the birth more in environment. The analysis of speed of learning indicated that the PSTs believe that much of learning takes less time in the domain of environment. This study provided evidence that epistemological beliefs are multidimensional and domain-specific. Moreover, this study highlighted that the nature of environmental knowledge and learning are also an important issue to be addressed in environmental education.
Ozturk, Nilay. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613705/index.pdf.
Full textinformal reasoning regarding nuclear power plant construction, epistemological beliefs and metacognitive awareness. Throughout 2010-2011 fall and spring semesters, a total of 674 pre-service science teachers participated in the study. Data were collected through Schommer&rsquo
s Epistemological Questionnaire, Metacognitive Awareness Inventory, and Open-ended Questionnaire Assessing Informal Reasoning regarding Nuclear Power Usage. MANOVA, correlational analysis, and stepwise multiple regression analyses were conducted. The analyses revealed that the differences between pre-service science teachers&rsquo
epistemological beliefs within the two decision making groups were not statistically significant. Besides, results of the bivariate correlation revealed that there were statistically significant correlation between pre-service science teachers&rsquo
total argument construction and all the dimensions of SEQ except omniscient authority. Also, there was a significant correlation between pre-service science teachers&rsquo
certain knowledge dimension of SEQ and their counterargument construction. Moreover, the differences between pre-service science teachers&rsquo
metacognitive awareness within the two decision making groups were not statistically significant. Results of the bivariate correlation revealed that there was a significant correlation between preservice science teachers&rsquo
metacognitive awareness and informal reasoning outcomes. Finally, stepwise multiple regression analyses revealed that pre-service science teachers&rsquo
information management strategy was the only significant predictor for their rebuttal construction. Declarative knowledge was the best predictor of preservice science teachers&rsquo
counterargument construction while the second best predictor was certain knowledge for their counterargument construction. Finally declarative knowledge was the only significant predictor for the amount of preservice science teachers&rsquo
reasoning modes.
Savas, Meltem. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613819/index.pdf.
Full textperceived technological pedagogical content knowledge (TPACK) on genetics. More specifically, the purpose was to examine the relationships among the components of TPACK and genetics knowledge of the preservice science teachers. Moreover, findings the effect of the demographic information on perceived TPACK was also aimed. This study was conducted with preservice science teachers who were enrolled in elementary science education department of Education Faculties of eight public universities located in Central Anatolia. 1530 preservice science teachers participated to the study. There were two instruments used in this research which were perceived TPACK questionnaire, which was later adopted by the researcher as perceived TPACK on genetics, and genetic concepts test. v Data were analyzed by using descriptive and inferential statistics. In order to answer the first research question, descriptive information about the components of TPACK was given. Correlational analyses were used to identify the relationship between each component of the perceived TPACK on genetics and their genetic knowledge. Another correlational analysis was conducted for the third research question which seeks the relationships among the components of the TPACK. Moreover, MANOVA was conducted to investigate the impact of gender and year of enrollment on perceived TPACK on genetics of preservice science teachers. The results revealed that genetic knowledge was correlated with each component except the perceived project specific technology knowledge. Moreover, there were positive significant correlations among the components of the TPACK. According to the MANOVA results, the mean scores of male and female preservice science teachers differ in five components of TPACK, namely project specific technology knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge and technological pedagogical content knowledge. The results of MANOVA for year of enrollment revealed that the mean ETK, GTK, PSTK, and CK scores of participants with different year of enrollment differ significantly.
Pamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.
Full textlevels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public universities in Ankara participated. Also, students were enrolled in first and fourth grades. The scales were administrated during 2006 Fall semester. Computer Self-efficacy Scale and Computer Attitude Scale which had four sub-scales, namely anxiety confidence, liking, and usefulness were used to determine pre-service teachers&rsquo
computer self-efficacy and attitudes towards computer levels. Moreover, the v questionnaire had some questions that asked demographic characteristics of participants. The results indicated that pre-service Science and Mathematics teachers had high computer self-efficacy and attitude levels. Furthermore, participants&rsquo
gender was not a significant factor on their computer self-efficacy and computer attitude except for liking sub-scale. Males liked more computer than females. Major of participants did not have any effect on computer self-efficacy and computer attitude. Grade level was an important factor for computer self-efficacy and attitude
fourth graders had higher scores on both scales. Computer owner participants had significantly higher scores of computer self-efficacy and attitudes towards computers. Finally, results showed that participants&rsquo
computer self-efficacy scores were related to sub-scale scores of computer attitude scale.
Sacici, Semra. "The Interrelation Between Pre-service Science Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615392/index.pdf.
Full textconceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers&rsquo
conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected through Draw-A-Science-Teacher-Test Checklist, Teaching and Learning Conceptions Questionnaire, Science Teaching Efficacy Belief Instrument, and The Learning Approach Questionnaire and analyzed by descriptive statistics, paired-sample t-test and canonical correlation analysis. Paired-sample t-test analyses results showed that preservice science teachers prefer constructivist conception more than traditional conception
and meaningful learning approaches more than rote learning approaches. Besides, preservice science teachers were also found to have generally high sense of self-efficacy beliefs in science teaching. Moreover, the results of the DASTT-C showed that preservice science teachers&rsquo
perspectives of science teaching conception is 42.7% student-centered, 7.0% teacher-centered and 50.3% neither student-centered nor teacher-centered. Furthermore, the canonical correlation analysis revealed that the first canonical variate demonstrated that preservice science teachers&rsquo
constructivist conception and traditional conception are associated with their self-efficacy beliefs and learning approaches.
Ulutas, Ozgul. "An Investigation Of Pre-service Elementary Science Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611443/index.pdf.
Full texts scientific literacy level and their attitudes towards science. In addition, whether pre-service elementary science teacher&rsquo
s scientific literacy and their attitudes towards science differs in some demographic variables such as gender, high school profile, grade, place of family residence, parents educational level and family income level were examined. Finally, possible relationship between participants&rsquo
scientific literacy level and their attitudes towards science was explored. The present study conducted with 285 pre-service elementary science teachers from Elementary Science Education Program at Dokuz Eylü
l University during the second semester of 2008-2009 academic year. The data were collected by administering v Turkish version of Test of Basic Scientific Literacy (TBSL) and SAI-II (Science Attitude Inventory) scales. Analysis of the data indicated that pre-service elementary science teachers have satisfactory scientific literacy level and moderately positive attitudes towards science. Moreover, participants&rsquo
scientific literacy level and attitudes towards science showed differences in only some demographic variables: gender and place of family residence. Finally, the analysis also indicated that there is a positive significant relationship between participants&rsquo
scientific literacy level and their attitudes towards science.
Ozgelen, Sinan. "Exploring The Development Of Pre-service Science Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611603/index.pdf.
Full text(PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs&rsquo
perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. In the initial phase of the study, the researcher collected qualitative data with open-ended questionnaire to explore PSTs&rsquo
NOS views. Then, during the semester, reflection papers were collected to understand PSTs&rsquo
experiences with the intervention and to detect development about each NOS aspect. At the end of the semester, qualitative questionnaire and semi-structured interviews were conducted to determine the impact of the explicit-reflective and inquiry-based laboratory instruction. The results showed that all of the PSTs were able to make appropriate connections among the laboratory activities and the targeted NOS aspects at the end of the instruction. In addition, many PSTs developed their understanding levels of each aspect of nature of science. Moreover, findings revealed that some of the PSTs made connections among NOS aspects. Three main factors
discussions and presentations, using inquiry skills, and doing inquiry-based laboratory activities were determined as provide to PSTs to develop their NOS understanding. Furthermore, at the end PSTs developed their perspectives about teaching NOS.
Books on the topic "Pre-service science"
Buck, Gayle A., and Valarie L. Akerson, eds. Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32447-0.
Full textOntario. Esquisse de cours 12e année: Sciences snc4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Find full textOntario. Esquisse de cours 12e année: Sciences de l'activité physique pse4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Find full textOntario. Esquisse de cours 12e année: Sciences de la Terre et de l'espace ses4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Find full textOntario. Esquisse de cours 12e année: Danse atc4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Find full textOntario. Esquisse de cours 12e année: Histoire de l'Occident et du monde chy4c cours précollégial. Vanier, Ont: CFORP, 2002.
Find full textOntario. Esquisse de cours 12e année: English eae4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Find full textOntario. Esquisse de cours 12e année: Comptabilité de la petite entreprise ban4e. Vanier, Ont: CFORP, 2002.
Find full textOntario. Esquisse de cours 12e année: Mathématiques de la vie courante mel4e cours préemploi. Vanier, Ont: CFORP, 2002.
Find full textOntario. Esquisse de cours 12e année: English eae4c cours précollégial. Vanier, Ont: CFORP, 2002.
Find full textBook chapters on the topic "Pre-service science"
Feldman, Allan. "Self-Study in Pre-service Science Teacher Education." In Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research, 23–39. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32447-0_2.
Full textZohar, Anat. "Assessing Professional Development Following Pre-Service and In-Service Courses." In Higher Order Thinking in Science Classrooms: Students’ Learning and Teachers’ Professional Development, 197–210. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-1854-1_12.
Full textGlaze, Amanda L. "Bridging the Gaps: Evolution and Pre-service Science Teachers." In Evolution Education in the American South, 103–19. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95139-0_5.
Full textArstorp, Ann-Thérèse. "Future Classroom Labs in Norwegian Pre-service Teacher Education." In Lecture Notes in Computer Science, 288–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99737-7_30.
Full textChu, Hye-Eun, and Chee Leong Wong. "Pre-service science teachers' implementation of assessment for students' learning." In Studies in Science Education in the Asia-Pacific Region, 180–93. London: Routledge, 2017. http://dx.doi.org/10.4324/9781315717678-16.
Full textBowen, G. Michael, Anthony Bartley, Leo MacDonald, and Ann Sherman. "Experiences with Activities Developing Pre-service Science Teacher Data Literacy." In Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research, 243–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32447-0_13.
Full textNarayan, Ratna, Lori L. Petty, and Thomas Close. "Urban Hispanic Pre-service Teachers’ Science Self-Efficacy, Science Museum-University Partnership Impact." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-31816-5_4089-1.
Full textHu, Luokai, Shi Ying, and Kai Zhao. "Towards a Pre-computed Relation Matrix for Semantic Web Service." In Communications in Computer and Information Science, 265–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-18129-0_42.
Full textLeung, Jessica S. C., Ka Lok Wong, and Kennedy K. H. Chan. "Pre-service Secondary Science Teachers’ Beliefs About Teaching Socio-scientific Issues." In Science Teacher Education for Responsible Citizenship, 21–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40229-7_3.
Full textCraven, John A., Brian Hand, and Vaughan Prain. "Pre-service Elementary Teachers Constructing the Nature and Language of Science." In Research in Science Education - Past, Present, and Future, 155–60. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/0-306-47639-8_21.
Full textConference papers on the topic "Pre-service science"
Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.
Full textMaiorana, Francesco, Gretchen Richards, Chery Lucarelli, Miles Berry, and Barbara Ericson. "Interdisciplinary Computer Science Pre-service TeacherPreparation." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325543.
Full textYunus, Sitti Rahma, Muhammad Aqil Rusli, and Nurhayati H. Mahuddin. "The Science Process Skill Profile of Pre-Service Science Teacher." In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.95.
Full textHaláková, Zuzana, Soňa Nagyová, and Tibor Nagy. "School Management in Preparation of Pre-service Science Teachers." In International Academic Conference on Teaching, Learning and Education. Global, 2019. http://dx.doi.org/10.33422/tleconf.2019.09.578.
Full textEliyawati, E., Rika Agustin, and Rossy Andini. "Pre-Service Science Teachers’ Understanding of Chemical Multiple Representations." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296426.
Full textTrna, Josef, and Eva Trnova. "PRE-SERVICE TEACHER EXPERIENCE WITH INQUIRY-BASED SCIENCE EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0496.
Full textLamanauskas, Vincentas. "PRE-SERVICE PRIMARY TEACHERS’ SCIENCE CONTENT KNOWLEDGE: A CASE OF LITHUANIA." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.95.
Full textGurel, Derya Kaltakci. "The effect of science demonstrations as a community service activity on pre-service science teachers’ teaching practices." In 9TH INTERNATIONAL PHYSICS CONFERENCE OF THE BALKAN PHYSICAL UNION (BPU-9). AIP Publishing LLC, 2016. http://dx.doi.org/10.1063/1.4944206.
Full textKim, Kyung-chul, and Eun-ok Kim. "Exploring Systematic Management Plan for Pre-Service Teachers' Effective Educational Service Activities." In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.64.
Full textTuzon, Paula, Javier Montero-Pau, and Sandra P. Tierno. "Are pre-service Primary School teachers prepared to teach science by inquiry?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5586.
Full textReports on the topic "Pre-service science"
Velychko, Vladyslav Ye, Elena H. Fedorenko, and Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2667.
Full textBarros, Margarida, Cristiana Bessa, Isabel Mesquita, and Paula Queirós. The Expression of Epistemological Beliefs in Initial Teacher Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0131.
Full text