Journal articles: 'Pre-service science'

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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.

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İlkörücü, 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.

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Idowu, 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.

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Belardo, 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.

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Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge, skills, and experiences of the participants. Quantitative and qualitative data support increased awareness and confidence in pre-service teachers’ perceptions of how science and art can be incorporated into pre-collegiate classrooms, recognition of discipline similarities, and significant common themes when teaching both disciplines together. The researchers utilized a social constructivist framework with the qualitative data. Conclusions and implications include: 1) instructors can provide examples and modeling of interdisciplinary learning, which inspire pre-service teachers to explore new integrated disciplines in their own future classrooms, and 2) instructors can influence perspectives of pre-service teachers by offering integrated units, which produces open-mindedness of future teachers to use various teaching strategies. Keywords: science, art, pre-service teachers, pre-collegiate students, STEM education, STEM classrooms.

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BOZKURT 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.

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Aydın, 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.

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BAKIR, 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.

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Cheung, 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.

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The demand for knowledge in science, technology, engineering, and mathematics (STEM) is expanding as the twenty-first century progresses. Growing K-12 STEM education has risen to the top of the priority list in many countries’ educational reform efforts. Typical contexts for giving scientific instructions should be designed around engineering design-based thematic activities rather than the other way around. Teachers’ responsibilities as designers of design-based thematic activities would also present them with numerous chances for professional development and advancement. It is claimed that introducing entrepreneurship ideas into the engineering curriculum results in improved student satisfaction, longer professional careers, and a shift in attitudes toward engineering difficulties. It allows students to enjoy themselves more and draws their attention to the possibility of self-employment.

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Cheung, 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.

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The demand for knowledge in science, technology, engineering, and mathematics (STEM) is expanding as the twenty-first century progresses. Growing K-12 STEM education has risen to the top of the priority list in many countries’ educational reform efforts. Typical contexts for giving scientific instructions should be designed around engineering design-based thematic activities rather than the other way around. Teachers’ responsibilities as designers of design-based thematic activities would also present them with numerous chances for professional development and advancement. It is claimed that introducing entrepreneurship ideas into the engineering curriculum results in improved student satisfaction, longer professional careers, and a shift in attitudes toward engineering difficulties. It allows students to enjoy themselves more and draws their attention to the possibility of self-employment.

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Ghebru, 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.

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Ozcan, Hasan, and hakki Ilker Kostur. "Analyzing Pre-Service Science Teachers' Physics Materials." Science Education International 30, no. 1 (March 1, 2019): 21–27. http://dx.doi.org/10.33828/sei.v30.i1.3.

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Can, Bilge, Asiye Bahtiyar, and Hasret Kökten. "HERMENEUTIC PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS ABOUT SCIENCE." Journal of Baltic Science Education 17, no. 5 (October 15, 2018): 778–99. http://dx.doi.org/10.33225/jbse/18.17.778.

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Science education emphasizes the development of individuals' ability to make comments, reasoning, and critical reflection while expressing their scientific thoughts. In this sense, future science teachers have great responsibility to develop those skills of the learners and their meaningful learning. Many researches emphasize hermeneutical thinking for disciplines such as mathematics and science to create meaningful learning. The current research aimed to reveal pre-service science teachers’ hermeneutical perspectives about science and to determine their existing ideas. For this aim, scientific problems presented to pre-service science teachers via scenarios, and how they developed their approaches to solve these problems, and whether they used hermeneutics in this process were examined. The hermeneutical perspectives of pre-service teachers were selected as a single case -by using qualitative research method- to have a deep understanding of their hermeneutical perspectives. The research group consisted of nine third-year-students. Semi-structured interviews prepared by the researchers were applied before and after the intervention in the research conducted for 14 weeks in Science Teaching Laboratory Applications-I course. The data were analysed by a descriptive analysis method. It has been evidenced that science-related hermeneutical perspectives of the pre-service science teachers have developed as a result of the problem-based scenario studies. Key words: hermeneutics, hermeneutical perspective, scenario-based learning, science education, pre-service science teacher.

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Herbert, Sandra, and Linda Hobbs. "Pre-Service Teachers’ Views of School-Based Approaches to Pre-Service Primary Science Teacher Education." Research in Science Education 48, no. 4 (May 20, 2017): 777–809. http://dx.doi.org/10.1007/s11165-016-9587-x.

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Yeon-A Son. "Pre-service Science Teachers' Perception of STEAM Education and Analysis of Science and Art STEAM Class by Pre-service Science Teachers." BIOLOGY EDUCATION 40, no. 4 (December 2012): 475–93. http://dx.doi.org/10.15717/bioedu.2012.40.4.475.

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Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (December 29, 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.

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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.

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Akkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS." Journal of Baltic Science Education 12, no. 2 (April 25, 2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.

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The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.

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Turk, Gulseda Eyceyurt. "Pre-Service science teachers’ images and misconceptions about diffusion, allotropy and ionic structure concepts." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 4 (November 6, 2017): 100–104. http://dx.doi.org/10.18844/prosoc.v4i4.2600.

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Tanık Önal, Nagihan, Nezih Önal, and Hasan Çakır. "An Investigation of Cyberbullying and Cyber-Victimization of Mathematics and Science Pre-Service Teachers." Malaysian Online Journal of Educational Technology 8, no. 4 (October 1, 2020): 23–34. http://dx.doi.org/10.17220/mojet.2020.04.002.

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Martín Ezpeleta, Antonio, and Yolanda Echegoyen Sanz. "Environmental Humanities in pre-service teachers' Education." Journal of Education Culture and Society 9, no. 2 (September 5, 2018): 52–64. http://dx.doi.org/10.15503/jecs20182.52.64.

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Aim: The aim of the reserch is to explore the possibility of integrating Sciences and Humanities in the Faculty of Education using Ecocriticism books and literary workshops with didactic activities of interdisciplinary nature. Methods: The experience was carried out with 100 students of the Faculty of Education of the University of Valencia from the subjects “Natural Sciences for teachers” and “Literary training for teachers”, where different didactic activities around two literary works, a novel and a short story, were proposed. Results: After the activities, the vast mayority of the students consider that Literature can help to learn Science. 41'7% of the students of “Literary training for teachers” and 62.5% of “Natural Sciences for teachers” consider the integration of Sciences and Humanities in class “very important”; and 55.6% and 29.2% “quite important”. More than 90% of the students said they were “very” or “quite” conscious of sustainability and environmental protection, although the percentages vary slightly between the two classes. Conclusion: With this study we have shown that Ecocriticism and Education are two interlinked concepts, in the same way that literature and society are. Using the socializing function of literature is when we can have greater educational performance in the current classrooms, because it allows the students to connect their reality with the texts. These ecocriticism works are a first-order didactic resource to raise awareness about environmental and sustainability problems in pre-service teachers that will transmit the message to their future students.

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Uçar, Murat Berat, and Elvan Sahin. "Preservice Science Teachers' Discrimination Level of Science and Pseudoscience." Science Education International 29, no. 4 (November 30, 2018): 267–73. http://dx.doi.org/10.33828/sei.v29.i4.9.

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This quantitative study aimed to examine Turkish pre-service science teachers’ beliefs regarding the demarcating between science and pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science teachers were examined based on the dimensions of the instrument, namely science as a process of inquiry (SCI), demarcating between science and pseudoscience, and pseudoscientific beliefs (PS). This study found that these pre-service science teachers generally did not hold strong beliefs on distinguishing science and pseudoscience. Their beliefs regarding SCI were not highly favorable. Moreover, this study revealed that they had some PS. Considering the role of gender and year in the program, the results of two-way MANOVA indicated that there was no statistically significant difference on the related belief constructs for these pre-service science teachers. Thus, the present study intended to shed light on pre-service science teachers’ mindsets about identifying accurate scientific information rather than pseudoscientific confusions that could aid preparing scientifically literate students. It was shown that their teacher education program did not facilitate favorable beliefs. This study highlights some potential areas for further exploration of addressing pre-service science teachers’ discrimination skills of science and pseudoscience.

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Bektas, Oktay. "Educational Philosophy Adopted by Pre-Service Science Teachers." Higher Education Studies 12, no. 3 (June 20, 2022): 47. http://dx.doi.org/10.5539/hes.v12n3p47.

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This study aims to examine the thoughts of fourth-year pre-service science teachers about the nature of science. For this purpose, the study preferred the qualitative research method and phenomenology design. Participants consisted of nine pre-service science teachers. Participants wrote a self-evaluation report after the nature of the science course. I collected data with this report and focus-group interview. I did the data analysis using content analysis. The current study discusses validity and reliability. As a result of the analysis, pre-service science teachers stated that they learned the nature of science by adopting the constructivist philosophy. Therefore, they described that they will use the constructivist scientific language when they become teachers in the future. They argued that students should learn how scientific knowledge changes and develops. In addition, pre-service science teachers emphasized that teachers should direct their students’ learning processes according to the constructivist philosophy considering scientists’ culture, beliefs, and prior knowledge. They stated that students should understand the socio-cultural impact on the learning process. They also mentioned that students should use their imagination and creativity so that they can learn scientific information meaningfully. Based on these results, I suggested that teaching based on positivist philosophy would not remove the obstacles to students’ learning science.

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Kim, Dong-Young, and Hyukjoon Choi. "Pre-service Science Teachers’ Views about Physics and Earth Science." Journal of educational Research Institute 21, no. 1 (May 31, 2019): 1–21. http://dx.doi.org/10.15564/jeju.2019.05.21.1.1.

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Cirovic, Ivana, and Dusica Malinic. "Academic gender stereotypes of pre-service teachers." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 322–41. http://dx.doi.org/10.2298/zipi1302322c.

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This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers? gender stereotypes can affect students? achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering.

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Alghamdi, Amani K. Hamdan, and Saiqa Azam. "DIFFERENTIATION IN SAUDI PRE-SERVICE SCIENCE TEACHER PROGRAM." Journal of Baltic Science Education 17, no. 3 (June 25, 2018): 428–45. http://dx.doi.org/10.33225/jbse/18.17.428.

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Saudi students’ science academic performance has declined as evidenced by (TIMSS). Saudi science teachers are characterized as using the lecture format without considering individual student differences and failing to provide differentiated Method (DM). This paper reports on an effort to help female Saudi pre-service science teachers (PSST) develop DI knowledge and skills, striving to discern how they understood and practiced differentiation during their field experience after completing a specially-designed DM-focused university course. A mixed method research design followed a sequential, connected approach wherein quantitative data were collected through classroom observations (N=47) using a Likert scale observation instrument followed by qualitative interviews (n=11). The pre and post averages of differentiated teaching skills in the DM planning stage were statistically significant (p=.0001). The PSSTs moved from very small to moderate mastery on virtually all 10 planning items, from 1.75 to 2.99 on a five-point Likert scale. The DM implementation stage (20 items) also reflected a statistically significant difference with scores moving from 1.68 to 3.01 (moderate mastery). Interview qualitative data confirmed and elucidated the quantitative results. The course was deemed effective in developing PSSTs’ differentiated teaching skills (statistically significant, p=.01). Teaching PSSTs about DM should improve Saudi students’ science academic achievement. Keywords: differentiation, pre-service science teachers, teacher education, Saudi Arabia, TIMSS.

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Ibrahim, Norezan, Mohammad Mubarrak Mohd Yusof, Zulinda Ayu Zulkipli, and Siti Fairuz Dalim. "Pre-Service Teachers Conceptual Understanding in Space Science." International Journal of Asian Social Science 11, no. 3 (2021): 177–87. http://dx.doi.org/10.18488/journal.1.2021.113.177.187.

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Kırmızıgul, Aslı Saylan, and Oktay Bektas. "Investigation of Pre-service Science Teachers’ Epistemological Beliefs." Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 146–57. http://dx.doi.org/10.18844/cjes.v14i1.3759.

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The study aims to determine pre-service science teachers’ epistemological beliefs. For this purpose, the research was carried out with the participation of five fourth grade pre-service science teachers enrolled at the education faculty of a university in Kayseri during the 2014-2015 spring semester. Phenomenology design was used and a semi-structured interview including 13 items was conducted for the data collection. The qualitative data were analyzed via content analysis by developing codes and themes based on the five epistemological belief categories. According to the findings, the pre-service science teachers’ epistemological belief categories can be put in order from the most sophisticated to the most naive as follows: ‘Omniscient authority’, ‘Certain knowledge and quick learning’, ‘Simple knowledge’, and ‘Innate ability’. The findings indicated that epistemological beliefs of the participants may be at different development levels for each category. Since they reflect the individual differences, epistemological beliefs should not be ignored in developing a program and in determining classroom activities. PSTs should acquire the necessary information about epistemological beliefs during their undergraduate in order to use effective teaching methods, assessment and evaluation techniques, and teaching materials, know how to manage the classroom and what the students should focus on during the learning process, and be aware of their students’ misconceptions in the future. Keywords: epistemological beliefs; pre-service science teachers; qualitative study; phenomenology

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ÖZTÜRK GEREN, Nurhan, Esra BOZKURT ALTAN, and Serhat ERCAN. "Investigating pre-service science teachers’ laboratory approach choices." International Journal of Learning and Teaching 8, no. 1 (January 17, 2016): 61. http://dx.doi.org/10.18844/ijlt.v8i1.509.

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The main focus of the current study was to determine what kind of laboratory approaches will be designed how this process will be evaluated by pre-service teachers. The study was carried out on the basis of a qualitative paradigm. The study group of the research consisted of 40 pre-service science teachers. In the current study, the application was conducted within the Laboratory Applications in Science I-II courses at two stages. The per stage was conducted in 14 weeks (four hours per weeks). The first stage of the process (14 weeks) started with a theoretical presentation introducing laboratory approaches and was conducted with the guidance of five experiment manuals designed on the basis of different laboratory approaches ranging from a confirmatory laboratory approach to an inquiry-based learning by the researcher. In the second stage, the pre-service teachers were asked to examine the units and objectives of the Science Curriculum Program and then were asked to select a laboratory approach and set the objectives to design an activity manual. The pre-service teachers worked for five weeks to determine the objectives, find the appropriate approach and design an experiment manual in line with the selected approach. Then, each group conducted the laboratory class under the guidance of their experiment manual that they had developed for each week. The data of the study was collected within two periods through the difficulties experienced, skills attained through the process, reflective texts presenting course-related suggestions and semi-structured interviews. It was determined that the students experienced some difficulties in the selection of the laboratory approach for the given topic and the design of experiment manuals; they preferred inquiry-based learning laboratory activities as they were believed to be more effective and administration of experiment manuals to peers were believed to be conducive to professional development.Keywords:Laboratory applications in science, laboratory approaches, pre-service science teachers

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Totten, Iris M. "An Earth Science Course for Pre-service Teachers." Journal of Geoscience Education 56, no. 5 (November 2008): 456–65. http://dx.doi.org/10.5408/1089-9995-56.5.456.

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GÜVEN, Devrim, Ebru Z. MUĞALOĞLU, Zerrin DOĞANÇA-KÜCÜK, and William W. COBERN. "Teaching Orientations of Freshman Pre-Service Science Teachers." Turkish Journal of Science Education 16, no. 4 (December 30, 2019): 508–20. http://dx.doi.org/10.36681/tused.2020.4.

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Kim, Hyoung-Bum, Jin-Woo Jeong, and Chun-Ryol Ryu. "Pre-service Earth Science Teachers Understanding about Volcanoes." Journal of the Korean earth science society 32, no. 7 (December 31, 2011): 871–80. http://dx.doi.org/10.5467/jkess.2011.32.7.871.

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Krell, Moritz, Christine Redman, Sabrina Mathesius, Dirk Krüger, and Jan van Driel. "Assessing Pre-Service Science Teachers’ Scientific Reasoning Competencies." Research in Science Education 50, no. 6 (November 29, 2018): 2305–29. http://dx.doi.org/10.1007/s11165-018-9780-1.

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Ilhan, Nail, Zeynel Abidin Yilmaz, and Hülya Dede. "ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 183–93. http://dx.doi.org/10.33225/jbse/15.14.183.

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One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.

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Öztürk-Akar, Ebru, and Doğan Doğan. "TURKISH PRE-SERVICE TEACHERS’ VIEWS OF SCIENCE-TECHNOLOGY-SOCIETY: INFLUENCE OF A HISTORY OF SCIENCE COURSE." Journal of Baltic Science Education 12, no. 6 (December 15, 2013): 793–802. http://dx.doi.org/10.33225/jbse/13.12.793.

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This research is conducted to explore the pre-service teachers’ views of science-technology-society (STS) issues and to investigate the influence of a History of Science (HOS) course on these views. The influence of teaching STS issues through different instructional approaches on the pre-service teachers’ views was also examined. Sample is consisted of 93 pre-service teachers. 11 adapted items of Views of Science-Technology-Society (VOSTS) questionnaire (Aikenhead, Ryan & Fleming, 1989) were administered. Descriptive and inferential statistics (Wilcoxon Sign-Test) were used to examine and compare pre-service teachers’ pre- and post-test responses. Findings revealed that the HOS course and the instructional approach did not have significant influences on the pre-service teachers’ STS views. Key words: science-technology-society, pre-service teachers, history of science, views of science-technology-society questionnaire.

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Parmin, Parmin, and Miranita Khusniati. "The readiness of pre-service integrated science teachers toward the next generation science standards." Jurnal Cakrawala Pendidikan 40, no. 3 (October 20, 2021): 713–24. http://dx.doi.org/10.21831/cp.v40i3.37001.

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This research examined the readiness of pre-service integrated science teachers in Indonesia in following the dimensions of the next generation science standards. It employed a survey method combined with an examination of the readiness of pre-service integrated science teachers who are currently studying in five colleges in Indonesia. The survey collected the data from 218 respondents, consisting of managers of science education study programs, pre-service science teachers, science education lecturers, science teachers, school principals, and education practitioners. There were 131 pre-service science teachers participating in this study in addition to 40 science teachers with have more than seven years of service as a comparison. The survey instrument was designed and presented in the form of docs.google.com, consisting of 12 questions. Learning evaluation experts validated the instrument before it was administered to the respondents. This study found that pre-service science teachers were not prepared due to three aspects: mastery of concepts; digital literacy and teaching how to apply scientific concepts in life. The achievement of future science teacher criteria for pre-service teachers is higher than teachers, except for aspects of teaching skills and human literacy.

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Can, Şendil, and Gülperi Öztürk. "Determination of pre-service science teachers’ attitudes towards reading science texts." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 181. http://dx.doi.org/10.11591/ijere.v8i1.16856.

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The purpose of the current study is to determine the effects of the variables such as gender, grade level, grade point average and book reading frequency on pre-service science teachers’ attitudes towards science texts. The sampling of the current study is comprised of 103 pre-service science teachers enrolled at the Education Faculty of Muğla Sıtkı Koçman University in the spring term of 2017-2018 academic year. In the current study, in order to determine the pre-service teachers’ attitudes towards reading science texts, “The Scale of Attitudes towards Reading Science Texts” was used. The effects of gender and grade level on the pre-service science teachers’ attitudes towards reading science texts were analyzed with independent samples t-test and the effects of academic achievement and book reading frequency were analyzed with one-way variance analysis (ANOVA). As a result of the study, it was concluded that the gender and grade level variables have significant effects on the pre-service teachers’ attitudes towards reading science texts in the sub-dimensions of making use of science texts when possible, denial and contribution of reading science texts to learning and skills and that the general grade point average and book reading frequency have significant effects on the pre-service teachers’ attitudes towards reading science texts in the sub-dimension of making use of science texts <br />when possible.

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Botha, M. L., and C. P. S. Reddy. "In-service teachers’ perspectives of pre-service teachers’ knowledge domains in science." South African Journal of Education 31, no. 2 (May 23, 2011): 257–74. http://dx.doi.org/10.15700/saje.v31n2a354.

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Turgut, Duygu, and Zeha Yakar. "SOCIOSCIENTIFIC ISSUES AND PRE-SERVICE SCIENCE TEACHERS’ BIOETHICAL VALUES." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 640–56. http://dx.doi.org/10.33225/pec/21.79.640.

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Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children's future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers' awareness of responsibility. Regarding this point, the development of pre-service science teachers' bioethical values was examined on a class level basis using survey research. Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers’ bioethical values. As a result of analyses, it was determined that pre-service teachers’ bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers’ bioethical values related to sub-dimensions of “Benefits of Biotechnology Applications”, “Science and Ethics”, “Reproductive Technologies and Cloning” and “Control of Genetic Interventions” were increased based on participants’ class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications. Keywords: bioethics level, science teaching, pre-service science teachers, socio-scientific issues

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Yildirim, Mehtap, Dilek Sultan Acarli, and Melek Yaman Kasap. "Investigation of in-Service and Pre-Service Science Teachers’ Perceptions of Scientific Process Skills." Asian Journal of University Education 16, no. 2 (August 6, 2020): 104. http://dx.doi.org/10.24191/ajue.v16i2.10302.

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This study aims to determine the perceptions of the use of scientific process skills of in-service and pre-service teachers working in branches related to science courses in secondary and high schools. Therefore, this research was designed based on a relational survey model and was carried out with 150 science teachers in Turkey and 260 pre-service teachers from two different universities. The Scientific Process Skills Perception Scale was used to measure their perceptions of scientific process skills. An independent sample t-test was applied to compare the difference between the perceptions of scientific process skills of in-service and pre-service teachers. The results showed no significant difference between the two groups. The ANOVA results further showed that the duration of teachers’ service did not make a significant difference in their scientific process skill perceptions. The results of this study revealed that in-service and pre-service teachers should be supported with training to reduce their reservations about using scientific process skills. Keywords: Pre-service science teachers, Scientific process skills perception, Science teachers,

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SEÇKİN KAPUCU, Munise, and Zeynep YURTSEVEN AVCI. "The Digital Story of Science: Experiences of Pre-Service Science Teachers." Journal of Education in Science, Environment and Health 6, no. 2 (April 1, 2020): 148–68. http://dx.doi.org/10.21891/jeseh.689444.

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Métioui, Abdeljalil, and Louis Trudel. "Diagnostic of Attitudes towards Science Held by Pre-service Science Teachers." International Journal of Science in Society 2, no. 4 (2011): 63–84. http://dx.doi.org/10.18848/1836-6236/cgp/v02i04/51295.

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Laçin-Şimşek, Canan, Aysun Öztuna-Kaplan, and Tülin Sever. "Educational Games in Science Center: Experiences of Pre-Service Science Teachers." SAGE Open 12, no. 2 (April 2022): 215824402211047. http://dx.doi.org/10.1177/21582440221104779.

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Educational games are fun teaching tools prepared in line with the aims of the lessons and facilitate the understanding of the subjects. Due to these features, they can be used in science centers to both discover exhibits and provide understanding of concepts. In this study, it was aimed to determine the opinions about the educational games prepared for the science center. For this purpose, the games prepared for Kocaeli Science Center were played and the opinions of the pre-service teachers who played the games were determined. The study is a phenomenological research in which the opinions of the participants are investigated. The study group consists of 30 pre-service science teachers. The participants played the games prepared in relation to science lesson subjects in groups. After playing the games, their opinions on playing in the science center, the effect of playing in the science center on learning, discovering the science center and exhibits were asked based on their experiences. The data were collected through a form with open-ended questions and observations. The collected data were analyzed using the qualitative content analysis. The pre-service teachers emphasized that they understood the subjects in the exhibits better. They stated that the science center visits supported by educational games will positively affect learning. Based on the results of the research, it can be said that educational games should be among the educational tools that can be used to discover the science center and to understand the exhibits.

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Yalvac, Bugrahan, Ceren Tekkaya, Jale Cakiroglu, and Elvan Kahyaoglu. "Turkish Pre‐Service Science Teachers’ Views on Science–Technology–Society Issues." International Journal of Science Education 29, no. 3 (February 26, 2007): 331–48. http://dx.doi.org/10.1080/09500690600708667.

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Weld, Jeffrey D., and Donald P. French. "An Undergraduate Science Laboratory Field Experience for Pre-Service Science Teachers." Journal of Science Teacher Education 12, no. 2 (May 2001): 133–42. http://dx.doi.org/10.1023/a:1016629806805.

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Bahtaji, Michael Allan A. "Pre-service Science Teachers’ Emphases and Views about Science Education Curriculum." International Journal of Instruction 16, no. 1 (January 1, 2023): 919–32. http://dx.doi.org/10.29333/iji.2023.16151a.

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Kang, Da Yeon, and Nichole Martin Sonya. "Examining the Impact of an Experiential Learning Special Education Course on Pre-Service Science Teachers’ Perceptions About Inclusive Science Education." Journal of special education : theory and practice 18, no. 4 (October 30, 2017): 327–56. http://dx.doi.org/10.19049/jsped.2017.18.4.13.

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Zhou, Shao-Na, and Hua Xiao. "PRE-SERVICE SCIENCE TEACHERS’ PREDICTIONS ON STUDENT LEARNING DIFFICULTIES IN THE DOMAIN OF MECHANICS." Journal of Baltic Science Education 17, no. 4 (August 20, 2018): 649–61. http://dx.doi.org/10.33225/jbse/18.17.649.

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The ability to predict students’ ideas or performances is commonly recognized as an indicator to measure teachers’ knowledge of student learning difficulties. This research focuses on identifying pre-service science teachers’ knowledge of student learning difficulties on Mechanics, as well as comparing pre-service science teachers’ predictions to student reasoning on the causes of their learning difficulties. The populations consist of 479 pre-service science teachers and 1,020 students taking physics as a separate science course. Two versions of the questionnaires are designed, with teacher- and student- oriented questions separately. From the results, inconsistencies are observed between two groups of populations. Pre-service science teachers either over- or under-predict student learning difficulties in some special domains. The results show that the physics content knowledge factor attracts great attention from both students and pre-service science teachers as the cause of student learning difficulties. The research results are important for pre-service science teachers to realize the gap between their own perspectives and students’ actual learning difficulties. Keywords: mechanics domain, students` knowledge, pre-service science teachers’ predictions, student learning difficulties.

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Tatar, Nilgün. "PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING." Journal of Baltic Science Education 14, no. 1 (February 20, 2015): 34–44. http://dx.doi.org/10.33225/jbse/15.14.34.

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This study examines pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Key words: belief about teaching, inquiry-based teaching, mental image, pre-service teachers’ education.

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Park, Eun-Soo. "Pre-service English Teachers’ Beliefs about English Language Learning." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 551–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.551.

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Objectives The language teachers’ beliefs about language have an impact on their practices and are likely influence their students’ belief about language learning. This study investigated English language learning beliefs of pre-service teachers of English. The study also examined whether any significant differences exist in pre-service English teachers’ beliefs by gender, different academic years and self-rated English proficiency levels. Methods For this purpose, 91 undergraduate students enrolled in English education department at A university participated in this study. The participants were asked to answer the questionnaire of Beliefs About Language Learning Inventory(BALLI). Data were obtained by distributing the questionnaire through online during the weeks 5 and 6 in the spring of 2022. For data analysis, descriptive statistics, Chi-test, t-test and ANOVA were used. Results The participants showed strong beliefs about the effect on age and the importance of target culture in English language learning. The participants did not agree the importance role of grammar and translation. However, the pre-service English teachers in this study tended to view traditional activities as more useful than communicative activities. The participants believed that English language learning involves a lot of memorization and repetitions. Some of beliefs held by pre-service teachers constitute an impediment to successful English language learning and teaching, such as beliefs about pronunciation, error correction, and vocabulary learning. There was a significant difference for the role of grammar by gender, different academic years and English proficiency levels. Pre-service teachers’ beliefs about the importance of vocabulary, expectation of language, willingness to communicate and motivations were significant based on the participants’ English proficiency levels. Conclusions Pre-service teachers in this study hold a variety of beliefs about English learning. Some of beliefs were consist with the communicative language teaching approach whereas some didn’t reflect the 2015 Revised National English Curriculum and the current language teaching trends. The findings from this study showed that considerable efforts should be made to eliminate any unrealistic beliefs pre-service teachers may hold before they start teaching.

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Brown, Lisa, and Rebecca Wentworth. "Differentiating instruction in the pre-service science education classroom." SHS Web of Conferences 98 (2021): 01007. http://dx.doi.org/10.1051/shsconf/20219801007.

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In today’s increasingly diverse classrooms, instructors must be prepared to use a variety of teaching methods in an attempt at reaching all students. Students enter the classroom with a vast array of experiences, backgrounds, and other diversity markers that can impact their perceptions and skill level in science courses. This is of particular importance in the field of teacher training, where students need to not only study innovative teaching techniques but authentically experience these techniques that are varied. The purpose of this paper is to demystify differentiated instruction in the science methods classroom and provide strategies for assessment, materials access, and activities. Throughout instruction and assessment, students are given voice, the opportunity to provide input regarding what and how they learn, and choice, the opportunity to opt for activities/assessments they find interesting, stimulating, or match their learning preferences. Finally, differentiation is a philosophy of education that not only acknowledges but celebrates diversity and differences in students. As we prepare these students to become teachers, it is imperative that students not only discuss instructional strategies but authentically experience them as well. Differentiation gives the professor the ability to be the “guide on the side” and provide the students a wider range of discussion and demonstration of common goals.

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Shin, Myeong-Kyeong. "How Pre-service Elementary Teachers Depict Science Gifted Education." Korean Science Education Society for the Gifted 14, no. 2 (August 31, 2022): 73–81. http://dx.doi.org/10.29306/jseg.2022.14.2.73.

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This study aims to explore how pre-service elementary teachers perceive the science gifted education. Teachers’ perceptions of students impact their decision on how they practice instruction in their classrooms. The issue of how to respond to the gifted students’ various academic needs within academically diverse classrooms is one of the central challenges of teaching. The purpose of this study was to determine the perceptions of undergraduate- elementary education majors at an elementary teacher education university. The 49 pre-service teachers who enrolled in the science gifted education course were involved in the survey. According to the finding of this survey, pre-service elementary teachers perceived that an effective way to identify gifted students is hardly to look for students with the highest grades. They depicted that in teaching gifted students, all students won’t need to use the same processes and don’t have to generate the same projects as well. They have a quite proper attitudes towards the science gifted education in general. However the pre-service teachers showed low confidence in teaching the science gifted students. The implications of the study concerning needs of gifted elementary teachers were discussed.

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Journal articles on the topic 'Pre-service science'

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