Journal articles: 'Science teachers'

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METE, Hasan, and Selda BAKIR. "Teaching Styles of Science Teachers." Journal of Educational Sciences Research 6, no. 2 (October 30, 2016): 95–111. http://dx.doi.org/10.12973/jesr.2016.62.6.

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강경희. "Novice Science Teachers' Perceptions on Teacher Mentoring." Journal of Research in Curriculum Instruction 22, no. 1 (February 2018): 29–37. http://dx.doi.org/10.24231/rici.2018.22.1.29.

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Seddon, Terri. "Rethinking Teachers and Teacher Education in Science." Studies in Science Education 19, no. 1 (January 1991): 95–117. http://dx.doi.org/10.1080/03057269108559994.

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Varelas, Maria, Roger House, and Stacy Wenzel. "Beginning teachers immersed into science: Scientist and science teacher identities." Science Education 89, no. 3 (2005): 492–516. http://dx.doi.org/10.1002/sce.20047.

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Djumat, Nurani, Agung Purwanto, and Zarina Akbar. "The Role of Teachers in the Development of Naturalis Intelligence in Science Learning." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 5, no. 2 (June 24, 2023): 373–84. http://dx.doi.org/10.37680/scaffolding.v5i2.2785.

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This study aims to identify the teacher's role in developing naturalist intelligence in science learning at Yapis Kaimana Elementary School. This study uses a qualitative case study approach, with data collection techniques through observation, interviews, and documentation. Data were analyzed using Miles and Huberman analysis techniques, namely data reduction, data presentation, and conclusions. The primary data for this study were school teachers, students, grade 1 teachers, grade 3 teachers, grade 5 teachers, grade 6 teachers, and grade IV science teachers. The results of the study show that the teacher has a very important role in the development of naturalist intelligence in science learning at Yapis Kaimana Elementary School. Teachers use learning methods that focus on observation, experimentation, and hands-on experience to help students understand scientific concepts and build naturalist skills. In addition, teachers also provide opportunities for students to develop their interests and talents in natural sciences through activities such as environmental observations, school gardens, and simple research. This study shows that the teacher's role is very important in the development of naturalist intelligence in science learning at Yapis Kaimana Elementary School. In developing naturalist intelligence, teachers must be able to identify the needs and interests of students and choose appropriate learning methods. In addition, teachers must also help students develop naturalist skills through activities that are relevant to their context and environment. This research can be a reference for teachers and schools in developing science learning that is effective and oriented towards developing students' naturalist intelligence.

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송신철, Kew-Cheol Shim, and 이치하. "A Study on Science Teachers’ Perception about Science Teacher Training Curriculum." Teacher Education Research 53, no. 1 (March 2014): 15–27. http://dx.doi.org/10.15812/ter.53.1.201403.15.

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Astiti, Kadek Ayu, and Andam Surianty. "Training on integrated science learning for science teachers in Nekamese District." Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat 5, no. 2 (January 5, 2022): 95–101. http://dx.doi.org/10.12928/jpm.v5i2.2967.

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PKM activities are carried out in partner schools in the form of training for Mathematics and Natural Sciences teachers to overcome the problems they are facing. Some of the obstacles that are being faced are that science teachers still have difficulty applying integrated science learning according to the demands of the 2013 curriculum. The targets to be achieved in the implementation of this PKM program include increasing the professional competence of teachers in implementing integrated science learning. Activities are designed in several stages, namely 1) coordinating with partner schools for implementation time, 2) providing material related to integrated science learning, 3) Mentoring for Natural Sciences teachers in designing integrated science material and 4) program evaluation. This activity was not only attended by Natural Sciences teachers in partner schools but several Natural Sciences teachers in schools around partner schools were also joined. Participants in the activity were Natural Sciences teachers from SMP N 1 Nekamese, SMP N 2 Nekamese, SMP N 4 Nekamese, and SMP N 5 Nekamese. The participants were quite enthusiastic in participating in this activity, seen from the enthusiasm for joining the activity and dynamic discussions

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Moore, Randy. "Training Science Teachers." American Biology Teacher 56, no. 1 (January 1, 1994): 4–5. http://dx.doi.org/10.2307/4449731.

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Tobias, S., and A. Baffert. "Empowering Science Teachers." Science 336, no. 6081 (May 3, 2012): 519. http://dx.doi.org/10.1126/science.1223116.

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Aalbergsjø, Siv Gundrosen, Ellen Karoline Henriksen, and Gunilla Eklund. "Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education." Nordic Studies in Science Education 19, no. 1 (March 30, 2023): 20–34. http://dx.doi.org/10.5617/nordina.9582.

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Science teacher educators (STEs) are key actors for implementing research-based science teacher education (RBSTE). Based on group interviews with 29 STEs from seven different teacher education (TE) institutions in Norway, this study reports how STEs view RBSTE. The STEs did not express a comprehensive understanding of the term RBSTE; however, their descriptions of the aims of science TE were in line with educating research literate teachers - critical and reflective teachers who can develop their practice based on research. They regarded their own competence as decisive for RBSTE and described modelling research-based practices in science education as a way of teaching science and science education simultaneously. However, the STEs described tension between prioritising natural science and science education research. We conclude that STEs’ goals and practices are in line with the aims for RBSTE, but a stronger common understanding of what RBSTE entails is needed to further strengthen science TE.

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Dhafer A. Al-Qarni, Dhafer A. Al-Qarni. "The reality of the suitability of the science teacher specialization path in the intermediate stage in Saudi Arabia for teaching science courses and the difficulties of implementation from the point of view of teachers in Tabuk: واقع ملاءمة مسار تخصص معلم العلوم بالمرحلة المتوسطة في السعودية لتدريس مقررات العلوم وصعوبات التنفيذ من وجهة نظر المعلمين بتبوك." مجلة العلوم التربوية و النفسية 5, no. 40 (October 30, 2021): 105–70. http://dx.doi.org/10.26389/ajsrp.r280521.

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The study aimed to identify the appropriateness of the science teacher's specialization path in the intermediate stage in Saudi Arabia for teaching science courses and the difficulties of implementation from the point of view of teachers in Tabuk. The study used the descriptive method, and a questionnaire surveyed the opinions of teachers. It was distributed to a sample of (41) middle school science teachers in public schools in the city of Tabuk. The results of the study showed that the reality of the appropriateness of the science teacher's specialization path in the intermediate stage for teaching science courses obtained an overall average of (4.18). Or by (83.6%) and reflects the appropriateness of (weakly), and it also revealed difficulties that hinder the appropriateness of science books from the teachers’ point of view with a total average (4.18 from 5), a degree (highly), and at the level of sub-specialties, physics got the highest average (4.20). Then chemistry with an average of (4.19) and finally biology with an average of (4.14), all of which are difficulties with a degree of (highly), meaning that the contents of science courses do not fit with the course of their specialization , also there is no statistical significant differences between the teachers’ responses on the scale of the appropriateness of the science teacher’s specialization path to the scientific subject content of the science book at the intermediate stage , the study recommended the need to re-planning and implementing the science method in proportion to the method of separate subjects, and to reconsider the plans of preparation of science teachers in Saudi universities.

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Šlekienė, Violeta, and Loreta Ragulienė. "IMPROVEMENT OF SCIENCE TEACHERS COMPETENCE OF EXPERIMENTAL PERFORMANCE." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 141–59. http://dx.doi.org/10.48127/gu/14.20.141.

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In order to enhance the quality of teaching of science subjects, consistent and systematic development of the learning environment is necessary, i.e. preparing new training (learning) resources and systematic teacher training is very important. The project "Improvement of science teachers competence of experimental performance based on updated learning tools and general training programs of grades 9-12” (GAMEK) was designed to address this problem. Project goal - improvement of physics, chemistry, biology teachers’ competency of experimental performance. Project Coordinator - Lithuanian University of Educational Sciences, the partners – Šiauliai University and Vytautas Magnus University. This article presents the activities of the project “GAMEK” and computerized experiments in science teaching. More than 300 physics, chemistry and biology teachers from various schools of Lithuania have been trained to perform experimental activities, to master new computerized teaching labs (Nova5000, Xplorer GLX) and inquiry-based science teaching. Electronic physics, chemistry and biology teacher's books and lab folders, which are intended to help teachers to prepare for and carry out laboratory work lesson, using digital tools, have been developed. Key words: competence of experimental performance, science education, teacher training, computer based experiment.

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Umarovich, Khojaniyazov Sardor, and Sharipova Fazilat Ollaberganovna. "PROFESSIONAL COMPETENCE OF FUTURE BIOLOGICAL SCIENCE TEACHERS." American Journal of Social Science and Education Innovations 5, no. 9 (September 1, 2023): 18–23. http://dx.doi.org/10.37547/tajssei/volume05issue09-04.

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In this article, methods of modernizing the education of the "Biology" department of Urganch State University in order to ensure the conditions for the formation and development of alternative models of the professional and personal growth of teachers for today based on the principles of training and sustainability of the new generation of biology teachers. was studied. In order to ensure sustainable development, ideas and methods of integrating education and professional training of future biology teachers were defined. The factor forming the methodical system of preparation for professional activity is the idea of combining an active approach to knowledge acquisition with their moral reflection, awareness of personal value in professional and everyday life.

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Yuldashovna, Yusupova Gulchehra. "MODELING COMPETENCIES FOR FUTURE COMPUTER SCIENCE TEACHERS." American Journal of Social Science and Education Innovations 6, no. 3 (March 1, 2024): 27–31. http://dx.doi.org/10.37547/tajssei/volume06issue03-04.

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This article explores the improvement of modeling skills among future computer science teachers. The current methods of forming these skills are analyzed, and the need for their improvement is justified. The research methods and the results of the experiment on the introduction of a new model of modeling training are described. The article concludes with conclusions and suggestions for further improving the training of future computer science teachers in the field of modeling.

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Dziva, Daimond, Maroni Runesu Nyikahadzoyi, Dimitrios Koliopoulos, and Konstantinos Ravanis. "Teacher Knowledge Manifestation of Integrated Science Teachers in Zimbabwe." Open Journal for Educational Research 2, no. 2 (November 1, 2018): 57–72. http://dx.doi.org/10.32591/coas.ojer.0202.01057d.

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Olmez, Cemil, and Serap Ozbas. "Teacher self-efficacy according to Turkish Cypriot science teachers." Africa Education Review 14, no. 3-4 (April 5, 2017): 36–51. http://dx.doi.org/10.1080/18146627.2016.1224564.

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Hewson, Peter W., and Mariana G. A'B Hewson. "Science teachers’ conceptions of teaching: Implications for teacher education." International Journal of Science Education 9, no. 4 (July 1987): 425–40. http://dx.doi.org/10.1080/0950069870090401.

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Dewi, Diah Rusmala, Nadlir Nadlir, Sibawaihi Sibawaihi, and Sabarudin Sabarudin. "The Concept of Personality of Islamic Religious Education Teachers based on Kuntowijoyo’s Prophetic Social Science." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 10, no. 1 (July 31, 2022): 1–26. http://dx.doi.org/10.15642/jpai.2022.10.1.1-26.

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Teachers’ competence has been discussed by some Islamic figures as the main indicator in order to formulate the concept of teachers’ personality for teachers in general. However, the indicators that are spesifically for Islamic education teachers have not been discussed yet, so it is important to deepen and specify the study to formulate criteria of the concept of teachers’ personality that mainly focus on Islamic education teachers based on Islamic view. Based on those reasons, the writers are interested in conducting research in the area of the concept of teachers’ personality based on the Kuntowijoyo’s prophetic social science which contains transcendence, humanzation and liberation values. The prophetic social science by kuntowijoyo is formulated based on the surah Ali Imron verse 110. In this research, the writers will focus on the teachers of Islamic religious education (PAI). By using the concept, the research is expected to formulate the indicators for the concept of teachers’ personality which is intended specifically for Islamic religious education teachers. This research uses library research methodology with psychological-pedagogical approach. The main source of the research is the book by Kuntowijoyo with some secondary data sources. The results of the study show that: (1) the concept of teacher’s personality, in the perspective of Islamic education, must refer to the noble morals as exemplified by the Prophet Muhammad SAW based on the values of Islamic teachings. (2) the concept of Islamic education teacher’s personality based on Kuntowijoyo’s prophetic social science must include three prophetic values (transcendence, humanist and liberating). So, in order to acquiring the concept of teachers’ personality, it is important for the Islamic education teachers to be transcendence, liberating and humanist as well as emulating the values of Prophet Muhammad. In relation to the current context, this concept can be used as a solution in response to the challenges of Islamic religious education teachers that come from the aspect of the teacher's personality. So, it is hoped that the indicators which is based on kuntowijoyo’s prophetic social science can be used as the formulation for all teachers to upgrade their personality competence, especially for Islamic religious education teachers.

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Ural Keleş, Pınar. "Opinions of Fifth Grade Science Teachers about the 2017 Science Curriculum." Journal of Qualitative Research in Education 6, no. 3 (November 27, 2018): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.6c3s6m.

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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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Yildiz, Cemalettin. "An Examination of Understandings of Prospective Teachers About Science and Science History." Journal of Education and Training Studies 6, no. 6 (April 21, 2018): 48. http://dx.doi.org/10.11114/jets.v6i6.3012.

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The purpose of this study was to reveal beliefs of prospective teachers about “science” and “science history”. The qualitative research approach was employed in the study. The study group consisted of 150 prospective teachers. A form developed by the researcher was used for data collection. The form consisted of open-ended questions. The data was analyzed using the content analysis method. As a result of the study, it was found that the prospective teachers explained science and science history mostly with the procedural understanding dimension. It was also found that the prospective teachers attributed the low number of female scientists mostly to socio-cultural factors, and success in science to cognitive factors. Lastly, the prospective teachers had positive beliefs about the contribution of science history to cognitive and affective domains, and believed that enriching courses with science history could be done by adopting a teacher-centered approach which involves the teacher’s explaining lives, works, or inventions of various scientists. It is recommended that conceptual, procedural, and contextual dimensions of science are addressed in courses related to science history, and prospective teachers should be informed about how to use science history in their classes.

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Marfuatun, Marfuatun, and Riandi Riandi. "Need Analysis of Pre-Laboratory Development to Support Experimental Activities in Science Learning." Jurnal Penelitian Pendidikan IPA 8, no. 3 (July 31, 2022): 1114–20. http://dx.doi.org/10.29303/jppipa.v8i3.1292.

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The purpose of this study was to identify the implementation of the experimental method in science learning and the obstacles faced by teachers, as well as to identify the application of pre-lab in science learning. Research design was survey which is non-experimental quantitative research. The participants were 26 teachers who teach subjects in the sciences, namely Chemistry, Biology, Physics, and Science as integrated subjects. Data were collected through online questionnaires using google forms and were analyzed descriptively. The results show that experimental activities have not been fully applied to science learning. Most teachers provide the tools and materials needed in learning activities in the laboratory and provide work procedures to students. The constraints that are faced by teachers in applying the experimental method are related to facilities and infrastructure, student characters, and experiment time allocation. Most of the teachers have also carried out pre-lab activities, but they are still dominated by lectures from the teacher. This study also explored the pre-lab model to be developed, almost all teachers agreed if the pre-lab was developed in the form of virtual learning. The forms of media that teacher’s interest in for pre-lab activities are videos and android applications

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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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Maseko, Bob, and Hlologelo Climant Khoza. "EXPLORING IN-SERVICE SCIENCE TEACHERS’ BELIEFS ABOUT GOALS OR PURPOSES OF SCIENCE TEACHING." Journal of Baltic Science Education 20, no. 3 (June 5, 2021): 456–70. http://dx.doi.org/10.33225/jbse/21.20.456.

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Research indicates that teachers’ beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers’ self-reported and enacted goals or purpose of science teaching, respectively. A deductive analysis approach was used to analyze interview and classroom observation transcripts, to understand the teacher’s goals or purposes. Results reveal that while teachers have multiple self-reported goals or purpose of science teaching, most of these are not enacted during teaching in the classrooms. This suggests the topic-specific nature of the goals or purposes. Results also show that all the teachers were not aware of the self-as-explainer goal or purpose of science teaching both during interviews and instruction. These findings are discussed, and implications are proposed for science in-service teacher professional development and pre-service teachers’ training programs. Keywords: science teachers’ beliefs, curriculum emphasis, goals or purposes, science teaching orientations, teacher professional knowledge

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Altindag, Ahmet, and Hunkar Korkmaz Korkmaz. "Turkish Primary Science Teachers’ Views on An Ideal Teacher Education System." Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 193–201. http://dx.doi.org/10.18844/cjes.v12i4.2794.

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The goals of this descriptive study were to determine Turkish preservice science teachers’ views on an ideal teacher education system. The sample consisted of 137 preservice teachers including 74 females and 63 males. The questionnaire was based on the open-ended questions and was developed to investigate an ideal teacher education system components as perceived by the preservice science teachers. Descriptive statistics were used to analyse the data. The results of this study shown that the Turkish preservice science teachers defined an ideal teacher education system components in the following: the personality of the teachers, the teacher educators as possessing professional knowledge, teacher education curriculum, and professional development process. These results and implications are discussed in the context of increasing expectations for demanded highly qualified teachers under provisions of the teacher education studies. Keywords: Teacher Education; Primary Science Teachers; Ideal Teacher Education

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Kuteesa, Disan. "Knowing Process of Rural Secondary School Science Teachers: A Case of Rakai District in Uganda." East African Journal of Education Studies 3, no. 1 (September 9, 2021): 246–52. http://dx.doi.org/10.37284/eajes.3.1.406.

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The study was an investigation of the Knowing Process of rural secondary science teachers in Uganda. The problem of the study was the poor performance of students in sciences in the rural secondary schools in Ugandan Certificate Examinations (UCE). The central point was to find out the beliefs of the rural secondary science teachers about how the educators come to know anything. A non-experimental research design was employed in the study. The research was carried using a purposive sampling technique. Regarding data collection, the researcher administered fifty (50) questionnaires to fifty (50) teachers; interviewed ten teachers and carried out classroom observations often live lessons. The findings of the study revealed that teacher’s conceptions about the mode of knowing to fall under three sources of knowledge, namely, authority, sense-perceptual experience, and reason. It was clear that teachers assume that learners do not have knowledge; hence the Bucket theory of mind is central in their teaching-learning process. Many teachers appeared to do things the way they were taught; in other words, a number of rural science teachers tended to be doing activities whose underlying assumptions they were not clear of. A functional approach to the teaching of Philosophy in Educational programs is recommended.

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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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Rofe, Craig, Azra Moeed, Dayle Anderson, and Rex Bartholomew. "Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teachers." Australian Journal of Indigenous Education 45, no. 1 (December 28, 2015): 91–99. http://dx.doi.org/10.1017/jie.2015.32.

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School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in wharekura (Māori Indigenous School). This paper draws upon the findings of an empirical study to address the call for research into effective practices for supporting Indigenous students in learning science. The study is part of a larger project investigating and extending our understanding about how New Zealand teachers’ conceptualise science and science inquiry (investigation). Two Māori teachers participated in the research as well as their class who were supported by two researchers. Data were collected through in-depth interviews with teachers. This research reports the findings of how participating teachers’ conceptualise science inquiry and describes their perceptions of how and why their students should learn science and science inquiry. The paper also presents teachers’ views about their own development as science teachers and suggests two models to address the issue of science teaching in wharekura.

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Appleton, Ken, and Ian Kindt. "Beginning Elementary Teachers' Development as Teachers of Science." Journal of Science Teacher Education 13, no. 1 (February 2002): 43–61. http://dx.doi.org/10.1023/a:1015181809961.

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Rebucas, Elizer. "Experiences of Science Teachers Teaching Non–science Subjects: A Phenomenology Study." International Journal on Studies in Education 4, no. 2 (April 15, 2022): 130–40. http://dx.doi.org/10.46328/ijonse.73.

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The challenge of unimpressive performance in science subjects is worldwide as revealed by various international research investigation. The increasing rate of low academic achievement and failures in science subjects in schools may significantly impact both individual students whose target was to proceed with tertiary education and seek a lifetime opportunity. However, all of these aims may be affected by the unimpressive performance of students in science subjects. The aim of this study was to describe the experiences of science teachers who encountered problems and challenges in teaching non–science subjects. The study utilized the qualitative phenomenological design with two data gathering techniques, the in-depth interview and focus group discussion. There were 14 participants in this study who were science teachers from secondary schools in Montevista district, Davao de Oro Division, Mindanao, Philippines. Data triangulation was addressed through generating data from various sources to gain a fuller perspective of the study. There (3) essential themes were generated on the experiences of teachers from teaching Non–science subjects. As to the result, the study further recommends on the revisitation on the hiring policy, plans and programs for teachers particularly the need for teacher’s alignment of subject as to what teachers’ specialization or subject field of expertise.

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Gezer, Kutret, and Kadir Bilen. "Pre-Service Science Teachers’ Views About Characteristics of Effective Science Teaching and Effective Science Teacher." Journal of Applied Sciences 7, no. 20 (October 1, 2007): 3031–37. http://dx.doi.org/10.3923/jas.2007.3031.3037.

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Janiuk, Ryszard M. "OWNERSHIP AMONG SCIENCE TEACHERS." Journal of Baltic Science Education 13, no. 1 (February 25, 2014): 4–5. http://dx.doi.org/10.33225/jbse/14.13.04.

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Science education is continuously changing in terms of goals, curricula and teaching methods. Such changes stem from major educational reforms and the development of new theoretical concepts related to science teaching. It has been long emphasised that the implementation of these changes in schools depends on the teachers, who need to identify with and support the innovations which are to be introduced, and to feel that change is necessary. An active involvement of teachers in the process of designing, developing and implementing innovation is one of the indicators of a sense of "ownership", which in this case can be understood as identifying with the innovation, feeling as if one is its owner. This psychological state can be achieved thanks to teachers’ investment in the innovation, and has the potential to reduce resistance and create a better climate for change. Ownership can have a considerable impact on teachers' involvement in further changes, if they notice that innovation has a positive influence on the effects of their work. Ownership also has a beneficial impact on their working environment, motivating other teachers to implement the desired change and thus helping spread the change throughout the teacher community.

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Gould, Paula. "Centres target science teachers." Physics World 17, no. 10 (October 2004): 10. http://dx.doi.org/10.1088/2058-7058/17/10/17.

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Lederman, Leon M. "Sermon for science teachers." Physics Teacher 24, no. 6 (September 1986): 331–33. http://dx.doi.org/10.1119/1.2342036.

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Ameh, Catherine, and Richard Gunstone. "Teachers' concepts in science." Research in Science Education 15, no. 1 (December 1985): 151–57. http://dx.doi.org/10.1007/bf02356537.

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Mozzer, Nilmara Braga, and Rosária Justi. "Science Teachers’ Analogical Reasoning." Research in Science Education 43, no. 4 (November 29, 2012): 1689–713. http://dx.doi.org/10.1007/s11165-012-9328-8.

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Bashir, U. S., Garba, S. A., and Umar, D. "CORRELATION OF AGRICULTURAL SCIENCE TEACHERS’ QUALIFICATION AND THEIR COGNITION." Journal of Agripreneurship and Sustainable Development 2, no. 1 (June 1, 2019): 23–30. http://dx.doi.org/10.59331/jasd.v2i1.46.

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The study correlates agricultural science teacher’s qualification and their levels of cognition. Two objectives, two research questions and one hypothesis were formulated to guide the study. The study adopted descriptive-correlational survey research designs. The population was all the 168graduates’ teachers teaching agricultural science in the public secondary schools of Bauchi state, Nigeria. A stratified random sampling technique was used to select 120 teachers. Florida taxonomy of cognitive behaviour was used as instrument for data collection and was pilot tested using thirty (30) Agricultural science teachers outside the study area and obtained a reliability coefficient of 0.98. The instrument was administered to the selected respondent for data collection. The data collected were analysed using descriptive statistics and pearson product moment correlation. The results revealed that agricultural science teachers with bachelor degree exhibit higher level of cognition than teachers with master’s degree at both lower and higher cognitive levels with both teachers teaching at lower cognitive level. There was no significant relationship between secondary school agricultural science teacher’s qualification and their level of cognition. It was recommended that Agricultural science teachers should be send for in service training to upgrade on the six levels of cognitions (knowledge and comprehension, application, analysis, synthesis, and evaluation).

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Yeon-A Son, 신현성, Dong Ryeul Kim, 장지혜, and 이윤비. "Pre-service Science Teachers’ Perception of Science Teachers’ Professionalism and the Background." Journal of Education & Culture 18, no. 2 (June 2012): 97–122. http://dx.doi.org/10.24159/joec.2012.18.2.97.

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Barrow, Lloyd H. "Helping new science teachers with phone assistance for teachers of science (PATS)." Journal of Science Teacher Education 6, no. 4 (December 1995): 197–201. http://dx.doi.org/10.1007/bf02614643.

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Whiteford, Chrystal, Nick Kelly, and Les Dawes. "Why Become a Teacher? Exploring Motivations for Becoming Science and Mathematics Teachers in Australia Science and Mathematics Teachers in Australia." Australian Journal of Teacher Education 46, no. 3 (March 2021): 1–19. http://dx.doi.org/10.14221/ajte.2021v46n3.1.

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There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subject area to be among the top motivators for becoming a teacher. Financial reward and parental occupation were found to be less selected motivators. Although differences existed between the two cohorts suggesting motivations may change, similarities provide focus for future recruitment and retention of science and mathematics teachers for higher education institutions and education policy makers.

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Moeed, Azra. "Science investigation that best supports student learning: Teachers understanding of science investigation." International Journal of Environmental and Science Education 8, no. 4 (October 10, 2013): 537–59. http://dx.doi.org/10.12973/ijese.2013.218a.

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Hamad, Sara, Hassan Tairab, Yousef Wardat, Lutfieh Rabbani, Khaleel AlArabi, Mohammed Yousif, Ahmad Abu-Al-Aish, and George Stoica. "Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice." Sustainability 14, no. 6 (March 18, 2022): 3594. http://dx.doi.org/10.3390/su14063594.

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This study examines how science teachers experience integrating science, technology, engineering, and mathematics (STEM) approaches into their teaching. In addition, it further examines the encountered challenges in this regard to shed light on STEM current practices within the context of United Arab Emirates (UAE). This study consists of two stages; the first involved collecting qualitative data using semi-structured interviews to explore three science teachers’ perceptions and lived experiences having infused STEM into their regular teaching in cycle 2 for more than two years. Quantitative data were collected and analyzed in the second phase via the developed closed-ended questionnaire to examine teachers’ perceptions across a larger sample regarding “challenges encountered by teachers when implementing STEM teaching”. Research findings showed that science teachers generally have a positive attitude towards using STEM-based activities. In addition, data revealed that participants implement integrated STEM into their teaching frequently and regularly. Results also indicated teachers encounter challenges while implementing STEM: documentation, the vast curriculum content, and lack of time. Moreover, external challenges (i.e., the lack of supportive guidelines) rather than teachers’ competency (i.e., having sufficient knowledge and skills for implementing STEM teaching) appeared to have the highest impending impact. Finally, we discuss findings and presented implications for teachers, educators, and policymakers.

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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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Anılan, Burcu. "Preservice Science Teachers Metaphoric Perceptions about Chemistry Concept." Journal of Qualitative Research in Education 5, no. 2 (July 28, 2017): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.5c2s1m.

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Ha-Young Song and YoungShin Kim. "Pre-service Science Teachers' Recognition about Science Instructional Situation and The Image of Science Teachers." Journal of Science Education 34, no. 1 (June 2010): 33–46. http://dx.doi.org/10.21796/jse.2010.34.1.33.

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Alabdulkareem, Saleh Abdullah. "The Impact of Science Teachers’ Beliefs on Teaching Science: The Case of Saudi Science Teachers." Journal of Education and Learning 5, no. 2 (March 24, 2016): 233. http://dx.doi.org/10.5539/jel.v5n2p233.

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<p>The researcher aims to investigate Saudi science teachers’ beliefs about learning and teaching issues. The sample consisted of 247 middle school teachers in Riyadh, Saudi Arabia. The study conducted in the academic school year 2014/2015, and utilized a questionnaire and an interview that included 10% of the sample. The questionnaire targeted the teachers’ conceptions of learning and teaching issues and examined whether these conceptions fit the transmission, or discovery, of constructivist approaches. The interview focused on “authentic scientific resources”, the limitations of the word “science”, and the possible conflict between science and Islamic resources. The goal of this study was to draw conclusions and pedagogical implications to contribute to a better understanding of science teachers’ beliefs. The results show a significant shift toward the discovery approach. However, teachers address science as an issue separate from historical and cultural aspects. Based on the findings of this study, the researcher suggests a number of pedagogical implications.</p>

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Mervis, J. "TEACHER TRAINING: How to Produce Better Math and Science Teachers." Science 289, no. 5484 (September 1, 2000): 1454–55. http://dx.doi.org/10.1126/science.289.5484.1454.

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Soanes, Della Gracia, and S. M. Sungoh. "Influence of Emotional Intelligence on Teacher Effectiveness of Science Teachers." Psychology 10, no. 13 (2019): 1819–31. http://dx.doi.org/10.4236/psych.2019.1013118.

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Thwaite, Anne. "Teachers and teacher aides initiating five-year-olds into science." Functional Linguistics 1, no. 1 (2014): 6. http://dx.doi.org/10.1186/2196-419x-1-6.

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Carrier, Sarah J., Ashley N. Whitehead, Temple A. Walkowiak, Sarah C. Luginbuhl, and Margareta M. Thomson. "The development of elementary teacher identities as teachers of science." International Journal of Science Education 39, no. 13 (August 5, 2017): 1733–54. http://dx.doi.org/10.1080/09500693.2017.1351648.

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Journal articles on the topic 'Science teachers'

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