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Letteratura scientifica selezionata sul tema "Science teachers"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 agosto 2024

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Articoli di riviste sul tema "Science teachers"

1

METE, Hasan, e Selda BAKIR. "Teaching Styles of Science Teachers". Journal of Educational Sciences Research 6, n. 2 (30 ottobre 2016): 95–111. http://dx.doi.org/10.12973/jesr.2016.62.6.

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2

강경희. "Novice Science Teachers' Perceptions on Teacher Mentoring". Journal of Research in Curriculum Instruction 22, n. 1 (febbraio 2018): 29–37. http://dx.doi.org/10.24231/rici.2018.22.1.29.

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3

Seddon, Terri. "Rethinking Teachers and Teacher Education in Science". Studies in Science Education 19, n. 1 (gennaio 1991): 95–117. http://dx.doi.org/10.1080/03057269108559994.

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4

Varelas, Maria, Roger House e Stacy Wenzel. "Beginning teachers immersed into science: Scientist and science teacher identities". Science Education 89, n. 3 (2005): 492–516. http://dx.doi.org/10.1002/sce.20047.

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5

Djumat, Nurani, Agung Purwanto e Zarina Akbar. "The Role of Teachers in the Development of Naturalis Intelligence in Science Learning". Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 5, n. 2 (24 giugno 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 e 이치하. "A Study on Science Teachers’ Perception about Science Teacher Training Curriculum". Teacher Education Research 53, n. 1 (marzo 2014): 15–27. http://dx.doi.org/10.15812/ter.53.1.201403.15.

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7

Astiti, Kadek Ayu, e Andam Surianty. "Training on integrated science learning for science teachers in Nekamese District". Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat 5, n. 2 (5 gennaio 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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8

Moore, Randy. "Training Science Teachers". American Biology Teacher 56, n. 1 (1 gennaio 1994): 4–5. http://dx.doi.org/10.2307/4449731.

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9

Tobias, S., e A. Baffert. "Empowering Science Teachers". Science 336, n. 6081 (3 maggio 2012): 519. http://dx.doi.org/10.1126/science.1223116.

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10

Aalbergsjø, Siv Gundrosen, Ellen Karoline Henriksen e Gunilla Eklund. "Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education". Nordic Studies in Science Education 19, n. 1 (30 marzo 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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Più fonti

Tesi sul tema "Science teachers"

1

Adal, Elif Ece. "Science Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612948/index.pdf.

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2

Wan, Zhihong, e 万志宏. "Chinese science teacher educators' conceptions of teaching nature of science to prospective science teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44749910.

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3

Topcu, Mustafa Sami. "Preservice Science Teachers". Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609950/index.pdf.

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The main purpose of this study was to explore Preservice Science Teachers&rsquo
(PSTs) informal reasoning regarding socioscientific issues (SSI). The study first investigated PSTs&rsquo
informal reasoning patterns
second, explored the relationship between informal reasoning patterns and quality
third, examined the variation of informal reasoning quality with SSI
at last, focused on the factors influencing PSTs&rsquo
informal reasoning in the context of SSI. Totally, 39 PSTs voluntarily participated in the study. Senior elementary PSTs from a public university, in Ankara constituted the sample of this study. Seven SSI were used to explore informal reasoning and influencing factors. Three SSI dealt with gene therapy and, the other three issues dealt with cloning. The last issue dealt with global warming. PSTs&rsquo
informal reasoning and the factors influencing the participants&rsquo
informal reasoning in the context of SSI were analyzed by using constant comparative data analysis method (Glaser &
Strauss, 1967). Two interview protocols were used in the present study. Informal Reasoning Interview protocol focused on the investigation of informal reasoning, and Moral Decision-Making Interview protocol was used to identify informal reasoning and the factors influencing informal reasoning. Emergent informal reasoning patterns from the present study were: rationalistic, emotive, and intuitive informal reasoning patterns. Regarding informal reasoning quality, across each SSI, the participants easily revealed claim with or without justification but they hardly developed counter-position and rebuttal. Emergent frequency of informal reasoning quality types followed the same order across each SSI. Thus, informal reasoning quality was not context-dependent across all SSI. Main factors influencing participants&rsquo
informal reasoning were accumulated under four main categories
personal experiences, social considerations, moral-ethical considerations, and technological concerns.

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4

Senler, Burcu. "Pre-service Science Teachers". Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.

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The aim of this study was to examine the relationships among pre-service science teachers&rsquo
personality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo
self-efficacy and academic self-regulation, and pre-service science teachers&rsquo
academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipated in the study. Self-efficacy (i.e. self-efficacy for student engagement, for instructional strategies, and for classroom management), academic self-regulation (i.e. achievement goals, task value, control of learning beliefs, test anxiety, metacognitive self-regulation, effort regulation, and peer learning), and personality trait (i.e. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) were assessed by self-report instruments. The results of the path analysis revealed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies were positively linked to different dimensions of self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of academic self-regulation and self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

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5

Cakir, Birgul. "Pre-service Science Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613688/index.pdf.

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Based on the importance place of metacognition in education, the current study aimed to investigate whether the embedded metacognitive prompts in the manual lead a change in PSTs&rsquo
metacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantitative and qualitative data were collected and analyzed. Quantitative data was collected from 28 PSTs and qualitative data was collected from 7 PSTs who were the members of the researcher&rsquo
s group. In accordance with the purpose of the current study, descriptive statistics and independent samples t-test was conducted for quantitative data. In terms of qualitative part, the study was case study and interviews which were conducted before and after the course were analyzed to observe the change of PSTs&rsquo
metacognition. The result of the study revealed that before the course most of the PSTs did not report metacognitive skills. After the course it was observed that their metacognitive skills were developed. Among metacognitive skills, the most reported skill was monitoring skill after the course. It can be concluded from the study that metacognitive prompts embedded into the manual provided a metacognitively learning environment and a development in PSTs&rsquo
metacognition.

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6

Yanis, Hilal. "Investigating Preservice Science Teachers". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614546/index.pdf.

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The purpose of this study was to investigate preservice science teachers&rsquo
mental models about the role and distribution of ozone layer and ozone layer depletion regarding their ontological orientation. This study was conducted with twenty four preservice science teachers who were enrolled in Elementary Science Education Program of Education Faculty of one public university located in Central Anatolia. From each grade level six preservice science teachers were selected
two from low achiever, two from middle achiever and two from high achiever. Moreover, in the study, data were collected by using semi structured interview and interview consists of eleven questions and with five questions having multiple parts. Interview recordings were transcribed and analyzed qualitatively. In the following steps of the analysis, researcher proceeded with the already formed and described codes in an easygoing way. The results revealed that preservice science teachers&rsquo
responses were mostly seen as skin cancer and sunburn as harmful effects of ultraviolet rays and preservice science teachers&rsquo
responses were mostly seen as activation vitamin D and photosynthesis of plants as beneficial effects of Sun&rsquo
s rays. Half of preservice science teachers thought that ozone layer exists in the atmosphere. Moreover, preservice science teachers&rsquo
responses were mostly seen as perfume, deodorant, car, and spray as harmful materials to ozone layer. Chlorofluorocarbon, carbon monoxide, and carbon-dioxide were the most seen responses as harmful chemicals to ozone layer. Similar misconceptions were identified when compared with past studies. Also, different misconceptions were found in the study. Ten distinct models were formed regarding role and distribution of ozone layer and five distinct models were formed regarding ozone layer depletion. Moreover, absorbing and reflecting surface was mostly seen ontological belief regarding role and distribution of ozone layer. Hole was mostly seen ontological belief regarding ozone layer depletion. Generally, achievement and grade level did not make difference among preservice science teachers forming which type of mental models and having ontological beliefs.

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7

So, Wing-mui Winnie. "Teacher thinking : a comparison of science elective and non-science elective primary school teachers /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595927.

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So, Wing-mui Winnie, e 蘇詠梅. "Teacher thinking: a comparison of science elective and non-science elective primary school teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958941.

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9

Soldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning". Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.

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10

Brown, Patrick L. "Investigating science teacher knowledge of learners and learning and sequence of science instruction in an alternative certification program". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5601.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 22, 2009) Includes bibliographical references.

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Libri sul tema "Science teachers"

1

Dias, Michael, Charles J. Eick e Laurie Brantley-Dias, a cura di. Science Teacher Educators as K-12 Teachers. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6763-8.

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2

Technical, Working Group (1984 Quezon City Philippines). Training of science teachers and teacher educators. Bangkok: Unesco Regional Office for Education in Asia and the Pacific, 1985.

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3

Schweingruber, Heidi, e Natalie Nielsen, a cura di. Science Teachers' Learning. Washington, D.C.: National Academies Press, 2016. http://dx.doi.org/10.17226/21836.

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4

Woodburn, John H. Scientists & science teachers. Hutchinson, KS: Genie Publications, 1990.

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5

Open University. Physics for Science Teachers Project. e Open University. Professional Development in Education Sector., a cura di. Physics for science teachers. [Milton Keynes]: Open University, 1988.

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6

Open University. Primary Teachers Learning Science Course Team., a cura di. Primary teachers learning science. Milton Keynes: Open University, 1996.

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7

Education, Centre for Science, e Open University. Science for Primary Teachers., a cura di. Science for primary teachers. Milton Keynes: Open University, 1991.

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Open University. Primary Teachers Learning Science Course Team., a cura di. Primary teachers learning science. Milton Keynes: Open University, 1996.

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Education, Centre for Science, e Open University. Science for Primary Teachers., a cura di. Science for primary teachers. Milton Keynes: Open University, 1990.

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10

Open University. Chemistry for Science Teachers Course Team., a cura di. Chemistry for science teachers. Milton Keynes: Open University, 1992.

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Capitoli di libri sul tema "Science teachers"

1

Walton, R. S. "Science". In Handbook for History Teachers, 496–98. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-66.

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Hall, Α. Rupert. "Science". In Handbook for History Teachers, 1055–59. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-186.

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3

Dawborn-Gundlach, Merryn. "Teacher Retention: Supporting Early-Career Science Teachers". In Complexity and Simplicity in Science Education, 37–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79084-4_3.

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4

Ma, Hongming. "Science Teachers’ Professional Knowledge". In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_233-4.

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Ma, Hongming. "Science Teachers’ Professional Knowledge". In Encyclopedia of Science Education, 924–26. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_233.

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6

Kane, Justine M., e Maria Varelas. "Elementary School Teachers Constructing Teacher-of-Science Identities". In Studying Science Teacher Identity, 177–95. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-379-7_9.

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7

Kane, Justine M., e Maria Varelas. "Elementary School Teachers Constructing Teacher-of-Science Identities". In Studying Science Teacher Identity, 177–95. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-528-9_9.

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Griffith, Gemma, e Karunavira. "Science and theory". In Essential Resources for Mindfulness Teachers, 200–213. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429317880-28.

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Oner, Diler, e Yeliz Gunal Aggul. "Critical Thinking for Teachers". In Integrated Science, 319–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15963-3_18.

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Iłowiecka-Tańska, Ilona, Katarzyna Potęga Vel Żabik e Aneta Gop. "Teachers as Designers". In Amplifying Informal Science Learning, 79–88. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003145387-9.

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Atti di convegni sul tema "Science teachers"

1

Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE". In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.

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“Science Education in Europe: National Policies, Practices and Research (2011) discusses students’ natural science literacy, generalises international research results, names natural science education problems, searches for solutions. One of them – suitable teacher preparation. This article analyses what experience pre-service primary teachers have about natural science lessons and what, in their opinion, is necessary for the students to like natural sciences. Keywords: personal experience, pre-service primary teachers, opinion research, lessons in nature.

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2

Motloung, Amos, e Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.

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Poole, Scott. "A Disruptive Partnership Connecting Academia, Science and the Profession". In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.71.

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Initiated in April, 2014, The Governor’s Chair for Energy + Urbanism was a $2.25M five-year research partnership between the University of Tennessee, Knoxville, Skidmore, Owings & Merrill, a prominent architecture, interior design, urban planning, and engineering firm with an extensive global practice, and Oak Ridge National Laboratory (ORNL, located near Knoxville, TN, the largest U.S Department of Energy science and technology laboratory.1 While the partnership had multifaceted objectives, they all, in one way or another, had to bridge the prevailing disconnect between academic inquiry, basic scientific research, and practical application.

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Xaba, Nomzamo, e Aviwe Sondlo. "USING A LEARNER-BASED ACTIVITY APPROACH IN DEVELOPING SCIENCE TEACHERS’ READINESS IN INQUIRY-BASED LEARNING". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end077.

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"The South African science curriculum expects secondary school teachers to adjust their ways of teaching to include inquiry-based learning that endorses learner-based activities. The learner-based activities refer to the processes of learning by doing where learners are not passive, but are rather encouraged to actively participate in their own learning experiences. This paper is necessitated by the limited literature that exists within the South African context about inquiry-based learning, which reveals that the implementation of learner-based activities continues to be a challenge for many teachers, especially in rural schools. Hence, during the teacher training program, the Physical Science teachers were engaged in various learner-based practical activities which involved problem-solving, which is a crucial component of inquiry based learning. This paper therefore drew from the constructivist theory (Vygotsky,1975; Piaget,1980) as lens to answer the leading research question which asks: “To what extent are the science teachers demonstrating readiness of the use of inquiry-based learning in their classrooms after participating in the training program?”. Thus, a mixed method design was adopted where data was collected using as well as pre and post questionnaires to establish the Physical Sciences in-service teachers’ beliefs and experiences towards their readiness in implementing inquiry-based learning in their classrooms after the teacher development program in one of the education circuit in rural Kwa-Zulu Natal province, in South Africa. The findings of this study indicates that the in-service teachers in this district had an impactful experience which positively shifted their attitudes towards their readiness of the use of inquiry based learning when teaching Physical Sciences."

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Lamanauskas, Vincentas, e Dalia Augienė. "SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS AT UNIVERSITY: COMPARATIVE ANALYSIS OF UNDERSTANDING, INTEREST AND CAREER ASPECTS". In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.72.

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Scientific research activity (SRA) is a constituent part of university studies. It is very important that this activity was consequently developed, and that the students acquired necessary research activity competencies. On the other hand, scientific research activity realises the essential teacher preparation paradigm direction – towards research based teacher education. On the basis of two qualitative research, a comparative analysis was carried out, seeking to analyse how differ positions of two study field students, pre-service teachers in respect of scientific research activity. In the research participated 84 pre-service teachers of natural sciences and 90 pre-service teachers of social sciences. The research was carried out between February and March, 2016. Research results show, that these two group students’ position in respect of SRA significantly differs. Keywords: comparative analysis, science education, scientific research activity, university students.

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Craciun, Dana, e Madalin Bunoiu. "DEVELOPING PRE-SERVICE SCIENCE TEACHERS TPACK CONFIDENCE THROUGH WEB BASED COMICS". In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-135.

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The Technology Pedagogy and Content Knowledge (TPACK) framework used in the pre-service teacher training program requires new approaches to the effective integration of technology in science education, highlighting the intersection of the three main domains previously mentioned (technology, pedagogy and science content knowledge) in the training of future teachers. To develop the pre-service teacher's confidence in using TPACK we have chosen training activities built on web based comics and mind/concept maps as our pedagogical methods. Web based comics consist of fixed sequences of images and text created and viewed through specialized online applications. In science education, comics represent a creative alternative to present and explain a concept, phenomenon and/or a situation. Visual methods such as concept cartoons or concept maps can be used for learning new concepts or systemizing information. We have opted for these methods since communicating scientific concepts and knowledge through visual representations and using web 2.0 applications and gadgets are features which characterize the current generation of students. In this paper we describe the way in which pre-service physics teachers enrolled in the Teacher Training Program at the West University of Timisoara between the years 2014 and 2016, have acquired and evaluated TPACK while participating in the design, management and analysis of learning activities based on visual representations developed for compulsory education. Our study reveals that they consider the integration of web based comics in their teaching activities to be beneficial for presenting, explaining and assessing the concepts and phenomena taught in class, as well as for identifying and correcting misconceptions. Furthermore, our study shows that the future physics teachers have developed TPACK since an efficient integration of comics and mind maps assumes a more profound understanding of the relationship between technology, pedagogical knowledge and the scientific content taught in class.

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Greitāns, Kārlis, e Dace Namsone. "IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS". In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.49.

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This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers’ professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: “What characterizes high-quality in-service science teachers’ professional development targeted to promote student conceptual understanding?” The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants’ everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding. Keywords: in-service teacher professional development, science teacher education, student conceptual understanding, teacher learning

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Birzina, Rita, Dagnija Cedere, Inese Dudareva e Jazeps Logins. "Science Students: Would I Like to Be a STEM Teacher?" In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.33.

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Teaching is an increasingly important profession that contributes to the sustainable social and economic development of societies by providing quality education and promoting the development of pupils, while teacher shortages are the most widespread problem in Europe and worldwide. The role of the STEM (science, technology, engineering, and mathematics) teacher is to facilitate the application of science, mathematics, technical and engineering knowledge to solve everyday or societal problems, making the learning of science, technology, engineering and mathematics more meaningful. Fewer and fewer students choose to become teachers. This situation is particularly problematic in science education, so the aim of the study was to find out the views of students in science faculties on the choice of science teaching as a career. In order to achieve this goal, the research question was put forward: what factors determine the choice of science students to become/not to become a science teacher? Using the QuestionPro e-platform, 285 students of Bachelor and Master degree programmes at the Faculties of Biology, Chemistry and Physics, Mathematics and Optometry of the University of Latvia were surveyed in 2022. The results showed that there was no difference in the opinions of students from different science faculties. The main factors that would determine the choice of a teaching profession were the teacher’s working environment, the student’s personal views and professional qualifications. The most common socio-economic perceptions mentioned were the low prestige of the teaching profession, the workload of teachers with no fixed hours and inadequate salaries. Students appreciated the role of the teacher in developing young people’s interest in studying science. Thus students, few of whom have worked as a teacher alongside their studies, have a fairly good idea about the work of the science teacher.

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James, Angela. "BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS". In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.86.

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The newspaper headlines in July 2020, reflected the context of COVID-19 and the challenges in the education sector in South Africa. Pre-service teachers completing a Biological Sciences for Educations Research and Service-Learning module conducted their Service-Learning in their home contexts, which under normal times, they would do so in the neighbouring university contexts. The research question: Why did the Biological Sciences pre-service teachers' experience COVID-19 as an enabler for their Service-Learning projects. An interpretive, qualitative case study was adopted to explore the pre-service teacher’s experiences of their projects undertaken. The data gathering methods included document analysis (pre-service teacher’s reflective diaries); observation of module reflective sessions and seminar presentations and visual methodology (pre-service teachers made videos). The data analysis using descriptive content analysis. The research rigour of credibility and dependability were worked with, and the research ethics were considered. The results indicated that during the learning about the project, the pre-service teachers had emotional experiences of fear, excitement and even confusion. During the planning for the project, they had concerns about Covid-19 restrictions and access to placement sites, what to do, who to work with and the nature of the projects planned. The action of the Service-Learning indicated the collaboration and teamwork, imagination and creativity, including the contextually relevant problem-solving actions that were undertaken. Pre-service teachers were in their own communities where they excelled and built relationships and valued their community members. Service-Learning should be completed in the pre-service teacher’s home contexts for greater relevance, value and connectedness with their community. Keywords: biological sciences, case study, COVID-19 pandemic, pre-service-teacher education, service-learning

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Chanetsa, Tarisai, e Umesh Ramnarain. "DEVELOPMENT OF A LESSON OBSERVATION SCHEDULE TO DOCUMENT PEDAGOGICAL CONTENT KNOWLEDGE FOR NATURE OF SCIENCE". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end064.

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"The study describes the development of a lesson observation schedule, to document Science teacher pedagogical content knowledge for nature of science (PCKNOS) and a subsequent pilot study to test the instrument. The objective of the study was to develop an observation schedule that could document enacted PCKNOS. NOS refers to the epistemology and sociology of science, science as a way of knowing and understanding the natural world, and the role of values and beliefs of the scientific community in the development of scientific knowledge (Lederman, 1998; Lederman and Lederman, 2004). Shulman (1986) has defined pedagogical content knowledge as the intersection of the knowledge a teacher has of the subject material (content) and the translation of that knowledge into an accessible format for the learners (pedagogy). The ability of teachers to transform their understanding of NOS into a context suitable to facilitate student learning of NOS is known as PCK for NOS (Faikhamta, 2013). This PCK refers to a teacher’s knowledge of which NOS aspects can be addressed in the teaching of science topics, an appropriate selection of instructional material or media and the correct use of metaphors, analogies or other pedagogical tools (Haunscin, Lee, & Akerson, 2011). According to literature, paper methodologies such as content representation and the pedagogical and professional experience repertoires (Betram and Loughran, 2011) are commonly used to measure science teachers’ planned or espoused PCK. This study aimed to measure enacted PCK through lesson observation. The researcher developed a lesson observation schedule based on Aydeniz and Kirbulut’s (2014) instrument to measure pre-service science teachers’ topic specific PCK and included NOS aspects as presented in curriculum documents for science education. The schedule was piloted on two teachers through analyzing recorded lessons as the study was carried out during COVID-19 lockdown in 2020. Two raters were used to document teacher PCKNOS using the schedule and it was found to be suitable to measure PCKNOS."

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Rapporti di organizzazioni sul tema "Science teachers"

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LoFaro, Keelan. Cooperating Teachers' Perceived Preparedness to Support Science Teacher Candidates for Culturally Sustaining Science Teaching. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.7204.

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Wieda, Karen J., Michael J. Schweiger, Mary Bliss, Stan G. Pitman e Eugene A. Eschbach. Materials Science and Technology Teachers Handbook. Office of Scientific and Technical Information (OSTI), settembre 2008. http://dx.doi.org/10.2172/937046.

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Author, Not Given. The Teachers Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), gennaio 1992. http://dx.doi.org/10.2172/7181866.

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Boda, Phillip, e Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, febbraio 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon e Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, aprile 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.

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Brett, B., M. A. Scheirer e S. Raizen. A study of the Teachers` Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), settembre 1994. http://dx.doi.org/10.2172/161557.

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Thart, N. A. The Teachers Academy for mathematics and science. 1996 Annual report. Office of Scientific and Technical Information (OSTI), dicembre 1996. http://dx.doi.org/10.2172/543634.

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Oleksiuk, Vasyl P., e Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], luglio 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.

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Nyman, Matt, Nancy Staus e Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, settembre 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency of teaching time for both arts and science instruction. One important outcome was that we formulated questions around “dedicated” teaching time where instruction was only focused on science or art content and “integrated” teaching when teachers combine science or art with other instructional areas (such as math or literacy). We also learned that there was a lot of nuances in trying to capture the science and art teaching data; for example, some schools have large blocks of time when they have a particular focus on a science content area and then equally large blocks when science teaching is replaced by instruction in other fields, such as social science. It can be difficult to reduce this instructional framework to a weekly allotment of science teaching.

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Ervin, C. J. The Natural Science Institute for Teachers of Minority Students: Performance report. Office of Scientific and Technical Information (OSTI), febbraio 1995. http://dx.doi.org/10.2172/34371.

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