Articoli di riviste sul tema "Science teachers"
Segui questo link per vedere altri tipi di pubblicazioni sul tema: Science teachers.
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 articoli di riviste per l'attività di ricerca sul tema "Science teachers".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi gli articoli di riviste di molte aree scientifiche e compila una bibliografia corretta.
1
Šlekienė, Violeta, e Loreta Ragulienė. "IMPROVEMENT OF SCIENCE TEACHERS COMPETENCE OF EXPERIMENTAL PERFORMANCE". Natural Science Education in a Comprehensive School (NSECS) 20, n. 1 (20 aprile 2014): 141–59. http://dx.doi.org/10.48127/gu/14.20.141.
Testo completoAbstract (sommario):
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.
2
Akkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS". Journal of Baltic Science Education 12, n. 2 (25 aprile 2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.
Testo completoAbstract (sommario):
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.
3
Denessen, Eddie, Nienke Vos, Fred Hasselman e Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology". Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.
Testo completoAbstract (sommario):
This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.
4
Maseko, Bob, e Hlologelo Climant Khoza. "EXPLORING IN-SERVICE SCIENCE TEACHERS’ BELIEFS ABOUT GOALS OR PURPOSES OF SCIENCE TEACHING". Journal of Baltic Science Education 20, n. 3 (5 giugno 2021): 456–70. http://dx.doi.org/10.33225/jbse/21.20.456.
Testo completoAbstract (sommario):
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
5
Yildiz, Cemalettin. "An Examination of Understandings of Prospective Teachers About Science and Science History". Journal of Education and Training Studies 6, n. 6 (21 aprile 2018): 48. http://dx.doi.org/10.11114/jets.v6i6.3012.
Testo completoAbstract (sommario):
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.
6
Marfuatun, Marfuatun, e Riandi Riandi. "Need Analysis of Pre-Laboratory Development to Support Experimental Activities in Science Learning". Jurnal Penelitian Pendidikan IPA 8, n. 3 (31 luglio 2022): 1114–20. http://dx.doi.org/10.29303/jppipa.v8i3.1292.
Testo completoAbstract (sommario):
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
7
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.
Testo completo
8
Mngomezulu, Halalisani, Sam Ramaila e Thasmai Dhurumraj. "Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers' Perspectives". International Journal of Higher Education 11, n. 3 (14 febbraio 2022): 158. http://dx.doi.org/10.5430/ijhe.v11n3p158.
Testo completoAbstract (sommario):
The importance of the enactment of formative assessment as a pedagogical tool in science teaching and learning cannot be over-emphasized. Teachers encounter pedagogical challenges when enacting formative assessment in science classrooms. These pedagogical challenges underscore the need to explore teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. This study examined grade 10 Physical Sciences teachers' perspectives on pedagogical strategies they adopted to enact formative assessment in science classrooms in diverse schools in South Africa. The empirical investigation invoked the sociocultural theory as a conceptual lens to provide insightful elucidation into the nature of teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. A generic qualitative research approach was employed. Data were collected through semi-structured focus group interviews and classroom observations. The study involved 12 purposively selected grade 10 Physical Sciences teachers as participants. The findings revealed that grade 10 Physical Sciences teachers adopted various pedagogical strategies when enacting formative assessment in science classrooms. However, meaningful enactment of formative assessment in science classrooms was largely hampered by a myriad of contextual factors such as class size and general lack of essential resources. It is recommended that teacher professional development interventions coordinated by the Department of Basic Education ought to make provision for meaningful opportunities to enhance teacher professional capacity required for coherent enactment of formative assessment as an essential tenet in science education. Theoretical implications for pedagogic innovation are discussed.
9
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.
Testo completo
10
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.
Testo completo
11
Schneider, Rebecca M., e Kellie Plasman. "Science Teacher Learning Progressions". Review of Educational Research 81, n. 4 (dicembre 2011): 530–65. http://dx.doi.org/10.3102/0034654311423382.
Testo completoAbstract (sommario):
Learning progressions are the successively more sophisticated ways of thinking about an idea that follow one another over a broad span of time. This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them. Research published between 1986 and 2010 relevant to science teacher learning and PCK was examined for what ways teachers’ knowledge becomes more developed and what appears to be the sequence. Analysis indicates that it is helpful for teachers to think about learners first, then to focus on teaching, and points out the essential role of reflection for teachers to rearrange their ideas in ways that develop their PCK. This review takes a unique approach to thinking about research on what science teachers learn and can support teacher educators in designing professional programs that support beginning and advanced learning for science teachers.
12
Fauziah, Siti Bustani, e Fitri Nur Mahmudah. "STRATEGIES OF SCIENCE TEACHERS IN OVERCOMING THE FACTORS THAT CAUSE LEARNING DIFFICULTIES". International Journal of Educational Management and Innovation 1, n. 1 (24 gennaio 2020): 39. http://dx.doi.org/10.12928/ijemi.v1i1.1513.
Testo completoAbstract (sommario):
During the learning process, there are still many students who have difficulty learning, it can make students do not like science learning and students feel bored with the way the teacher teaches. As a result, grades in science lessons are still low. The teacher has an important role in overcoming the factors that cause learning difficulties. The purpose of this study is 1) to identify the science teacher's strategy in overcoming the factors that cause learning difficulties, 2) to describe the teacher's steps in implementing strategies to overcome the factors causing learning difficulties, 3) to identify the results of applying the strategy in overcoming the factors causes of learning difficulties. His research is qualitative research with a descriptive approach. The data were collected by interviewing and observing with science teachers and documentation. The collected data were analyzed using the analysis interactive model which includes data collection, data display, and verification. The results showed that 1) the strategies used were cooperative and inquiry 2) the steps implemented by the science teacher through a cooperative strategy consist of 10 steps, whereas for the inquiry strategy consists of 8 steps, 3) The results of the application of cooperative and inquiry strategies are that students become more motivated in learning, have collaboration between groups, understanding related to science subjects increases, do not get bored quickly, are creative, active, science learning outcomes increase, and critical thinking in solving problems.
13
Lamanauskas, Vincentas, e Dalia Augienė. "NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: TEACHERS’ COMPETENCE AND TRAINING". Natural Science Education in a Comprehensive School (NSECS) 25, n. 1 (20 aprile 2019): 18–28. http://dx.doi.org/10.48127/gu/19.25.18.
Testo completoAbstract (sommario):
Schoolchildren’s natural science competence development is inseparable from teachers’ natural science competence, the integral part of which are subject, didactic and managerial abilities. Competence (es) acquisition during the studies at university is not a final process. Competence improvement, enrichment continues during the whole period of active pedagogical work. In the months of January-February 2018, a qualitative, limited amount research was carried out. 60 primary school teachers from more than 25 Lithuanian schools participated in the research. Research data were analysed using a content analysis method. Research results revealed that most primary school teachers value their knowledge in natural science field as sufficient. Teachers accentuate that their competences are proper and emphasize their lifelike and long work experience importance. Part of the teachers accentuate constant natural science education subject knowledge renewal. Only a small part of teachers notice that they lack knowledge in natural science field. Research result analysis showed that most of primary school teachers develop natural science competence independently using various information sources. A big part of teachers develop natural science competence participating in formal specially organised activities. Not a small part of teachers accentuate practical natural science competence development. Research results revealed that most primary school teachers give average evaluation to their competence in teaching natural science (world cognition). Only a small part of teachers attribute a high value to this competence of theirs. Research result analysis showed that primary school teachers teaching students natural sciences (world cognition), encounter various problems. The bigger part of teachers experience problems, related to the teaching process: lack of devices, low students’ teaching motivation, teaching content shortcomings. A big part of teachers teaching natural science subjects (world cognition) experience social – organisational problems: a lack of time, unfavourable conditions, a lack of support. Teacher opinion analysis of what needs to be changed /improved in natural science primary school teacher training/preparation revealed that the biggest part of teachers offer to improve future teachers’ practical abilities/skills. Part of teachers offer to better develop special competences, related to natural science education, to improve material supply of the study process. Keywords: content analysis, primary school, science education, subject knowledge.
14
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.
Testo completo
15
Haag, Susan, e Colleen Megowan-Romanowicz. "Building Competence in Science and Engineering". Standards 1, n. 1 (17 agosto 2021): 39–52. http://dx.doi.org/10.3390/standards1010005.
Testo completoAbstract (sommario):
Next Generation Science Standards science and engineering practices (NGSS S&E) are ways of eliciting reasoning and applying foundational ideas in science. Studies have revealed one major impediment to implementing the NGSS, namely, insufficient teacher preparation, which is a concern at all teaching levels. The present study examined a program grounded in research on how students learn science and engineering pedagogical content knowledge and strategies for incorporating NGSS S&E practices into instruction. The program provided guided teaching practice, content learning experiences in the physical sciences, engineering design tasks, and extended projects. Research questions included: To what extent did the Program increase teachers’ competence and confidence in science content, with emphasis on science and engineering practices? To what extent did the program increase teachers’ use of reformed teaching practices? This mixed-methods, quasi-experimental design examined teacher outcomes in the program for 24 months. The professional development (PD) findings revealed significant increases in teachers’ competence and confidence in integrating science and engineering practices in the classroom. These findings and their specificity contribute to current knowledge and can be utilized by districts in selecting PD to support teachers in preparing to implement the NGSS successfully.
16
Ilhan, Nail, Zeynel Abidin Yilmaz e Hülya Dede. "ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY". Journal of Baltic Science Education 14, n. 2 (25 aprile 2015): 183–93. http://dx.doi.org/10.33225/jbse/15.14.183.
Testo completoAbstract (sommario):
One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.
17
Hwang, Hyuk, e Hyuk-Jun Moon. "Differences in Teacher Variables and Teacher's Efficacy according to the Professional Development and Work Environment Cluster Type Perceived by Infant Care Teacher". Korean Association For Learner-Centered Curriculum And Instruction 22, n. 24 (31 dicembre 2022): 993–1009. http://dx.doi.org/10.22251/jlcci.2022.22.24.993.
Testo completoAbstract (sommario):
Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis.
Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, the differences in Teacher's Efficacy were analyzed among sub-groups by using one-way ANOVA.
Results First, there were four clusters according to infant care teacher’s professional development and work environment. Cluster 1 was named ‘Professional development and working environment low-group’, Cluster 2 was named ‘Working environment Centered group’, Cluster 3 was named ‘Professional development Centered group’, and Cluster 4 was named ‘Professional development and working environment high-group’. Second, as a result of examining the difference of Child Care Teacher Variable according to the type of professional development and work environment of infant care teachers, the Type of Child Care Center and age showed a significant difference according to the type of professional development and work environment. Third, as a result of examining the difference of teacher's efficacy according to the type of professional development and work environment of infant care teachers, the General efficacy, Personal Efficacy, teacher's efficacy showed a significant difference according to the type of professional development and work environment of infant care teacher.
Conclusions The results of this study is meaningful in identifying characteristics of the professional development and the working environment of infant care teachers, and providing information that can suggest ways to actively influence teacher efficacy.
18
Tatar, Nilgün. "PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING". Journal of Baltic Science Education 14, n. 1 (20 febbraio 2015): 34–44. http://dx.doi.org/10.33225/jbse/15.14.34.
Testo completoAbstract (sommario):
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.
19
Saka, Tolga, e Tufan Inaltekin. "EXAMINING THE TYPE AND QUALITY OF QUESTIONS ASKED BY A SCIENCE TEACHER". Journal of Baltic Science Education 22, n. 1 (15 febbraio 2023): 83–99. http://dx.doi.org/10.33225/jbse/23.22.83.
Testo completoAbstract (sommario):
Exploring science teachers' classroom assessment behaviors is a way to understand the professional knowledge competencies underlying effective teaching practices. One of the most important components of in-class assessments is teacher questions. However, studies examining teacher questions that provide support to accurately determine student learning and manage the lesson effectively are quite limited. This research presents a case study of a science teacher in Turkey regarding the question types and questioning proficiency in the teaching of 5th grade "Measurement of Force and Friction" and "Matter and Change". The data have been collected through course observations. The study used an observation evaluation protocol to analyze the video recordings taken from the science teacher's lectures. The results of this study showed that about half of the questions that the science teacher has asked in his class remain at a partially appropriate and inappropriate level, and that the teacher mostly prefers questions that aim to evaluate real information and summarize what is important in his courses. These results point to the need for professional development on a teacher's questioning practices. Therefore, it can be said that those who plan professional development programs for science teachers should consider efforts to improve teacher questioning practices. Keywords: case study, classroom observation, science questions, science teacher questioning
20
Altindag, Ahmet, e Hunkar Korkmaz Korkmaz. "Turkish Primary Science Teachers’ Views on An Ideal Teacher Education System". Cypriot Journal of Educational Sciences 12, n. 4 (30 dicembre 2017): 193–201. http://dx.doi.org/10.18844/cjes.v12i4.2794.
Testo completoAbstract (sommario):
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
21
Wiryanto, Tri, Sunardi Sunardi e Joko Yuwono. "The Analysis of Teacher’s Needs toward Science Learning for Elementary Students with Mild Mental Retardation". International Journal of Multicultural and Multireligious Understanding 8, n. 9 (4 settembre 2021): 54. http://dx.doi.org/10.18415/ijmmu.v8i9.2924.
Testo completoAbstract (sommario):
Learning media is one of the important things in the child's learning process. The purpose of this study is to determine the teacher's needs of learning media for children with special needs with mild mental retardation in science learning. This research technique uses a qualitative descriptive research method by conducting a needs analysis. The research subject is a teacher at a special school who teaches mild mental retardation. The results showed that the used learning media were not varied. Based on the explanation above, the development of media really needs to be conducted by the teacher. The conclusion of this study found that the learning media used by teachers in science learning still needs to be developed.
22
Putri, Rahmah Evita. "A Preliminary Study : The Urgency of Scientific Paper of Science Teacher". Pelita Eksakta 3, n. 1 (25 marzo 2020): 21. http://dx.doi.org/10.24036/pelitaeksakta/vol3-iss1/86.
Testo completoAbstract (sommario):
PP No. 74 of 2008 states that salary is the right that is received by the teacher for his work from the education provider or education unit in financial form on a regular basis in accordance with statutory regulations. Based on Ministerial Regulation (Permen) no. 19 of 2009 which states that promotion or class must use scientific work, and it would be better if the scientific work can be published, where one of the scientific works that can be made by teachers can be Classroom Action Research (CAR), where research should not foreign to the teacher, where by researching the teacher can really solve a problem that occurs in students who are in the teacher's education, however, if it only stops until writing a CAR report, of course the results of the research will be unfortunate because it is not published, so that it cannot be a reference for further research or cannot motivate teachers from other regions to carry out research. By writing scientific articles and publishing these articles in scientific journals nationally and internationally it will certainly be able to share knowledge for allied researchers and be a motivation for other teachers to carry out research and publish the results of the research. The results of the field research show that science teachers are still very taboo about writing scientific articles, especially the publication of scientific articles that have been made. The survey shows that only a portion of natural science teachers have implemented CAR, and less than a quarter of these teachers have written scientific articles. It can be concluded that writing scientific articles is very much needed and must be carried out by teachers especially science teachers. So that later teachers can always carry out research on a regular basis.
23
Leng, Chin Hai, Sunitha Menon, Zahra Naimie, Mahmoud Danaee e Rana Ahmad Abuzaid. "Impact of teacher communication behaviour on student’s motivation in learning primary school science". New Trends and Issues Proceedings on Humanities and Social Sciences 8, n. 3 (4 ottobre 2021): 92–97. http://dx.doi.org/10.18844/prosoc.v8i3.6401.
Testo completoAbstract (sommario):
Interactions between teachers and students occur rapidly in and out of a classroom. A good teacher-student relationship motivates and enhances the teaching and learning process. One of the most significant factors is teacher communication behaviour. This conceptual paper purports to investigate the multidimensional aspect of teacher communication behaviour and its effect on student’s motivation towards science learning. Based on a thorough review of existing literature, The Teacher Communication Behaviour Questionnaire (TCBQ) and Student’s Motivation Towards Learning Science (SMTSL) Questionnaire could be used to explore the factors of teacher’s communication behaviours and its relationship to students’ motivation in learning science among primary school students. From the result results it will be of possible benefit specifically for school administrators and teacher preparation programs. Teachers, however, may also use the teacher communication behaviour to evaluate an indicator of their communication skills Keywords: teacher communication, student motivation, science education, primary school,
24
Baral, N., A. K. Nepal, B. H. Paudel e M. Lamsal. "Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students". Kathmandu University Medical Journal 13, n. 2 (25 febbraio 2017): 162–66. http://dx.doi.org/10.3126/kumj.v13i2.16791.
Testo completoAbstract (sommario):
Background Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education.Objective The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods.Method Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student’s feedback, evaluation by peers and the self-evaluation by the teacher trainees.Result Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop.Conclusion In present study, the faculty members showed accrued interest to participate in teacher’s training workshops. The peer evaluation of teacher’s performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.
25
Mujahidin, Anwar, Yufridal Fitri Nursalam e Ju'subaidi Ju'subaidi. "THE CONCEPT OF TEACHER IN THE QUR`AN AND ITS RELEVANCE TO HIS FUNCTION IN THE DIGITAL ERA". Jurnal At-Tibyan: Jurnal Ilmu Alqur'an dan Tafsir 6, n. 2 (30 dicembre 2021): 323–41. http://dx.doi.org/10.32505/at-tibyan.v6i2.3280.
Testo completoAbstract (sommario):
In today’s digital technology era, teachers’ function in the learning process seems obscure. They are only perceived as learning facilitators. This paper attempted to find relevant teacher’s concepts in the digital era according to the interpretation of the Qur’an. The perspective of the Qur’an interpretation needs to be studied as a source of knowledge to find teacher’s concepts relevant to the digital era because the existing studies on teachers tend to be based on partial perspective between theory and norm. It was conducted under the interpretation of the Qur’an on the development and internalization of science. The interpretation of some verses was analyzed for contextuality and its implications on the function of teachers in the current era. The study results suggested that a teacher should function as an educator and caregiver. He/she not only teaches science but also directs and nurtures students, so they understand and practice moral goodness. Education is responsible for developing not only cognitive but also psychomotor skills. It must also improve students’ knowledge of goodness and virtue so that they can practice it in the end. That the function of a teacher is to educate and nurture students to be a good human is yet relevant today. This paper suggested a deeper research to examine the decline in the role of teachers around the school environment by evaluating the curriculum and learning system.
26
Abdullah, Norazilawati, Zainun Mustafa, Mahizer Hamzah, Amir Hasan Dawi, Mazlina Che Mustafa, Lilia Halim, Salmiza Saleh e Che Siti Hajar Aisyah Che Abdul Khalil. "Primary School Science Teachers’ Creativity and Practice in Malaysia". International Journal of Learning, Teaching and Educational Research 20, n. 7 (30 luglio 2021): 346–64. http://dx.doi.org/10.26803/ijlter.20.7.19.
Testo completoAbstract (sommario):
Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity practice in science teaching was used to collect quantitative data from 409 participants. The qualitative data were analyzed according to the TTCT scoring technique and the quantitative data were analyzed descriptively using Statistical Package for the Social Sciences 26. This study found that, that while overall teacher creativity was low, the teachers perceived that they employed highly creative practices. No difference was found in relation to environment, teaching aids, skills and science process skills of teachers in urban and rural areas. However, teachers in rural areas were more knowledgeable about creativity, while teachers in urban areas were better at practising it. This research provides baseline evidence on current practices in creative pedagogy of science teachers nationwide.
27
Kim, Jisu, Aeran Choi e Jungeun Yang. "Analysis of Korea Research Trends in Science Teachers’ PCK". Korean Association For Learner-Centered Curriculum And Instruction 23, n. 4 (28 febbraio 2023): 467–94. http://dx.doi.org/10.22251/jlcci.2023.23.4.467.
Testo completoAbstract (sommario):
Objectives The purpose of this study was to analyze research studies published in Korea accredited journals and examine research trends in science teachers’ pck so that we provided implications on following up studies and preservice and inservice science teacher education.
Methods The purpose of this study was to analyze research studies published in Korea accredited journals and examine research trends in science teachers’ pck so that we provided implications on following up studies and preservice and inservice science teacher education.
Results There were 61 research studies that investigated science teachers’ pck components and interactions between components, 34 research studies examining changes in science teachers’ pck, 28 research studies examining pck embedded in teacher difficulties, requests, perceptions, etc. There were 23 research studies investigating relationships between pck and other variables or impacts of programs targeting pck development, 22 research studies for theoretical frameworks, and 7 research studies examining perceptions on science teacher professionalism.
Conclusions Research studies examining science teachers’ pck in teaching context imply that professional development programs are needed for teacher knowledge of student understanding and teacher knowledge of assessment. Further studies are needed to investigate teacher pck development about various science subjects and topics for long periods more than one year. Research studies about impacts on preservice pck imply that teaching experiences are critical to preservice teachers’ pck development and observations of teachers’ teaching performance are critical to inservice teachers’ pck development through mentoring, coteaching, and instruction consulting.
28
Saka, Adewale Owodunni, e Peter Aboyami Onanuga. "Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education". Journal of Education in Black Sea Region 5, n. 1 (25 dicembre 2019): 3–14. http://dx.doi.org/10.31578/jebs.v5i1.183.
Testo completoAbstract (sommario):
This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at thesenior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEMsubjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysedusing descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teacherswas relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categoriesof teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEMsubjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. Itrecommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,particularly in the use of activity-based instructional materials for science teaching.
29
Xu, Daozhi, e Gary James Harfitt. "Teacher language awareness and scaffolded interaction in CLIL science classrooms". Journal of Immersion and Content-Based Language Education 7, n. 2 (25 settembre 2019): 212–32. http://dx.doi.org/10.1075/jicb.18023.xu.
Testo completoAbstract (sommario):
Abstract Teacher language awareness (TLA) constitutes the teacher’s self-reflective knowledge about the operation of language systems in pedagogical practices. This study focuses on teachers’ understanding of learning of language and learning through language in Content and Language Integrated Learning (CLIL) contexts, exploring how teachers proceduralise their knowledge of language to facilitate science learning in Hong Kong. By analysing the reflective relationship between TLA and scaffolding strategies of two teachers (students n = 31; 32) during a set of lessons in a secondary school, this paper suggests that it is critical to re-orient the TLA focus from teachers to the act of learning and learners’ needs. This expanded conceptual framework of TLA sheds light on how to transform teachers’ implicit knowledge of language into explicit awareness of scaffolding in class. The TLA-filtered, scaffolded interactions can therefore promote the use of language not merely for pedagogical purposes but also as a cognitive learning tool.
30
Šlekienė, Violeta, e Loreta Ragulienė. "SCIENCE LEARNING SYSTEMS NEWLY RECEIVED BY LITHUANIAN SCHOOLS AND THEIR POTENTIAL APPLICATIONS IN TEACHING PHYSICS". Problems of Education in the 21st Century 50, n. 1 (15 dicembre 2012): 108–16. http://dx.doi.org/10.33225/pec/12.50.108.
Testo completoAbstract (sommario):
Wider knowledge update is always a big challenge for schools. In the event of changes in the curriculum, a question naturally arises: where teachers and students will get new teaching materials. It is necessary to renew textbooks and other teaching tools and to help teachers learn how to work with new knowledge. Natural science laboratory material base in secondary schools has been renewed by implementation of the project "Infrastructure of technology arts and natural sciences”. However, to achieve the desired result, it is necessary to find out whether there is sufficient infrastructure, whether new equipment conforms to expectations of the teacher, whether teachers are able to learn independently and appropriately use new laboratory equipment and modern tools. All this added together can require a systematic teacher training. The paper presents research connected with the new equipment and teaching tools received by Lithuanian secondary schools under the project "Infrastructure of technology arts and natural sciences” and their potential application in teaching physics. Information gathering and data processing unit Xplorer (GLX), Science Learning Systems (Nova and Spark) with sensors are analyzed. Questionnaire survey results of the teachers having this equipment are presented. Key words: Science learning System, teaching physics, educational equipment, teachers’ opinion.
31
Sijabat, Apriani, Palma Juanta, Revi Gina Gunawan, Lufri Lufri, Asrizal Asrizal e Hardeli Hardeli. "Teachers' Perceptions about the Implementation of Independent Learning Curriculum in Science Education". Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, n. 1 (21 gennaio 2023): 76. http://dx.doi.org/10.33394/j-ps.v11i1.6728.
Testo completoAbstract (sommario):
This study aims to: Describe teachers' perceptions about the implementation of the independent learning curriculum in science education and describe the constraints felt by teachers in implementing the independent learning curriculum as well as solutions to overcome these obstacles. This type of research is a case study. The sample in this study was a science teacher at SMP DR Wahidin Sudirohusodo Medan, who were selected using a purposive sampling technique and developed using a snowball sampling technique. Data collection was carried out through interviews and questionnaires. Data analysis techniques were carried out in an interactive descriptive manner. The results of this study indicate that the teacher's perception is positive because they welcome the implementation of the independent learning curriculum, supported by adequate socialization and training so that they can apply the concept of learning science in accordance with the independent learning curriculum. Constraints experienced by teachers in the form of technical and non-technical constraints. There are several factors that become obstacles, namely, the first is the inadequate quality of the teacher's human resources, the second is that the facilities and learning resources are minimal or the infrastructure is inadequate and the teacher is clueless, the third teacher is comfortable with the old standard and has no experience in learning independent study.
32
Lo, Yuen Yi, Wai-mei Lui e Mona Wong. "Scaffolding for cognitive and linguistic challenges in CLIL science assessments". Journal of Immersion and Content-Based Language Education 7, n. 2 (25 settembre 2019): 289–314. http://dx.doi.org/10.1075/jicb.18028.lo.
Testo completoAbstract (sommario):
Abstract In Content and Language Integrated Learning (CLIL) programmes, students learn some non-language content subjects through a second/foreign language (L2), and their content knowledge is often assessed in their L2. It follows that students are likely to face challenges in both cognitive and linguistic aspects in assessments. Yet, there has been limited research exploring whether and how CLIL teachers help their students cope with those challenges. This multi-case study seeks to address this issue by investigating the instructional and assessment practices of two science teachers in Hong Kong secondary schools. The two teachers presented an interesting contrast – one teacher incorporated both implicit and explicit language instruction in her lessons, so her students were well prepared for the assessment tasks; the other teacher’s instructional and assessment practices were heavily content-oriented, and it is not sure whether students mastered both content and L2. These findings illuminate CLIL pedagogy and teacher education.
33
Nezvalová, Danuše. "RESEARCHING SCIENCE TEACHER PEDAGOGICAL CONTENT KNOWLEDGE". Problems of Education in the 21st Century 35, n. 1 (25 novembre 2011): 104–18. http://dx.doi.org/10.33225/pec/11.35.104.
Testo completoAbstract (sommario):
Pedagogical content knowledge (PCK) has been embraced as a way of describing the knowledge possessed by teachers and developing models of science teacher education. We try to analyse the possibility of improving quality of science teacher training on the basis of PCK development. The Taxonomy of PCK Attributes addresses the distinctions within and between the knowledge bases of various disciplines, science subjects and science topics. The concept of PCK conceived by Shulman (1986) embraces the idea that successful teachers have a special understanding of content knowledge and pedagogy which they draw on in teaching that content. Over the past two years we researched the pedagogical content knowledge (PCK) of pre-service and experienced Czech science teachers. The aim has been to capture, document and share teachers' PCK about specific science topics in ways that may be accessible to teachers and researchers involved in science education. One of the tasks of the science teacher is to help students to understand some of the content knowledge of science. In doing so, Shulman (1986; 1987) posited that teachers make use of pedagogical content knowledge (PCK), a special kind of knowledge that teachers have about how to teach particular content to particular students in ways that promote understanding. We are more interested in finding ways of helping pre- and in-service teachers to improve their practice. Key words: pedagogical context knowledge (PCK), science teachers, general PCK, subject-specific PCK, domain-specific PCK, topic-specific PCK, taxonomy of PCK attributes.
34
Lamanauskas, Vincentas. "PREPAREDNESS OF TEACHERS TO ORGANIZE AND IMPLEMENT SCIENCE EDUCATION IN PRIMARY SCHOOL". Natural Science Education in a Comprehensive School (NSECS) 28, n. 1 (1 dicembre 2022): 15–22. http://dx.doi.org/10.48127/gu/22.28.15.
Testo completoAbstract (sommario):
There is no doubt that the purpose of general natural science education is the systemic study and knowledge of the basics of natural sciences and the individual, most general laws of nature. Natural science education as a process is directly aimed at assimilation of experience in the field of natural sciences (formation of the system of natural science knowledge, skills, and abilities). In the process of natural science education, a person's orientation toward nature is developed, taking into account the ideas formed in society about the system of relations between nature and man. Personal qualities based on a value approach to nature and the surrounding world are also formed and developed. Primary science education should be systemic, consistent, and of high quality. In a pilot study conducted in 2018, it was established that primary school teachers’ professional preparedness in the field of natural science education remains relevant. Although teachers tend to demonstrate various experiments, researching is not a dominating activity. Also, a similar situation is observed speaking about the use of technology in the educational process. Teacher preparedness to organise and implement science education in primary school is quite uneven. Thus, the main goal of this study is – to analyse preparedness of primary school teachers to organise and implement science education in primary school according to the main scientific fields and their knowledge (the level of knowledge) in the essential fields of natural sciences. This research study based on a prior conducted pilot study, supplements and expands it. 115 primary school teachers from more than 30 Lithuanian schools participated in the study. All subjects by gender are women. It can be reasonably stated that preparedness of primary school teachers in the field of science education is basically average. Preparedness according to the main fields of natural sciences varies quite widely. The best preparedness is fixed in such areas as environmental protection, healthy lifestyle, ecology, etc. These are the areas that express not only the natural science component but also the component of social education. However, in the fields that express the issues of chemistry and physical sciences, the preparedness, though evaluated as positive, is significantly lower. Teachers’ knowledge in the essential fields of natural sciences is also diverse. Teachers feel knowing environmental protection issues best, but the knowledge in the new fields such as Nanotechnology and Genetic Engineering is extremely low. It is necessary to consistently and systematically develop primary school teachers’ natural science competencies, i.e., the ability to organise research-based learning, practical activities in various educational environments (especially in nature). Subject preparation of primary school teachers in the field of natural sciences and especially strengthening the preparedness of future primary school teachers in the field of natural science education, and the change of study programmes in the aspect of natural science content is an urgent problem. Keywords: natural sciences, primary school, professional preparedness, science education
35
Janiuk, Ryszard M. "OWNERSHIP AMONG SCIENCE TEACHERS". Journal of Baltic Science Education 13, n. 1 (25 febbraio 2014): 4–5. http://dx.doi.org/10.33225/jbse/14.13.04.
Testo completoAbstract (sommario):
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.
36
Allolangi, Roberto Patabang, e Asma Kurniati. "Principal's Efforts to Overcome the Problem of Teaching and Learning in the Field of Science". Jurnal Penelitian Pendidikan IPA 9, n. 1 (31 gennaio 2023): 510–15. http://dx.doi.org/10.29303/jppipa.v9i1.2713.
Testo completoAbstract (sommario):
The focus of this research problem is to determine how the principal's efforts to overcome the problem of teaching and learning activities at SMAN 9 Tana Toraja. The purpose of the study was to find out the causes: the teacher often gave notes to students while the teacher concerned hung out outside the classroom, and the principal's efforts to overcome so that this incident did not run continuously; there is a lack of cohesiveness between fellow teachers and the principal's efforts to overcome so that teachers can work together, establish family relationships so that the school goals can be achieved; teachers copy the learning tools and the principal's efforts to overcome the teacher's copying of learning tools; students hang around a lot during class hours and the principal's efforts to overcome this situation. Research method: observation, interview, documentary. Findings: 1). Teachers often give notes to students because the classroom atmosphere is bland, students act less respectfully of teachers, the principal does not supervise teachers, teaching materials are lacking, and teachers who teach are not by their educational background. 2). Lack of communication between teachers, rare family gatherings, jealousy between fellow teachers. 3). Almost all teachers copy other teachers' learning tools. 4). Lack of supervision, picket teachers, are less active in controlling the situation at school. Conclusion: homerooms need to organize classrooms neatly, maintain cleanliness, and discipline students, principals must control regularly, make joint rules about discipline in class when teachers carry out teaching and learning processes HP is disabled, fulfillment of facilities and infrastructure, holding training, 2. Holding family meetings; 3. teachers make their learning tools through MGMP; 4. Picket work by the task.
37
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.
Testo completo
38
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.
Testo completoAbstract (sommario):
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
39
Moore, Randy. "Training Science Teachers". American Biology Teacher 56, n. 1 (1 gennaio 1994): 4–5. http://dx.doi.org/10.2307/4449731.
Testo completo
40
Tobias, S., e A. Baffert. "Empowering Science Teachers". Science 336, n. 6081 (3 maggio 2012): 519. http://dx.doi.org/10.1126/science.1223116.
Testo completo
41
Usak, Muhammet, Harun Uygun e Muharrem Duran. "THE EFFECTS OF SCIENCE TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE ON STUDENTS' ATTITUDES TOWARD SCIENCE AND THEIR ACHIEVEMENT". Journal of Baltic Science Education 21, n. 4 (25 agosto 2022): 694–705. http://dx.doi.org/10.33225/jbse/22.21.694.
Testo completoAbstract (sommario):
Pedagogical content knowledge (PCK) is one of the most important research topics in science teacher education. The purpose of this study was to investigate the PCK of science teachers with different teaching experiences and examine the effects of teachers' PCK on students' achievement and attitudes toward science. A mixed methods research design was used for the study. Participants were science teachers and their students from two middle schools. Interviews, observation forms, achievement tests, and attitude scales were used as instruments for data collection. Data were collected and analyzed using content analysis, descriptive and inferential statistics. The findings obtained from the quantitative and qualitative data showed some significant differences between teachers' PCKs according to their teaching experience. The results also showed that the PCK of a teacher with the least experience was lower than that of the other two experienced science teachers. The results indicated that experienced teachers who developed PCKs did not significantly impact student achievement and attitudes. Educational implications and recommendations for further studies are also provided. Keywords: attitudes toward science, pedagogical content knowledge, science achievement, science teachers, teaching experience
42
Villena-Agreda, Ma Ivy. "Negotiating and Defining "Self" as Science Teachers: A Narrative-Case Study among Non-Science Education Major Teachers". Journal of Educational and Social Research 10, n. 5 (23 settembre 2020): 13. http://dx.doi.org/10.36941/jesr-2020-0083.
Testo completoAbstract (sommario):
Learning to teach is a very fundamental stage with which beginning teachers should be concerned with. They, in particular should expect to encounter problems and frustrations, with which they must learn from their experiences and improve their instructional skills over time. This study examined how beginning non-science education major teachers developed and negotiated their science teacher identity in their first three years of teaching. Participants in this study were three public secondary teachers who are non-science education majors but are assigned to teach science subjects. A methodology combining case study research and narrative inquiry was employed in this study. Data were collected through interpretive research methods using data sources such as interviews, photo-elicited interviews, written answers to open-ended questions, observation notes, and researcher’s journal of informal face-to-face and phone conversations with the respondents. This study utilized Gee’s (2001) notion of D-identity and Holland et al.’s (1998) “concepts of tools of agency and self control and change”. The analysis of narratives showed that each participant displayed unique characteristics in negotiating their teacher identity. The first three years of teaching serve as the induction period of teachers thus, this is the stage when participants negotiate their teacher identities facing various struggles and enactments inside the classroom, from being non-science education teachers to science teachers.
43
a, Aashish, e Vishal Kumar. "TEACHING LEARNING PROCESS OF SCIENCE CLASSROOM AT SECONDARY LEVEL SCHOOLS: AN EXPLORATORY STUDY". International Journal of Advanced Research 9, n. 5 (31 maggio 2021): 487–96. http://dx.doi.org/10.21474/ijar01/12863.
Testo completoAbstract (sommario):
The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91% of teachers never engage students to create interest to topics, iv) 82.60% of teachers never encourage learners for asking questions in class and 86.95% of teachers distributes questions throughout class, v) 78.26% of science teachers never use locally available things as teaching learning materials and illustrates concepts with variety of examples from the local context, 82.60% of teachers never change method as per the mood of learners, vi) 52.17% of teachers never allow students to interact with each other in class, 78.26% of teachers never encourage group work and 91.30% of students never activates learners during teaching in class, vii) no teachers teaches how to learn a topic, suggests other learning materials for references and uses ICT in classroom. 60.86% of teachers never encourage self-reflection, 91.30% of teachers never encourage divergent thinking among learners and 73.91% of teachers never focus on process of learning in class, viii) 86.95% of teachers never asks questions as per the objectives of the lesson, ask question beyond textbook and provides home assignment that requires enquiry. The study has suggested implications for teachers, teacher educators and government to improve quality of science education at secondary level.
44
Worch, Eric A., Emilio Duran e Lena B. Duran. "An Analysis of Elementary Science Teachers’ Beliefs Regarding Inquiry Science Teaching". World Journal of Educational Research 3, n. 1 (4 maggio 2016): 182. http://dx.doi.org/10.22158/wjer.v3n1p182.
Testo completoAbstract (sommario):
<p><em>The National Science Teachers Association (2015) recommends that teachers experience science as inquiry as a part of their teacher preparation; however, what assistance can be provided to practicing teachers? This paper describes the results of a professional development program in inquiry science teaching for third through sixth grade teachers and its effects on the participants’ beliefs about the teaching of science. Qualitative data were collected using reflections written by the teachers at the end of the program, lesson summaries completed throughout the program, and observations paired with interviews of teachers implementing inquiry lessons in their own classrooms. The data suggest that the following aspects of the professional development model employed in the study enhanced the participants’ feelings of self-confidence, preparation, and excitement about teaching science to their students: 1) supplying teachers with content/background knowledge, 2) promoting positive experiences with inquiry, 3) providing a chance to implement inquiry lessons in the classroom, 4) facilitating collaboration, and 5) modeling effective teaching strategies. Follow-up studies will include quantitative analyses to further examine teachers’ beliefs, as well as to determine if their beliefs are sustained over time.</em></p>
45
Suprihatiningrum, Jamil, Carolyn Palmer e Carol Aldous. "Science and special education teachers create inclusive classroom practice in science". Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, n. 2 (6 novembre 2022): 129–42. http://dx.doi.org/10.21831/jk.v6i2.49858.
Testo completoAbstract (sommario):
The purpose of this research was to examine how co-teachers collaborate interdependently to make the science classroom inclusive for all students. Seven participants; two science teachers of School Smart; two science teachers of School Brainy; support teachers of School Smart and Brainy respectively; and Lily, the head of the inclusion program of School Brainy were selected purposively. As a qualitative description study, data were collected through semi-structured interviews, classroom observations, and instructional document analysis. Data collected were analyzed through a deductive approach using co-teaching as a predetermined framework. The findings indicate that the co-teachers in two schools were teaching collaboratively through co-planning, co-instructing, and co-assessing. Co-teachers from both schools claimed that most of the time spent collaborating was on co-instruction rather than co-planning and co-assessment. In School Smart, the co-teaching between science and the support teacher, called an alternative teaching model, is operating more effectively in terms of planning, scheduled meetings to discuss instructional planning and its implementation compared to School Brainy. Co-teachers in School Smart work more interdependently and collaboratively than the co-teachers in School Brainy
46
Erduran Avci, Dilek, Nazmiye Sadiye Onal e Muhammet Usak. "TURKISH TEACHERS’ OPINIONS ABOUT SCIENCE-TECHNOLOGY-SOCIETY-ENVIRONMENT ACQUISITIONS IN SCIENCE AND TECHNOLOGY COURSE CURRICULUM". Journal of Baltic Science Education 13, n. 2 (25 aprile 2014): 216–30. http://dx.doi.org/10.33225/jbse/14.13.213.
Testo completoAbstract (sommario):
The purpose of this study is to examine teacher opinions about science-technology-society-environment (STSE) acquisitions in Turkish Science and Technology Course Curriculum (TSTC). For this purpose, semi-structured interviews were performed with teachers. The participants were addressed questions about their awareness of STSE acquisitions and their in-class activity about these acquisitions. Learning fields of the teachers, the contents of these fields and the opinions of the teachers about STSE pointed out that their awareness level about STSE acquisitions was low. On the other hand, most of the teachers stated that there was enough and comprehensible information about STSE acquisitions in TSTC. The results of this study revealed that most of the teachers were not able to realize these acquisitions in the courses because of a lack of time or equipment and overcrowded classes. Key words: science and technology course curriculum, science-technology-society-environment acquisitions, teacher opinions.
47
Ural Keleş, Pınar. "Opinions of Fifth Grade Science Teachers about the 2017 Science Curriculum". Journal of Qualitative Research in Education 6, n. 3 (27 novembre 2018): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.6c3s6m.
Testo completo
48
Uçar, Murat Berat, e Elvan Sahin. "Preservice Science Teachers' Discrimination Level of Science and Pseudoscience". Science Education International 29, n. 4 (30 novembre 2018): 267–73. http://dx.doi.org/10.33828/sei.v29.i4.9.
Testo completoAbstract (sommario):
This quantitative study aimed to examine Turkish pre-service science teachers’ beliefs regarding the demarcating between science and pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science teachers were examined based on the dimensions of the instrument, namely science as a process of inquiry (SCI), demarcating between science and pseudoscience, and pseudoscientific beliefs (PS). This study found that these pre-service science teachers generally did not hold strong beliefs on distinguishing science and pseudoscience. Their beliefs regarding SCI were not highly favorable. Moreover, this study revealed that they had some PS. Considering the role of gender and year in the program, the results of two-way MANOVA indicated that there was no statistically significant difference on the related belief constructs for these pre-service science teachers. Thus, the present study intended to shed light on pre-service science teachers’ mindsets about identifying accurate scientific information rather than pseudoscientific confusions that could aid preparing scientifically literate students. It was shown that their teacher education program did not facilitate favorable beliefs. This study highlights some potential areas for further exploration of addressing pre-service science teachers’ discrimination skills of science and pseudoscience.
49
Listiyawati, Listiyawati, Eliana Sari e Ivan Hanafi. "Teacher's Emotional Intelligence, Class Management, and School Organizational Climate, on Interaction Behavior among Teachers and Students". Journal of Sosial Science 3, n. 4 (21 luglio 2022): 656–65. http://dx.doi.org/10.46799/jss.v3i4.376.
Testo completoAbstract (sommario):
The problems of classroom interaction among teachers and students arise in conditions of academic demands that assume the practice of teachers' social competence in class. This paper aims to study the effect of teachers' emotional intelligence, classroom management, and school organization climate on interaction behavior among teachers and students in SPK High School. A survey method with path analysis was applied to test the hypothesis and conduct interviews among 105 teachers and students by proportional random sampling technique. Upon this research, the conclusion is obtained. (1) A teacher's emotional intelligence, class management, and school organization climate positively affect teacher and student interaction behavior. (2) A teacher's emotional intelligence has a positive direct effect on school organization climate. Class management has a positive direct effect on the school organization climate. (3) A teacher's emotional intelligence has a positive direct effect on class management. (4) A teacher's emotional intelligence positively affects teacher and student interaction behavior through the school organization climate. (5) Class management positively impacts teacher and student interaction behavior through the school organization climate. The conclusion is that the teacher and student interaction behavior is affected by the teacher's emotional intelligence, class management, and school organization climate
50
Yacap, Marites J. "Lesson Preparation Practices of Pre-service High School Science Teachers: Implications to Science Education". International Journal of Multidisciplinary: Applied Business and Education Research 3, n. 8 (12 agosto 2022): 1548–55. http://dx.doi.org/10.11594/ijmaber.03.08.16.
Testo completoAbstract (sommario):
Teacher preparation is a vital factor in the development of effective future teachers. As such, this study tried to determine the pre-service teachers’ lesson preparation practices in one of the Teacher Education Institutions in the Philippines and provided descriptions of their practice teaching experiences particularly on lesson planning/preparation. Quantitative and qualitative methods of research were used wherein data were gathered through questionnaires, documentary analysis and semi-structured interviews. Results revealed that the pre-service science teachers followed the systematic method of lesson preparation with the use of detailed lesson plans. Their lesson preparation practices are good and they are already prepared to face and hurdle the task of a real classroom teacher. Despite these, there are still aspects in lesson preparation that needs to be further developed like the formulation of affective domain objectives as well as the selection of appropriate motivational and assessment techniques. To further develop the pre-service program for science education, the study recommends that Teacher Education Institutions continue to design programs and activities regarding pre-service teachers’ development not only in science but also in other subject areas to enhance their lesson planning skills.