Дисертації з теми "Pre-service science"
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Senler, Burcu. "Pre-service Science Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.
Повний текст джерелаpersonality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo
self-efficacy and academic self-regulation, and pre-service science teachers&rsquo
academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipated in the study. Self-efficacy (i.e. self-efficacy for student engagement, for instructional strategies, and for classroom management), academic self-regulation (i.e. achievement goals, task value, control of learning beliefs, test anxiety, metacognitive self-regulation, effort regulation, and peer learning), and personality trait (i.e. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) were assessed by self-report instruments. The results of the path analysis revealed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies were positively linked to different dimensions of self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of academic self-regulation and self-efficacy, openness was found to be negatively linked to these adaptive outcomes.
Cakir, Birgul. "Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613688/index.pdf.
Повний текст джерелаmetacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantitative and qualitative data were collected and analyzed. Quantitative data was collected from 28 PSTs and qualitative data was collected from 7 PSTs who were the members of the researcher&rsquo
s group. In accordance with the purpose of the current study, descriptive statistics and independent samples t-test was conducted for quantitative data. In terms of qualitative part, the study was case study and interviews which were conducted before and after the course were analyzed to observe the change of PSTs&rsquo
metacognition. The result of the study revealed that before the course most of the PSTs did not report metacognitive skills. After the course it was observed that their metacognitive skills were developed. Among metacognitive skills, the most reported skill was monitoring skill after the course. It can be concluded from the study that metacognitive prompts embedded into the manual provided a metacognitively learning environment and a development in PSTs&rsquo
metacognition.
Cihangir, Cihan Gulin. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611596/index.pdf.
Повний текст джерелаprocesses of construction of explanations regarding environmental problems, and (2) provide an environment for researchers to understand the dispositions of participants in terms of how using environmental explanations for answering the questions. The research has been realized within the context of an elective course titled &ldquo
Laboratory applications in environmental education&rdquo
in the Department of Elementary Education throughout 2008-2009 Spring semesters. The 21 pre-service science teachers attended the course and participated the environmental learning activities including five different environmental problems
biological diversity, surface waters, drinking water, waste water and air pollution with in a small group. Field trip activities, group discussions and whole class discussions were conducted through the course. Data were collected through audio and video recorders from one small group and through pre, post-tests. Analyses of data revealed that pre-service science teachers could not aware of the complex and multidisciplinary nature of environmental knowledge, so they mostly interpreted environmental problems through the everyday knowledge that they derived from everyday experiences. Through peer collaboration in fields and student-facilitator collaboration in discussions weeks, the pre-service science teachers have a chance to analyze different perspectives and ideologies about the causes and solutions of environmental problems. The pre-tests and post-test results revealed that in the field-based collaborative inquiry activities the participants&rsquo
nature of explanations shifted from descriptive to formal and scientific explanations.
Adibelli, Elif. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.
Повний текст джерела(PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled &ldquo
Laboratory Applications in Science and Environmental Education&rdquo
in the fall semester of 2008-2009 at a public university, in Ankara. The major data of this study was collected by using a semi-structured interview protocol, developed by Schommer-Aikins (2008). The data of this study were analyzed through descriptive statistics and Miles and Huberman approach (1994). The data analyses of this study were presented along with five dimensions of epistemological beliefs. The analysis of omniscient authority indicated that the PSTs less trust in environmental experts&rsquo
opinions, give more importance to informal education in the acquisition of environmental knowledge, and believe that environmental knowledge is justified more on the basis of direct observation. The analysis of stability of knowledge revealed that the PSTs conceived of environmental knowledge as more uncertain. The analysis of structure of knowledge pointed out that the PSTs consider environmental knowledge as more complex. The analysis of control of learning revealed that the PSTs believe that the large percentage of ability to learn can be acquired after the birth more in environment. The analysis of speed of learning indicated that the PSTs believe that much of learning takes less time in the domain of environment. This study provided evidence that epistemological beliefs are multidimensional and domain-specific. Moreover, this study highlighted that the nature of environmental knowledge and learning are also an important issue to be addressed in environmental education.
Ozturk, Nilay. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613705/index.pdf.
Повний текст джерелаinformal reasoning regarding nuclear power plant construction, epistemological beliefs and metacognitive awareness. Throughout 2010-2011 fall and spring semesters, a total of 674 pre-service science teachers participated in the study. Data were collected through Schommer&rsquo
s Epistemological Questionnaire, Metacognitive Awareness Inventory, and Open-ended Questionnaire Assessing Informal Reasoning regarding Nuclear Power Usage. MANOVA, correlational analysis, and stepwise multiple regression analyses were conducted. The analyses revealed that the differences between pre-service science teachers&rsquo
epistemological beliefs within the two decision making groups were not statistically significant. Besides, results of the bivariate correlation revealed that there were statistically significant correlation between pre-service science teachers&rsquo
total argument construction and all the dimensions of SEQ except omniscient authority. Also, there was a significant correlation between pre-service science teachers&rsquo
certain knowledge dimension of SEQ and their counterargument construction. Moreover, the differences between pre-service science teachers&rsquo
metacognitive awareness within the two decision making groups were not statistically significant. Results of the bivariate correlation revealed that there was a significant correlation between preservice science teachers&rsquo
metacognitive awareness and informal reasoning outcomes. Finally, stepwise multiple regression analyses revealed that pre-service science teachers&rsquo
information management strategy was the only significant predictor for their rebuttal construction. Declarative knowledge was the best predictor of preservice science teachers&rsquo
counterargument construction while the second best predictor was certain knowledge for their counterargument construction. Finally declarative knowledge was the only significant predictor for the amount of preservice science teachers&rsquo
reasoning modes.
Savas, Meltem. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613819/index.pdf.
Повний текст джерелаperceived technological pedagogical content knowledge (TPACK) on genetics. More specifically, the purpose was to examine the relationships among the components of TPACK and genetics knowledge of the preservice science teachers. Moreover, findings the effect of the demographic information on perceived TPACK was also aimed. This study was conducted with preservice science teachers who were enrolled in elementary science education department of Education Faculties of eight public universities located in Central Anatolia. 1530 preservice science teachers participated to the study. There were two instruments used in this research which were perceived TPACK questionnaire, which was later adopted by the researcher as perceived TPACK on genetics, and genetic concepts test. v Data were analyzed by using descriptive and inferential statistics. In order to answer the first research question, descriptive information about the components of TPACK was given. Correlational analyses were used to identify the relationship between each component of the perceived TPACK on genetics and their genetic knowledge. Another correlational analysis was conducted for the third research question which seeks the relationships among the components of the TPACK. Moreover, MANOVA was conducted to investigate the impact of gender and year of enrollment on perceived TPACK on genetics of preservice science teachers. The results revealed that genetic knowledge was correlated with each component except the perceived project specific technology knowledge. Moreover, there were positive significant correlations among the components of the TPACK. According to the MANOVA results, the mean scores of male and female preservice science teachers differ in five components of TPACK, namely project specific technology knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge and technological pedagogical content knowledge. The results of MANOVA for year of enrollment revealed that the mean ETK, GTK, PSTK, and CK scores of participants with different year of enrollment differ significantly.
Pamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.
Повний текст джерелаlevels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public universities in Ankara participated. Also, students were enrolled in first and fourth grades. The scales were administrated during 2006 Fall semester. Computer Self-efficacy Scale and Computer Attitude Scale which had four sub-scales, namely anxiety confidence, liking, and usefulness were used to determine pre-service teachers&rsquo
computer self-efficacy and attitudes towards computer levels. Moreover, the v questionnaire had some questions that asked demographic characteristics of participants. The results indicated that pre-service Science and Mathematics teachers had high computer self-efficacy and attitude levels. Furthermore, participants&rsquo
gender was not a significant factor on their computer self-efficacy and computer attitude except for liking sub-scale. Males liked more computer than females. Major of participants did not have any effect on computer self-efficacy and computer attitude. Grade level was an important factor for computer self-efficacy and attitude
fourth graders had higher scores on both scales. Computer owner participants had significantly higher scores of computer self-efficacy and attitudes towards computers. Finally, results showed that participants&rsquo
computer self-efficacy scores were related to sub-scale scores of computer attitude scale.
Sacici, Semra. "The Interrelation Between Pre-service Science Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615392/index.pdf.
Повний текст джерелаconceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers&rsquo
conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected through Draw-A-Science-Teacher-Test Checklist, Teaching and Learning Conceptions Questionnaire, Science Teaching Efficacy Belief Instrument, and The Learning Approach Questionnaire and analyzed by descriptive statistics, paired-sample t-test and canonical correlation analysis. Paired-sample t-test analyses results showed that preservice science teachers prefer constructivist conception more than traditional conception
and meaningful learning approaches more than rote learning approaches. Besides, preservice science teachers were also found to have generally high sense of self-efficacy beliefs in science teaching. Moreover, the results of the DASTT-C showed that preservice science teachers&rsquo
perspectives of science teaching conception is 42.7% student-centered, 7.0% teacher-centered and 50.3% neither student-centered nor teacher-centered. Furthermore, the canonical correlation analysis revealed that the first canonical variate demonstrated that preservice science teachers&rsquo
constructivist conception and traditional conception are associated with their self-efficacy beliefs and learning approaches.
Ulutas, Ozgul. "An Investigation Of Pre-service Elementary Science Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611443/index.pdf.
Повний текст джерелаs scientific literacy level and their attitudes towards science. In addition, whether pre-service elementary science teacher&rsquo
s scientific literacy and their attitudes towards science differs in some demographic variables such as gender, high school profile, grade, place of family residence, parents educational level and family income level were examined. Finally, possible relationship between participants&rsquo
scientific literacy level and their attitudes towards science was explored. The present study conducted with 285 pre-service elementary science teachers from Elementary Science Education Program at Dokuz Eylü
l University during the second semester of 2008-2009 academic year. The data were collected by administering v Turkish version of Test of Basic Scientific Literacy (TBSL) and SAI-II (Science Attitude Inventory) scales. Analysis of the data indicated that pre-service elementary science teachers have satisfactory scientific literacy level and moderately positive attitudes towards science. Moreover, participants&rsquo
scientific literacy level and attitudes towards science showed differences in only some demographic variables: gender and place of family residence. Finally, the analysis also indicated that there is a positive significant relationship between participants&rsquo
scientific literacy level and their attitudes towards science.
Ozgelen, Sinan. "Exploring The Development Of Pre-service Science Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611603/index.pdf.
Повний текст джерела(PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs&rsquo
perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. In the initial phase of the study, the researcher collected qualitative data with open-ended questionnaire to explore PSTs&rsquo
NOS views. Then, during the semester, reflection papers were collected to understand PSTs&rsquo
experiences with the intervention and to detect development about each NOS aspect. At the end of the semester, qualitative questionnaire and semi-structured interviews were conducted to determine the impact of the explicit-reflective and inquiry-based laboratory instruction. The results showed that all of the PSTs were able to make appropriate connections among the laboratory activities and the targeted NOS aspects at the end of the instruction. In addition, many PSTs developed their understanding levels of each aspect of nature of science. Moreover, findings revealed that some of the PSTs made connections among NOS aspects. Three main factors
discussions and presentations, using inquiry skills, and doing inquiry-based laboratory activities were determined as provide to PSTs to develop their NOS understanding. Furthermore, at the end PSTs developed their perspectives about teaching NOS.
Isbilir, Erdinc. "Investigation Of Pre-service Science Teachers'." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612456/index.pdf.
Повний текст джерела(PST) quality of written argumentations about socio-scientific issues in an online discussion environment in relation to their epistemic beliefs and argumentativeness. A total of 30 pre-service elementary science teachers who will teach elementary school science from 6th through 8th grade students after graduation voluntarily participated in this study. The sample was chosen by purposive and convenience sampling from the PSTs registered for the course named &ldquo
Science, Technology, and Society&rdquo
in the fall semester of 2009-2010 academic year at a public university in Ankara. In this study, the PSTs participated in an online discussion environment in which climate change, nuclear power, genetically modified foods, and human genome project issues were discussed for a total of four week period. The major data of this study were collected through the Epistemic Beliefs Questionnaire developed by Kuhn, Cheney and Weinstock (2000) and the Argumentativeness Scale by Infante and Rancer (1982). For the analysis of the quality of argumentations, an adapted version of Sadler and Fowler&rsquo
s (2006) argumentation analysis framework was employed. The results of the study illustrated that the PSTs frequently generated high quality argumentations for each socio-scientific issue which was interpreted as a positive indication that the online discussion environment was effective in promoting students&rsquo
argumentation. In addition, the results also showed that argumentation quality levels varied across socio-scientific issues. Another result of this study was that the PSTs&rsquo
argumentation qualities were higher for multiplist and evaluativist levels. Finally, the correlation results between argumentativeness and argumentation quality levels did not reveal a significant correlation between these variables. However, there was a significant correlation between epistemic belief levels and argumentativeness.
Ozdem, Yasemin. "The Nature Of Pre-service Science Teachers'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611154/index.pdf.
Повний текст джерела(PST) argumentation in the context of inquiry-oriented laboratory work. Specifically, this study investigated the kinds of argumentation schemes PSTs use as they perform inquiry-oriented laboratory tasks, and how argumentation schemes generated by PSTs vary by tasks as well as by experimentation and critical discussion sessions. The participants in this study were 35 pre-service elementary teachers, who will teach middle school science from 6th through 8th grade students after graduation. In this study, participants were engaged in six inquiry-oriented laboratory tasks. The performance of laboratory tasks consisted of two stages. Through the experimentation stage, PSTs planned and developed their own hypotheses, carried out an experiment and collected data, and processed their data to verify their hypotheses. Through the critical discussion stage, one of the research groups presented their hypotheses, methods, and results orally to the other research groups. Each presentation was followed by a class discussion of weak and strong aspects of the experimentation. The data of this study were collected through video- and audio-recording. The data were the transcribed from video- and audio-recordings of the PSTs&rsquo
discourse during the performance of the laboratory tasks. For the analysis of PSTs&rsquo
discourse pre-determined argumentation schemes by Walton (1996) were employed. The results illustrated that PSTs applied varied premises rather than only observations or reliable sources, to ground their claims or to argue for a case or an action. The interpretation of the frequency data and the kind of the most frequent argumentation schemes can be seen as a positive indication that the inquiry-oriented laboratory tasks that were employed in this study are effective toward promoting presumptive reasoning discourse. Another result of this study, which is worthy of notice is the construction and evaluation of scientific knowledge claims that resulted in different number and kinds of arguments. Results of this study suggest the following implications for improving science education. First, designing inquiry-oriented laboratory environments, which are enriched with critical discussion, provides discourse opportunities that can support argumentation. Second, both the number of arguments and the use of various scientific argumentation schemes can be enhanced by specific task structures. Third, &ldquo
argumentation schemes for presumptive reasoning&rdquo
is a promising analysis framework to reveal the argumentation patterns in scientific settings. Last, pre-service teachers can be encouraged to support and promote argumentation in their future science classrooms if they engage in argumentation integrated instructional strategies.
Cetinkaya, Gamze. "Investigation Of The Relationship Between Pre-service Science Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614649/index.pdf.
Повний текст джерелаunderstanding of nature of science (NOS) and their personal characteristics
understanding of nature of scientific inquiry (NOSI), epistemological world views, self-efficacy beliefs regarding science teaching, attitudes towards science teaching, metacognitive awareness level and faith/worldview schemas. The sample of the present study were 60 PSTs that are 3rd year students at elementary science education department at a public university in the Marmara region. The sample was chosen by using purposive sampling from the PSTs enrolled in the "
Nature of Science and History of Science"
course. Using a descriptive and associational case study design PSTs&rsquo
understandings of NOS, understanding of NOSI, epistemological world views, metacognitive awareness levels, self-efficacy beliefs, attitudes toward science teaching, and faith/worldviews were determined through different questionnaires and the associations between variables were investigated. Qualitative and quantitative questionnaires were analyzed and statistical analyses were conducted to see whether there is an association between PSTs'
level of understanding of NOS and their personal characteristics. The results of the study revealed that PSTs understanding of NOS and NOSI were highly related. Similarly, self-efficacy beliefs regarding science teaching, metacognitive awareness levels and faith/worldviews of the PSTs were found to be significantly related to understanding of NOS. On the other hand, there were not any significant associations between PSTs'
epistemological world views, attitudes towards science teaching and understanding of NOS.
Nyirenda, Euginia Mukhala. "Zambian Secondary School Pre-service science Teachers' Pedagogical Orientations and Beliefs about science Teaching." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1711.
Повний текст джерелаMiller, David W. "Earth Science Literacy of Pre-Service and In-Service Elementary and Secondary School Teachers /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589975827.
Повний текст джерелаNgwenya, Nkosinathi Hezekia. "Pre-service science education students’ epistemological beliefs about the nature of science and science teaching and learning." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1377.
Повний текст джерелаThis study set out to investigate beliefs held by pre service Bachelor of Education (B.Ed) students about the nature of science and science teaching and learning. The research sample comprised one hundred and eighty four (184) third and fourth year (B.Ed) students majoring in mathematics and physical sciences. Data on students’ epistemological beliefs about the nature of science and science teaching and Learning were collected using two questionnaires: The Nature of Science as Argument Questionnaire (NSAAQ) and Beliefs About Reformed Science Teaching and Learning (BARSTL). Furthermore the study sought to find out if those beliefs cohered with the beliefs espoused by the National Curriculum Statement (NCS) for Physical Sciences grades 10-12. The conceptual framework of this study was framed upon the preponderance of literature that carried the view that a teacher’s classroom practices are a consequence of two main dialectic influences: (a) the teacher’s epistemological beliefs about the nature of science, which may be either naïve or sophisticated; and (b) the teacher’s beliefs about teaching and learning, which may be either traditional or reformed. Accordingly, the conceptual framework guiding the study opined that teachers holding naïve beliefs about the nature of science, and those holding traditional notions of teaching and learning will be characterized by teacher-centred instructional approaches, while those holding sophisticated beliefs of the nature of science and a reformed view of teaching and learning will be associated with learner-centred instructional approaches. This study was a case study conducted at a South African university, and involved one hundred and eighty-four third and fourth year students registered for a four-year Bachelor of Education (B.Ed) degree for the Senior and Further Education and Training phase. During these two final years of the programme students are engaged in science enquiry practices in their Methods modules. The participants were registered in physical science and mathematics education. Intact groups were used, so there was no sampling undertaken to select participants. Data were collected by the use of (a) the Nature of Science as Argument Questionnaire (NSAAQ), to determine epistemological beliefs held by the participants about the nature of science, as well as the concurrence of those beliefs with the views about science teaching and learning espoused by the NCS; and (b) the Beliefs about Reformed Science Teaching and Learning (BARSTL) questionnaire, to determine the beliefs held by preservice education students about science teaching and learning. Data analysis involved the use of both descriptive statistical methods to decipher patterns and general trends regarding the epistemological beliefs about science held by participants, and their beliefs about science teaching and learning, as well as inferential statistics to test both a priori and a posteriori hypotheses. Similarly, statistical analysis was carried out to determine whether or not third- and fourth-year pre-service science education students held beliefs about science teaching and learning that were in agreement with the pedagogical content beliefs about science teaching and learning espoused by the NCS. The study found that pre service students held significantly more sophisticated epistemological beliefs about the nature of science at fourth year than at third year level. The results also showed that fourth year students demonstrated a significantly higher level of ‘reformed oriented teaching and learning beliefs’ about science than did the third year students. The results however showed that third and fourth year students held beliefs that were not in line with the beliefs espoused by the National Curriculum Statement (NCS). These results support studies which have found that student teachers become more sophisticated in their epistemological beliefs towards graduation. The findings also showed that the B.Ed programme is succeeding in developing both epistemological beliefs about the nature of science and teaching and learning. The degree to which the programme succeeded in developing these beliefs was however quite small. This study recommends that further investigations be done to determine whether students who hold sophisticated epistemological beliefs about the nature of science and ‘reformed beliefs about science teaching and learning’ also demonstrate superior science teaching skills
Travers, Karen Ann. "Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194976.
Повний текст джерелаIwuanyanwu, Paul Nnanyereugo. "Pre-service science teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4002.
Повний текст джерелаStudents frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method. A technique (i.e. revised taxonomy table for knowledge and cognitive process dimension) was used to categorize and analyse the level of difficulties for each item tested (e.g. D1 = minor difficulty, D2 = major difficulty, and D3 = atypical difficulty
Krim, Jessica Sarah. "Critical reflection and teacher capacity the secondary science pre-service teacher population /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/krim/KrimJ0809.pdf.
Повний текст джерелаWard, Elizabeth Kennedy. "Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc30425/.
Повний текст джерелаBanda, Asiana. "ZAMBIAN PRE-SERVICE JUNIOR HIGH SCHOOL SCIENCE TEACHERS' CHEMICAL REASONING AND ABILITY." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/796.
Повний текст джерелаTaylor, Neil. "Fiji pre-service primary teachers' understanding of physical science : a cultural perspective." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36559/2/36559_Digitised%20Thesis.pdf.
Повний текст джерелаMarco-Bujosa, Lisa M. "Becoming an Urban Science Teacher: Beginning Teachers Negotiating Their Identities From Pre-service to In-service Teaching." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107923.
Повний текст джерелаTeacher attrition rates are high in urban schools, particularly for new teachers and science and math teachers compared to other subjects (Ingersoll & May, 2012). Research indicates teachers who remain committed to teaching in high-need schools are unique; they tend to identify not just as teachers, but as teachers devoted to the mission of social justice and working with underserved students (Moore, 2008). Teacher education programs have an important role to play in the preparation of teachers within this social justice framework (Picower, 2012a). But, the transition from university preparation to in-service teaching is difficult (Beauchamp & Thomas, 2011), particularly for science teachers who encounter contradictory contexts in urban schools that undermine the pedagogical practices and mindsets learned in preparation (e.g. Rodriguez, 2015). However, little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. This dissertation utilizes the theoretical frameworks of identity (Gee, 2000) and agency (Archer, 2007) to address this gap in the literature. I employed a case study methodology of one cohort of four teachers from the Science Educators for Urban Schools (SEUS) program at Boston College, which serves as a critical case of an effective preparation program for urban science educators (Yin, 2013). Data, primarily interviews, surveys, and written reflections, were collected from study participants during preparation and their first year of teaching. The findings indicate the SEUS Scholars expressed a student-centered, inquiry-oriented approach to teaching science for social justice. While the SEUS Scholars struggled to implement their ideal science instruction as first year teachers given the contradictory contexts of urban schools, the social justice ideology of the pre-service program shaped their professional identity and feelings of agency. These findings illuminate the role of teacher preparation to support the development of: 1) a strong educational philosophy grounding their pedagogical approach to science teaching, and 2) pedagogical context knowledge to effectively navigate urban schools
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Tuncay, Busra. "Moral Reasoning Of Pre-service Science Teacherstoward Local And Non-local Environmental Problems." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611595/index.pdf.
Повний текст джерелаmoral reasoning patterns. Throughout 2008-2009 Fall and Spring semesters, environmental cases regarding local and non-local environmental problems were distributed to a convenience sample of 120 pre-service science teachers who were enrolled in Middle East Technical University and moral decision-making interviews (MDMIs) were carried out with a sub-sample of 16 pre-service science teachers. In accordance with the purpose of the study, descriptive statistics, paired-samples t-tests, and multivariate analysis of variance (MANOVA) tests as well as qualitative analysis of the interviews were utilized. Analyses demonstrated that participants of the study mostly exhibited ecocentric moral reasoning for both local and non-local environmental problems, and their ecocentric and anthropocentric concerns showed statistically significant difference with regard to problems&rsquo
locality. Moreover, while gender did not have a statistically significant effect on participants&rsquo
moral reasoning patterns, grade level did have a statistically significant effect. Finally, analysis of the interviews revealed sixteen factors effective in participants&rsquo
environmental concerns and their moral reasoning regarding environmental issues.
Miranda, Martins Dominique. "The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107875.
Повний текст джерелаCette étude a cherché à comprendre comment un groupe d'enseignants en formation qui suivaient un cours sur les méthodes d'enseignement combiné de science et de mathématique au secondaire conceptualisaient les démarches d'enseignement interdisciplinaire et en faisaient l'expérience. Même s'ils savent que le fait de planifier des activités interdisciplinaires est une pratique d'enseignement essentielle au Québec, ces futurs enseignants faisaient face à nombre de défis pendant le processus d'apprentissage de cette démarche d'enseignement. À l'aide de deux structures interdisciplinaires (Nikitina, 2005; Boix Mansilla & Duraising, 2007), j'ai réalisé une analyse qualitative de la progression des concepts antérieurs et émergents des enseignants en formation à l'égard de l'interdisciplinarité et de leur capacité à planifier des activités d'enseignement interdisciplinaire. Le cursus provincial et les enjeux relatifs au temps ont permis de donner une structure solide aux conceptions des étudiants quant à l'interdisciplinarité dans la classe, et ont freiné leur capacité de planifier et d'imaginer la réalisation de cours interdisciplinaires en science et en mathématique au secondaire. En outre, leur perception d'eux-mêmes à titre de spécialistes de contenu, le sentiment d'efficacité personnelle en lien avec l'enseignement interdisciplinaire et l'acquisition des connaissances des étudiants comme source de motivation pour l'enseignant ont émergé comme les facteurs clés faisant la promotion ou interrompant le développement de démarches d'enseignement interdisciplinaire. L'examen de ces facteurs met en lumière le besoin de programmes d'éducation qui offriraient aux futurs enseignants l'occasion d'explorer la façon dont ils se perçoivent en tant qu'éducateurs, d'augmenter leur sentiment d'efficacité personnelle et de les motiver à enseigner dans un mode interdisciplinaire. Mots clés : enseignement interdisciplinaire, étudiant-enseignants, cursus, programme d'éducation à l'intention des enseignants, sentiment d'efficacité personnelle, motivation
Brand, Brenda R. "Influence of Pre-service Teachers' Beliefs about Diversity on Science Teaching and Learning." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30460.
Повний текст джерелаPh. D.
Nivens, Ryan Andrew. "Content Knowledge of Elementary Pre-Service Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/238.
Повний текст джерелаIrving-Bell, Dawne. "The formation of science, technology, engineering and mathematics teacher identities : pre-service teachers' perceptions." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/127684/.
Повний текст джерелаEliason, Kiya Lynn. "Addressing Pre-Service Teachers' Misconceptions About Confidence Intervals." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6917.
Повний текст джерелаMushaikwa, Ngonidzashe. "Investigating Pre-service Natural Science Teachers’ perceptions of earth in space through spatial modelling and argumentation." University of the Western Cape, 2014. http://hdl.handle.net/11394/4427.
Повний текст джерелаThis study involves a group of pre-service teachers who are specialising in Science and Mathematics education at a university in the Western Cape province of South Africa. The aim of the study was to investigate perceptions about the earth in space held by the pre-service natural science teachers. A related aim was to create awareness among the prospective teachers about various views that people hold about the earth as against the scientifically valid view (Govender, 2009, Plummer & Zahm, 2010, Schneps & Sadler, 1989). To determine and improve the prospective teachers’ perceptions and awareness about the significance of the earth in space the study adopted the dialogical argumentation model (DAIM) and spatial modelling as a theoretical framework (Ogunniyi, 2013). Further, the study used pre- and post-test data based on the responses of the pre-service teachers to questionnaires, focus group interviews and reflective diaries. The data set was analysed using a mixed methods approach (qualitative and quantitative). Results from the study show that most the pre-service teachers involved in the study hold both scientific and alternative conceptions about the earth in space. However, they seem to suppress the latter because they believe them to be unscientific. In addition they believe that their role is to impart scientific knowledge to learners. As has been revealed in a number of studies, some of the prospective teachers did not have much background in geography.
Kattoula, Ehsan Habib. "Conceptual Change in Pre-Service Science Teachers' Views on Nature of Science When Learning a Unit on the Physics of Waves." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/32.
Повний текст джерелаBender, Kathlyn M. "Everyday Physics: Listening to Pre-Service Teachers Reflect on Learning and Teaching Science Through Inquiry." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1181076412.
Повний текст джерелаRitosa, Andrea. "Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness : A Systematic Literature Review from 1995-2017." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35746.
Повний текст джерелаZhen, Shuyi. "Learning in a pre-service teacher residency program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1749.
Повний текст джерелаAl, Sultan Adam Ali. "THE RELATIONSHIP BETWEEN PRE-SERVICE ELEMENTARY TEACHERS’ SCIENTIFIC LITERACY AND THEIR SELF-EFFICACY IN TEACHING SCIENCE." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1290.
Повний текст джерелаSiseho, Simasiku Charles. "The effect of an argumentation instructional model on pre-service teachers' ability to implement a science-IK curriculum." Thesis, University of the Western Cape, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6320_1381214891.
Повний текст джерелаThis study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo
ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo
ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo
s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo
thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.
Alharbi, Nawaf Nahiss Alsheatr. "Pre-service science teachers’ understanding of the concepts relating to diffusion, osmosis, and the particulate nature of matter and their attitudes towards science." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/490.
Повний текст джерелаBaraz, Aytugba. "The Effect Of Using Metacognitive Strategies Embedded In Explicit-reflective Nature Of Science Instruction On The Development Of Pre-service Science Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614871/index.pdf.
Повний текст джерелаreflective NOS instruction to improve NOS understanding of pre-service science teachers. Metacognitive Awareness Inventory (MAI) (Schraw &
Dennison, 1994) and Views of Nature of Science Questionnaire (VNOS-C) (Lederman et al., 2001) were used both at the beginning and at the end of the study as a pre-test&ndash
post-test, comparison group, quasi-experimental design. A total of 33 pre-service science teachers (PSTs), 24 were female and 9 were male agreed to join the study voluntarily. These students were selected for this study while they were enrolling at their 5th semester in which they attended Methods of Teaching Science I course offered by the faculty of education at Middle East Technical University. Participants were divided into two groups namely comparison and intervention group. Explicit reflective NOS instruction was used in both groups, but metacognitive strategies additionally used in intervention group. Data analysis demonstrated that explicit reflective NOS instruction enhanced the development of understanding of NOS in both groups. Results also showed that metacognitive strategies improved the metacognitive awareness of intervention group participants. Although four of these metacognitive strategies and explicit reflective NOS instruction in present study provided a substantial increase in NOS understandings of PSTs in intervention group, chi-square analysis showed statistically no significant difference between comparison and intervention group participants&rsquo
post-test results.
Cluff, Jennifer J. "Fraction Multiplication and Division Image Change in Pre-Service Elementary Teachers." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd921.pdf.
Повний текст джерелаKaraarslan, Guliz. "Fostering Pre-service Science Teachers Self Determined Motivation Toward Environment Through Satisfaction Of Three Basic Psychological Needs." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612976/index.pdf.
Повний текст джерелаself-determined motivation toward environment and investigate how their basic psychological needs that support their self-determined motivation were fullfilled during the environmental course activities. The thesis includes two main parts: a quantitative part and a qualitative part. In the quantitative part of the study, PSTs&rsquo
motivation toward environment was measured before, after and five months later following the course activities. In the qualitative part of the study, how PSTs&rsquo
basic psychological needs were supported during the course activities was examined through multiple case study method. The study was implemented in an environmental science course. 33 pre-service science teachers who are taking the course participated in the study. Environmental problems which are Easter Island, Environment vs. Economy, Paper vs. Plastic, Ozone Depletion, Why Worry about Extinction?, Hasankeyf and Mamak Garbage Dump were discussed during the six course weeks. Five PSTs, who were chosen as a focus group, were interviewed each week after course discussions. The qualitative data were collected through interviews, discussion recordings, assignments and reflection papers. The results of the study illustrated that PSTs&rsquo
self determined motivation toward environment increased after the course activities and five months later following the course. PSTs&rsquo
negative capacity beliefs causing amotivation toward environment declined after the course activities and in follow up measurement. Finally, qualitative results of the study revealed that supporting cognitive and instructional features of PSTs during the course activities fullfilled their basic psychological needs and thus, fostered their self determined motivation toward environment.
Ravikumar, Meera. "Pre-Service Elementary Teachers' Self-Efficacy Beliefs About Science Using Critical Incident Technique: A Case Study Approach." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5843.
Повний текст джерелаPh.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Science Education
Abd-El-Aal, Wafaa Mohammed Moawad. "Towards practising constructivism in pre-service science teacher education programmes in Egypt : lessons from the British experience." Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441001.
Повний текст джерелаRinchen, Sonam. "A study of the emotional climate of a science education class for pre-service teachers in Bhutan." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/72865/1/Sonam_Rinchen_Thesis.pdf.
Повний текст джерелаNhlengethwa, Khanyisile. "Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40397.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
unrestricted
Shelton, Mythianne. "Investigating How Nontraditional Elementary Preservice Teachers Negotiate the Teaching of Science." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51285.
Повний текст джерелаPh. D.
Englehart, Deirdre. "AN EXPLORATION OF HOW PRE-SERVICE EARLY CHILDHOOD TEACHERS USE EDUCATIVE CURRICULUM MATERIALS TO SUPPORT THEIR SCIENCE TEACHING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2520.
Повний текст джерелаEd.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
Banda, Asiana. "ZAMBIAN JUNIOR HIGH SCHOOL PRE-SERVICE SCIENCE TEACHERS' FAMILIARITY, INTEREST, PERFORMANCE, CONCEPTUAL UNDERSTANDING AND PEDAGOGICAL IDEAS FOR ELECTROCHEMISTRY." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/884.
Повний текст джерелаBraimoh, Durojaiye S. "The nature and quality of pre-service science teacher education and transition to teaching in Lagos State, Nigeria." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/225.
Повний текст джерелаSzyjka, Sebastian. "Cognitive And Attitudinal Predictors Related To Graphing Achievement Among Pre-Service Elementary Teachers." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/43.
Повний текст джерелаMoran, Renee Rice, Monica T. Billen, Colleen P. Gilrane, and Amy D. Broemme. "Mentoring Doctoral Students via Internship: Widening the Circle of Pre-Service Education." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3616.
Повний текст джерела