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1
Torkar, Gregor, and Verena Koch. "FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES." Journal of Baltic Science Education 11, no. 3 (September 10, 2012): 216–23. http://dx.doi.org/10.33225/jbse/12.11.216.
Повний текст джерелаАнотація:
The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers’ integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn’t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education. Key words: education, home economics, integration, mathematics, natural sciences, teacher.
2
Budiastra, A. A. Ketut, Udan Kusmawan, Iwan Wicaksono, and Kartimi. "The Use of Natural Sciences Kits in Distance Learning for Higher Education of Bachelor of Elementary School Teacher Education Program." Advances in Social Sciences Research Journal 7, no. 2 (February 28, 2020): 147–65. http://dx.doi.org/10.14738/assrj.72.7818.
Повний текст джерелаАнотація:
The teaching and learning process of natural science cannot be separated from practicum activities. Likewise, the practicum activities of natural science in bachelor of Elementary School Teacher Education Program have their own characteristics. This study aims at examining the use of Natural Science Kits in the implementation of the practicum of natural sciences with the provisions contained in the practicum of natural sciences college subject of bachelor of Elementary School Teacher Education Program, Faculty of Teacher Training and Education, Universitas Terbuka. This study is categorized as a qualitative descriptive research. This study involved 177 undergraduate students of bachelor of Elementary School Teacher Education Program, UT, which is spread across five (5) regional offices of UT, and it conducted from March to December 2018. The results of this study showed that it can be concluded that the practicum of natural science in elementary schools can be carried out using the Natural Science Kits belonging to bachelor of Elementary School Teacher Education Program, UT, although the Natural Science Kits and its management activities still needs to be improved and refined.
3
Gramatik, Nadiia. "The problem of training future teachers of Natural Sciences: analytical review." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 126–33. http://dx.doi.org/10.24195/2617-6688-2019-3-18.
Повний текст джерелаАнотація:
The reforming of school natural science education is part of the process aimed at updating educational systems, which has a general European tendency. The content orientation of the field representing natural sciences of general secondary education towards the formation of core competences and effective mechanisms of their introduction causes intensive changes in the training process intended for the future science teachers of the new formation. The component of natural education is biological education which is realized by studying Biology as a school course. Since natural knowledge in the process of external interaction purposefully influence the formation of schoolchildren’s natural outlook, this is the social order that determines the content of biological education and the potential within the education of a certain type of personality. Therefore, the new formats of biological education in the context of the New Ukrainian School are aimed at forming schoolchildren’s motivation for educational and cognitive activities, life competencies, and an active life position. The driving force facilitating the realization of innovations in biological education is a competent teacher as a subject of an innovative educational activity. In this case, the priority way in the professional training of future science teachers is the shift of emphasis from the amount of knowledge to the development of pedagogical interaction skills. This is the ability of the future specialist to work in a team, to negotiate, to make prudent decisions that makes him / her competitive. The basic condition for such an activity is the professional potential of the future teacher which manifests itself in his / her readiness for creative interaction with schoolchildren. The transfer of the study of Biology into the plane of the competence-based educational environment focuses educators’ attention on the person-centred approach to learning. The relationship between the teacher and the schoolchildren should be collaborative, in the course of which schoolchildren become not only the objects of influence, but also become participants of a joint activity. According to these approaches to teaching Biology, the interaction of the subjects of the educational process acquires organized forms of cooperation, the specific characteristic of which is the complementarity of the schoolchild and the teacher. The obviousness of the dialogical educational interaction contributes to the introduction of the elements of teachers’ / students’ creativity into the pedagogical process and motivates them to intellectual growth. Subjectivity as a paradigmatic feature of biology education lies in the pedagogical position of the teacher, since it is profession-oriented and determines the personalization of pedagogical interaction. Therefore, the subjective factor of the pedagogical activity of future teachers of natural sciences becomes a kind of trajectory of self-development and self-affirmation. Keywords: subject, competence-oriented teacher, pedagogical interaction, person-oriented environment, pedagogical communication.
4
Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE EDUCATION AT SCHOOL: JOY OR CONCERN." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 18, no. 2 (December 28, 2021): 70–74. http://dx.doi.org/10.48127/gu-nse/21.18.70.
Повний текст джерелаАнотація:
The introductory article of this issue deals with natural science education changes at school in recent years. For the science education to be successful, teacher qualification or student’s motivation are not enough, a good material base (laboratory, research equipment, tools and materials), and outdoor educational environments are needed. After implementing several projects in the country, the situation in schools has improved, but not enough. Much is expected from the activities of the STEAM centre network, which started on October 27, 2021. Of course, the change for the better is pleasing, however, there are also sad things. The small proportion of high school graduates who take exams in science (about 20% in biology, 5% – in chemistry, 9% – in physics), shows that there is an underlying problem – many find natural sciences a hard nut to crack. Studies in natural sciences should be dominated by research, experiment, observation – that is, a research activity component. And if this segment is ignored, it is difficult for many students to find connections between objects, phenomena, processes. Another problem is – the lack of nature teachers. What is more, life is full of challenges: climate change, pandemics, and so on. A certain level of scientific literacy is needed to comprehend the abundance of true and false news. It is important to bring the student closer to nature. But a teacher of any subject can help in that child’s path. After all, in the environment, in nature, there are many contexts suitable for learning other subjects as well. Especially as today’s global problems have outgrown the boundaries of natural sciences. Social and human sciences, and the arts must also be in closer relationship. Keywords: material base, science education, science teachers, STEM
5
Philander, Christa Joline, and Marie-Louise Botha. "Natural sciences teachers’ continuous professional development through a Community of Practice." South African Journal of Education 41, no. 4 (November 30, 2021): 1–11. http://dx.doi.org/10.15700/saje.v41n4a1918.
Повний текст джерелаАнотація:
Years of research on teacher quality indicate that the quality and effectiveness of teachers have a significant influence on learner achievements. The quality of teachers and their teaching practice is widely debated where quality may depend on the teacher having acquired sound and relevant knowledge and skills to ensure effective teaching. The continuous professional development of teachers is a key element in ensuring the required quality in teaching to enhance learners’ achievements. Utilising Wenger’s construct of a Community of Practice (CoP) as theoretical framework, with the investigation reported on here, we aimed to understand how natural sciences teachers, from a specific rural school district in the Western Cape province, South Africa, experienced a CoP as a continuing professional teacher development (CPTD) strategy. This investigation was informed by a naturalistic case study method where open-ended questionnaires, semi-structured interviews and observations were utilised for data generation during CoP sessions. Thematic data-analysis revealed themes (words/phrases) for interpretation and discussion. Preliminary findings highlighted some emerging characteristics that influenced the effective operation of a CoP and suggested that participants acknowledged the importance of a CoP, indicating that their natural sciences knowledge and skills had notably increased. We argue that emerging CoP characteristics can assist in the advancement of motivation, effectiveness and professional development of natural sciences teachers in rural areas, affording quality teachers and teaching practices.
6
Astiti, Kadek Ayu, Andam S. Ardan, and Damianus Dao Samo. "Program Kemitraan Masyarakat: Perancangan Praktikum Matematika dan IPA Sederhana bagi Guru SMP." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 6, no. 3 (April 30, 2021): 266–71. http://dx.doi.org/10.33084/pengabdianmu.v6i3.1787.
Повний текст джерелаАнотація:
This community service activity improves teacher skills in carrying out simple Mathematics and Natural Sciences practical activities. This activity is designed in the form of training through several stages, namely 1) coordinating with partner schools for implementation time, 2) providing material related to simple mathematics and science practicum, 3) Mentoring for Mathematics and Natural Sciences teachers in designing simple practicums, and 4) program evaluation. Participants in this activity were several Mathematics and Natural Sciences teachers from SMP N 1 Nekamese, SMP N 2 Nekamese, SMP N 4 Nekamese, and SMP N 5 Nekamese. In the training activities, the participants were quite enthusiastic in participating in the activities, which could be seen from the enthusiasm to participate in the activities and dynamic discussions. Based on the final test results, there was an increase in the teacher's ability before and after the training with an n-gain value in the high category.
7
Zasiekina, Tеtyana. "TEACHER TRAINING FOR THE IMPLEMENTATION OF AN INTEGRATIVE APPROACH IN THE SYSTEM OF SCHOOL NATURAL SCIENCES EDUCATION." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 78–82. http://dx.doi.org/10.36550/2415-7988-2020-1-191-78-82.
Повний текст джерелаАнотація:
The article considers the problem of preparing a teacher of natural sciences for the implementation of an integrative approach in the system of school natural sciences education. The integrative approach has been identified as one of the leading ones at the current stage of reforming general secondary education in Ukraine. In the system of school natural sciences education, this approach is realized through the integration of content - teaching integrated natural sciences courses, solving complex and combined problems, interdisciplinary and intersectoral integration of forms of learning - holding educational projects, integrated lessons, extracurricular activities. For teachers of natural sciences, the problem of implementing the integrative approach is related to professional training. Until recently, in the system of training teachers of natural sciences, there was a division, inherent in industrial society, into physical-mathematical and natural sciences. As a result, there are no specialists who can teach all natural sciences, or an integrated course that combines biology, geography, physics and chemistry. Only in 2018, a new specialty was introduced in the system of professional training - a teacher of natural sciences, physics, chemistry, biology. We studied educational and professional programs of the new specialty. A survey of students and teachers was conducted. Based on the analysis, it was found that for high-quality training of teachers to implement the integrative approach in school education it is necessary to develop additional disciplines for students' choice, such as "Methods of studying natural sciences subjects at school based on the integrative approach", “Universal scientific picture of the world – methodology of natural sciences". Moreover, such courses should be implemented not only in the specialty 014. Secondary education (Natural Sciences), but also in certain specializations: physics, chemistry, biology, geography. Due to the new philosophy of education of the XXI century, the requirements for teachers are changing. The teacher of natural sciences must be deeply acquainted with the current state of natural sciences, their practical significance for sustainable development. Be able to independently develop programs and select educational and methodological support to achieve mandatory learning outcomes. Help students in self-determination and in the development of values. Constantly improve the own professional competence.
8
Šlekienė, Violeta, and 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, no. 1 (December 15, 2012): 108–16. http://dx.doi.org/10.33225/pec/12.50.108.
Повний текст джерелаАнотація:
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.
9
Petrova, Antoniya. "STEM Education in Natural Sciences Through Online Classes with Experiments." Педагогически форум 9, no. 3 (2021): 29–48. http://dx.doi.org/10.15547/pf.2021.017.
Повний текст джерелаАнотація:
The teaching of sciences by the modern teacher in school today is proving to be a challenge. The general attitude of students in general is that science is boring, difficult and not necessary in life. The recently popular STEM approach to education comes to the rescue. But what it is and how teachers can apply it successfully in practice are the questions to which we continue to look for the best answers for the specific circumstances. The article describes a study of the impact of STEM science education on the knowledge and skills of 5th grade students of Profiled Natural and Mathematical High School "Geo Milev" in Stara Zagora during isolation and Covid-19 pandemic in the school year 2020 - 2021. The author shares good pedagogical practice in science education through online experiments.
10
Poom-Valickis, Katrin, and Tiina Elvisto. "Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education." Journal of Teacher Education for Sustainability 11, no. 2 (January 1, 2009): 41–50. http://dx.doi.org/10.2478/v10099-009-0039-9.
Повний текст джерелаАнотація:
Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher EducationNatural sciences teachers have a key role to play in creating knowledge and skills. However, Estonian students' interest in studying natural sciences and their willingness to continue studies in teacher education have decreased. This study was designed to assess: 1) how clear the students' motives to study natural sciences was; 2) how the clarity of motives relate to student satisfaction with their studies and 3) how student satisfaction with studies relate to their interest in continuing studies in teacher education. The participants of the study (N=92) were natural sciences students at Tallinn University. The data was collected using an adapted Learning and Studying Questionnaire by Entwistle et al. (2002) and questions designed by the authors of the study. The SPSS programme was used to analyse the data. The results of the study show that carefully planned curriculum selection and positive learning experiences increase student willingness to choose teacher education.
11
Onipko, V., and Sherstiuk Sherstiuk. "PREPARATION OF FUTURE TEACHERS OF NATURAL SCIENCES FOR RESEARCH ACTIVITIES." Ukrainian professional education, no. 7 (September 14, 2020): 67–73. http://dx.doi.org/10.33989/2519-8254.2020.7.238038.
Повний текст джерелаАнотація:
The article describes the scientific basis for the formation of research competence of future teachers of natural sciences, substantiates the need for research to understand the essence of social, economic, and environmental phenomena, innovative solutions to professional problems. It is substantiated that research activity in a higher pedagogical educational institution is an essential objective condition for the holistic professional competence formation of a science teacher, which ensures the development of the research competence as an important quality of a modern specialist.
The research of Ukrainian scientists on the formation of research competence of future teachers is analyzed, and the requirements of the National Qualifications Framework are highlighted, on the basis of which the category ‘research competence of future teachers of natural sciences’ is defined as an integrative quality of personality that characterizes their readiness to solve research (search, design, consulting, organizational and managerial) tasks by applying methods of scientific knowledge, application of the diagnostic approach in educational, scientific, natural and managerial activities and which is expressed in the unity of value-motivational, cognitive and operational components.
It is proposed to understand the process of systematic accumulation of positive quantitative and qualitative changes under the formation of research competence of future teachers of natural sciences, which allow applicants for higher education to effectively carry out educational, natural science research. The peculiarities of preparation of future teachers for research activities are considered, taking into account the following principles: scientific, systematic, a connection of theory with practice, continuity of the educational process, humanism and provide two main interrelated areas: teaching elements of research work, formation of research experience; actual research, which is conducted under the guidance of teachers. The system of preparation for research activities of future teachers of natural sciences is characterized, which is characterized by openness, dynamism, manageability, flexibility and provides three main components: theoretical, organizational, and methodological, and practical.
12
Voitovych, Oksana. "PROFESSIONAL TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCES." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 13–17. http://dx.doi.org/10.36550/2415-7988-2021-1-194-13-17.
Повний текст джерелаАнотація:
It was established that the professional training of future teachers of natural sciences should be focused on providing an integrated model of education and based on the formation of students a set of general and special (professional) competencies and personal qualities, which are necessary for successful professional activity. Accordingly, the main content components of professional training of future teachers of natural sciences are knowledge of subjects (physics, chemistry, biology, etc.) and their interdisciplinary interaction, understanding of teaching methods, ability to use this knowledge in educational activities and willingness to apply knowledge, skills and abilities in professional activities. The training teacher of natural sciences should be focused on teaching an integrated course «Natural Sciences», which is studied in high school in which natural subjects are not specialized, although his qualifications are a teacher of natural sciences, physics, chemistry, biology, in this specialist has broader qualifications and, accordingly, the range of competencies. Therefore, in addition to the formed competencies in each subject, we expect that in the process of training teachers of natural sciences is also important to integrate the curriculum of mandatory disciplines, which will ensure the formation of a holistic system of knowledge and skills. Analytical review of the programs of the course «Natural Sciences» for high school in terms of their content allowed us to state that they were aimed at the formation of natural sciences competence of the individual, but each provides it differently. While some clearly show the presence of separate semantic blocks of different subjects, in others we see an attempt to make the program more integrated basis on objects of study: matter, field, energy and technology, we anticipate human habitation in the environment and man-made society. We convinced that this approach will be further develops, because it corresponds to the idea of integrativity, embedded in the idea of the emergence of this subject in high school. The introduction of an integrated course «Natural Sciences» in high school forces to move away from the disparate formation of natural knowledge in individual subjects and strengthens the integrative nature of the content of natural subjects. Accordingly, the professional training of future teachers of natural sciences should be improve in the direction of integrating the knowledge, skills and abilities of students in the process of studying the relevant professional disciplines. It was recommended to introduce integrated disciplines in the process of training future teachers of natural sciences, which will ensure their quality professional training.
13
Ulya, Himmatul, and Sekar Dwi Ardianti. "Pembuatan Laboratorium Media Berbasis Lingkungan dan Keunggulan Lokal Kudus." JPM (Jurnal Pemberdayaan Masyarakat) 5, no. 1 (April 8, 2020): 365–72. http://dx.doi.org/10.21067/jpm.v5i1.3677.
Повний текст джерелаАнотація:
The existence of a laboratory in Primary School 4 Karangbener (SD 4 Karangbener) was not used for learning but was converted into a warehouse. Lack of knowledge and skills of teachers and students in utilizing the environment and local superiority of Kudus to develop learning media and Mathematics and Natural sciences games cause a lack of media availability. This causes the teacher to dominate the implementation of learning so that student learning activities become low. The purpose of this mentoring activity is to design a laboratory that is available to be an environmentally based Mathematics and Natural Sciences media laboratory and Kudus local excellence. It aims to improve teacher skills in developing learning media and Mathematics and Natural Sciences games and student learning activities. The method used in this activity is to provide interactive training and mentoring. The results of this activity are that teachers and students can create and use learning media and games for Mathematics and Natural Sciences based on Kuduslocal excellence, teachers can reconstruct laboratory space and can utilize laboratory space through the implementation of Mathematics and Natural Sciences learning.
14
Lamanauskas, Vincentas, and Dalia Augienė. "NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: TEACHERS’ COMPETENCE AND TRAINING." Natural Science Education in a Comprehensive School (NSECS) 25, no. 1 (April 20, 2019): 18–28. http://dx.doi.org/10.48127/gu/19.25.18.
Повний текст джерелаАнотація:
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.
15
Mitevski, Orce, Mitevska Petrusheva, and Katerina Biljana Popeska. "Perspectives of students - Future natural sciences teachers regarded teacher’s role as educator." Contemporary Educational Researches Journal 7, no. 3 (November 10, 2017): 96–105. http://dx.doi.org/10.18844/cerj.v7i3.2651.
Повний текст джерелаАнотація:
One of the important segments in the initial education of the teachers is creating positive attitudes of students for the importance of teachers’ role as educator. The aim of this research is to determine the attitudes of students – future teachers about the role of the teacher as an educator and to determine the differences in student’s attitudes regarded their sex. The study was conducted on a sample of 94 examiners, students at Teaching Faculties in Republic of Macedonia preparing for future teachers in natural sciences. Obtained results were analyzed using quantitative and qualitative analyses. Differences in student’s attitudes regarded the sex were determined using Pearson chi - square test. It could be concluded that students-future teachers in natural sciences have developed positive attitudes toward teacher’s role as educator, establishing teacher’s personal characteristics, its authority, and reputation and building quality relations with pupils as one of the important aspect. Yet it’s notable that for most of the examiners, teacher’s role as transmitter of knowledge is defined as more important and priority. These findings suggest on need for greater emphasis of the teacher as a factor in creating student’s personality through educational activities and realization of teacher’s role as educator.
Keywords: Competences, pedagogical work, educator, students.
16
Vilas Boas Simirio, Lucas. "AÇÃO DOCENTE EM CIÊNCIAS NATURAIS NA EDUCAÇÃO DE JOVENS E ADULTOS: TÉCNICA OU REFLEXÃO CRÍTICA?" COLLOQUIUM HUMANARUM 15, Especial 2 (December 1, 2018): 116–21. http://dx.doi.org/10.5747/ch.2018.v15.nesp2.001084.
Повний текст джерелаАнотація:
The present work seeks to understand from a historical-critical discussion, which theoreticalmethodological propositions (teacher as technician or critic-reflexive) are revealed in the educational practices of teachers in Natural Sciences in Youuth and Adults Education (EJA) in Brazil. Therefore, it was used a review of problematized literature on the subject based on specific bibliographies and search databases such as BDTD, Scielo and Capes journals, whose descriptors were: EJA, science teaching, historical-critical pedagogy, technical professor and critical-reflective teacher. Thus, it was concluded that the teaching action in Natural Sciences in the EJA still needs to overcome its condition of pure technical rationality in relation to its theoretical-methodologicalepistemological bases, since it is still quite technical, with a view to obtaining a more sociohistorical, reflexive and critical support.
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SUNYONO, Sunyono, Lisa TANIA, and Andrian SAPUTRA. "EXPLORATORY FACTOR ANALYSIS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER INTEREST FOR PRE-SERVICE MATH AND SCIENCE TEACHERS: A CASE OF LAMPUNG UNIVERSITY, INDONESIA." Periódico Tchê Química 17, no. 35 (July 20, 2020): 282–92. http://dx.doi.org/10.52571/ptq.v17.n35.2020.25_sunyono_pgs_282_292.pdf.
Повний текст джерелаАнотація:
STEM (Science, Technology, Engineering, and Math) learning approach integrates four disciplines, namely science, technology, engineering, and mathematics, in solving everyday life problems and giving many learning experiences to students. This study aimed to analyze career interest in the field of STEM for prospective Indonesian Mathematics and Natural Sciences (MIPA) teachers, studying the patterns of relationships between factors, preference levels, and what factors influence it. The research sample was 300 prospective MIPA teachers at the Faculty of Teacher Training and Education, Lampung University. This work involved several stages as (1) adapting and transliterating STEM career interests instruments based on literature sources, (2) analyzing content validity based on expert judgment, (3) spreading tools to research samples and (4) evaluating research data results, assessing bivariate correlations, and the level of interest preference. The data obtained were analyzed statistically using exploratory and confirmatory factor analysis techniques, reliability and variance analysis, and Pearson product-moment correlation. The research results showed information regarding the items in the questionnaire were grouped into four factors, namely engineering career attitude, mathematics career attitude, science career attitude, technology career attitude with loading factors ranging from 0.575 to 0.848. All these factors were able to explain the career attitude of STEM to the sum of 62.43%. The science and mathematics career attitude is the dominant preference for prospective students of Mathematics and Natural Sciences teachers to have a career in the future. Furthermore, the instruments used are valid and reliable to be used to analyze STEM career attitudes for Mathematics and Natural Sciences teacher candidates.
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Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "DIDACTIC POSSIBILITIES OF REALISATION OF INTERDISCIPLINARY RELATIONS: SUBJECT FRUIT JUICE PROPERTY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 3 (December 25, 2015): 127–37. http://dx.doi.org/10.48127/gu-nse/15.12.127.
Повний текст джерелаАнотація:
Natural Science Education improvement remains one of the most important current challenges in education system. In general, 21st century raises new challenges for Natural science, Mathematics, Technology teachers. Young generation interest in Natural Sciences and Technology is poor. It is predicted that in not so far future, a shortage of qualified specialists will be felt in this sphere. It is obvious, that Natural science and Technology education basics is being formed in general education school. How to strengthen the pupils’ Natural science and Technology learning motivation, to increase their interest? This is one of the most important questions of today’s education. On the other hand, improvement has to be carried out in different directions. Not only motivation strengthening is important, but also creating proper educational environments (spoken here about green environment, so-called outdoor didactics, teacher competence and so on). Extra didactic material preparation for teachers becomes an urgent question. It is very important to help teachers prepare for practical work lessons and to give them, using ordinary and digital devices for the performance of practical-experimental works. In this analysis, a didactic scenario is presented realising an interdisciplinary – integral teaching/learning. The investigated topic is “Juice properties”. Natural sciences and Mathematics teachers’ collaboration possibilities are revealed. Key words: interdisciplinary relations, natural science education, titration, vitamin C.
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Hartmann, Stefan, Annette Upmeier zu Belzen, Dirk Krüger, and Hans Anand Pant. "Scientific Reasoning in Higher Education." Zeitschrift für Psychologie 223, no. 1 (January 2015): 47–53. http://dx.doi.org/10.1027/2151-2604/a000199.
Повний текст джерелаАнотація:
The aim of this study was to develop a standardized test addressed to measure preservice science teachers’ scientific reasoning skills, and to initially evaluate its psychometric properties. We constructed 123 multiple-choice items, using 259 students’ conceptions to generate highly attractive multiple-choice response options. In an item response theory-based validation study (N = 2,247), we applied multiple regression analyses to test hypotheses based on groups with known attributes. As predicted, graduate students performed better than undergraduate students, and students who studied two natural science disciplines performed better than students who studied only one natural science discipline. In contrast to our initial hypothesis, preservice science teachers performed less well than a control group of natural sciences students. Remarkably, an interaction effect of the degree program (bachelor vs. master) and the qualification (natural sciences student vs. preservice teacher) was found, suggesting that preservice science teachers’ learning opportunities to explicitly discuss and reflect on the inquiry process have a positive effect on the development of their scientific reasoning skills. We conclude that the evidence provides support for the criterion-based validity of our interpretation of the test scores as measures of scientific reasoning competencies.
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Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "INTERDISCIPLINARY RELATION REALISATION DIDACTIC POSSIBILITIES: SUBJECT NANOTECHNOLOGY BEGINNING – FULLERENES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 1 (March 25, 2015): 20–31. http://dx.doi.org/10.48127/gu-nse/15.12.20.
Повний текст джерелаАнотація:
One of the main natural science education aims is the integral perception of the phenomena occurring in nature. Therefore, teachers have to be able to find and convey the pupils the links between separate natural sciences. For this, it is necessary to specially organise the teaching process itself, to prepare the teaching material. First of all, the material has to be distinguished which reflects interdisciplinary links, to choose the teaching forms, methods and ways. In the renewed natural science general programme, seeking to bring secondary education nearer to present day requirements and to improve pupils’ learning motivation, one of the most rapidly spreading science fields in the world – nanotechnology – is included. To what extent and how deep to analyse nanotechnologies, decides the teacher himself. Therefore, it is necessary for the teacher to be prepared to work in the constantly changing teaching environment, to be able to realise the newest interdisciplinary didactic principles, to use information communication technologies. By giving a sample lesson, natural science (physics, chemistry, biology) informatics and mathematics subject relation realisation didactic possibilities are revealed in the article. A sample scenario of the lesson Nanotechnologies: we produce a fullerene model, is presented. The lesson course is described, the tasks, integrating natural sciences, information technologies and mathematics are presented, extra tasks and the tasks for homework are foreseen.
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Foletta, Gina. "Projects: UTeach: Secondary Science and Mathematics Teacher Preparation Program." Mathematics Teacher 94, no. 9 (December 2001): 797. http://dx.doi.org/10.5951/mt.94.9.0797.
Повний текст джерелаАнотація:
The UTeach program, funded by the National Science Foundation, constitutes a joint effort of the College of Natural Sciences, the College of Education, and the Austin Independent School District to recruit, prepare, and support a new generation of mathematics and science teachers for Texas and for the United States.
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Khasanah, Annisa Nur, Riezky Maya Probosari, Sri Widoretno, and Nurma Yunita Indriyani. "PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN." Jurnal Atrium Pendidikan Biologi 6, no. 4 (December 20, 2021): 263. http://dx.doi.org/10.24036/apb.v6i4.12236.
Повний текст джерелаАнотація:
The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.
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Malinga, Cynthia B., Loyiso C. Jita, and Abiodun A. Bada. "Middle Management and Instructional Leadership: The Case of Natural Sciences’ Heads of Departments in South Africa." JETL (Journal of Education, Teaching and Learning) 6, no. 2 (September 28, 2021): 119. http://dx.doi.org/10.26737/jetl.v6i2.2425.
Повний текст джерелаАнотація:
Natural sciences heads of departments often find themselves in the middle, shuttling between one role as part of the school management team, and another as an ordinary classroom teacher whose role as subject and instructional leaders is made even more complex because of the several duties incorporated in the subject which brings together other science disciplines, with each having its own disciplinary culture and expectations. The crucial role played by this group of teachers in the area of management and instructional leadership can go a long way in determining effective output in teaching and learning. This study reports on a mixed methods approach to explore the practices of natural sciences heads of department, as they provide instructional leadership to the teachers in a multidisciplinary context of their subject. This research involved 30 participants who responded to the questionnaire and 6 purposively selected subject heads of department interviewed and observed from four districts in the Gauteng Province of South Africa. The data collected through questionnaire, semi-structured interview and observations were analysed using descriptive statistics and content analysis. The results from this investigation revealed that natural science heads of departments devise creative ways to mitigate the challenge of differently qualified natural science teachers. These study concludes that the effectiveness of heads of departments as instructional leaders is influenced by the immense pressure from the dual roles of managing from the middle, which also appear to affect the optimal implementation of the natural science curriculum.
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Buchanan, John. "Sustainability Education and Teacher Education: Finding a Natural Habitat?" Australian Journal of Environmental Education 28, no. 2 (December 2012): 108–24. http://dx.doi.org/10.1017/aee.2013.4.
Повний текст джерелаАнотація:
AbstractSustainability education competes for curricular space, both in schools and in teacher education. Opportunities and barriers for the inclusion of sustainability education in an Australian university primary teacher education program are examined in this article. The study focused on the roles, practices and perceptions of teacher educators in promoting sustainability education. Three focus groups were conducted with members of faculty staff from each of the K–6 Key Learning Areas to gather data, which were analysed according to three frameworks: espoused/aspirational and actual practices of staff members; barriers to and affordances for teaching sustainability education; and the nature of initiatives, in terms of teaching/learning activities, assessment tasks, and resources. Beyond the Social Sciences, and Science and Technology, we found that inclusion of sustainability education is somewhat sporadic. The article proposes some ways forward to promote and abet sustainability education in a tertiary context.
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Wilson, Elizabeth K., and Tammy Cook. "Integrating Social Studies and Science: A Natural or Unnatural Fit?" Social Studies Research and Practice 3, no. 3 (November 1, 2008): 113–22. http://dx.doi.org/10.1108/ssrp-03-2008-b0010.
Повний текст джерелаАнотація:
Two elementary teacher educators redesigned a methods course to integrate social studies and science. Using the framework of science-technology-society (STS) literature and the major themes from Paul Hurd, social studies and science content and methodology converge to create an integrated curriculum for preservice teachers. Concepts, processes, content knowledge, skills, and critical issues are among the interrelated themes of the course. This paper describes the design of the course and discusses how preservice teachers internalized the content. In addition, the successes and challenges of creating and teaching the course along with implications for teacher education are discussed.
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Kusdinar, Deden. "UPAYA MENINGKATKAN HASIL BELAJAR ILMU PENGETAHUAN ALAM DENGAN PENERAPAN METODE DEMONSTRASI SISWA KELAS IV SD NEGERI 010 BANJAR PANJANG KECAMATAN KERUMUTAN." Primary: Jurnal Pendidikan Guru Sekolah Dasar 5, no. 3 (March 24, 2017): 307. http://dx.doi.org/10.33578/jpfkip.v5i3.3918.
Повний текст джерелаАнотація:
Based on the author's experience teaching for this in SD Negeri 010 Banjar PanjangKerumutan, and based on observation and early reflections by the author seen low creativityof students in learning that ultimately ends up in the low student learning outcomesthemselves, especially on the subjects of Natural Sciences. After many tests on the midtermturns lower student learning outcomes. Completeness class only reach 50% or 10 out of 20students, KKM for subjects of Natural Sciences which has been set in the class IV SD Negeri010 Banjar Panjang Kerumutan is the number 70. As Judge things that cause children lowvalue, from the aspect of teachers are: teacher always using methods lectures, learningachievement of children have been considered equally by teachers, and the learning processis dominated by the teacher. This research is a classroom action research (PTK). Class actionresearch through the stages of planning, implementation, observation and reflection. Fromthe research data is a result of learning of natural science at the top can be seen learningoutcome science students from the action on the preliminary data for the first cycle to thesecond cycle by improving student learning outcomes that menigkat are significant, the initialdata of students who achieve mastery only 50 % and cycle to the first increase has reached70% and the thoroughness of the class in the second cycle reaches 85%.
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Hladun, T. "Requirements for the Training of Masters of Natural Sciences of Pedagogical Higher Educational Institutions." Journal of Education, Health and Sport 9, no. 12 (December 28, 2019): 338–48. http://dx.doi.org/10.12775/jehs.2019.09.12.034.
Повний текст джерелаАнотація:
The article deals with the issues of training future teachers of natural sciences; findings: what requirements for professional education are typical for the training of a teacher of a new formation; what role in the professional development of specialists of pedagogical HEI has professional training and what shortcomings in the training of masters of natural sciences occur at the present stage of development of higher education; areas of modernization of vocational education and physical education, in particular, are identified by scientists.
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Nemčíková, Magdaléna, Zuzana Rampašeková, Hilda Kramáreková, and Alena Dubcová. "Specifics of Geography Teacher Training at the Faculty of Natural Sciences Constantine the Philosopher University in Nitra." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 12 (December 1, 2018): 140–53. http://dx.doi.org/10.24917/20845456.12.11.
Повний текст джерелаАнотація:
The Slovak education is currently experiencing a turbulent period associated with ongoing efforts to reform the education system, under-funding of education with low teacher salaries, overworked and feminized teaching staff, low social status of a teacher in society, problems in the creation and distribution of current textbooks, insufficient interest in studying natural sciences, leaving of young people to study abroad, etc. This situation is also reflected in the training of future teachers including the geography teachers (in combination with other subjects). The aim of this study is to provide basic information on the development of future geography teacher education in Nitra, which has almost a 60-year tradition. Moreover, it characterizes the current state of this education in the context of the subject field didactics and pedagogical practice and identifies the challenges of their future preparation. Methods of text analysis, information comparison, and statistical processing of quantitative information were used in this study. Key findings include the dynamics of the number of graduates from geography teaching study programs, responding to the situation in education system and demographic decline in the population, and reduction of contact lessons at the university leading to a reduction in the professional and didactic extent of knowledge and skills of future teachers. The most important conclusions or recommendations as well as scientific contribution concern the necessity to change the attitude of teachers towards the practically oriented teaching with stronger emphasis on training students’ creativity not only through ICT, but also using creative and critical thinking strategies.
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Statkevičius, Dainius. "INTEGRATION OF NATURAL SCIENCE LESSONS AND EDUCATIONAL TRIPS." Natural Science Education in a Comprehensive School (NSECS) 21, no. 1 (April 10, 2015): 68–70. http://dx.doi.org/10.48127/gu/15.21.68.
Повний текст джерелаАнотація:
Natural Sciences subjects have recently been promoted to be organized in informal environments. It is advisable to integrate Natural Sciences lessons with educational trips which can be arranged individually by teachers or with the help of travel agencies. In the sightseeing tours several subjects can be integrated: Biology, History, Geography, foreign languages, Arts. However, it has and negative aspects: 1. Students have to pay for trips; 2. Because of the lack of experience teachers often choose prepared travel agency’s programs which will not always meet the needs of students. Also, it is important, that programs should not be overloaded with sightseeing objects and irrelevant information. It is suitable to offer for students up to 3 different sightseeing objects. Moreover, irrelevant facts, data, etc. should be avoided during the excursions. Students better acquire non-traditional information, for example, various legends. If teacher organizes educational trips by themselves, the estimate of the trips should be prepared and submitted to students in advance. The estimates should include these expenses: bus rent, fuel cost, parking and road taxes, hotel price, a guide’s assistance. Additional charged objects should not be included in the total price. Before going on a trip it is necessary to: 1. Obtain parents (guardian) agreement in writing; 2. Familiarize all students with the requirements of safe behaviour; 3. Receive the order for the trip signed by the head of the educational institution. Also, it is very important: groups of students must be accompanied by a teacher, who has a tour leader or a guide license issued by the Department Tourism. Key words: educational trips, students, integration of school subjects.
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McDuffie, Amy Roth, and Judith A. Morrison. "Supporting Teacher Learning: Teachers Learning about Data Display: Connecting Mathematics and Science Inquiry." Teaching Children Mathematics 14, no. 6 (February 2008): 375–82. http://dx.doi.org/10.5951/tcm.14.6.0375.
Повний текст джерелаАнотація:
Collecting, analyzing, and displaying data provide rich opportunities to connect mathematics and science concepts. However, mathematics and science teacher educators rarely work together to design tasks that connect mathematics and science. In this article, we describe collaboration between a mathematics teacher educator and a science teacher educator that included the design of an inquiry-based project for preservice elementary teachers to draw on the natural connections of these disciplines. We also discuss preservice teacher learning outcomes from the project and present recommendations for teacher educators.
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Kingir, Sevgi, Bilge Gok, and Ahmet Selman Bozkir. "EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 804–23. http://dx.doi.org/10.33225/jbse/20.19.804.
Повний текст джерелаАнотація:
Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers’ performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers’ characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers’ motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies. Keywords: constructivist learning environment, data mining, learning strategies, motivational belief, pre-service science teacher
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Botes, Wiets. "The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers." International Journal of Learning, Teaching and Educational Research 20, no. 5 (May 30, 2021): 18–37. http://dx.doi.org/10.26803/ijlter.20.5.2.
Повний текст джерелаАнотація:
The study aimed to describe how a team of final-year pre-service teachers followed the process of improvisation to develop and utilise improvised science-teaching models during a teaching practicum experience. Guided by a conceptual understanding of the process of improvisation, this purposeful qualitative case study sought to respond to a series of research questions. These research questions are: “What are the issues that necessitate the need to develop science-teaching models for a teaching practicum experience?”, “How could the process of improvisation enable Natural Science pre-service teachers to develop improvised science-teaching models for a teaching practicum experience?” and “To what extent do the Natural Science pre-service teachers utilise the improvised science-teaching models in their teaching practicum?” Data collection methods such as spontaneous free-response e-mail communications, a focus-group discussion, and the use of photo-voice methodology yielded rich empirical data. The findings revealed how the Natural Science pre-service teachers ultimately engaged with the improvisation principles to develop improvised science-teaching models from low-cost and recycled materials. The paper further describes how the improvised science-teaching models were introduced in the pre-service teachers’ Natural Science lesson delivery as part of a model-based teaching approach. Findings from the study suggest that initial teacher education programs render environmental and contextual consciousness in shaping pre-service teachers for the diverse schooling contexts. The study further suggests that initial teacher education programs be intentional towards structuring module course material to make the skill of improvisation accessible to pre-service teachers as part of their teacher development.
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Vėželytė, Ramunė. "TRIPS, EXCURSIONS, VIRTUAL JOURNEYS IN NATURAL SCIENCES FOR PRE-PRIMARY SCHOOL EDUCATION." Natural Science Education in a Comprehensive School (NSECS) 22, no. 1 (April 15, 2016): 116–20. http://dx.doi.org/10.48127/gu/16.22.116.
Повний текст джерелаАнотація:
Pre-primary school education in natural sciences running in the real and virtual world is applying to pre-primary children and to individual education. Children could be educated with groups at school or outside school premises. Children of contemporary generation Z grow up in the era of digital technology. These children are interested and involved in several activities and change them often. The goal of the teacher is to prepare the projects of natural sciences that let children use digital technology. The latter helps to liven educational process and children could be more interested in the activity. Pre-primary school children create, explore, enjoy, solve problems, think critically, search for information, work together as a team while dealing with investigative, creative and educational work. While sharing the ideas and experience with others, children involve their parents and community of the kindergarten in the activities. Trips, excursions, virtual journeys help the children to express themselves, cooperate, gain self-esteem and rely on others, help to be responsible, strengthen reciprocal relations between nature, child, teacher and society. Key words: pre-primary education, field trips, science education, virtual journeys.
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Salokhitdinova, Navruza. "Development prospects of primary education integration (on the example of exact and natural sciences)." Общество и инновации 2, no. 7/S (August 30, 2021): 221–25. http://dx.doi.org/10.47689/2181-1415-vol2-iss7/s-pp221-225.
Повний текст джерелаАнотація:
This article discusses current state of science integration in primary education reflected in the literature and relevant sources review. In addition, integration of science content review given its meaning and function fully expresses the essence of education. The article also emphasizes importance of correctly established student - teacher relationships in the primary education process and their significant effect on education quality. The research work also puts forward the idea of designing the disciplines’ integration process on the basis of the opinion of teachers and argumentation of the result.
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GRAMATIK, N. "ON ONE OF THE APPROACHES TO THE FORMATION OF THE FUTURE BACHELOR OF NATURAL SCIENCES AS A COMPETITIVE SPECIALIST." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 28 (December 31, 2021): 37–42. http://dx.doi.org/10.33989/2075-146x.2021.28.250335.
Повний текст джерелаАнотація:
Issues of professional training and the formation of a competent teacher of the New Ukrainian School are relevant in the context of educational European integration and require the introduction of scientific innovations that will increase the responsibility of each student for professional choice.
It is well known that competitiveness is a characteristic of the individual, expressed in the ability to survive and win the competition. And a competitive teacher is a person who, thanks to personal and professional qualities, can survive and win in competitive relations in the market of educational services.
Competition as a major form of organization of social and interpersonal interaction, primarily aimed at ensuring the quality of education, bringing educational systems closer to the parameters of European standards. That is why the formation of the competitiveness of the future bachelor of natural sciences is a priority of higher pedagogical education in Ukraine.
Given the above, the competitiveness of the future bachelor of natural science should be considered at two levels: personal (mobility, adaptability, communication, independence, adaptability, purposefulness, values and attitudes, critical thinking, ability to self-knowledge, self-development, and self-education) and professional (reflexivity, creativity, goal setting, forecasting, and design).
In addition, an important determinant of the competitiveness of the modern teacher of natural sciences is the ability to solve non-standard professional tasks, which is a necessary condition for self-realization in the profession, the discovery of potential and natural abilities.
Thus, the development of a competitive personality of a future teacher of natural sciences is the development of a reflective personality with positive psychoenergetic potential, able to organize, plan their activities and behaviour in dynamic situations, a person with a new style of thinking, unconventional approaches to problem-solving, adequate response in non-standard situations.
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Lamanauskas, Vincentas, and Dalia Augienė. "SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS OF SCIENCES AT UNIVERSITY: SIGNIFICANCE, READINESS, EFFECTIVENESS AND CAREER ASPECTS." Journal of Baltic Science Education 15, no. 6 (December 15, 2016): 746–58. http://dx.doi.org/10.33225/jbse/16.15.746.
Повний текст джерелаАнотація:
Scientific research activity (SRA) of the future nature subject teachers during university studies is a significant their professionality / skilfulness component. Teacher research activity at school and education quality improvement are directly related. On the other hand, teacher as a researcher (research) competence is formed not only during studies at university or performing pedagogical practices, but also during continual professional improvement activities, as for example, reflexive research. It is obvious, that learners’ scientific research activity is one of the main activity directions in natural science education process. Such activity effectiveness, and also natural science education quality for the most part guarantees properly prepared teacher. A qualitative research was performed, in which 84 two Lithuanian university bachelor and master study programme students participated. The main research aim is to analyse SRA significance to teacher profession, contribution to professional readiness, and also to evaluate study process favourableness to scientist (researcher) career choice and personal student readiness for SRA. Data analysis was carried out applying content analysis method. It has been stated, that the biggest part of respondents relate SRA with professional improvement, and essential such activity contribution is professional readiness improvement (knowledge acquisition, experience and competence development). It has been fixed, that study process is partly favourable, however unsuitable conditions, teachers’ lack of interest and unfocused orientation to career hinder its improvement. Regardless of the fact that 50 % of research participants evaluated their personal readiness to participate in SRA as improper, still the attitude to researcher career remains positive. Key words: qualitative research, scientific research activity (SRA), teacher education, university students.
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Lamanauskas, Vincentas, Violeta Šlekienė, and Loreta Ragulienė. "NATURAL SCIENCE AND MATHEMATICS TEACHERS COLLABORATION: PROJECT „MaT²SMc“." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 88–95. http://dx.doi.org/10.48127/gu/14.20.88.
Повний текст джерелаАнотація:
The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). Partners of the project are: Palacky university, Faculty of Science (Czechia); University of Nicosia (Cyprus), University of Vienna, Faculty of Mathematics (Austria), University of Šiauliai, Natural Science Education Research Centre (Lithuania), University of Sunderland, Faculty of Education & Society (UK), Constantine the Philosopher University in Nitra, Faculty of Natural Science (Slovakia), University of Palermo, Faculty of Educational Studies (Italy). During the project implementation it is expected to develop didactic materials in a real European context. There is a dire need to strengthen the learning of basic skills in mathematics and science by fostering and promoting collaboration among the teachers. There are at least three main activities: common lesson planning, collaborative projects and team-teaching. Dissemination of project results will be very important for the partners. In all participating countries the knowledge and skills learned under the project will be distributed to all the target groups, for example, universities, students and teachers, schools. All partners believe that the outputs of the project will be useful in all science teacher training institutions in EU countries. Key words: international project, mathematics and science teachers, natural science education, teacher training.
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Cruz, Roseildo Nunes da, Leandro Carbo, and Marcos Vinicius Ferreira Vilela. "Formação de Professores no IFMT: um Estudo Sobre o Histórico, Perfil do Egresso e a Organização Curricular de Licenciaturas em Ciências da Natureza – Habilitação em Biologia." Revista de Ensino, Educação e Ciências Humanas 22, no. 3 (September 30, 2021): 346–54. http://dx.doi.org/10.17921/2447-8733.2021v22n3p346-354.
Повний текст джерелаАнотація:
ResumoNas últimas décadas foram propostas algumas iniciativas de reformulação dos programas de formação de professores de Ciências. Dentre elas, destacamos a implantação das Licenciaturas em Ciências da Natureza. Esses cursos têm como finalidade principal formar professores aptos a ensinar Ciências nos anos finais do ensino fundamental, sendo que alguns também ofertam habilitações para os campos disciplinares das Ciências da Natureza (Química, Física e Biologia). Em vista disso, o presente trabalho tem por objetivo conhecer o histórico, o perfil esperado do egresso e o modo de organização curricular de duas licenciaturas em Ciências da Natureza, com habilitação em Biologia, ofertadas pelo Instituto Federal de Mato Grosso (IFMT). Quanto à metodologia, utilizou-se a abordagem qualitativa, mediante um estudo exploratório e descritivo com base na análise documental dos projetos pedagógicos dos cursos supracitados. Por meio estudo realizado, foi possível perceber que essas licenciaturas almejam formar professores habilitados a lecionar os componentes curriculares de Ciências (ensino fundamental) e Biologia (ensino médio). Quanto aos objetivos de formação, depreende-se que eles se comprometem em ofertar uma formação docente que contribua com a ressignificação das práticas pedagógicas no ensino de Ciências da Natureza. No que tange à organização curricular, as licenciaturas se organizam em duas etapas: na primeira metade do curso, são ofertadas disciplinas voltadas à formação do professor de Ciências e, na segunda metade, disciplinas voltadas à formação de professores de Biologia. Todavia, entendemos que essa divisão do currículo possa se tornar um empecilho à oferta de uma formação interdisciplinar. Palavras-chave: Formação Docente. Professores de Biologia. Ensino de Ciências da Natureza. Institutos Federais. AbstractIn recent decades, some initiatives have been proposed for the reformulation of science teacher training programs. Among them, we highlight the implementation of Degrees in Nature Sciences. The main purpose of these courses is to train teachers able to teach Science in the final years of elementary school, and some also offer qualifications for the disciplinary fields of Natural Sciences (Chemistry, Physics and Biology). In view of this, the present work aims to know the history, the expected profile of the graduate and the way of curricular organization of two degrees in Natural Sciences, with specialization in Biology, offered by the Federal Institute of Mato Grosso (IFMT). As for the methodology, a qualitative approach was used, through an exploratory and descriptive study based on documental analysis of the pedagogical projects of the aforementioned courses. Through a study carried out, it was possible to see that these degrees aim to train teachers qualified to teach the curricular components of Science (primary education) and Biology (high school). As for the training objectives, it appears that they are committed to offering teacher training that contributes to the redefinition of pedagogical practices in the teaching of Natural Sciences. Regarding the curricular organization, the degrees are organized in two stages: in the first half of the course, subjects aimed at the formation of Science teachers are offered and, in the second half, subjects aimed at the formation of Biology teachers. However, we understand that this division of the curriculum can become an obstacle to the offer of an interdisciplinary training. Keywords: Teacher Education. Biology Teachers. Teaching of Natural Sciences. Federal Institutes.
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Saputro, Budiono. "PENINGKATAN KOMPETENSI PEDAGOGIK GURU IPA BERBASIS PENDIDIKAN AGAMA ISLAM MELALUI ALAT PERAGA IPA KONTEKSTUAL DI MI KECAMATAN NGABLAK, MAGELANG." INFERENSI 6, no. 2 (September 21, 2015): 203. http://dx.doi.org/10.18326/infsl3.v8i1.203-224.
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The aim of this study is to determine the improvement of pedagogic competence science teacher based of Islamic education at Isalamic elementary School through the implementation of training management model contextual equipment science with the use of the natural surroundings. This research is a quantitative study. Instrument research was a questionnaire, interview sheet, pretest, posttest, and the observation sheet. The results of this study was pedagogic competence science teacher based Islamic Education at Islamic elementary School at Magelang regency, Ngablak subistrict is effective increased through the implementation oftraining management model contextual equipment science with the use of the natural surroundings as His grace revealed to man. Increased the ability of science teachers can be seen from the results of the pre-posttest through paired t test significance 0.000 < 0.05, the observation capabilities of teachers used contextual equipment science for science teacher based of Islamic education in the post-training schools was competent results.
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Bilyk, Valentyna, Iryna Udovychenko, Lesia Vysochan, Kateryna Kyrylenko, Nadiia Stetsula, and Svitlana Gvozdii. "Modernization of Natural Science Education in the Context of Teacher Training." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1Sup1 (March 24, 2022): 25–48. http://dx.doi.org/10.18662/rrem/14.1sup1/535.
Повний текст джерелаАнотація:
The article states about the personal readiness of future psychologists to use the latest interactive and information technologies in order to improve natural science training in the framework of the integrative acquisition of professional competencies. For this purpose, the expediency of post-non-classical integration of the humanitarian and natural components in the field of psychology was investigated, the relevance of Coworking, BarCamp, and Workshop technologies was reasoned. The readiness of future psychologists to use these technologies after passing advanced training of scientific and scientific pedagogical personnel abroad has been studied using sociological methods. The purpose of the article is to clarify the presence of personal motivation for innovative, integrative, interactive and informational improvement of professional natural science competencies aiming to improve the transformational processes of higher education in Ukraine. A theoretical analysis of the modern natural-scientific training of future psychologists with the identification of promising aspects and a sociological analysis (survey) were chosen as research methods. The analysis showed the need for personal awareness and interactive and information-oriented education. The result of sociological research is the manifestation of divergence between the understanding of the need to use information and communication technologies and mainly personal obstacles to their use. The international significance of the article lies in the fact that its conclusions can be used in modeling innovative conditions for the advanced training of teachers of natural sciences in the countries of “late democracies”.
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Olufsen, Magne, Solveig Karlsen, Monica Andreassen, and Andy Sortland. "Norske masterutdanninger i naturfag for grunnskolelærere – store variasjoner i omfang på masteroppgaver og fagsammensetningNorwegian master educations in natural science for lower secondary school." Nordic Studies in Science Education 11, no. 3 (November 2, 2015): 293–303. http://dx.doi.org/10.5617/nordina.948.
Повний текст джерелаАнотація:
English title: Norwegian master educations in natural science for lower secondary school – large differences in courses offered and size of master thesisCurrently, the majority of students in lower secondary school teacher education take a four-year education in Norway. From 2017 this education will be prolonged to a five-year master education. In connection to this, there is an ongoing debate in Norway about the content of the new teacher education programs. In 2010, the Arctic University of Norway (UiT) began the first integrated five-year master education for lower secondary teacher education students in Norway. This program is described in the article, with a focus on the subject natural science in the 5–10 level education. UiT has made progress regarding the difficult link between the student’s school practice and their education at the University. As teacher educators, we experience that the new education also seems to give the students a higher identity and motivation towards teaching natural science. There are four teacher education colleges/universities in Norwegian offering a master degree in natural science/pedagogical content knowledge for teachers in lower secondary school. These master educations are relatively different in structure, and especially the subjects offered and the size of the master thesis is considerably different.
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Sabri, Tahmid. "Performance Effectiveness of Natural Science Using Productive Assessment Instruments at PGSD FKIP UNTAN." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 1, no. 1 (February 6, 2018): 28. http://dx.doi.org/10.26418/jp2d.v1i1.4.
Повний текст джерелаАнотація:
This research started from "whether effective learning performance of Natural Sciences student using productive assessment instrument in PGSD FKIP Untan Pontianak?". This study aims to get a picture of the effectiveness of the performance of Natural Science Learning using productive assessment instruments in PGSD (Primary School Teacher Education). The method used is descriptive with a qualitative approach in the form of class research. The results obtained turns out when compared with the learning of Natural Sciences without using instruments of productive assessment, activity and result of students in learning have increased significantly. The hope of this research results can contribute to the improvement of the quality of natural science learning in PGSD which has implications on the acquisition of student learning in elementary school.
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Gramatyk, Nadiia. "The danube river as an activation factor of the ethnopedagogical component of general cultural competence of bachelors in natural sciences." EUREKA: Social and Humanities, no. 2 (April 5, 2021): 44–51. http://dx.doi.org/10.21303/2504-5571.2021.001759.
Повний текст джерелаАнотація:
In accordance with the European parameters of professional training of the new formation of educators, it is mandatory to emphasize the problem of forming in the future teacher the basic competencies of modern human, including an ethnocultural one. The value of this format of professional training is the focus of competence-oriented content of education on the formation of life and worldview of the future teacher, as well as his/her professional self-development. Ethnopedagogical component of training of future bachelors of natural sciences is of particular importance in the implementation of the concept of specialized training in high school and is one of the indicators of professional readiness to implement the multicomponent component of the content of modern natural education. Ethnopedagogy as a component of modern pedagogical science is a powerful resource for the formation of general cultural competence of the future teacher, which reflects a certain level of his/her professional readiness for teaching in the context of interaction of natural and social environments, to emphasize semantic and ideological aspects, to highlight the dominance of new values.
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Korozhneva, Lyudmila. "NATURAL SCIENCE EDUCATION: PROBLEMS AND INNOVATIONS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 3 (December 15, 2013): 4–6. http://dx.doi.org/10.48127/gu-nse/13.10.04b.
Повний текст джерелаАнотація:
Development of education system in various countries is based on some definite con-cepts which form its methodological foundation. Those include systematic, activity, subject, competence, learner-centered and culturological approaches. Natural science education is one of the education areas changing much more rapidly than the others; and the directions of these changes depend on the problems comprehension and selection of approaches to their solution. Content of natural science education and the process of its learning are among the problems whose solution could facilitate students’ cognitive activity. The content of natural science education of schoolchildren is presented in the textbook “The World around Us”. There are more than ten alternative editions of textbooks recom-mended for teaching in schools nowadays. Therefore we face the need to develop a system of basic (supportive) knowledge that could enable the schoolchildren to continue their natural science learning at the next stage. The present article gives a brief characteristic of basic knowledge on the school subject. The appropriate learning process organization is vital for the basic knowledge included in the educational programs and textbooks to become the supportive means in schoolchil-dren’s activity. It should be noted that while the content of education is pre-determined, a teacher determines the process of its learning and chooses the methods of teaching. Good results in natural science education could be achieved provided that the teacher’s activity is innovative and focused on educational process improvement. Scientists and teachers search innovative ways of teacher-student interaction as well as support for student’s position as the subject of the learning process. Keywords: methodological foundation, the content of natural science education, the basic knowledge, innovations.
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Yarinovsky, Boris, and Ilmars Kangro. "ENGINEERING STUDENTS’ ATTITUDE TO NATURAL SCIENCES EDUCATION." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 211–23. http://dx.doi.org/10.48127/gu/14.20.211.
Повний текст джерелаАнотація:
In recent years, school teachers as well as teachers at universities have noticed a negative trend and admit that the ratio of students in the natural sciences (NS) is being reduced, and this is a topical issue not only in Latvia, but also in other countries. The findings of the study carried out by the authors reveal that the interest of the school students regarding the natural sciences depends not only on the quality of teaching, but also on the attitude to the natural sciences in society in general. The youth, entering higher education institutions, is completely unmotivated to study NS courses. Furthermore, entrepreneurs complain that the graduates of engineering faculties have poor knowledge in the area of natural sciences. The main reasons for the negative attitude to mathematics, physics, chemistry and biology of former school students, now students of the 1st and 2nd courses of the Faculty of Engineering at Rezekne Higher Education Institution were identified. The authors have worked out recommendations to improve young people's attitude to science education, by improving the quality of teaching in schools, optimizing the study process in schools, introducing changes concerning the state policy in the field of natural science education. Key words: engineering students, Rezekne Higher Education Institution, attitude towards natural science education.
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Oviana, Wati. "PENGEMBANGAN SIKAP SPIRITUAL ISLAMI DAN KETRAMPILAN PROSES SAINS SISWA DALAM PEMBELAJARAN IPA DI MADRASAH IBTIDAIYAH KRUENG SABEE ACEH JAYA." Jurnal Ilmiah Didaktika 17, no. 1 (July 19, 2017): 101. http://dx.doi.org/10.22373/jid.v17i1.1588.
Повний текст джерелаАнотація:
One of the aims in learning natural science is to lead the students have a strong belief of a greatness of God and also to develop their skill of natural science. For that reason, in natural science teaching-learning process, a teacher has to develop students’ spiritual attitude and process skill in order to reach curriculum demand. This study aims to have information about teachers’ ability in developing students’ Islamic spiritual attitude and process skill based on their lesson planning and learning process of natural science classroom at Madrasah Ibtidaiyah Krueng Sabee. The research method used was descriptive method. The instrument of the research was an analysis guide of RPP to find the ability of teacher in developing spiritual attitude and natural science process skill in RPP; a learning observation sheet to find the ability of the teachers in developing spiritual attitude and natural science process skill in learning process; and an interview guide to find the teachers’ obstacles in developing spiritual attitude and natural science process skill as a support data. The data was analyzed by using percentage which later was described based on the research questions. The study found that the teachers’ ability in developing spiritual attitude was still very low with percentage 0%; meanwhile, the ability of teachers in developing spiritual attitude in learning process was variety for each activity; Only at the beginning activities, the teachers were able to develop spiritual attitude with percentage 100%; for final activities, the result was 50% and for core activities was 0%. The teachers’ ability of sainsprocessskill was also not good as not all the teachers were able to develop a complete KPS indicator in both RPP and learning process.
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Lira, Luis Alberto Núñez, Lida Violeta Asencios Trujillo, Lucia Asencios Trujillo, Carlos Jacinto La Rosa Longobardi, and Óscar Alberto Urbano Ayala. "Inverted Classroom and Learning of Natural Sciences in High School Students in Times of Pandemic." NeuroQuantology 20, no. 5 (May 18, 2022): 539–46. http://dx.doi.org/10.14704/nq.2022.20.5.nq22206.
Повний текст джерелаАнотація:
The inverted classroom is a methodology that allows learning drivers to adapt efficiently, and in a multidisciplinary way, to the contents of the area we practice, to the objectives and to the abilities of the student, generating commitments from both the teacher and the student for their professional success. For the research, a quasiexperimental methodology was used with a student population of fifty young people of both sexes, with a control and experimental group, for whose execution four didactic procedures were carried out with their respective input-output evaluations. The analysis of variance (ANOVA) showed the permanent improvement in the learning of natural sciences with increasing trends (means) and decreasing trends (standard deviation); that is, better learning and the homogenization of the group. Studies on the subject have shown its effectiveness in learning processes and where positive reactions as well as reorientation of students are evident.
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Gramatik, Nadezhda. "The professional training of a future biology teacher: basic theories of natural scientific discourse." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 76–82. http://dx.doi.org/10.33310/2518-7813-2019-66-3-76-82.
Повний текст джерелаАнотація:
The dynamic development of modern society dramatically changes the educational orientations and priorities. This is especially true of the higher education system, which must respond in a timely manner to the new challenges for the preparation of competitive future professionals. The renewal of the philosophy of school natural education, due to the need for its correlation with the current level of scientific knowledge, as well as with the realities of the modern world. In this connection, there is a problem of professional training of the future biology teacher of the new formation, oriented on innovative pedagogical activity. The recognition of the modern teacher as the subject of innovative changes defines new targets in his vocational training system. The problem of professional training of the future biology teacher does not lose its relevance. The new paradigm of science education necessitates constructive changes in the professional training of the future teachersubjectist. First of all, the process of becoming a future teacher should be professionally and pedagogically oriented. An important component of the professional development of a modern biology teacher is his personal qualities formed in the process of pedagogical training that determine the professional orientation of the future specialist. In this regard, the professional training of the future teacher of the natural sector should integrate in the content of higher education the idea of developing the creative potential of the student's personality, the recognition of students as subjects of the educational process. And the process itself, the formation of the professional competence of the future teacher, should be guided by modern natural science knowledge. The peculiarity of teaching biology in high and high school requires the modern teacher to have specific qualities, which in the conditions of the New Ukrainian School are of particular relevance. Among the most significant are the responsibility of the teacher for the results of his teaching activities. At present, the modern school is waiting for a teacher of a new formation, which is characterized by creative thinking, innovative pedagogical activity, the ability to self-reflection, which significantly expands its role functions. The development of new directions in the training of biology teachers objectively requires a rethinking of the content, forms and methods of pedagogical education, development of new approaches to teaching. In addition, the focus on European educational standards, necessitates the study of foreign teacher training experience in the context of innovation. Thus, the European vectors for the development of higher education in Ukraine necessitate changes in the methodological and psychological-pedagogical foundations of modern higher education of future biology teachers. It is the practice-oriented character of the pedagogical training of the future teacher that will provide the updating of the content of the system of vocational training of future teachers, which will significantly increase its competitiveness.
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Augustinovič, Agata. "Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers." Pedagogika 136, no. 4 (December 20, 2019): 141–52. http://dx.doi.org/10.15823/p.2019.136.9.
Повний текст джерелаАнотація:
The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to effectively educate children with special educational needs in general education schools. In the survey participated 146 teachers of nature study, who have experience in working with students with special educational needs. The results of the study revealed that teachers rely on the provisions of the Teachers’ Ethics Code to encourage students to work independently and persistently. This is a very new insight, as the Teachers’ Ethics Code was approved only on 11 June 2018 by order No. V-561 of the Minister of Education and Science. From the teachers’ point of view, for students with special educational needs to increase learning motivation teachers use interesting innovation teaching methods, practical work, use of ICT, creation of educational environments, oral and written honors, gratitude. Also, they use fair evaluation, better marks for progress, even if it is small, adopted tasks, create the conditions for success, pursuit to raise interest, attention, encouragement, communication, cooperation.
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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION PROCESS IN PRIMARY SCHOOL: ORGANISATION AND IMPROVEMENT ASPECTS." Natural Science Education in a Comprehensive School (NSECS) 24, no. 1 (April 15, 2018): 24–32. http://dx.doi.org/10.48127/gu/18.24.24.
Повний текст джерелаАнотація:
Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania. It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school. Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best. The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools. The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index). Respondents consider resources/equipment the most important way of natural science education process improvement. Teacher professional improvement possibilities are considered the least important way of improvement. Lessons based on research (or other educational activities) are not considered a very important way of natural science education improvement. More exhaustive research are necessary in future for analysing primary school teacher natural science competence problems, also seeking to better understand experimental-research activity organisation peculiarities in education process. Keywords: pilot research, primary school, professional improvement, science education.