Perceptions Of Pre-service Science Teachers Research Articles

Teaching Sustainability in Science Education: Pre-Service Science Teachers’ Perceptions of the Role of Indigenous Knowledge

Encouraging sustainability in science education demands a collaborative approach, involving the integration of diverse knowledge systems, including indigenous and formal scientific knowledge. Nevertheless, educators’ perceptions of these knowledge systems are crucial factors to consider. This study investigated the perceptions of pre-service science teachers about the role of indigenous knowledge in promoting sustainability science education. The study was conducted at the Department of Integrated Science Education University of Education Winneba, Ghana and predominantly adopted a qualitative approach. A sample size of 54 Level 300 undergraduate pre-service science teachers were purposively chosen. These pre-service teachers have engaged with the science curriculum and syllabus through on-campus peer teaching and are prepared to take their internships in the country’s various second-cycle institutions. Emphasis is laid on the teaching of science to promote education for sustainable development in these institutions. Data were collected through an online questionnaire comprising open- and closed-ended items. The closed-ended items were quantified and analysed for clearer inference whereas thematic analysis was employed for qualitative data. The findings of the study established pre-service teachers’ affirmation of the potential of indigenous knowledge in providing education for sustainability if integrated into the teaching of science. The study recommended targeted interventions including the integration of indigenous knowledge into pre-service science teachers’ curriculum, training programmes, workshops, courses and campaigns aimed at increasing awareness, fostering positive attitudes, and promoting understanding and appreciation of indigenous knowledge and its role in sustainability.

Perceptions of Pre-service Science Teachers in Indonesia about the Greenhouse Effect (GHE)

Tackling climate change is one of the Sustainable Development Goals (SDGs) and concerns the world community. The greenhouse effect (GHE) is the primary source of global warming and influences climate change. This exploratory research aims to explore the perceptions of pre-service science teachers in Indonesia about the GHE. The study's participants were 265 Indonesian pre-service science teachers. Research data was collected through a questionnaire. The questionnaire consists of three open questions and 36 statements with multiple-choice responses. The open-ended inquiry is coded, and the resume is shown as a mind map. The remaining questionnaire results were examined using descriptive statistics. Based on the analysis results, it can be concluded that most prospective teachers have not been able to describe the process of GHE in detail, and there are still several misperceptions. Prospective teachers must have the correct perception of the topics they will teach their students in the future, so the implications of this research are recommendations for institutions and teaching lecturers in teacher education to discuss GHE topics in more detail and ensure there are no misperceptions.

Perceptions of pre-service science teachers toward teaching STEM from suburb University in Thailand

Perceptions of pre-service science teachers toward teaching STEM from suburb University in Thailand

Determining pre-service science teachers’ perceptions of science, nature of science, and the relationship between them

Besides being a necessity for science education, understanding the nature of science and the concept of science also facilitates individuals’ daily lives and affects their decisions as conscious citizens. This study aims to determine the pre-service science teachers' perceptions of science and their views on the nature of science and the relationship between them. The study was carried out with prospective science teachers from different undergraduate levels. Perception of Science Questionnaire and Views on Nature of Science Questionnaire were used as data collection tools. The views on the nature of science were coded as unacceptable, partially acceptable and acceptable and statistical analyses were carried out accordingly. Pre-service science teachers’ views on the nature of science were found to be unacceptable and partially acceptable. Nature of science views generally showed a positive tendency throughout the undergraduate education. The metaphors obtained from the concept of science were analyzed by content analysis. The metaphors obtained were categorized as dynamic, guiding, cumulative, requirement andinfinite. According to the results, the perceptions of pre-service science teachers were positive, but also showed some deficiencies and misconceptions. Finally, pre-service science teachers’ choice of metaphors, although not statistically significant, differed according to their grade level. No statistically significant relationship was found between pre-service science teachers' views on nature of science and their perceptions of science.

Analysis of Environmental Risk Perceptions and Scores of Preservice Science Teachers in Terms of Some Variables

This research aims to determine the environmental risk perceptions of preservice science teachers (PSTs) and compare their risk scores in relation to different variables. The research participant group consisted of PSTs (N = 205) from the Faculty of Education in the Department of Science Education at Bolu Abant İzzet Baysal University in Turkey. The environmental risk perception scale (ERPS) was used as a data collection tool and the environmental risk perception interview form (ERPIF) was used during the interviews. A survey model was used in the research. An enriched design in which quantitative and qualitative analyses were used together was included. Quantitative results from the research show “radiation,” “factory waste,” and “hazardous (chemical) waste,” as environmental problems that PSTs consider the riskiest. The least risky environmental problems were “overgrazing of animals in meadows and pastures,” “commercial fishing,” and “open mining.” According to the qualitative interview results, “air pollution” and “factory waste” were seen as the riskiest environmental problems, while “environmental waste” was considered the least risky environmental problem. In addition, while the females had a higher environmental risk perception than the males, there was a significant difference between the 3rd and 4th levels with 4th level PSTs favoring a higher environmental risk perception. There was no significant difference between the environmental risk perception scores of the PSTs depending on whether they took an environmental course or not; neither was there any significant difference issuing from the educational status of PSTs’ parents.

FEN BİLGİSİ ÖĞRETMEN ADAYLARININ SAĞLIKLI BESLENME ALIŞKANLIKLARI İLE İLGİLİ ALGILARININ İNCELENMESİ

Çalışmanın amacı fen bilgisi öğretmen adaylarının beslenme alışkanlıkları, sağlıklı beslenme alışkanlıklarının kazanılmasını etkileyen faktörler, bireysel olarak sağlıklı beslenme alışkanlıklarının nasıl oluştuğu konularındaki algılarını belirlemektir. Çalışma kapsamında, fen bilgisi öğretmen adaylarına yöneltilen açık uçlu sorularla, katılımcıların beslenme alışkanlıklarının nasıl şekillendiği, kendi beslenme alışkanlıklarını nasıl değerlendirdikleri ve öğretmen olarak kendilerini konu ile ilgili rol model olarak görüp görmedikleri değerlendirilmiştir. Bu çalışma, nitel araştırma yönteminin durum çalışması deseninde tasarlanmıştır. Çalışma grubu, 2020-2021 eğitim öğretim yılı bahar döneminde bir devlet üniversitesinde fen bilgisi eğitimi bölümünde öğrenim gören 24 öğretmen adayından oluşmaktadır. Araştırmada amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Veriler açık uçlu yarı yapılandırılmış sorulardan oluşan görüşmeler yolu ile toplanmıştır. Görüşme sırasında açık uçlu dokuz sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. İçerik analizi ile veriler analiz edilmiş, temalar, kategoriler ve kodlar oluşturulmuştur. Çalışmanın bulguları, öğretmen adaylarının sağlıklı beslenme alışkanlıklarının farkında olduklarını, kendi beslenme alışkanlıklarının oluşmasında en önemli faktörün aile olduğunu, aileden sonra ilk ve ortaokulda öğretmenlerin ve okul ortamının bireylerin sağlıklı beslenme alışkanlıklarını etkileyebileceğini düşündüklerini, beslenme ile ilgili en yaygın kaynak olarak interneti kullandıklarını, sağlıklı beslenmediklerini ve konu ile ilişkili olarak kendilerini öğrenciler için rol model olarak görmediklerini ortaya koymuştur. Öğretmen adaylarının, beslenme tercihlerinde sağlığı gözeterek seçim yapmadıkları ve bilgiye rağmen sağlıksız beslendikleri görülmüştür.

A study on the perceptions of pre-service science teachers about 21st century skills and educational environment required for future science education

A study on the perceptions of pre-service science teachers about 21st century skills and educational environment required for future science education

Preservice Science Teachers’ Perceptions towards Scientists

The aim of the research is to determine the perceptions of preservice science teachers, participated course named History and Nature of Science taught with explicit-reflective approach, towards scientists. It is also to reveal the expectations of participants from the scientists in the context of social contribution. For this aim the study is planned in a phenomenological design. Participants of the study consisted of 32 science teachers who were studying in the 3rd grade. In the research process, video demonstrations, lecturing by questioning and answering methods, article review studies, activities related to the nature of science and sharing reflections about the activities were done. In this way, participants were provided with the necessary prerequisite knowledge within the scope of the study. Drawing, “A New Society” activity questions and structured interview form were used as data collection tools. Content analysis technique was used in the analysis of the data obtained in the study. As a result of the analysis of the data, preservice teachers' perceptions about scientists were found to be compatible with the literature in the categories of physical and personal characteristics, study areas, working environments and social contribution of scientists. However, differently the literature, scientists' perceptions regarding their gender are perceived equally rates for women and men.

Fen Bilgisi Öğretmen Adaylarının Çevre Eğitimi Öz-yeterlik Algılarının Farklı Değişkenler Açısından İncelenmesi

Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının çevre eğitimi konusundaki öz-yeterlik algılarının farklı değişkenler açısından incelenmesidir. Araştırmanın örneklemini, 225 fen bilgisi öğretmen adayı oluşturmaktadır. Verilerin toplanmasında, Özdemir, Aydın ve Akar-Vural (2009) tarafından geliştirilen “Çevre Eğitimine Yönelik Öz-yeterlik Algı Ölçeği” kullanılmıştır. Verilerin analizinde SPSS 21.0 kullanılmıştır. Araştırmanın sonucuna göre; fen bilgisi öğretmen adaylarının çevre eğitimine yönelik öz-yeterlik algılarının orta seviyede olduğu; “Öğretici Yetkinlik Algısı” alt boyutu dışında cinsiyete göre anlamlı bir farklılığın olmadığı, sınıf seviyesine göre ise tüm alt boyutlarda anlamlı farklılıkların olduğu belirlenmiştir. Ayrıca, çevre eğitimi dersi alan fen bilgisi öğretmen adaylarının algılarının, dersi almayanlara göre yüksek olduğu görülmektedir.

The metaphoric perceptions of pre-service science teachers to the concept of “biology laboratory”

The metaphoric perceptions of pre-service science teachers to the concept of “biology laboratory”

Examining the Metaphoric Perceptions of Preservice Science Teachers Concerning the Concept of Project

Bu araştırmada, fen bilgisi öğretmen adaylarının “proje” kavramına ilişkin algılarını metaforlar aracılığıyla belirlemek amaçlanmıştır. Araştırmada, nitel araştırma yöntemi desenlerinden fenomenoloji deseni kullanılmıştır. Araştırmanın çalışma grubunu 2018-2019 eğitim öğretim döneminde bir devlet üniversitesinde 1. 2. 3. ve 4. sınıfta öğrenim gören 196 fen bilgisi öğretmen adayı oluşturmaktadır. Veriler, öğretmen adaylarının “Proje …gibidir. Çünkü…” ifadelerine verdikleri cevaplara göre toplanmıştır. Verilerin analizinde içerik analizi kullanılmıştır. İçerik analizi sonucu elde edilen metaforlar kategoriler şeklinde ifade edilmiştir. Bu kapsamda toplam on kavramsal kategori oluşturulmuştur. Bu kategoriler; “Üreten ve yol gösteren”, “Çaba gösterme”, “Hayatı kolaylaştırma”, “Çözüm üretme”, “Süreç”, “Tasarım”, “Mutluluk kaynağı”, “Öğrenmeye yardımcı”, “Gereksiz/faydasız”, ve “İhtiyaç” şeklindedir. Öğretmen adaylarının proje kavramına yönelik ürettikleri metaforların en çok “Süreç” (%23.46) kavramsal kategorisi altında yer aldığı tespit edilmiştir. Bu kategori altında yer alan metaforlar incelendiğinde öğretmen adaylarının, projenin belli bir süreç içerdiğini ve bu süreç iyi yönetildiğinde bir çok fayda sağladığını metafor formunun gerekçe kısmında ifade ettikleri görülmüştür. Bununla birlikte 1. ve 2. sınıf öğretmen adayları “Süreç”, 3. sınıf öğretmen adayları “Çaba gösterme” ve 4. sınıf öğretmen adayları ise “Üreten ve yol gösteren” kategorisi altında daha çok metafor üretmişlerdir. Buradan hareketle fen bilgisi öğretmen adaylarının proje ve proje çalışmalarına yönelik olarak olumlu bir algıya sahip oldukları söylenebilir. Elde edilen bu sonuçlara yönelik gerekli önerilerde bulunulmuştur.

The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change

<p>The global climate phenomenon in the context of climate change is the impact of both the dynamic complex climate system and human behaviors that affect environmental sustainability. Human is an important component that should be considered in science teaching that is believed to improve human attitudes towards the environmental sustainability. The research aims to investigate the perceptions of pre-service science teachers and science teachers in South Sumatra who teach climate change and global warming. The data were collected from 17 science teachers and 53 pre-service science teachers from April to August 2016. The instruments were 17 modified questions which were developed from Pruneau’s framework. There are three linear perceptions regarding climate change. First, greenhouse effect causes global warming and global warming causes climate change. Second, ozone leakage causes global warming and global warming causes acid rain. Third, greenhouse effect causes ozone leakage and ozone leakage causes global warming; then it causes climate change and other climatic phenomena. Both pre-service science teachers and science teachers argue that climate change is caused by global warming. Actually, climate change is not only global warming but also global cooling. Those phenomena occur because of interactions among climate system components. They do not believe that education is able to change human attitudes in saving environmental sustainability from global climate change disasters. They believe that media give stronger effects than teachers in shaping those perceptions. Factually, most of wrong perceptions come from media.<br /><br /><br /><br /></p>

Determining the perceptions of pre-service science teachers regarding environmental problems through word association

In this study, Word Association Test (WAT) was administered to 123 people in order to determine the perceptions of pre-service science teachers regarding environmental problems. “Environmental Problems” was given as a key word to the pre-service teachers, and they were asked to write what came to their minds on WAT and make one sentence about this concept. The responses concerning the key word were examined under six themes: “causes”, “effects”, “types”, “measures”, “worry/pessimism”, and “other”. The pre-service teachers were seen to have stronger cognitive structures about the causes of environmental problems in comparison to other themes. Most participants confused the concepts of environmental problem and environmental pollution. They mostly focused on the effects of environmental problems on human beings and had worry and pessimism. Emphases laid by the pre-service teachers on environmental awareness, consciousness, and love in regard to the measures that can be taken against environmental problems demonstrate that they think education is important for the solution of environmental problems. The research results reveal that perceptions regarding environmental problems are not adequate among the pre-service science teachers. This lack of perception among the pre-service science teachers, who are to play an important part in raising environmental awareness, can be eliminated only through an effective environmental education. Keywords: Perception of Environmental Problems, Environmental Education, Science, Word Association, Pre-Service Teachers

Perceptions and Competence of Turkish Pre-service Science Teachers with regard to Entrepreneurship

The aim of this study is both to determine the perceptions of pre-service science teachers towards the concepts of entrepreneurship and entrepreneurial characteristics and to investigate the perceptions of pre-service science teachers regarding transferring the entrepreneurial characteristics to students. This study is designed as a qualitative study and a phenomenological research approach is used. A total of 12 pre-service science teachers from grades 5 to 8 participated in the study. Data were gathered through the use of semi-structured interviews. The data were evaluated through both descriptive and content analysis. The results show that the perceptions of the 12 pre-service science teachers indicated a limited and inadequate understanding of the concept of entrepreneurship, based on their interviews. From these results, it can be said that there is a need to develop educational content in such a way as to increase pre-service science teachers’ knowledge and experience with regard to entrepreneurship in science teacher training.

Development of a TPACK Self-efficacy Scale for Preservice Science Teachers

Today, it is of great importance that teachers have pedagogical and technological knowledge in addition to content knowledge. For this reason, the present study aims to develop a TPACK self-efficacy scale for preservice science teachers by following the theoretical framework of technological pedagogical and content knowledge (TPACK), as suggested by Koehler and Mishra (2006). The scale consists of seven subscales, which are technology knowledge (TK), pedagogy knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPCK) with a total of 55 items. A total of 467 preservice science teachers from four different universities in Turkey participated in the study. The Cronbach's alpha reliability coefficient of the scale was calculated as 0.969. Following the modification suggestions, confirmatory factor analyses showed that the model fit the scale adequately. The study found significant differences between the bottom and top groups; this shows the sufficiency of the items’ discriminatory powers. As the result of these analyses, it was found out that the scale had the necessary properties required for measuring the TPACK self-efficacy perceptions of preservice science teachers.

The Impact of Inquiry Based Instruction on Science Process Skills and Self-efficacy Perceptions of Pre-service Science Teachers at a University Level Biology Laboratory

The aim of this study is to determine the influence of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills. The quasi experimental model with pre-test-post-test control group design was used as an experimental design in this research. The sample of this study included 24 pre-service science teachers. Data were collected using Laboratory Self-Efficacy Scale, The Test of Integrated Process Skills and Interview Form. According to results, the positive influences of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills have been observed. Participants determined positive thinking to positive effectiveness of inquiry-based teaching approach in interviews.

Percepción del profesorado de ciencias de educación primaria en formación acerca de las etapas y acciones necesarias para realizar una indagación escolar

En este trabajo se examinan las respuestas de 35 maestros de Primaria en formación a una actividad dirigida al reconocimiento de las etapas de una indagación científica y de las acciones necesarias para afrontarlas. Para ello, se diseña un ejemplo de indagación en el que se describe el proceso de resolución seguido para explicar la diferencia de precio de tres marcas de jamón. Los resultados muestran que el desempeño en la identificación de las etapas es más adecuado que en la de las acciones. Mientras que el número mínimo de participantes que identifica una etapa es de 16, hay acciones, como la recogida de datos, que solo es identificada por uno. Una implicación derivada de este estudio es la necesidad de reflexionar, durante la formación inicial del profesorado, sobre cómo se genera y evoluciona el conocimiento científico.

Investigating Perceptions of Pre-service Science Teachers towards Laboratories by Using Phenomenological Pattern

Abstract scientific concepts are made clear thanks to laboratory practices and skills related to scientific thought are developed. In this regard, laboratories distinguish themselves from classes, which are the most special areas of educational environments, with both their materials and differences in use and management. The research objective is to detect perceptions of pre-service science teachers, who have been receiving education in the Department of Science Education in the Faculty of Education, on laboratory environments used by pre-service science teachers. This research consists of three laboratory environments used by pre-service science teachers in courses of General Physics Laboratory, General Chemistry Laboratory and General Biology Laboratory within the context of Science Education training program in the Faculty of Education. Pre-service science teachers were asked to express their opinions on laboratory in a cause and effect relationship by describing them via metaphor within the context of this study. It was detected at the end of research that pre-service science teachers define their perceptions on laboratory by using various metaphors. In this respect, perceptions of pre-service science teachers on General Physics Laboratory can be interpreted as that science can be measured and absolute outcome is achieved; their perceptions on General Chemistry Laboratory can be interpreted as that science is experimental, practical and synthesis; their perceptions on General Biology Laboratory can be interpreted as that science is real life.

An International Comparative Case Study About Using Science Notebooks in Science Teacher Education

Science notebook is a material, methodology, formative assessment model which develop learners’ higher order thinking skills. The aim of this study is to identify perceptions of preservice science teachers from U.S. and Turkey about application of science notebooks in Science Teaching Method course. This is a case study and qualitative methodology was used. Study group consist of third grade preservice teachers (42 of them were from Turkey and 25 of them were from U.S.). Study lasted 16 weeks. Survey, observation, interview and science notebooks were used as data collection tools. Descriptive and content analyses were used for data analysis. It was found that science notebooks develop preservice teachers’ teaching skills and suggestions related to applications were given at the end.

English

The purpose of this study was to identify the perceptions of pre-service science teachers about using vee diagrams and preparing electronic portfolios in physics laboratuary course. 103 first grade pre-service science teachers who took general physics laboratuary course were the participants of the study. Pre-service teachers constructed vee diagrams for presenting their experiment reports and prepared electronic portfolios about whole laboratuary process. This research was based on case study design. Electronic portfolio composed of foreword, diaries and epilogue parts, open-ended questionnaire and semi-structured interviews composed of open-ended questions and holistic rubric prepared for grading vee diagrams of pre-service teachers were used as data sources. 12 pre-service teachers were selected purposefully by considering academic success and voluntariness for semi-structured interviews and document analyses of e-portfolios. Both descriptive and content analyses were used for analyzing data. The results show that pre-service teachers perceived that electronic portfolios and vee diagrams developed science process, metacognitive and social skills and identfying and preventing misconceptions. Keywords: Electronic portfolio, vee diagram, pre-service science teaching.