Pre-service Science Teachers Research Articles

Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models

ABSTRACT The development of metaknowledge about models (MKM) and metaknowledge about the modelling process (MKP) are important in pre-service science teachers (PSTs) education. MKM refers to knowledge about the model’s entities and its purposes, while MKP refers to knowledge about the components and structure of the modelling process. Assessing MKM and MKP is crucial to foster this knowledge in PSTs’ education. However, assessment instruments focus on MKM rather than MKP, and the connection between MKM and MKP had not been examined deeply. This study validates and applies a diagram task for assessing PSTs’ MKP. For validation, ten experts were surveyed and think-aloud interviews were conducted with ten PSTs. The findings support valid interpretations of PSTs’ MKP based on the diagram task. In the main study, the diagram task was administrated to 63 PSTs, along with an MKM questionnaire. PSTs’ MKP ranged from simple conceptions of modelling as a linear process including few components to sophisticated conceptions of modelling as an iterative process including multiple components. Furthermore, it was found that knowledge about using models to predict a phenomenon is an aspect connecting sophisticated MKM and MKP, indicating that this aspect is crucial to foster both, PSTs MKM and MKP.

Examining the link between oral and written reasoning within a generative learning environment: the impact of the Science Writing Heuristic approach

ABSTRACT This study aims to investigate the relationship between written and oral reasoning in an undergraduate chemistry laboratory course as part of an argument-based inquiry approach, which is also a generative learning environment, known as the Science Writing Heuristic (SWH). The study employed the data-transformation variant of convergent design of mixed-method research. Data sources included 180 laboratory reports from nine Pre-service Science Teachers (PSTs) and 20 video recordings across two semesters. Using Walton’s argument schemes, PSTs’ development, utilisation and correlation of written and oral reasoning and an argument cycle of premise-justification-conclusion were examined. A Friedman test and a Spearman-Brown correlation were conducted for statistical analysis. The results revealed that there is a positive correlation between written and oral reasoning. While the quality of PSTs’ written reasoning significantly increased from the first time phase to the following time phases, this pattern was not observed in oral reasoning. An argument cycle of premise-justification-conclusion occurred in each phase of oral arguments. However, this cycle did not occur in every facet of the SWH process across all time phases in written arguments. The study suggests that pre-service science teachers should be provided with learning environments that will allow them to make external evaluations and engage in talking, reading and writing activities for learning purposes.

Integration of Technology into Science Teaching: A Phenomenological Study on the Experiences of the Pre-service Teachers

Improvements in science and technology have led to changes in education as well as in many other fields. These changes have made it necessary for today’s individuals to have a set of skills in different fields. One of these fields is technology-related skills. Learning environments that require the use of technology undoubtedly play a key role in raising individuals with technological skills. In this direction, the aim of this research is to study the experiences of pre-service science teachers related to the use of technology within the scope of a course. In this qualitative research, a phenomenological methodology was used to reveal the understandings of preservice science teachers on the experience of integrating technological applications into science teaching. In this context, in-depth semi-structured interviews were conducted with 10 pre-service teachers, about their experiences. As a result of the inductive content analysis, the following four themes, which reflect how the participants interpret the integration of technology in science teaching, were determined in line with the experiences of the participants: The technological tools used in the learning environment and why they are preferred, the necessity of the technological knowledge in the teaching profession, the necessity of the use of technology in the learning environment, and the characteristics of a qualified teacher. Based on the results, the practices for teacher education in the integration of technology in science teaching were discussed.

Can School Principals Manage Recruitment and Retention of Maths and Science Teachers in Rural Secondary Schools? A Case Study in the Vhembe District, South Africa

Mathematics and science subjects are critical subjects in high schools across South Africa. This study explored how principals managed the recruitment of scarce skills subjects’ teachers, based on demand and supply in Vhembe District. Myriad studies assert that Mathematics and science teachers are in short supply across South African rural schools, which creates a concern for the education system. This problem is prominent in rural Vhembe District, Limpopo. This study examined how rural secondary schools in the Mutale area recruited and retained permanent mathematics and science teachers. An interpretive paradigm was employed to understand the phenomenon under study. This study used a face-to-face qualitative methodology, where targeted principals, teachers, heads of departments, and circuit and district managers were interviewed. Participants were selected via purposive and simple random sampling for the one-on-one structured interviews. All the interviews were audio-recorded with the permission of the 10 participants and were thematically analysed. Various crucial factors have an impact on principals' ability to control the supply and demand of subjects with important, rare skills. Environmental and societal variables participate in the recruitment and retention of rural schools’ struggle to hire and retain maths and science teachers. Findings further revealed that these teachers need incentives to be employed and retained in rural schools. The study, therefore, recommends that teacher training programmes be supported with adequate bursaries or funding for pre-service teachers, while Maths and science teachers should be well remunerated to attract and retain them in rural schools.

Exploring the pre-service basic science teachers’ misconceptions using the six-tier diagnostic test

This study explored the pre-service basic science teachers’ misconceptions using a six-tier diagnostic (STD) test. This study used a cross-sectional survey research model with respondents, namely pre-service basic science teachers (PBSTs) who are first-year students. The six-tier diagnostic test consisted of three questions about change in matter (CIM), classification of matter (COM), and separation of mixtures (SOM). Each test package consists of six questions ranging from questions at the macroscopic level, microscopic communication, level of confidence, symbolic visualization to represent microscopic conditions, and self-confidence in representing concepts. The combination of answers and decisions in six-tier diagnostic includes scientific conception (SC), almost scientific conception (ASC), lack of confidence (LC), lack of knowledge (LK), misconception (MSC), have no conception (HNC). The study showed that the conceptual mastery condition is dominated by the misconceptions (MSC) category. The condition for pre-service basic science teachers’ mastery concepts having the most scientific conception category is related to changes in matter (CIM), while the condition that shows the least scientific conception category is related to material classification (COM). The results can map the conditions of mastery of the pre-service basic science teachers’ concept so that strategies can be designed to correct the emerging misconceptions.

Analysis of supervisor’s written feedback addressing pre-service science teachers’ pedagogical content knowledge during teaching practice

The feedback received during teaching practice (TP) has a lasting impact on pre-service teachers’ teaching knowledge and practice among the learning experiences of the teacher education program. This study analyzed written feedbacks offered by supervisors to pre-service science teachers (PSTs) (biology, chemistry, physics, health education, and mathematics) during TP observation generally, but with particular attention to those addressing pedagogical content knowledge (PCK). The study adopted a phenomenological design of qualitative research and written feedback in 40 PSTs’ lesson notes were analyzed using deductive thematic analysis. Apart from the few written feedback related to PCK, some were not specifying the teaching knowledge or practice they intend to correct or affirm. Majority of the written feedback addressed general pedagogical knowledge. The written feedback related to PCK was more generic to the science discipline than topic-specific. Conceptual teaching strategies and representation were the components of PCK addressed in the feedback. Based on the findings, it was recommended that the college supervisor should avoid offering feedback that specifies no direction of improvement during the supervision of PSTs during practicum.

An Analysis on the Cognitive Structure and Opinions of Pre-Service Science Teachers on the Concept of Micro Teaching

In this study, it is aimed to examine the cognitive structures of pre-service science teachers regarding the concept of “micro teaching”. The study was carried out with 25 teacher candidates studying in the 4th grade of science teaching at Alanya Alaaddin Keykubat University Faculty of Education in a 4-week period within the scope of the teacher practice course in the fall semester of the 2021-2022 academic year. In the study, since it was aimed to reveal the cognitive structures of pre-service science teachers regarding the concept of “micro teaching”, screening method was used. In the collection of the study data, “independent word association test, drawing-writing and concept map” were used. Content analysis was performed in the analysis of the data obtained from the study. When the findings obtained as a result of the study were examined, the categories obtained from three different measurement tools had features that support and explain each other. “Part of micro teaching, teaching practice, self-assessment and tools used in micro teaching” obtained from all three measurement tools emerged as common and dominant categories. The most commonly used answer words by pre-service teachers for the category of “part of micro teaching” were determined as “pre-service teacher, planning, presentation, group work, lesson, student, teaching, information, education, registration, teaching, self-evaluation, class, re-teach and re-plan”. The most commonly used answer words for the category of “teaching practice” by pre-service teachers were determined as “skill, development, experience, technique, experimentation, performance, ability, observation, reducing anxiety and practice”. The most commonly used answer words by pre-service teachers for the category of “self-evaluation” were determined as “evaluation, review, feedback, monitoring and feedback”. The most common answer words used by teacher candidates for the category of “tools used in micro teaching” were determined as “video, camera and tape”. When the drawings made by the pre-service teachers for approximately micro teaching are examined according to the levels, the drawings of 50% of them are partial drawings and conceptual representative drawings. They explained the concept of micro teaching in ways related to scientific facts. This situation can be evaluated as the cognitive structures of pre-service science teachers related to the concept of micro teaching are sufficient.

Comparison of Turkish Pre-Service Science Teachers and Secondary School Students within the Scope of Natural History Topics

"Natural history includes the period from the formation of the Earth to recent times and all the changes it has gone through throughout this vast period. The biggest challenge in understanding natural history is the age of the Earth. Even though natural history is quite difficult to understand, pre-service science teachers are expected to be knowledgeable about this matter to a fundamental degree. Therefore, this study aims to determine the knowledge levels of secandary school students and pre-service science teachers on some natural history topics and compare compare these two groups in this context. . To conduct such research in which a qualitativenatured case study design was used, the data obtained through 15 open-ended questions were analyzed through content analysis. As a result, percentages of correct answers regarding the time perception component were quite low both for secaondary students and pre-service science teachers. While both groups were close in the component of the transformation of the Earth, it was founden that students answered more questions correctly. As expected, pre-service teachers correctly answered more questions regarding the component of diversity of living things than the students."

Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

AbstractLesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicable criteria, we developed the rubric to assess science lesson plans (RALP) to assess science teachers' lesson plan quality. We employed a mixed‐methods approach: First, we present multiple sources of validity evidence (based on test content, internal structure, relations to other variables, and consequences of testing) as mainly quantitative indicators for the quality of the RALP. Based upon that, we applied the RALP to lesson plans written by preservice and trainee science teachers (N = 100) and provided a qualitative analysis of six cases to illustrate common patterns in these lesson plans. Results indicate that teacher educators consider the RALP criteria (N = 24) relevant and objectively applicable. Correlation analyses of the scores and two teacher educators' holistic quality assessment of all lesson plans provide convincing evidence that the RALP can discriminate lesson plan quality levels. Moreover, comparisons between preservice science teachers and trainee science teachers reveal that trainee teachers score significantly higher than preservice teachers, indicating that the RALP is sensitive to differences in teaching and planning experience. The application and in‐depth analysis of three criteria of the RALP illustrate these differences in levels of planning quality. We discuss possible applications of the RALP in science teacher education and research in science teaching.

Exploring Secondary Earth Science Preservice Teachers’ Competency in Understanding Democratic Citizenship

Exploring Secondary Earth Science Preservice Teachers’ Competency in Understanding Democratic Citizenship

The Effectiveness of Flipped Classroom in Improving Pre-service Science Teachers’ Performance in Kinetic Molecular Theory of Matter

This study investigated the effectiveness of flipped classrooms in improving pre-service science teachers' performance in kinetic molecular theory of matter. It was carried out at Kibi Presbyterian College of Education in the South Abuakwa Municipality of the Eastern Region of Ghana. A classroom action research design was used for this study. The sample involved 72 Elective Chemistry students in level 200, whose other major subject areas were Mathematics and ICT. The pre-service science teachers in an intact class were chosen using a purposive sampling technique of the non-probability sampling procedure. The study examined the pre-existing knowledge of the students on kinetic molecular theory of matter using a Kinetic Molecular Theory Diagnostic Test. The study further examined the performance of the students after four weeks of intervention on kinetic molecular theory of matter. A post-intervention test (Kinetic Molecular Theory Performance Test) was conducted using a modified version of the diagnostic test. A one-sample t-test conducted showed a significant performance of the students in kinetic molecular theory of matter. The study recommends that tutors at Kibi Presbyterian College of Education should flip their classes to engage learners in more challenging and practical activities during in-class periods.

A NEXUS OF SCIENTIFIC INVESTIGATIONS, SCIENCE PROCESS SKILLS, AND SUSTAINABLE DEVELOPMENT GOALS: PRE-SERVICE TEACHERS’ VIEWS CONCERNING MANGROVES FIELDWORK

Initial teacher education should mould well-rounded teachers proficient in scientific investigations, and advocate sustainability amid global ecosystems’ degradation. The research sought to explore pre-service science teachers’ views concerning scientific investigations and sustainable development goals, and synergy between skills and different aspects of scientific inquiry within the context of the mangroves ecosystem studied. A four-part questionnaire was administered to 82 students registered for a Bachelor of Education degree. It included items on teachers’ confidence in planning and conducting scientific investigations, types of scientific investigations, sustainable development goals, science process skills and the different aspects of scientific inquiry. Statistical analysis of the data showed the importance of a constructivist approach, learner engagement and discerning and controlling variables when investigating scientific phenomena. However, only a fair number of teachers could correctly provide the scientific investigation they conducted during the mangroves study, the sustainable development goals embedded in it, and the synergy between science process skills and the aspects of scientific inquiry. The findings have implications for teacher education in terms of potential challenges in teachers’ understanding of scientific investigations, the synergy between them and sustainability, and science process skills that meld with the aspects of scientific inquiry. Keywords: pre-service teachers, science process skills, scientific inquiry, scientific investigations, sustainable development goals

SOURCES OF SELF-EFFICACY AND THEIR IMPLICATIONS ON SCIENCE TEACHER EDUCATION

<p>Bandura’s reaction to the depictions of human agency that were propagated by the trait, behaviorist, and psychodynamic theories yielded the social cognitive theory. Through the social cognitive theory emerged the concept of self-efficacy. Self-efficacy is one’s judgment of the capabilities to bring about desired outcomes. An understanding of the concept of self-efficacy and its sources has implications for the training of pre-service science teachers to effectively teach science. This article aims to use theoretical and empirical studies concerning Bandura’s theoretical sources of self-efficacy - Enactive Mastery Experience, Vicarious Experiences, Verbal Persuasion, and Physiological and Psychological State – to guide science teacher educators in determining effective approaches to developing a sense of self-efficacy in their pre-service science teachers. The article summarizes each of the sources of self-efficacy. It simultaneously provides suggestions to science teacher educators for inculcating a high sense of self-efficacy in their pre-service science teachers.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0036/a.php" alt="Hit counter" /></p>

예비과학교사의 온라인 기반 실천적 교수역량의 향상을 위한 학습조력 프로그램의 개발과 적용

Objectives Learning Assistant (LA) program was developed for pre-service science teachers to improve their online-based practical teaching competency to conduct online science classes.
 Methods The online-based teaching competency is defined as instructional design, material development, instructional execution and instructional reflection competency, in order to improve it, LA training course consists of four stages: PCK, planning, practice, and reflection. LA supported course is a science liberal arts class in which learning assistants practice teaching, and consists of the stages of concept introduction, concept understanding, and concept development. The ‘practice’ stage of the LA training course and the ‘concept development’ stage of the LA supported course intersect. 13 students from 2nd-4th grades majoring in physics education and environment education participated as learning assistants, and 24 students from 1st-3rd graders from various majors participated as learners. LA conducted a modified RTOP test based on online. After that, the change in online- based practical teaching capabilities before and after application of the program was analyzed through the corresponding sample t-test.
 Results Since both courses were conducted online for one semester, learning assistants can increase the effectiveness of learning at online teaching context such as online experiment, online evaluation, and online discussion guidance, after learning about PCK and making plans to apply them, they actually helped with learning. As a result of evaluation of the learning assistant's performance using RTOP, it was confirmed that the online-based practical teaching competency improved as the learning assistance experience was accumulated.
 Conclusions This result is significant in that it suggests a new direction in the way of nurturing online teaching competency in the college curriculum for teacher training.

PHET Interactive Simulations in Learning Optics towards Pre-Service Science Teachers: A Phenomenological Study

This phenomenological study explored the experiences of pre-service science teachers in using PHET interactive simulations to learn optics. It used a qualitative research approach and involved six participants enrolled in a science education program. Data were collected through observations and semi-structured interviews, and thematic analysis was used to analyze the data. The findings revealed that the participants had an enhanced understanding of optics concepts through PHET simulations and experienced high levels of engagement and interactivity. However, technical difficulties, challenges to internet connectivity, and gadget accessibility were identified. The study concluded that PHET simulations are beneficial in learning optics but need improvements in technical aspects. This implies key contributions to the existing literature on interactive simulations in science education, alignment with constructivist learning theory, and insights into cognitive load effects. In practice, the study suggests practical benefits for pre- service teachers and educators, such as fostering critical thinking skills and motivation in students. It recommends integrating PHET simulations in teaching, providing instructional support, addressing technical challenges, incorporating teacher training programs, and conducting further research to explore the effectiveness of the simulations in enhancing learning outcomes. The study cracks the PHET code in optics by highlighting its benefits and challenges and providing valuable insights for science education practice and research.

Transportation Curriculum with Culturally Responsive Teaching: Lessons Learned from Pre-Service Teachers and Future Transportation Workforce

With K-12 students from diverse social and cultural backgrounds in the classroom today, it is crucial to develop a more inclusive and socially diverse curriculum, especially in science, technology, engineering, and mathematics (STEM) topics. Transportation in particular is a topic that can relate to people’s culture and can be a suitable medium to introduce diversity and inclusion in STEM fields. Culturally responsive teaching (CRT) is a technique that can help connect students’ cultures, languages, and life experiences with their learning. Despite the known benefits of CRT, this strategy had not been adequately implemented in transportation education because of the limited awareness and knowledge of educators. This research contributes to the literature by investigating the current state of knowledge, awareness, and resources present in transportation pedagogy and investigates the feasibility of transportation as a suitable topic to incorporate culturally responsive learning strategies through surveys and workshops with pre-service science teachers and the future transportation workforce. Five key elements emerged from the analysis. First, the existing lack of diversity in STEM curriculum started to change to be inclusive. Second, teachers’ awareness and preparation are crucial for creating quality educational materials. Third, curriculum topics that can relate to cultural components in daily living enhance social diversity in transportation education. Therefore, fourth, transportation can be a good curriculum topic and, fifth, barriers including the difficulty of incorporating many cultural components, privacy, and legal issues still exist. The identified gaps and highlighted areas can contribute to the current state of knowledge and practice of CRT in STEM and transportation pedagogy.

Examining preservice science teachers' perspectives on the social responsibility of scientists and engineers

This study aimed to examine preservice science teachers’ views on the social responsibility of scientists and engineers. A total of 153 students enrolled in Russian public university formed as the participants. We assessed the social responsibility of pre-service teachers using a scale, “Views of Social Responsibility of Scientists and Engineers” (VSRoSE), developed by previous researchers, and included eight different areas of social responsibility. The results indicated that the preservice biology, chemistry, and science teachers who participated in this study had high awareness of human welfare and safety, a sustainable environment, and consideration for social risks and impacts. However, their awareness related to practice and participation was relatively low. Female students had more scores than male students in all areas. The results also revealed that chemistry students had slightly higher average scores than the other majors in all areas of the scale. The average scores in all age groups showed slight differences. This study provides a starting point for researchers and teachers to comprehend preservice science teachers’ views on the social responsibility of scientists and engineers in resolving humanity’s greatest problems from the perspective of preservice science teachers. With this respect, this study contributes insightful information to the literature and fills a gap in the research. We hope that future researchers will concentrate on enhancing pre-service teachers’ understanding of the social responsibility of scientists and engineers and on educating more socially responsible teachers who recognize the importance of science and engineering research’s impact on society. This study also indicates that PSTS were less concerned with the role of social responsibility in promoting scientific research in science and engineering. This finding suggests the necessity of emphasizing the positive impact of science and engineering research on society and the significance of incorporating social impact into teacher education. This emphasis on the significance of social responsibility will assist in comprehending the effects of science and engineering within a social context on professional responsibility.

COVID-19 prevention intentions of pre-science science teachers from South African and Indonesian universities

Science teachers could play a vital role in promoting health literacy and safe behaviors to limit the spread of communicable diseases. However, there is limited research concerning their attitudes and behavioral intentions toward diseases, such as COVID-19. Using the theory of planned behavior as a framework, we employed a non-experimental survey to compare the behavioral intentions towards adopting COVID-19 preventative measures among pre-service science teachers from South African (n=87) and Indonesian (n=93) universities. Data were collect data using a closed-ended questionnaire. Results show that the behavioral intentions toward COVID-19 between South African and Indonesian pre-service science teachers are similar. Safe attitudes, subjective norms, perceived behavioral control, behavioral, and normative beliefs that support safe behavioral intentions toward COVID-19 were reported, even though vaccine hesitancy may occur. We extrapolate that interventions should be implemented to enhance pre-service teachers’ behavioral intentions and enhance their role in health education.

Detection of Preservice Science Teacher Misconception about Force and Motion

Detection of Preservice Science Teacher Misconception about Force and Motion

Pre-Service Science Teachers’ Opinions About Portfolio and Learning Style-Based Applications

Portfolyo uygulamasının ders etkinliklerine ve değerlendirme sürecine dahil edildiği bu araştırmada, öğretmen adaylarının portfolyo ile ilgili görüşlerinin belirlenmesi amaçlanmıştır. Araştırmada hem nicel hem de nitel verilerin birlikte kullanıldığı karma yöntem benimsenmiştir. Karma yöntem desenlerinden yakınsayan paralel karma desen benimsenerek elde edilen veriler ilişkilendirilmeye çalışılmıştır. Araştırma bir devlet üniversitesinin Fen Bilgisi Öğretmenliği 2. sınıfta öğrenim gören 67 öğretmen adayı ile yürütülmüştür. İki farklı grup oluşturulmuştur. Araştırmadaki gruplardan birindeki öğretmen adaylarından ders içeriklerine uygun olarak sadece portfolyo dosyalarını hazırlamaları istenmiştir. Diğer grupta yer alan öğretmen adaylarının ise öğrenme stilleri belirlendikten sonra bunlara uygun ders etkinlikleri oluşturularak ders işlenmiş ve yine portfolyo dosyaları hazırlamaları istenmiştir. Araştırma, Genel Biyoloji Laboratuvarı dersinde “Hayvansal ve Bitkisel Dokular” konusu kapsamında yürütülmüştür. Uygulamalar sonrasında “Portfolyo Sürecini Değerlendirme Formu” kullanılarak nicel veriler toplanmıştır. Nicel veri sonuçlarını desteklemek ve açıklamak amacıyla da araştırmacı tarafından hazırlanan açık uçlu soruları içeren görüşme formu kullanılarak öğretmen adaylarının portfolyo hakkındaki görüşleri alınmıştır. Araştırmada nicel verilerin çözümlenmesinde yüzde-frekans tabloları kullanılırken nitel veriler için içerik analizi yapılmıştır. Araştırma sonunda elde edilen verilere göre öğretmen adaylarının “portfolyo uygulamasının daha iyi ve kalıcı öğrenmelerini sağladığını, yaratıcıklarını geliştirdiğini ve bu uygulamayı sevdiklerini” içeren görüşlere ulaşılmıştır. Aynı zamanda “Portfolyo Sürecini Değerlendirme Formu” verilerine göre öğretmen adaylarının konuları, daha ayrıntılı ve kalıcı olarak öğrenmelerini sağladığı ile ilgili maddeye birinci gruptaki öğretmen adaylarının %91,4 gibi bir oranla, ikinci gruptaki öğretmen adaylarının ise %96,9 gibi bir oranla evet dediği görülmüştür. Bireysel becerilerini daha çok geliştirdiğine ilişkin maddede ise birinci gruptaki öğretmen adaylarının %91,4, ikinci gruptaki öğretmen adaylarının ise %100’lük bir oran ile evet dediği görülmüştür. Fen bilimleri alanında biyoloji derslerinin öğretiminde öğretmen adaylarının öğrenme stillerine uygun etkinlikler ile ders işlenerek portfolyo değerlendirme ile pekiştirilmesinin daha etkili olabileceği düşünülmektedir.