Pre-service Science Research Articles

EPISTEMIC, COGNITIVE AND SEMIOTIC SIGNIFICATIONS IN SCIENCE TEACHING: THE CASE OF SOUND

The main idea expressed in this paper is that scientific concepts, as teaching objects, are invested with meaning through epistemic, cognitive and semiotic significations. It is described how the concept of sound is presented through: a) the various scientific and non-scientific fields in which sound constitutes an object of study and research, b) the students’ personal formation of knowledge and c) the modes that sound can be represented in the material world. Such an approach allows us to define the structure elements used in the teaching of concepts and phenomena even before these become active teaching objects. This seems to be useful in lesson planning, in the training of pre-service and in-service science teachers, as well as in curricula design. Article visualizations:

Context-Based chemistry teaching: Its impacts on science expectations of pre-service teachers

The purpose of this study was to investigate pre-service teachers' science expectations on learning science after they completed introductory Context-Based teaching. The sampling of the study consisted of 21 pre-service teachers studying at Hacettepe University, Faculty of Education. This is a two-dimensional research study where qualitative and quantitative research methods are used together. The scores obtained by participating groups from the “Science Expectations Questionnaire”. Additionally, pre-service teachers' interviews are given as evidences. As a result of the evaluation of pre-service teachers' the expectations about learning science on independence, coherence, concept, reality link, math link, and effort dimensions, it is thought that there will be important outcomes in terms of improvement of the quality of teacher training at the university and that there will be an important contribution to literature in this sense.

Scientific Literacy Skills of Pre-Service Physical Science Teachers of Bulacan State University–Sarmiento Campus

Scientific Literacy Skills of Pre-Service Physical Science Teachers of Bulacan State University–Sarmiento Campus

Using Technology in Education from the Pre-service Science and Mathematics Teachers’ Perspectives

The purpose of this study is to find out pre-service teachers’ views about the use of technology in science and middle school mathematics courses. For this purpose, semi-structured interviews were conducted with 30 pre-service teachers studying in a university in Central Anatolia Region during the spring semester of 2017-2018 academic year. The obtained data were analyzed using content analysis by the researchers. According to the findings, pre-service teachers thought that computer, smart board, projector, laboratory equipment, notebook, and pencil are the main technologies that can be used in the classroom. The participants also thought that presentation and video processing programs make course interesting and enjoyable, visualize the topic, make learning easier, and enable the permanent learning. However, they also stated that preparing a presentation and video processing program may be time consuming and boring if it is used throughout the course; and the program may not be useful for every subject. The participants found blogs and web pages useful since they give opportunities to share course content, materials, and information, make announcements to make students prepared for the course. Almost all the participants believed that technological equipment of their classroom definitely affect their teaching. Namely, in an ill-equipped class, the students would have difficulty in learning, tend to memorize things; also their attitudes, interests, and motivations towards the course, and participation in the lesson would be affected; and their learning would not be permanent.

Investigation of the Experiment Design Skills of Biology and Science Teachers and Preservice Teachers

In this study, it was aimed to examine the experiment design skills of Biology and Science teachers and preservice teachers. For this purpose, 85 Biology and 80 Science teachers and preservices given information about laboratory approaches, experiment types and science process skills were asked to design an experiment about germination. In the reports of the experiments designed by the teachers and the presevice teachers, they were expected to give information about the factors affecting germination, write the problem, determine the hypotheses and the variables, plan their experiments and reach a conclusion. In the analysis of the reports, the sets of data digitized by forming a graded scoring scale were analyzed by benefiting from SPSS package program and their experiment design levels were analyzed based on their fields, being a teacher or a preservice teacher and gender. From the obtained data, it was determined that the number of those who designed an experiment was very low and although there were significant differences between the Biology and the Science teachers and preservice teachers in terms of designing an experiment according to many criteria, there was a difference only in one criterium according to gender.

Science teacher education in Malaysia: challenges and way forward

This concept paper discussed the development of science teacher education programs in Malaysia. The discussion encompassed the existing policies, practices and issues, arising from the science teacher education. This paper also reviewed some suggestions for the direction in pre-service training and in-service science teacher training. The development of science teacher education is closely related to the development of science education curriculum. The development of the science education curriculum is connected with the socio-economic needs, political demands of the country and the influence of globalization. Science teacher education in Malaysia began with the training provided by British instructors, which was known as British curriculum. British curriculum was adopted in Malaysia after the independence of Malaya in 1957. In the 1980s, the medium of instruction for science teacher training was changed to Malay. Nevertheless, in 2003, pre-service and in-service science teachers were trained to teach Science in English due to the established policy of Science and Mathematics teaching in English. In 2012, the policy of teaching Science and Mathematics in English was terminated. Subsequently, the medium of instruction in Science was reverted to Malay. Today, the science teachers at the secondary school are trained in the universities, whereas the science teachers at the primary school are trained in Institute of Teacher Education. Meanwhile, the objective of the in-service science teacher training is to give the teachers an insight into any changes in the implemented science curriculum. The science teachers are required to conduct teaching integrating Science, Technology, Engineering and Mathematics (STEM). In addition, science teachers in the selected schools are required to teach Science in English under the Dual Language Programs (DLP).

The Process of Becoming: Identity Development of African American Female Science and Mathematics Preservice Teachers

ABSTRACTA group of 3 African American female preservice science and science teaching students majoring in a field of science, technology, engineering, or mathematics (STEM) participated in a qualitative research study to share their experiences in STEM, reasons for their choice of major, obstacles and challenges, instances of racism or sexism, and their identity development. The students participated in semistructured, face-to-face interviews. The results showed that the females were not discouraged by their underrepresentation; were confident in their abilities; and expressed wide variation in their identity development related to race, gender, and field of study. Future studies should seek deeper insights into how STEM college student identities are developed and solidified in the predominantly White and male STEM culture.

Exploring In- and Pre-Service Science and Mathematics Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK): What Next?

The call to reform education systems is being heard in many countries around the world. The purpose of this study is to develop and apply a framework that captures some of the essential qualities of the knowledge required by teachers for effective pedagogical practice in a technology-enhanced educational environment using technology and pedagogy content knowledge (TPACK). A TPACK Short and Quick (TPACK-SQ) survey questionnaire was used to explore and assess 244 in- and pre-service science and mathematics teachers in Kuwait. The results of the survey showed that in-service teachers needed help with some aspects of TPACK. Therefore, a workshop was developed and 57 in-service teachers were enrolled and trained based on the TPACK-SQ model. The results of posttests for their knowledge were significantly positive as against pretests. The workshop thus provides a rich example of how to support the implementation of essential elements of the TPACK-SQ model.

Where We Are and Where We Need To Be: Pre Service Science Teacher Preparation in China & Sri Lanka

The rejuvenation of a nation depends upon education and the development of education depends upon teachers. Thus, quality teachers are the spine for representing overall teaching levels. This is more in science education, the training of these teachers to the standards is a great need. This article discusses a proportional look into the pre service science teacher preparation in Sri Lanka and China with comparison to the National Science Standards in U.S.A. The reforms, pre service science teacher training and science teacher professional education systems contribute to producing competent science teachers to the education system in both the countries at different levels. However, it cannot meet the standards for remarkable increasing requirements of highly qualified science teachers in the context of new science education reform. More effective measures should be taken to improve pre-service science teacher education and it must also be altered, which is not easy. In this paper an attempt is made to bridge the gap between the previous reports findings, highlights problems associated with the planning and organization of in-service training and proffered recommendations towards improving classroom instruction and organization of in-service training for prospective science teachers teachers.

Message from Editor

 Dear Readers,It is the great honor for us to publish eighth volume, third issue of International Journal of Learning and Teaching .International Journal of Learning and Teaching (IJLT) is an international and multi-disciplinary which aims to provide a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and teaching. IJLT covers all aspects of education; trends in education, the emerging and educational settings, instructional design, learning-teaching methods and applications, instructional multimedia, new education environments, theoretical principles, assessment and evaluation and related fields. Pre-service science teachers’ perceptions on environmental problems through word association, factors affecting students’ drop-out, problem solving in chemistry in secondary education teacher training, learning difficulties and linguistic needs among university students and getting familiar with another historical period in a pre-school group topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of fourteen (14) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Prof. Dr. Hafize KeserEditor – in Chief

Emotional Literacy and Pedagogical Confidence in Pre-Service Science and Mathematics Teachers

Emotional Literacy and Pedagogical Confidence in Pre-Service Science and Mathematics Teachers

Development and use of a three-tier diagnostic test to assess high school students’ misconceptions about the photoelectric effect

Background: In the last few decades, researchers have turned their attention to students’ understanding of scientific concepts at different school levels. The results indicate that the learners have different ideas, and most of them are inaccurate in terms of those generally accepted by the scientific community.Purpose: This study was undertaken to describe the development, validation and use of a three-tier multiple-choice diagnostic test (PEMT) to reveal Turkish high school students’ common misconceptions in terms of the photoelectric effect.Sample: In this study, 243 students (male=86, female=137) from six high schools made up the sample which comprised approximately 76% of the 11th grade population.Design and Methods: Based on findings from the literature, open-ended questions and interviews, the PEMT was developed and administered to 243 students. The data was analysed descriptively.Results: The Cronbach’s alpha reliability coefficient of the scores was estimated as .83. Construct, content and face validities were established by senior experts and through the use of statistical techniques. The findings denoted that the test is a valid and reliable measure of students’ qualitative understanding of the photoelectric concept. The results revealed that the majority of the students demonstrated a limited understanding of the photoelectric effect and have five prevalent misconceptions. These are: (1) an increase in intensity would provide the photon with enough energy to release electrons; (2) the photoelectric effect results from the ionization of atoms through the interaction with light; (3) a light beam whose photons have smaller energies than the work function would release electrons with the help of a voltage source; (4) the number of photoelectrons depends on the energy of the photon and (5) the photon has kinetic energy and it depends on the colour of light. The last two misconceptions were discovered in the current study.Conclusion: The findings indicated that the PEMT is a reliable and valid measuring tool for investigating high school students’ conceptual understanding and misconceptions. Future studies could use the PEMT as a tool for assessing the misconceptions of high school students, pre-service science or pre-service physics teachers.

STEM Images Revealing STEM Conceptions of Pre-Service Chemistry and Mathematics Teachers

Science, technology, engineering, and mathematics (STEM) education has been an integral part of many countries’ educational policies. In last decade, various practices have been implemented to make STEM areas valuable for 21st century generation. These actions require reconsideration of both pre- and in-service teacher education because those who touch students in and out of the class settings are the teachers. In this respect, this phenomenograhic study aimed to investigate how STEM conceptions of pre-service chemistry and mathematic teachers’ (N=38) evolve as they work together through a STEM module, Collaboratively Learning to Teach STEM (CLT-STEM), depicted by the posters they prepared in groups before and after the implementation. The posters were analyzed with respect to two aspects; conceptions of STEM as a whole, and conceptions of each STEM area individually. For the conceptions of STEM, the codes emerged from data were used; whereas for the conceptions of each STEM area, definitions of these areas were referred. The results of the analyses revealed that the STEM conceptions of the majority of pre-service chemistry and mathematics teachers improved from a lower to a higher level of conception. In terms of the conception of each STEM areas individually, pre-service teachers refined their conception of each area by representing less detail, rather a more comprehensive and integrated view. Therefore, this study may encourage implementing STEM education in preservice science and mathematics teacher education.

Navigating layers of teacher uncertainty among preservice science and mathematics teachers engaged in action research

Action research provides valuable opportunities for preservice teachers to improve their practice, their understanding of their practice, and the situation in which their practice takes place. Moreover, action research empowers preservice teachers to critically examine an experience that demonstrates their potential to be influential researchers within their educational situations. In this study we utilize the construct of teacher uncertainty to characterize different dilemmas that preservice science and mathematics teachers encounter as they embark upon their first action research experience. Our study is guided by the following questions: what types of uncertainty do preservice teachers encounter; and in what ways can teacher action research facilitate how preservice teachers confront and embrace their uncertainties with becoming teachers as well as teacher researchers? This study represents a collaboration between a science teacher educator from the United States and a mathematics teacher educator from Ireland. We merge our research methodologies including data from qualitative sources (i.e. semi-structured interviews, reflections, and final action research papers) to isolate trends among the teachers’ uncertainties. Results indicated that preservice teachers harbour a range of uncertainties not only with learning how to teach science and mathematics but also with learning to engage in action research. A case can be made that doubts about one’s efficacy as a science or mathematics teacher are sometimes difficult; however, through action research, this sense of uncertainty can be recognized, accepted, and addressed in a positive and productive manner.

Preservice Science and Mathematics Teachers’ Beliefs about Mathematical Problem Solving

Problem solving is one of the core concepts for the learning of mathematics. In recent years cognitive factors which have an impact on problem solving are the subject of researches. Beside the cognitive factors, affective factors are also influential on learning of the mathematics. In these factors beliefs have an important role. Furthermore belief structure influences teachers as well as the students. Beliefs about the problem solving shape the behaviors of teachers in the class. The purpose of this study is to investigate preservice secondary teachers’ beliefs about mathematical problem solving in terms of different variables. The research was conducted in 2011-2012 academic year in a public university of Turkey with 413 preservice physics, chemistry, biology and mathematics teachers from grade levels 1-5. In the study, Beliefs about Mathematical Problem Solving instrument which was developed by Kloosterman and Stage (1992) and adapted in to Turkish by Haciomeroglu (2011) was used. The belief structure of preserve teachers that is investigated through the instrument was examined in terms of different variables like grade levels, fields of the study, grade point average etc.

Perceptions of Forest Health among Preservice Educators and Implication for Teaching Youth

The objectives of this study were to (a) determine preservice educators’ perceptions of forest health, (b) define the experiences which may have influenced their understanding, and (c) identify the approaches they might use to convey forest health information. Twelve interviews were conducted with preservice science and agriculture education students at the University of Florida who are likely to teach about forest ecosystems. Results suggest that many respondents understand ecosystem function, the importance of insects, and the effects of invasive species. Most respondents demonstrated little knowledge of diseases, fungi, and appropriate ways to use the analogy of human health. Several findings suggest these perceptions are related to the types of experiences respondents had with forests.

Sustainability Practices in a Fourth Year Mathematics and Science Pre-service Primary/Middle Pathway Course

Sustainability Practices in a Fourth Year Mathematics and Science Pre-service Primary/Middle Pathway Course

중등 예비과학교사의 교육과정 설계에서 교육과정 자료의 활용 방식 분석

중등 예비과학교사의 교육과정 설계에서 교육과정 자료의 활용 방식 분석

Preservice and Inservice Science Teachers' Perception on the Coherence and Balance of their Teacher Preparation Programs

Preservice and Inservice Science Teachers' Perception on the Coherence and Balance of their Teacher Preparation Programs

Epistemological Predictors of “Self Efficacy on Learning Biology” and “Test Anxiety Related to Evaluation of Learning on Biology” for Pre-service Elementary Teachers

The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with one another. Based on this relationship, the purpose of this study was to investigate the relationship between components of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The study was conducted with 411 pre-service elementary and pre-service elementary science teachers by using a predictive research approach. Collected data was analyzed by the multiple linear regression technique. The results showed that only the belief about “existence of one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy. Conclusions and implications of the study will be discussed.