Pre-service Science Teacher Training Research Articles

Assessing Psychosocial Outdoor Learning Environment of Pre-service Science Teachers through The Field Trip Experiences

Field trip activities are often considered additional activities and are considered recreational activities rather than ones that teach science effectively to students. Field trip activities are one form of effective experience-based learning to train pre-service teachers in the outdoor environment. This study attempted to describe the design of outdoor science learning in the form of the field trip for pre-service science teachers (PSTs) and the condition of psychosocial learning environments in outdoor activities. This research is a case study carried out in a pre-service science teacher training program at Institut Agama Islam Negeri Kudus, Indonesia. The field trip was designed with field visits on six objects for three days in Bandung, West Java, Indonesia. The field trip activity was attended by 70 PSTs. Qualitative data is captured through the documentation of activities at each outdoor learning location. Quantitative data collection instruments included seven psychosocial scales, namely (1) Environmental Interaction; (2) Integration; (3) Students cohesiveness; (4) Teacher supportiveness; (5) Open-endedness; (6) Preparation and organization; (7) Material environment. The field trip design for PSTs recommends activities that lead to observation and exploration of visiting objects relating not only to the content of the science but also to the pedagogical aspects of the science. The psychosocial aspects of PSTs indicate that field trip activities show a positive meaning in all aspects, although there are significant differences in the conditions of expectations and reality experienced by PSTs. The integration aspect is not significantly different. The decline in perception is still at the medium level, and the condition of the perception is still at a positive level. Research and development studies that emphasize the process of integrating classroom learning with outdoor activities can be carried out further to be able to give meaning to science learning, which is not limited by classrooms or laboratories.

Pre-service Science Teachers' Understanding and Expression Ability on the Illustration of Science Textbooks

이 연구에서는 과학 교과서의 삽화에 대한 예비 과학 교사들의 이해와 표현 능력을 조사하기 위하여 중학교 과학 교과서 중 온도와 압력에 따른 용해도 삽화의 적절성을 판단하도록 하였고, 질량보존법칙과 관련된 성취기준을 삽화로 표현하도록 하였다. 연구 대상의 대부분 예비 과학 교사들이 교육과정의 의미대로 삽화를 이해하고 있으나 교육과정의 의미를 잘못 이해하여 삽화를 오해하거나, 삽화가 개념 설명의 보조 도구로 활용되는 역할을 잘못 이해하거나, 삽화가 비유로 이용되고 있음을 이해하지 못하는 예비 과학 교사도 있었다. 그리고 예비 과학 교사 중에는 교육과정에서 전달하려는 핵심 개념을 놓치고 지엽적인 내용 위주로 삽화를 표현하기도 하였다. 중학교 과학의 물질 영역에서는 미시적 현상을 다루는 개념이 많기 때문에 삽화와 같은 시각적 자료는 개념 이해를 위해 효과적인 도구로 이용할 수 있다. 또한 삽화의 활용이나 표현 능력은 교육과정을 정확히 해석하는 능력에 의존하기 때문에 예비 과학 교사 양성과정에서 교육과정 전문성 향상을 위한 노력이 필요할 것이다.In this study, pre-service science teachers perception of illustration in science textbooks and ability to express illustration was investigated. For this, pre-service science teachers were required to determine whether the illustration of solubility under the temperature and pressure presented in the middle school science textbook was appropriate, and asked to express illustrations with the achievement criteria related to the mass conservation law. Although most pre-service science teachers in the study understood illustration as curriculum means, some misunderstood illustrations by misunderstanding the meaning of the curriculum, misunderstood the role that illustrations serve as aid in conceptual explanation, or did not understand that illustrations were used metaphors. and some pre-service science teachers missed the core concept of the curriculum and expressed illustrations based on local content. Since there are many concepts in the material domain of middle school science that deal with micro-phenomena, visual materials such as illustrations can be used as an effective tool for understanding concepts. And, since the use and expression of illustration depends on the ability to interpret the curriculum correctly, it is necessary to make efforts to improve the curriculum professionalism in the pre-service science teacher training process.

DO LABORATORY ACTIVITIES CONTRIBUTE TO A CONTEMPORARY CONCEPTION OF SCIENCE IN INITIAL TEACHER TRAINING?

In this study, It was analyzed the implementation of laboratory activities in the pre-service science teacher’s training and how they contribute to the construction of a contemporary epistemic vision of the nature of science. A cross-sectional study was developed in two different undergraduate programs of pre-service science teacher training in a university in Colombia of. We analyzed the way laboratory activities are developed in nine science subjects of physics, chemistry, and biology, apart from the first to the eight semesters of the curriculum (10 semesters in total). Results indicate that the laboratory activities focused on the development of pre-defined techniques and procedures, giving little prominence to creativity, doubt, discussion, planning, and application, even though they are also characteristic activities of scientific work. This kind of laboratory activities does not seem to favor th e construction of a contemporary conception of the nature of science in future science teachers.

Development of Instructional Plan and Learning Material Based on the i-Class for Pre-Service Science Teacher Training

Development of Instructional Plan and Learning Material Based on the <i>i</i>-Class for Pre-Service Science Teacher Training

Representações discursivas de educação ambiental: uma análise no âmbito da extensão universitária

http://dx.doi.org/10.5007/1982-5153.2016v9n2p35Este texto investiga a inserção da Educação Ambiental (EA) na formação inicial de professores de ciências via projetos de extensão. O referencial teórico metodológico adotado foi a Análise Crítica do Discurso (ACD), mais especificamente os trabalhos de Norman Fairclough. O objetivo do presente estudofoi caracterizar representações discursivas de EA no âmbito de dois projetos de extensão universitários que trabalham com EA. De forma geral, nos textos analisados encontramos representações discursivas híbridas de EA. Muitas vezes as atividades propostas nos textos estavam teoricamente orientadas pela EA crítica, buscando o empoderamento dos atores sociais, porém utilizando abordagens práticas desconectadas das discussões mais amplas da EA crítica, focando em conteúdos técnico-científicos ou em mudanças comportamentais.

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.

2015 개정 과학과 교육과정 '통합과학'과 사범대학 예비 과학 교사 교육 내용의 분석을 통한 예비 과학 교사 교육에 대한 시사점

The purpose of this study is to examine implications of pre-service science teacher training by analyzing science field integration and connection between learning content presented in 'Integrated Science' for high school students based on the 2015 revised science curriculum, and in pre-service science learning materials (textbooks) of the college of education. For this study, the 2015 revised 'Integrated Science' curriculum and 11 types of pre-service science teachers' learning materials related to physics, chemistry, biological science, and earth science were selected. The results were as follows. Most of the learning content presented in the 2015 revised 'Integrated Science' curriculum had integrated two or more science fields. Also, almost all learning content presented in the 2015 revised 'Integrated Science' curriculum were included in pre-service science teachers' education content, with educational content for chemistry introduced at the highest rate. The textbooks for pre-service science teachers had the most learning contents of 'Energy and Environment' domain of 'Integrated Science' for high school students. Accordingly, these results suggest that 'integrated science materials' should be developed for proper the curriculum implementation. Also, training courses for science teachers responsible for 'Integrated Science' are required. Furthermore, a revised curriculum for the college of education and a method to link with certification examinations for secondary school teachers are needed.

La reforma de la formación inicial del profesorado de ciencias de secundaria: propuesta de un diseño del currículo basado en competencias

El principal objetivo de este trabajo es proponer un mecanismo de selección de competencias específicas para la formación inicial del profesorado de ciencias experimentales, contando para ello con distintas fuentes relevantes para dicha formación. Con tal fin hemos hecho uso de un procedimiento consistente en ir incorporando de forma crítica las competencias procedentes de las siguientes fuentes curriculares: los modelos de formación inicial del profesorado vigentes en la literatura educativa, el currículo actual de ciencias en la educación secundaria obligatoria en España, el Programa internacional de evaluación PISA, la opinión del profesorado en activo mediante una encuesta cuyos resultados más relevantes son mostrados, las concepciones epistemológicas del profesorado, la profesionalización docente y las demandas que genera y, finalmente, la dimensión social de la ciencia.

“It’s just a theory”: trainee science teachers’ misunderstandings of key scientific terminology

BackgroundThis article presents the findings from a survey of 189 pre-service science teachers who were asked to provide definitions of key scientific terms ('theory'; 'fact'; 'law'; 'hypothesis'). The survey was a scoping and mapping exercise to establish the range and variety of definitions.MethodsGraduates on a pre-service science teacher training course were asked to complete a short, free response survey and define key science terminology a >95% response rate was achieved and respondents definitions were categorised according to a best fit model.ResultsIn some cases, definitions contrary to accepted scientific meanings were given. In other cases, terminology was defined in a wholly non-scientific way, e.g., one-fifth of the respondents defined a ‘law’ in the context of rules that govern society rather than in a scientific context. Science graduates’ definitions and their understanding of key terminology is poor despite their study of science in formal university settings (with many respondents being recent science graduates).ConclusionsKey terminology in science, such as 'theory', 'law', 'fact', 'hypothesis', tends not to be taught and defined with consideration for the differences in meaning that different audiences/users give to them. This article calls for better instruction for pre-service science teachers’ in the importance of accurate and precise definitions of key science terminology in order to better differentiate between the scientific and colloquial usage of key terms.

CAN BE THE PRESERVICE SCIENCE TEACHER A RESEARCHER?

In this theoretical research an impersonal style should be used the status of teacher research in science education, examine the advantages of science teacher research, and consider possibilities for the role of science teacher research. In literature teacher research or teacher action research was mentioned only briefly as a part of qualitative research or science teacher education. This lack of attention to science teacher research might reflect the relatively late entry of science teachers into the teacher research movement. Teacher research is an effective model for teacher learning and development. Teacher research can make valuable contributions to the knowledge base for science teaching. Teacher researchers step outside their own assumptions and preconceptions and maintain a healthy skepticism about their observations of themselves and their students. One semester action research project was implemented in observing teaching practice course at the preservice science teachers training at Faculty of Science Palacky University in Olomouc. Students during this semester observed science lessons in upper secondary schools. They analyzed pedagogical events that happened in the class. They also developed a research-base rational paper describing how they will teach science. During this semester students examined one aspect of this rationale in an action research project carried out in collaboration with the host teacher. Science teacher research can contribute to the development of prospective science teachers and the development of a knowledge base for science teaching and learning. This is a particularly interesting moment in time to examine the contributions and potentials of science teacher research. Key words: science education, preservice science teacher training, science teacher research, development of preservice science teachers, action research, preservice science teacher as a research.

Cognitive and motivational effects of digital concept maps in pre-service science teacher training

University teaching deals with complex and miscellaneous knowledge and higher education should focus on sustained conceptual understanding of relevant topics. Guidance on how to construct adequate knowledge structures can support meaningful learning. But lectures, for instance, often are structured in linear sequence by a number of slides and are thus biased towards linear representations of knowledge that are not appropriate for most scientific disciplines.In this study, a framework for concept maps was developed to complement lectures in human biology online. The course was aimed at student teachers at the undergraduate level. The work is based on recent theoretical research on the use of multimedia in learning environments and e-learning, knowledge structures perspectives of teaching and learning as well as theoretical assumptions of self-determination in educational processes. Each session (14 in total, e.g. human respiratory and circulatory system, physiology of senses, human anatomy) was supplemented by a digital concept map providing relevant concepts connected with linking words and continuative material attached via hyperlinks (e.g. images, web links, animations, video). Following each single lecture, students had free access to the concept maps to reinforce the latest topics and to prepare for the final examination. The objective of the study was to examine if the use of complementary concept maps (i) influences achievement and (ii) motivational variables. The students’ (N=171) concept map use was logged along with a documentation of their achievement and miscellaneous variables regarding their motivation (e.g. interest/ enjoyment, perceived competence, effort/ importance, value/ usefulness). The logfile-data allowed distinguishing learners according to the frequency and duration of their concept map use. Additionally, computer-related self-efficacy was documented as a moderating factor. Results reveal the benefit of additional concept maps for achievement and positive motivational aspects, moderating factors are discussed. The emphasize of further research should be on students’ active engagement in structuring their individual learning by constructing adequate concept maps themselves, especially in science education courses.

1G1-D4 教員養成と教員研修をリンクした協同的な学びによる授業改善1 : 理科授業を理科教育研修会に結び付ける試み(科学教育人材養成(1),一般研究発表,転換期の科学教育:これからの科学的リテラシー)

1G1-D4 教員養成と教員研修をリンクした協同的な学びによる授業改善1 : 理科授業を理科教育研修会に結び付ける試み(科学教育人材養成(1),一般研究発表,転換期の科学教育:これからの科学的リテラシー)