Science Teacher Candidates Research Articles

Motivation of Prospective Science Teacher While Reading Texts as a Part of Self-Regulated Learning: Study on Critical-Argumentation Reading Activities

Reading is an important activity that must be present in the science learning process, especially reading with meaningful activities, one of which is critical argumentation reading activity. Reading is very closely related to student motivation while reading. This motivation plays an important role in supporting the success of reading goals. So far, research related to students' reading motivation has rarely been carried out, especially for critical argumentation reading activities. Most of the research was conducted at the elementary and secondary school levels. Therefore, this research will be conducted with the aim of analyzing students' motivation while reading using critical argumentation activities. This study involved 83 science teacher candidate students. In practice, students were divided into three classes, namely group experimental class (N = 29), individual experimental class (N = 29), and control class (N = 25). The research was conducted using the think aloud protocol method, in which students were asked questions while reading the text, and recorded all the answers orally. The results showed that students' motivation during reading as part of a self-regulation strategy showed better results when students read using the critical argumentation reading model. In addition, students are able to carry out self-regulation strategies from a better motivational aspect if reading activities are carried out in groups.

The Social Studies and Science Pre-Service Teachers' Experiences of Creative Comics for Environmental Education

The aim of the study is to reveal the experiences of social studies and science pre-service teachers on the use of creative comics in the teaching of subjects related to environmental education. Since this study focuses on the pre-service teachers' experiences was used phenomenology design. A totally of 65 pre-service teachers participated in the study (35 social studies teacher candidates, and 30 science teacher candidates). Within the scope of the research, environmental education was given to pre-service teachers during one semester. This education process also includes creating and using creative comics in environmental education. Semi-structured interviews and observations were used as data collection methods. Thematic analysis method was used in the analysis of the data. The results of the research show that creative comics can be used as an alternative teaching material in environmental education. According to pre-service teachers, creative comics enrich the learning environment. Results of the research, teachers need to pay attention to some issues for efficient use of creative comics. When using creative comics, teachers should keep students away from competition and negative criticism, which can negatively affect creativity.

Effect of Self-Efficacy on Organizational Citizenship Behavior (OCB) of Science Teacher Candidates in Technology-Based Learning

The 21st century requires science teacher candidates to be skilled in using technology in learning. Science teacher candidate who is carrying out field practice experiences by applying technology-based learning must also have high self-efficacy and OCB. This study aimed to analyze self-efficacy's effect on the Organizational Citizenship Behavior (OCB) of science teacher candidates in technology-based learning. This research was conducted among the candidate of science teachers at Mataram Universitas Islam Negeri Mataram as many as 78 science teachers. The sampling technique used is probability sampling. The data collection used is the distribution of self-efficacy and OCB questionnaires. Data analysis used descriptive and inferential statistics in simple linear regression tests in the form of t-tests and significance. To measure self-efficacy using indicators of magnitude, generality, and strength, while to measure Organizational Citizenship Behavior using indicators of Altruism, Conscientiousness, Sportsmanship, Courtesy, and Civic Virtue. The results showed that the t-count value of 6.284 was greater than the t-table of 1.665. The significance value also shows 0.03. This shows that the significance value is smaller than the value of 0.05. The results of the hypothesis test indicate that the self-efficacy of science teacher candidates has a significant effect on Organizational Citizenship Behavior in technology-based learning

Collaborative Group Investigation and Self Efficacy on Pre-Service Science Teachers’ Critical Thinking Skills

In order to teach future generations, preservice science teachers must possess critical thinking skills. However, relatively few studies have examined these skills at the tertiary level, particularly in elementary school science teacher education departments. This study sought to determine the effect of collaborative group investigation (CGI) learning and self-efficacy on the critical thinking skills of students. With a non-equivalent control group design and a 2 x 2 ANOVA inferential statistical test, a quasi-experimental design was implemented. The subjects of this study were forty science teacher candidates who took the Environmental course at a university in Indonesia. A self-efficacy questionnaire and a test of critical thinking skills constituted the research instruments. The results indicated that the collaborative group investigation group received an average score of 62.2, whereas the direct learning group received an average score of 48.8, with an Fcalculated of 87.626 and a significance value of 0.000. The data analysis revealed substantial differences between the collaborative group inquiry group and the direct learning group in terms of critical thinking skills. The interplay between learning strategies and self-efficacy affects the critical thinking skills of pupils because collaborative learning practices can engage students actively through teamwork, idea exchange, decision making, and shared responsibilities

Investigation of the Effect of Life Skills Education Guidebook on the Development of Professional Knowledge Regarding Communication Skills

Gaining communication skills, one of the life skills included in the science curriculum, plays an essential role in reducing the conflicts that may occur in individuals’ communication. The fact that pre-service science teachers have professional knowledge about this skill is an indication that they can teach this skill to their students. Based on this idea, the current research aims to examine the effect of the life skills education guidebook on the development of pre-service science teachers’ professional knowledge of communication skills. The simple experimental method with a single group pretest-posttest design was employed in the research. The research sample consists of 83 pre-service science teachers studying at a state university in the 2019-2020 academic year. The communication skills professional recognition test was used as the data collection tool. The data obtained were evaluated within the framework of the determined keywords and subjected to descriptive analysis. The pretest-posttest scores of the pre-service science teachers were compared with the Wilcoxon signed-rank test. The test result shows that the life skills education guidebook positively affects the development of the third-grade pre-service science teacher’s professional knowledge about communication skills. The qualitative data obtained show that the professional knowledge of science teacher candidates regarding communication skills has increased from the level that needs to be developed to a weakly acceptable level. It has been revealed that the lack of prior professional knowledge of the pre-service teachers regarding communication skills makes it challenging to learn new professional knowledge.

Teacher candidates' proficiency in utilising the REACT strategy through experimental activities

It is known that the success of a science education reform depends considerably on science teachers' knowledge, skills and activities. In accordance with this, the aim of this study is to investigate the proficiency of science teacher candidates in the use of the REACT strategy through their experimental science activities within the scope of context-based learning approach. Within this context, this study was designed in the form of a longitudinal analysis, performances were analysed periodically, and the transformation was pursued. The data obtained from documents by means of a content analysis was presented via graphical instruments through converting it into quantitative data by means of the rubric which was developed by the researchers. According to the longitudinal analysis findings, it was observed that the teacher candidates' performance in utilising the REACT strategy is parallel to the ascending number of activities.

Case Study on Science Teacher Candidates' Understanding of the Wave Concept

This study aimed to determine science teacher candidates' understanding of the wave concept under the headings of the essential characteristics of waves and their place and importance in daily life. The research was carried out with 53 science teacher candidates studying in the first grade in the education faculty of a state university in Turkey in the 2021-2022 academic year. The research used a criterion sampling method to determine teacher candidates. It also employed the case study method, one of the qualitative research methods. To determine the opinions of teacher candidates on the wave concept, researchers developed data collection tools containing ten open-ended questions. The questions in the form, a data collection tool in this study, were prepared to include conceptual, transactional, and relational categories. Three questions were conceptual, four were transactional, and three were relational. Evaluating the study's findings in general terms, we can conclude that the candidates knew the concepts related to the wave. Still, they were not successful in explaining the wave concept, classifying them according to physical characteristics, and indicating the characteristics of wave types.

Improving The Instructional Abilities of Science Teacher Candidates Through Lesson Study

Lesson study was a practical approach to improve the quality of instruction and use widely in professional development programs for teachers. This article presents an innovative approach to developing the instruction ability and skills of science teacher candidates when actual teaching practice in a classroom through lesson study. Based on the lesson study approach, science teacher candidates worked collaboratively to understand the curriculum and state the desired learning outcomes; design lesson plans; teach a common lesson in 4 different classrooms; and conduct reflection to share, discuss, and refine their lesson. The teaching abilities and skills are assessed based on knowledge of the subject matter, quality of lesson plans, and learning practices. The result showed that the lesson study approach was a vital structure that helped science teacher candidates improve their teaching skills and ability. The research result gives implications for development programs for science teacher candidates will be discussed in light of these findings.

Individual Innovativeness Levels of Science Teacher Candidates

This study is intended to detect the level of individual innovativeness among science teacher candidates and to demonstrate whether levels of individual innovativeness differ based on different variables like gender, grade level, reception or lack of preschool education and daily time spent on the internet. Survey model, one of quantitative research models, was used in this study. The sample this research is 154 science teacher candidates studying at a state university in eastern Turkey. In this research, Individual Innovativeness Scale has been used as a data collection tool. It was observed in the study that majority of science teacher candidates are individually innovative at medium level and that they could be placed in the category of “questioning” people as far as their individual innovativeness are concerned. As a result of this research, it is seen that male teacher candidates are more resistant to innovations compared to female ones. Moreover, it has been observed in the study that reception or lack of preschool education did not have an impact on the individual innovativeness, and that the more time teacher candidates spend on the internet, the less their individual innovative levels are.

The Relationship between Science Teacher Candidates’ Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science

This study was aimed to examine the relationship between pre-service science teachers' attitudes toward the teaching profession, their learning styles, and their self-efficacy beliefs toward teaching science. The sample of the research consisted of 127 teacher candidates studying in the Science Education Department of a state university in the 2020-2021 academic year. The data collection tool in the research was the Science Teaching Self-Efficacy Belief Scale; Kolb Learning Style Inventory III and Attitude towards Teaching Profession Scale were used. The research model is the relational survey model, which is under the general survey model. In the survey method, the aim is to uncover a statement in detail. The analysis of the data was carried out with the SPSS statistical program. In the study, it was determined that pre-service science teachers generally have an assimilating learning style, and their learning styles differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude toward the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude towards the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In addition, the pre-service science teachers' self-efficacy beliefs in science teaching were at a "sufficient" level; significant differences were found in the sub-dimensions of science self-efficacy, belief in efficacy, and outcome expectation, according to gender and grade levels. In addition, a significant relationship was found between pre-service teachers' attitudes toward the teaching profession and their learning styles. There is a positive but low-level relationship between pre-service teachers' level of result expectation, which is the science self-efficacy sub-dimension, and their attitudes towards the teaching profession; No significant relationship was found between the level of efficacy belief, which is the sub-dimension of science self-efficacy, and the attitude towards the teaching profession.

The Efficiency of Argument-Based Inquiry Practices in Science Teacher Candidate Education

The targeted teacher profile for the 21st century includes the ability to become competent in many areas based on knowledge, skills (cognitive skills, internal skills, social skills, research skills, learning-teaching skills), and values that fit the needs of the age. This study aimed to develop, implement, and evaluate argumentation-based inquiry teaching practices for the training of qualified science teachers. In this context, first, practices in argumentation-based inquiry were developed to educate individuals with mental flexibility; the ability to look at events from different perspectives and to think in alternative ways are necessary skills for the 21st century. Second, the planned argumentation-based inquiry practices were applied for 14 weeks in the “Science Literacy” elective course. To evaluate the effect of the implementation, science teacher candidates’ scientific process skills, high-level thinking skills, and consideration of the nature of science were investigated. A “concurrent triangulation design” was used in this mixed methods research. The study group comprised 38 science teacher candidates. Quantitative data were collected using a scientific process skills test, critical thinking disposition instruments, a metacognitive awareness inventory, and a nature of science views test. Qualitative data were collected through a semi-structured interview and documents (reflective learning diaries, reflective evaluation notes). The results show that the quantitative and qualitative findings support each other. It was determined that the practices carried out during the 14 weeks contributed to the science teacher candidates’ development of scientific process skills, critical thinking tendencies, metacognitive awareness, and views about the nature of science.

Science Teacher Candidates’ Questioning and Discussion Skill Performance in a Virtual Simulation Using Experiential Deliberate Practice

ABSTRACT Effective questioning and discussion are fundamental instructional skills for science teacher candidates to master. These skills are important for teacher competence that aids student achievement. Opportunities to practice these skills in traditional teacher preparation programs may be limited. This embedded single case study focused on an intervention consisting of an experiential deliberate practice approach which provides a virtual learning simulation experience and asynchronous skill development provided science teacher candidates with the opportunity to learn and practice questioning and discussion skills. Teacher candidates taught the same lesson three times to avatars over the course of three weeks to establish a baseline and post-intervention practices. Feedback was provided after each teaching experience and asynchronous skill development modules were presented between each teaching session. Data included scores of teacher practice using an evaluation rubric for questioning and facilitating discussions, self-reflective surveys after each teaching session, and culminating semi-structured interviews. Both participant self-reporting through surveys and interviews and scorer ratings of lessons supported the intervention having positive impacts on skill competencies of participants.

Evaluation of the Contribution of the Clinical Supervision Model to the Professional Development of a Science Teacher Candidate by the Three-Way Conferences

The aim of this research is to evaluate the contribution of the feedback given based on Clinical Supervision Model to the professional development of a science teacher candidate. In the study, feedback was given to the science teacher candidate throughout the academic year within the framework of Clinical Supervision Practices. The candidate gave lectures 3 times during a semester at the practice school. The lessons were observed by the stakeholders and feedback was given on the student’s performance in the three-way conferences held afterwards. In the study, “case study”, one of the qualitative research methods, was used. Audio recordings taken from three-way conferences were used as data collection tool. Content analysis of the collected data was made. In this context, codes were created from the transcript of the data obtained from the audio recordings, the codes were arranged and interpreted within the framework of common themes. In the study, it was concluded that Clinical Supervision practices contributed to the professional development of science teacher candidates in attracting students’ attention to science lessons, teaching science concepts and classroom management.

Approaches of Science Teacher Candidates to Errors in Regarding the Concepts of General Mathematics

The teacher must, first of all, have a good knowledge of mathematics to detect the errors in the student’s mathematical knowledge and to identify the general situation in the classroom. This depends on the mathematical knowledge gained in the teacher training schools. General mathematics topics occupying an important place in the departments of mathematics and science education form the basis for a better understanding and comprehension of subsequent mathematics and science topics (Gökçek & Açıkyıldız, 2015).In this study, approaches of teacher candidates to errors in the questions on limits, derivatives, integrals, and asymptotes were determined as the case of the research. Perspectives regarding this case were examined in detail in line with the candidates’ answers to the questions “what, how, why” and presented to the reader (Yin, 1984).Participants of the study consisted of sixty first-year students studying in the Department of Science Education of a university in Central Anatolia. In the research, a knowledge test consisting of six open-ended questions was used as the data collection tool.

STEM ve STEM Temelli Robotik Etkinliklerinin Öğretmen Adaylarının Yapılandırmacı Öğrenme Ortamları Görüşlerine Etkisi

The aim of this study is to examine the effects of STEM and STEM-based robotic activities on constructivist learning environments in pre-service science teachers. The sample of this study, which was conducted in the 2018-2019 academic year, consists of 31 teacher candidates studying at the Faculty of Education, Department of Science Education. Mixed method was used in the study. A weak experimental design was used in the collection of quantitative data. In the research, "Constructivist Learning Environment Scale" was used in order to collect quantitative data. In addition, an open-ended "semi-constructivist interview form" created by the researcher was used to obtain qualitative data. Quantitative data was paired sample t-test, qualitative data was used content analysis method. According to the findings obtained in the study, it was observed that the effect of STEM-based robotic coding activities of science teacher candidates on their views of constructivist learning environments showed a significant difference when their pretest-posttest scores were compared. According to the qualitative data, it was observed that while the teacher candidates were doing STEM activities, their perspective on the events, the responsibilities they took with the methods and techniques they applied, and their associations with real life were observed to have a positive effect.

An Interdisciplinary Renewable Energy Education: Investigating the Influence of STEM Activities on Perception, Attitude, and Behavior

The study aimed to examine the effects of design-based STEM activities developed for renewable energy sources on science teacher candidates' perceptions, attitudes, and behavioral orientations. The one-group pretest-posttest design was used. The participants comprised 40 second-grade teacher candidates studying at a public university, and the study lasted for 14 weeks. The data were collected using a renewable energy perception scale, renewable energy sources attitude scale, sustainable consumption behavior scale, and STEM product-performance observation form. The results demonstrated that design-based STEM activities towards renewable energy sources enhanced teacher candidates' perception, attitude, and behavior toward renewable energy sources. However, there was no statistically significant increase in the unneeded consumption sub-dimension of the sustainable consumption behavior scale and the renewable energy-environment relationship sub-dimension of the renewable energy perception scale.

RETRACTED ARTICLE: Robotic coding and 3D printer with STEM activities; the effect of science teacher candidates on STEM awareness and STEM self-efficacy

RETRACTED ARTICLE: Robotic coding and 3D printer with STEM activities; the effect of science teacher candidates on STEM awareness and STEM self-efficacy

Development of Socioscientific Case-Based Worksheet in Biology Topics for IX Grade Junior High School to Improve Communication-Collaboration Performance

Case-based learning is a recommendation for the achievement of 21st-century skills. Empirical facts show any limitations of science teaching materials that model the integration of cases into science learning topics in secondary schools. Socioscientifc issues are potential cases for Biology learning. Unfortunately, learning tools for this such issues are relatively rare. This study aims to develop a case-based student worksheet with socioscientific issues. We conducted development research applying the 4D model, which is limited to 3 stages: define, design, and develop. The research instrument consisted of validation sheets, practicality questionnaires, and observation sheets for measuring communication and collaboration performance. The research population students who learn science in junior high school. The sample is determined purposively. We choose 52 science students from one of the junior high schools in Padang City and 17 prospective science teacher students who registered as participant of Learning Material Development Course. Data processing used descriptive statistics (percentage) to inform validity criteria gained, while inferential statistics (Mann-Whitney test) were applied to compare the differences of communication and collaboration scores among science students and science teacher candidates during the practicality stage. The results showed that the socioscientific case-based worksheets reached the criteria of 1) being very valid, 2) practical and very practical for users (teachers, students, and prospective science teacher students), and 3) having a significant effect on the collaboration-communication performance of science students and science teacher candidate. Otherwise, communication collaboration performance indicators that need to be considered for improving 21st-century skills are responding to large group audiences, presenting ideas, conducting inter-group discussions, and drawing conclusions

Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic

The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years.

Investigation of Teacher Candidates' Nature of Science Beliefs In Terms of Gender, Program, and Class Level

This research aims to examine teacher candidates' nature of science beliefs in terms of certain variables (gender, program, and class level). The participants of the research are 364 teacher candidates studying at the faculty of education of a public university in three programs; science education, elementary mathematics education, computer education, and instructional technology. Convenience sampling was applied and a relational screening model from descriptive research design was used. "Nature of Science Beliefs Scale" developed by Özcan and Turgut (2014) was used as a data collection tool. Subsequently, data analysis was conducted through SPSS statistical software by applying independent samples t-test and one-way ANOVA analysis. According to the results of the study, teacher candidates' nature of science beliefs was found on the undecided level. Additionally, female teacher candidates have a higher level than male teacher candidates related to the nature of science beliefs dimensions of tentativeness, observation and inference, scientific method/methods, assumptions and boundaries, socio-cultural embeddedness, and theories and laws, and it was found that this difference was statistically significant. In terms of program variables, only a difference was found in the dimension of scientific method/methods in favor of science teacher candidates. Finally, there was a statistically significant difference in the dimensions of tentativeness and theories and laws in terms of a class-level variable. Consequently, new activities and subjects that can be added to the curriculum are recommended