Science Teacher Training Research Articles

The role of virtual reality in improving the quality of professional training of natural science teachers

The use of information technologies, in particular virtual reality (VR), is becoming a topical issue in the professional training of natural science teachers. The study aims to assess the effectiveness of a professional development program that utilizes virtual reality as an educational tool to enhance the quality of training for natural science teachers. The obtained results testify to the positive impact of the VR use on various aspects of teachers’ professional training. The study found that the attitude towards technology improved significantly after the VR introduction (from 65% to 72%). The percentage of positive responses regarding the feasibility of using STEM (Science, Technology, Engineering and Mathematics) technologies in education increased by 25%. Student feedback emphasizes the importance of integrating new technologies into STEM education. Further research should examine the training needs of STEM teachers in different educational contexts, explore effective technology integration strategies, and assess their impact on student outcomes.

Managementul riscurilor transformaționale ale educației matematice și informatice din Republica Moldova

The article addresses the significant transformations in mathematics and IT education in the Republic of Moldova. The challenges facing mathematics and IT education are identified: implementation of the new curriculum concept, resistance to change on the part of teachers, inadequate teacher training, lack of resources and infrastructure, risk of ineffective assessment. The principles of developing the new school curriculum focus on adapting to the sociocultural context, respecting individual learning needs, training essential skills for professional and personal life, and integrating disciplines for sustainable skills. The need to update teaching methods, including interactive and innovative approaches, the use of digital technology, and the development of critical and creative thinking are emphasized. It is proposed to create individualized learning paths and use digital educational resources to improve the learning process. As a result, continuous training of mathematics and computer science teachers is recommended through programs that include learning themes centered on pedagogical models, tools and innovative methodologies, such as the Conditional knowledge strategy, realistic mathematical education, the Flipped Classroom method, video-pedagogy, virtual reality, augmented reality and mixed reality technologies, to stimulate students' motivation and their active involvement in the educational process.

THE SPECIFIC FEATURES OF TEACHING MODERN PROGRAMMING LANGUAGES IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS

This article examines the relevance and necessity of teaching the Python programming language for the professional and methodological training of future computer science teachers in pedagogical universities. Python software is one of the modern programming languages and is being implemented at all levels of education. For this reason, it is necessary that a future computer science teacher has the knowledge and skills to use Python to learn the basics of programming.

RESEARCH APPROACH IN METHODOLOGICAL FUTURE SCIENCE TEACHER TRAINING

The article is devoted to a research approach implementation in the methodological training of future science teachers. The author emphasizes the need to develop research competence in higher education students majoring in the subject specialty 014.15 Secondary Education (Natural Sciences) and obtaining a professional qualification of a teacher of natural sciences, physics, chemistry, and biology to work in the New Ukrainian School. The article’s purpose is to reveal the essence of the research competence of future science teachers and the peculiarities of implementing the research approach in their methodological training. It has been established that the research approach involves the organization of the educational process in which learning takes place through research activities. The research competence of future science teachers is interpreted as an integrative quality of a personality that combines motivation for research, methodological knowledge and knowledge of research technologies, research skills, the ability to carry out research activities, organize them with students in teaching science subjects, and evaluate their effectiveness. It is determined that this research competence combines motivational, cognitive, activity-operational, and reflective components. The importance of methodological disciplines in the formation of research competence of future teachers of natural sciences, physics, chemistry, and biology is emphasized. It has been found that the research approach in the methodological training of future teachers requires the use of specific teaching methods and technologies (project, contextual, case technology, research laboratory work). It contributes to the research competence of higher education students development, in particular, their ability to organize students’ research activities in science classes in general secondary education institutions.

Construction of a Science Teacher's Topic-Specific Pedagogical Content Knowledge in the Gifted Class

This study examines a science teacher's pedagogical content knowledge during instruction on the topics work and energy, simple machines, and friction force in a gifted class. The research adopts a single case study approach, employing qualitative methods. The participant is a middle school science teacher, and data collection tools include interviews, observations, card-sorting activities, and lesson plans. The main findings of the study are: (1) gifted students required additional science practice beyond the scope of the traditional curriculum, (2) the participating teacher encountered challenges when designing and implementing enrichment activities, (3) the characteristics of gifted students positively influenced the development of the teacher's pedagogical content knowledge, and (4) the presence of gifted students prompted a shift in the teacher's science teaching orientation from traditional methods to reform-based practices. Teachers need to have additional knowledge bases or Pedagogical Content Knowledge components. Notably, the research underscores the relevance of the knowledge of enrichment curriculum and knowledge of characteristics of gifted students in the training of science teachers, along with the crucial role of STO in the education of gifted students, especially in the context of teaching physics. These findings offer significant implications for the curriculum designed for gifted students, particularly concerning the teaching and learning of physics topics.

Professional Development and Science Teacher Effectiveness in Africa: A Study of South Western Uganda

Teacher Professional Development (TPD) has long been a factor in revolutionizing the quality of science education in Africa. Although the Ugandan government introduced many TPD initiatives, there have been noticeable failure rates in science subjects at the Uganda Certificate of Education (UCE) examinations countrywide. This study aims to interrogate the level of science teacher engagement in professional development, challenges hindering teacher access to TPD programs, and the correlation between TPD and teacher effectiveness in terms of science grades. Using the Mixed method design, a sample size of 100 science teachers was recruited. The major findings revealed glaring gaps relating to inadequate teacher involvement in professional development, lack of planning for professional training of science teachers, limited funding and negative attitude towards professional development by science teachers and the school administration. The study provides a promising revelation that engagement in TPD positively correlates (π = 0.473, p < 0.01) with science teacher effectiveness. The study points to a critical argument that in order to deconstruct the narrative that STEM performance is supposed to be low and historically few students take on these disciplines, there is a need to invest in professional growth for science teachers

Design and Application of PBL Model for Life Science Teacher Training Curriculum with Enhanced Linkage to Education Field

Design and Application of PBL Model for Life Science Teacher Training Curriculum with Enhanced Linkage to Education Field

TRAINING FUTURE COMPUTER SCIENCE TEACHERS TO USE ARTIFICIALINTELLIGENCE TECHNOLOGIES IN THE EDUCATIONAL PROCESS

The article discusses the training of future computer science teachers to use artificial intelligence (AI) technologies in education. The authors highlight the relevance of this issue in light of the rapid spread of AI technologies in various spheres of life and the need to develop students’ digital competencies related to the use of artificial intelligence. The study aims to identify the essential competencies that future computer science teachers need to effectively use AI in education. It also analyzes the existing problems and challenges in this area, studies the prospects for the use of AI in education, develops recommendations for improving relevant training programs, and overcoming barriers to the implementation of AI technologies. The study identified three main groups of competencies for future computer science teachers in the field of AI: technical, pedagogical, ethical and legal. Technical competencies include knowledge of AI technology principles, algorithms, and software. Pedagogical competencies relate to the ability to adapt teaching materials and methods to the capabilities of AI and to develop appropriate tasks and projects. Ethical and legal competencies involve comprehending the risks and challenges associated with AI usage, as well as being aware of the ethical principles and legal norms in this field. The article analyzes technical, pedagogical, ethical, and legal problems related to introducing AI technologies into computer science teacher training and education. It also explores the potential benefits of AI in education, such as personalized and adaptive learning, improved teaching and assessment effectiveness, and the development of critical thinking and creativity in students. The authors suggest methods to enhance computer science teacher training programs, such as incorporating specialized AI courses, providing practical training, and involving industry experts. They also stress the significance of considering the most effective international practices in this field. To summarize, the article highlights the pressing need to modernize the computer science teacher training system in Ukraine. This is necessary to develop the competencies required for the effective use of AI technologies in the educational process. Such modernization will contribute to the development of students’ digital literacy and ensure the competitiveness of the Ukrainian educational system in the context of digital transformation.

ОСВІТНІЙ ПРОЄКТ «ЦІКАВА НАУКА ОНЛАЙН» ЯК ШЛЯХ КОМПЕНСАЦІЇОСВІТНІХ ВТРАТ В УМОВАХ ВІЙНИ В УКРАЇНІ

The article highlights the experience of implementing educational projects in the conditions of the transformation of education in Ukraine, which was caused by the war. Research conducted by the State Education Quality Service of Ukraine showed that compensation for the loss of study time most often occurs through providing students with educational materials and tasks for independent study. Group and individual consultations, additional training classes are held less frequently. The study notes that it is too difficult to assess how often these measures are implemented, given that most teachers complain of a lack of conditions and opportunities. Research conducted by us in the Ukrainian educational hubs of JRS Romania in Bucharest confirmed the feasibility of creating educational hubs as an effective form of non-formal education aimed at overcoming educational losses caused by martial law. The results of research and the search for possible ways to reduce the level of educational losses determined the need to introduce new forms of educational activity and more appropriate forms of pedagogical education. In the context of the mentioned problems, the training of natural science teachers in higher education institutions should correspond to the realities of life, the social order and be oriented towards the organization of the educational process online. The implementation of educational projects conducted online based on the STEM-oriented approach, as the experience described in the article has shown, is one of the possible ways to overcome existing educational challenges and ensures that the training of future teachers meets the modern demands of the market of educational services. An example of the implementation of the above ideas is the "Interesting Science Online" project. The idea of the project is to combine the efforts of forms, methods and technologies of formal and informal education to compensate for educational losses in emergency situations. The project's online studios were developed by us depending on the value orientations and preferences of the project participants. The studios of scientific rap, scientific TikTok, the studio "Know How" and "Battle of the Worlds" are actively working in the project. All online studios work under the leadership of students - masters of interesting science. Educational products created in the studios are presented during the work of the studios and in social networks on the project pages. The article presents an innovative form of pedagogical education, online university studios, which improve the quality of training future teachers to carry out educational activities online and demonstrate the possibilities of compensating for educational losses in wartime conditions.

Development of Interactive Media Using Macromedia Flash 8 Software in Natural Sciences Subjects in Elementary Schools

This research aims to develop interactive media using Macromedia Flash 8 software in science and technology subjects in elementary schools. This research uses a Research and Development (RD) approach with the Analysis, Design, Develop, Implement, Evaluate (ADDIE) model. It was conducted at three elementary schools in West Sumatra with fourth-grade students as research subjects. Qualitative and quantitative data were obtained from teacher and student practicality questionnaires, as well as evaluation tests in the form of pretest and posttest. Data collection utilized validation sheets, questionnaires, and evaluation tests. The results of the interactive multimedia validity test based on Macromedia Flash 8 were found to be in a very valid category (scoring 81-100% based on expert assessments) with an average percentage of 90%. The practicality assessment yielded an average percentage of 88.5% in the highly practical category (scoring 85.01-100%). The effectiveness evaluation resulted in an N-Gain Score (a metric measuring the increase between pre and post-test scores) of 0.77, indicating a high level of gain, and a percentage of 77.87 in the effective category.The evaluations affirm that Macromedia Flash 8-based interactive media is valid, practical, effective, and suitable for educational use in enhancing science learning for elementary students. The findings have implications for integrating such multimedia tools in science curriculum design and teacher training to facilitate more engaging and effective delivery of abstract scientific concepts. Future research could explore wider implementation and long-term impacts on student learning outcomes.

Barriers in technological training of health science teachers. A case study

Las competencias digitales de los docentes constituyen una variable clave para integrar las TIC en el proceso de enseñanza-aprendizaje. Su desarrollo se ha convertido en uno de los principales problemas formativos que afecta de forma general al ámbito educativo, y más aún a la formación de profesionales de Ciencias de la Salud. El propósito del estudio ha sido conocer las principales barreras que encuentran los profesores de educación secundaria que imparten asignaturas de educación para la salud, en Sevilla (España) y su provincia, para su capacitación tecnológica. El diseño de la investigación se sitúa desde una perspectiva de investigación etnográfica de carácter descriptivo, donde se analizaron 60 entrevistas. Entre las conclusiones podemos destacar que las principales barreras que obstaculizan la realización de actividades de formación tecnológica en el profesorado de ciencias de la salud vienen determinadas en primer lugar por factores económicos, de tiempo y de actitud del profesorado.

Preparing Future Computer Science Teachers Through using Innovative Technologies

This article presents theoretical and practical information and recommendations on the use of innovative technologies in the training of future computer science teachers, in particular Collaborative Learning technology in teaching the science of programming basics, and the development of students’ digital and software-technological competencies. new approaches and issues are discussed.

Approaches and methodologies for the development of education programmes for natural science subjects teachers

Relevance. This study addresses the need for a new methodological system to meet the current demands of natural science teacher training in schools in Kazakhstan. The effectiveness of this system should align educational objectives with outcomes. Purpose. The aim is to equip future teachers with skills to convey scientific information to pupils of various age groups, introduce methods and teaching configurations to enhance educational activities and apply development methods. Methodology. The study involved theoretical analysis and synthesis of philosophical and educational psychology literature, modelling, observation, and analysis of future teachers' activities. Results. The research investigated and systematised approaches to methodological design in educational programmes, identifying key professional competencies. It established factors of professionalism to form mental models of professional activity and self-concept in individuals. Conclusions. The study highlights the necessity for a revised methodological system to enhance natural science teacher training in Kazakhstan. It emphasises aligning educational objectives with outcomes and equipping future teachers with the skills to communicate scientific information to students effectively. The research has established the importance of integrating modern methods and teaching configurations to foster educational activities. Additionally, it underscores the relevance of developing professional competencies and mental models for professional activity. The findings support the development of educational programmes that address current educational reforms and the interdisciplinary nature of modern science, promoting a comprehensive approach to teacher training in natural sciences. Keywords: innovation process; teacher education; development of educational programmes; methodological system

Training of future primary school and computer science teachers in the structure of information systems

The active renewal of teacher education is driven by the contradiction between the need for new specialists and the lack of a clear strategy for modernising the educational process. The purpose of this study was to highlight all aspects of the process of training future primary school and computer science teachers to implement digital systems in conjunction with pedagogical conditions. The study employed such research methods as comparison, synthesis, observation, analysis, and abstraction. The key findings suggest that Ukraine is undergoing educational reforms aimed at updating the content and improving teaching and learning methods. The study covered the objectives, content, methods, forms, means of teaching the discipline “Computer Science (Structure and Main Components of Information Systems)” studied by future primary school and computer science teachers who undergo their professional training in the educational programmes 013 “Primary Education and Computer Science”, 014 “Secondary Education (Labour Training and Technologies. Computer Science)” at Oleksandr Dovzhenko Hlukhiv National Pedagogical University. The study analysed the latest publications on the subject matter of the study. Based on the analysis of the possibilities and concrete potentials of using information technologies, the expediency of their introduction into personal and professional development of future primary school specialists was determined, the principal conditions for their use and for the developed teacher in the educational information system were highlighted. The study highlighted the content of classes aimed at developing information and communication skills and other key competences of future primary school and computer science teachers in studying the subject “Computer Science (Structure and main components of information systems)”. The conclusions of this study state that the methodological recommendations for the organisation of practical classes in the course provide pedagogical support to teachers and contribute to the creation of a favourable learning and cognitive atmosphere during training. The practical significance of this study is to build a qualitative model that aims to improve the training future primary school and computer science teachers to implement digital systems in conjunction with pedagogical conditions

RESEARCH AND PRACTISE IN THE TRAINING OF STUDENTS FOR SERVER SOFTWARE INTEGRATION: A CASE STUDY IN UZBEKISTAN

The article discusses the domain and hosting algorithm for creating web-sites in the e-learning environment in the training of future computer science teachers. In the process of teaching the subject of pedagogical software it is important to inform the students about the integration of the servers along with horizontal and vertical directions.

Design and implementation of a STEAM Teaching/Learning sequence by Project-Based Learning for the training of future secondary school teachers

In high school teacher education, although work on didactic units for teaching the curriculum of science disciplines is common, they rarely include multidisciplinary STEAM viewpoint. For this article we are using the definition of STEAM that says it is a teaching method that integrates content, skills and beliefs from at least two disciplines that form the acronym and that focuses on real world contexts In this project, we show the design and implementation of a teaching/learning sequence (TLS) to show the STEAM methodology in High School with a project-based learning approach, with students of the Master’s Degree in Secondary Science Teacher Training. The TLS designed integrates content and skills from various STEAM disciplines, with physics and biology being the main ones and adding a Project-Based Learning (PrBL) teaching approach through the search for the best way to protect oneself from the sun. In this case, the Master’s degree students had two roles: on the one hand, they acted like secondary education students and, on the other hand, like future teachers. Thus, we evaluated the sequence in three different ways: content acquisition, scientific skills and attitudes towards STEAM education. The results indicated a positive impact in all the aspects analysed.

Use of open collaborative learning system and a methodology for measuring its effectiveness

Relevance. This study is devoted to the problem of using open co-education in the training of computer science teachers in universities of the Republic of Kazakhstan. The problems covered are relevant in the context of the development of the education system, and the rethinking and updating of existing teaching methods used in education, especially in the field of training teachers in the field of information technology. Purpose. The purpose of this study is to determine the effectiveness of the use of open collaborative training of teachers in information technology to increase teachers� awareness of such teaching methods. Methodology. In the current study, an experiment based on the evaluation of three parameters was used for two groups of students � one of the groups of students was taught according to the conventional form of education, the second group of students used the form of open co-education, which is considered in this study. Results. As a result of the introduction of this technique, an increase in attendance was obtained: in the experimental group, the average number of classes attended was 42.875, compared with 39.02 in the control group (Eta-squared value 0.0093) and with 40.3 in the experimental group itself before the introduction of the technique (Eta-squared value 0.0093). Exam results: the experimental group had an average score of 4.33, compared with 3.58 in the control group (Eta-squared value 0.0035) and 3.8 in the experimental group itself, compared with the period when the group was trained in the conventional way (Eta-squared value 0.0033). Similarly, a decrease in the dropout rate was noted � from 8.33% and 5.56% to 0%, respectively. Conclusions. In other words, there is an improvement in all indicators as a result of the introduction of open collaborative learning. Thus, it is possible to recommend this methodology for educators who teach future teachers in the field of information technology. Keywords: computer science; academic achievements; learning models; trends in education; collaboration

MODELING COMPETENCIES FOR FUTURE COMPUTER SCIENCE TEACHERS

This article explores the improvement of modeling skills among future computer science teachers. The current methods of forming these skills are analyzed, and the need for their improvement is justified. The research methods and the results of the experiment on the introduction of a new model of modeling training are described. The article concludes with conclusions and suggestions for further improving the training of future computer science teachers in the field of modeling.

The natural science teacher training program meeting the demands of the new general education curriculum in Vietnam

The article presents an overview of Vietnam’ Science Teacher Training Program in the socio-cultural context and a detailed introduction of the necessity of the Natural Science Teacher Training Program for lower secondary schools since 2018 meeting the demands of the New General Curriculum. The paper also shows the comparison among the nations’ science teacher education programs in terms of the objectives and domains of knowledge in the training curricula. We based our study on the documentary reviewing method and use a comparative and descriptive approach to classify a common category for these programs and show typical features in each program and highlight those that significantly contribute to curriculum development in Vietnam.

A systems thinking approach to capture the complexity of effective routes to teaching

AbstractSTEM teacher shortage remains a serious problem in secondary education in many European countries, despite many interventions and many research studies over the last decades. The observation that past interventions and research outcomes have not significantly contributed to reduce teacher shortage implies that places to effectively intervene in the teacher education system have not been found yet. In this article, a systems thinking approach is presented to evaluate the fundamental and structural problems of an academic teacher education system regarding STEM student entry. A thorough understanding of the systemic structure of a teacher education system is essential to identify leverage points for STEM teacher recruitment. Based on systems thinking principles and theoretical frameworks, a stepwise research framework was defined, which was tested in the Dutch academic teacher education system. First, potential factors of concern were identified based on the collection of many data such as existing public information, reports and long‐term student entry data. These potential factors of concern were subsequently investigated by student surveys and structured interviews with stakeholders from science faculties and teacher training institutes. Synthesis of the results led to the identification of three leverage points for increasing STEM student entry in teacher training, which were all found at the organizational and structural level of the academic teacher education system. The systems thinking research framework presented in this article provides a valuable framework to address persistent problems in education and enables the identification of novel and potentially more effective interventions.