Thinking Skills Of Pre-service Teachers Research Articles

Preparedness of the vocational higher-order thinking skills of pre-service teachers during internship program implementation

This research aims to analyze the vocational higher-order thinking skills (V-HOTS) of pre-service teacher interns at teacher education colleges during an internship at vocational high schools. The research employed mixed methods through (1) observation and evaluation of student preparations, (2) semi-structured interviews on the role of teachers in improving V-HOTS in schools, and (3) distributing questionnaires of students' perceptions to the tenth grade across six vocational high schools divided into two clusters. The results demonstrate that the intern teachers succeeded in mastering V-HOTS according to students' perceptions, where they achieved scores that far exceeded the previously set standards. Further statistical analysis revealed significant differences in perceptions between the two groups of intern teachers (Clusters I and II), indicating variations in the understanding or application of V-HOTS between the two groups. This implies that the pre-service teacher interns in Cluster II have better V-HOTS in implementing internship programs, although the schools in Cluster II are less supportive of information and communication technology (ICT). This research provides insights into the effectiveness of V-HOTS among pre-service teacher interns, suggesting that additional support and resources might be needed in schools that are less supportive of ICT to ensure consistent application of V-HOTS.

Designing ocean climate lecture-based prediction-argumentation to improve reflective thinking of pre-service teacher in Indonesia

ABSTRACT Ocean Climate lectures included the need for more depth regarding what was taught. So lecturers need lecture equipment so that the material is conveyed effectively. This study aims to design prediction-argument-based Ocean Climate lectures to increase the reflective thinking of prospective physics teacher students to solve issues or problems that develop in society. The Mixed Methods method applied in this study is an embedded experimental type. The priority of this research is the quantitative experimental method and the supporting qualitative data. The number of students in the high N-gain category is because students can understand the material or master the concept well. Meanwhile, seven students are in the medium N-gain category because these students have yet to be able to relate material concepts by explaining their argument. Based on the results and discussion above, prediction-argumentation-based ocean climate lectures are effectively used to improve the reflective thinking skills of pre-service teachers. The prediction-argumentation-based ocean climate lecture model has characteristics, namely prioritizing predictive abilities and argumentation abilities, to equip students with reflective thinking skills.

Fostering computational thinking through digital storytelling: a distinctive approach to promoting computational thinking skills of pre-service teachers

The present study illustrates digital storytelling (DS) as an open-ended learning environment, which is one of the ways of preparing pre-service teachers (PST) to practice computational thinking (CT) in their future teaching. An 8-week teacher training program was organized and presented. The study aims to investigate the program’s impact on the PST's CT skills, CT-integrated DS design skills, and their perspectives. A study group of fifty-two second-year PSTs took part in the Instructional Technologies course. An embedded mixed-method design was used. The CT scale was used as a pre-test and post-test to examine the development of the PST’s CT skills for quantitative data collection. The qualitative data comprise the CT-integrated DS projects developed by the PST during the training and the reflection reports they wrote at the end of the training. The paired samples t-test was used in the analysis of quantitative data. The DS projects were evaluated using the rubrics with the story/storyboard, DS, and CT skills dimensions. Reflection reports were analyzed using thematic analysis. The findings revealed a significant improvement in the PST’s CT skills after the training program. The qualitative findings show the PST’s perspectives on CT definitions, the perceived benefits of CT and DS, and the use of DS to promote CT. The qualitative findings also present evidence for the CT-integrated DS design skills of the PST. Therefore, the study presents early findings showing that CT components could be integrated with DS and used in teacher education effectively without any pressure to use programming tools. The study also shows how DS is gradually integrated with the CT components as a suggestion for future studies.

Çevrimiçi ve yüz yüze eğitimde uygulanabilecek bir model: Problem temelli kuantum öğrenme modeli

This study aims to determine the effect of the problem-based quantum learning model in distance education on the cooperative learning, self-efficacy beliefs, and metacognitive thinking skills of pre-service teachers and their views on the model. In this research, an experimental research method was used. The participants were English Language Teaching program students studying in the 2nd class in a state university in Turkey. The data were collected by Student Letters, Teachers’ Sense of Efficacy Scale, Metacognitive Thinking Skills Scale, and Attitude Scale for Cooperative Learning. In the analysis of quantitative data, t-test from parametric tests and Wilcoxon signed-rank test from non-parametric tests were used and in the analysis of qualitative data, the content analysis method was used. According to the data obtained from the research, it was concluded that the problem-based quantum learning model positively affected the attitudes of pre-service teachers towards cooperative learning and group work, their self-efficacy perceptions, problem-solving, thinking, research, and decision-making skills. Also, it was concluded that this model was effective in learning the content of the course, learning the information, and increasing the desire to learn, their attitudes towards the model changed, and the model was effective and fun.

Determining the Level of Computational Thinking Skills of Science Teacher Candidates

In this study, it was aimed to compare the computational thinking skills of science teacher candidates, according to some variables (gender, class level, having a computer, daily average computer usage time, following technological developments and monthly income level of families). In the study, the survey model, one of the quantitative research methods, was used. The study group of the research consists of Science Teacher Candidates studying at the Faculty of Education of a state university in Türkiye during the 2021-2022 academic year. The data collection tool of the research is the "Computational Thinking Skills Scale" developed by Dolmacı and Akhan (2020). When the results of the study were examined, it was seen that the computational thinking skills of pre-service teachers were generally high. According to the gender variable, it is seen that the statistically significant difference in sub-factors is in favour of male teacher candidates. According to the family monthly income level variable, it has been understood that the statistically significant difference is in favour of the pre-service teachers whose income level is 8001TL and above.

The statistical thinking skill and adversity quotient of English pre-service teacher

<span lang="EN-US">Statistics is a branch of mathematical study in universities. Statistics courses are not too tricky to master for students in Mathematics education. In contrast, non-mathematics students, such as students of English education, own the paradigm that statistics is a complex subject since they have to apply formulas and substitute those formulas with numbers as a basic knowledge of general statistics course. There are a lot of studies on the statistical thinking skills of a pre-service teacher. However, statistical thinking skills influenced by the adversity quotient factor have not been widely studied. This study aimed to identify and examine the statistical thinking skills of pre-service English teachers based on the dimensions of adversity quotient and statistical thinking ability. This is a quantitative study with a sample of 314 students of English pre-service teachers who took statistics courses for language education and were selected by cluster random sampling technique at a university in Cimahi, West Java, Indonesia. The results showed that based on control, origin, ownership, and endurance positively influenced students’ thinking abilities. However, there is no positive effect between the latent variable of the reach dimension on the students’ statistical thinking ability. The students’ thinking skills tend to be classified at the quantitative level.</span>

Enhancing Pre-service Physics Teachers' Higher-Order Thinking Skills Through STEM-PjBL Model

This study aimed to determine the higher-order thinking skills of pre-service teachers through STEM-PjBL Model. The research method used was a quasi-experimental with one group pretest-posttest design. The N-Gain results mention the N-gain in both experimental and control classes that the physics learning process through the STEM-PjBL Model is 21% higher in improving higher-order thinking skills than Direct Learning. Improvement of students' ability to solve HOTS categorical questions in the experimental group taught by applying STEM-PjBL Model scored N-Gain 75% or 0.75, which increases the high category. In comparison, the control group led by applying the Direct Learning model achieved 54% or 0.54, meaning a moderate increase in categories. The results showed that learning using STEM-PjBL Model could improve higher-order thinking skills more than Direct Instruction Learning. The implications of this research include: gaining new knowledge that can be used as a pre-service teacher’, adding insight regarding STEM-PjBL Model that can be used to grow students' science process skills, assisting schools in improving the quality of students, and the quality of the physics learning process in schools.

Ortaöğretim Matematik Öğretmen Adaylarının Sözsüz İspat Becerilerinin Bağlamsal İncelenmesi: 1’den n’ye Kadar Olan Tamsayıların Toplamı Durumu

Recently, studies have been carried out on alternative proof methods due to the change in the perspective of teaching proof and the difficulties of learners in proof. In this context, proof without words, which are presented as an alternative to proof teaching, defined by diagrams or visual representations and require the student to explain how proof is, are discussed in this study. The aim of this study is to examine pre-service mathematics teachers' explanations of proof without words about the sum of consecutive numbers from 1 to n. The data were collected by the proof of the sum of consecutive integers. 27 pre-service teachers from a university in the Middle Anatolia region participated in this study, which was conducted using a basic qualitative research design. At the end of the study, it was seen that most of the pre-service teachers were unable to explain the proof without words of the sum of integers from 1 to n. One of the reason for this may be related to the spatial thinking skills of pre-service teachers. However, there are pre-service teachers who can interpret the visual given in the proof correctly, use the necessary mathematical knowledge, but cannot generalize using the given visual. The reasons why the pre-service teachers could not express the general situation are considered as the lack of algebraic thinking.

Using service-learning approach for promoting higher order thinking skills among Pakistani pre-service teachers

Modern educational pedagogies emphasize that teaching and learning frameworks should be designed to promote essential skills among students and develop their higher order thinking skills and the real-world application of those skills. In this milieu, service-learning is an emerging approach in education that best meets this need. Although much work exists on service-learning in developing students' social, moral, and citizenship potential, there is a lack of research that highlights the role of service-learning and its potential to promote high order thinking skills among pre-service teachers. This study attempts to extensively examine the role of service-learning in promoting high-order thinking skills among pre-service teachers. For this purpose, an integrated approach of Queensland University's higher order thinking guidelines was compared and contrasted as a framework with service-learning approach. The analysis and literature review showed that said the guidelines can be adopted using service-learning approach to promote higher order thinking skills of pre-service teachers. Therefore, the framework is proposed to be integrated into a service-learning course in higher education. The guidelines provide a five steps process for developing higher order thinking skills among teacher education students. The study results provide teacher educators with more practical ways to implement a more active and purposeful teaching and learning environment that encourages higher order thinking among pre-service teachers.

The Impact of Scratch-Assisted Instruction on Computational Thinking (CT) Skills of Pre-Service Teachers

The present study aimed to determine the effect of Scratch-assisted expressions and applications on the Computational Thinking skills of pre-service teachers. For this purpose, the research was designed with an exploratory sequential design, a mixed research method. Thirty-three pre-service teachers participated in the study. Data were collected with Computational Thinking Scale before and after the applications conducted in the Instructional Technologies course, and with a survey form developed by the author and face-to-face interviews conducted with the participants at the end of the course. Based on the data obtained, it was determined that the applications conducted in the course improved the Computational Thinking skills of the participants. Although the improvement did not differ based on gender, it was determined that the differences were significant based on creativity, algorithmic thinking, and critical thinking sub-dimensions. Furthermore, it was observed that there was a positive and significant correlation between Computational Thinking and academic achievement. Also, pre-service teachers stated that Scratch applications contributed to the acquisition of Computational Thinking skills. It was suggested that the present study findings would contribute to future studies on Computational Thinking acquisition in similar courses.

AN EVALUATION ON PRE-SERVICE TEACHER’S INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPETENCY AND COMPUTATIONAL THINKING SKILLS IN TERMS OF DIFFERENT VARIABLES

Eğitim sisteminin önemli unsurları arasında yer alan ve 21. yy becerileri arasında kabul edilen bilgi ve iletişim teknolojileri (BİT) yeterlikleri ve bilgi işlemsel düşünme (BİD) becerileri, gerek öğretmenlerin gerekse öğrencilerin sahip olması gereken beceriler arasında yerini almıştır. Özellikle eğitim sisteminin temel unsuru olan öğretmenlerin bu becerilere sahip olması verilen eğitimin verimliliği ve etkililiği açısından oldukça önemli görülmektedir. Bu ifadeden yola çıkarak, bu çalışmada geleceği inşa edecek öğretmen adaylarımızın BİT yeterlik düzeyleri ve BİD becerilerinin ne durumda olduğu ve aralarında anlamlı bir ilişki olup olmadığı belirlenmeye çalışılmıştır. Çalışmada ayrıca öğretmen adaylarının BİT yeterlik düzeyleri ve BİD becerileri üzerinde cinsiyet, öğrenim görülen program, bilgisayar donanım bilgisi ve bilgisayar yazılım bilgisi değişkenleri açısından anlamlı bir farklılık olup olmadığı araştırılmıştır. Araştırma örneklemini Trakya Üniversitesi Eğitim Fakültesi’nde öğrenim gören ve tesadüfi örnekleme yöntemi ile belirlenmiş olan 365 öğretmen adayı oluşturmaktadır. Çalışmada veri toplama aracı olarak “Öğretmen Adayları İçin Bilgi ve İletişim Teknolojileri Yeterlikleri Ölçeği” ve “Bilgisayarca Düşünme Ölçeği” kullanılmıştır. Araştırma bulgularına göre öğretmen adaylarının BİT yeterlikleri “yeterli” düzeyde iken, BİD becerilerinin “orta düzey” seviyesinde olduğu belirlenmiştir. Bununla birlikte öğretmen adaylarının BİT yeterlikleri ile BİD becerileri arasındaki ilişkiye bakıldığında pozitif yönde ve zayıf düzeyde bir ilişki olduğu ortaya çıkmıştır. Araştırmada ayrıca, öğretmen adaylarının BİT yeterlikleri ile cinsiyet değişkeni arasında anlamlı bir ilişki ortaya çıkmazken, BİT yeterlikleri ile öğrenim görülen program, bilgisayar donanım bilgisi ve bilgisayar yazılım bilgisi değişkenleri arasında anlamlı bir ilişki olduğu ortaya çıkmıştır. Çalışmada aynı zamanda BİD becerileri ile cinsiyet, öğrenim görülen program, bilgisayar donanım bilgisi ve bilgisayar yazılım bilgisi değişkenleri arasında anlamlı bir ilişkinin olduğu da görülmüştür.

The effects of different programming trainings on the computational thinking skills

ABSTRACT In this study, the effects of Arduino IDE and C++ programming languages were investigated on the computational thinking skills of preservice teachers. The Computational Thinking Skills Scale was administered to preservice teachers. Firstly, a basic programming training was given and then it was asked to create group projects on a voluntary basis. Six of twelve groups created a project using the Arduino IDE platform and the other six created one using the C++ programming language. Accordingly, a significant difference, which is in favour of the post-test, was found in the scores of pre-tests and post-tests of Arduino IDE groups in the scale factors; creativity, algorithmic thinking, critical thinking and the total score of the scale. No significant difference was found in cooperativity and problem solving factors. Also, the results of the study did not reveal any significant difference between the scores of pre and post-tests of C++ project groups and overall scores of different groups.

Öğretmen Adaylarının Yansıtıcı Düşünme Becerileri ve Bu Becerilerin Gelişimini Destekleyen Faktörler

Araştırmanın amacı sınıf öğretmenliği lisans programının 7. döneminde okutulan öğretmenlik uygulaması-I dersini almakta olan öğretmen adaylarının öğretim sürecinde yansıtıcı düşünme becerilerini nasıl kullandıklarını, ne gibi durumlar üzerine yansıtma yaptıklarını ortaya koymak ve bu süreçte yansıtıcı düşünme becerilerinin gelişimini destekleyen faktörleri belirlemektir. Araştırma nitel araştırma yöntemlerinden eylem araştırmasına göre desenlenmiştir. Çalışma grubunu oluşturan altı öğretmen adayının 10 haftalık öğretmenlik uygulaması süreci incelenmiştir. Haftalık yansıtıcı günlükler, görüşmeler, uygulama derslerinin video kayıtları, uygulama ortası ve sonu algı anketleri ve akran önerileri bu çalışmanın veri toplama kaynaklarıdır. Verilerin analizinde içerik analizi ve betimsel analiz kullanılmıştır. Öğretmen adaylarının hedef, içerik, eğitim durumları ve sınama durumları olarak 4 kategori altında 10 farklı temaya yönelik yansıtma kararları aldıkları ve en çok eğitim durumları üzerine yansıtma yaptıkları sonucuna ulaşılmıştır. Yansıtıcı düşünme becerilerinin gelişimini destekleyen 10 faktörün; öğretim uygulamalarının video kaydı, yansıtıcı günlükler, akran işbirliği, öğretim deneyimi, uygulama öğretmeniyle işbirliği, ders planı hazırlama, öğretim uygulaması sonrası yapılan görüşmeler, öğretim uygulamalarında uzun süreli iletişim, güven verici ve destekleyici düşünme ortamı, pedagojik alan bilgisi olduğu sonucuna ulaşılmıştır.

STEM teaching intention and computational thinking skills of pre-service teachers

The aim of the study is to examine the Science, Technology, Engineering and Mathematics (STEM) teaching intention of science and primary school pre-service teachers in terms of Computational Thinking (CT) skill, gender, grade level, daily computer usage, internet usage, smartphone usage, and the department variables. The study employs the correlational survey model. The participants of this research are 440 pre-service teachers at Van Yuzuncu Yil University, Turkey. The STEM teaching intention scale, and the CT skill scale were used for data collection. Chi-Squared Automatic Interaction Detector (CHAID) analysis, independent samples t- test, and single factor variance analysis (ANOVA) was used for data analysis. According to the results; CT has the most significant effect in terms of STEM teaching intentions. Department is also another important variable for STEM teaching intentions. STEM teaching intention measures do not differ according to gender, grade level, daily average computer usage, internet usage and smart phone usage.

Developing Critical Thinking Skills Of Pre-service Teachers In Ghana: Teaching Methods And Classroom Ecology

The study sought to answer these questions: How do the teaching strategies employed by Ghanaianinitial teacher educators and the classroom ecology they create affects the thinking skills of pre-serviceteachers? And what can be done to improve pre-service teachers’ thinking through teaching methodsand classroom ecology? The study employed a qualitative case study approach to investigate theproblem at Akatakyiman Teacher Training College (a pseudonym) in Ghana. Teachers in science,mathematics and social studies and students were interviewed and observed.

The effect of intervention strategies on creative thinking skills of pre-service teachers

The effect of intervention strategies on creative thinking skills of pre-service teachers