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n Prospective Science Teachers Conceptual Understanding About Proteins and Protein Synthesis  [PDF]
Olcay Sinan,Sacit K?SE,Halil Aydin,Kutret Gezer
Journal of Applied Sciences , 2007,
Abstract: In present study, it was aimed to determine the effects of traditional teaching on levels of conceptual understanding of prospective science teachers on protein and protein synthesis before, after and six months after of instruction. Firstly, according to the views of the expert in the area, concept analysis was carried out about protein and protein synthesis. Considering the concept analysis, a six-item conceptual understanding test was prepared and administered as the pre-test, post-test and delayed post-test. As a result of the study, it was determined that the prospective science teachers had some difficulties in understanding concepts about protein and protein synthesis and traditional instruction was insufficient to overcome these problems. Especially, it was revealed that the candidates had severe misconceptions about process of protein synthesis and structure of protein. Finally, some suggestions were presented with the support of the findings obtained from this study.
Understanding Levels of Prospective Science Teachers on the Nature of Science  [cached]
Süleyman Yaman,Hasret Nuho?lu
Eurasian Journal of Physics and Chemistry Education , 2010,
Abstract: The aim of this study is to determine whether the understandings levels of prospective science teachers on the nature of science are dependent on differences in grade level and gender. This study utilizes VOSTS scale, which was developed by Aikenhead and Ryan, and adapted by Chan in order to determine viewpoints of prospective teachers on the nature of science. Eighteen multiple-choice questions from this scale were translated and adapted into Turkish from English by researchers, who also conducted a preliminary work on the validity and reliability of the scale. The adapted scale was applied to 80 prospective science teachers, who were not included in the sample of this study and the reliability coefficient of the scale was found to be 0.81. Then the scale is applied to 201 prospective teachers who are enrolled in the science education program. The statistical analysis of the results demonstrated that while views of the prospective science teachers on nature of science are not significantly correlated with differences in grade level and gender, there were significant variations among these views. In this study, it was determined that prospective teachers had certain misconceptions on nature of science with respect to specific issues including hierarchical relationships between concepts of hypothesis, theory, law, and universal scientific method; that they relied predominantly on positivist paradigm; and that they espoused the traditional approach to science in understanding and interpreting nature of science.
Prospective physics teachers’ level of understanding energy, power and force concepts
Ay?egül SA?LAM-ARSLAN,Mehmet Altan KURNAZ
Asia-Pacific Forum on Science Learning and Teaching , 2009,
Abstract: The aim of this study is to determine prospective physics teachers’ level of understanding of the concepts of energy and the related concepts of force and power. The study was carried out with the participation of 56 physics education department students at a university in Karadeniz region. All participants had previously taken an introductory physics course. To reach the aim of the study, an achievement test with 5 questions was formed for each concept and the collected data was analyzed using the description method. The data analysis revealed that majority of the students were not at the intended level in defining and explaining the energy, power and force concepts scientifically, and they could not associate these concepts with their daily life. Backed by the available results, utilizing associations of these concepts and using conceptual change texts were suggested for effective teaching of the concerned concepts.
International Journal of Instruction , 2008,
Abstract: Project-based learning (PBL) consisting projects that integrate science, technology, society, history, mathematics, politics and even arts serves a productive discussion opportunity for students, fosters a student-directed inquiry of real world problems, gives them the excitement of learning and seen to be an effective teaching strategy. Therefore, examination of PBL from the practitioners’ point of view, interpretation of the conceptualizations and experiences of them would yield valuable indicators for future PBL processes in classes both for instructors and students. This study focused on the prospective science teachers’ conceptualizations about project-based learning as practitioners in this research but also as instructors of future. A group of 75 prospective science teachers took place in research for a period of ten weeks and conduct projects in groups of four to five based on science-technology-society issues. Multiple data sources were used consisted a questionnaire with open ended questions, project portfolios and presentation notes. Data collected analyzed qualitatively and some assertions generated with the help of conceptual constructs derived. Assertions generated indicated that prospective science teachers developed some varying understandings based on their experiences about conducting projects in the context of PBL.
Prospective teachers’ levels of understanding Compton Effect and the impact of writing activities for learning purposes on academic success
Ali Y?ld?z,Erdo?an Büyükkasap
International Journal of Human Sciences , 2011,
Abstract: This study examines prospective teachers’ levels of understanding Compton Effect, and the impact of writing activities for learning purposes on the academic success of prospective teachers. These prospective teachers study in the science teaching program of the faculty of education of a state university and take the course Introduction to Modern Physics. In this study, a semi-experimental design with a 'pretest'- 'posttest' control group was used. Research data were obtained via a questionnaire comprising qualitative questions prepared by the researchers. In all the groups, the lesson was taught by utilizing the verbal-written lecture method. In addition, each student in the experimental group wrote a letter to a senior high school student to explain Compton Effect in an understandable way. On the other hand, students in the control group solved the problems relating to the topic in the course book. A total of 111 third year students studying in the academic year 2007-2008 participated in the present study. 54 of these students were female and 57 of them were male. Research findings indicated that prospective teachers have low levels of understanding Compton Effect, and qualitative and quantitative comparisons of posttest results of the experimental group and control group, and success percentages in the written examination were in favor of the experimental group. In addition, the opinions of students about writing activities for learning purposes were determined by means of additional questions to the posttest. 87.5% of the students mentioned that they understood Compton Effect about which they wrote the letter. These students also stated that this activity helped in their learning of this topic.
The Reflection of 2000 and 2004 Science Curricula on the Prospective Teachers  [PDF]
Journal of Turkish Science Education , 2007,
Abstract: The purpose of this study was to determine how both 2000 and 2004 science curricula were evaluated by prospective teachers. For this purpose, prospective teachers were asked to compare the content in both science curricula. Comparison criteria were not provided for the prospective teachers; it was deemed that they could determine their own criterion in the context that they can express their own thoughts freely and unrestrictedly. In this study, third year university students in the science education department, were selected as a sample (n=60) who was deemed to have sufficient knowledge about how to evaluate and how to use a curriculum since they had attended Science Laboratory Applications-I-II, Subject Methodology-I, School Experience-I courses respectively. Another reason for selection of this sample was that they were willing to make such an evaluation. The results obtained from the comments of prospective teachers were important since their views reflected their thoughts. When the thoughts of prospective teachers are taken into consideration, it can be expressed that they have more positive thoughts about 2004 curriculum.
Nasreen Mustaq,Muhammad Azeem
Academic Research International , 2012,
Abstract: The study was carried out to investigate the opinion of prospective teachers regarding aspects of environmental sustainable development and its importance in current and future situation. Sustainable development is an important aspect of society which means meets the needs of the present without compromising the ability of future generations to meet their own needs. For this purpose 247 prospective teachers were selected from three public universities as a sample of the study. Data were collected by using a three pointlikert type scale. Data was analyzed by using descriptive and inferential statistics. Gender, locality, and, level of education has no effect regarding the diverse aspects of environmental sustainable development and their importance in current and futurecontext.
Prospective Mathematics Teachers' Opinions on
Ali Eraslan
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , 2009,
Abstract: The aim of this study is to investigate the opinions of prospective mathematics teachers in Teaching Practice course taken at the last semester of the teacher education program. For this purpose, 47 prospective teachers taking Teaching Practice wrote and submitted one or two-page reflection of their school-based experiences at the end of the semester. Their written responses were examined and analyzed qualitatively. Findings indicated that (1) there exist not enough opportunities for practice teaching, little or no feedback from their supervising teachers, no links between pure mathematics courses and school mathematics. On the other hand, they stated that they get benefit from the teaching courses such as Teaching Methodology I-II, and Instructional Technology and Developing Materials, feel like the real teacher of their classrooms and get to know more about the real classroom environment and school students. Key words:
Prospective Teachers’ Perceptions of Science Theories: An Action Research Study  [PDF]
James P. Concannon, Patrick L. Brown, Erikka Brown
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.41011
Abstract: This study investigates prospective teachers’ conceptions of science theories before and after instruction. Instruction focused specifically on prospective teachers’ misconceptions that theories are not used to predict, that laws are more important than theories, and that theories are simply hunches. The action research investigation was successful in helping students accommodate new information presented in the lesson and facilitated their understanding towards the accepted explanation of what a theory in science means; however, the vernacular misconception that “theories are hunches” persisted.
Evaluation of Basic Physics Subject Matter Knowledge of Prospective Elementary Science Teachers  [cached]
Yuksel CEKBAS,Izzet KARA
Eurasian Journal of Physics and Chemistry Education , 2009,
Abstract: The purpose of this study is to find out prospective elementary science teachers’ base knowledge concerning their field. This research was applied at Education Faculty of Pamukkale University in the Department of Science Teaching. In this research, prospective teachers were given a achievement test in which there were 24 multiple-choice test and 24 open-ended questions. Data were analyzed by using Statistical Package for Social Studies (SPSS). At the end of this research it has been deduced that the knowledge of physics of the teacher candidates is not enough. It is seen that the level of inadequacy of their knowledge changed from class to class, level to level, but when applied to different genders, there was no difference.
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