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Analysis of Prospective Elementary Science Teachers’ Perceptions about Chemistry
Cem BüYüKEK??, Soner YAVUZ
Journal of the Turkish Chemical Society, Section C: Chemical Education , 2016, DOI: -
Abstract: The effect of attitude and beliefs of students on achievement is the focus of lots of studies. Studies related to conceptions are conducted to analyze both attitude and beliefs. This study is conducted in spring semester of the 2014-2015 academic year with 20 fourth grade Prospective Elementary Science Teachers who enrolled “Chemistry in Daily Life”. As data collection instruments were used chemistry perception scale and semi-structured interview. Chemical perception scale was developed by Wells (2003) and adapted to Turkish by Tosun (2013). Chemistry perception scale consists of 20 questions in 5 dimensions. The instrument was administered to identify prospective elementary science teachers’ chemistry perceptions. At the end of the study, a semi-constructed interview was performed with 5 students. Purpose of the interview was to analyze the affecting factors on perceptions and effect of “Chemistry in Daily Life” on perceptions. In this study, the affecting factors on chemical perception were addressed.
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.
Metphor Status About The Concept of ‘Geograpy’ of Prospective Social Science, Science and Classroom Teachers
?a?r? ?ZTüRK
Journal of Kirsehir Education Faculty , 2007,
Abstract: The purpose of this study is to reveal the perceptions of prospective elemantary Social Science, Science and Classroom Teachers who will educate the students at elemantary school, by the help of metaphors about geography. Total of 357 senior students from Ahi Evran University College of Education, Social ScienceTeachers Department (Men – 62/Women –69) Science Teachers Department ( Men – 62, Women- 53 ) and Clarsroom Teachers Department (Men – 57 , Women – 54 ) , joined this study. Datas of the research are based on that students completed the sentence: “Geography is as.................because ....................”. Datas which are gained , are commented in terms of content analysis technique . The results of this research show that 33% (per cent) of students thougt the concept of “geography” as source of life, 23,2% of students thought it as the area of life , 8.1% of students thought it as leading and to find directions and 7.5% of students thought that geography shelters the different branches in. So it is found that 56% of the prospective teachers relate geography with life.
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.
Perceptions of Prospective Teachers in Relation to Civil Cervant Selection Exam (KPSS)
Kerim GüNDO?DU,Nesrin ??MEN,Serap TURAN
Journal of Kirsehir Education Faculty , 2008,
Abstract: In this research, perceptions of prospective teachers in relation to Civil Cervant Selection Exam (KPSS) were investigated. A researcher-made questionnaire containing 28 closed-ended items were administered to 507 junior and senior prospective teachers. The results showed that the KPSS was so important for the prospective teachers, however, this exam system wear them down economically, socialy, and psychologically. Besides, the exam was not favourite system in selecting quality teachers and it caused anxiety on prospective teachers. Lastly, the pedagocial courses in education faculties should paralelly be designed to KPSS.
Prospective Science Teachers Conceptual Level of Understanding on Enzymes
Olcay Sinan
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , 2007,
Abstract: The aim of this study is to determine conceptual understanding level of prospective science teachers on enzymes before, after and six month later traditional instruction. A conceptual understanding test consisted of three open ended questions was prepared and administered as pre-, post- and delayed post test to 88 prospective teachers. Then, in order to reveal opinions of the students in more details, semi-structured interviews were conducted to 19 teacher candidates. At the end of the study, it was reached that prospective science teachers have certain sorts of difficulties in understanding enzymes, and that traditional instruction is insufficient on providing conceptual understanding. It was revealed that candidates have misconceptions particularly on enzyme activity mechanism and other specifics of enzymes. In the light of the findings, it was suggested that activities based on constructivist approach and conceptual change model should be used for assembling of teaching environment.
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.
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.
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.
A study of prospective Turkish science teachers’ knowledge at the popular biotechnological issues  [cached]
Emine Selcen DARCIN,Lutfullah TURKMEN
Asia-Pacific Forum on Science Learning and Teaching , 2006,
Abstract: The purpose of this study was to determine the knowledge level of popular biotechnological issues of prospective Turkish science teachers. A questionnaire was administered during 2005-2006 academic year to 194 students in the Department of Science Education of a university in Turkey. The questionnaire covered six biotechnological issues such as biotechnology, agrobiotechnology, human health and pharmacy, environment and biotechnology, and food production with biotechnology. Results showed that whereas department of science education students had an approximate consistent knowledge of describing biotechnology and human health/pharmacy that almost all students had an inadequate knowledge about other biotechnological issues. Finally, the results were compared with other studies in the world.
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