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Situational diagnosis for preservice elementary teachers on some basic astronomical phenomena  [PDF]
Alejandro Gangui,Maria Iglesias,Cynthia Quinteros
Physics , 2008,
Abstract: The present situation of the teaching-learning relationship in astronomy is rarely investigated in our country. This is so, even when it is widely recognized that astronomy is an integral discipline, at the crossroads of advances in physics, geology, chemistry, etc. In this project we aim at contributing with the situational diagnosis in topics of astronomy of preservice elementary teachers, and to try and develop didactic tools that better collaborate with their formal education. We work with an open written questionnaire, designed to put in evidence some of the most frequently used models on a few basic astronomical notions. We here describe the main questions included in the test, and show our first results and some conclusions after having addressed the questionnaire to a number of preservice elementary teachers.
Some remarks on a current study involving preservice elementary teachers and some basic astronomical phenomena  [PDF]
Alejandro Gangui,Maria Iglesias,Cynthia Quinteros
Physics , 2010, DOI: 10.1017/S1743921311003164
Abstract: Recent studies have shown that not only primary school students but also their future teachers reach science courses with pre-constructed and consistent models of the world surrounding them. These ideas include many misconceptions which turn out to be robust and hence make difficult an appropriate teaching-learning process. We have designed some tools that proved helpful in putting in evidence some of the most frequently used alternative models on a few basic astronomical notions. We have tested these tools with preservice elementary teachers from various normal schools in Buenos Aires and made a first analysis of the results. The collection of data recovered so far shows that some non-scientific conceptions are indeed part of the prospective teachers' (scientific) background and that, therefore, the issue deserves special attention during their formal training.
Mathematics Special Content Competencies of Elementary School Teachers  [PDF]
Mehmet Gülteke, Ekber Tomul, Fikret Korur
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.412A2001
Abstract: According to the results of national and international level examinations, the achievement of students in Turkey in mathematics is low. Elementary school teachers play a significant role in the education of students. Elementary school teachers differ from other teachers in that they are responsible for teaching more than one subject. In determining the competencies and performance indicators of elementary school teachers, the Ministry of National Education has paid regard to the common ground and integrating characteristics of the subjects rather than the special content knowledge of each subject. However, owing to the fact that each subject taught by the elementary school teachers necessitates different disciplines and approaches, it is also essential to determine the special content competencies related to the subjects being taught. The objective of this study is to analyze the opinions of elementary school teachers on their mathematical special content competencies. The study group consists of 72 elementary school teachers who are employed in official primary schools in Manisa. The data were collected through questionnaires. The collected raw data were analyzed by content analysis. Mathematics special content competencies of elementary school teachers were grouped under three main categories. These themes are mathematics special content knowledge, knowledge about mathematics teaching and learning as well as confidence, attitude and values regarding mathematics. Teachers’ opinions particularly underline the significance of field content knowledge, while laying less weight on associating the program content with daily life and with other subjects. It is observed that the teachers are aware of the information in the written sources; however, they are not fully aware of the process of putting the program content into practice, nor their skills. Some teachers are aware of the fact that it is important to teach mathematics topics and associate them with life, rather than possessing knowledge about mathematics special content at an advanced level. Furthermore, little emphasis is given to “utilizing appropriate measurement-evaluation methods”. A great majority of teachers stress keeping the students active and teaching the subject by taking the students’ level into account; however, only few make reference to the importance of treating students equally and knowing about the differences among students.
Pre-Service Elementary Generalist Teachers’ Past Experiences in Elementary Physical Education and Influence of These Experiences on Current Beliefs  [cached]
Lynn Randall,Julienne K. Maeda
Brock Education : a Journal of Educational Research and Practice , 2010,
Abstract: A lack of formal training in physical education leave pre-service generalist teachers little choice but to remember their past experiences for lesson ideas. Past experiences as elementary students may shape what and how pre-service generalists will teach. This study explored the past experiences of pre-service generalists teachers and the extent those experiences shape what they see as the purposes for elementary physical education. Findings indicate past experiences can influence current views. The implications for teacher education are discussed. Keywords: elementary generalist teachers, physical education, teacher beliefs, past experiences
Pre-Service Elementary Generalist Teachers’ Past Experiences in Elementary Physical Education and Influence of These Experiences on Current Beliefs
Lynn Randall,Julienne K. Maeda
Brock Education : a Journal of Educational Research and Practice , 2010,
Abstract: A lack of formal training in physical education leave pre-service generalist teachers little choice but to remember their past experiences for lesson ideas. Past experiences as elementary students may shape what and how pre-service generalists will teach. This study explored the past experiences of pre-service generalists teachers and the extent those experiences shape what they see as the purposes for elementary physical education. Findings indicate past experiences can influence current views. The implications for teacher education are discussed.
The Impact of an Intervention Taught by Trained Teachers on Childhood Overweight  [PDF]
Rafaela Rosário,Bruno Oliveira,Ana Araújo,Oscar Lopes,Patrícia Padr?o,André Moreira,Vítor Teixeira,Renata Barros,Beatriz Pereira,Pedro Moreira
International Journal of Environmental Research and Public Health , 2012, DOI: 10.3390/ijerph9041355
Abstract: The purpose of this study was to assess the effects of a six-months’ nutrition program, delivered and taught by classroom teachers with in-service nutrition training, on the prevention of overweight and obesity among children in grades 1 to 4. In this randomized trial, four hundred and sixty four children from seven elementary schools were allocated to a nutrition educational program delivered by their own teachers. Intervened teachers had 12 sessions of three hours each with the researchers throughout six months, according to the topics nutrition and healthy eating, the importance of drinking water and healthy cooking activities. After each session, teachers were encouraged to develop activities in class focused on the learned topics. Sociodemographic, anthropometric, dietary, and physical activity assessments were performed at baseline and at the end of the intervention. In the intervention group the increase in Body Mass Index (BMI) z-score was significantly lower than in the control group ( p = 0.009); fewer proportion of children became overweight in the intervened group compared with the control (5.6% vs. 18.4%; p = 0.037). Our study provides further support to decrease the overweight epidemic, involving classroom teachers in a training program and making them dedicated interventionists.
Opinions of Teachers on Using Internet Searching Strategies: An Elementary School Case in Turkey  [PDF]
I??l Kabak??,Mehmet F?rat,Serkan izmirli,Elif Bu?ra Kuzu
Turkish Online Journal of Qualitative Inquiry , 2010,
Abstract: The purpose of the current study is to determine opinions of teachers on using internet searching strategies in an elementary school. The study conductad through qualitative method was designed on survey research model. Participants were consisted of 21 teachers at an elementary school in Eski ehir in Turkey. Questionnaires consisting of open-ended questions were used to collect data in the spring semester of 2008, which were analyzed through inductive coding technique. Findings reveal that elementary school teachers primarily use Google for searching on the internet. It is revealed that internet search strategies applied by teachers differ between the inception and the development processes of the search. In addition, teachers have several problems like irrelevant information, accessing insufficient information, accessing websites with virus threats while searching. A need for in-service training regarding the ways of accessing and retrieving information from nternet was stated along with creative suggestions in accordance with the content and structure of the instructional process assumed.
A Study On The Elementary Science Teachers’ Frequency of Exhibiting Effective Teacher Behaviors: Through The Eyes of Pre-Service Science Teachers  [PDF]
?ule BAYRAKTAR,Derya ?INAR
Journal of Kirsehir Education Faculty , 2010,
Abstract: The purpose of this study is to investigate middle school science teachers’ frequency of exhibiting effective teacher behaviors. Science teachers’ frequency of effective teacher behaviors were examined by means of pre-service science teachers’ (N=110) observations in elementary schools. Based on their observations in the classrooms, the pre-service teachers filled out an observation form, which consisted of 25 items about skills related to effective teacher behaviors, by indicating the frequencies of teachers’ exhibiting certain behaviors in classroom. According to the results, teachers were found to be most effective in questioning and wait time and least effective in encouraging students to engage in group and self–evaluations.
The Influence of RET’s on Elementary and Secondary Grade Teachers’ Views of Scientific Inquiry  [cached]
Sibel Bahbah,Barry W. Golden,Katrina Roseler,Patrick Enderle
International Education Studies , 2013, DOI: 10.5539/ies.v6n1p117
Abstract: This study explores in-service elementary and secondary science teachers’ conceptions of the Nature of Scientific Inquiry and the influence of participation in two different Research Experience for Teacher (RET) programs had on these conceptions. Participant teachers attended one of two six week RET programs in which they worked with scientists to engage in scientific inquiry. Before and after the RETs, teachers completed the Views of Scientific Inquiry (VOSI) questionnaire. Teachers’ answers were analyzed to determine the degree of sophistication of their understanding of five facets of scientific inquiry. Both elementary and secondary teacher participants showed improvement in their understanding of nature of scientific inquiry as a result of program participation, and both programs were successful in supporting the development of inquiry conceptions, although secondary science teachers started and finished the RET’s with a more sophisticated understandings of scientific inquiry. Areas of improvement for elementary teachers included the role of questions in science and the role subjectivity and creativity play in the processes of science, and for secondary teachers growth was seen in the role of questions, the relationship of data and evidence, the distinction of experiments and other means of investigations, and the varied methods of science. Implications of these results are discussed.
Pre-service Elementary Mathematics Teachers’ Levels of Developing Activity Based On the Multiple Intelligence Theory  [PDF]
Kür?at Yenilmez,Ayla Ata
International Online Journal of Educational Sciences , 2013,
Abstract: The purpose of this study was to determine pre-service elementary mathematics teachers’ levels of developing activity based on the multiple intelligence theory. Document analysis was used in this qualitative study. The working group of the study consists of 100 pre-service teachers which attend elementary mathematics education program in a state university in 2010-2011 school year. “Activity Development Form Based on the Multiple Intelligence Theory” developed by researchers was used for collecting data. Data were analyzed by content analysis and the activities developed by pre-service elementary mathematics teachers were evaluated as “appropriate” and “inappropriate” in terms of the properties of intelligences. According to the results of the study, pre-service mathematics teachers generally develop appropriate activities for intelligences and inappropriate activities were mostly seen in musical-rhythmic and naturalist intelligences. 2013 IOJES. All rights reserved
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