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Artículos de revistas sobre el tema "Science teachers – Attitudes"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 5 de febrero de 2022

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1

Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.

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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of the

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2

Ilhan, Nail, Zeynel Abidin Yilmaz, and Hülya Dede. "ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY." Journal of Baltic Science Education 14, no. 2 (2015): 183–93. http://dx.doi.org/10.33225/jbse/15.14.183.

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One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted acco

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Chan, Sane Hwui, and Yoon Fah Lay. "EXAMINING THE RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS USING PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING (PLS-SEM)." Journal of Baltic Science Education 17, no. 2 (2018): 239–51. http://dx.doi.org/10.33225/jbse/18.17.239.

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Understanding teacher’s behavioural intention in teaching science becomes a foundation to improve teacher education programme. Prior to the evaluation of the interrelation between teacher self-efficacy beliefs, teaching motivation, attitudes towards teaching science, and behavioural intention in teaching science, this research examines the reliability and validity of instruments used to measure the constructs. ‘Science Teaching Efficacy Belief Instrument-Form B’ (STEBI-B) was used to measure pre-service science teachers’ self-efficacy beliefs. ‘Work Tasks Motivation Scale for Teachers’ (WTMST)

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Hastürk, Gamze, and Oğuzhan Özdemir. "Investigation of Prospective Preschool Teachers’ Attitudes towards Science Education and Learning Styles." Journal of Educational Issues 7, no. 1 (2021): 260. http://dx.doi.org/10.5296/jei.v7i1.18471.

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The knowledge, skills and attitudes of prospective pre-school teacher towards science education enable more effective classroom practices and science teaching. Teaching scientific processes at an early age affects students’ attitudes towards science in the coming years. In this context, this study was designed to examine the relationship between prospective pre-school teachers’ attitudes towards science education and their learning styles. The study was designed as correlational survey model. The sample of this study consists of 193 (165 female, 28 male) prospective pre-school teachers studyin

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5

Johnson, Clayton. "A State-Wide Earth Science Institute in Missouri." Earth Sciences History 4, no. 1 (1985): 63–68. http://dx.doi.org/10.17704/eshi.4.1.6l47772466768362.

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One-hundred-fifteen secondary school science teachers in Missouri were trained in 1969-70 in an NSF-funded, state-wide institute in which eight colleges and universities participated. An inquiry approach to teaching and learning, in contrast to lecturing and reciting, was to be used by the newly trained teachers. Because of this, special attention was given, during the training period, to teacher attitudes and attitude change in relation to students and classroom situations. Evaluation showed that the greatest positive change in teacher attitude came during the early, very intensive part of th

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6

Mohammed, Salifu Maigari, and Kwaku Darko Amponsah. "Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?" Journal of Education and Training Studies 9, no. 7 (2021): 41. http://dx.doi.org/10.11114/jets.v9i7.5266.

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This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findi

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7

Pinto, J. Alexandre, J. Bernardino Lopes, António Alberto Silva, and Carla A. Santos. "DEVELOPING A TEACHER EDUCATION PROGRAMME TO PROMOTE SCIENTIFIC LITERACY IMPROVING A POSITIVE ATTITUDE ABOUT SCIENCE." Problems of Education in the 21st Century 60, no. 1 (2014): 134–55. http://dx.doi.org/10.33225/pec/14.60.134.

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Usually elementary teacher education has pitfalls in developing important dimensions of scientific literacy (SL) through science teaching. So, to refine some Teacher Education Program (TEP) characteristics is important to potentiate their positive attitudes towards links amongst science technology and society themes (STS) so that they may improve their students’ SL. This study aims at identifying characteristics of a TEP that promote teachers’ key attitudes about STS and develop dimensions of teaching practice transferral to teachers’ practices to foster their students’ SL. It reports a longit

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SUNYONO, Sunyono, Lisa TANIA, and Andrian SAPUTRA. "EXPLORATORY FACTOR ANALYSIS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER INTEREST FOR PRE-SERVICE MATH AND SCIENCE TEACHERS: A CASE OF LAMPUNG UNIVERSITY, INDONESIA." Periódico Tchê Química 17, no. 35 (2020): 282–92. http://dx.doi.org/10.52571/ptq.v17.n35.2020.25_sunyono_pgs_282_292.pdf.

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STEM (Science, Technology, Engineering, and Math) learning approach integrates four disciplines, namely science, technology, engineering, and mathematics, in solving everyday life problems and giving many learning experiences to students. This study aimed to analyze career interest in the field of STEM for prospective Indonesian Mathematics and Natural Sciences (MIPA) teachers, studying the patterns of relationships between factors, preference levels, and what factors influence it. The research sample was 300 prospective MIPA teachers at the Faculty of Teacher Training and Education, Lampung U

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9

Aktan, Mustafa B. "PRE-SERVICE SCIENCE TEACHERS' PERCEPTIONS AND ATTITUDES ABOUT THE USE OF MODELS." Journal of Baltic Science Education 15, no. 1 (2016): 7–17. http://dx.doi.org/10.33225/jbse/16.15.07.

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Models are central constructs of science teaching and learning. This research aims to report on seven pre-service science teachers’ perceptions and attitudes towards models and the rationale for using models in science teaching. Semi-structured in-depth interviewing, an open-item questionnaire, and a five-point Likert scale questionnaire were used to obtain data from the participants. No evidence of negative attitude towards the use of models was observed among the participants. Although the pre-service science teachers (PSTs) valued the idea that scientific models are important aspects of sci

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10

Young, Tricia. "Student Teachers' Attitudes Towards Science (STATS)." Evaluation & Research in Education 12, no. 2 (1998): 96–111. http://dx.doi.org/10.1080/09500799808666934.

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11

Nasution, Mustafa Kamal. "Involving Students’ Opinion in Actual and Preferred Teacher Interpersonal Behavior and Their Attitude Towards Science Subject." Al-Ta lim Journal 23, no. 1 (2016): 29–36. http://dx.doi.org/10.15548/jt.v23i1.171.

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This study aims to investigate the student perception on teacher interpersonal behavior and their attitude toward science subject. 207 respondents were involved, consisted of 200 students in 10-12 grade and 7 science teachers of public high school in Aceh. Two types of questionnaires were used namely the Indonesian version of the questionnaire of teacher interaction (QTI) and test of science related attitude (TOSRA). SPSS program were applied to process the data statistically. First, the reliability of questionnaires is measured using descriptive statistics of all and each scale of QTI. Second

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12

M. Villacrusis, Ephraim. "STUDENT ATTITUDES AND BEST PRACTICES ON SCIENCE PERFORMANCE-BASED ASSESSMENT." International Journal of Advanced Research 9, no. 03 (2021): 749–68. http://dx.doi.org/10.21474/ijar01/12640.

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Performance â€“based science assessments provide students with valuable experiences and opportunities to improve students learning. Understanding the attitude of both teachers and students is an important aspect to design suitable performance-based assessment to ensure quality science education. Thus, this study was crafted to determine the teachers and students attitude towards performance-based science assessment and best practices of teachers. This descriptive survey explored the attitude of teachers and students about performance â€“ based assessment. While, Mann-Whitney U test was used to

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13

Ngman-wara, Ernest Immaare, and Dorwu Ishmael Edem. "Pre-Service Basic Science Teachers’ Self-Efficacy Beliefs and Attitudes towards Science Teaching." International Journal for Innovation Education and Research 4, no. 8 (2016): 20–41. http://dx.doi.org/10.31686/ijier.vol4.iss8.576.

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The main purpose of the study was to explore preservice basic pre-service science teachers’ self-efficacy beliefs and attitude regarding science teaching. Data were collected by administering science teaching self-efficacy beliefs and attitude towards science teaching instruments to 100 pre-service basic science teachers (92 males and 8females). Descriptive statistical techniques such as mean scores, standard deviations and percentages were used to analyse the data. Results of the study showed that the pre-service basic science teachers have very high level of self-efficacy beliefs and positiv

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OGUNLEYE, BAMIKOLE OLUDARE. "Science teachers’ knowledge, attitudes and skills as determinants of classroom practices in entrepreneurship education in senior secondary schools in Lagos, Nigeria." ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, no. 2 (2019): 10–20. http://dx.doi.org/10.29114/ajtuv.vol3.iss2.146.

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Entrepreneurship behaviour is a 21st century attribute required for transforming the industrial and employment space into productive ones. Science students are critical towards the achievement of these requirements. To ensure quality entrepreneurship education, science teachers’ entrepreneurship background and characteristics become germane. This study, therefore, investigated the extent to which science teachers’ entrepreneurship knowledge, attitudes and skills determine their classroom practices in entrepreneurship education in selected Senior Secondary Schools in Lagos, Nigeria. The correla

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15

Ültay, Neslihan, Eser Ültay, and Hatice Yılmazer. "Determining the Relationship between Preschool Teachers’ Attitudes towards Science Teaching and Self-efficacy Beliefs in Terms of Various Variables." Science Education International 31, no. 4 (2020): 391–99. http://dx.doi.org/10.33828/sei.v31.i4.8.

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The aim of this study was to determine the relationship between preschool teachers’ attitudes toward science teaching and self-efficacy beliefs and to examine them in terms of various variables. The research was conducted in the years 2018–2019 using a survey. The study included 113 female and eight male preschool teachers who worked in state or private schools in Turkey. All participated voluntarily. In this study, the “Scale of Attitudes toward Science Teaching” (AST) and “Science Teaching Self-Efficacy Beliefs Scale” (SEB) were used. Both scales used five-point Likert type items. After the

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16

Keles, Ozgul. "Investigation of Pre-Service Science Teachers’ Attitudes towards Sustainable Environmental Education." Higher Education Studies 7, no. 3 (2017): 171. http://dx.doi.org/10.5539/hes.v7n3p171.

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The purpose of the current study is to investigate pre-service science teachers’ sustainable environmental education attitudes and the factors affecting them in terms of some variables (gender and grade level). The study group of the current research is comprised of 154 pre-service teachers attending the Department of Science Education in the Faculty of Education of Aksaray University. The study employed the descriptive survey method, one of the qualitative research methods. As the data collection tool, “The Sustainable Environmental Education Attitude Scale” developed by Afacan and Demirci Gü

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van Aalderen-Smeets, Sandra I., and Juliette H. Walma van der Molen. "Improving primary teachers’ attitudes toward science by attitude-focused professional development." Journal of Research in Science Teaching 52, no. 5 (2015): 710–34. http://dx.doi.org/10.1002/tea.21218.

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Meuthia, Hirma. "The Growing Scientific Attitudes and Worship to Science for Students." International Journal of Educational Dynamics 1, no. 1 (2019): 136–46. http://dx.doi.org/10.24036/ijeds.v1i1.46.

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This study presents a literature review on growing scientific attitudes and literacy towards science for students. Natural science is a product, process, and ends with an attitude that is a scientific attitude. Scientific attitudes are developed through scientific literacy activities or processes in learning when conducting discussions, experiments, simulations, and project activities at the field. Although in the world of education, we have encountered many models that carry out the activities described above in developing students' scientific attitudes. Some of them are inquiry, discovery le

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19

Stefanich, Greg P., and Kenneth W. Kelsey. "Improving science attitudes of preservice elementary teachers." Science Education 73, no. 2 (1989): 187–94. http://dx.doi.org/10.1002/sce.3730730205.

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Kim, Hyun-Jung, and Hun-Gi Hong. "Science Teachers' Perception and Attitudes toward Nanotechnology." Journal of the Korean Chemical Society 54, no. 5 (2010): 633–42. http://dx.doi.org/10.5012/jkcs.2010.54.5.633.

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21

Bayraktar, Şule. "Pre-service Primary School Teachers’ Scientific Epistemological Beliefs and Attitudes toward Science: Is there a Relationship?" World Journal of Education 9, no. 6 (2019): 83. http://dx.doi.org/10.5430/wje.v9n6p83.

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The purpose of this study was to examine pre-service primary school teachers’ scientific epistemological beliefs and attitudes toward science. The study also investigated whether there was a relationship between epistemological beliefs and attitudes toward science. Sample of the study consisted of 90 students pursuing their third year in primary teacher education at Giresun University, which is located in northeastern part of Turkey. Data for the study were collected through the use of the Scientific Epistemological Beliefs Scale and the Attitudes toward Science Scale. Means, t-test, and corre

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22

Gürses, Ahmet, Zafer A. Tutar, Çetin Doğar, Ferda Mindivan, Metin Açıkyıldız, and Seda Gözöm. "Science and social science teachers’ attitudes towards project studies." Procedia - Social and Behavioral Sciences 9 (2010): 1009–13. http://dx.doi.org/10.1016/j.sbspro.2010.12.277.

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Can, Şendil, and Gülperi Öztürk. "Determination of pre-service science teachers’ attitudes towards reading science texts." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (2019): 181. http://dx.doi.org/10.11591/ijere.v8i1.16856.

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The purpose of the current study is to determine the effects of the variables such as gender, grade level, grade point average and book reading frequency on pre-service science teachers’ attitudes towards science texts. The sampling of the current study is comprised of 103 pre-service science teachers enrolled at the Education Faculty of Muğla Sıtkı Koçman University in the spring term of 2017-2018 academic year. In the current study, in order to determine the pre-service teachers’ attitudes towards reading science texts, “The Scale of Attitudes towards Reading Science Texts” was used. The eff

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24

Oh, Siew Pei, and Yan Piaw Chua. "Relationship Between Computer-Mediated Communication Competence and Attitude Toward Using Frog VLE Among Secondary School Teachers." International Journal of Web-Based Learning and Teaching Technologies 17, no. 3 (2022): 1–16. http://dx.doi.org/10.4018/ijwltt.20220501.oa2.

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This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a non-experimental research using a cross-sectional survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher CMC competence and teacher attitude toward using Frog VLE. The participants in this study are 351 secondary school teachers from Klang district, Selangor. The results indicated that teachers showed medium level of attitude and medium

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Kartal, Busra. "Pre-service Science and Mathematics Teachers’ Teaching Efficacy Beliefs and Attitudes toward Teaching: A Partial Correlation Research." Australian Journal of Teacher Education 45, no. 9 (2020): 42–61. http://dx.doi.org/10.14221/ajte.2020v45n9.3.

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Teachers with a high level of self-efficacy and positive attitudes are more likely to use new and constructivist approaches and to create a learning environment in which students may develop 21st-century skills. Examining pre-service teachers’ attitudes and beliefs related to teaching allow teacher preparation programs to evaluate their effectiveness on beliefs and attitudes. This correlational research investigated pre-service elementary science and mathematics teachers’ beliefs and attitudes due to gender, grade level, and department, and revealed the reliable correlation between beliefs and

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Kartal, Büşra, and Adem Taşdemir. "Pre-Service Teachers' Attitudes towards STEM: Differences Based on Multiple Variables and the Relationship with Academic Achievement." International Journal of Technology in Education 4, no. 2 (2021): 200–228. http://dx.doi.org/10.46328/ijte.58.

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STEM education has benefits for students, such as increasing achievement and improving attitudes, motivation, interest toward STEM disciplines, and higher-order thinking skills. Teachers' characteristics, perceptions, and attitudes related to STEM influence teachers' implementation of integrative STEM approaches and, as a result, shape the learning environment. This study examined 513 pre-service teachers' attitudes towards STEM in terms of multiple variables (department, class level, gender, having a traineeship, or information about STEM) and investigates the relationship between participant

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Oladipo, Adenike, Adeneye O. A. Awofala, and Modupe M. Osokoya. "Investigating Pre-service Science, Technology, and Mathematics Teachers’ Attitudes toward Climate Change in Nigeria." Journal of Educational Sciences 4, no. 2 (2020): 220. http://dx.doi.org/10.31258/jes.4.2.p.220-238.

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The study investigated attitudes toward climate change among 480 pre-service science, technology, and mathematics (STM) teachers from four higher institutions of learning in Southwest, Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected using climate change attitude survey were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis and independent samples t-test. Findings revealed that attitudes toward climate change assessed by the climate change attit

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28

Cebesoy, Ümran Betül, and Ceren Öztekin. "RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS’ GENETICS LITERACY LEVELS AND THEIR ATTITUDES TOWARDS ISSUES IN GENETICS LITERACY." Journal of Baltic Science Education 15, no. 2 (2016): 159–72. http://dx.doi.org/10.33225/jbse/16.15.159.

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The importance of genetically literate individuals who can understand and join debates about genetics related issues, including gene therapy or cloning has been acknowledged by societies. With this respect, raising genetically literate individuals has become more prominent. Teachers’ knowledge in genetics literacy and their attitudes towards issues in genetics literacy influence their teaching practices. As a wide range of variables effect teachers’ genetics literacy levels and attitudes, this study examined how a set of variables including pre-service science teachers’ self-perceived interest

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Reid, D. J., and A. P. Ryles. "‘Balanced science’, the national curriculum and teachers’ attitudes." Research in Education 42, no. 1 (1989): 45–57. http://dx.doi.org/10.1177/003452378904200105.

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Young, Betty J., and Theodore Kellogg. "Science attitudes and preparation of preservice elementary teachers." Science Education 77, no. 3 (1993): 279–91. http://dx.doi.org/10.1002/sce.3730770303.

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Fasasi, Rasheed Adekunle. "Environmental Attitudes of Agricultural Science Teachers in Nigeria." International Journal of Education and Learning 5, no. 2 (2016): 15–26. http://dx.doi.org/10.14257/ijel.2016.5.2.03.

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Ng, Wan, and Richard Gunstone. "Science and computer-based technologies: attitudes of secondary science teachers." Research in Science & Technological Education 21, no. 2 (2003): 243–64. http://dx.doi.org/10.1080/0263514032000127266.

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TURK, Cumhur. "The Correlation between Pre-Service Science Teachers’ Astronomy Achievement, Attitudes towards Astronomy and Spatial Thinking Skills." Journal of Education and Learning 5, no. 2 (2016): 187. http://dx.doi.org/10.5539/jel.v5n2p187.

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<p>The purpose of this study was to examine the changes in pre-service Science teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking in terms of their years of study. Another purpose of the study was to find out whether there was correlation between pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking. The study was conducted with 280 pre-service teachers (freshmen, sophomores, juniors and seniors) studying at the education faculty of a university in Black Sea Region of Turkey. The data were collec

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Oon, Pey-Tee, Bi Ying Hu, and Bing Wei. "Early childhood educators’ attitudes toward science teaching in Chinese schools." Australasian Journal of Early Childhood 44, no. 4 (2019): 423–35. http://dx.doi.org/10.1177/1836939119870890.

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The study looked at early childhood education teachers’ views on teaching science in China using the Preschool-Teachers’ Attitudes and Beliefs toward Science Teaching (P-TABS) instrument. A total of 245 teachers from 60 preschools in Guangdong province in China, selected through a stratified random sampling approach, participated in the current study. The instrument was validated and results were analyzed using the Rasch model. Results revealed that although the sampled teachers support child-centered learning, early childhood education teachers are somewhat uncomfortable in planning science a

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Cengel, Metin, Ayse Alkan, and Ezgi Pelin Yildiz. "Evaluate the Attıtudes of the Pre-Servıce Teachers towards STEM and STEM’s Sub Dımensıons." International Journal of Higher Education 8, no. 3 (2019): 257. http://dx.doi.org/10.5430/ijhe.v8n3p257.

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As the importance of interdisciplinary studies is on the rise, countries have developed innovative educational approaches. One of these innovative approaches is STEM. STEM focuses on interdisciplinary cooperation, systematic thinking, openness to communication, ethical values, research, production, creativity and problems, focusing on the intersection of knowledge and skills in science, technology, mathematics and engineering, it is a new learning teaching approach that aims to gain the ability to solve. In this context, the aim of this study is to evaluate the attitudes of the pre-service tea

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Sadık, Fatma. "Investigating environmental attitudes and knowledge levels of teacher candidates in terms of different variables." Pegem Eğitim ve Öğretim Dergisi 3, no. 4 (2013): 69–82. http://dx.doi.org/10.14527/c3s4m5.

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The main purpose of this study is to investigate attitudes and knowledge levels of pre-service teachers in Social Sciences Education and Science and Technology Education department towards environment in terms of different variables. The data was gained from 323 pre-service teachers as 171 female and 152 male during 2012-2013 academic year. Environmental Attitude Scale and Environmental Knowledge Test developed by Uzun and Sağlam (2006) were used in order to obtain data of the study. According to the results, teacher candidates are found to be very positive in terms of environmental thought, a

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Brown, Julie C., Elizabeth A. Ring-Whalen, Gillian H. Roehrig, and Joshua A. Ellis. "Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course." International Journal of Designs for Learning 9, no. 1 (2018): 14–33. http://dx.doi.org/10.14434/ijdl.v9i1.23297.

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Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students of color and white peers, culturally responsive teaching seems ideal for mitigating this disparity. Traditional teacher preparation programs, however, neither emphasize nor require multicultural science education coursework. Unfortunately, many science teachers exit preparation programs without critically examining their beliefs about culturally dive

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Gallego-Ortega, José Luis, and Antonio Rodríguez-Fuentes. "Teaching Attitudes towards Students with Disabilities." Mathematics 9, no. 14 (2021): 1637. http://dx.doi.org/10.3390/math9141637.

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(1) Background: Inclusive education has been a recurring topic during the last decades. However, not every teacher is equally enthusiastic about how to implement it. Understanding these discrepancies can help to identify improvement procedures. Therefore, even though teachers’ beliefs and attitudes around inclusion have been thoroughly explored, it is necessary to delve further on this type of study to understand possible changes derived from the socio-educational transformations experimented by current societies. (2) Methods: This study examined the attitudes of 122 teachers, both Primary and

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Daugbjerg, Peer S., Lars Brian Krogh, and Charlotte Ormstrup. "Teachers´ challenges with new interdisciplinary science in Denmark." Nordic Studies in Science Education 14, no. 2 (2018): 203–20. http://dx.doi.org/10.5617/nordina.6193.

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In Denmark, a new interdisciplinary agenda has been invented across the science subjects in lower secondary school. Interdisciplinary integration around six major problem-based teaching sequences in grades 7-9 has been made mandatory, and a new interdisciplinary oral end examination has been devised. The new examination format was piloted with volunteering teachers/classes during spring 2016 end examination. The present study captures teacher challenges facing and implementing the new interdisciplinary agenda in its pilot-year, including the end examination. Empirically, we have surveyed inter

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Genç, Murat, and Mustafa Akilli. "THE CORRELATION BETWEEN RENEWABLE ENERGY KNOWLEDGE AND ATTITUDE: A STRUCTURAL EQUATION MODEL WITH FUTURE’S EDUCATORS." Journal of Baltic Science Education 18, no. 6 (2019): 866–79. http://dx.doi.org/10.33225/jbse/19.18.866.

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It is important to create positive attitudes and enough knowledge for preservice science teachers about renewable energy for future. The aim of this research was to show the correlation between renewable energy knowledge and sub-dimensions of attitude towards renewable energy with Structural Equation Modeling (SEM). The research was conducted by the analysis of 1145 pre-service teachers’ answers to questionnaires data using SEM. Two questionnaires used for data collection which first was renewable energy knowledge scale that Cronbach’s alpha was .82 and the second was renewable energy attitude

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Meilinda, M., N. Y. Rustaman, and B. Tjasyono. "The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change." Jurnal Pendidikan IPA Indonesia 6, no. 2 (2017): 292. http://dx.doi.org/10.15294/jpii.v6i2.9490.

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<p>The global climate phenomenon in the context of climate change is the impact of both the dynamic complex climate system and human behaviors that affect environmental sustainability. Human is an important component that should be considered in science teaching that is believed to improve human attitudes towards the environmental sustainability. The research aims to investigate the perceptions of pre-service science teachers and science teachers in South Sumatra who teach climate change and global warming. The data were collected from 17 science teachers and 53 pre-service science teach

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Baynes, Renee. "Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum." Australian Journal of Indigenous Education 45, no. 1 (2015): 80–90. http://dx.doi.org/10.1017/jie.2015.29.

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With the introduction of the Australian National Curriculum containing theAboriginal and Torres Strait Islander Histories and CulturesCross-Curriculum Priority (CCP) andIntercultural UnderstandingGeneral Capability, there has been a renewed push to embed Indigenous content into secondary school subjects. This paper considers the attitudes and beliefs of a group of secondary school science teachers to the current imperative to include Indigenous knowledges and perspectives in classroom practice. Through a Participatory Action Research (PAR) cycle, teachers contextualised and conceptualised the

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Fowler, Samantha R., and Gerry G. Meisels. "Florida Teachers' Attitudes about Teaching Evolution." American Biology Teacher 72, no. 2 (2010): 96–99. http://dx.doi.org/10.1525/abt.2010.72.2.8.

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A survey of Florida teachers reveals many differences in comfort level with teaching evolution according to the state's science teaching standards, general attitudes and beliefs about evolution, and the extent to which teachers are criticized, censured, disparaged, or reprehended for their beliefs about the teaching of evolution.

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Marpa, Eliseo Perante. "Technology in the Teaching of Mathematics: An Analysis of Teachers’ Attitudes during the COVID-19 Pandemic." International Journal on Studies in Education 3, no. 2 (2020): 92–102. http://dx.doi.org/10.46328/ijonse.36.

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One of the most significant events of the 21st century is the birth of modern technologies, specifically the development of electronic digital computers. Much more with the emergence of the new normal education, this technology's impact on science and business is very rampant. It is already affecting the educational enterprise in significant ways. Thus, the researcher conducted a study on teachers’ attitudes toward using technology in mathematics teaching the COVID-19 pandemic. The researcher used the descriptive methodology utilizing the adopted Mathematics and Technology Attitude Scale admin

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Kazempour, Mahsa. "The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A Case Study of a Pre-Service Teacher with Positive Science Attitude and High Science Teaching Self-Efficacy." Journal of Education and Learning (EduLearn) 8, no. 1 (2014): 51–64. http://dx.doi.org/10.11591/edulearn.v8i1.18492.

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This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary pre-service teacher, Heather, with extremely positive attitude and high self-efficacy. For this particular population of pre-service teachers, possessing a high science teaching self-efficacy alone is not sufficient to assume reform-based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self-efficacy before and after the course. Initially, Heather’s a

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Ozgur Kapici, Hasan, and Genc Osman Ilhan. "PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SOCIO-SCIENTIFIC ISSUES AND THEIR VIEWS ABOUT NUCLEAR POWER PLANTS." Journal of Baltic Science Education 15, no. 5 (2016): 642–52. http://dx.doi.org/10.33225/jbse/16.15.642.

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There is not a common attitude in a society for socio-scientific issues (SSI) such as whether to use nuclear power plants for energy production. Within this respect, the aim of the research is to examine pre-service science teachers’ and pre-service social studies teachers’ attitudes toward SSI and to reveal their views about setting up nuclear power plants in their country. The participant of research is 120 pre-service teachers. Firstly, Attitudes toward Socio-scientific Issues Scale (ATSIS) was implemented and then, focus group discussions were done with five students from each department s

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Sumarni, Woro, Endang Susilaningsih, and Yeri Sutopo. "Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (2018): 39. http://dx.doi.org/10.11591/ijere.v7i1.11138.

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Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study i

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Yıldırım, Bekir, and Mahmut Sevi. "Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses." Journal of Human Sciences 13, no. 3 (2016): 3684. http://dx.doi.org/10.14687/jhs.v13i3.3876.

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This study was carried out to determine the view of prospective teachers with regard to STEM education given in Science, Technology, Society and Environment course and the effects of STEM education on prospective teachers’ attitudes towards renewable energy sources and awareness of environment problems. The study was carried out in 2014-2015 academic year with 76 prospective science teachers. In the study, mixed method research design, which employs qualitative and quantitative research methods together, has been used. As a data collection tool “Sensitivity to Environment Problems Scale”, “Att

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Thompson, Gregory W., and Mark A. Balschweid. "Attitudes Of Oregon Agricultural Science And Technology Teachers Toward Integrating Science." Journal of Agricultural Education 40, no. 3 (1999): 21–29. http://dx.doi.org/10.5032/jae.1999.03021.

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Métioui, Abdeljalil, and Louis Trudel. "Diagnostic of Attitudes towards Science Held by Pre-service Science Teachers." International Journal of Science in Society 2, no. 4 (2011): 63–84. http://dx.doi.org/10.18848/1836-6236/cgp/v02i04/51295.

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