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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Adal, Elif Ece. "Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612948/index.pdf.

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2

Wan, Zhihong, and 万志宏. "Chinese science teacher educators' conceptions of teaching nature of science to prospective science teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44749910.

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3

Topcu, Mustafa Sami. "Preservice Science Teachers." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609950/index.pdf.

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The main purpose of this study was to explore Preservice Science Teachers&rsquo<br>(PSTs) informal reasoning regarding socioscientific issues (SSI). The study first investigated PSTs&rsquo<br>informal reasoning patterns<br>second, explored the relationship between informal reasoning patterns and quality<br>third, examined the variation of informal reasoning quality with SSI<br>at last, focused on the factors influencing PSTs&rsquo<br>informal reasoning in the context of SSI. Totally, 39 PSTs voluntarily participated in the study. Senior elementary PSTs from a public university, in Ankara con

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4

Senler, Burcu. "Pre-service Science Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.

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The aim of this study was to examine the relationships among pre-service science teachers&rsquo<br>personality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo<br>self-efficacy and academic self-regulation, and pre-service science teachers&rsquo<br>academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipate

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5

Cakir, Birgul. "Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613688/index.pdf.

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Based on the importance place of metacognition in education, the current study aimed to investigate whether the embedded metacognitive prompts in the manual lead a change in PSTs&rsquo<br>metacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantita

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6

Yanis, Hilal. "Investigating Preservice Science Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614546/index.pdf.

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The purpose of this study was to investigate preservice science teachers&rsquo<br>mental models about the role and distribution of ozone layer and ozone layer depletion regarding their ontological orientation. This study was conducted with twenty four preservice science teachers who were enrolled in Elementary Science Education Program of Education Faculty of one public university located in Central Anatolia. From each grade level six preservice science teachers were selected<br>two from low achiever, two from middle achiever and two from high achiever. Moreover, in the study, data were collec

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7

So, Wing-mui Winnie. "Teacher thinking : a comparison of science elective and non-science elective primary school teachers /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595927.

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So, Wing-mui Winnie, and 蘇詠梅. "Teacher thinking: a comparison of science elective and non-science elective primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958941.

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9

Soldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.

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10

Brown, Patrick L. "Investigating science teacher knowledge of learners and learning and sequence of science instruction in an alternative certification program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5601.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 22, 2009) Includes bibliographical references.

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11

Cihangir, Cihan Gulin. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611596/index.pdf.

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Based on the importance of implementing effective environmental education has been asserted to a sustainable solution to the environmental problems, this study aimed to (1) investigate the pre-service science teachers&rsquo<br>processes of construction of explanations regarding environmental problems, and (2) provide an environment for researchers to understand the dispositions of participants in terms of how using environmental explanations for answering the questions. The research has been realized within the context of an elective course titled &ldquo<br>Laboratory applications in environm

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12

Adibelli, Elif. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.

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The main purpose of this study was to determine preservice science teachers&rsquo<br>(PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled &ldquo<br>Laboratory Applications in Science and Environmental Education&rdquo<br>in the fall semester of 2008-2009 at a public university, in Ankara. The

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13

Ozturk, Nilay. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613705/index.pdf.

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The aims of the present study were to investigate the relationship among preservice science teachers&rsquo<br>informal reasoning regarding nuclear power plant construction, epistemological beliefs and metacognitive awareness. Throughout 2010-2011 fall and spring semesters, a total of 674 pre-service science teachers participated in the study. Data were collected through Schommer&rsquo<br>s Epistemological Questionnaire, Metacognitive Awareness Inventory, and Open-ended Questionnaire Assessing Informal Reasoning regarding Nuclear Power Usage. MANOVA, correlational analysis, and stepwise multipl

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14

Savas, Meltem. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613819/index.pdf.

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The purpose of this study was to investigate the preservice science teachers&rsquo<br>perceived technological pedagogical content knowledge (TPACK) on genetics. More specifically, the purpose was to examine the relationships among the components of TPACK and genetics knowledge of the preservice science teachers. Moreover, findings the effect of the demographic information on perceived TPACK was also aimed. This study was conducted with preservice science teachers who were enrolled in elementary science education department of Education Faculties of eight public universities located in Central

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15

Karrow, Douglas D. "Science teachers' views of creativity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ32487.pdf.

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16

Devine, Catherine. "Life Science For Elementary Teachers." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/169.

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Science is taught at all grade levels, yet there exists a deficiency in the amount of emphasis placed on science training for elementary teachers. As a result, teachers often feel inadequate in their knowledge of scientific areas and in their ability to develop science process skills in their students. As a result in this lack of training, a need exists to provide programs to increase skill and confidence of elementary teachers not only in teaching science concepts but science process skills as well. One means of meeting this need was the development of an activity-based, process-oriented inse

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17

Wallis, A. C. "Science teachers' conceptions of energy." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10020187/.

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18

Tulip, David F. "Preservice primary teachers' constructions of themselves as science teachers." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36598/1/36598_Digitised%20Thesis.pdf.

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The research reported in this thesis investigated preservice primary teachers' constructions of themselves as science teachers. This was done in response to Seddon' s (1991) claim that an approach to teaching the science component of a preservice Bachelor of Education course should be proposed that was congruent with preservice teachers' beliefs about themselves as science teachers. The nature of the research undertaken was interpretive and conversational. It was set in a context of postmodern students in contemporary universities and depended upon preservice teachers sharing their beliefs

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19

Howard-Skipper, Joni. "Leadership that promotes teacher empowerment among urban middle school science teachers." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630880.

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<p> In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Th

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20

JACKSON, DEBBIE KINNE. "EFFECTIVE SCIENCE TEACHERS: THEIR CONTENT KNOWLEDGE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092866550.

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21

Lockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.

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22

Sunger, Mustafa. "An Analysis Of Efficacy Beliefs, Epistemological Beliefs And Attitudes Towards Science In Preservice Elementary Science Teachers And Secondary Science Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608601/index.pdf.

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The purpose of the study was to analyze preservice science teachers at elementary science teaching and secondary science teaching with respect to their self efficacy beliefs, epistemological beliefs, and attitudes towards science teaching. Preservice elementary science teachers and preservice secondary science teachers who enrolled in Middle East Technical University in Ankara were the sample of this study. Participants of this study were third grade of preservice elementary science teachers and preservice secondary science teachers. The instruments which are, efficacy beliefs, epistemological

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23

Lunn, Stephen Andrew. "Primary teachers' understandings of the nature of science and the purposes of science education." Thesis, [n.p.], 2000. http://library7.open.ac.uk/abstracts/page.php?thesisid=51.

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24

Woods, Shaneka. "The Pedagogy of Science Teachers from Non-Natural Science Backgrounds." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.

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<p> This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory & Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving & Transfer (Berg & Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look

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25

Kahyaoglu, Elvan. "Investigation Of The Preservice Science Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605091/index.pdf.

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The aim of this study is to investigate the views of preservice science teachers on science-technology-society, STS, issue. A total of 176 preservice science teachers participated in the study. A 26-item &ldquo<br>Views on Science-Technology-Society (VOSTS)&rdquo<br>instrument, translated and adapted into Turkish, were utilized to assess participants&rsquo<br>views on STS. The VOSTS (Aikenhead, Ryan and Fleming, 1989) is a pool of 114 empirically developed multiple-choice items with nine categories. In order to understand participants&rsquo<br>views on STS in depth, semi-structured interviews

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26

Erdogan, Rahsan. "Investigation Of The Preservice Science Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605156/index.pdf.

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The aim of this study is to investigate the views of preservice science teachers on nature of science (NOS). A total of 166 preservice science teachers participated in the study. A 21-item &ldquo<br>Views on Science-Technology-Society (VOSTS)&rdquo<br>instrument, translated and adapted into Turkish, were utilized to assess participants&rsquo<br>views on the nature of science. The VOSTS (Aikenhead, Ryan and Fleming, 1989) is a pool of 114 empirically developed multiple-choice items with nine categories. In this study, 21 item selected from the epistemology of science category corresponded to th

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27

Pamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.

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The purpose of this study was (1) to explore pre-service science and mathematics teachers&rsquo<br>levels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public u

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28

Stuttgen, Wendy. "Teachers' understanding of science and ADHD." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006stuttgenw.pdf.

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Jackson, Debbie K. "Effective science teachers their content knowledge /." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1092866550.

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30

Yerian, Suzanne. "A science for all Americans : developing conceptions of science and diversity in teacher education /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7614.

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31

Wright, Dinah Marilyn. "The effects of reflective science teaching on preservice elementary teachers' evaluations of themselves as future science teachers /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768624382208.

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32

Russo, Sharon. "Early childhood educators' attitudes to science and science education." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2035.

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It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/

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33

Ponnock, H. Annette Roché. "Science Teachers' Epistemic Cognition in Instructional Decision Making." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/465212.

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Educational Psychology<br>Ph.D.<br>One understudied barrier to science education reform concerns teachers’ cognitive processes and how they relate to instructional decision-making. Epistemic cognition—teachers’ beliefs about knowledge and knowledge acquisition and goals for their students’ knowledge acquisition—could provide important insights into the choices science teachers make in the classroom and why they might and might not adopt different instructional practices. Previous research has found mixed results regarding the relationship between beliefs and practice. Uniquely, science teacher

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34

Logerwell, Mollianne G. "The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4592.

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Thesis (Ph.D.)--George Mason University, 2009.<br>Vita: p. 147. Thesis director: Gary Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 137-146). Also issued in print.

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35

Hickey, Ruth L. "The influence of teachers' content knowledge and pedagogical content knowledge in science when judging students' science work." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1216.

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Primary and secondary teachers in Western Australian have adopted a new Curriculum Framework (Curriculum Council, 1998a) which is outcomes-focused and endorses a constructivist approach to science for school students. This research examines the influence of teachers' science content knowledge on how they make judgements about students' conceptual understandings and the extent to which follow-up activities they suggest reflect a conceptual change approach to teaching science.Primary and secondary teachers, from a range of science education histories and experiences teaching students of differen

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36

Bisogno, Janet L. "College science teachers' inquiry beliefs and practices in the science classroom." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4847.

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Lecture was the primary instruction in the science classroom, and the labs were scripted and shown to be "cookbook" with little or no evidence of inquiry noted in the labs obtained. There was more evidence of inquiry at the private four-year college and community college than at the large research institution; what was observed in the classroom mirrored what the professors believed about inquiry. There was a difference in the beliefs between institutions with the professors at the research institution holding an incomplete view of inquiry while the professors at the private college and communi

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37

Grauer, Bette L. "Secondary science teachers’ use of the affective domain in science education." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17312.

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Doctor of Philosophy<br>Department of Curriculum and Instruction<br>Michael F. Perl and Kay Ann Taylor<br>The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers

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38

Ni, Lijun. "Building professional identity as computer science teachers: supporting high school computer science teachers through reflection and community building." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42870.

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Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue teaching CS. Teacher education literature, especially te

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39

Canipe, Martha Murray. "Preservice Elementary Teachers' Actual and Designated Identities as Teachers of Science and Teachers of Students." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612575.

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Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as learners of science. These concerns may lead preservice teachers to avoid teaching science or to teach it in a way that focuses on facts and vocabulary rather than engaging students in the doing of science. Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and as such rather than identifyi

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40

Magano, Florence Lesedi. "A review of strategies to address the shortage of Science and Mathematics educators in grades 10-12." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43155.

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For an education system to function effectively it is important that its planning functions are executed effectively and efficiently. Among others this implies that the system must know what the teacher supply and demand is and how it will change in time. If the teacher supply and demand is known it could result in sound intervention strategies being developed and implemented. Education planners will be able to plan for the number of bursaries to be awarded and in which subject fields; it will be known how many foreign teachers to employ and for which subjects. This is the basic rationa

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41

Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.

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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.

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42

Lawson, Michael A. "Leadership styles in secondary school science teachers /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164522.

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43

Chewang, Karma. "Continuous assessment in Bhutan, science teachers' perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ46239.pdf.

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44

Lai, Dorothy B. "Teachers' and students' perceptions of science practicals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ58051.pdf.

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45

Sacici, Semra. "The Interrelation Between Pre-service Science Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615392/index.pdf.

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This study examined preservice science teachers&rsquo<br>conceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers&rsquo<br>conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected

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46

Buseri, J. C. "Strategies and tactics of Nigerian science teachers." Thesis, Bangor University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378664.

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47

Krise, Kelsy Marie. "Exploring Learning Progressions of New Science Teachers." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438277705.

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48

Lloyd, Sharon Henry. "Preschool Teachers' Attitudes and Beliefs Toward Science." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3175.

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In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of

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49

Foley, Jean Ann. "Elementary school teachers who teach science an exploratory study of their views on science as influenced by biography and audience /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9222148.

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Miller, Chris Michael. "Factors Affecting Job Satisfaction and Teacher Retention for North Texas Secondary Science Teachers." Thesis, Dallas Baptist University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792070.

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<p> The current mixed method study explored the job satisfaction perceptions and retention plans of 241 secondary science teachers from seven North Texas school districts. For the current study, an email questionnaire was sent to seven districts across 83 secondary campuses, which included 51 middle schools and 32 high schools. The current study intended to find reasons why secondary science teachers continue to teach or decide to leave the profession. The participants’ perceptions and intentions to continue teaching were gathered through an online survey which gathered data across seven

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