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Artykuły w czasopismach na temat „Science teachers”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

강경희. "Novice Science Teachers' Perceptions on Teacher Mentoring." Journal of Research in Curriculum Instruction 22, no. 1 (2018): 29–37. http://dx.doi.org/10.24231/rici.2018.22.1.29.

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Seddon, Terri. "Rethinking Teachers and Teacher Education in Science." Studies in Science Education 19, no. 1 (1991): 95–117. http://dx.doi.org/10.1080/03057269108559994.

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METE, Hasan, and Selda BAKIR. "Teaching Styles of Science Teachers." Journal of Educational Sciences Research 6, no. 2 (2016): 95–111. http://dx.doi.org/10.12973/jesr.2016.62.6.

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Varelas, Maria, Roger House, and Stacy Wenzel. "Beginning teachers immersed into science: Scientist and science teacher identities." Science Education 89, no. 3 (2005): 492–516. http://dx.doi.org/10.1002/sce.20047.

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Djumat, Nurani, Agung Purwanto, and Zarina Akbar. "The Role of Teachers in the Development of Naturalis Intelligence in Science Learning." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 5, no. 2 (2023): 373–84. http://dx.doi.org/10.37680/scaffolding.v5i2.2785.

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This study aims to identify the teacher's role in developing naturalist intelligence in science learning at Yapis Kaimana Elementary School. This study uses a qualitative case study approach, with data collection techniques through observation, interviews, and documentation. Data were analyzed using Miles and Huberman analysis techniques, namely data reduction, data presentation, and conclusions. The primary data for this study were school teachers, students, grade 1 teachers, grade 3 teachers, grade 5 teachers, grade 6 teachers, and grade IV science teachers. The results of the study show tha

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송신철, Kew-Cheol Shim, and 이치하. "A Study on Science Teachers’ Perception about Science Teacher Training Curriculum." Teacher Education Research 53, no. 1 (2014): 15–27. http://dx.doi.org/10.15812/ter.53.1.201403.15.

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Aalbergsjø, Siv Gundrosen, Ellen Karoline Henriksen, and Gunilla Eklund. "Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education." Nordic Studies in Science Education 19, no. 1 (2023): 20–34. http://dx.doi.org/10.5617/nordina.9582.

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Science teacher educators (STEs) are key actors for implementing research-based science teacher education (RBSTE). Based on group interviews with 29 STEs from seven different teacher education (TE) institutions in Norway, this study reports how STEs view RBSTE. The STEs did not express a comprehensive understanding of the term RBSTE; however, their descriptions of the aims of science TE were in line with educating research literate teachers - critical and reflective teachers who can develop their practice based on research. They regarded their own competence as decisive for RBSTE and described

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Moore, Randy. "Training Science Teachers." American Biology Teacher 56, no. 1 (1994): 4–5. http://dx.doi.org/10.2307/4449731.

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Tobias, S., and A. Baffert. "Empowering Science Teachers." Science 336, no. 6081 (2012): 519. http://dx.doi.org/10.1126/science.1223116.

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Astiti, Kadek Ayu, and Andam Surianty. "Training on integrated science learning for science teachers in Nekamese District." Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat 5, no. 2 (2022): 95–101. http://dx.doi.org/10.12928/jpm.v5i2.2967.

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PKM activities are carried out in partner schools in the form of training for Mathematics and Natural Sciences teachers to overcome the problems they are facing. Some of the obstacles that are being faced are that science teachers still have difficulty applying integrated science learning according to the demands of the 2013 curriculum. The targets to be achieved in the implementation of this PKM program include increasing the professional competence of teachers in implementing integrated science learning. Activities are designed in several stages, namely 1) coordinating with partner schools f

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Dziva, Daimond, Maroni Runesu Nyikahadzoyi, Dimitrios Koliopoulos, and Konstantinos Ravanis. "Teacher Knowledge Manifestation of Integrated Science Teachers in Zimbabwe." Open Journal for Educational Research 2, no. 2 (2018): 57–72. http://dx.doi.org/10.32591/coas.ojer.0202.01057d.

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Olmez, Cemil, and Serap Ozbas. "Teacher self-efficacy according to Turkish Cypriot science teachers." Africa Education Review 14, no. 3-4 (2017): 36–51. http://dx.doi.org/10.1080/18146627.2016.1224564.

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Hewson, Peter W., and Mariana G. A'B Hewson. "Science teachers’ conceptions of teaching: Implications for teacher education." International Journal of Science Education 9, no. 4 (1987): 425–40. http://dx.doi.org/10.1080/0950069870090401.

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Dhafer A. Al-Qarni, Dhafer A. Al-Qarni. "The reality of the suitability of the science teacher specialization path in the intermediate stage in Saudi Arabia for teaching science courses and the difficulties of implementation from the point of view of teachers in Tabuk: واقع ملاءمة مسار تخصص معلم العلوم بالمرحلة المتوسطة في السعودية لتدريس مقررات العلوم وصعوبات التنفيذ من وجهة نظر المعلمين بتبوك". مجلة العلوم التربوية و النفسية 5, № 40 (2021): 105–70. http://dx.doi.org/10.26389/ajsrp.r280521.

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The study aimed to identify the appropriateness of the science teacher's specialization path in the intermediate stage in Saudi Arabia for teaching science courses and the difficulties of implementation from the point of view of teachers in Tabuk. The study used the descriptive method, and a questionnaire surveyed the opinions of teachers. It was distributed to a sample of (41) middle school science teachers in public schools in the city of Tabuk. The results of the study showed that the reality of the appropriateness of the science teacher's specialization path in the intermediate stage for t

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Šlekienė, Violeta, and Loreta Ragulienė. "IMPROVEMENT OF SCIENCE TEACHERS COMPETENCE OF EXPERIMENTAL PERFORMANCE." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (2014): 141–59. http://dx.doi.org/10.48127/gu/14.20.141.

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In order to enhance the quality of teaching of science subjects, consistent and systematic development of the learning environment is necessary, i.e. preparing new training (learning) resources and systematic teacher training is very important. The project "Improvement of science teachers competence of experimental performance based on updated learning tools and general training programs of grades 9-12” (GAMEK) was designed to address this problem. Project goal - improvement of physics, chemistry, biology teachers’ competency of experimental performance. Project Coordinator - Lithuanian Univer

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Tatar, Nilgün. "PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING." Journal of Baltic Science Education 14, no. 1 (2015): 34–44. http://dx.doi.org/10.33225/jbse/15.14.34.

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This study examines pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. Ho

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Akkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS." Journal of Baltic Science Education 12, no. 2 (2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.

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The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-cent

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Yildiz, Cemalettin. "An Examination of Understandings of Prospective Teachers About Science and Science History." Journal of Education and Training Studies 6, no. 6 (2018): 48. http://dx.doi.org/10.11114/jets.v6i6.3012.

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The purpose of this study was to reveal beliefs of prospective teachers about “science” and “science history”. The qualitative research approach was employed in the study. The study group consisted of 150 prospective teachers. A form developed by the researcher was used for data collection. The form consisted of open-ended questions. The data was analyzed using the content analysis method. As a result of the study, it was found that the prospective teachers explained science and science history mostly with the procedural understanding dimension. It was also found that the prospective teachers

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Dewi, Diah Rusmala, Nadlir Nadlir, Sibawaihi Sibawaihi, and Sabarudin Sabarudin. "The Concept of Personality of Islamic Religious Education Teachers based on Kuntowijoyo’s Prophetic Social Science." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 10, no. 1 (2022): 1–26. http://dx.doi.org/10.15642/jpai.2022.10.1.1-26.

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Teachers’ competence has been discussed by some Islamic figures as the main indicator in order to formulate the concept of teachers’ personality for teachers in general. However, the indicators that are spesifically for Islamic education teachers have not been discussed yet, so it is important to deepen and specify the study to formulate criteria of the concept of teachers’ personality that mainly focus on Islamic education teachers based on Islamic view. Based on those reasons, the writers are interested in conducting research in the area of the concept of teachers’ personality based on the K

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Umarovich, Khojaniyazov Sardor, and Sharipova Fazilat Ollaberganovna. "PROFESSIONAL COMPETENCE OF FUTURE BIOLOGICAL SCIENCE TEACHERS." American Journal of Social Science and Education Innovations 5, no. 9 (2023): 18–23. http://dx.doi.org/10.37547/tajssei/volume05issue09-04.

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In this article, methods of modernizing the education of the "Biology" department of Urganch State University in order to ensure the conditions for the formation and development of alternative models of the professional and personal growth of teachers for today based on the principles of training and sustainability of the new generation of biology teachers. was studied. In order to ensure sustainable development, ideas and methods of integrating education and professional training of future biology teachers were defined. The factor forming the methodical system of preparation for professional

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Yuldashovna, Yusupova Gulchehra. "MODELING COMPETENCIES FOR FUTURE COMPUTER SCIENCE TEACHERS." American Journal of Social Science and Education Innovations 6, no. 3 (2024): 27–31. http://dx.doi.org/10.37547/tajssei/volume06issue03-04.

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This article explores the improvement of modeling skills among future computer science teachers. The current methods of forming these skills are analyzed, and the need for their improvement is justified. The research methods and the results of the experiment on the introduction of a new model of modeling training are described. The article concludes with conclusions and suggestions for further improving the training of future computer science teachers in the field of modeling.

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Maseko, Bob, and Hlologelo Climant Khoza. "EXPLORING IN-SERVICE SCIENCE TEACHERS’ BELIEFS ABOUT GOALS OR PURPOSES OF SCIENCE TEACHING." Journal of Baltic Science Education 20, no. 3 (2021): 456–70. http://dx.doi.org/10.33225/jbse/21.20.456.

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Research indicates that teachers’ beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers’ self-reported and enacted goals or purpose of science teach

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Rofe, Craig, Azra Moeed, Dayle Anderson, and Rex Bartholomew. "Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teachers." Australian Journal of Indigenous Education 45, no. 1 (2015): 91–99. http://dx.doi.org/10.1017/jie.2015.32.

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School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in wharekura (Māori Indigenous School). This paper draws upon the findings of an empirical study to address the call for research into effective practices for supporting Indigenous students in learning science. The study is part of a larger project investigating and

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Altindag, Ahmet, and Hunkar Korkmaz Korkmaz. "Turkish Primary Science Teachers’ Views on An Ideal Teacher Education System." Cypriot Journal of Educational Sciences 12, no. 4 (2017): 193–201. http://dx.doi.org/10.18844/cjes.v12i4.2794.

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The goals of this descriptive study were to determine Turkish preservice science teachers’ views on an ideal teacher education system. The sample consisted of 137 preservice teachers including 74 females and 63 males. The questionnaire was based on the open-ended questions and was developed to investigate an ideal teacher education system components as perceived by the preservice science teachers. Descriptive statistics were used to analyse the data. The results of this study shown that the Turkish preservice science teachers defined an ideal teacher education system components in the followin

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Ural Keleş, Pınar. "Opinions of Fifth Grade Science Teachers about the 2017 Science Curriculum." Journal of Qualitative Research in Education 6, no. 3 (2018): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.6c3s6m.

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Marfuatun, Marfuatun, and Riandi Riandi. "Need Analysis of Pre-Laboratory Development to Support Experimental Activities in Science Learning." Jurnal Penelitian Pendidikan IPA 8, no. 3 (2022): 1114–20. http://dx.doi.org/10.29303/jppipa.v8i3.1292.

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The purpose of this study was to identify the implementation of the experimental method in science learning and the obstacles faced by teachers, as well as to identify the application of pre-lab in science learning. Research design was survey which is non-experimental quantitative research. The participants were 26 teachers who teach subjects in the sciences, namely Chemistry, Biology, Physics, and Science as integrated subjects. Data were collected through online questionnaires using google forms and were analyzed descriptively. The results show that experimental activities have not been full

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Utemov, Vyacheslav. "A Comparative Study of the Working Conditions of Science Teachers." ARPHA Proceedings 3 (November 25, 2020): 2633–46. https://doi.org/10.3897/ap.2.e2633.

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Effectiveness of instruction in science education largely depends on whether the teachers are satisfied with their working conditions. Consequently, administrative measures aimed at improving working conditions for teachers will also improve the quality of science teaching. The students of teachers, who have the same experience, similar qualifications and some other characteristics, achieve different learning outcomes. We can specify a set of working conditions that influence the effectiveness of science training and the quality of educational programs. In this study, science teachers are teac

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Gezer, Kutret, and Kadir Bilen. "Pre-Service Science Teachers’ Views About Characteristics of Effective Science Teaching and Effective Science Teacher." Journal of Applied Sciences 7, no. 20 (2007): 3031–37. http://dx.doi.org/10.3923/jas.2007.3031.3037.

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Whiteford, Chrystal, Nick Kelly, and Les Dawes. "Why Become a Teacher? Exploring Motivations for Becoming Science and Mathematics Teachers in Australia Science and Mathematics Teachers in Australia." Australian Journal of Teacher Education 46, no. 3 (2021): 1–19. http://dx.doi.org/10.14221/ajte.2021v46n3.1.

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There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subjec

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MARMAGAS, ATHANASIOS, and DIMITRIOS KORAKAS. "Perceptions of Greek Science Teachers about the Nature of Science." INTERNATIONAL JOURNAL OF EDUCATIONAL INNOVATION 6, no. 4 (2024): 32–43. https://doi.org/10.69685/ywhd5032.

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Sciences include important subjects in secondary education, such as Physics, Chemistry, Biology and Geology – Geography. Understanding the Nature of Science has been established as one of the desirable features of scientific literacy for teachers and students, who generally need to understand the concepts, principles, theories and processes of science and to be aware of the complex relationships between science, technology and society. The current study attempts to explore the perceptions of 58 Greek teachers regarding scientific theories and laws, science as cumulative knowledge, theory-laden

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Rebucas, Elizer. "Experiences of Science Teachers Teaching Non–science Subjects: A Phenomenology Study." International Journal on Studies in Education 4, no. 2 (2022): 130–40. http://dx.doi.org/10.46328/ijonse.73.

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The challenge of unimpressive performance in science subjects is worldwide as revealed by various international research investigation. The increasing rate of low academic achievement and failures in science subjects in schools may significantly impact both individual students whose target was to proceed with tertiary education and seek a lifetime opportunity. However, all of these aims may be affected by the unimpressive performance of students in science subjects. The aim of this study was to describe the experiences of science teachers who encountered problems and challenges in teaching non

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Kuteesa, Disan. "Knowing Process of Rural Secondary School Science Teachers: A Case of Rakai District in Uganda." East African Journal of Education Studies 3, no. 1 (2021): 246–52. http://dx.doi.org/10.37284/eajes.3.1.406.

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The study was an investigation of the Knowing Process of rural secondary science teachers in Uganda. The problem of the study was the poor performance of students in sciences in the rural secondary schools in Ugandan Certificate Examinations (UCE). The central point was to find out the beliefs of the rural secondary science teachers about how the educators come to know anything. A non-experimental research design was employed in the study. The research was carried using a purposive sampling technique. Regarding data collection, the researcher administered fifty (50) questionnaires to fifty (50

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Hamad, Sara, Hassan Tairab, Yousef Wardat, et al. "Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice." Sustainability 14, no. 6 (2022): 3594. http://dx.doi.org/10.3390/su14063594.

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This study examines how science teachers experience integrating science, technology, engineering, and mathematics (STEM) approaches into their teaching. In addition, it further examines the encountered challenges in this regard to shed light on STEM current practices within the context of United Arab Emirates (UAE). This study consists of two stages; the first involved collecting qualitative data using semi-structured interviews to explore three science teachers’ perceptions and lived experiences having infused STEM into their regular teaching in cycle 2 for more than two years. Quantitative d

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Appleton, Ken, and Ian Kindt. "Beginning Elementary Teachers' Development as Teachers of Science." Journal of Science Teacher Education 13, no. 1 (2002): 43–61. http://dx.doi.org/10.1023/a:1015181809961.

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Janiuk, Ryszard M. "OWNERSHIP AMONG SCIENCE TEACHERS." Journal of Baltic Science Education 13, no. 1 (2014): 4–5. http://dx.doi.org/10.33225/jbse/14.13.04.

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Science education is continuously changing in terms of goals, curricula and teaching methods. Such changes stem from major educational reforms and the development of new theoretical concepts related to science teaching. It has been long emphasised that the implementation of these changes in schools depends on the teachers, who need to identify with and support the innovations which are to be introduced, and to feel that change is necessary. An active involvement of teachers in the process of designing, developing and implementing innovation is one of the indicators of a sense of "ownership", w

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Gould, Paula. "Centres target science teachers." Physics World 17, no. 10 (2004): 10. http://dx.doi.org/10.1088/2058-7058/17/10/17.

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Lederman, Leon M. "Sermon for science teachers." Physics Teacher 24, no. 6 (1986): 331–33. http://dx.doi.org/10.1119/1.2342036.

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Ameh, Catherine, and Richard Gunstone. "Teachers' concepts in science." Research in Science Education 15, no. 1 (1985): 151–57. http://dx.doi.org/10.1007/bf02356537.

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Mozzer, Nilmara Braga, and Rosária Justi. "Science Teachers’ Analogical Reasoning." Research in Science Education 43, no. 4 (2012): 1689–713. http://dx.doi.org/10.1007/s11165-012-9328-8.

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Yeon-A Son, 신현성, Dong Ryeul Kim, 장지혜, and 이윤비. "Pre-service Science Teachers’ Perception of Science Teachers’ Professionalism and the Background." Journal of Education & Culture 18, no. 2 (2012): 97–122. http://dx.doi.org/10.24159/joec.2012.18.2.97.

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Barrow, Lloyd H. "Helping new science teachers with phone assistance for teachers of science (PATS)." Journal of Science Teacher Education 6, no. 4 (1995): 197–201. http://dx.doi.org/10.1007/bf02614643.

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Kader, Birinci Konur, and Yazici Ayşegül. "Evaluation of 4006 TUBITAK Science Fairs in Terms of Science Teachers." Education Quarterly Reviews 5, no. 3 (2022): 180–94. https://doi.org/10.31014/aior.1993.05.03.537.

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In recent years, the organizations of the science fairs at schools have been emphasized on. Science fairs are important since students' perceptions, attitudes, and achievements towards sciences are affected positively by the science fairs. It is important to carry out studies for science fairs and follow up this process in this context. This study aims to evaluate the effectiveness of the 4006 coded TUBITAK science fairs and the problems experienced by sciences teachers during the preparation and implementation stages of the fair. For this purpose, the study was carried out within the fram

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Bashir, U. S., Garba, S. A., and Umar, D. "CORRELATION OF AGRICULTURAL SCIENCE TEACHERS’ QUALIFICATION AND THEIR COGNITION." Journal of Agripreneurship and Sustainable Development 2, no. 1 (2019): 23–30. http://dx.doi.org/10.59331/jasd.v2i1.46.

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The study correlates agricultural science teacher’s qualification and their levels of cognition. Two objectives, two research questions and one hypothesis were formulated to guide the study. The study adopted descriptive-correlational survey research designs. The population was all the 168graduates’ teachers teaching agricultural science in the public secondary schools of Bauchi state, Nigeria. A stratified random sampling technique was used to select 120 teachers. Florida taxonomy of cognitive behaviour was used as instrument for data collection and was pilot tested using thirty (30) Agricult

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Basher, Salamah M., and Hanifah B. Lucman. "Factors Influencing Science Teachers’ Competence in Junior High Schools in Lanao Del Sur-1." International Journal of Research and Scientific Innovation XII, no. II (2025): 460–64. https://doi.org/10.51244/ijrsi.2025.12020040.

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This study aimed to identify the relevance of factors influencing science teachers’ competence. It addressed the following objectives: (1) science teachers’ competence level based on the Individual Performance Commitment Review Form (2) the perceived profile in terms of said factors (3) the relationship between the hypothesized factors and science teachers’ competence (4) science teachers’ perceptions of the factors’ influences on teacher competency. The study employed a mixed methods research design in the analysis and interpretation of data. Fifty one (51) secondary science teachers from thi

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Ha-Young Song and YoungShin Kim. "Pre-service Science Teachers' Recognition about Science Instructional Situation and The Image of Science Teachers." Journal of Science Education 34, no. 1 (2010): 33–46. http://dx.doi.org/10.21796/jse.2010.34.1.33.

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Alabdulkareem, Saleh Abdullah. "The Impact of Science Teachers’ Beliefs on Teaching Science: The Case of Saudi Science Teachers." Journal of Education and Learning 5, no. 2 (2016): 233. http://dx.doi.org/10.5539/jel.v5n2p233.

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<p>The researcher aims to investigate Saudi science teachers’ beliefs about learning and teaching issues. The sample consisted of 247 middle school teachers in Riyadh, Saudi Arabia. The study conducted in the academic school year 2014/2015, and utilized a questionnaire and an interview that included 10% of the sample. The questionnaire targeted the teachers’ conceptions of learning and teaching issues and examined whether these conceptions fit the transmission, or discovery, of constructivist approaches. The interview focused on “authentic scientific resources”, the limitations of the wo

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Mervis, J. "TEACHER TRAINING: How to Produce Better Math and Science Teachers." Science 289, no. 5484 (2000): 1454–55. http://dx.doi.org/10.1126/science.289.5484.1454.

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Soanes, Della Gracia, and S. M. Sungoh. "Influence of Emotional Intelligence on Teacher Effectiveness of Science Teachers." Psychology 10, no. 13 (2019): 1819–31. http://dx.doi.org/10.4236/psych.2019.1013118.

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Thwaite, Anne. "Teachers and teacher aides initiating five-year-olds into science." Functional Linguistics 1, no. 1 (2014): 6. http://dx.doi.org/10.1186/2196-419x-1-6.

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Carrier, Sarah J., Ashley N. Whitehead, Temple A. Walkowiak, Sarah C. Luginbuhl, and Margareta M. Thomson. "The development of elementary teacher identities as teachers of science." International Journal of Science Education 39, no. 13 (2017): 1733–54. http://dx.doi.org/10.1080/09500693.2017.1351648.

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