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The Relationship between the Pre-Service Science Teachers’ Self-Efficacy towards Science Teaching and Tendency to Use Technology in Classes
Full text linkThe effectiveness of science instruction undoubtedly relies heavily on the teacher. Moreover, international guidelines for science teacher training and the standards for their competencies emphasize the adequate utilization of instructional technologies. In this light, sophisticated instruction of science demands a teacher who has a high self-efficacy perception and is fluent in the use of instructional technology during the classes. Given these motives, this quantitative correlational study examined the relationship between senior pre-service science teachers’ self-efficacy perceptions towards teaching science and their tendency to use technology in class. The study sample consisted of 91 undergraduate students enrolled in the Science Education program of a state University in the Eastern Anatolian region of Turkey. The data was collected using two Likert-type scales subjected to Pearson Correlation analysis. The findings implied a positive, although the relatively weak linear relationship between the tendency to use technology in class and self-efficacy perceptions towards teaching science. Moreover, the calculated coefficient of determination value implies that either of the factors only infers 8% of the total variance of self-efficacy tendency to use technology. Finally, the implications and potential underlying factors affecting this relationship are discussed
The Effect of Argumentation-Supported Problem-Based Learning Method in Teaching Chemical Equilibrium and Le-Chatelier’s Principle
Full text linkThis study aims to examine the effects of argumentation-supported problem-based learning (AS-PBL) carried out in the Chemistry-II laboratory course on the conceptual understanding of prospective science teachers about "Chemical equilibrium and Le-Chatelier's principle". The prospective teachers' answers were analyzed using content analysis and the existing misconceptions about the relevant chemistry topics were determined and the effectiveness of the relevant method in eliminating the misconceptions was also examined. The prospective science teachers had fewer scientific arguments in writing grounds for their claims before the treatment using AS-PBL. They were able to use their rebuttal skills more in addition to their claims and grounds after the treatment. Suggestions about problem-based learning supported by argumentation in science laboratory environments were presented to prospective teachers, educators and, readers
The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors
Full text linkPrimary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy Attitude and Behavior Scale” were used in the study. The results showed that pre-service primary school teachers' perceptions of 21st-century skills efficiency were high, the mathematical literacy self-efficacy of the pre-service primary school teachers was above the average, and the pre-service primary school teachers' financial literacy attitude and behavior levels were low. Also, a positive and significant relationship was found between the mathematical literacy self-efficacy of pre-service primary school teachers and their perceptions of 21st-century skills efficiency. In addition, a negative and significant correlation was found between the mathematical literacy self-efficacy of the pre-service primary school teachers and their financial literacy attitudes and behaviors
The Effect of Science Teaching Based on POE Strategy on the Academic Achievement and Attitudes of Fifth-Grade Students in the Distance Education Process
Full text linkThe aim of this study is to examine the effect of science teaching based on POE (Predict-Observe-Explain) technique on the academic achievement and attitudes of fifth-grade students in the distance education process. The study was carried out with the quasi-experimental design of quantitative research methods and an approach in which pretest and posttest applications were applied to the experimental and control groups. The research sample consists of 72 fifth grade students, 36 of whom are in the experimental group and 36 in the control group. Data collection tools included an academic achievement test and an attitude scale regarding learning science. The collected data were analyzed with the SPSS package program. The research results concluded that science teaching based on online POE technique increased the students’ academic achievement. Meanwhile, the attitude towards science learning was independent from teaching based on POE strategy
Perceived Effectiveness of Students’ Punishment by Teachers in Osun State, Nigeria
Full text linkAnti-social behaviors among Nigerian in-school adolescents continue to increase in an alarming rate. This study assessed teachers’ perceived effectiveness of punishment on student by in Osun State, Nigeria. Participants’ age and years of teaching experience were examined. The research design employed in this study was survey with a population of 200 teachers as the participants. For data collection, a questionnaire designed by the researcher was administered. Percentage, t-test and Analysis of Variance (ANOVA) were used to analyze the two postulated null hypotheses at 0.05 alpha level. Results showed that teachers in Osun State perceived punishment on students as highly effective; no statistical difference was found in the participants responses based on age and years of teaching experience. It was recommended that teachers should be aware of the positive ways of executing punishment for it to be effective by attending trainings, talk shows, seminars, and workshops
The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students
Full text linkThis study aimed to develop an analytical rubric for teachers to observe and evaluate students’ performance in showcasing the cooperative problem-solving process. Thus, a rubric was prepared. Angles to evaluate the student performance were included and a quad rank scale was used in the rubric. Dimensions used in the rubric were based on the PISA 2015 cooperative problem-solving dimensions. The weighted kappa coefficient was calculated for reliability. The validity of the rubric was provided by taking into the opinions of experts. The dimensions used were; common understanding, communication, respect, solving problems together, discussion, and finding common solutions. The weighted kappa coefficient of the rubric was 660 on common understanding; 644 on communication; 835 on respect; 829 on solving problems together; 825 on discussion, and 822 on finding common solutions. Additionally, the rubric was validated by controlling the content, structure, and validity criteria. The results showed that the cooperative problem-solving rubric was reliable and valid to evaluate cooperative problem-solving skills. The rubric presented a comprehensive assessment and scoring for cooperative problem-solving skills
Digital Training in Building Chatbot-based Online Learning Media: Action Research for Teachers in Semarang City through the "Train The Teachers" Training
Full text linkThe lack of student learning motivation and teacher difficulties in monitoring student learning progress is considered to be the main problems in distance learning, especially during the COVID-19 pandemic. This research employed action research methods by involving 20 teachers in several elementary schools in Semarang City spread across several sub-districts. The research results obtained: First, six steps to determine the increase in teacher creativity and understanding, namely the introduction of chatbot and chatbot templates as digital learning media in schools; the implementation of the first training session; the assignment of creating and designing chatbots from templates; the implementation of the second training session and finale chatbot feedback. Second, during digital chatbot training, Acita template was used to see an increase in teacher creativity and understanding of chatbots. The result revealed that, in the aspect of teacher creativity, the point of chatbot design creativity had increased by 41%, creativity in material integration had increased by 46%, and interactive creativity in chatbots had increased by 33%. In addition, in the aspect of teacher understanding, the points of understanding of chatbot structure and understanding of chatbot development had increased by 47%
Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism
Full text linkTeachers’ autonomy allows teachers to be in charge of their teaching, from preparing syllabuses, teaching materials, and evaluation. For elementary school teachers, this autonomy is essential since this level of education is fundamental to the lifelong learning process. Teachers’ autonomy can also be a form of professional action that leads to professional development. Hence, this study aims at identifying teachers’ perceptions about teachers’ autonomy, finding out what they have implemented in promoting teachers’ autonomy, and acknowledging their awareness of the importance of teachers’ autonomy. This study employed qualitative research and case studies as its framework. Online questionnaires were distributed to elementary school teachers of public and private schools, and interviews were conducted to follow up on the answers obtained from the questionnaires. The results suggest that teachers’ autonomy was driven by the teachers’ needs for personal and professional development. It was also revealed that the participants had practiced the five dimensions of autonomy-supportive practices, namely organizational and procedural autonomy, rationale and relevance, responsiveness, feedback, and cognitive autonomy support. Additionally, they also believe that the practice of teachers’ autonomy will be optimal with the support of the managerial system, be it the school, the stakeholders, or the government
Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach
No full textMathematics is the queen of science, but many children experience slow learners in these subjects. Slow learners can achieve maximum abilities if the learning approach is appropriate to the situation. This study examines slow learner children with a realistic mathematics education approach. The research method uses single subject research with multiple baseline cross conditions designs at school and home. Then data analysis uses an internal analysis approach and an analysis between curves of both conditions. The results showed that slow learners experienced a higher tendency to score higher when studying at home than at school. In addition, slow learner students have a higher score increase after treatment, but after moving to another condition, the increase in score slows or stagnates. The implication is that teachers teach slow learners with the MRE approach at school based on home situations to maximize their learning abilities
Development of a Perception Scale of Private Lesson: A Validity and Reliability Study
Full text linkThe purpose of the research is to develop a valid and reliable perception scale that can measure the perception of math teachers (198) and science teachers (120) towards private lesson. In the validity studies, the exploratory factor analysis was made with the SPSS 25.0 package program after that the confirmatory factor analysis was made with Lisrel 8.71 software. To develop the scale; 1. Creation of Item Pool 2. Obtaining Expert Opinion, 3. Creation of Pre-Trial Form 4. Factor Analysis 5. Confirmatory factor analysis. According to factor analysis; Kaiser Meyer Olkin (KMO) rate; .780; Bartlett test result: 7466.539; Cronbach alpha reliability coefficient is: .901. According to confirmatory factor analysis: Root Mean Square Error of Approximation (RMSEA) 0.043 (.05); p-Value for Test of Close Fit .00 (.05, Goodness of Fit Index (GFI) .96, Adjusted Goodness of Fit Index (AGFI) .93; Normed Fit Index (NFI) .97; Relative Fit Index (RFI) .96; Incremental Fix Index (IFI): .99; Degrees of Freedom: 38; Root Mean Square Residual (RMR): .037 and NonNormed Fit Index (NNFI): .98. According to research findings, the perception scale is valid and reliable so it can be used to determine math teachers and science teachers’ positive and negative perceptions of private lesson