Suchergebnisse

This paper explores the development of three pre-service science teacher educators' understandings of some critical incidents in their development of science teachers that has impacted on the manner in which they teach about teaching in a teacher preparation program. The study draws on self-study methodology by situating their reflection on practice within a critical discourse whereby reframing has been important in learning through a reconsideration from particular critical incidents in their high school science teaching experiences. The authors argue that through critical reflection on practice, as illustrated in this paper, that the beginnings of the articulation and documentation of a knowledge base of teaching about teaching might be initiated. They therefore offer some of their emerging views on what that knowledge base might encompass through some assertions of practice that they believe impact on their teaching about teaching.

The present study deals with a school-based professional development trajectory (PDT) for secondary science teachers, aiming at scaffolding teachers in open-inquiry teaching for the topic of water quality. Its design was based on the leading principle of 'guiding by scaffolding'. Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions and observations. The results indicated that the PDT has promoted teachers' learning of scaffolding students in open-inquiry, especially the ability to know when and how to give students a well-balanced combination of 'structure' for open-inquiry learning and sufficient 'space' for that. The implications for science teacher education are discussed.

This study investigates science teachers' concerns about how to achieve effective classroom management, with particular reference to classroom communication, student motivation, physical environments and unwanted student behaviors. A qualitative research method is used in this research. The semi-structured interview form is developed by the researchers as a data collection tool. The study group consists of fourteen science teachers who are working in Mugla province of Turkey, in the academic year of 2015-2016. According to the research findings, participating teachers have linked effective classroom communications to such aspects as student participation and a democratic and sincere classroom environment. In addition, they have also stated that effective classroom management are linked to the following: proper material usage, asking questions, feeling the importance of lessons, physical environment, laboratory environment, a U-shaped seating plan, use of an interactive whiteboard, verbal warnings to correct undesirable behaviors, trying to understand the causes of problems, giving responsibility, establishing eye contact, proper punishments, interviewing parents, guiding teachers and sending students to principal's room.

This study investigates science teachers' concerns about how to achieve effective classroom management, with particular reference to classroom communication, student motivation, physical environments and unwanted student behaviors. A qualitative research method is used in this research. The semi-structured interview form is developed by the researchers as a data collection tool. The study group consists of fourteen science teachers who are working in Mugla province of Turkey, in the academic year of 2015-2016. According to the research findings, participating teachers have linked effective classroom communications to such aspects as student participation and a democratic and sincere classroom environment. In addition, they have also stated that effective classroom management are linked to the following: proper material usage, asking questions, feeling the importance of lessons, physical environment, laboratory environment, a U-shaped seating plan, use of an interactive whiteboard, verbal warnings to correct undesirable behaviors, trying to understand the causes of problems, giving responsibility, establishing eye contact, proper punishments, interviewing parents, guiding teachers and sending students to principal's room.

One of the weaknesses of secondary science teachers today is the lack of ability to develop integrated science learning. Descriptive study, followed by developmental research has been done to determine the factors that caused the weakness, to find the right solution. In addition, the research that involving 25 teachers as subject, has also examined how far the treatment can be able to overcome the problems. The descriptive research shows that almost all of teachers did not have skillful on how to teach science in integrated way. This is because all of teacher's background is not from fully integrated science education. Most of them came from biology, physics and chemistry education. They have actually attended the training (arranged by government) on integrated science teaching, but it apparently have not succeeded. The eight steps of learning approach has been developed and implemented along the training: (1) Building common perception on science literacy, (2) integrated science analysis based on current curriculum and lesson analysis, (3) presentation, (4) designing lesson plan in groups, (5) simulation, (6) designing lesson plan individually, (7) evaluation-reflection, and (8) rewards. After the treatment, the teacher's ability to develop the lesson plans eventually improves much better as well as the understanding on integrated science concepts. Only three teachers have to follow remediation in making lesson plan because they still not fulfill requirement of graduation (minimum 80% achievement of conceptual understand, performance, and lesson plan product).