An Action Research on Developing Prospective Teachers’ Inquiry Skills

Kuter, Sıtkıye

doi:10.5901/jesr.2013.v3n7p317

Cited by 6 publications

(9 citation statements)

References 35 publications

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“…Many studies in the field of science education and science teachers' 3Ps (that is, PSSTs' 3Ps) revealed that there is a misunderstanding on knowledge and skills of scientific research mainly SRHs. Though the issue of preparing teacher as a researcher has been globally considered and studied by several researchers in diverse educational researches for different purposes (Kuter, 2013;Özdilek and Bulunuz, 2009;Tuberty et al, 2011;Darus and Saat, 2014;Ural, 2016), it was hardly studied in the context of Yemeni PSSTs' 3Ps at Faculty of Education in Amran University.…”

Section: Literature Reviewmentioning

confidence: 99%

Scientific research hypotheses understanding of the pre-service science teachers at Faculty of Education, Amran University, Yemen

Al-Hadabi¹,

Al-soudi²

2020

Educ. Res. Rev.

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Preparing pre-service science teachers (PSSTs) with the scientific research skills (SRSs) is an ultimate aim of PSSTs' programs. This study aimed to explore PSSTs' understanding level of SRHs (SRHUL). To this end, an action research (AR) was adopted using a pre-post-test design. In doing so, a multiple choice test which consists of 15 items was developed and conducted on a random sample comprising 120 subjects. Results of the study revealed that participants showed insufficient performance on the test of understanding scientific research hypotheses (SRHUT) for both pre and post-test. Besides, results of t-test showed a significant difference between mean scores of pre-test and post-test. The difference was in favor of post-test. Also, results of one-way ANOVA revealed a non-significant difference between or within mean scores of compared groups. Based on the results of the study, some recommendations were made.

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Section: Literature Reviewmentioning

confidence: 99%

Scientific research hypotheses understanding of the pre-service science teachers at Faculty of Education, Amran University, Yemen

Al-Hadabi¹,

Al-soudi²

2020

Educ. Res. Rev.

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“…Another means for student teachers' involvement in inquiry is through collaboration (Kuter, 2013). Engagement of student teachers in a collaborative classroom inquiry to develop handwriting skills of children helped them develop their reflection and inquiry skills (Medwell & Wray, 2014).…”

Section: Research Studiesmentioning

confidence: 99%

Untitled

2020

ENAD

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Öz. Bu çalışmanın amacı, öğrenci velilerinin ilkokul birinci sınıf velisi olma deneyimlerini anlamaktır. Çalışmada temel nitel araştırma yaklaşımı benimsenmiştir. Araştırmanın katılımcılarını 10 öğrenci velisi oluşturmaktadır. Veriler yarı yapılandırılmış görüşme yaklaşımı ile toplanmıştır. Görüşmeler, 2018 Şubat-Mart aylarında araştırmacı tarafından yapılmıştır. Verilerin çözümlenmesinde içerik analizi yöntemi kullanılmıştır. Veriler tema ve alt temalara göre ele alınmıştır. Elde edilen bulgulara göre; birinci sınıf olmak: okuma ve yazmaya yeniden başlamak, duyguları dengeleyebilmek: mutluluk ve endişe birlikteliği, birinci sınıf velisi olmak: görev ve sorumluluklar, aday birinci sınıf velilerine öneriler temaları oluşturulmuştur. Araştırma sonunda, velilerin çoğunluğunun ilkokul birinci sınıfı okuma yazmaya başlama olarak anlamlandırdıkları; çocukları okula başlarken olumlu duygularla birlikte korku, endişe gibi birtakım olumsuz duygulara sahip oldukları; kendilerini ders çalıştırmak ve ders takibi yapmakla sorumlu gördükleri anlaşılmıştır. Araştırmadan elde edilen sonuçlara göre, velilere okul başlamadan önce, birinci sınıfla ilgili olarak (okul ortamı, öğretmen, diğer öğrenciler, dersler) bilgilendirmeler yapılması önerilmektedir.

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“…One of the ultimate aims of teacher education programs is to equip prospective teachers with the necessary professional skills and dispositions so that they can build and maintain a philosophy of teaching and learning that is constantly reviewed based on an understanding of research and practices. Developing student teachers' inquiry skills by engaging them in research is one of the indispensable parts of teacher education programs since it provides the basis of their ongoing professional development (S. Kuter [4]). S. K. DebBurman suggests that the involvement of students in real research projects promotes interest and learning in complex scientific content, helps develop science experimental skills and enables students to gain familiarity with the science culture (S. K. DebBurman [5]).…”

Section: Introductionmentioning

confidence: 99%

“…It must be emphasized that this problem is also relevant for Kazakhstani higher education. Of particular relevance is also the issue of modernizing the educational space of the Kazakhstani higher school 4 In psychological and pedagogical science, prerequisites have been created for studying the formation of special competencies of future primary school teachers on the basis of the project method in the process of vocational training.…”

Section: Introductionmentioning

confidence: 99%

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Developing project skills in future prımary school teachers within the university-based initial teacher education

Ayapbergenova¹,

Nurgaliyeva²,

Bissembayeva³

et al. 2020

Science for Education Today

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Introduction. The authors investigate the problem of developing programme-specific competencies in future primary school teachers using project methodology in the process of initial teacher education. The purpose of the study is to assess the level of project skills in future primary school teachers and analyze the obtained empirical data. Materials and Methods. The research was conducted using the method of psychological and educational experiment. The empirical data included students’ essays and questionnaires. The sample consisted of students of Karaganda university named after academician E. A. Buketov and Pavlodar pedagogical university. The obtained data were interpreted and subjected to statistical analysis using the Student's t-test. Results. The authors have developed criteria and indicators for evaluating future teachers’ project skills in order to experimentally interpret their project activities. The identification of students' priorities for the choice of certain types of project activities determined the validity of the questionnaire. Frequency and percentage analyses revealed the insufficient level of project skills in future primary school teachers related to the following components: (1) the motivational component of programme-specific competencies; (2) the cognitive component; (2) the reflexive component. Conclusions. The results of the research showed that students demonstrated a low level of project skills, which can significantly complicate the process of improving the quality of initial teacher training for a new type of primary schools. Keywords Project activity of students; Formation of design skills; Special competence; Future primary school teachers; Initial teacher education; Modernization of education.

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An Action Research on Developing Prospective Teachers’ Inquiry Skills

Abstract: One of the ultimate aims of teacher education programs is to equip prospective teachers with the necessary professional skills

Cited by 6 publications

References 35 publications

Scientific research hypotheses understanding of the pre-service science teachers at Faculty of Education, Amran University, Yemen

Scientific research hypotheses understanding of the pre-service science teachers at Faculty of Education, Amran University, Yemen

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Developing project skills in future prımary school teachers within the university-based initial teacher education

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