Cross National Study on Pre-Service Elementary and Science Teachers’ Opinions on Science Teaching

Šorgo, Andrej; Pipenbaher, Nataša; Šašić, Slavica Šimić; Prokop, Pavol; Kubiatko, Milan; Golob, Nika; Erdoğan, Mehmet; Tomažič, Iztok; Bílek, Martin; Fančovičová, Jana; Lamanauskas, Vincentas; Uşak, Muhammet

doi:10.12973/eurasia.2015.1379a

Cited by 4 publications

(5 citation statements)

References 19 publications

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“…However, potential conflicts between teachers and their students regarding the innovative use of information technology could emerge. As described in [26], innovative teachers can encounter innovative students, a situation which can optimally result in fruitful cooperation and high-level intellectual outcomes. In cases where teachers are innovative and expect innovativeness from non-innovative students, such a relation can create stress in both partners.…”

Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

Differences in Personal Innovativeness in the Domain of Information Technology Among University Students and Teachers

Šorgo

Virtič

Dolenc

2021

JIOS

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Two online surveys among 1105 university students and 656 employees were conducted with the inclusion of the construct Personal Innovativeness in the domain of Information Technologies (PIIT). After calculating descriptive statistics, statistically significant differences between personal innovativeness of university students and teachers were sought by the application of one-way ANOVA. The first and most important finding was that average perceived PIIT of teachers and students falls around the middle of the seven-point scale, which cannot be regarded as a plausible predictor of upgrading the University as an Innovative Ecosystem. The second was that university teachers scored higher than their students, a situation that could produce an expectancy conflict between those who want to work in an innovative way and those who would prefer study by the book. Teaching assistants, who should belong to the generation of digital natives, are only slightly more innovative than university teachers, who can be regarded as digital immigrants. Assuming that innovativeness can be upgraded by learning, means that efforts should be made by University Management to encourage and support Personal Innovativeness (and other creativities, as well) as a preferred teaching practice.

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Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

Differences in Personal Innovativeness in the Domain of Information Technology Among University Students and Teachers

Šorgo

Virtič

Dolenc

2021

JIOS

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“…To form lexical, grammar, spelling and phonetic skills, schoolchildren have to make a considerable effort and keep reacquainting various structures. The use of language games/drills will help to make this process more fun, creative and beneficial (Kuvaldina, 2007; Šorgo et al , 2012).…”

Section: Introductionmentioning

confidence: 99%

Learning English language in primary school

Shilova

Masterskikh

Mensh

et al. 2019

IJEM

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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.

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“…An example in point is the inability to correctly answer in the case of the statement, that 'The umbilical cord is connected to mother's small intestine from where it supplies food to embryo' revealing a deep misunderstanding of foetal development. For some answers, we can confirm, that they only confirm our knowledge revealed from our studies on genetics and biotechnology (Šorgo & Ambrožič-Dolinšek, 2009Šorgo, et al, 2014), while the rest only confirm our suspicions about the poor quality of biological knowledge held by a number of students. From the correlation matrix (Table 8), it is again evident that correlations between items are low, and in some cases even negative, showing that knowledge about reproduction is not being connected in a coherent network, thus confirming the results from Table 3.…”

Section: Two-tier Question About Whether Two Sperm Can Fertilize An Egg Cellmentioning

confidence: 76%

Fragmented Knowledge and Missing Connections between Knowledge from Different Hierarchical Organisational Levels of Reproduction among Adolescents and Young Adults

Šorgo¹,

Šiling²

2017

CEPSj

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Based on the responses of our sample (N = 310) of adolescents and young adults from Slovenia (students of secondary and tertiary schools, university students) to a number of tasks covering reproduction, from the molecular to organismal levels, it can be concluded that their knowledge is seriously flawed. Correlations of knowledge between individual tasks are low, or even negative, showing patchiness and missed connections between different aspects of reproduction. Our study confirms the well-known difficulties in building a consistent body of knowledge on the genetic–inheritance axis while expanding it to the anatomy and physiology of reproduction. It is crucial to stress the quality of elementary school biology, and science (biology) courses in secondary schools because, for most people, this will be the last formal contact with some important topics that could influence their life decisions.

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Cross National Study on Pre-Service Elementary and Science Teachers’ Opinions on Science Teaching

Cited by 4 publications

References 19 publications

Differences in Personal Innovativeness in the Domain of Information Technology Among University Students and Teachers

Differences in Personal Innovativeness in the Domain of Information Technology Among University Students and Teachers

Learning English language in primary school

Fragmented Knowledge and Missing Connections between Knowledge from Different Hierarchical Organisational Levels of Reproduction among Adolescents and Young Adults

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