Examining the Primary School Teacher Candidates’ Science Learning Skills in Terms of Their Attitudes Towards Science and Their Science Teaching Self-Efficacy Beliefs

YALÇIN>, Meryem Nur Aydede

doi:10.12973/ijem.8.4.853

Cited by 5 publications

(4 citation statements)

References 28 publications

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“…The natural feature of science is to understand the nature and the world. Thus, the teacher candidates must master the material content (Aydede, 2022).…”

Section: Discussionmentioning

confidence: 99%

The effect of technological pedagogy knowledge and technological content knowledge on TPACK of primary prospective teachers

Masfuah,

Fakhriyah,

Hilyana

et al. 2024

Multidiscip. Sci. J.

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Technological Pedagogy Content Knowledge (TPACK) is a skill that 21st-century teachers must possess. This study measured the influence of the Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) toward the TPACK of 150 primary prospective teachers at Universitas Muria Kudus on the innovation courses in science learning. The quantitative survey research applied some instruments, such as test instruments, project observation sheets, and performance. The researchers analyzed the data with a multiple regression. Based on data analysis, the results show that the multiple regression model of Y = 1.752 + 0.452X1 + 0.524X2. TPK and TCK have an effect of 98.3% on student TPACK with 45.2% of TPK ability influencing TPACK ability and 52.4% of TCK ability influencing TPACK ability. Based on these results, the researchers concluded that TCK significantly and highly influenced TPK. The results recommend lecturers to better prepare the students with TCK than TPK abilities.

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“…The natural feature of science is to understand the nature and the world. Thus, the teacher candidates must master the material content (Aydede, 2022).…”

Section: Discussionmentioning

confidence: 99%

The effect of technological pedagogy knowledge and technological content knowledge on TPACK of primary prospective teachers

Masfuah,

Fakhriyah,

Hilyana

et al. 2024

Multidiscip. Sci. J.

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“…Natural Science is a branch of science that studies natural phenomena (Uluçinar, 2023;He et al, 2020). Science learning trains students to develop logical and scientific thinking skills in learning (Suendarti & Virgana, 2022;Angganing et al, 2022;Aydede, 2022). In addition, in the science learning process students not only understand a concept but pressure students to have critical, careful and meticulous thinking skills (Sumiantari et al, 2019;Baysal et al, 2023;Kim & Alghamdi, 2023).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Higher Order Thinking Skills-based Test Instruments in Science Learning in Indonesia: A Meta-analysis

Santosa,

Angreni,

Sari

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research is motivated by the many applications of Higher Order Thinking Skills-based test instruments in science learning. However, it has not been found how effective the instrument is in science learning. The purpose of this study was to determine the effectiveness of Higher Order Thinking Skills-based test instruments in science learning. This type of research is a meta-analysis. Data sources come from the databases of Google Scholar, Hindawi, ScienceDirect, Wiley, Taylor of Francis, Sage Journal, Springer, ProQuest and ERIC. Search keywords are test instruments, test instruments based on Higher Order Thinking Skills in science learning, and higher order thinking skills. This study analyzed 20 articles published in 2020-2023 used in the meta-analysis. Data analysis techniques with the help of JSAP software. The results concluded that the summary effect size value was 1.24 (very high effect size). This finding shows that the use of test instruments based on Higher Order Thinking Skills is effectively applied in science learning. Furthermore, the research provides higher order tinking skills-based test instruments in science learning in Indonesia and provides important information for the application of higher order thinking skills-based test instruments in the future

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“…Primary Educational Teacher Department Students are prospective teachers who need to be prepared to have the appropriate abilities and skills according to the demands of the 21st century. The development of these various skills is essential at the same time in considering cognitive competence [2]. Excellent pre-service teachers can be defined as candidates who are more proficient and capable of dealing with changing eras.…”

Section: Introductionmentioning

confidence: 99%

Relationship analysis of the competence of excellent pre-service teachers: implementation scaffolding argument-driven by via inquiry learning design based on scientific literacy

Fakhriyah,

Rusilowati,

Nugroho

et al. 2023

P Sci Edu

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Introduction. This study aimed to measure the effectiveness of learning and analyze the relationship between the competencies of excellent pre-service teachers after applying the Scaffolding ArgumentDriven Inquiry learning design based on scientific literacy. An excellent pre-service teacher can be realized by equipping students with various competencies, skills, and abilities (personal, academic, and social). Research methods. Implementation of an argument driven by inquiry scaffolding learning design based on scientific literacy using a quasi-experimental pretest-posttest control group research with random sampling. The questions given at the pretest and posttest follow the competency indicators of an excellent elementary school pre-service teacher, which include; knowledge competencies (critical thinking and problem-solving), attitudes (scientific attitudes), and skills (teamwork or collaboration), scientific argumentation skills and teaching skills. Furthermore, after the N-gain test was carried out, it was continued with structural equation modeling (SEM) analysis with the help of Smart PLS software. Results. The results of the N-gain test show a difference in the average after applying the scientific literacy-based Scardin design. the results on the Scientific Argumentation Competency show an increase in the N-gain score of 0.22, the Critical Thinking Competency shows an increase in the N-gain score of 0.18 and the problem solving skills show an increase of 0.22 this shows that there is an average difference between pretest and posttest in Scientific Argumentation Competence, Critical Thinking Competence, and Problem Solving Ability. Furthermore, it is known from the results of the SEM analysis that there is a significant relationship between the competence of pre-service elementary school teachers, except for the competence of KDT and KAI, KDT and TS do not have a significant effect. In conclusion, based on data analysis, it was concluded that there was a relationship between the competence of excellent pre-service elementary school teachers after applying scaffolding argumentation which was driven by inquiry learning designs based on scientific literacy.

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Examining the Primary School Teacher Candidates’ Science Learning Skills in Terms of Their Attitudes Towards Science and Their Science Teaching Self-Efficacy Beliefs

Cited by 5 publications

References 28 publications

The effect of technological pedagogy knowledge and technological content knowledge on TPACK of primary prospective teachers

The effect of technological pedagogy knowledge and technological content knowledge on TPACK of primary prospective teachers

Effectiveness of Higher Order Thinking Skills-based Test Instruments in Science Learning in Indonesia: A Meta-analysis

Relationship analysis of the competence of excellent pre-service teachers: implementation scaffolding argument-driven by via inquiry learning design based on scientific literacy

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