Exploring student teachers’ views of science process skills in their initial teacher education programmes

Molefe, Leonard; Stears, Michèle; Hobden, Sally

doi:10.15700/saje.v36n3a1279

Cited by 17 publications

(17 citation statements)

References 8 publications

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“…After guiding students to focus on certain object, teacher asked them to observe some aspects of the object served. The observation activities to collect data and find facts related to learning materials will give the students meaningful experiences (Abdullah et al, 2015;Lepiyanto, 2014;Listiani, Syamswisna, & Yokhebed, 2016;Molefe, Stears, & Hobden, 2016;Pratono et al, 2018). Similar to Gandus district, the communicating skill goal in West Ilir district was the lowest percentage compare to the others.…”

Section: Students' Scientific Process Skills In West Ilirmentioning

confidence: 99%

Scientific process skills: Preliminary study towards senior high school student in Palembang

Andini¹,

Hidayat²,

Fadillah³

et al. 2018

JPBI

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The 21st-century challenges require the next generations to have various skills to deal with, including scientific process skills. This study aimed to describe the scientific process skills of the senior high school student in Palembang in term of ecology subject. This descriptive quantitative research observed 231 respondents of the tenth-grade student from two different sub-districts in Palembang, Gandus and West Ilir. The student’s scientific process skills were measured using the test instrument and interview. The results showed that there were various outcomes for each indicator in Gandus i.e. 68.87% (observing), 75.00% (grouping), 54.81% (interpreting), 73.08% (predicting), 52.56% (formulating a hypothesis), 49.04% (planning an experiment), and 43.59% (communicating). Meanwhile in West Ilir the outcomes for students’ scientific process skills were 69.48% (observing), 66.34% (grouping), 56.65% (interpreting), 64.04% (predicting), 59.64% (formulating a hypothesis), 47.85% (planning an experiment), and 41.39% (communicating). It can be concluded that the students’ scientific process skills in Palembang were categorized as the medium. Hence, strategies to promote students’ scientific process skills in biology class still need to be improved especially in ecology learning.

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Section: Students' Scientific Process Skills In West Ilirmentioning

confidence: 99%

Scientific process skills: Preliminary study towards senior high school student in Palembang

Andini¹,

Hidayat²,

Fadillah³

et al. 2018

JPBI

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“…Given this particular response provided, an expectation of quality Natural Science teaching includes teachers being equipped with the knowledge to develop tasks that would expose learners to acts of self-discovery of scientific knowledge. Molefe, Stears and Hobden (2016) suggest that the aspect of self-discovery can be sparked by engaging and exposing learners to a "hands-on" practical investigation in the Natural Science classroom. Flores (2015) adds, that this approach to teaching allows for a deeper understanding of Natural Science subject matter and the development of scientific reasoning skills.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

Supporting Natural Science Pre-Service Teachers during Work-Integrated Learning: A Case of a Lesson Study Approach

Botes¹,

Moreeng

Mosia³

2020

IJLTER

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This paper is concerned with the issue associated with final-year Natural Science pre-service teachers’ lesson design abilities. This paper reports how the implementation of a lesson study approach served as an intervention to support the lesson preparation abilities of pre-service teachers during a work-integrated learning (WIL) process. The case study generated rich qualitative data from multiple sources such as e-mail communications, WhatsApp responses, video capturing, and focus group team discussions. Couched within the critical emancipatory theory, the study found that the planning and preparation of innovative and inclusive Natural Science lessons are inseparably associated with the collaborative practices and interaction that existed among the team of pre-service teachers. The accommodative and engaging nature of the lesson study sessions empowered pre-service teachers to share their diverse subjective experiences and contextual ideas, which were pivotal to the generation of knowledge and design of Natural Science lessons. Consequently, the lesson study approach not only affected the pre-service teachers’ lesson design abilities but also better positioned them for the WIL experience.

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“…Then, pre-service teachers' performance on SPS was reasonable compared to their theoretical knowledge (Chabalengula et al, 2012). The critical role that teacher educators play in helping prospective teachers develop SPS can never be overlooked Molefe et al (2016). The significant influence of short-term science education programs and peer teaching strategies on SPS development are among some significant findings (Foulds & Rowe,1996;Agoro & Akinsola, 2013).…”

Section: Findings On Science Curriculum Perspectivementioning

confidence: 99%

“…(Foulds & Rowe, 1996) -Australia Pre-service teachers' performance on SPS was better than their conceptual understanding of the same skills. Based on their inability to provide reasonable abstract definitions and explanations of the SPS (Chabalengula, Mumba & Mbewe, 2012) -USA Majority of science teachers lack theoretic knowledge about SPS (Karsli, Şahin & Ayas, 2009) -Turkey Developing Countries Findings, Author, Country Teacher educators play an essential role instructionally in pre-service education as their practice influences the development of students' SPS (Molefe, Stears & Hobden, 2016) -South Africa Preservice science teachers SPS in integrated science is enhanced using Reflective-Reciprocal Teaching and the Reflective-Reciprocal Peer Teaching strategies (Agoro & Akinsola, 2013) -Nigeria In-service teachers' understanding of SPS is higher than that of the pre-service teachers. Despite this, both groups' score for inferring skill is low (Kruea-In, Kruea-In & Fakcharoenphol, 2015) -Thailand Trends in research under the teacher education perspective have emphasized intensive science teacher preparation on SPS development as critical in the provision of quality science learning in education.…”

Section: Findings On Science Curriculum Perspectivementioning

confidence: 99%

“…Despite this, both groups' score for inferring skill is low (Kruea-In, Kruea-In & Fakcharoenphol, 2015) -Thailand Trends in research under the teacher education perspective have emphasized intensive science teacher preparation on SPS development as critical in the provision of quality science learning in education. Teacher educators support pedagogical optimism, which benefits abstract understanding rather than SPS's acquiring within their practice (Molefe et al, 2016). SPS proficiency besides science content is a critical component of teaching science competency at any level of education.…”

Section: Findings On Science Curriculum Perspectivementioning

confidence: 99%

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Science Process Skills in Science Education of Developed and Developing Countries: Literature Review

Mushani

2021

Unnes Sci Edu J

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The purpose of this literature review is to analyze and evaluate the research studies conducted on science process skills (SPS) in science education in the context of developed and developing countries. A follow-up to this study will investigate teacher facilitation of SPS development at Primary School level in Zambia. The method carried out in this study is a literature review. It involved analyzing and synthesizing some research work already conducted globally, considering the educational significance of SPS. The search was limited to peer-reviewed journal articles written in English and whose full papers were available on the databases. Additionally, the articles were published between 1987 and 2018 because SPS's teaching and learning has been prevalent in research since the early 1980s. In total, 198 articles were found as a result of the initial search. The researcher screened abstracts of these articles to judge their relevance, and from this screening process of abstracts, 40 papers have been included for review. Reviewed study trends on SPS development conducted from developed and developing countries focusing on three vantage points: science curriculum, teacher education and the 21st Century Learning. Based on the findings, more research studies on SPS in science education are carried out in developed countries than developing ones. The review findings indicate uneven inclusion of SPS in the science curriculum documents and the curriculum implementation at all science education levels. Lastly, results display few studies on SPS education regarding 21st Century Learning conducted in developed and developing countries. Concerned education bodies must take appropriate and reasonable exploits on teacher training of SPS education and the balanced inclusion of SPS in the science curriculum and its implementation into consideration. SPS still champions the development of other skills individuals are supposed to possess in this 21st-century era. Hence, SPS education in science education remains a need for both developed and developing countries.

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Exploring student teachers’ views of science process skills in their initial teacher education programmes

Cited by 17 publications

References 8 publications

Scientific process skills: Preliminary study towards senior high school student in Palembang

Scientific process skills: Preliminary study towards senior high school student in Palembang

Supporting Natural Science Pre-Service Teachers during Work-Integrated Learning: A Case of a Lesson Study Approach

Science Process Skills in Science Education of Developed and Developing Countries: Literature Review

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