How Do Pre-Service Science Teachers’ Views on Science, Scientists, and Science Teaching Change Over Time in a Science Teacher Training Program?

Uçar, Sedat

doi:10.1007/s10956-011-9311-6

Cited by 45 publications

(25 citation statements)

References 60 publications

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“…It helps to advocate local voices, local realities and local wisdom in the course of completing all the cycles. These key characteristics of PAR are in line with McNeill (2003) and Ucar (2011), argue !connection of participatory research movement with emancipatory social change at broader levels, and thereby, with goals to which all social research should aspire".…”

Section: Introductionsupporting

confidence: 77%

Participatory Action Research for Learning Chemistry: A Case of Public Schools in Nepal

Acharya¹

2019

J. Adv. Coll. Engin. Mgt.

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The present study reconnoiters the application of participatory action research (PAR) in improving the performance of students in chemistry sections. A mixed method research is employed focusing PAR as qualitative and experimental as a quantitative with equivalent groups. Two schools were purposively selected (one leader and one leader) in Chitwan and Nawalparasi districts. All the students in the leader school are given intervention. Thirty students from the feeder school are in control group. Intervention was done by laboratory activities in chemistry teaching. PAR approach is used in the leader school during intervention. Pre-test and post-test were used to collect the data. Data are analyzed using inferential statistics: independent student t-test and analysis of covariance (ANCOVA). The result shows that the experimental group outperformed to control group suggesting that PAR approach enhanced performance of lower and high achievers more than the lecture method of teaching.

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Section: Introductionsupporting

confidence: 77%

Participatory Action Research for Learning Chemistry: A Case of Public Schools in Nepal

Acharya¹

2019

J. Adv. Coll. Engin. Mgt.

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“…in England, She's (1995) study in Taiwan, Song and Kim's (1999) study in South Korea, Barman's (1999) study in USA, Fung's (2002) study in China, Rubin, Bar and Cohen's (2003) study in Israel, Medina-Jerez, Middleton and Orihuela-Rabaza's (2011) study in Bolivia and Columbia, Ruiz-Mallen and Escalas's (2012) study in Spain and Christidou's (2010) study in Greece reported that students at different educational levels had stereotypical scientist images. Similarly, studies in Turkey which described students' scientist images by generally using DAST, such as the studies by Muşlu and Macaroğlu-Akgül (2006), Özgelen (2012), Yontar-Toğrol (2013), Özel and Doğan (2013) and Karaçam (2015b) on primary school students, by Akçay (2011) on primary and secondary school students and by Demirbaş (2009) and Uçar (2012) on teacher candidates, found that students dominantly had stereotypical scientist images although they were at different educational levels. There are many assumptions regarding the reasons why students have scientist images that can be defined as stereotypical in the studies conducted in our country and in other countries.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 96%

Investigating How the Biographies of Today’s Scientists Affect 8th Graders’ Scientist Image

Karaçam

2016

EURASIA J MATH SCI T

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This study aimed to investigate how a poster study focusing on the biographies of today's scientists affected 8th graders' scientist images. The study utilized a mixed model which combined qualitative and quantitative research techniques. 142 8th graders from a secondary school in Ankara Province Keçiören District participated in the study. Implementation took place in the spring term of 2013-2014 academic years. In implementation, students were given "Draw A Scientist Test (DAST)" in order to determine the scientist image of students before and after implementation and students were asked to explain scientists in their drawings. After the pretest, control group students continued their training following the curriculum, while experimental group students were given the task of preparing poster studies titled "biographies of today's scientists'" in addition to their regular curriculum. According to research results, poster study on biographies of today's scientists had no effect on 8th graders' scientist images. In this sense, it can be argued that teaching process should include biographies of past scientists rather than today's scientists and teaching practices that include the use of posters in presentations and discussions should be carried out with students at different educational levels.

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“…Among these studies, Özel and Doğan (2013), Özgelen (2012), Karaçam (2015), Türkmen (2008), and Yontar-Toğrol (2013) determined the images of primary school students; Akçay (2011) investigated the images of primary and secondary school students; and Bilen et al (2012), Demirbaş (2009) and Uçar (2012), researched the images of teacher candidates. As a result of these studies, researchers stated that students predominantly have scientistimage stereotypes and that students' gender, age, academic educational department, and socio-economic level are the factors that affect their scientist-image.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Scientist-Image Stereotypes: The Relationships among their Indicators

2016

EDUC SCI-THEOR PRACT

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The aim of this study is to examine primary school students' scientist-image stereotypes by considering the relationships among indicators. A total of 877 students attending Grades 6 and 7in Düzce, Turkey participated in this study. The Draw-A-Scientist Test (DAST) was implemented during the 2013-2014 academic year to determine students' images about scientists. The data obtained through DAST was coded using DAST-C.The relationships among indicators of scientist-image stereotypes were analyzed using the chi-squared test.The results of analysis showed some relationships among the indicators of scientist-image stereotypes. Also, the indicator of untidy hair was found to be a core indicator among students who participated in this study.According to the findings, students had different tendencies regarding the image of a scientist. Thus, the analysis that was used in this study could also be implemented to determine the tendencies of students from different cultures and grades. On the other hand, this analysis approach, which was able to provide some core indicators, could guide future studies that aim to revise students' scientist-image stereotypes.

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How Do Pre-Service Science Teachers’ Views on Science, Scientists, and Science Teaching Change Over Time in a Science Teacher Training Program?

Abstract: Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced by teachers' attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding teaching and learning.

Cited by 45 publications

References 60 publications

Participatory Action Research for Learning Chemistry: A Case of Public Schools in Nepal

Participatory Action Research for Learning Chemistry: A Case of Public Schools in Nepal

Investigating How the Biographies of Today’s Scientists Affect 8th Graders’ Scientist Image

Scientist-Image Stereotypes: The Relationships among their Indicators

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