Identifying beliefs held by preservice chemistry teachers in order to improve instruction during their teaching courses

The paper deals with distance learning of geographic information systems (GIS) at the Department of Geography and Regional Development FNS CPU in Nitra using various educational materials and the JitsiMeet application during the COVID-19 pandemic. Students of bachelor study had GIS lessons in face-to-face instruction in a computer room for half of a semester. In the middle of the semester, the COVID-19 pandemic broke out in Slovakia and the face-to-face instruction had to be reoriented to the distance form of learning. The first month of distance learning took place with the help of textbooks and video tutorials, which were sent to students. The task of the students that month was to study a new subject, then students were sent a questionnaire where they had to express their opinion on learning GIS using video tutorials and textbooks, but also indicate whether they had facilities for online learning (PC, audio and video outputs, Internet) as well as to express their views and experiences with online learning as such. Although after evaluating the questionnaire, up to 71% of students answered that they had learned a new subject from the video tutorials and 57% also from GIS textbooks, several percent of students were still unfit for this form of learning. That is why we went to lessons with the free JitsyMeet app, which allows for video conferencing, screen sharing, chat, and more. The aim of the paper is to point out the perception of distance GIS learning by university students during the COVID-19 pandemic.

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“…This form of learning shows very good study results. It was proved also in other works [47][48][49][50].…”

Section: Discussionsupporting

confidence: 55%

GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)

et al. 2021

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“…Although many researchers have offered new approaches to understanding conceptual change over the years, all of them have agreed on the fact that conventional methods of teaching usually fail to trigger this change, and that active learning methods are more likely to succeed (Duit & Treagust, 2012). Unfortunately, one of the major obstacles to implementing teaching methods that enhance conceptual change and hence help remediate persistent alternative conceptions is that teachers are frequently not well informed about the recent state of research on teaching and learning science, and many of them hold views of teaching and learning that are predominantly transmissive and not constructivist (Kotul'áková, 2020;Meschede et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

The long-term effects of introducing the 5E model of instruction on students’ conceptual learning

Grau

Valls

Piqué

et al. 2021

International Journal of Science Education

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The effectiveness of the 5E model has been supported by research in schools in recent years, although its efficacy has rarely been assessed in the long term to avoid novelty effects and to consider the impact of the usual loss of fidelity that time entails. This study was designed to assess the long-term effects on students' conceptual learning as a consequence of an intervention that introduced the 5E model to their teachers five years earlier. Two questionnaires measuring the prevalence of alternative conceptions about the kinetic-molecular theory were performed over a five-year interval (pre-test in 2014 and post-test in 2019). 725 students participated, 371 in pre-test and 354 in post-test. In schools where the 5E model was introduced, statistically significant differences were observed in the percentage of correct answers between the pre-and post-test in both grades (p = 0.003 and 0.0028, respectively), with Cohen's d = 0.427 and 0.439, respectively, indicating a relevant effect size, while in control schools no statistically significant differences were reported in either grade. These results provide strong evidence regarding the long-term sustainability of interventions aiming to change teachers' practices in favor of active learning methods such as the 5E model and their positive effects on students' conceptual learning.

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Assessing teachers’ knowledge: incorporating context-based learning in chemistry

Tal

Herscovitz

Dori

2021

Chem. Educ. Res. Pract.

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Content knowledge (CK), pedagogical content knowledge (PCK) and, assessment knowledge (AK) are fundamental types of teachers’ knowledge. Second-career, pre-service chemistry teachers leave the industry and return to the Technion to study in the Views program to obtain a high school teaching certificate. Their background can potentially contribute to higher quality of science teaching and learning in general and of chemistry teaching in particular. We investigated how pre-service chemistry teachers’ knowledge develops as they are exposed to chemistry context-based learning, and what differences are there between pre- and in-service teachers’ knowledge types and their self-efficacy. The participants were 25 second-career pre-service teachers and 29 in-service chemistry teachers who served as a comparison group. The teachers’ professional growth was examined by assessing their CK, PCK, AK, and self-efficacy by using three questionnaires that included adapted scientific articles on energy, acid-base, and oxidation-reduction in the context of sustainability. Five expert chemistry teachers validated the questionnaires. We found that all three knowledge types of the pre-service teachers improved during the course and they became more aware of sustainable chemistry issues than the in-service teachers. The study contributes to chemistry education by narrowing the gap that exists in the literature between chemistry teachers’ PCK and AK on the one hand and self-efficacy on the other hand. We offer an assessment tool for identifying and quantifying teachers’ knowledge. We offer recommendations for science educators about the needs, strengths, and weaknesses of pre- and in-service teachers related to teaching sustainable chemistry.

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Identifying beliefs held by preservice chemistry teachers in order to improve instruction during their teaching courses

Cited by 5 publications

References 37 publications

GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)

GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)

The long-term effects of introducing the 5E model of instruction on students’ conceptual learning

Assessing teachers’ knowledge: incorporating context-based learning in chemistry

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