Opinions of Primary School Science and Technology Teachers about Developing Students’ Affective Competence (original) (raw)
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EDULEARN19 Proceedings, 2019
Teachers' beliefs towards teaching and learning science has been a prominent research topic in the last decade. Recent studies indicate that in teaching practice traditional methodologies predominate in the primary school science classroom. Likewise, the most active methodologies are in the minority despite being considered essential for a desirable professional development. As some research indicates, the impact of traditional teaching is influenced by an improper epistemological training of teachers. In this sense, the present study has two fundamental objectives. The first objective is focused on analysing the perception of the teacher in training towards the teaching-learning of the sciences. For this purpose, the affective and emotional variables of the students are taken into account, as well as the classroom methodologies of the teachers during the teaching of the contents of natural sciences in primary education. The second objective has been to diagnose the level of teaching self-efficacy presented by the teacher in training when explaining the scientific-technological contents in the primary classroom. The sample consisted of 150 students from the last year of the Grade in Primary Education, future school teachers. The design of the research has been exploratory and descriptive with mixed analysis of the data obtained. As a measuring instrument, a questionnaire structured in two sections based on the objectives of the study was used. The first section included reflection questions on the experience of the participating subjects during the development of their teaching practices. Specifically, they were asked about the methodologies most used by teachers in active service, their effectiveness and the interest or motivation shown by the primary student in scientific-technological learning. In the second section, the subjects had to assess on a Likert scale their ability and level of competence when explaining scientific content in the primary classroom. The results obtained confirm that there is a traditional approach to explaining scientific content in primary school. However, it is also true that educational approaches based on new technologies are beginning to be detected among teachers in active service, and this improves students' interest in science. On the other hand, the results obtained in the self-efficacy variable reveal that teachers in training feel little competent to teach in the primary classroom the scientific contents proposed in the questionnaire. Inferential statistical analysis reveals that there are no statistically significant differences (Sig. > 0.05) in the levels of teacher self-efficacy as a function of the gender variable. Finally, it is concluded that it is necessary to adequately reinforce the professional perceptions expressed by future teachers through innovative and meaningful teaching methods in order to avoid the development of survival strategies in the science classroom that might cause students to reject these subjects.
SECONDARY SCIENCE TEACHERS ’ USE OF THE AFFECTIVE DOMAIN IN SCIENCE EDUCATION by
2016
The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers participated in the case study. The participants were selected from a pool of teachers who graduated from the same teacher education program at a large Midwest university. The primary sources of data were individual semi-structured interviews with the participants. Krathwohl’s Taxonomy of the Affective Domain served as the research framework for the study. Student affective behavior reported by participants was classified within the five levels of Krathwohl’s Affective Taxonomy: receiving, responding, v...
Secondary Science Teachers' Use of the Affective Domain in Science Education
2014
The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers participated in the case study. The participants were selected from a pool of teachers who graduated from the same teacher education program at a large Midwest university. The primary sources of data were individual semi-structured interviews with the participants. Krathwohl's Taxonomy of the Affective Domain served as the research framework for the study. Student affective behavior reported by participants was classified within the five levels of Krathwohl's Affective Taxonomy: receiving, responding, valuing, organization, and characterization. Participants in the study reported student behavior representing all levels of the Affective Taxonomy. The types of behavior most frequently reported by participants were
In the views of cognitive psychology, humans are problem solvers whose thinking operates much like a computer. Hence, affect and cognition are inextricably intertwined in the learning process and form the basis for critical thinking and action learning. Teachers in their effort to teach are to recognize learned structures as a result of the interaction between affect and cognition. This study investigated the effect of secondary school Teacher's perception and awareness on the development of affective domain among students on teaching and learning. A total number of 100 participants (teachers) teaching in, State government, federal government, missionary and community secondary private school were drawn from Umuahia North Local Government area. On the Questionnaire using a three point modified Likert type scale. Seven hypotheses were formulated bordering on teachers role in developing affective domain, formation of positive behaviour, use of standard test, test construction, use of such test in interpretation and communication of such results to students. Statistical analysis was done using T-test and percentage average (%). The result of the study shows that most secondary school teachers are aware of their roles in the development of the affective domain in their students. Since the results from the various roles expected to be played by teachers are played accordingly. The implication of this study is that more effort should be made by teachers to develop the right affective domain in students for this will help them (students) become worthy citizens of the nation. Teachers should also deviate from placing much emphasis on cognitive development of students than the affective but rather see to the three domains as closely one. There is need for further study to be carried out in other to continually monitor the level of awareness of teacher responsibility in developing affective domain in students. This will help in sustaining the awareness among teachers.
Analyzing English Teachers’ Challenges in Dealing with Students’ Affective Competence
English Language Teaching Methodology
Analyzing the Challenges of English Teachers in Facing Students' Affective Competencies at SMA 1 Muhammadiyah Makassar Thesis Department of English, Faculty of Teacher Training and Education, University of Muhammadiyah Makassar. Supervised by Nunung Anugrawati and Ardiana. This study was conducted to determine the purpose of the study, namely to describe Challenges of English Teachers in Facing Students' Affective Competencies at SMA 1 Muhammadiyah Makassar. The subjects in this study were teachers of SMA 1 Muhammadiyah Makassar. The purpose of this study is to find out what challenges are faced by English teachers in dealing with students' affective competence. The instruments used to collect data are observation, interviews, and documentation. Data analysis in this study is Analysis (QDA), Data Reduction, and Data Display.The results showed that the challenges of the English teacher in dealing with students' affective competence consisted of two factors, namely int...
science, as a subject is universal and has no boundaries. Teaching of science should enable the students to enrich their Affective domain. The interest, attitude and aptitude in science help students to learn and apply scientific concepts and principles in a logical and effective way. Factors such as student motivation, attitudes, perceptions and values are included in the affective domain. It is therefore not surprising that affective domain learning outcomes are often the least considered when teachers plan or conduct their lessons. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning. In this paper, the investigator tried to find out whether there exists any relationship between Affective Learning Outcome and Achievement in Physics of Secondary School Students for the total sample and for the subsample based on Gender. The investigator also finds out whether exist any significant differences in the Affective Learning Outcome and Achievement in Physics among Secondary School Students based on Gender. Proper statistical techniques were used for collecting standardizing and analyzing the data.
Model of affective assessment of primary school students
Research and Evaluation in Education, 2016
This study aims to develop an instrument of affective assessment to measure the social competence of elementary school students in the learning process in schools. This study used the development model of Borg & Gall’s approach which was modified into five phases, including the need analyses, developing draft of the product conducted by experts, developing an affective assessment instrument, trying out the affective assessment instrument conducted by teachers of primary education in Yogyakarta, and the dissemination and implementation of the developed affective assessment instrument. The subjects were elementary school students whose school implemented Curriculum 2013 in the academic year of 2013/2014. The validity and reliability of each construct of the affective instrument were established using the PLS SEM Wrap PLS 3.0 analysis program. The study finds the following results. First, the construct of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the li...
Emotions in prospective secondary teachers when teaching science content, distinguishing by gender
Research in Science & Technological Education, 2014
Background: Until recently, the affective components of education had long been undervalued. Today, one finds ever more studies on cognitive and affective interrelationships that are lending support to the idea that affect and cognition are best understood when viewed as independent and complementary mental functions. Purpose: The present work analyses the emotions of prospective secondary education teachers, distinguishing them by gender, in relation to the teaching of Biology, Geology, Physics and Chemistry in order to contribute to designing subsequent interventions targeted at improving science teachers' occupational health. Sample: The total sample consisted of 178 students (53 male and 125 female) of the post-graduate teaching certificate course at the University of Extremadura, all of whom were prospective secondary school teachers. We also worked with a sub-sample of 66 Science and Engineering graduates (33 male and 33 female). Design and methods: A questionnaire was prepared that includes items on each of the emotions that the prospective teacher might feel when teaching the science content of the proposed courses. The chi-squared test was used to determine whether a relationship exists between emotions and the variable gender when it came to their teaching Biology, Geology, Physics and Chemistry at the compulsory secondary education level. Results: The results showed that the male teachers more frequently report positive emotions than the female. The latter manifested an increase in negative emotions in teaching Geology, Physics and Chemistry content. And the study of the sub-sample showed positive emotions are more frequently reported than negative ones in all four subjects, with this being particularly so in Biology.
Hacettepe University Journal of Education, 2019
Based on the results of the Programme for International Student Assessment (PISA) 2015, this study aimed to determine the extent to which affective characteristics such as epistemic beliefs, motivation and self-efficacy predicted students’ performance in science and whether this differed between countries that exhibited different levels of achievement. In accordance with the purpose of the study, two countries were randomly selected from each of the three achievement levels defined by PISA (above average, average, and below average) and all the students that took the test from the selected countries were included in the analysis. A simple linear regression analysis was performed using the IDB Analyzer program, which facilitated the analysis of the layered data collected in this study. According to the results, it was determined that the students' affective characteristics predicted their science performance by 30% regardless of the achievement level.