Science teacher education Research Papers (original) (raw)

In this article, we describe the results of a study of chemistry high school teachers ’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers ’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers ’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers ’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers ’ pedagogical content knowledge (PCK).

- by Fer Coenders
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- Chemistry, Professional Development, Beliefs, Teacher
- by Tufan Adiguzel
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- Special Education, Teacher Education, Science, Science teacher education

The main goal of science education is to produce a scientifically literate community. Science teachers are the key to achieving scientifically literate citizenry because of their essential role in education at all levels. It is for this reason that science teachers themselves must be scientifically literate to be able to prepare students adequately. This study examined the levels of scientific literacy (SL) of randomly selected public elementary and high school science teachers of Cagayan de Oro City (n=92 and n=88 respectively), using a descriptive survey. A standardized test was utilized to determine the scientific literacy (SL) in areas like Nature of Science (NOS), Science, Technology, and Society (STS), Physical Science (PS), Earth and Space Science (ESS), Life Science (LS), and Health Science (HS). Analysis of results indicated that the respondents possess a satisfactory SL, with the highest score in Earth and Space Science (ESS) component while lowest in Physical Sciences (PS). Differences in SL levels were also noted between elementary and high school science teachers. It is recommended that in the design of both science teacher education curriculum and professional development training for in-service teachers, least mastered concepts in science must be given attention. Similarly, ample opportunities should also be given to preservice and in-service teachers to develop high levels of scientific literacy.

- by Angelo Mark P Walag and +2
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- Literacy, Knowledge Management, Training and Development, Teacher Training

The purpose of this study is to determine science teachers' technological-pedagogical content knowledge (TPACK) selfconfidence levels. The survey was implemented to 218 teachers working in the province of Kocaeli in 2015-2016 academic year. We utilized two data collection tools: TPACK Self-confidence Scale, which was developed by Graham et al (2009) and adapted to Turkish by Timur and Tasar (2011a); "Personal Information Form" which was developed by us. According to the obtained data, the level of TPACK selfconfidence was observed "quite high". In addition, there was no significant difference in self-confidence levels compared to the gender variable, educational status, type of school and having a tablet variable, but a significant difference was found compared to teacher experiences, the condition of training related to educational technologies , type of the faculty graduated and duration of using weekly educational technologies.

Recently, competencies have become a priority area of discussions. Acquiring appropriate competencies in higher school is a guarantee of successful pedagogical work. Therefore, accurate defining of competencies as well as their content and structure is very important. It should be taken into consideration that the majority of competencies gained during studies at university level will be developed in comprehensive schools i.e. achieving competencies is not a finalized process as it lasts long – the whole time of active pedagogical activities. For example, such teachers’ strengths as the ability to individualize educational content, the ability to teach how to learn and communicate with other people, the ability to purposefully apply the learning strategy and different methods in the teaching / learning process for collaboration purposes, the ability to apply varying methods evaluating students’ achievements and progress in the educational process etc. are absolutely crucial points.
The content of competencies revealed that the experts from different countries highlighted the same elements of competencies using various methods of combining them into certain units. The content of individual competencies includes components that in terms of semantics reach the notional framework of other competencies. Science teacher’s competence to be a teacher should be confirmed by his / her gained knowledge, developed abilities and formed value-based orientation. These are the main points to be considered discussing competencies necessary for teachers of sciences.
A summary of the findings of the carried out research reveals the possibility of modeling a list of competencies of an ideal science teacher organizing the educational process on the basis of the principles of constructivistic teaching / learning.
It is clear that complete unification will hardly be reached; moreover, the latter project is not aimed at achieving these objectives. This principled and weighty question should be seriously considered in common European space. Such a need directly reflects the problems of today’s school. Novelties and financial support are received and information communication technologies should improve students’ abilities in schools; however, research carried out at national and international level in different countries show that not all learners improve their results. The tendency that the results achieved by the teachers using modern technologies in the classroom are worse can be noticed. The teachers of sciences are not always effective users of ICT as they frequently feel lack of competencies in this field. Nevertheless, students’ involvement in sciences is tendentiously decreasing (in the classes of upper-secondary school in particular), there is shortage of attractive science teaching and learning material etc. based on reality-based problems and ICT. Therefore, a baseless thing is an over-focus on teacher’s competencies linked with modern ICT. In this case, researcher’s competence remains one of the most important points. The ability to plan, organize and conduct various investigations involving students is certainly one of the most important competencies. Natural sciences have been, are and carry on staying an experimental area. The process of science education, which is too much theoretical and remote from reality, determined the situation that the interest in sciences and technologies reached a very low level in developed countries.

- by Vincentas Lamanauskas
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- Science Education, Science teacher education, SCIENCE TEACHING

In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely lever-aged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher's and involved students' perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entr...

In this article we analysed some tendencies of modern natural science education development in Lithuania and Latvia. This is a comparative research. The authors state, that in the past fifteen years, the Baltic States, including Latvia and Lithuania, experienced considerable changes in the educational system. Natural science education development has also experienced essential reforms. Also we indicate some differences among Lithuanian and Latvian pupils.

After much positive feedback from Learning to Teach Science, I am proud to present the 2nd Edition, with a new collection of pre-service teacher-authored stories. This year, we begin to link the practice in the stories to underlying theory, with the chapter titles shaped by current research at Monash University and expert introductions to each chapter written by esteemed academics.

One of the factors influencing teachers' and pre-service teachers' self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers' science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the " Science Teaching Efficacy Belief Instrument (STEBI) " developed by Riggs and Enochs (1990) and " Scale of Following and Using the Innovations in the Field of Education " (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers' self-efficacy beliefs of science teaching.

- by Carla Johnson and +1
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- Science Education, Science, Policy Change, Teacher Belief

The K to 12 reform and the new Philippine Professional Standard for Teachers have changed the landscape of teacher quality requirements in the Philippines. It is in this context that this study is deemed necessary to determine the area of specialization and the teaching performance of the public secondary school Science teachers in terms of science content knowledge with this new educational schemeThere were 46 respondents in this study from the Department of Education-Guihulngan City Division, Negros Oriental Philippines. Findings reveal that the science teachers' area of specialization can be categorized as Bachelor of Secondary Education (BSED) major in General Science, BS in Scientific Field (Nursing, Biology, and Chemical Engineering) and the Non-Science Field (English, TLE, Social Science). It indicates that majority of them lack the needed educational qualification to teach all science disciplines in the K12 curriculum. Furthermore, it shows that the BSED-General Science teachers with outstanding rating perform better than the B.S. in Scientific Field group and the non-science teachers with very good and good performance ratings respectively. It is an indication of lack of science content knowledge among the non-science teachers. Furthermore, the result discloses that the area of specialization is a determining factor in their teaching performance. It revealed that among the three groups of respondents, the general science teachers appear to be the most efficient. They are followed by those in the B.S. in Scientific field, and the non-science teachers came out to be the lowest.

- by roger malahay
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- Science teacher education

This will be of particular use for science ITT students and NQTs. It is a subject knowledge audit tool for KS3 and KS4 (based on 2016 GCSE content) that produces a visual map of where subject and pedagogical knowledge is strong and where this needs further work. Its use should be self-explanatory; be sure to note the comments attached to some cells (red triangles) and look at the tab marked "KS4 key to content".

- by Bill Green
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- Teacher Education, Pedagogy, Teacher Training, Science teacher education
- by Ben Herman and +1
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- Science Education, Nature of Science, Science teacher education, Classroom Observation

Reflexiones sobre la escuela hoy

- by Araceli De Tezanos
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- Science teacher education
- by Jesse Wilcox and +1
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- Teacher Education, Science Education, Inquiry Based Learning, Science teacher education

Abstract: Helping students to improve their problems solving skills is the primary target of science teacher trainees. In modern science, for training the students, methods should be used for improving their thinking skills, making... more

- by Mustafa Doğru
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- Psychology, Environmental Science, Social Problems, Sciences

This project looks at science teachers and what factors have led them into a teaching career as opposed to professional science or science-research careers. As a practicing science teacher, I am also interested in whether the role of educationalists has an important influence on student career path, or whether other factors such as family, salary or social factors, are more influential. Following a focus group discussion with science graduates within a local secondary school, three teachers were interviewed in depth for their experiences and memories of their journey through education. The interviews were qualitatively analysed and are presented as three interpretations of a journey from secondary school to current science teaching career.

- by Alex Holmes
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- Science Education, Science teacher education, SCIENCE TEACHING, Case Study

O presente estudo tem como objetivo compreender a produção acadêmica a respeito das representações imagéticas presentes em livros didáticos de Ciências. Para isso, num viés descritivo-interpretativo, caracterizamos as principais abordagens das pesquisas publicadas no Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) ao longo da última década (2010-2019) sobre a questão. Nossos resultados apontam para uma diversidade de enfoques e para uma relevante preocupação por parte dessas pesquisas com o funcionamento das imagens nos processos de significação, emergentes em contextos de ensino e de aprendizagem. Concluímos que as questões que envolvem o livro didático são plurais. Nesse sentido, para além das críticas e/ou mudanças que se fazem necessárias em relação a este recurso, se fazem necessárias proposições de estratégias e formas de uso que possam transgredir tais aspectos.

In this paper we analyse the effect of using the Moodle platform as a learning management system to
support a blended learning in-service course for secondary school mathematics teachers in South
Africa. First we describe briefly the background necessitating the in-service programme for maths
teachers and then sketch out the theoretical frameworks that informed the blended learning course
design. The views of 71 teachers who participated in the course were solicited using a questionnaire
to determine the extent to which the Moodle platform complemented the face-to-face contact sessions,
hard copy course material and Interactive Telematic Education (ITE) broadcast sessions which were
combined to come up with a unique blended learning model. The survey results indicated that
although the Moodle platform had some limitations it facilitated synchronous discussions on
designated days and asynchronous discussions between students and lecturers. Both the student-tostudent
and the lecturer-student interactions were of academic value and helped to reduce the barriers
of physical and temporal separations. A major limitation in the integration of Moodle was the limited
accessibility of the Internet to some of the learners. Some learners had to travel to gain access to the
internet at internet cafes, experienced very slow internet, or simply could not afford the exorbitant
costs or gave up participation. Recommendations are made for the improvement of the ICT
infrastructure and connectivity to schools and remote parts of the country, lowering of internet tariffs
and mobile gadget costs so that remotely located teachers can be reached and supported speedily by
university in-service programmes such as the ACE. Lessons learnt from this study can inform the
design of future programmes offered in blended learning format

Dentro de las numerosas ramas de la física, puede que la astrofísica sea una de las favoritas por el gran público debido a su enorme atractivo visual y por su interés filosófico y metafísico. Por ser la observación y estudio del cielo una actividad característica del ser humano el empleo de la astronomía como herramienta didáctica puede resultar de gran
utilidad para la explicación de determinados conceptos científicos, matemáticos, filosóficos, históricos, trabajar idiomas y servir de inspiración artística. El objetivo de este trabajo es ofrecer una serie de herramientas didácticas para suscitar el interés del alumnado por la ciencia y por otros campos del conocimiento recurriendo al cosmos como hilo conductor.

The upside of the global adverse effect of COVID-19 pandemic on education is the development of flexible teaching/learning options such as virtual/online teaching/learning as a response. It became necessary to train and retrain teachers to utilize and sustain adequately these innovative modes of learning which emerged. A planned orientation and training were organized for lecturers in the College of Education, Agbor, to enable them to acquire basic skills to teach online during the COVID-19 lockdown in 2020. This study was aimed to evaluate the perceptions of the lecturers on their ability to teach online after the training. A survey design was used to obtain the lecturers' selfratings. The results obtained suggest that the lecturers perceived that the training enabled them to:- Acquire enough skills to teach online with technical assistance.  Use WhatsApp text, audio and video messaging, SMS, and Email to teach online. They did not perceive that the training enabled them to:- Use Zoom to teach online.  Acquire skills to teach online without technical assistance. Their gender and teaching subjects had no significant influence on their perceptions. Generally, the lecturers perceived that they acquired skills to teach online using the most familiar basic tools, but they needed technical assistance. Since there is prevalent COVD-19 lockdown due to emerging new variants in various nations, strategies that can be used to enhance the capacities of lecturers, through retraining, to teach online are recommended.

- by bernadette egede
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- Gender and Development, Science teacher education

Book review

Note typo for "relativity"

- by Bernie Taylor
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- Geography, Philosophy, Science Communication, Teacher Education

The study investigated if collaborative think and do-activity will enhance senior secondary students' academic performance in Chemistry. A sample of 152 Senior Secondary 2 Students from 4 senior secondary schools in Ado Local Government Area of Ekiti State, Nigeria was used. The study adopted non-equivalent quasi-experimental research design. The instrument used for data collection was Chemistry Performance Test (CPT) with the reliability value of 0.93 using Kuder-Richardson. Two research questions and three null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance. The findings of the study revealed that there is significant difference in the mean academic performance scores between students taught Chemistry using collaborative think and do-activity and those taught using discussion method in favour of collaborative think and do-activity [F(1,149)=188.100, p<0.05]. It is found that there is no significant difference in the mean academic performance scores between male and female students taught Chemistry using collaborative think and do-activity[F(1,76)=163.100, P>0.05]. It also revealed that the interaction effect between strategies and gender on the mean academic performance scores of students in Chemistry is not statistically significant [F(1,149)= 427.100, P >0.050]. It was recommended that collaborative think and do-activity should be adopted while teaching Chemistry since it has been proved to be a viable option in enhancing students' academic performance for regardless of gender.

This paper demonstrates a methodology for effectively integrating computer‐based learning tools in science teaching and learning. This methodology provides a means of systematic analysis to identify the capabilities of particular software tools and to formulate a series of competencies relevant to physical science that could be developed by means of these capabilities. This analysis could inform the transition to technology‐rich

- by Michael Novak and +2
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- Science Education, Teachers' professional development, Science teacher education, SCIENCE TEACHING

Resumo Considerando a relevância da dimensão política e social da alimentação e dos processos de sua produção, o estudo teve como objetivo identificar como os transgênicos estão sendo reconhecidos nos trabalhos científicos ligados às áreas de pesquisa no Ensino de Ciências e Educação Ambiental. Além disso, analisamos como os trabalhos buscam discutir pedagogicamente a temática. Para tanto, realizamos um levantamento bibliográfico nos principais periódicos das respectivas áreas. Dentre os trinta periódicos selecionados inicialmente, oito continham artigos relacionados ao tema " transgênicos " , sendo selecionados para a análise quatorze artigos publicados entre 2007 e 2015. Foram analisados os focos temáticos de investigação dos trabalhos, buscando construir categorias de análise que expressassem as formas de apropriação do tema " transgênicos " nas áreas, intentando refletir sobre a importância e possíveis efeitos desta produção na formação de professores de Ciências e Biologia. Observamos em nossas análises que os artigos, em sua maioria, parecem voltados a avaliar os professores, propondo, quando presentes, indicações metodológicas genéricas, que não possibilitam um subsídio pedagógico e formativo mais concreto aos professores atuantes nas escolas. Abstract Considering the importance of political, economic and social dimension of the feeding process, this study aimed to identify how GMOs are being recognized in scientific papers related to research in the area of Science and Environmental Education Teaching. In addition, we look at how the work pedagogically seek to discuss the transgenic. Therefore, we conducted a literature review in the main journals of the respective scientific areas. We selected thirty periodicals initially that contains eight articles related to the topic "transgenic", being selected for the analysis fourteen articles published between 2007 and 2015. The thematic focus of research works was analyzed, seeking to build categories of analysis that express the various forms of appropriation of "transgenic" in scientific fields. In this way, we reflect on the importance and the possible effects of these insights in the formation of science and biology teachers. We observed in our analysis, the articles mostly seem aimed at evaluating teachers in order to propose general methodological indications, not allowing a concrete pedagogical subsidy to teachers working in schools.

- by André Luís Franco da Rocha and +1
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- Teacher Education, Teacher Training, Teachers' professional development, Science Teaching Methods
- by André Luís Franco da Rocha
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- Zoology, Education, Sociology of Education, Popular Education

This study aimed to explore the beliefs and attitudes of 36 science teachers (biology, physics and chemistry) in six high schools in Ankara towards the use of Interactive White Boards (IWB). Of these, three teachers from each school were chosen for interview and classroom observations according to their questionnaire results with purposeful sampling method. The results were analyzed with descriptive statistics and qualitative data analysis methods. According to the results, teachers agree that using IWBs facilitate reaching different sources and display them to the whole class immediately. Teachers describe the common use of IWBs as showing visual materials, videos and animations in science classes. The majority of teachers enjoy using the IWB technology and express positive feelings about it. Most teachers state that they follow the advances in educational technology regularly. Since the frequencies are approximately equal, no meaningful difference was found between teachers with different majors on staying current with technology. The findings show that biology and chemistry teachers use IWB more frequently than physics teachers. Although the teachers have positive attitudes towards the use of IWBs, it was seen that most of them do not feel comfortable while using them in the classrooms. The interviews indicate the reason for that as insufficient in-service trainings.

- by ARMAGAN ATESKAN and +1
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- Educational Technology, IWB- Interactive WhiteBoard, Science teacher education

The study focused on knowledge Base of chemistry Teachers' Support Materials used in Teaching Practical Skills in Titration in the Senior High Schools in Ghana. The purpose of the research was to develop Teacher Support Material for the teaching of laboratory practical skills of Observation, Communication, Listening and Manipulation of equipment in simple acid-base titration. The population for the study were chemistry teachers and students in three Senior High Schools (Edinaman, Komenda and Eguafo) in the municipality. Convenient, purposive and simple random techniques were used to the municipality, schools, teachers and students for the study. The (six) 6 teachers were purposively sampled out of the total of 8 chemistry teachers because they had qualification in Science Education in Chemistry. Five (5) students each were randomly selected from every SHS in the municipality. The study concluded that, the practical skills (PS)-based teacher support materials designed for use in teaching fundamental skills of observation, listening communication and manipulation of equipment in titration was a way of showing Senior High School Chemistry teachers how to develop these essential science process skills in teaching titration. It is recommended that, Ministry of Education, Ghana Education Service and Ghana Association of Science Teaching (GAST) must ensure that Senior High Schools chemistry teachers are taught how to use the Practical Skills-based Teacher Support Materials (TSMs) to enable them develop practical skills of Observation, Listening, Communication and Manipulation of apparatus in their students as they teach titration.

This paper attempts to answer the questions as to what are the chief transactional strategies for negotiating ethical issues in high school biology classroom. One of the major aims of the paper is to highlight the components of teachers' pedagogical content knowledge (PCK) reflected in their transaction of ethical issues. Using the ethical matrix and Toulmin's model of scientific argumentation the paper dissects three case studies. It was found that teachers' knowledge of argumentation (KArg) and knowledge about ethics (KET) are the components of PCK that can significantly affect teachers' arguments related to ethical issues. The quality of teachers' arguments varies and is contingent upon their beliefs about a technology, knowledge about argumentation, and notions about ethics. Implications are broadly drawn for science teacher education at high school level; mode of presentation of ethical issues in the classroom, textbook writers and curriculum designers. résumé Ce document tente de répondre à la question de savoir ce que sont le chef des stratégies pour négocier transactionnel des questions éthiques en cours de

- by Astha Saxena
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- Science Education, Science teacher education, Bioethics Education

The purpose of the present study was to investigate, compare, and characterize interactive VR-based preservice science teacher
clinical teaching environments with those of real-life teaching environments. Fifty-four college-aged students were assigned
randomly to either real-life conditions or VR conditions. The main effect of the VR condition versus real-life was not statistically
significant in terms of the retrospective engagement survey, psychological measures, and composite neuroimaging. This finding
suggests that use of VR, in terms of the realism of the environment for the preservice science teachers allowed them to learn from
modeled real-life situations for transfer of skills from VR to classroom use.

- by Richard Lamb
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- Teacher Education, Virtual Environments, Neuroimaging, Science teacher education

Öz: Nitel-durum çalışması olarak yürütülen bu çalışmanın amacı araştırmacılar tarafından yürütülen "Mühendislik Tasarım Temelli Fen Eğitimi (MTTFE) için uygulamalı örnek etkinlikler atölyesi ne gönüllü olarak katılan öğretmenlerin MTTFE hakkındaki görüşlerini ortaya çıkarmaktır. atılımcı görüş formu ile toplanan nitel veriler içerik analizi ile incelenmiştir. Ayrıca bulguları desteklemek amacıyla araştırmacı deneyimlerine de yer verilmiştir. Araştırma sonucunda öğretmenler MTTFE'ye yönelik olumsuz düşünceler belirtmiş olsalar da genellikle olumlu görüş sunmuşlardır. Öğretmenler belirttikleri olumsuzluklardan dolayı tereddüt yaşasalar da, sınıflarında fen öğretirken MTTFE etkinliklerini uygulamak istediklerini belirtmişlerdir. Öğretmenlerin tereddütlerini giderebilmek adına mühendislik tasarım temelli fen eğitimine yönelik hizmet öncesi ve hizmet içi eğitim yapılmalıdır. Ayrıca çalışay sonunda öğretmenlerin çoğu öneriler sunmuştur ve bu önerilerinin gerçekleşmesi durumunda ülkemizde MTTFE gerçekleşebileceğini belirtmişlerdir. Anahtar Kelimeler: STEM eğitimi, mühendislik tasarım temelli fen eğitimi, mühendislik tasarım süreci, öğretmen görüşleri. Teachers' Opinions Regarding Engineering Design Based Science Education Abstract: The aim of this study, conducted as qualitative-case study, is reveal opinion of teachers, who participated voluntarily to "Practical examples activities for Engineering Design-Based Science Education (EDBSE) workshop, about EDBSE. Qualitative data, collected via Participant's Opinion Form, was analyzed using content analysis. In addition, the findings are also included to support research experiences by researcher/s. In the result of the study, even if the teachers have negative opinions towards EDBSE, they usually have submitted a positive opinion. They indicated that they want to apply EDBS while teaching science in their classrooms, even if have doupt because of these negative opinions. In order to overcome the concerns of teachers, pre-and in-services teacher education on EDBSE should be done. Also most of the teachers indicated recommendations and that EDBSE can be applying in our country if it happens theserecommendations.

- by Yasemin Hacıoğlu and +1
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- Engineering Design, Design-Based Learning, STEM Education, Science teacher education

Pengalaman pembelajaran sains yang menyeronokkan dan bermakna adalah penting untuk melahirkan generasi akan datang yang meminati kerjaya sains dan teknologi. Artikel ini melaporkan amalan pedagogi terbaik oleh seorang guru sains di sebuah sekolah rendah di Bukit Mertajam. Pemerhatian sesi PdPc yang berlangsung selama satu jam telah mengenalpasti empat aspek amalan pedagogi terbaik, iaitu penyusunan bilik darjah abad 21, penggunaan teknologi maklumat, aktiviti membina model fasa bulan dan kuiz menyusun abjad. Sesi PdPc yang ditinjau didapati melibatkan tangan, minda dan hati murid (hands-on, minds-on, hearts-on). Temubual dengan rakan sekerja guru yang ditinjau mendapati amalan bimbingan rakan sebaya oleh guru yang berpengalaman dapat membantu guru yang baru mengajar Sains. Pengenalan Strategi pendidikan yang sesuai dengan generasi abad ke-21 telah banyak diperkatakan dan banyak bahan penulisan yang mengulas mengenai pendidikan yang mampu memenuhi harapan dan keperluan pendidikan masa kini dan masa hadapan. Secara umum, pakar pendidikan mendapati kaedah pengajaran konvensional seperti "chalk and talk" semata-mata kurang berhasil menarik minat murid. Sebaliknya kaedah yang lebih dinamik, kreatif dan relevan dengan kandungan pengajaran harus digunakan. Menyedari kepentingan guru memahami dan bersedia melakukan perubahan dalam pengajaran dan pembelajaran sesuai dengan pembelajaran abad ke-21, Kementerian Pendidikan Malaysia telah melancarkan inisiatif pembelajaran abad ke-21 secara rintis pada tahun 2014 dan meluaskan pelaksanaan ke seluruh negara mulai tahun 2015. Pedagogi abad ke-21 yang sedang giat dikembangkan ke seluruh negara perlu mempunyai unsur pembelajaran yang menyentuh tangan, hati dan minda murid (hands-on, hearts-on, minds-on) supaya murid terlibat dalam pembelajaran bermakna yang aktif dan menyeronokkan. Dalam usaha negara kita melahirkan generasi yang saintifik dan progresif yang dapat berperanan sebagai penyumbang kepada dunia sains dan teknologi dan bukan sebagai pengguna sains dan teknologi semata-mata, pengalaman murid sekolah dalam pembelajaran sains perlulah positif dan menarik minat supaya mereka melahirkan hasrat untuk menceburkan diri dalam profesion sains dan teknologi. Dari segi pengaruh penentuan kerjaya berteraskan sains dan teknologi, kajian seawal tahun 1960-an telah menunjukkan pelajar universiti dalam sains dan kejuruteraan telah membuat keputusan pilihan kerjaya sejak umur 12 tahun dan kekal komited dalam keputusan yang telah dibuat (Musgrove & Batcock, 1969). Kajian Reid (2013) juga mendapati pendidikan sains di sekolah rendah adalah penting dalam perkembangan minat dan sikap murid terhadap sains, dan kerjaya sains dan teknologi.

- by chee keong CHIN
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- Science teacher education

The research study deals with the development of professional identity of 17 student-teachers during their pedagogical practicum while team-teaching science classes using a project-based learning (PBL) approach. Data were collected from in-depth interviews as well as reflective reports and analyzed by means of multilevel analysis. Findings indicate that the student-teachers' professional identity was shaped by meaningful experiences in two dimensions: overcoming challenges while leading PBL and involvement in fruitful and supportive cooperation with their peers. The student-teachers progressed from group-focused to self-focused professional identity, indicating professional growth, empowerment, and substantial gains in self-confidence.

A avaliação da aprendizagem tem sido foco de estudos ao longo dos últimos anos. Considerada como um campo, área ou disciplina de disputas entre distintos atores sociais (pesquisadores, profissionais da educação, governantes, entre outros), a avaliação educacional apresenta diferentes modelos, paradigmas, abordagens e perspectivas, que se conformaram de diferentes modos ao longo do tempo. Na busca de discutir teoricamente essas questões, principalmente no que concerne à Educação em Ciências, neste estudo, de caráter ensaístico, exploratório e bibliográfico, objetivamos, com base em autores como Bourdieu (1983), Franco (1991), Moreira (2005), Fernandes (2010) e Freire (2014), refletir a respeito das principais questões educacionais e epistemológicas que influenciaram ou influenciam, em alguma medida, a avaliação da aprendizagem. Nossos resultados apontam para uma pluralidade de perspectivas, conceitos e terminologias quando a avaliação é tomada como um campo científico, área de conhecimento ou disciplina acadêmica. Com base na discussão e exposição desses aspectos, evidenciamos e defendemos as potencialidades de uma perspectiva avaliativa que se paute em uma práxis humanizada e que se alicerce em um caráter crítico-reflexivo, em contraposição às perspectivas e modelos objetivistas e subjetivas, que historicamente predominam no âmbito da educação.

- by Alberto Lopo Montalvão Neto
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- Epistemology, Education, Paulo Freire, Science Teaching Methods