Teaching Science: Who Am I? What Do I Plan?

Autor/in	Sahin-Kalyon, Demet
Titel	Teaching Science: Who Am I? What Do I Plan?
Quelle	In: International Online Journal of Education and Teaching, 8 (2021) 2, S.2150-2175 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sahin-Kalyon, Demet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Science Instruction; Elementary School Students; Science Achievement; Self Esteem; Foreign Countries; Teacher Attitudes; Preservice Teachers; Student Attitudes; Teaching Skills; Teaching Methods; Scientific Attitudes; Pedagogical Content Knowledge; Science Experiments; Educational Resources; Peer Relationship; Specialists; Help Seeking; Educational Planning; Skill Development; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-esteem; Selbstaufmerksamkeit; Ausland; Lehrerverhalten; Schülerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Bildungsmittel; Peer-Beziehungen; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Bildungsplanung; Kompetenzentwicklung; Qualifikationsentwicklung; Türkei
Abstract	Achievement in primary school science courses has always been a field of interest by researchers in Turkey and other countries. For this reason, studies are conducted on science teaching at the primary school level. This study aimed to examine strengths and weaknesses of pre- and in-service primary teachers in science teaching. In addition, to overcome their weaknesses, the features that they imagined for a science classroom were revealed. Seventy-seven juniors, 78 seniors, and 87 in-service teachers participated in this study. The study data were collected through an opinion form called "I Teach Science," consisting of four questions. Findings were revealed following a descriptive analysis. The findings of the study revealed that the most frequently uttered strengths were the ability to do/design experiments, adoption of activity-based science teaching, application of different methods/technical knowledge, science process skills, and an interest in/attitude toward science. The most common weaknesses were found to be lack of field knowledge, lack of self-confidence, inability to do experiments, lack of laboratory knowledge, inability to design/use materials, and lack of interest in and attitude toward science. The most common ways they would apply to improve their weaknesses were found to be research, reviewing resources, obtaining help from experts or colleagues, designing experiments, researching/learning different methods, using different resources, and developing planning skills. While describing an ideal science classroom, the participants considered general characteristics of students and teachers and general/physical features of the classroom. (As Provided).
Anmerkungen	Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01