A Study on Prospective Science Teachers' Knowledge and Achievement Levels in Mathematical Logic in Electricity-Related Subjects

Autor/in	Yilmaz, Ismail
Titel	A Study on Prospective Science Teachers' Knowledge and Achievement Levels in Mathematical Logic in Electricity-Related Subjects
Quelle	In: Journal of International Education Research, 8 (2012) 4, S.415-424 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	Logical Thinking; Knowledge Level; Teaching Methods; Probability; Science Teachers; Mathematical Logic; Preservice Teachers; Teacher Attitudes; Energy; Mathematics Achievement; Knowledge Base for Teaching; Measurement; Physics; Preservice Teacher Education; Science Instruction + Suchen Sie Ihr Suchwort? Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematical logics; Mathematische Logik; Lehrerverhalten; Energie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Messverfahren; Physik; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The purpose of this case study is to reveal prospective science teachers' knowledge and achievement levels in electricity-related subjects. The data for the study were collected from 44 prospective teachers using three measurement tools. The data were then analyzed using software developed for the Probability and Possibility Calculation Statistics for Data Variables method, developed by Yilmaz (2011). It was concluded that prospective science teachers' achievement levels in mathematical logic in electricity-related subjects are influenced by their achievement levels in physics and basic mathematical procedures, as well as their knowledge levels. However, it was observed that the main influence on their achievement level in mathematical logic is the logical structure of knowledge, and not the knowledge level in the variables "given-asked" and "operations." Based on the findings of this study, it is recommended that both the methods of teaching knowledge and teaching the logical structure of knowledge be incorporated into the educational-instructional process. The study emphasizes that it would be optimistic to expect that individuals who learn without an awareness of the logical structure of knowledge will reach their potential. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10