Relationship of the Cognitive Functions of Prospective Science Teachers and Their Knowledge, Knowledge Levels, Success and Success Levels

Autor/in	Ismail, Yilmaz
Titel	Relationship of the Cognitive Functions of Prospective Science Teachers and Their Knowledge, Knowledge Levels, Success and Success Levels
Quelle	In: International Journal of Educational Administration and Policy Studies, 9 (2017) 4, S.56-67 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2141-6656
Schlagwörter	Correlation; Preservice Teachers; Science Teachers; Cognitive Ability; Knowledge Level; Knowledge Base for Teaching; Success; Theories; Case Studies; Energy; Computation; Physics; Student Evaluation; Problem Solving; Science Tests + Suchen Sie Ihr Suchwort? Korrelation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Denkfähigkeit; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Erfolg; Theory; Theorie; Case study; Fallstudie; Case Study; Energie; Physik; Schulnote; Studentische Bewertung; Problemlösen
Abstract	This study reveals the transformation of prospective science teachers into knowledgeable individuals through classical, combination, and information theories. It distinguishes between knowledge and success, and between knowledge levels and success levels calculated each through three theories. The relation between the knowledge of prospective teachers and their cognitive functions is defined through the results gained from three theories, and a case study that collected data through problem solving techniques in the procedural knowledge of electricity. The results reveal that prospective teachers have problems with such knowledge, which may explain why cognitive automatism is not used. Since processes of understanding are not used in cognitive automatism, it appears that prospective teachers are individuals that may differ in terms of their learning but do not use their cognitive functions. The study suggests that if the knowledge levels of independent variables are increased, cognitive functions may develop. (As Provided).
Anmerkungen	Academic Journals. e-mail: IJEAPS@academicjournals.org; Web site: http://www.academicjournals.org/journal/IJEAPS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01