Research Article
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Year 2021, Volume: 4 Issue: 1, 1 - 12, 12.01.2021

Abstract

References

  • Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
  • Chabalengula, V. M., Mumba, F., & Mbewe, S. (2012). How pre-service teachers understand and perform science process skills. Eurasia Journal of Mathematics, Science & Technology Education, 8(3), 167-176.
  • Chiappetta, E. L. (1997). Inquiry-based science. The Science Teacher, 64(7), 22-26.
  • Fraenkel, J. R., & Wallen, N. (2000). How to design and evaluate research in education (4th ed.). NY: McGraw-Hill.
  • Gürses, A., Cuya Ş., Güneş, K., & Doğar, Ç. (2014). Determination of the relation between undergraduate students’ awareness levels regarding their scientific process skills and application potentials. American Journal of Educational Research, 2(5), 250-256.
  • Harlen, W. (1999). Purposes and procedures for assessing science process skills. Assessment in Education: Principles, Policy & Practice, 6(1), 129-144. doi:10.1080/09695949993044
  • Işık, A., & Nakiboğlu, C. (2012). Detrmining primary school and science and technology course teachers’ knowledge of science process skills. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 11(2), 145-160.
  • Lanka, S. (2007). Analysis report on teacher training system: investigation of pre-service teachers’ assessment in scientific process skills. Research in Science and Technology Education, 25(1), 1-10.
  • Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry based professional development programme on beginning teachers and experienced secondary science teachers. International Journal of Science Education, 23(5), 517-534. doi:10.1080/09500690121307
  • Mbewe, S., Chabalengula, V. M., & Mumba, F. (2010). Pre-service teachers’ familiarity, interestand and conceptual understanding of science process skills. Problems of Education in the 21st Century, 22(22), 76-86.
  • Michaels, S., Shouse, A. W., & Schweingmber, H. A. (2008). Ready, set, science! Putting research to work in K-8 science classrooms. Washington, DC: The National Academies Press.
  • Ministry of National Education (2013). Science course teaching curriculum (3, 4, 5, 6, 7, and 8 grade) [Fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı], Ankara: Talim Terbiye Kurulu Başkanlığı.
  • Mills, G. E. (2007). Action research: A guide for the teacher researcher. New Jersey: Person Education, Inc.
  • Molefe, L., Stears, M., & Hobden, S. (2016). Exploring student teachers’ views of science process skills in their initial teacher education programmes. South African Journal of Education, 36(3), 1-12, doi:10.15700/saje.v36n3a1279
  • National Research Council (1996). The National Science Education Standards. Washington, DC: National Academy Press.
  • Ornstein, A. (2006). The frequency of hands-on experimentation and student attitudes towards science: A statistically significant relation. Journal of Science Education and Technology, 15(3), 285-297. doi:10.1007/s10956-006-9015-5
  • Schwartz-Shea, P. (2006). Judging quality. In D. Yanow, & P. Schwartz-Shea (Eds.), Interpretation and method: Empirical research methods and the interpretative turn. (pp. 89e113). New York: ME Sharpe.
  • Sukiniarti, S. (2016). Improving science pedagogic quality in elementary school using process skill approach can motivate student to be active in learning. Journal of Education and Practice, 7(5), 150-157.
  • Şimşekli, Y., & Çalış, S. (2008). The effect of science laboratory lesson upon the improvement of science process skills of elementary education students. Journal of Bursa Uludağ University Faculty of Education 21(1), 183-192.
  • Tifi, A., Natale, N., & Lombardi, A. (2006). Scientists at play: Teaching science process skills. Science in School, 1, 37-40.
  • Türkmen, H., & Kandemir, E. M. (2011). A case study on teachers' scientific process skills learning area [Öğretmenlerin bilimsel süreç becerileri öğrenme alanı üzerine bir durum çalışması]. Journal of European Education, 1(1), 15-24.
  • Warnich, P., & Meyer, L. (2013). Trainee teachers’ observation of learner-centred instruction and assessment as applied by history and social science teachers. Yesterday & Today, 9, 13-44.
  • Yıldırım, M., & Sezek, F. (2014). Determination of interrelationships of the first grade prospective primary school teachers’ integrated science process skills [Sınıf öğretmeni adaylarının birleştirilmiş bilimsel süreç becerileri arasındaki ilişkilerin belirlenmesi]. Kastamonu Education Journal, 22(2), 619-634.
  • Yuenyong, C., & Narjaikaew, P. (2009). Scientific Literacy and Thailand Science Education. International Journal of Environmental and Science Education, 4(3), 335-349.

Pre-Service Primary School Teachers’ Knowledge of Science Process Skills and How They Integrate These Skills into Lessons

Year 2021, Volume: 4 Issue: 1, 1 - 12, 12.01.2021

Abstract

The purpose of this study is to monitor the development of pre-service primary school teachers' knowledge of science process skills and how they integrate these skills into their lessons. Towards this end, the study was designed with the method of the interpretive case study. The sample of the study consists of 3 pre-service teachers who are studying in their last semester, and attending primary school within the teaching practice course. In the study, the focus group interview was held with the pre-service teachers twice before and after the process. Finally, changes in lectures have been observed in the direction of informing the pre-service teachers about science process skills. Content analysis was used for the qualitative data obtained in the study. In the study, it was seen that the pre-service teachers' knowledge levels towards science process skills increased and they were progressing in integrating these skills into their courses.

References

  • Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
  • Chabalengula, V. M., Mumba, F., & Mbewe, S. (2012). How pre-service teachers understand and perform science process skills. Eurasia Journal of Mathematics, Science & Technology Education, 8(3), 167-176.
  • Chiappetta, E. L. (1997). Inquiry-based science. The Science Teacher, 64(7), 22-26.
  • Fraenkel, J. R., & Wallen, N. (2000). How to design and evaluate research in education (4th ed.). NY: McGraw-Hill.
  • Gürses, A., Cuya Ş., Güneş, K., & Doğar, Ç. (2014). Determination of the relation between undergraduate students’ awareness levels regarding their scientific process skills and application potentials. American Journal of Educational Research, 2(5), 250-256.
  • Harlen, W. (1999). Purposes and procedures for assessing science process skills. Assessment in Education: Principles, Policy & Practice, 6(1), 129-144. doi:10.1080/09695949993044
  • Işık, A., & Nakiboğlu, C. (2012). Detrmining primary school and science and technology course teachers’ knowledge of science process skills. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 11(2), 145-160.
  • Lanka, S. (2007). Analysis report on teacher training system: investigation of pre-service teachers’ assessment in scientific process skills. Research in Science and Technology Education, 25(1), 1-10.
  • Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry based professional development programme on beginning teachers and experienced secondary science teachers. International Journal of Science Education, 23(5), 517-534. doi:10.1080/09500690121307
  • Mbewe, S., Chabalengula, V. M., & Mumba, F. (2010). Pre-service teachers’ familiarity, interestand and conceptual understanding of science process skills. Problems of Education in the 21st Century, 22(22), 76-86.
  • Michaels, S., Shouse, A. W., & Schweingmber, H. A. (2008). Ready, set, science! Putting research to work in K-8 science classrooms. Washington, DC: The National Academies Press.
  • Ministry of National Education (2013). Science course teaching curriculum (3, 4, 5, 6, 7, and 8 grade) [Fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı], Ankara: Talim Terbiye Kurulu Başkanlığı.
  • Mills, G. E. (2007). Action research: A guide for the teacher researcher. New Jersey: Person Education, Inc.
  • Molefe, L., Stears, M., & Hobden, S. (2016). Exploring student teachers’ views of science process skills in their initial teacher education programmes. South African Journal of Education, 36(3), 1-12, doi:10.15700/saje.v36n3a1279
  • National Research Council (1996). The National Science Education Standards. Washington, DC: National Academy Press.
  • Ornstein, A. (2006). The frequency of hands-on experimentation and student attitudes towards science: A statistically significant relation. Journal of Science Education and Technology, 15(3), 285-297. doi:10.1007/s10956-006-9015-5
  • Schwartz-Shea, P. (2006). Judging quality. In D. Yanow, & P. Schwartz-Shea (Eds.), Interpretation and method: Empirical research methods and the interpretative turn. (pp. 89e113). New York: ME Sharpe.
  • Sukiniarti, S. (2016). Improving science pedagogic quality in elementary school using process skill approach can motivate student to be active in learning. Journal of Education and Practice, 7(5), 150-157.
  • Şimşekli, Y., & Çalış, S. (2008). The effect of science laboratory lesson upon the improvement of science process skills of elementary education students. Journal of Bursa Uludağ University Faculty of Education 21(1), 183-192.
  • Tifi, A., Natale, N., & Lombardi, A. (2006). Scientists at play: Teaching science process skills. Science in School, 1, 37-40.
  • Türkmen, H., & Kandemir, E. M. (2011). A case study on teachers' scientific process skills learning area [Öğretmenlerin bilimsel süreç becerileri öğrenme alanı üzerine bir durum çalışması]. Journal of European Education, 1(1), 15-24.
  • Warnich, P., & Meyer, L. (2013). Trainee teachers’ observation of learner-centred instruction and assessment as applied by history and social science teachers. Yesterday & Today, 9, 13-44.
  • Yıldırım, M., & Sezek, F. (2014). Determination of interrelationships of the first grade prospective primary school teachers’ integrated science process skills [Sınıf öğretmeni adaylarının birleştirilmiş bilimsel süreç becerileri arasındaki ilişkilerin belirlenmesi]. Kastamonu Education Journal, 22(2), 619-634.
  • Yuenyong, C., & Narjaikaew, P. (2009). Scientific Literacy and Thailand Science Education. International Journal of Environmental and Science Education, 4(3), 335-349.
There are 24 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Özlem İrven Azgın This is me 0000-0001-6989-6149

Burcu Şenler 0000-0002-8559-6434

Publication Date January 12, 2021
Submission Date September 14, 2020
Acceptance Date October 29, 2020
Published in Issue Year 2021 Volume: 4 Issue: 1

Cite

APA İrven Azgın, Ö., & Şenler, B. (2021). Pre-Service Primary School Teachers’ Knowledge of Science Process Skills and How They Integrate These Skills into Lessons. Journal of STEAM Education, 4(1), 1-12.

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