Secondary Science and Mathematics Education

The purposes of this study were to measure science teaching self-efficacy beliefs of pre-service teachers, and to determine whether there is a difference between the grades of pre-service science teachers in terms of self-efficacy in science teaching as well as sources of their self-efficacy beliefs. The sample of the research included 492 pre-service elementary science teachers. Science Teaching Efficacy Beliefs (STEBI-B) and semi-structured interviews were used to collect data. Results showed that self-efficacy beliefs of pre-service teachers are generally high for both subscales that are Personal Science Teaching Efficacy (PSTE) (M = 51.42, SD = 6.88) and Science Teaching Outcome Expectancy (STOE) (M = 36.69, SD = 5.35). Moreover, Multivariate Analysis of Variance (MANOVA) showed that pre-service teachers in the final year had significantly higher self-efficacy beliefs.

The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced teachers' PCK using a case study methodology. Multiple data collection strategies were used, including a card-sorting activity, Content Representation (CoRe), semi-structured interviews, observations, and field notes. The data collected were analyzed both deductively and inductively. Results revealed that the teachers used more content-based and teacher-centered instruction to teach electrochemistry, whereas their instruction was less teacher-centered, and included Science-Technology-Society-Environment discussions and implicit NOS instruction to teach nuclear reactions.

In this self-study, we aimed to delve into how re-designing and teaching re-designed practicum course offered to pre-service teachers (PTs) enriched our, as science teacher educators, development of pedagogical content knowledge (PCK) for teaching science teachers. This self-study was conducted during a compulsory practicum course in which we served as teaching assistants (TAs). The qualitative data collected through journal entries written by the help of mentoring experience, Content Representation (CoRe), reflection papers, formal observations of PTs’ teaching practices and microteaching each week, formal and informal meetings with PTs. The results were presented through vignettes that included an emphasis on a critical examination of our prior practices, the changes made in the practicum, and the difficulties that PTs faced. This self-study was valuable for us regarding the development of our PCK and building interplay among all PCK components. In light of the experience we gaine...

As a review study, the present study was carried out in order to introduce PCK construct to researchers and evaluate which aspects of PCK were studied in our country, and, finally, make recommendations in light of the analysis of the studies for further research. For this purpose, ERIC database, YÖK (Higher Education Council) database were searched by using "Pedagogical Content Knowledge" as keyword. Moreover, journals published in Turkey and which are possible to be reached electronically were searched using the same keyword. 28 studies in the science education context were analyzed by means of standards obtained from the related literature. Results showed that large part of the studies were conducted with pre-service teachers as case studies. Moreover, PCK was studied in terms of its components rather than as a whole. In addition to that, participant teachers and pre-service teachers have some shortcomings regarding to PCK, pedagogical knowledge, and subject matter knowledge. Findings will hopefully provide some insight for researchers since shortages of the related literature will be determined by this study.

Nitel araştırma türlerinden durum çalışması olan bu araştırmanın amacı, TÜBİTAK tarafından desteklenen 4005 projesi kapsamında bir hafta süren Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) hizmet içi öğretmen eğitimi programı sırasında eğitime katılan öğretmenlerin FeTeMM eğitimine ve bileşenlerine yönelik zihinsel modellerindeki değişimin incelenmesidir. Çalışmada 12 erkek ve 12 kadın olmak üzere toplam 24 kimya öğretmeninin eğitim öncesi ve sonrası FeTeMM eğitimine ve bileşenlerine dair zihinsel modelleri Ring, Dare, Crotty ve Roehrig (2017) tarafından geliştirilen ve araştırmacılar tarafında Türkçe ’ye çevrilen FeTeMM’e ilişkin Zihinsel Model Protokolü uygulanarak incelenmiştir. Protokolde öğretmenlerden hem bir şekil çizmeleri hem de bu şekli açıklamaları istenmiştir. Çalışmadan elde edilen veriler hem tümevarım hem de tümdengelim yöntemi birlikte kullanılarak analiz edilmiştir. Analiz süreci tamamlandıktan sonra öğretmenlerin eğitim öncesi ve sonrası FeTeMM bileşenlerine da...

The aim of this present study was to examine science and technology teachers' views about the new science and technology curriculum and to determine the strengths and weaknesses of the curriculum. Data were collected from 16 teachers with experience ranged from 1 to 15 years within 10 schools in Ankara through conducting semi-structured interviews. According to data analysis, teachers thought that by implementing the new curriculum learners' participation to science lessons increased, teachers' role changed from transmitting knowledge to facilitating students' learning. Moreover, daily life was integrated to the curriculum. However, teachers complained about the lack of in-service training about the new curriculum and SUMMARY Purpose and significance: Examining the science and technology teachers' views about the new science and technology curriculum and determining the strengths and weaknesses of the curriculum were the purposes of this study. In order to achiev...

The purpose of the study was to examine pre-service chemistry teachers’ preferences for creating constructivist learning environment in their future class. For the specified purpose, Constructivist Learning Environment Scale (CLES) was adapted to Turkish and validated for pre-service chemistry teachers by conducting Confirmatory and Exploratory Factor Analyses. The data analyses were carried out utilizing LISREL 8.71 and SPSS 15.0 programs. Results supported 5-factor structure of CLES. Moreover, Cronbach’s alpha value for each scale was found to be sufficiently high. Administration of Turkish version of the CLES as a valid and reliable instrument revealed that learning to speak out subscale of the CLES had the highest mean value (M=25.44). The mean of learn about the world (M=24.94), and learn to communicate (M= 24.33) subscales were higher than that of learn to learn (M=22.12) and learn about science (M= 21.07) subscales. Discussion of the results and suggestions for teacher educat...

This study aimed to investigate the relationship between pre-service teachers' self-efficacy beliefs and their attitudes toward teaching as a profession. The participants were 315 senior-year pre-service teachers. Data were collected using "Teacher's Sense of Efficacy Scale" (TSES) and "Attitudes toward Teaching as a Profession Scale" (ATTPS). Result of canonical analysis indicated a relationship between the two variables of teacher efficacy (efficacy in student engagement and in instructional strategy) and one variable of attitude toward teaching as a profession (like-dislike). However, pre-service teachers' efficacy in classroom management was not associated with liking teaching profession. In addition, no significant correlation was found between teacher efficacy beliefs and respecting the teaching profession. Suggestions for further research are also provided. SUMMARY Purpose and Significance: Teacher self-efficacy beliefs have an influence on many aspects of teaching practice, including planning, selecting teaching strategies, utilizing classroom management rules, choosing appropriate assessment methods, and being enthusiastic about teaching (Allinder, 1994;. Considering the crucial role of teacher self-efficacy in instruction, the present study aimed to investigate the relationship between pre-service teachers' self-efficacy beliefs and their attitudes toward teaching as a profession.

Problem Statement: We live in an industrialized world that requires effective use of science and technology. Such world demands a labor force that has the capability of identifying, adapting, and utilizing scientific and technological knowledge for developing unique technologies (Kennedy and Odell, 2014). Despite the growing need, the number of people who prefer science, technology, engineering and mathematics (STEM) as a profession in the universities in the United States, Europe and Australia has been decreasing day by day (National Research Council [NRC], 2012). Similar problems are also emerging in Turkey. Therefore, it has gained importance to raise individuals and employees equipped with STEM related knowledge and practices. One and the most agreed upon learning experience is an interdisciplinary approach that incorporates engineering design with the practical applications of science. With this in mind, this study aimed at pre-service chemistry teachers who will teach chemistry in the future. In order to educate experienced and knowledgeable teachers at the point of emphasizing teaching and applying different disciplines and areas together, this study provided a six-week training session on what STEM training is and how it should be done. Purpose of the Study: The purpose of the present study is to investigate pre-service chemistry teachers’ ideas about four activities prepared in light of Science, Technology, Engineering and Mathematics (STEM) integrated approach. Method(s): In this study, a case study research methodology was used. The sample of this study consisted of 13 pre-service chemistry teachers who enrolled in Teaching Method Course II. During the course, pre-service teachers participated four activities based on integrated STEM approach. In the application of the activities, design approach model suggested by Wheeler et al. (2014) was used. Data were collected through reflection papers after each activity by asking participants to write about the contribution of the activity, the most informative part of the activity, and the hardest part of the activity. The data were analyzed through content analysis, descriptive analysis, and constant-comparative method. Findings and Discussions: The findings of the data analysis are summarized under three headings: (1) contribution of STEM activities to pre-service teachers, (2) the most instructive part of the activities and (3) the most difficult part of the activities. Participants stated that activities provided important contributions regarding interdisciplinary view, and recalling chemistry subject matter knowledge and reinforcing them. In addition, the results of this study indicated that most of the activities have positive contributions to the interdisciplinary perspectives of the pre-service teachers, to their ability to relate chemistry subjects to everyday life, and to address the problems they face with an inquiry approach. Therefore, STEM activities can help pre-service teachers earn the basic principles of science education, as activities encourage them to learn through inquiry and research. Moreover, STEM activities are expected to contribute to the cultivation of individuals who are able to solve their daily problems and contribute to the needs of society by providing students with the opportunity to integrate different disciplines and focus on research, design, problem solving and teamwork skills to solve real life problems. These results are in line with other results in the field (Aslan-Tutak, Akaygün & Tezsezen 2017; Eroğlu & Bektaş, 2016). Participants also specified that research for designing and design steps are the most informative steps. Besides, it has been determined that the presentation and evaluation stages of the products presented are also instructive because they allow them to see their own deficiencies and see other ideas. The study conducted by Bozkurt-Altan, Yamak and Buluş-Kırıkkaya (2016) also revealed that these processes were evaluated by pre-service teachers as positive aspects of design-based science education. Finally, regarding the most difficult part of the activities, they mentioned that it was hard to decide the materials used, decide how to design, and research for necessary knowledge. Conclusions and Recommendations: In order for the STEM approach to be implemented in schools, priority should be given to teacher education. As teacher educators, training teachers who understand STEM approach and its importance, and experienced it should be our priorities. At this point, it would be useful to provide elective courses based on design, creativity and engineering to teacher training programs. When previous experiences were considered, participants were forced to not use the acquired knowledge to make product or design. Therefore, these difficulties can be overcome with the presentation of the mentioned courses. In addition, in order to solve the problem of time constraint in general, the application of such activities as after-school program will reduce the concerns of the participants about their grade, and help them design and develop a product without worrying about time.