Knowledge concerning continuously improving branches of science such as biotechnology in particular is difficult to be understood properly by students, or they learn it incorrectly. One of the most important reasons for this is that students cannot associate in their mind the relevant concepts. The aim of this research is to determine prospective biology teachers’ conceptual framework of biotechnology, and thus determining their cognitive structure. The data were collected from 34 prospective biology teachers. Considering the fact that these prospective biology teachers had taken biotechnology course previously, they were selected on the basis of volunteering. Word association test and draw-and-write technique were used in collecting the data. The data obtained were organised on the basis of qualitative content analysis. Then the data were grouped into 7 categories (methods/techniques, biotechnology applications, genetics, other branches of science, organisms, meaning attributed to biotechnology, laboratory) according to word association test, and into 4 categories (methods/techniques, biotechnology applications, genetics, organisms) according to draw-and-write technique. According to the research findings, almost half of the prospective teachers had correct and appropriate associations for biotechnology, whereas a considerable part of them did not have adequate conceptual associations. Also, it was found that prospective teachers had misconceptions about biotechnology. Key words: teaching of biotechnology, cognitive structure, draw-and-write technique, word association test.
This study aims to determine the perceptions of the use of scientific process skills of in-service and pre-service teachers working in branches related to science courses in secondary and high schools. Therefore, this research was designed based on a relational survey model and was carried out with 150 science teachers in Turkey and 260 pre-service teachers from two different universities. The Scientific Process Skills Perception Scale was used to measure their perceptions of scientific process skills. An independent sample t-test was applied to compare the difference between the perceptions of scientific process skills of in-service and pre-service teachers. The results showed no significant difference between the two groups. The ANOVA results further showed that the duration of teachers’ service did not make a significant difference in their scientific process skill perceptions. The results of this study revealed that in-service and pre-service teachers should be supported with training to reduce their reservations about using scientific process skills. Keywords: Pre-service science teachers, Scientific process skills perception, Science teachers,
The aim of present research was to examine the effects of interdisciplinary teaching approach on teaching the topic of proteins. In the research, unequal control group model- one of the quasi-experimental research designs was used. The experimental group included 16 students (8 female and 8 male) whereas the control group included 14 students (6 female and 8 male) in this research- which was conducted with the participation of the 12th grade students. A lesson plan in which the topic of proteins was taught in interdisciplinary approach was prepared as the tool of application. A concept map prepared by the researcher and a 5-point Likert type of question were used in collected the data. The data collection tool was given to both the experimental group and the control group as a pre-test and post-test. Wilcoxon Signed Rank Test, a non-parametric method- was used in comparing the participants’ scores in the pre-test and post-test of concept map and Likert type question. As a result, it was found that the application of interdisciplinary teaching conducted in the experimental group had caused differences in students’ associating the concepts in biology and chemistry available in the topic of proteins and in their perceptions of their skills in this respect. Keywords: biology teaching, concept map, interdisciplinary teaching, quasi-experimental research, proteins.
The current study, designed as a relationalresearch, aims to investigate the views of teachers on private courses and their efficacy levels, affecting these views. Therefore, the case was evaluated from teachers' point of views. 1065 teachers working at different secondary schools in Ankara participated in the study. Data for the present study were collected through Teachers'Views on Private Courses Scale and Ohio Teachers' Efficacy Scale. For the analysis of the data, Independent Samples t Test was utilized to examine the effect of teachers' years of experience, type of the school they work and their background education on theiropinions about private courses and their efficacy levels. Results showthat teachers have a positive standpoint towardsprivate courses. Accordingly, they think that private courses have fewer numbers of students in a classroom setting where students are of the same level.They also claim that private courses corroborate knowledge obtained at school;thus, subjects are learnt better. All these factors are believed to increase academic achievement. Teachers' efficacy levels are also found out to be relatively high. Moreover, it is seen that the more experience teachers have in their profession, the more efficacious they perceive themselves.
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