An Investigation of Pre-Service Classroom Teachers’ Science Process Skills in Terms of Some Variables

Abstract

The purpose of this study is to determine levels of science process skills of pre-service classroom teachers and to examine relationships between their science process skills and science achievement. The study had a descriptive survey design. Data were collected through "Personal Information Form" and "Science Process Skills Test" (SPST) which was developed by Aydoğdu (2006). The SPST consists of nine multiple-choice items with a reliability coefficient of .70, which requires reasoning for responses and seven scenarios. The SPST was administered to 143 pre-service classroom teachers in a public university and data were analyzed by t test, Pearson productmoment correlations, and one way analysis of variance (ANOVA). Results indicated that science process skills of students differed on their grade level, but not on gender. Besides, moderate positive correlation (r=.38) was found between science process skills and science achievement.

Analisis Keterampilan Proses Sains Mahasiswa Program Studi PGMI Fakultas Tarbiyah IAI Al-Khairat Pamekasan Pada Mata Kuliah Kajian IPA MI/SD

“…Selain itu, peneliti lain juga melaporkan bahwa KPS mahasiswa PGSD perlu ditingkatkan karena mahasiswa tersebut belum menguasai secara keseluruhan dari komponen KPS sehingga hal itu nantinya kan menjadi penghambat dalam mebelajarkan KPS terhadap siswa di sekolah (Saputri & Djumhana, 2020). Menurut Aydogdu semakin memperkuat bahwa KPS siswa akan berkembang optimal apabila gurunya menguasai pembelajaran yang mendukung keterampilan proses sains (Aydogdu, Erkol, & Erten, 2014).…”

Development of Self-Efficacy for Argumentation Scale

“…In this case, the importance of science teachers' knowledge related to scientific argumentation and the teaching of scientific argumentation comes to the fore (Özdem Yilmaz et al, 2017). Studies conducted in this direction reveal the deficiency of teachers' knowledge related to the components of argumentation or the inadequacy of their teaching skills required to initiate, sustain and complete an argument (Aydoğdu & Buldur, 2013;Hiğde & Aktamış, 2017;Namdar & Tuskan, 2018;Sampson & Blanchard, 2012). Similarly, studies conducted with pre-service teachers are such as to support this finding: there are not only deficiencies in candidates' argument knowledge (Hiğde & Aktamış, 2017), but they also experience problems in classroom management while planning for scientific argumentation and during implementation of scientific argumentation (Aydeniz & Özdilek, 2016).…”

Deskripsi Keterampilan Proses Sains Mahasiswa Calon Guru Sekolah Dasar Materi Listrik

“…Penelitian Aydogdu, et al (2014) menguatkan hasil penelitian Ango (2002) dimana diperoleh hasil penelitian bahwa keterampilan proses sains guru SD bertanggung jawab terhadap kemampuan dasar mengajar yang digunakan di dalam kelas. Guru yang memahami keterampilan proses sains yang cukup baik maka akan membantu siswa meningkatkan keterampilan proses sains mereka ke tingkat yang lebih baik (Aydogdu, et al, 2014;Mutisya, et al, 2013).…”

“…Tindak lanjut perlu dilakukan karena keterampilan proses sians mahasiswa calon guru akan mempengaruhi pembelajaran yang kelak dilakukan saat menjadi guru SD seperti yang dinyatakan Aydogdu, et al (2014) dan Ango (2002) dimana keterampilan proses sains guru SD bertanggung jawab terhadap kemampuan dasar mengajar yang digunakan di dalam kelas. Jika mahasiswa calon guru SD dalam mengajar sains belum memiliki KPS yang mumpuni maka calon guru tersebut akan kesulitan dalam membantu siswanya dalam meningkatkan KPS siswanya.…”