Effect of teacher education program on science process skills of pre-service science teachers

Abstract

Over the past three or more decades, many studies have been written about teacher education and the preparation of science teachers. Presented study is one of which investigated the effectiveness of scientific process skills on pre-service science teachers of Pamukkale University Primary Science Teacher Education Program for four years. This study uses a simple descriptive survey approach which is one-shot survey for the purpose of describing the effectiveness of science teacher education program on scientific process skills of pre-service science teachers. The participants of the study consist of 186 primary science pre-service teachers in total from four different semesters of their teacher preparation program. Test of Integrated Process Skills II (TIPS II) was utilized to collect data. The data were analyzed using primarily multivariate statistical methods. One way ANOVA was used to identify patterns within cohorts regarding pre-service teachers' scientific process skills. Major findings indicated that Pamukkale University-Science Teacher Education Program helps to develop pre-service science teachers' scientific process skills effectively. Especially, science teacher education program affected pre-service science teachers' scientific process skills positively in the third and fourth grade.

Pengembangan Model Pembelajaran Problem Mapping Concept Untuk Meningkatkan Keterampilan Proses Sains

“…Bahkan, standar isi pada kurikulum pendidikan tinggi dinyatakan bahwa capaian kompetensi minimal mahasiswa adalah kompetensi pengetahuan prosedural pada dimensi mencipta. Dengan demikian, keterampilan proses sains diperlukan untuk mengkonstruksi pengetahuan prosedural pada dimensi kognitif mencipta (Yakar, 2014). Selain itu, hasil penelitian tentang keberhasilan pembelajaran di perguruan tinggi dipengaruhi oleh keterampilan proses sains mahasiswa (Chabalengula, dkk, 2012; Hirca, 2015).…”

“…Selain itu, hasil penelitian tentang keberhasilan pembelajaran di perguruan tinggi dipengaruhi oleh keterampilan proses sains mahasiswa (Chabalengula, dkk, 2012; Hirca, 2015). Hal ini disebabkan karena mahasiswa memiliki keterampilan membangun pengetahuan dengan cara metode ilmiah, sehingga kebermaknaan belajar dapat diperoleh (Hirca, 2015; Yakar, 2014).…”

“…Sejumlah studi tentang keterampilan proses sains pada pembelajaran pendidikan tinggi telah dikembangkan (Bayir, dkk, 2014;Chabalengula, dkk, 2012;Hirca, 2015;Yakar, 2014 Strategi membelajarkan fisika mahasiswa di kelas dapat dirancang dengan model pembelajaran berbasis masalah (PBM). PBM menyajikan berbagai permasalahan otentik dan bermakna yang berfungsi sebagai landasan investigasi dan penyelidikan bagi siswa (Arends, 2008:41).…”

“…Hasil pengujian tersebut juga merupakan prediktor untuk menilai apakah model pembelajaran PMC dapat meningkatkan keterampilan proses sains mahasiswa. (Aydogdu, 2015;Chabalengula dkk, 2012;Deniz, 2013;Hirca, 2015;Kruea-In dkk, 2015;Wilhelm dkk, 2007;Yakar, 2014). Sedangkan keterampilan proses sains mahasiswa dapat dikembangkan ketika proses pembelajaran di kelas.…”

Self- and Teacher-Assessment of Science Process Skills

“…Moreover, topics concerning SPS assessment should also be included in the school and division in-service trainings to enhance the teacher skills in evaluating students SPS. Several researches, including those conducted by Karamustafaoğlu (2011) and Yakar (2014)underscore the significance of developing and assessing SPS levels among science students and pre-service teachers. More importantly, science teachers should begin to adapt alternative and adjunct strategies or tools in assessing their students level of SPS proficiency .…”