Exploring PCK ability of prospective science teachers in reflective learning on heat and transfer

Nurmatin, Suci; Rustaman, Nuryani Y.

doi:10.1063/1.4941193

Cited by 1 publication

(2 citation statements)

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“…Furthermore, many studies show that the construction of KSU-based professional knowledge in science strengthens teachers' PCK development (Nurmatin & Rustaman, 2016). Therefore, it can be said that strengthening the KSU structures of pre-service teachers in the context of student learning difficulties that stand out in the literature will make significant contributions to the construction of their PCK structures.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers should not only show their knowledge and teaching skills to achieve their learning goals, but also show the knowledge and skills that can involve students in the learning process in science classes. Teachers should be familiar with the learning difficulties faced by the students from different backgrounds and should be able to flexibly plan, implement and evaluate the teaching process accordingly (Nurmatin & Rustaman, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Examination the Knowledge of Student Understanding of Pre-Service Science Teachers on Heat and Temperature

İnaltekin

Akçay

2021

IJRES

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The aim of this study is to examine the "Knowledge of Student Understanding (KSU)” of pre-service science teachers on "Heat and Temperature" topics. The sample of the research consists of 268 pre-service teachers studying at the 4th grade in the science teaching program of five different universities in Turkey. This research is a case study. The data of the study are collected with "Student Thinking Comprehension Test” and "Interview Form". "Scoring Rubrics for Knowledge of Student Thinking" and "Rubric for Analysis of Interviews" are used for the analysis of data. The data of the research are analyzed descriptively on the basis of these rubrics. The results of the study reveal that the vast majority of pre-service science teachers cannot effectively diagnose the student’s inaccurate knowledge that emerges in solving specific problems in “Heat and Temperature” topics. In addition, it is shown that the majority of pre-service science teachers have a little knowledge regarding the difficulties and limitations of students while learning "Heat and Temperature" subjects. According to these results, the KSU of the pre-service science teachers in "Heat and Temperature" topics is insufficient in the process of starting their profession.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%