Preservice Elementary Science Teacher Attitudes Matter: A New Instrument on Positive Affect Toward Science

Wilder, Otis; Butler, Malcolm B.; Acharya, Parul; Gill, Michele Gregoire

doi:10.1080/1046560x.2019.1589849

Cited by 10 publications

(4 citation statements)

References 44 publications

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“…Sikap guru terhadap sains juga dinilai penting dalam menentukan kualitas dan kuantitas ilmu yang diajarkan kepada muridnya. (İnce Aka, 2016;Lee & Kim, 2018;Long, 2019;McDonald et al, 2019;Van Aalderen-Smeets & Van Der Molen, 2015;Wilder et al, 2019). Berangkat dari sudut pandang ini, peneltian mengenai sikap terhadap sains dari mahasiswa calon guru sains perlu dilakukan.…”

Section: Pendahuluanunclassified

Profil sikap terhadap sains mahasiswa calon guru dalam pembelajaran etnosains

Purnamasari

Nurawaliyah

2021

JURNAL Kajian Pendidikan IPA

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Mengembangkan sikap dan minat yang positif terhadap sains telah menjadi salah satu tujuan utama dalam pengajaran dan pembelajaran sains di segala jenjang pendidikan, termasuk pada jenjang universitas. Hasil belajar pada domain sikap juga sama pentingnya dengan hasil belajar pada domain kognitif dan psikomotor. Sikap guru terhadap sains sangat mempengaruhi kegiatan pembelajaran dan sikap terhadap sains dari siswa. Tujuan dari penelitian ini adalah untuk mengetahui profil sikap terhadap sains mahasiswa calon guru dalam pembelajaran etnosains. Pembelajaran berbasis etnosains adalah hal yang dirasa perlu dibekalkan kepada mahasiswa calon guru sains, karena pembelajaran yang memadukan nilsi kearifan lokal, pengetahuan asli masyarakat, dan pengetahuan saintifik mampu meningkatkan pemahaman siswa terhadap konsep sains. Penelitian ini menggunakan metode survei sebagai penelitian deskriptif yang ditujukan untuk memperoleh data kuantitatif sikap terhadap sains. Pengumpulan data dilakukan menggunakan angket sikap terhadap sains. Berdasarkan angket sikap terhadap sains, mahasiswa memiliki persentase yang tinggi pada dimensi perasaan tentang sains, keinginan atau minat untuk berkarir di bidang sains, dan sikap terhadap penemuan dan kemajuan teknologi. Sedangkan pada dimensi keempat, yaitu persepsi terhadap ilmuwan memiliki persentase yang sedang karena telah terjadi pergeseran pandangan terhadap stereotip ilmuwan.

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Section: Pendahuluanunclassified

Profil sikap terhadap sains mahasiswa calon guru dalam pembelajaran etnosains

Purnamasari

Nurawaliyah

2021

JURNAL Kajian Pendidikan IPA

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“…Specifies that the popular argument for using learning games is the positive and motivating effect they have on students. At the core of the pleasure of the game is an experience called the «flow of the game», which is created when the idea of the game, its complexity and possibilities are in balance with the player's skills, forming internal motivation (Wilder et al, 2019). The potential of media culture has been multiplied in one decade, and now it is bigger than the violent shootings and explosive games that it was earlier.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Information Technology into the Education of Music Teachers

2022

JHETP

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The goal of the research is to study the process of introducing information technologies into the training of music teachers in Ukrainian pedagogical universities. To undertake the research, a study on the scientific literature on the professional training of music teachers in pedagogical colleges, as well as an analysis of the curricula of music pedagogy in general education schools and higher educational establishments. As a science, research on music education technologies focuses on phenomena related to music education technologies through the prism of a modern information society. There is a great interest in music technology creation in the context of constructivism. We propose to use constructivist methods as a philosophical basis for an online music education course for graduates. For Ukraine, it is necessary to study how students use this technology in preparation for a presentation in class, and the results were rated as moderately successful.

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“…Traditional preservice and in-service science education largely involves equipping teachers with content and pedagogical content knowledge, with little attention to developing teachers' attitudes. However, most contemporary studies show that preservice and in-service education must also focus on developing teachers with strong favourable attitudes (Alake-Tuenter et al, 2013;Novak & Wisdom, 2018;Tsybulsky & Oz, 2019;Wilder et al, 2019). In developing favourable attitudes teachers must be helped to acquire salient knowledge and beliefs relevant to science teaching (Ajzen, 1989).…”

Section: Preservice and In-service Education For Attitudes Toward Science Teachingmentioning

confidence: 99%

“…However, most contemporary studies show that teachers must also develop strong favourable attitudes to facilitate science teaching, including inquiry-based teaching. (Alake-Tuenter, Biemans, Tobi, & Mulder, 2013;Choi & Ramsey, 2009;Novak & Wisdom, 2018;Park, Chu, & Martin, 2016;Tsybulsky & Oz, 2019;Wilder, Butler, Acharya, & Gill, 2019). Due to the widely acknowledged effectiveness of inquiry in promoting various learning outcomes and scientific literacy (Furtak, Seidel, Iverson, & Briggs, 2012), curricula reforms to consolidate and enhance inquiry teaching have occurred in places where the culture of inquiry is well established (Chin, 2005;Marec, Tessier, Langlois, & Potvin, 2021;National Research Council [NRC], 2012;Silm, Tiitsaar, Pedaste, Zacharia, & Papaevripidou, 2017).…”

Section: Introductionmentioning

confidence: 99%

Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?

Mohammed

Amponsah²

2021

JETS

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This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.

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Preservice Elementary Science Teacher Attitudes Matter: A New Instrument on Positive Affect Toward Science

Cited by 10 publications

References 44 publications

Profil sikap terhadap sains mahasiswa calon guru dalam pembelajaran etnosains

Profil sikap terhadap sains mahasiswa calon guru dalam pembelajaran etnosains

Implementation of Information Technology into the Education of Music Teachers

Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?

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