Preservice Elementary Teachers’ Ideas About Scientific Practices

Ricketts, Amy

doi:10.1007/s11191-014-9709-7

Cited by 30 publications

(21 citation statements)

References 16 publications

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“…and under developed countries like South Africa, Singapore and Hong Kong etc. favor outcome based education to improve the quality of education (Donnelly, (2007).Outcome based education focused on continuous quality improvements (CQI) in the form of aligning overall learning process with the achievement of course learning outcomes (Jackson & Jonsson, 2013, Ricketts, 2014. Outcome of teacher education was based on the document titled 'National Professional Standards for teachers in Pakistan' which is a collection of relevant knowledge skills and dispositions for prospective teachers (NPSTs, 2009).…”

Section: Analysis Of B Ed (Hons) Curriculum With Reference To Outcome Based Education and National Professional Standards For Teachers Inmentioning

confidence: 99%

Analysis of B. Ed (Hons.) Curriculum with Reference to Outcome Based Education and National Professional Standards for Teachers in Pakistan

Parveen¹

2021

JDSS

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Respondent 3: Not aligned; assessment structure, quality of question paper not satisfactory just traditional and not aligned with NPSTs.Respondent 4: NPSTs are policy documents and not blend with the courses of B.Ed. (Hons.) program.Respondent 5: Teaching and learning is not aligned with NPSTs.Respondent 6:Not aligned but there is need of alignment with NPSTs.Respondent 7: Existing curriculum is not compatible with NPST. Methodologies and assessment are also not aligned with the objectives and NPSTs.Respondent 8:All university teachers are well known with the NPSTs but do not take interest to follow that. Respondent 9:not at all; there is any utilization of NPSTs for the development of objectives and content of B.Ed. (Hons.) program. Respondent 10: There is need of suitable application of NPSTs for objectives, knowledge, skills and competencies in the courses of B.Ed. (Hons.) program. Question 6: What do you think that teaching methodologies in courses of existing curriculum of B.Ed. (Hons.) are relevant to final assessment? Respondent 1: No the teaching methodologies are not relevant. Even teachers are not able to select suitable teaching methodology for the different subjects e.g. science subjects. Respondent 2: Teaching techniques selected by the faculty members are not as suggested by HEC. Respondent 3: Teaching methodologies are not relevant to the final assessment during B.Ed. (Hons.) program. Respondent 4:All the teaching methodologies are not designed as well as not implemented or aligned with assessment. Respondent 5: Teaching methodologies in courses of B.Ed. (Hons.) are not relevant to the formative and summative assessment.Respondent 6: Relevance is not focused either objectives of courses to the teaching methodologies or teaching methodologies with the assessment.Respondent 7: According to my opinion teachers have knowledge of all methodologies but they are unable to align them with assessment.

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Section: Analysis Of B Ed (Hons) Curriculum With Reference To Outcome Based Education and National Professional Standards For Teachers Inmentioning

confidence: 99%

Analysis of B. Ed (Hons.) Curriculum with Reference to Outcome Based Education and National Professional Standards for Teachers in Pakistan

Parveen¹

2021

JDSS

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“…The teaching and learning of systematic of invertebrates require that both teacher and student communicate effectively (Ricketts, 2014). In Tanzania like in other countries worldwide, language plays a central role in education, specifically as a medium for teaching, learning, and assessment (Mozayan, 2015).…”

Section: Introductionmentioning

confidence: 99%

Practice in Teaching and Learning of Invertebrates: Evaluating the Effectiveness of Pedagogical Language Strategies in Tanzania Secondary Schools

David

Nsengimana

2021

EURASIA J Math Sci Tech Ed

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Teaching and learning of invertebrate systematic require effective pedagogical language strategies since the terms used are most in English and Latin. The Tanzania education policy specifies that the medium language of instruction in primary must be Kiswahili, while English has to be used in post-primary education. Consequently, secondary school biology students find difficult to cope with learning in the context of foreign language. This paper aims at presenting the investigation on how pedagogical language strategies can effectively support teachers and learners during teaching and learning of systematic invertebrates in Tanzania secondary schools. Data were collected using the lesson observation checklist, lesson evaluation sheet, interview with teachers and focus group discussions with learners. A total of 60 sessions, each of 80 minutes were observed in 10 schools. A total of 40 teachers and 400 level four students of the ordinary level participated in the study. Quantitatively, paired sample t-test, means, standard deviations and percentages were used to evaluate and compare changes in learners' performance in preand post-tests. Further, thematic analysis was employed to analyse qualitative data. Key findings from the study indicated that the majority of teachers who participated in the training managed to set competencies and the activities to reinforce the achievements of developed competencies. Again, teachers and learners had a progressive significant improvement over introduced pedagogical language strategies. Overall, there was a statistically significant difference between pre-and post-intervention. Interviews with teachers and focus group discussions with students revealed that the strategies increased students' interactions and activeness in class, which in turn, improved the learning of biology content through the English language. This study therefore recommends the pedagogical language strategies to be adopted during teaching and learning of biology, specifically the content of invertebrate systematic.

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“…Today, the publication of new papers on these subjects has become less common, and they tend to focus on general aspects rather than on particular contents. Besides, the focus seems to have shifted from students to teachers (see, for example, Liu and Lederman 2007;Guerra et al 2010;Ricketts 2014). In this article, we shall refer to all these works with the generic term students' ideas studies (SIS).…”

Section: Introductionmentioning

confidence: 99%