Explicit Teaching of Science Process Skills: Learning Outcomes and Assessments of Pre-Service Science Teachers

Autor/inn/en	Aslan, Safiye Temel; Kiliç, Hülya Ertas
Titel	Explicit Teaching of Science Process Skills: Learning Outcomes and Assessments of Pre-Service Science Teachers
Quelle	In: Elementary School Forum (Mimbar Sekolah Dasar), 9 (2022) 3, S.446-465 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2355-5343
Schlagwörter	Direct Instruction; Science Process Skills; Outcomes of Education; Preservice Teachers; Science Teachers; Foreign Countries; Student Attitudes; Student Evaluation; Skill Development; Turkey + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lernleistung; Schulerfolg; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Schülerverhalten; Schulnote; Studentische Bewertung; Kompetenzentwicklung; Qualifikationsentwicklung; Türkei
Abstract	Science process skills (SPSs) are one of the most important skills possessed by students in conducting scientific activities. Therefore, it is crucial for science teachers to understand and practice these skills. Considering the role of teachers in developing students' SPSs, the focus of this study is on developing pre-service science teachers' SPSs. This study aims at determining the effects of explicit teaching of SPSs upon pre-service teachers' SPSs. To accomplish this, action research was employed. The study involved 10 pre-service science teachers who voluntarily participated in the study and were from Science Education Departments at a state university in Türkiye. Data were collected by using two methods: quantitative and qualitative. The quantitative data were obtained by using the Science Process Skills Scale. Meanwhile, the qualitative data were obtained from semi-structured interviews and diaries. The Wilcoxon Signed Rank Test was utilized in the quantitative data, and a content analysis technique was used in the analysis of the qualitative data. The results of the study indicated that explicit teaching of SPSs contributes to the development of pre-service teachers' SPSs, and that all preservice teachers prefer explicit teaching in the teaching or development of SPSs. (As Provided).
Anmerkungen	Indonesia University of Education. Jl. Mayor Abdurachman No. 211, Sumedang, Jawa Barat, 45322, Indonesia. Web site: https://ejournal.upi.edu/index.php/mimbar/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01