The Experts below are selected from a list of 20880 Experts worldwide ranked by ideXlab platform
Ken Appleton - One of the best experts on this subject based on the ideXlab platform.
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how do beginning Primary School Teachers cope with science toward an understanding of science teaching practice
Research in Science Education, 2003Co-Authors: Ken AppletonAbstract:This study emerged from a consideration of how some beginning Primary School Teachers cope when faced with teaching science. Primary Teachers typically lack science content knowledge and therefore the science pedagogical content knowledge (PCK) that enables them to teach science. Aspects of a group of beginning Primary School Teachers' science teaching practices were consequently examined in order to understand better the basis of their practice. In particular, science PCK and its relationship to “activities that work” were considered, illuminated by findings about activities that work from a separate study with practicing Teachers. The main assertion arising from this study is that activities that work have a close relationship with science PCK. A number of implications for Primary science curriculum emerge from this assertion, such as considerations for preservice teacher education science courses and the nature of the Primary science curriculum.
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science activities that work perceptions of Primary School Teachers
Research in Science Education, 2002Co-Authors: Ken AppletonAbstract:Many Primary School Teachers in Australia tend to be reluctant to teach science, partly because they are not confident in science and have limited science background knowledge. However, quite a number of Primary School Teachers still manage to teach some science. When they plan to teach science, many of them use the term “science activities that work.” Such activities seem to be related to science pedagogical content knowledge for some Primary Teachers. In order to better understand what the term “activities that work” means, twenty Teachers from several Schools were interviewed and asked what they understood by this expression. Themes that emerged suggest that activities that work are hands on, are interesting and motivating for the children, have a clear outcome or result, are manageable in the classroom, use equipment that is readily available, and are preferably used in a context where science is integrated into themes. Implications for curriculum and for preservice teacher education are considered.
Erdogan Tezci - One of the best experts on this subject based on the ideXlab platform.
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turkish Primary School Teachers perceptions of School culture regarding ict integration
Educational Technology Research and Development, 2011Co-Authors: Erdogan TezciAbstract:The current study aimed at identifying Turkish Primary School Teachers’ perceptions of School culture regarding ICT integration in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The participants were 1540 Primary School Teachers. The findings revealed that the Teachers’ perceptions regarding School culture in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional experience, and weekly computer use seemed to play an important role in the perceived School culture regarding ICT integration in education.
Iztok Devetak - One of the best experts on this subject based on the ideXlab platform.
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intrinsic motivation of pre service Primary School Teachers for learning chemistry in relation to their academic achievement
International Journal of Science Education, 2008Co-Authors: Mojca Jurisevic, Sasa Aleksij Glazar, Cveta Razdevsek Pucko, Iztok DevetakAbstract:Our experience suggests that pre‐service Primary School Teachers have problems with learning science, especially chemistry, and that this negative attitude towards science influences their future teaching. On that premise, the purpose of the study was to determine the level of the pre‐service Primary School Teachers’ intrinsic motivation for learning science in relation to some other subjects. The focus of the research was on the intrinsic motivation for learning chemistry and its correlation to students’ academic achievements in chemistry. The study included 140 first‐year pre‐service Primary School Teachers who completed the questionnaire about their intrinsic motivation and a knowledge test about general chemistry concepts. Their results show that students are more or less equally motivated for chemistry as for any other subject, but that the intrinsic motivation plummets as the level of abstraction in individual subjects, such as chemistry and mathematics, increases. It has been similarly established ...
Mojca Jurisevic - One of the best experts on this subject based on the ideXlab platform.
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intrinsic motivation of pre service Primary School Teachers for learning chemistry in relation to their academic achievement
International Journal of Science Education, 2008Co-Authors: Mojca Jurisevic, Sasa Aleksij Glazar, Cveta Razdevsek Pucko, Iztok DevetakAbstract:Our experience suggests that pre‐service Primary School Teachers have problems with learning science, especially chemistry, and that this negative attitude towards science influences their future teaching. On that premise, the purpose of the study was to determine the level of the pre‐service Primary School Teachers’ intrinsic motivation for learning science in relation to some other subjects. The focus of the research was on the intrinsic motivation for learning chemistry and its correlation to students’ academic achievements in chemistry. The study included 140 first‐year pre‐service Primary School Teachers who completed the questionnaire about their intrinsic motivation and a knowledge test about general chemistry concepts. Their results show that students are more or less equally motivated for chemistry as for any other subject, but that the intrinsic motivation plummets as the level of abstraction in individual subjects, such as chemistry and mathematics, increases. It has been similarly established ...
Sasa Aleksij Glazar - One of the best experts on this subject based on the ideXlab platform.
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intrinsic motivation of pre service Primary School Teachers for learning chemistry in relation to their academic achievement
International Journal of Science Education, 2008Co-Authors: Mojca Jurisevic, Sasa Aleksij Glazar, Cveta Razdevsek Pucko, Iztok DevetakAbstract:Our experience suggests that pre‐service Primary School Teachers have problems with learning science, especially chemistry, and that this negative attitude towards science influences their future teaching. On that premise, the purpose of the study was to determine the level of the pre‐service Primary School Teachers’ intrinsic motivation for learning science in relation to some other subjects. The focus of the research was on the intrinsic motivation for learning chemistry and its correlation to students’ academic achievements in chemistry. The study included 140 first‐year pre‐service Primary School Teachers who completed the questionnaire about their intrinsic motivation and a knowledge test about general chemistry concepts. Their results show that students are more or less equally motivated for chemistry as for any other subject, but that the intrinsic motivation plummets as the level of abstraction in individual subjects, such as chemistry and mathematics, increases. It has been similarly established ...