Assessing pre-service science teachers’ systems thinking skills using real life scenarios

Download
index.pdf
2018
Öztaş, Melike
Show full item record
400
views
170
downloads
The main purpose of this study is to investigate pre-service science teachers’ systems thinking skills with using a real-life scenario as an assessment tool. The nine systems thinking skills defined in this research were discussed in terms of sustainable development. Participants were expected to comprehend integrated nature of environmental, economic and social aspects of this concept in a systemic perspective. Therefore, the real-life scenario used for assessment was selected related with sustainable development. Data collection procedure was conducted with six senior pre-service teachers from the elementary science education department of a public university in Turkey. Their interpretations on the real-life scenario were acquired through semi-structured interviews. Data obtained from each participant was discussed separately in this multiple case study. Interviews were analyzed by using the rubric developed for systems thinking skills discussed in the present research. This study intended to provide an insight for assessment of systems thinking skills and to inspire educators interested in sustainable development. Findings showed that participants’ systems thinking levels were changing in a nonhierarchical order and connected with the personal experiences. Additionally, it was observed that real life scenarios provide an in-depth information to participants for discussion. Moreover, it was noticed that there is a weak conception about sustainable development among the participants. While commenting on the scenario, environmental aspect was emphasized more than the other two aspects of sustainable development. In general, this study revealed that real-life scenarios are effective tools in assessment of systems thinking skills.
Sustainable development, Science, Student teachers, Student teachers, Science teachers, Science teachers
http://etd.lib.metu.edu.tr/upload/12621889/index.pdf
https://hdl.handle.net/11511/27167
Graduate School of Natural and Applied Sciences, Thesis

Suggestions

Exploring preservice science teachers’ energy conservation behavior through motivation, psychological needs and attitude: further supported with their awareness
Çakır Yıldırım, Birgül; Yılmaz Tüzün, Özgül; Department of Elementary Education (2017)
The primary focus of this study was to examine the relationships among attitudes toward energy conservation, self-determined motivation and basic psychological needs of preservice science teachers. To this end a model showing the relationship among these variables was suggested. In order to better understand the observed relationships in the model, interviews with PSTs were conducted. For the purpose of the study mixed method was used. In quantitative part of the study, 1136 preservice science teachers, who...
Investigation of the relationship between pre-service science teachers' understandings of nature of science and their personal characteristics
Çetinkaya, Gamze; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2012)
The purpose of this study was to investigate the possible relationships between pre-service science teachers' understanding of nature of science (NOS) and their personal characteristics; understanding of nature of scientific inquiry (NOSI), epistemological world views, self-efficacy beliefs regarding science teaching, attitudes towards science teaching, metacognitive awareness level and faith/worldview schemas. The sample of the present study were 60 PSTs that are 3rd year students at elementary science edu...
Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge
Güler, Fulden; Aksu, Meral; Department of Educational Sciences (2015)
The purpose of the present study was to investigate the pre service science teachers’ perceptions related to science teaching. Within this scope, participants’ perceptions related to their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate the effect of gender and level of achievement on participants’ perceptions regarding PK and PCK. 176 fourth year pre service science teachers from three state universities of Ankara participated in th...
The Effects of a professional development program on physics teachers’ classroom practices
Oktay, Özlem; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2015)
The purpose of the study is to examine the effects of a professional development (PD) program on in-service physics teachers’ classroom practices. Changes in teachers’ practices were investigated in terms of four dimensions: content/skill/ misconception, teaching strategy, material/technology, and assessment. Qualitative research methodology was used in the study, and a case study was combined with action research. Data were collected from seven participating teachers (1 male, 6 female) and their 9th grade ...
Pre-service science teachers’ perceptions of socioscientific issues: global warming as a case
Al, Saliha; Yılmaz Tüzün, Özgül; Department of Elementary Science and Mathematics Education (2015)
The purpose of this study was to investigate pre-service science teachers perceptions of socio-scientific issues. A total of 18 pre-service science teachers voluntarily participated in this study. To evaluate pre-service science teachers perceptions of socio-scientific issues, semi-structured interview protocol was designed. In the first part of the study, participants general perceptions of science, technology, and science-society-technology interaction was examined. In the second part of the study, one of...
Citation Formats
M. Öztaş, “Assessing pre-service science teachers’ systems thinking skills using real life scenarios,” M.S. - Master of Science, Middle East Technical University, 2018.
METU IIS - Integrated Information Service open@metu.edu.tr