In-service and Pre-service Science Teachers’ Views regarding Conceptual Integration of Physics, Chemistry, and Biology Disciplines

Date

2018-06-01

Author

TÜYSÜZ, MUSTAFA
Öztürk, Gökhan
Geban, Ömer
BEKTAŞ, OKTAY

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

234
views

0
downloads

The purpose of the study was to understand knowledge and opinions of in-service (ISTs) and preservice science teachers (PSTs) regarding the conceptual integration (CI). The research design of this study was phenomenology as a type of qualitative research methods. Purposive sampling methodology was chosen for this study. A sample of the study consisted of ten ISTs and 40 PSTs. Twostage open-ended questions were utilized as the primary data source to evaluate ISTs’ and PSTs’ subject matter knowledge in terms of integrating biology, physics, and chemistry concepts with each other and their views about CI. The content analysis was used to evaluate the data. It was given information regarding validity and reliability studies. Findings indicated that most of the ISTs and PSTs had insufficient subject matter knowledge regarding the CI and most of them responded questions with only biology, physics and chemistry concepts without any integration. Moreover, all participants stated that the CI was crucial and necessary owing to the interrelationships among the concepts of biology, chemistry, and physics. Also, most of ISTs had difficulty in applying the CI. Moreover, ISTs did not mention any specific teaching strategy and assessment technique while using the CI. Finally, most of ISTs stated that they were not aware of the presence of the CI in curriculum. Furthermore, PSTs mentioned that the CI has some contribution to their learning; however, participants had the difficulties in using the CI in their learning. Implementation of the study was discussed. In light of these results, training workshops can be organized to inform teachers and preservice science teachers about the CI and encourage them to use it in class.

Subject Keywords

In-service science teacher, Pre-service science teacher, Conceptual integration, Science education, Phenomenology

URI

https://hdl.handle.net/11511/39409

Journal

International Online Journal of Educational Sciences

DOI

https://doi.org/10.15345/iojes.2018.02.009

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts Tuysuz, Mustafa; BEKTAŞ, Oktay; Geban, Ömer; Öztürk, Gökhan; Yalvac, Bugrahan (2016-06-01) This study examines the pre-service teachers' opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers participated conveniently in the study. While the pre-service chemistry teachers took a course regarding the CI explicitly taught, the pre-service physics teachers were n...
Pre-service science teachers perceptions and practices related to history of science instructions Hacıeminoğlu, Esme; Ertepınar, Hamide; Yılmaz Tüzün, Özgül (2012-01-01) The purposes of this study were to describe pre-service science teachers’(PTs) perceptions and practices about using history of science(HOS) in their instructions and their experiences as in-service teachers(ITs) and to determine the relationship between PTs perceptions and practices about using HOS in their classrooms. The HOS Instructional Survey was administered to 68 PTs in two different universities in Turkey. After these students had graduated, some questions were asked about their views about practic...
Student and school characteristics related to elementary students’ nature of science views Hacıeminoğlu, Esme; Ertepınar, Hamide; Yılmaz Tüzün, Özgül; Department of Elementary Education (2010) The purposes of this study were to explain the development and validation of a new instrument for assessing elementary students’ views of the Nature of Science (NOS) and to investigate student and school level factors that help to explain the difference in NOS views. The sample included 3,062 elementary students elementary schools located in Çankaya. Different from these students, 782 elementary students were the sample for the first focus of this study. The Nature of Science Instrument, Learning Approach Q...
Pre-service science teachers‘ self-efficacy in relation to personality traits and academic self-regulation Şenler, Burcu; Sungur, Semra; Department of Elementary Education (2011) The aim of this study was to examine the relationships among pre-service science teachers’ personality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers’ self-efficacy and academic self-regulation, and pre-service science teachers’ academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (8...
Investigating pre-service science teachers’ perceived technological pedagogical content knowledge regarding genetics Savaş, Meltem; Yılmaz Tüzün, Özgül; Department of Elementary Science and Mathematics Education (2011) The purpose of this study was to investigate the preservice science teachers’ perceived technological pedagogical content knowledge (TPACK) on genetics. More specifically, the purpose was to examine the relationships among the components of TPACK and genetics knowledge of the preservice science teachers. Moreover, findings the effect of the demographic information on perceived TPACK was also aimed. This study was conducted with preservice science teachers who were enrolled in elementary science education de...

Citation Formats

M. TÜYSÜZ, G. Öztürk, Ö. Geban, and O. BEKTAŞ, “In-service and Pre-service Science Teachers’ Views regarding Conceptual Integration of Physics, Chemistry, and Biology Disciplines,” International Online Journal of Educational Sciences, pp. 130–145, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39409.