Effect of practicum courses on pre-service teachers' beliefs towards chemistry teaching: a year-long case study

Date

2019-07-01

Author

Boz, Yezdan
Öztay, Elif Selcan

Metadata

Show full item record

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

Item Usage Stats

205
views

0
downloads

In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers' beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants' beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers' beliefs regarding chemistry teaching were conducted three times while participating in the SE and PT courses. During the PT course before their teaching experiences the participants prepared CoRes, and after their experiences they critiqued their own performances. Moreover, the participants were observed during their student-teaching experiences to identify how they transfer their beliefs into their teaching. Data were analyzed via inductive analyses. Results indicated that both pre-service teachers had stable core beliefs derived from their own experiences as students that remained constant during these courses and guided their practical instruction. Although both participants attended the same courses during the teacher education program, their attitudes while taking the educational courses were different. Factors that shaped pre-service teachers' beliefs towards teaching were presented as the practicum courses enriched with CoRes and reflection papers, observing their mentors, experiences gained from microteaching sessions, and pedagogical and methods courses taken during the pre-service teacher education program. Implications for the formation of pre-service teachers' beliefs towards teaching throughout pre-service teacher education programs were provided.

Subject Keywords

Education, Chemistry (miscellaneous)

URI

https://hdl.handle.net/11511/41706

Journal

CHEMISTRY EDUCATION RESEARCH AND PRACTICE

DOI

https://doi.org/10.1039/c9rp00022d

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Interactions between the science teaching orientations and components of pedagogical content knowledge of in-service chemistry teachers Ekiz Kıran, Betül; Boz, Yezdan (Royal Society of Chemistry (RSC), 2020-01-16) The purpose of this study was to examine the interactions between in-service chemistry teachers' science teaching orientations and other components of their pedagogical content knowledge (PCK). Two experienced chemistry teachers participated in this study. Data were collected through interviews, classroom observations, and field notes as the participants taught the mixtures unit. The results indicated that the participants held solid foundation purposes, in which students use science to be successful in the...
The effect of case-based instruction on 10th grade students' understanding of gas concepts Yalcinkaya, Eylem; Boz, Yezdan (Royal Society of Chemistry (RSC), 2015-01-01) The main purpose of the present study was to investigate the effect of case-based instruction on remedying 10th grade students' alternative conceptions related to gas concepts. 128 tenth grade students from two high schools participated in this study. In each school, one of the classes was randomly assigned as the experimental group and the other class, instructed by the same chemistry teacher, was assigned as the control group. The students in the experimental groups were instructed by case-based instructi...
The effect of peer-led team learning on undergraduate engineering students' conceptual understanding, state anxiety, and social anxiety Eren Şişman, Nuran Ece; Cigdemoglu, C.; Geban, Ömer (Royal Society of Chemistry (RSC), 2018-07-01) This study aims to compare the effectiveness of a Peer-Led Team Learning (PLTL) model with that of traditional college instruction (TCI) in enhancing the conceptual understanding and reducing both the state anxiety and social anxiety of undergraduate engineering students in a general chemistry course in a quasi-experimental design. 128 engineering students taking the course participated in the study. One of the course sections was randomly assigned to the experimental group and the other section was assigne...
Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course Ertepinar, H; Geban, Ömer (Informa UK Limited, 1996-12-01) This study examines the differential effectiveness of the laboratory method based on the investigative approach and the worksheet study, both used as a supplement to the regular class work on achievement in science subject-matter. Subjects were 43 students (8th grade) enrolled in two science classes of a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group utilized supplementary instruction through the investigative-oriented activities; the control group receiv...
The effect of conceptual change based instruction on students’ understanding of rate of reaction concepts Kaya, Ebru; Geban, Ömer; Department of Secondary Science and Mathematics Education (2011) The purpose of this study was to investigate the effects of conceptual change based instruction accompanied by demonstrations (CCBIAD) and gender on 11th grade students’ understanding and achievement in rate of reaction concepts, and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction (TDCI). Sixty nine 11th grade students from two classes in a public high school in Ankara participated in this study in the Fall Semester of 2008-2009. These classes we...

Citation Formats

Y. Boz and E. S. Öztay, “Effect of practicum courses on pre-service teachers’ beliefs towards chemistry teaching: a year-long case study,” CHEMISTRY EDUCATION RESEARCH AND PRACTICE, pp. 509–521, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41706.