Opinions of Prospective Primary School Teachers about Methods and Techniques Suitable for Teaching Science: A Case Study from Turkey
Notice bibliographique
Résumé
The aim of this study was to determine opinions of a group of prospective Turkish primary school teachers aboutwhat teaching methods and techniques are more suitable to teach science. In addition, their perceived competence inselection of teaching methods and techniques was explored. In Turkey, primary school teachers offer various coursesin the first four years of primary education. Their ability to benefit from teaching methods and techniques suitable forsubjects and courses is considered important in terms of realization of learning. The study was also directed towardsexamining whether third-year university students having taken courses for methods and techniques used to teachdifferent subjects felt competent about selection of suitable methods and techniques.This is a case study using both quantitative and qualitative research methods. Quantitative data were gathered withPerceived Competence Scale for Selection of Teaching Methods and Techniques for Prospective Teachers,developed by Durdukoca et al. (2017). Qualitative data were collected through an open-ended question “Whatteaching methods and techniques do you think you want to use in the future”. All the participants answered thisopen-ended question and completed the scale. Data obtained through the open ended-question were analyzed withcontent analysis.The study sample included 96 third-year students studying in the Department of Primary Education in BucaEducation Faculty of Dokuz Eylül University in the spring term of the 2017-2018 academic year. Quantitative datawere analyzed with SPSS v. 22 and t-test.The prospective primary school teachers were found to plan to use student-centered methods and techniques and tohave high perceived competence concerning selection of teaching methods and techniques. Their perceivedcompetence did not differ between genders and students with different academic performance. Only having apositive perception of competence significantly differed between branches of students.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».