An integrative approach to develop practicing skills of physics pre-service teachers regarding laboratory applications
Bibliographic record
Abstract
The purpose of this research is to develop and evaluate an integrative approach for practicing skills on laboratory applications of pre-service teachers in the context of the courses “secondary physics experiment design” (SPED) and “school experience” (SE). Research was implemented based on developer action research with the 20 physics pre-service teachers who were studying 5th grade in the 2015–2016 and 2016–2017 academic years’ spring semesters at KTÜ Fatih Faculty of Education Department of Mathematics and Science Education. Physics pre-service teachers were provided with micro-teaching practices for laboratory applications in the course of SPED in the faculty and SE in the application schools. At the end of the SE process, it was concluded that the activities carried out within the scope of the research before and after the application contributed significantly to the development of the pre-service teachers’ practicing skills in the physics laboratory applications.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".