Digital literacy and e-learning experiences among the pre-service teachers data.
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ABSTRACT:
SUBMITTER: Tomczyk L
PROVIDER: S-EPMC7374125 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Transferring current research findings on the topic of learning and memory to "brain-based" learning in schools is of great interest among teachers. However, numerous international studies demonstrate that both pre-service and in-service teachers do not always succeed. Instead, they transfer numerous misconceptions about neuroscience, known as neuromyths, into pedagogical practice. As a result, researchers call for more neuroscience in teacher education in order to create a professional understanding of learning and memory. German pre-service science teachers specializing in biology complete neuroscientific modules (human biology/animal physiology) during their studies because they are expected to teach these topics to their students. Thus, they are required to demonstrate a certain degree of neuroscience literacy. In the present study, 550 pre-service science teachers were surveyed on neuromyths and scientific concepts about learning and memory. Pre-service science teachers' scientific concepts increased over the course of their training. However, beliefs in neuromyths were independent of participants' status within teacher education (first-year students, advanced students, and post-graduate trainees). The results showed that 10 neuromyths were endorsed by more than 50% of prospective science teachers. Beliefs in the existence of learning styles (93%) and the effectiveness of Brain Gym (92%) were most widespread. Many myths were endorsed even though a large share of respondents had thematically similar scientific concepts; endorsement of neuromyths was found to be largely independent of professional knowledge as well as theory-based and biography-based learning beliefs about neuroscience and learning. Our results suggest that neuromyths can exist in parallel to scientific concepts, professional knowledge and beliefs and are resistant to formal education. From the perspective of conceptual change theory, they thus exhibit characteristic traits of misconceptions that cannot simply be counteracted with increased neuroscientific knowledge. On the basis of our study's findings, it can be concluded that new teacher programs considering neuromyths as change-resistant misconceptions are needed to professionalize pre-service science teachers' neuroscience literacy. For this, an intensive web of exchange between the education field and neuroscientists is required, not just to deploy the latest scientific insights to refute neuromyths on learning and memory, but also to identify further neuromyths.
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Project description:Research in cognitive psychology has suggested that difficulties are often desirable for learning: learning strategies that create difficulties for learners during practice often produce durable learning. Prominent examples of effective learning strategies that introduce desirable difficulties are testing as a means of learning, spacing study sessions over time, and interleaving practice of different topics. Previous research has suggested that, generally, undergraduates' metacognitive knowledge about the effectiveness of these learning strategies is inaccurate. The goal of the current study was to extend the examination of metacognitive knowledge of learning strategies to pre-service and in-service teachers, and further examine whether teachers' metacognitive knowledge is related to their teaching experience. Pre-service teachers enrolled in a university teacher training program (N = 83) and in-service elementary, junior-high, and high school teachers (N = 82) were presented with learning scenarios and predicted which of two learning strategies would yield the better outcome. Results suggested that, overall, both pre-service and in-service teachers failed to predict the advantages of testing, spacing, and interleaving as learning strategies. Furthermore, their knowledge of learning strategies failed to increase with teaching experience. It is, therefore, recommended that explicit instruction about the benefits of empirically supported learning strategies should be included in teacher training and development programs.
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Project description:Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to integrate AR in the foreign language classroom. For this purpose, eighty-five college students were assigned into different teams to create their own AR-based projects which aimed at teaching English and content to young learners. The teacher candidates employed several software development kits (SDKs) to construct collaborative AR projects in a five-week period, including discursive and illustrative representations of the learning content. In this research based on a mixed method, quantitative and qualitative data were gathered trough AR project presentations and surveys encompassing two validated scales, the Technological Pedagogical Content Knowledge (TPACK) framework and the Augmented Reality Applications Attitudes Scale (ARAAS). The statistical data and qualitative findings revealed that the participants lacked practical knowledge on AR content creation and implementation in Education. The major problems were related to the TPK (Technological Pedagogical Knowledge) intersection since participants had been previously trained in AR technology just as recipients and not as content creators and educators.Supplementary informationThe online version contains supplementary material available at 10.1007/s10639-022-11123-3.
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Project description:The purpose of this study was to examine differences in occupational socialization (OS) among pre-service physical education teachers' (PPETs) in four year groups. 238 PPETs from a Chinese university. An online survey and the semi-structured interviews were used to collect data. The younger PPETs felt more prepared and believed in the benefit of professional development more than the older PPETs. The PPETs' acculturation had a critical influence on their OS. The lack of early field experience may explain why the seniors felt less confident than their younger counterparts. This study would contribute a new angle to discuss the OS and physical education teacher education program quality, especially the design of the teaching practice opportunities, together.
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Project description:This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.
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Project description:This article reports findings from a study to investigate the efficacy beliefs, experiences, and instructional practices of pre-kindergarten (pre-k) teachers from a high-need district who engaged in collaborative professional learning experiences provided by a partner university. The study also examined language and literacy instruction for children in their pre-k classrooms. The professional learning occurred as part of a project to support pre-k teachers within the district and to boost teaching effectiveness. Researchers employed a mixed methods approach to investigate how pre-k teacher participants (a) perceived their efficacy as teachers; (b) experienced early literacy-focused professional learning; and (c) approached literacy teaching within their classrooms. Analysis of three years of data reveal alignment between participants' sense of efficacy and instructional strengths and areas for growth both self-reported and observed. Additionally, participants echoed feelings of exclusion from most professional learning experiences and offered insight into considerations for designing and delivering professional learning opportunities to effectively support pre-k teachers' literacy instructional practices.Supplementary informationThe online version contains supplementary material available at 10.1007/s10643-021-01175-4.
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Project description:Communication in a foreign language is essential, and it requires an individual's competence in speaking skills. It needs to be improved to enhance an effective means of communication. The current study investigates the relationship between L2 communication apprehension and communicative competence of pre-service EFL teachers studying at a state university in Türkiye. The quantitative research approach focuses on understanding pre-service teachers' perceptions regarding communication apprehension and communicative competence. The study included 200 pre-service EFL teachers, with 146 female and 54 male participants. The age range of the participants was between 18 and 34. The results indicate that pre-service EFL teachers have varying levels of communication apprehension and are notably more apprehensive in certain situations. Additionally, the study found that perceived communication competence significantly influences communication apprehension. Some pedagogical strategies are discussed and suggested according to the findings of the study.
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Project description:Studies have shed light on the idea that people who have experiences in natural settings might be more aware of the environment. Learning gardens, as outdoor contexts, might contribute to the development of students' affective relations toward nature, pro-environmental attitudes, and protective actions; neverthless, these aspects begging to be explored. This preliminary research investigates the impact that the use of organic gardens to teach natural sciences at university has on kindergarten pre-service teachers' (KPST) connectedness to and conceptions of nature. The research follows a pre-/post-design and it uses a mixed methods approach. A total of 74 students completed four quantitative scales (INS, CCC, LCN, and NR-6), and 66 of them an open question about the concept of nature. After the garden experience, students scored higher in all the scales, nevertheless the change was significant only for INS and CCC. The phenomenographic analysis evidenced an initial predominant static and non-social concept of nature, biased toward the most obvious biological elements. After the garden-based learning experience, more informed conceptions of nature - including notions of complexity and systemic character - increased from 7 to 19%; however, statistical comparison was not significant. In spite of the absence of concluding results, further research is required to assess the role that learning gardens may play regarding connectedness to nature and pro-environmental behaviors.
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Project description:While many of its roots are derived from business contexts, enterprise education is evolving, and interest in its impact on initial teacher education is increasing. While common goals exist across regions, practices tend to differ. The perceptions of pre-service teachers who have been exposed to enterprise education in different countries can provide important clues about developing entrepreneurial teachers through their initial teacher education. This paper examines the perceptions of Irish and Turkish pre-service teachers who are exposed to enterprise education. The research data were obtained through semi-structured interviews with three main categories and 14 open-ended questions. The data collected from interviews was analysed using the constant comparative method. Findings show that enterprise education has a positive impact on pre-service teachers regarding content knowledge, pedagogical knowledge and future intentions. Findings also indicate that exposure to enterprise education may affect pre-service teachers' perceptions of its role in education.
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Project description:Science fiction (SF) combines realistic and imaginary elements of science and technology and develops students' imagination, creativity, and interest in science. Therefore, the aim of this study is to examine SF stories written by pre-service science teachers (PSTs) in terms of various textual and science variables. The case study of SF story writing aimed to develop a theoretical framework to analyze how narrative elements, plot structure, agency, the nature of science content, characteristics of the SF genre, and ethics in scientific research are included in the stories of a group of Turkish PSTs. The participants of the study were 58 pre-service teachers enrolled in the science education department at a public university in Turkey. Working in groups, they wrote 13 different SF stories. The stories were analyzed with a rubric including two parts: narrative and other story elements and the characteristics of the SF genre. The results showed that the stories included fictional and realistic features of science and technology, scientific concepts, and details about scientific realities. The stories addressed the social and cultural embeddedness of scientific knowledge and details about the scientific method. However, the originality is limited in many stories as they had traces from popular movies, books, and TV series. The stories did consider a range of ethical issues, including unauthorized experimentation and manipulating scientific information for personal, political, and financial interests. The current study could contribute to the literature about the use and assessment of SF stories in science education.Supplementary informationThe online version contains supplementary material available at 10.1007/s10763-021-10244-4.
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