Published January 1, 2015
| Version v1
Journal article
Open
Improving Science Student Teachers' Self-perceptions of Fluency with Innovative Technologies and Scientific Inquiry Abilities
- 1. Karadeniz Tech Univ, Dept Primary Teacher Educ, Fatih Fac Educ, TR-61335 Trabzon, Turkey
- 2. Wayne State Univ, Teacher Educ Div, Coll Educ, Detroit, MI 48202 USA
- 3. Karadeniz Tech Univ, Dept Sci Educ, Fatih Fac Educ, TR-61335 Trabzon, Turkey
- 4. Karadeniz Tech Univ, Dept Sci Educ, Grad Sch Educ Sci, TR-61335 Trabzon, Turkey
- 5. Yuzuncu Yil Univ, Dept Primary Teacher Educ, Fac Educ, TR-65080 Van, Turkey
Description
\ The aim of this study was to investigate the effects of "Environmental Chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) self-perceptions of fluency with innovative technologies (InT) and scientific inquiry abilities. The study was conducted with 117 SSSTs (68 females and 49 males-aged 21-23 years) enrolled in the "Environmental Chemistry" elective course in spring semester of 2011-2012 academic year in a Turkish University. Within a simple (causal) experimental design, Innovative Technology Fluency Survey and the SSSTs' environmental research papers were employed to collect data. The results indicate that the "Environmental Chemistry" elective course via the TESI model improved the SSSTs' self-perceptions of fluency with InT and the scientific inquiry abilities. In light of the results, it is recommended that an undergraduate course for improving the SSSTs' higher-order scientific inquiry abilities and preparing academically papers should be devised and added into the science teacher-training programmes.
Files
bib-64f165ed-bd6f-4ec5-95a2-27bd2843285c.txt
Files
(256 Bytes)
| Name | Size | Download all |
|---|---|---|
|
md5:54a359232bf403b80661e03a51fe34c6
|
256 Bytes | Preview Download |