Analogies are frequently used in people's daily lives to relate unfamiliar domain knowledge to everyday knowledge. Because analogies are so common to humanity, using them in teaching and learning is effective for helping students better understand abstract material. In this way, in a supervised internship, we sought to investigate how future physics teachers used analogies during a mini-course on thermology. Classes were held in two school centres from different contexts: a youth and adult education unit and a high school. The theoretical and methodological references of Pecheutian Discourse Analysis, as well as the models for constructing Teacher With Analogies (TWA) and the Focus-Action-Reflection (FAR) guide, were employed for data analysis. It could be inferred that the teachers’ analogies were drawn spontaneously, while considering the analogies that students were already familiar with. Furthermore, as a result of reflection, there were variances between an analogous relationship and another.
{"title":"Use of analogies by future Physics teachers in conducting supervised internship activities","authors":"Fabiano Willian Parma, Murilo Henrique Alfredo Vieira, Roberto Nardi","doi":"10.30722/ijisme.32.01.003","DOIUrl":"https://doi.org/10.30722/ijisme.32.01.003","url":null,"abstract":"Analogies are frequently used in people's daily lives to relate unfamiliar domain knowledge to everyday knowledge. Because analogies are so common to humanity, using them in teaching and learning is effective for helping students better understand abstract material. In this way, in a supervised internship, we sought to investigate how future physics teachers used analogies during a mini-course on thermology. Classes were held in two school centres from different contexts: a youth and adult education unit and a high school. The theoretical and methodological references of Pecheutian Discourse Analysis, as well as the models for constructing Teacher With Analogies (TWA) and the Focus-Action-Reflection (FAR) guide, were employed for data analysis. It could be inferred that the teachers’ analogies were drawn spontaneously, while considering the analogies that students were already familiar with. Furthermore, as a result of reflection, there were variances between an analogous relationship and another.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.30722/ijisme.32.03.005
Rebeca García Olivares, Javier del Olmo-Muñoz, José Antonio González‐Calero, David Arnau
The potential benefits of introducing errors in problem solving has awakened interest in research into this understudied field. Here, we report the results of a quasi-experimental study with 85 third-grade students which examines whether erroneous examples might enhance students' problem-solving proficiency more effectively than worked ones. In the study, two conditions were established: a worked-example condition, where correct examples were presented before the students solved word problems, and an erroneous-example condition, where erroneous examples preceded word-problem solving. Our results demonstrate that post-test scores, after controlling the students’ prior level, are significantly greater for the erroneous-example condition than the worked-example condition. Therefore, the erroneous-example approach seems to be more effective in developing a learner’s problem-solving proficiency compared to a worked-example approach.
{"title":"Analysing The Impact of Erroneous Examples on Third-Grade Students’ Problem-Solving Proficiency","authors":"Rebeca García Olivares, Javier del Olmo-Muñoz, José Antonio González‐Calero, David Arnau","doi":"10.30722/ijisme.32.03.005","DOIUrl":"https://doi.org/10.30722/ijisme.32.03.005","url":null,"abstract":"The potential benefits of introducing errors in problem solving has awakened interest in research into this understudied field. Here, we report the results of a quasi-experimental study with 85 third-grade students which examines whether erroneous examples might enhance students' problem-solving proficiency more effectively than worked ones. In the study, two conditions were established: a worked-example condition, where correct examples were presented before the students solved word problems, and an erroneous-example condition, where erroneous examples preceded word-problem solving. Our results demonstrate that post-test scores, after controlling the students’ prior level, are significantly greater for the erroneous-example condition than the worked-example condition. Therefore, the erroneous-example approach seems to be more effective in developing a learner’s problem-solving proficiency compared to a worked-example approach.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141270866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.30722/ijisme.31.04.006
Milton Soares Dos Santos, Roberto Nardi
Here we present the partial results of a study carried out with the aim of seeking contributions from research in Cultural Astronomy. Firstly, we seek to establish an overview of the existing literature on cultural astronomy in order to answer the following question: how is the topic of cultural astronomy being addressed in scientific publications on Astronomy Education? This research offers a review of publications in the Capes BTDD (Repository of Theses and Dissertations). We then filtered the database for research that addressed elements of Astronomy Education. The data were analyzed according to Bardin's content analysis. We then go through a filter according to year of publication, author, research advisors, name of the postgraduate program, title of work, higher education institution, geographic region and state, keywords, cited references, justification theory, most cited researchers, data collection technique, methodological analysis, thematic focus and specific content of cultural astronomy. This research shows that research in Cultural Astronomy is still in its early stages; few authors work in this area in relation to the growing production in astronomy teaching in general, especially in Brazil.
{"title":"Cultural Astronomy: a Mapping of Academic Production in Brazil","authors":"Milton Soares Dos Santos, Roberto Nardi","doi":"10.30722/ijisme.31.04.006","DOIUrl":"https://doi.org/10.30722/ijisme.31.04.006","url":null,"abstract":"Here we present the partial results of a study carried out with the aim of seeking contributions from research in Cultural Astronomy. Firstly, we seek to establish an overview of the existing literature on cultural astronomy in order to answer the following question: how is the topic of cultural astronomy being addressed in scientific publications on Astronomy Education? This research offers a review of publications in the Capes BTDD (Repository of Theses and Dissertations). We then filtered the database for research that addressed elements of Astronomy Education. The data were analyzed according to Bardin's content analysis. We then go through a filter according to year of publication, author, research advisors, name of the postgraduate program, title of work, higher education institution, geographic region and state, keywords, cited references, justification theory, most cited researchers, data collection technique, methodological analysis, thematic focus and specific content of cultural astronomy. This research shows that research in Cultural Astronomy is still in its early stages; few authors work in this area in relation to the growing production in astronomy teaching in general, especially in Brazil.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.30722/ijisme.32.01.002
Wilaiporn Boonmak, J. Huntula
The COVID-19 pandemic forced schools to close and transition online. The authors are interested in whether students have a higher level of representation after learning via an online learning platform through the Model-Based Inquiry (MBI) method and how they can be supported. This study took place in a school in a western province of Thailand, with thirty-two students studying in grade eleven. The study was conducted in an online classroom, implementing an action research strategy with two action research loops. The first loop consisted of three lessons, followed by another three lessons in the second loop, all aimed at improving the students' representations. To collect data, a representation test was used after both loop one and loop two implementations. The students' representations were then interpreted and grouped into five levels. The quality of each answer was assessed using criteria which included fair, good, and very good categories. The results demonstrated that students' representations were enhanced through model-based inquiry. There was a noticeable improvement in the students' representations from loop 1 to loop 2 of the action research at all three levels, consisting of the macroscopic level, microscopic level, and symbolic level.
{"title":"A Study of Grade Eleven Student's Representations of Electricity Through Model-Based Inquiry","authors":"Wilaiporn Boonmak, J. Huntula","doi":"10.30722/ijisme.32.01.002","DOIUrl":"https://doi.org/10.30722/ijisme.32.01.002","url":null,"abstract":"The COVID-19 pandemic forced schools to close and transition online. The authors are interested in whether students have a higher level of representation after learning via an online learning platform through the Model-Based Inquiry (MBI) method and how they can be supported. This study took place in a school in a western province of Thailand, with thirty-two students studying in grade eleven. The study was conducted in an online classroom, implementing an action research strategy with two action research loops. The first loop consisted of three lessons, followed by another three lessons in the second loop, all aimed at improving the students' representations. To collect data, a representation test was used after both loop one and loop two implementations. The students' representations were then interpreted and grouped into five levels. The quality of each answer was assessed using criteria which included fair, good, and very good categories. The results demonstrated that students' representations were enhanced through model-based inquiry. There was a noticeable improvement in the students' representations from loop 1 to loop 2 of the action research at all three levels, consisting of the macroscopic level, microscopic level, and symbolic level.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.30722/ijisme.32.01.001
Tatiana Sukeľová, Klára Velmovská
In the article, we focus on the stimulation of pupils' experimental activity using escape rooms. The text includes a division of escape rooms into six genres. In one of the genres, we also included the activity of the escape room created by us. By using the escape room we created, we tried to find out whether escape rooms are a suitable tool for stimulating pupils to do experimental activities in physics classes. We conducted a survey with pupils in the third year of an eight-year high school (13-14 years old). The number of pupils varied (18-19) as the survey was conducted over two weeks. We created a questionnaire consisting of seven questions. The questions were about pupil emotional engagement while doing experiments. We determined the suitability of the teaching tool for stimulating pupils using the answers to the questions from the questionnaire, which are related to the stimulation of experimental activity. We also compared the activities - Escape Room and Experiments given by a question using a comparative questionnaire. From the pilot survey, we found that escape rooms stimulate pupils to experiment more than the commonly used experiments given by a question in physics classes.
{"title":"Escape room as a stimulus for experimental activity","authors":"Tatiana Sukeľová, Klára Velmovská","doi":"10.30722/ijisme.32.01.001","DOIUrl":"https://doi.org/10.30722/ijisme.32.01.001","url":null,"abstract":"In the article, we focus on the stimulation of pupils' experimental activity using escape rooms. The text includes a division of escape rooms into six genres. In one of the genres, we also included the activity of the escape room created by us. By using the escape room we created, we tried to find out whether escape rooms are a suitable tool for stimulating pupils to do experimental activities in physics classes. We conducted a survey with pupils in the third year of an eight-year high school (13-14 years old). The number of pupils varied (18-19) as the survey was conducted over two weeks. We created a questionnaire consisting of seven questions. The questions were about pupil emotional engagement while doing experiments. We determined the suitability of the teaching tool for stimulating pupils using the answers to the questions from the questionnaire, which are related to the stimulation of experimental activity. We also compared the activities - Escape Room and Experiments given by a question using a comparative questionnaire. From the pilot survey, we found that escape rooms stimulate pupils to experiment more than the commonly used experiments given by a question in physics classes.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140982719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-10DOI: 10.30722/ijisme.31.06.005
Tünde Kozánek Kiss
As part of the MaTeK project, involving researchers from Slovakia, Czech Republic, Italy, Norway, and Turkey, we carried out research on the use of resources by maths teachers for lesson preparation. The teachers were asked about if there had been any change in their use of resources due to Covid-19 pandemic. We noticed that multiple teachers stated that, due to Covid-19, they had found new resources, so we decided to investigate this topic further. In our research, with the cooperation of teachers in Slovakia and the Czech Republic, we focused not only on maths teaching but also on the teaching of physics. This paper describes the results of this research applied in Slovakia during physics lessons in primary and secondary schools. Our goal was to find out which resources had been used by physics teachers before and after distance learning and which new resources they had found. We were also interested in which resources they still use even now that distance learning is over.
{"title":"Changes in the Use of Resources in Teaching Physics Due to the Influence of Distance Learning","authors":"Tünde Kozánek Kiss","doi":"10.30722/ijisme.31.06.005","DOIUrl":"https://doi.org/10.30722/ijisme.31.06.005","url":null,"abstract":"As part of the MaTeK project, involving researchers from Slovakia, Czech Republic, Italy, Norway, and Turkey, we carried out research on the use of resources by maths teachers for lesson preparation. The teachers were asked about if there had been any change in their use of resources due to Covid-19 pandemic. We noticed that multiple teachers stated that, due to Covid-19, they had found new resources, so we decided to investigate this topic further. In our research, with the cooperation of teachers in Slovakia and the Czech Republic, we focused not only on maths teaching but also on the teaching of physics. This paper describes the results of this research applied in Slovakia during physics lessons in primary and secondary schools. Our goal was to find out which resources had been used by physics teachers before and after distance learning and which new resources they had found. We were also interested in which resources they still use even now that distance learning is over.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-21DOI: 10.30722/ijisme.31.06.004
José Luis Santana Fajardo, Liliana Vázquez Mercado, María Elena Rodríguez Pérez
Based on several educational needs related to Physics Education in Mexico, the University of Guadalajara began the curricular design of a Master’s Program in Physics Education. The work for the curricular design of the Master of Science in Physics Education at the University of Guadalajara was developed through nine phases. This paper presents the generalities related to the curricular design process of the Master of Science in Physics Education program at the University of Guadalajara. As a result, we have obtained a program creation project with 21 Learning Units integrated under a competency model and two research lines. Currently, while we are writing this work, the proposal is pending approval by the General Council of the University.
{"title":"Master of Science in Physics Education at The University of Guadalajara: The Curricular Design Process","authors":"José Luis Santana Fajardo, Liliana Vázquez Mercado, María Elena Rodríguez Pérez","doi":"10.30722/ijisme.31.06.004","DOIUrl":"https://doi.org/10.30722/ijisme.31.06.004","url":null,"abstract":"Based on several educational needs related to Physics Education in Mexico, the University of Guadalajara began the curricular design of a Master’s Program in Physics Education. The work for the curricular design of the Master of Science in Physics Education at the University of Guadalajara was developed through nine phases. This paper presents the generalities related to the curricular design process of the Master of Science in Physics Education program at the University of Guadalajara. As a result, we have obtained a program creation project with 21 Learning Units integrated under a competency model and two research lines. Currently, while we are writing this work, the proposal is pending approval by the General Council of the University.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140678642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-08DOI: 10.30722/ijisme.31.05.002
Matheus Henriques Ribeiro, Roberto Nardi
Conflicts in regular education classrooms due to differing personal views on scientific knowledge are recurrent. This article is motivated by enquiries into the significance of the topic of “the origin of the universe” in the context of elementary school curriculum, as well as concerns regarding how educators handle this topic, their academic preparation to take this tack, and the impact of students’ and teachers’ own personal beliefs on the classroom setting. Focusing on this topic, we investigated the discourses of teachers with a degree in physics, educated at the same public institution, under the same curricular framework, considering their training, teaching methods, and personal convictions. The study was conducted with open-ended interviews designed to be used in a video-communication setup. Through our analysis, it was possible to verify that teachers feel unprepared to handle the issue in the classroom due to the cultural diversity of their students and the need for greater scientific knowledge. In addition, it was determined that everyone has an independence stance about the connection between faith and science, which reduces the likelihood of conflict.
{"title":"Physics Teachers’ Discourses on the Origin of the Universe and the Impact of Personal Beliefs in the Classroom","authors":"Matheus Henriques Ribeiro, Roberto Nardi","doi":"10.30722/ijisme.31.05.002","DOIUrl":"https://doi.org/10.30722/ijisme.31.05.002","url":null,"abstract":"Conflicts in regular education classrooms due to differing personal views on scientific knowledge are recurrent. This article is motivated by enquiries into the significance of the topic of “the origin of the universe” in the context of elementary school curriculum, as well as concerns regarding how educators handle this topic, their academic preparation to take this tack, and the impact of students’ and teachers’ own personal beliefs on the classroom setting. Focusing on this topic, we investigated the discourses of teachers with a degree in physics, educated at the same public institution, under the same curricular framework, considering their training, teaching methods, and personal convictions. The study was conducted with open-ended interviews designed to be used in a video-communication setup. Through our analysis, it was possible to verify that teachers feel unprepared to handle the issue in the classroom due to the cultural diversity of their students and the need for greater scientific knowledge. In addition, it was determined that everyone has an independence stance about the connection between faith and science, which reduces the likelihood of conflict.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140730978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-08DOI: 10.30722/ijisme.31.06.003
Felipe Augusto López Garduza, M. R. Ramírez Díaz, Luis Gustavo Cabral Rosetti
This study explores the conceptual understanding of electromagnetism among physics professors at the Aeronautical University in Querétaro, Mexico. While student misconceptions in electromagnetism have been extensively studied, research on professors' understanding and its potential impact remains limited (Pardhan & Bano, 2001). This research aims to address this gap by focusing on the core concepts of electrostatic force, electric field, and electric potential. Eight professors participated in the study. Their academic background, electromagnetism course history, and teaching experience were documented. A three-tier diagnostic test, based on Vergnaud's theory of conceptual fields, was then used to assess their conceptualisation of these concepts and their interrelationships. The analysis revealed that only one professor consistently demonstrated correct understanding across all three concepts. Interestingly, this professor was also the one with the most extensive teaching experience in the subject. The results suggest a potential connection between teaching experience and a deeper conceptual understanding of electromagnetism. Further research is needed to explore this connection and its implications for mitigating student misconceptions through effective teaching practices.
{"title":"Engineering Professors' Conceptions on the Conceptual Field of Electrostatics in Mexico","authors":"Felipe Augusto López Garduza, M. R. Ramírez Díaz, Luis Gustavo Cabral Rosetti","doi":"10.30722/ijisme.31.06.003","DOIUrl":"https://doi.org/10.30722/ijisme.31.06.003","url":null,"abstract":"This study explores the conceptual understanding of electromagnetism among physics professors at the Aeronautical University in Querétaro, Mexico. While student misconceptions in electromagnetism have been extensively studied, research on professors' understanding and its potential impact remains limited (Pardhan & Bano, 2001). This research aims to address this gap by focusing on the core concepts of electrostatic force, electric field, and electric potential.\u0000Eight professors participated in the study. Their academic background, electromagnetism course history, and teaching experience were documented. A three-tier diagnostic test, based on Vergnaud's theory of conceptual fields, was then used to assess their conceptualisation of these concepts and their interrelationships.\u0000The analysis revealed that only one professor consistently demonstrated correct understanding across all three concepts. Interestingly, this professor was also the one with the most extensive teaching experience in the subject. The results suggest a potential connection between teaching experience and a deeper conceptual understanding of electromagnetism. Further research is needed to explore this connection and its implications for mitigating student misconceptions through effective teaching practices.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140728055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-08DOI: 10.30722/ijisme.31.05.001
Barbora Gejdošová, Klára Velmovská
Quality education is created by quality teachers. For a teacher to be able to carry out a quality lesson with the pupils, they need to think over and prepare it in advance. Preparing for a lesson in writing can be a valuable and practical tool for a teacher. Learning to prepare quality preparations for lessons while studying at a university can significantly impact on the professional practice of the teacher. In the article, we focused on observing the influence of the feedback provided to preservice teachers on their developed preparations for physics lessons. We conducted a survey with two samples of physics preservice teachers who were creating written preparations for physics lessons and then giving them feedback. We quantified the created student preparations using the evaluation rubric and statistically processed the results obtained. We found a statistically significant increase in point scores in the first sample. In the second sample, the process was repeated, so two feedbacks were given to the students. In both groups, we noticed a statistically significant improvement in the quality of the created preparation for the lesson after the feedback was provided after the first preparation. However, after providing feedback on further preparation, there was no such significant improvement.
{"title":"Quality of Feedback and Its Influence on the Preparation of the Future Teacher","authors":"Barbora Gejdošová, Klára Velmovská","doi":"10.30722/ijisme.31.05.001","DOIUrl":"https://doi.org/10.30722/ijisme.31.05.001","url":null,"abstract":"Quality education is created by quality teachers. For a teacher to be able to carry out a quality lesson with the pupils, they need to think over and prepare it in advance. Preparing for a lesson in writing can be a valuable and practical tool for a teacher. Learning to prepare quality preparations for lessons while studying at a university can significantly impact on the professional practice of the teacher. In the article, we focused on observing the influence of the feedback provided to preservice teachers on their developed preparations for physics lessons. We conducted a survey with two samples of physics preservice teachers who were creating written preparations for physics lessons and then giving them feedback. We quantified the created student preparations using the evaluation rubric and statistically processed the results obtained. We found a statistically significant increase in point scores in the first sample. In the second sample, the process was repeated, so two feedbacks were given to the students. In both groups, we noticed a statistically significant improvement in the quality of the created preparation for the lesson after the feedback was provided after the first preparation. However, after providing feedback on further preparation, there was no such significant improvement.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140729799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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