Mimbar Sekolah Dasar最新文献_第4页

The Relationship between the Pre-Service Science Teachers’ Self-Efficacy towards Science Teaching and Tendency to Use Technology in Classes 职前科学教师科学教学自我效能感与课堂使用技术倾向的关系

Mimbar Sekolah Dasar Pub Date : 2022-08-30 DOI: 10.53400/mimbar-sd.v9i2.44846

A. Temur, Alper Durukan, Huseyin Artun

{"title":"The Relationship between the Pre-Service Science Teachers’ Self-Efficacy towards Science Teaching and Tendency to Use Technology in Classes","authors":"A. Temur, Alper Durukan, Huseyin Artun","doi":"10.53400/mimbar-sd.v9i2.44846","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i2.44846","url":null,"abstract":"The effectiveness of science instruction undoubtedly relies heavily on the teacher. Moreover, international guidelines for science teacher training and the standards for their competencies emphasize the adequate utilization of instructional technologies. In this light, sophisticated instruction of science demands a teacher who has a high self-efficacy perception and is fluent in the use of instructional technology during the classes. Given these motives, this quantitative correlational study examined the relationship between senior pre-service science teachers’ self-efficacy perceptions towards teaching science and their tendency to use technology in class. The study sample consisted of 91 undergraduate students enrolled in the Science Education program of a state University in the Eastern Anatolian region of Turkey. The data was collected using two Likert-type scales subjected to Pearson Correlation analysis. The findings implied a positive, although the relatively weak linear relationship between the tendency to use technology in class and self-efficacy perceptions towards teaching science. Moreover, the calculated coefficient of determination value implies that either of the factors only infers 8% of the total variance of self-efficacy tendency to use technology. Finally, the implications and potential underlying factors affecting this relationship are discussed.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124365300","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}

引用次数: 0

Affective Tendencies of Science Teachers in Teaching Socioscientific Issues 科学教师在社会科学问题教学中的情感倾向

Mimbar Sekolah Dasar Pub Date : 2022-08-30 DOI: 10.53400/mimbar-sd.v9i2.45357

Meryem Hatun Elbahan, Haluk Elbahan, Burcu Anılan

引用次数: 1

Analysis of STEAM-Based TPACK Integrated Activities in Elementary School Thematic Books 基于steam的小学主题书TPACK整合活动分析

Mimbar Sekolah Dasar Pub Date : 2022-08-30 DOI: 10.53400/mimbar-sd.v9i2.49131

I. R. W. Atmojo, D. Saputri, Alifia Khaerunnisa Fajri

{"title":"Analysis of STEAM-Based TPACK Integrated Activities in Elementary School Thematic Books","authors":"I. R. W. Atmojo, D. Saputri, Alifia Khaerunnisa Fajri","doi":"10.53400/mimbar-sd.v9i2.49131","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i2.49131","url":null,"abstract":"Technological, Pedagogical, and Content Knowledge (TPACK) can collaborate with the Science Technology Engineering Art Mathematics (STEAM) approach. STEAM is also essential for students to improve their ability and skills to operate and produce science and technology-based products, supported by the TPACK abilities of educators to develop quality technology-based learning. In this study, there were 26 items of integrated TPACK and STEAM activities, with the most findings being content knowledge, as much as 27.50% for science. The second-highest finding was the integration of pedagogical knowledge, as much as 24%. Furthermore, the third most common finding, 17.40%, was the integration of technological knowledge with art and pedagogical content knowledge with art, while 10% of activities integrated content knowledge with art. The last finding found the integration of pedagogical knowledge with science of 3.4%. However, all indicators did not appear mathematical. In addition, the most common finding was the integration of art and pedagogical content knowledge, as much as 34.60%. The percentage of activities integrating engineering and content knowledge was 27%, which was the highest finding. In this case, one activity allows more than one integration. ","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114769118","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}

引用次数: 0

Examining the Relationships between Student Engagement, Campus Facilities, and Technology Integration among Elementary Teacher Candidates 小学教师候选人之学生投入、校园设施与技术整合关系之研究

Mimbar Sekolah Dasar Pub Date : 2022-08-30 DOI: 10.53400/mimbar-sd.v9i2.42884

Selim Günüç, Erdal Yiğit, Huseyin Artun, Murat Okur

引用次数: 1

Using ECL Media to Improve Information Literacy of Islamic Elementary School Students 运用ECL媒体提高伊斯兰教小学生信息素养

Mimbar Sekolah Dasar Pub Date : 2022-08-30 DOI: 10.53400/mimbar-sd.v9i2.44819

Ishmatun Naila, Muhammad Ridlwan, Lutfiyan Nurdianah

引用次数: 0

Psychologically ready? Cases of EFL Elementary School Teachers’ Readiness to Teach English in Indonesia 心理上准备好了吗?印尼小学英语教师准备教英语个案研究

Mimbar Sekolah Dasar Pub Date : 2022-08-30 DOI: 10.53400/mimbar-sd.v9i2.49815

Anggi Angraeni, F. Yusuf

{"title":"Psychologically ready? Cases of EFL Elementary School Teachers’ Readiness to Teach English in Indonesia","authors":"Anggi Angraeni, F. Yusuf","doi":"10.53400/mimbar-sd.v9i2.49815","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i2.49815","url":null,"abstract":"In the implementation of Kurikulum Merdeka in Indonesian schools, there is a fundamental change related to the position of English as a subject. When previously English was considered a local content subject at elementary schools, in today's curriculum, it becomes compulsory for both primary to secondary levels of elementary. The policymakers should be intrigued whether elementary school teachers in Indonesia are ready to respond to this change. Accordingly, this study intends to investigate to what extent the participated teachers are ready to teach English in elementary school. The psychological dimension of readiness was the main concern. To address this issue, a narrative inquiry involving three elementary teachers, all teaching in fourth grade, served as the participants of this study. They wrote their personal stories with guiding questions comprising their experiences dealing with English, how they had responded to changes, and their educational backgrounds. Through deductive coding and data analysis, it revealed that the participants had different ways of responding to change, such as: conducting preparation, worrying, being optimistic. They had different educational major, that was predicted as a factor influence self-efficacy. They also had different experiences in dealing with their English proficiency. However, they believed that they were psychologically ready to teach English at Elementary schools. Result indicates that there is importance to further investigate more in-depth investigations that include other dimensions of readiness: behavioural and situational readiness.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128460140","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}

引用次数: 0

Enhancing Students’ Learning Motivation through Changing Seats in Primary School 通过小学换座提高学生的学习动机

Mimbar Sekolah Dasar Pub Date : 2022-04-30 DOI: 10.53400/mimbar-sd.v9i1.43002

Framz Hardiansyah, M. Ar

引用次数: 15

How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions? 中学数学教师如何概念化开放式问题?

Mimbar Sekolah Dasar Pub Date : 2022-04-30 DOI: 10.53400/mimbar-sd.v9i1.43742

E. Bingolbali, Hilmi Furkan Cevik

{"title":"How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?","authors":"E. Bingolbali, Hilmi Furkan Cevik","doi":"10.53400/mimbar-sd.v9i1.43742","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i1.43742","url":null,"abstract":"The study aims at examining middle school mathematics teachers' conceptions of open-ended questions. A questionnaire consisting of open-ended items was applied to 40 mathematics teachers. The teachers were asked to define the open-ended question in general and the mathematical open-ended question in particular and provide examples to exemplify their definitions. This study employs phenomenographic study aiming at revealing middle school mathematics teachers' conceptions and experience regarding open-ended questions in an exploratory manner. The findings show that the teachers explained the open-ended question through its form (appearance), the number of outputs, the process/method required, and its functionality. In addition, teachers defined the open-ended question mostly using non-mathematical terms, and they had particular difficulties defining the mathematical open-ended question. The teachers regarded questions with variable correct answers as open-ended, could not give examples of open-ended questions with infinitely correct answers, and some deemed closed-ended questions as open-ended. Although the participants were mathematics teachers, the examples they presented for the open-ended question were mostly from outside the field of mathematics. This study points out the fact that teachers need a guiding conceptualization of open-ended questions.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124062444","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}

引用次数: 0

Pre-Service Primary Teachers’ Opinions about the Course of Practice Teaching through Distance Education 职前小学教师对远程教育实践教学课程的看法

Mimbar Sekolah Dasar Pub Date : 2022-04-30 DOI: 10.53400/mimbar-sd.v9i1.42615

Güler Göçen Kabaran, S. Altıntaş

{"title":"Pre-Service Primary Teachers’ Opinions about the Course of Practice Teaching through Distance Education","authors":"Güler Göçen Kabaran, S. Altıntaş","doi":"10.53400/mimbar-sd.v9i1.42615","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i1.42615","url":null,"abstract":"Due to the coronavirus pandemic affecting the world, face-to-face higher education practices were suspended in most countries, and teaching processes continued with distance education methods. This method has prevented university students from taking theoretical and practical courses face-to-face. In this regard, the teaching practice course, which is the fundamental course for professional preparation in education faculties, was conducted at a distance, in which its effectiveness becomes questionable. Hence, this research aims at determining the prospective classroom teachers' views about the process of conducting the teaching practice course at a distance. This research employs case study design by involving 37 pre-service primary teachers attending the education faculty of a state university. In addition, the data collection were done using a semi-structured interview form developed by the researchers, which was then analyzed using content analysis. The results conclusion showed that the pre-service teachers expressed opinions about the theoretical and practical dimensions, expectations, level of content, and suggestions for the development of the course.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128628722","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}

引用次数: 0

Revealing Fifth-Grade Students’ Understanding of the Universe 揭示五年级学生对宇宙的认识

Mimbar Sekolah Dasar Pub Date : 2022-04-30 DOI: 10.53400/mimbar-sd.v9i1.43660

Fatma Coştu, N. Özdemir, B. Coştu

引用次数: 0