Pre-service teachers

Perceptions of Pre-service teachers in Teaching Genetics through PlayPosit in a Technology-Enabled Learning Environment in one University in South Africa

irjstem_f1 Abstract , , , ,

Perceptions of Pre-service teachers in Teaching Genetics through PlayPosit in a
Technology-Enabled Learning Environment in one University in South Africa 
email: tsihele@wsu.ac.za

A B S T R A C T

Most South African pre-service seemingly consider teaching genetics as challenging from both a conceptual and language standpoint. Teachers and students still see the teaching and learning of genetics as challenging despite regulations by CAPS requiring teachers to use textbooks and other ICT-related resources. This is because the examination guidelines are silent on how to provide resources to teach genetics. A qualitative study was used to explore pre-service teachers’ experiences teaching genetics concepts in a technology enabled learning environment (TELE) at one university in South Africa using PlayPosit. The study investigated how pre-service teachers use technical, pedagogical, and content knowledge to improve students’ conceptual comprehension. It is guided by the technical Pedagogical Content Knowledge (TPACK) framework. Five randomly chosen Level 4 Science Education pre service teachers participated in open-ended interviews and active classroom observation to gather data. A structured TPACK-aligned protocol was used to gather observation data during genetics classes taught by pre-service teachers. A summary of teaching competency across TPACK categories was provided after field notes on instructional strategies and technology integration were qualitatively coded to find trends. Five major themes emerged from the thematic analysis: how modules are delivered, who owns ICT devices, ICTs are used in the classroom, TELE experiences, and opinions on the value of technology in genetics education. The results demonstrate that pre-service teachers were generally able to use PlayPosit to teach genetics while integrating technology, pedagogy, and subject. Technology encouraged students’ engagement, critical thinking, and comprehension of genetics concepts while supporting interactive, learner-centred learning. However, several barriers were noted, including the need for reliable electricity and internet access, time constraints, and a lack of technical expertise. To improve the efficient use of digital technologies in Life Sciences instruction, the study suggests strengthening teacher training in technology integration and ensuring reliable technological infrastructure and support.

Full Paper PDF

Pre-Service Teachers’ Experiences of Teaching Sectional Drawing

admin_irjstem Abstract , , , ,

Pre-Service Teachers’ Experiences of Teaching Sectional Drawing
Corresponding email: roselojr@sunn.edu.ph

A B S T R A C T

The purpose of this study is to ascertain Engineering Graphics and Design (EGD) pre-service teachers’ experiences of teaching topics that involved sectional drawing during a teaching practice. Level three pre-service teachers at the studied South African university did not struggle to pass EGD, but they struggled with sectional drawing topics. The study was guided by pragmatism and used a mixed-methods approach, comprising a case study design. Of the 50 EGD pre-service teachers’ convenience sampled to participate, the study included 33 who responded to the open ended questionnaire administered after 5 weeks of their teaching practice. Three pre-service teachers were also observed during their five weeks of teaching practice, while semi-structured interviews were conducted with six pre-service teachers in the first researcher’s office after teaching practice to triangulate the findings. The findings revealed that during teaching practice, EGD pre-service teachers encountered difficulties explaining to learners where to cut and why, without seeing the object or model of the drawing. It also emerged that EGD pre-service teachers lacked strategies to assist learners when teaching sectional drawing. It was concluded that most pre-service teachers struggled to construct and explain tasks involving sectional drawing to learners. The study recommends that the Department of Education provide relevant models that are visible to learners to assist pre-service and in-service teachers when explaining, particularly the interior of the model and how it is cut and sectioned.

Full Paper PDF

Development of digital handouts based on critical thinking skills as teaching material for pre-service science teachers

admin_irjstem Abstract , ,

Development of digital handouts based on critical thinking skills as teaching material for pre-service science teachers
Corresponding email: fitri.aldresti@lecturer.unri.ac.id

A B S T R A C T

Critical thinking is crucial for future science teachers to succeed in their roles. Not only does it prepare them for future challenges, but it also helps them guide students in developing these essential skills. It is crucial to develop learning materials integrated critical thinking skills aspects for pre-service science teachers (PSSTs). This research seeks to design and assess web-based digital handouts intended to enhance critical thinking skills. Utilizing both qualitative and quantitative methods as research methodology to evaluate the validity of the handouts and explore PSSTs’ perceptions of the digital handouts. The Technology Acceptance Model (TAM) was used to analyze PSSTs’ perceptions regarding the acceptance and use of digital handouts. The digital handouts were validated by two experts and tested by fifty two PSSTs at a university in Riau, Indonesia. The results showed an average rating of 89.1% in the ‘very good’ category, indicating that the digital handouts were perceived as useful, easy to use, and highly adoptable in learning activities. Furthermore, the findings align with previous studies that highlight the positive PSSTs’ perceptions regarding the implementation of digital handout in learning.

Full Paper PDF