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Yunus Kökver; Hüseyin Miraç Pektas; Harun Çelik – Education and Information Technologies, 2025
This study aims to determine the misconceptions of teacher candidates about the greenhouse effect concept by using Artificial Intelligence (AI) algorithm instead of human experts. The Knowledge Discovery from Data (KDD) process model was preferred in the study where the Analyse, Design, Develop, Implement, Evaluate (ADDIE) instructional design…
Descriptors: Artificial Intelligence, Misconceptions, Preservice Teachers, Natural Language Processing
Gülüzar Eymur; Funda Yesildag Hasançebi; Pinar Seda Çetin – Journal of Biological Education, 2024
The purpose of the present study was to reveal the effectiveness of the Nature of Science (NOS) embedded in Argument-Driven Inquiry (ADI) instructional method on pre-service science teachers' (PSTs) content knowledge and self-efficacy in evolution theory. The study was a mixed-method study in which the qualitative data collection and analysis was…
Descriptors: Scientific Principles, Science Instruction, Intervention, Misconceptions
Taban, Tugce; Kiray, Seyit Ahmet – International Journal of Science and Mathematics Education, 2022
One of the most important problems of today's science education is the misconceptions and lack of knowledge that arise due to the science concepts not being learned in depth and meaningfully. For this reason, in this study, misconceptions, lack of knowledge, and scientific knowledge levels of science teachers about liquid pressure, which is one of…
Descriptors: Science Teachers, Preservice Teachers, Science Education, Teacher Education Programs
Hea-Jin Lee; Hee-Jeong Kim; Hyungmi Cho – Journal of Education for Teaching: International Research and Pedagogy, 2024
Teachers require support in developing the pedagogical skill of interpreting students' mathematical thinking and providing effective feedback that promotes learning. However, there is a lack of research assessing the quality of feedback based on teacher noticing in mathematics classes. This study analysed 20 preservice teachers' (PSTs) feedback…
Descriptors: Preservice Teachers, Teacher Education Programs, Mathematics Instruction, Feedback (Response)
Prinz, Anja; Kollmer, Julia; Flick, Lisa; Renkl, Alexander; Eitel, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2022
Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making…
Descriptors: Misconceptions, Student Teachers, Student Teacher Attitudes, Multimedia Materials
Sibongile Zulu; Deonarain Brijlall – Pythagoras, 2024
The narrative permeating higher education institutions globally is the intention to advance the quality of preservice mathematics teachers to gain better performance than mathematics school learners. In this article we report on a qualitative case study which explored the pedagogical content knowledge (PCK) of preservice teachers (PST) (n = 20) at…
Descriptors: Geometry, Multilingualism, Mathematics Instruction, Pedagogical Content Knowledge
The Effect of Subject Matter Knowledge Education on Pre-Service Science Teacher's Approach to Errors
Degirmenci, Salih – Journal of Educational Issues, 2022
The aim of this research is to examine the effect of subject matter knowledge education (SMKE) on the pre-service science teachers' approach to error about plane mirrors. This study was conducted using developmental research and phenomenology designs, which are qualitative research methods. In the study, the data were analyzed with the descriptive…
Descriptors: Preservice Teachers, Science Teachers, Science Instruction, Pedagogical Content Knowledge
Shongwe, Benjamin – International Journal of Mathematical Education in Science and Technology, 2022
This study used a modified mathematical knowledge for teaching (MKT) framework to compare the "common content knowledge" (CCK) of two groups of purposively selected pre-service primary mathematics teachers (n = 86) in relation to spatial visualization. Specifically, thirty-five pre-service teachers (n[subscript 1] = 35) with a pure…
Descriptors: Mathematics Skills, Pedagogical Content Knowledge, Spatial Ability, Visualization
Espinoza, Fernando – International Journal of Educational Methodology, 2021
An empirical investigation of elementary school teacher candidates on classification activities dealing with animate and inanimate objects in terms of being living or non-living demonstrates that as the size of the objects increases, subjects are more likely to classify them correctly as either being an animal or having living characteristics.…
Descriptors: Classification, Animals, Elementary School Teachers, Preservice Teachers
Sherridon Leigh Sweeney – ProQuest LLC, 2022
Prior research has established preservice literacy teachers' beliefs about teaching and learning are often misguided and/or overly-simplistic, yet limited work has examined in what ways their in-the-moment teaching decisions align or misalign with what they believe. This qualitative study used deductive analysis methods to: (1) Identify three…
Descriptors: Reading Instruction, Preservice Teachers, Teacher Education Programs, Pedagogical Content Knowledge
An, Song; Hachey, Alyse; Tillman, Daniel; Divis, Danielle; Birdwell, Bryn – International Journal of Mathematical Education in Science and Technology, 2023
The current study was conducted with the goal of helping to address the research gap of improving preservice teachers' pedagogical knowledge about probability by investigating how preservice teachers explored concepts of probability during aleatoric music composition, as well as their contemplation process during follow-up reflections focused on…
Descriptors: Preservice Teachers, Teacher Education Programs, Probability, Pedagogical Content Knowledge
Moorhouse, Benjamin Luke; Harfitt, Gary James – Asia-Pacific Journal of Teacher Education, 2021
This study explores the professional learning of ten pre-service teachers from Hong Kong and ten host teachers in a school in China who participated in a teaching abroad project. The participants' professional learning during the project is conceptualised within five knowledge domains of quality teaching for the twenty-first century: personal,…
Descriptors: Preservice Teachers, Educational Quality, Teaching Methods, Teacher Education Programs
Torbeyns, Joke; Verbruggen, Sandy; Depaepe, Fien – ZDM: The International Journal on Mathematics Education, 2020
Teachers' pedagogical content knowledge (PCK) importantly contributes to instructional quality and student outcomes. We aimed to complement the limited insights into preservice preschool teachers' PCK, and its association with opportunities to learn (OTL), during teacher training. We offered 162 first-to-final-year preservice preschool teachers…
Descriptors: Pedagogical Content Knowledge, Preschool Teachers, Preservice Teachers, Teacher Education Programs
Thomas, Casedy A. – Journal of Mathematics Teacher Education, 2021
This multi-case study examines how three elementary mathematics methods instructors, in the same teacher education program, provide their prospective teachers with learning opportunities. Qualitative data were collected through interviews, classroom observations, and artifacts. The findings suggest that the instructors' beliefs associated with…
Descriptors: Teacher Education Programs, Mathematics Instruction, Preservice Teachers, Concept Formation
Bilik Durmaz, Asli; Isiksal Bostan, Mine – European Journal of Science and Mathematics Education, 2022
The aim of this study is to investigate the knowledge of pre-service middle school mathematics teachers on possible misconceptions and difficulties held by students regarding the area of triangle. In line with this aim, qualitative case study research design was used to obtain deep information. As the participants of the study, two pre-service…
Descriptors: Preservice Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Misconceptions