Department of Science, Farhangian University, Sari, Iran
Abstract
The previous learning experiences of student teachers can affect their understanding of science nature and its teaching methods, and its feedback is effective in the teaching-learning process. The purpose of this study is to investigate the effect of high school education in terms of the student teachers’ strategy in the teaching –learning process in science education. The statistical population (statistical sample) of the study consisted of student teachers of primary education in Farhangian University of Mazandaran. These student teachers have different diploma in high school. The data was collected based on the "draw a Teacher of Science" checklist and Analysis of variance was conducted to find a meaningful relationship between the type of student teacher’s diplomas and their teaching strategy. The results showed that the student teachers with mathematics and humanities diplomas adopted the conceptual method and those with empirical science choice transitional method. There was no significant difference between the student teacher’s primary strategy in teaching science and their diplomas and they showed a nearly identical attitude toward setting up their science class.
Ehsani Tilami, S. (2019). Effect of the Student Teachers’ Field of Study in High School on the Teaching Strategy of Experimental Courses such as Science. Research in Chemistry Education, 1(1), 81-98.
MLA
Salma Ehsani Tilami. "Effect of the Student Teachers’ Field of Study in High School on the Teaching Strategy of Experimental Courses such as Science", Research in Chemistry Education, 1, 1, 2019, 81-98.
HARVARD
Ehsani Tilami, S. (2019). 'Effect of the Student Teachers’ Field of Study in High School on the Teaching Strategy of Experimental Courses such as Science', Research in Chemistry Education, 1(1), pp. 81-98.
VANCOUVER
Ehsani Tilami, S. Effect of the Student Teachers’ Field of Study in High School on the Teaching Strategy of Experimental Courses such as Science. Research in Chemistry Education, 2019; 1(1): 81-98.
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