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首页> 外文期刊>The Teacher Educator >ENGAGING ELEMENTARY PRESERVICE TEACHERS WITH ACTIVE LEARNING TEACHING METHODOLOGIES
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ENGAGING ELEMENTARY PRESERVICE TEACHERS WITH ACTIVE LEARNING TEACHING METHODOLOGIES

机译：主动学习法与基础教育老师互动

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摘要

The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class was assigned as the comparison group. The comparison group students received the instruction by traditional teaching, and the experimental group received instruction through an active learning paradigm. DESCA abilities and attitudes were measured before and after instruction. Results revealed that there was a significant difference favoring the active learning instruction on preservice teachers' DESCA scores; however, there was no significant difference on preservice teachers' attitudes toward teaching and science.
机译：这项研究的主要目的是研究主动学习对职前教师的尊严，精力，自我管理，社区和意识（DESCA）的能力，对教学的态度以及对科学的态度的影响。来自两个不同班级的三年级学前班教师（n = 77）参与了这项研究。将一个完整的类别指定为实验组，而将另一个完整的类别指定为比较组。对照组的学生接受传统教学的指导，实验组通过积极的学习范式接受指导。在教学之前和之后测量DESCA的能力和态度。结果表明，对职前教师DESCA评分的积极学习指导存在显着差异。但是，职前教师对教学和科学的态度没有显着差异。

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  • 来源
    《The Teacher Educator》 |2009年第2期|113-125|共13页
  • 作者

    zlem Sila Olgun;

  • 作者单位

    Department of Primary Education, Faculty of Education, University of Mustafa Kemal, Antakya, Turkey;

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