Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation
Abstract
:1. Introduction
2. Materials and Methods
2.1. Sample
2.2. Course Context
2.3. Data Collection and Analysis
3. Results
3.1. Formative Assessment Tool Description
3.2. Observed Results
3.3. Discussion
4. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Variable | Value | |
---|---|---|
Number | 71 | |
Male (number) | 28.6% (20) | |
Female (number) | 71.4% (51) | |
Age | 20.1 | |
Educational Background (number) | Social sciences | 67% (47) |
Science | 21% (15) | |
Arts | 3% (2) | |
Technology | 3% (2) | |
Others | 6% (5) | |
Pre-test grade | 6.93 | |
Post-test grade | 7.54 |
Section Title | Main Content | |
---|---|---|
1 | Primary science teaching and learning | Scientific literacy, primary science education, teaching models, and resources, techniques, and strategies to instruct science (19 h). |
2 | The Universe | The origin and evolution of the Universe and the solar system in primary science education (33.5 h). |
3 | Matter | The physical and chemical properties of matter, matter interaction properties, atomic representations, substance and mixture, density, and mechanics and its fluids (32 h). |
4 | Matter transformation | Physical changes, thermodynamics, chemical change/reaction, and nuclear change/reaction (33.5 h). |
5 | Energy | Energy types; energy use, transfer, transformation, conservation, and degradation; light and sound; electric energy with circuits and magnetism; and energy in environment and society (32 h). |
Total | 150 h |
Question (Q) | Descriptions | Section |
---|---|---|
Q1 | Science is useful for the problems of everyday life. | View of society about science (SS) |
Q2 | Science is something that I enjoy very much. | Enjoyment of science (ES) |
Q3 | I do not perform well in science. | Enjoyment of science (ES) |
Q4 | Doing science labs or hands-on activities is fun. | Enjoyment of science (ES) |
Q5 | I feel comfortable in a science class. | Enjoyment of science (ES) |
Q6 | There is little need for science in most of today’s jobs. | View of society about science (SS) |
Q7 | Science is easy for me. | Enjoyment of science (ES) |
Q8 | When I hear the word “science”, I have a feeling of dislike. | Enjoyment of science (ES) |
Q9 | I do not like anything about science. | Enjoyment of science (ES) |
Q10 | I feel tense or upset when someone talks to me about science. | Anxiety in science (AS) |
Q11 | It is important to know science to get a good job. | View of society about science (SS) |
Q12 | I would like a job that does not use any science. | View of society about science (SS) |
Q13 | I enjoy talking to other people about science. | Enjoyment of science (ES) |
Q14 | I enjoy watching science programs on television. | Enjoyment of science (ES) |
Q15 | I am good at science labs and hands-on activities. | Enjoyment of science (ES) |
Q16 | You can get along perfectly well in everyday life without science. | View of society about science (SS) |
Q17 | Working with science upsets me | Anxiety in science (AS) |
Q18 | I feel nervous when thinking about doing science. | Anxiety in science (AS) |
Q19 | It scares me to have to take science class. | Anxiety in science (AS) |
Q20 | I have good feelings toward science. | Enjoyment of science (ES) |
Description | Unit | Value |
---|---|---|
PST | Number | 70 |
Total assignment | 28 | |
Average views per PST | 2.33 | |
Average views per assignment | 163 | |
Assignments completed by PST | % | 89 |
Total hour per course | Minutes | 315.07 |
Average length per each assignment | 11.25 | |
Average spent time per assignment | 42.5 | |
Average time per PST | 1192 |
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Jeong, J.S.; González-Gómez, D.; Yllana Prieto, F. Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation. Educ. Sci. 2020, 10, 283. https://doi.org/10.3390/educsci10100283
Jeong JS, González-Gómez D, Yllana Prieto F. Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation. Education Sciences. 2020; 10(10):283. https://doi.org/10.3390/educsci10100283
Chicago/Turabian StyleJeong, Jin Su, David González-Gómez, and Félix Yllana Prieto. 2020. "Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation" Education Sciences 10, no. 10: 283. https://doi.org/10.3390/educsci10100283