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ERIC Number: EJ1138663
Record Type: Journal
Publication Date: 2017-Apr
Pages: 12
Abstractor: As Provided
ISSN: EISSN-2141-6656
Relationship of the Cognitive Functions of Prospective Science Teachers and Their Knowledge, Knowledge Levels, Success and Success Levels
Ismail, Yilmaz
International Journal of Educational Administration and Policy Studies, v9 n4 p56-67 Apr 2017
This study reveals the transformation of prospective science teachers into knowledgeable individuals through classical, combination, and information theories. It distinguishes between knowledge and success, and between knowledge levels and success levels calculated each through three theories. The relation between the knowledge of prospective teachers and their cognitive functions is defined through the results gained from three theories, and a case study that collected data through problem solving techniques in the procedural knowledge of electricity. The results reveal that prospective teachers have problems with such knowledge, which may explain why cognitive automatism is not used. Since processes of understanding are not used in cognitive automatism, it appears that prospective teachers are individuals that may differ in terms of their learning but do not use their cognitive functions. The study suggests that if the knowledge levels of independent variables are increased, cognitive functions may develop.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A