Primary School Student Teachers’ Perceived and Actual Knowledge in Biology

Individuals’ perceptions of their knowledge can have an important role in shaping their cognition and influencing their behaviour. However, there has been a scarcity of studies in biology on how perceived knowledge relates to actual knowledge. The focus of this article is on quantitative re...

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Autores principales:	Yli-Panula Eija, Jeronen Eila, Nonmanut Pongsakdi
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2017
Materias:	actual knowledge biology education perceived knowledge student teachers Education (General) L7-991
Acceso en línea:	https://doaj.org/article/7ef24ce1fdb9481c96a03bb28852ad3c
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spelling	oai:doaj.org-article:7ef24ce1fdb9481c96a03bb28852ad3c2021-11-23T15:56:49ZPrimary School Student Teachers’ Perceived and Actual Knowledge in Biology1855-97192232-2647https://doaj.org/article/7ef24ce1fdb9481c96a03bb28852ad3c2017-12-01T00:00:00Zhttps://www.cepsj.si/index.php/cepsj/article/view/367 https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647Individuals’ perceptions of their knowledge can have an important role in shaping their cognition and influencing their behaviour. However, there has been a scarcity of studies in biology on how perceived knowledge relates to actual knowledge. The focus of this article is on quantitative results analysing and interpreting student teachers’ perceived knowledge of biological content in relation to their actual animal and species name knowledge linked to the ecosystem in which they live. K-means cluster analysis and ANOVA were used. The results show a high- and low-level perceived knowledge cluster group among the participants. They further indicate that the difference in actual animal and species name knowledge between these cluster groups remained the same during the five years of the study. The student teachers with a higher level of perceived knowledge tended to have better actual animal and species name knowledge than those in the low-level group. The actual animal name knowledge in these cluster groups was similar with regard to the local Finnish ecosystems but differed concerning the exotic species by year. The year that the participants enrolled in the study programme had an impact on their actual animal and species name knowledge. Strategies for coping with work-related demands and maintaining engagement in one’s career would be important additions to the teacher education curriculum.Yli-Panula EijaJeronen EilaNonmanut PongsakdiUniversity of Ljubljanaarticleactual knowledgebiology educationperceived knowledgestudent teachersEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 7, Iss 4, Pp 125-146 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	actual knowledge biology education perceived knowledge student teachers Education (General) L7-991
spellingShingle	actual knowledge biology education perceived knowledge student teachers Education (General) L7-991 Yli-Panula Eija Jeronen Eila Nonmanut Pongsakdi Primary School Student Teachers’ Perceived and Actual Knowledge in Biology
description	Individuals’ perceptions of their knowledge can have an important role in shaping their cognition and influencing their behaviour. However, there has been a scarcity of studies in biology on how perceived knowledge relates to actual knowledge. The focus of this article is on quantitative results analysing and interpreting student teachers’ perceived knowledge of biological content in relation to their actual animal and species name knowledge linked to the ecosystem in which they live. K-means cluster analysis and ANOVA were used. The results show a high- and low-level perceived knowledge cluster group among the participants. They further indicate that the difference in actual animal and species name knowledge between these cluster groups remained the same during the five years of the study. The student teachers with a higher level of perceived knowledge tended to have better actual animal and species name knowledge than those in the low-level group. The actual animal name knowledge in these cluster groups was similar with regard to the local Finnish ecosystems but differed concerning the exotic species by year. The year that the participants enrolled in the study programme had an impact on their actual animal and species name knowledge. Strategies for coping with work-related demands and maintaining engagement in one’s career would be important additions to the teacher education curriculum.
format	article
author	Yli-Panula Eija Jeronen Eila Nonmanut Pongsakdi
author_facet	Yli-Panula Eija Jeronen Eila Nonmanut Pongsakdi
author_sort	Yli-Panula Eija
title	Primary School Student Teachers’ Perceived and Actual Knowledge in Biology
title_short	Primary School Student Teachers’ Perceived and Actual Knowledge in Biology
title_full	Primary School Student Teachers’ Perceived and Actual Knowledge in Biology
title_fullStr	Primary School Student Teachers’ Perceived and Actual Knowledge in Biology
title_full_unstemmed	Primary School Student Teachers’ Perceived and Actual Knowledge in Biology
title_sort	primary school student teachers’ perceived and actual knowledge in biology
publisher	University of Ljubljana
publishDate	2017
url	https://doaj.org/article/7ef24ce1fdb9481c96a03bb28852ad3c
work_keys_str_mv	AT ylipanulaeija primaryschoolstudentteachersperceivedandactualknowledgeinbiology AT jeroneneila primaryschoolstudentteachersperceivedandactualknowledgeinbiology AT nonmanutpongsakdi primaryschoolstudentteachersperceivedandactualknowledgeinbiology
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Primary School Student Teachers’ Perceived and Actual Knowledge in Biology

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