@article {180, title = {CONSTRUCTIVISM IN SCIENCE TEACHER EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {9}, year = {2008}, month = {November/2008}, type = {Original article}, chapter = {81-89}, abstract = {The constructivist perspective is becoming a dominant paradigm in the field of the science education. This approach in the initial science teacher training is not still too common at many European teacher training institutions. In this article the constructivist approach in science teacher training is described. Science teacher training in five science teacher training institutions in five European countries (Bulgaria, Czech Republic, Cyprus, Lithuania and Turkey) is compared in this article. These countries cooperate on the project which in the main goal is to implement constructivist approach in science teacher training.}, keywords = {science education, science teacher training, teacher training institution}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392298418.pdf}, author = {Danuse Nezvalova} } @article {181, title = {SHOULD BE CONCEPT MAPPING USED IN THE SCIENCE TEACHING?}, journal = {Problems of Education in the 21st Century }, volume = {9}, year = {2008}, month = {November/2008}, type = {Original article}, chapter = {90-96}, abstract = {Students{\textasciiacute} understanding of physics develops through everyday experience. Teachers must help students overcome their prior naive notions and move toward a more scientific understanding. This process is fundamental to student learning and it is one of very important objectives of physics teaching. In this article the strategy of concept mapping which can help students rationalize their perceptions in light of accepted scientific understanding is described. Concept maps are drawings or diagrams showing the mental connections that students make between a major concept and other concepts they have learned. This technique provides an observable and assessable record of the students{\textasciiacute} conceptual schemata {\textendash} the patterns of associations they make in relation to a given focal concept. Concept maps allow the teacher to discover the web of relationships that learners bring to the task at hand {\textendash} the students{\textasciiacute} starting points. }, keywords = {concept learning, concept mapping, constructivist learning theory}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392298483.pdf}, author = {Danuse Nezvalova and Michael Svec} } @article {28, title = {SOME TRENDS IN SCIENCE TEACHER TRAINING: THE EXPERIENCE IN THE UNITED STATES AND THE CZECH REPUBLIC}, journal = {Problems of Education in the 21st Century }, volume = {1}, year = {2007}, month = {August/2007}, type = {Original article}, chapter = {85-94}, abstract = {The paper looks at key trends in the concept of the science teacher training in two different institutions: Furman University in US and Palacky University Olomouc in the Czech Republic. It focuses on the description of study programs at these institutions and comparison of the approaches to the science teacher training. There are two basic concepts used to identify the essence of the professionalism of the science teacher: the scientific knowledge and professional competence of the science teacher. }, keywords = {professional competence, science education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392218406.pdf}, author = {Danuse Nezvalova and Michael Svec} }