The Effects of Using to Contemplative Education for Developing Management in Science Course for Pre-Service Science Teachers

Abstract

This research aimed to study good practices in using to contemplative education for developing management in science course for pre-service science teachers and perception of pre-service science teachers toward learning using to contemplative activities when to practice professional experience. Using the qualitative research. In phase1 the participants were 55 pre-service teacher In phase2 the participants were 11 pre-service teacher (Purposive Sampling). The research instruments were lesson plans, journal of learning logs and semistructure interview. The data were analyzed by descriptive statistics and content analysis. The research result found that good practices in using to contemplative education for developing management in science course As follows Stage 1) Preparation includes awareness activities for pre-service science teachers to be aware of the relaxation of learning. techniques may be repeated or changed weekly depending on pre-service science teachers development and content such as It’s Me activities. Stage 2) The main activities were the main content activities, which were the review of the previous knowledge and the extension. Then, the instructor brings the content to the teaching design, encourages the learner to experience and the reflection of the link. conclusion of self-learning, such as Aesthetics Discussion 3 basket activities. Stage 3) Learning Activities It was an activity that opens up areas of trust to exchange views among students. Their inner experience and learning, which were not wrong, such as pen activities, will lead to a calm time for the students to reflect. Write your own learning logs. Perception of pre-service science teachers toward learning using to contemplative activities when to practice professional experience found that Most of the 9 students (81.81%) stated that they have a good teaching and learning approach. It was an activity that can make the learners self knowledge. Teachers recognize more students. See the differences of the students more. As a result, teachers have more variety of activities that are suitable for individual learning. In addition, there were a small number of students (18.19%) who think that the use of contemplative activities in teaching and learning activities was relatively long (40-50 students per room). A single lesson may not be appropriate in a science course that requires a lot of content and experiment activities at that time. However, contemplative activities was another good activity that challenges teachers to used in teaching and learning in the future.