THE DEVELOPMENT OF PRE-SERVICE SCIENCE TEACHERS’ BLACKBOARD WRITING SKILL BY EXPLICIT LEARNING MANAGEMENT

Abstract

This classroom action research aimed: 1) to study best practices for explicit learning management to develop pre-service science teachers’ blackboard writing skill, and 2) to develop pre-service science teachers’ blackboard writing skill by explicit learning management. The participants selected by purposive selection were 21 masters students in Science Education division. The research instruments included blackboard writing skill tests, students’ reflective journals, semi-structured interview protocols, and teachers’ reflective journals. Qualitative data were analyzed by inductive analysis and quantitative data were analyzed by descriptive statistics; mean, standard deviation, and gain score.

The findings revealed that 1) best practices for explicit learning management to develop pre-service science teachers’ blackboard writing skill were: (1) providing their directed experience about blackboard writing and searching for information led them have less blackboard writing problems; (2) reflecting on practice from their teachers and peers provided them with useful information about blackboard writing skill; and (3) providing enough time for their practicing could improve their blackboard writing skill, and 2) the explicit learning management could develop their blackboard writing skill from intermediated level ( = 1.86, SD= 0.68) to good level ( = 3.06, SD=0.69).