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Species knowledge varies by local Finnish versus exotic species and by enrollment year.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/primary-school-student-teachers-perceived-and-actual-knowledge-in-biology-quantitative-study/598984/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/primary-school-student-teachers-perceived-and-actual-knowledge-in-biology-quantitative-study/598984.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the central focus of the study?","Question",{"text":62,"@type":63},"The study focuses on the relationship between student teachers’ perceived knowledge in biology and their actual knowledge of animal and species names linked to ecosystems.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which analytical methods are used?",{"text":67,"@type":63},"K-means cluster analysis and ANOVA are used to analyze and interpret quantitative results.",{"name":69,"@type":60,"acceptedAnswer":70},"How do perceived-knowledge groups differ in actual knowledge?",{"text":71,"@type":63},"Student teachers in the higher perceived-knowledge group tend to have better actual animal and species name knowledge than those in the lower perceived-knowledge group.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598984,1792273531,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Primary School Student Teachers’ Perceived and Actual Knowledge in Biology  \nYli-Panula Eija*1, Jeronen Eila2 and Nonmanut Pongsakdi3  \n• Individuals’ perceptions oftheir 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.  \nKeywords: actual knowledge, biology education, perceived knowledge, student teachers  \n1 *Corresponding Author. University of Turku, Finland; [eijyli@utu.fi](eijyli@utu.fi).  \n2 University of Oulu, Finland.  \n3 University of Turku, Finland.  \n126 primary school student teachers’ perceived and actual knowledge in biology  \nPredstava bodočih učiteljev razrednega pouka onjihovem znanju biologije in njihovo dejansko znanje biologije  \nYli-Panula Eija, Jeronen Eila in Nonmanut Pongsakdi  \n• Predstava posameznika o svojem znanju ima lahko pomembno vlogo pri oblikovanju novega znanja in vpliva na vedenje, vendar na področju biologije ni veliko študij, ki bi preučevale povezanost predstave o znanju z dejanskim znanjem. Prispevek se osredinja na kvantitativne rezultate, tako da analizira in interpretira predstave o znanju študentov razrednega pouka na področju biologije v povezavi z njihovim dejanskim znanjem o imenih živalskih vrst v povezavi z ekosistemom, v katerem živijo. Pri analizi sta bili uporabljeni klastrska analiza (K-povprečja) in ANOVA. Na osnovi rezultatov analize so bili sodelujoči razdeljeni v dve skupini – skupino z višjo ravnjo predstave o znanju in skupino z nižjoravnjo predstave o znanju. Rezultati kažejo, da so razlike v dejanskem znanju o imenih živalskih vrst med tema skupinama ostale na isti ravnivseh pet let študija. Bodoči učitelji z višjo ravnjo predstave o znanju sonagnjeni k temu, da imajo boljše dejansko znanje o imenih živali kot tisti, ki so bili razvrščeni v skupino z nižjo ravnjo predstave o znanju. Dejansko znanje o imenih živali v teh skupinah je bilo podobno, ko jebil govor o lokalnem finskem ekosistemu. Razlike pa so se z leti pokazale pri bolj eksotičnih živalskih vrstah. Leto, ko so se udeleženci vpisali v študijski program, je imelo vpliv na njihovo dejansko znanje o imenih živalskih vrst. Strategije spopadanja z zahtevami, povezanimi z delom, in ohranjanjem angažiranosti v individualni karieri bi lahko predstavljale pomembna dopolnila kurikuluma izobraževanja učiteljev.  \nKljučne besede: dejansko znanje, biološko izobraževanje, predstava oznanju, bodoči učitelji  \nIntroduction  \nSpecies and ecosystems should be sustained not only for their utilitarian service to humans, but also because of humanity’s moral obligations (Taylor, 2011) . When building sustainability, the professional competence of teachers is a key factor. According to Kunter, Klusmann, Baumert, Richter, Voss","cbCaij8Icutj0rMh","https://ap.wps.com/l/cbCaij8Icutj0rMh","pdf",229905,22,"English","# Introduction\n# Methods\n## K-means cluster analysis\n## ANOVA\n# Results\n## Perceived knowledge clusters\n## Actual knowledge patterns\n# Discussion\n## Implications for teacher education curriculum","[{\"question\":\"What is the central focus of the study?\",\"answer\":\"The study focuses on the relationship between student teachers’ perceived knowledge in biology and their actual knowledge of animal and species names linked to ecosystems.\"},{\"question\":\"Which analytical methods are used?\",\"answer\":\"K-means cluster analysis and ANOVA are used to analyze and interpret quantitative results.\"},{\"question\":\"How do perceived-knowledge groups differ in actual knowledge?\",\"answer\":\"Student teachers in the higher perceived-knowledge group tend to have better actual animal and species name knowledge than those in the lower perceived-knowledge group.\"}]","Primary School Student Teachers’ Perceived and Actual Knowledge in Biology - Quantitative Study | PDF",1792087959,55]