Elementary School Science Teachers Research Articles

A collaborative professional development and its impact on teachers' ability to foster higher order thinking

The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.

Aspects of regional history Ilhéus-BA as a source of content for the teaching of physics

In this article, we recover the history of an old hydroelectric power station in the rural area of the city of Ilhéus - BA through documentary analysis and interviews. We go on to offer suggestions for working with physics and technology concepts for elementary school science teachers, which can also be extended to high school physics. Although the content is of great regional relevance, our idea can be used to study relevant information for science teaching in other locations. We based our study on the CTS (Science, Technology and Society) approach to science teaching. The perspective we adopted emphasizes scientific literacy with a view to citizenship, against the backdrop of the social importance of the subject. We also draw attention to the recovery of the history and culture of a region for the teaching of physics and technology within this framework. Finally, we suggest strategies for teaching physics in accordance with the PCN (National Curriculum Parameters) for Natural Sciences for the final years of elementary school.

Science teaching: from the classroom to the science fair

This article is an experience report on Science Teaching in Elementary School in the early years. The work aims to promote awareness of conservation and preservation of the Igarapé Sucupira, through an educational action presented during classes in the 4th and 5th year classes on Environmental Education. During the course of the classes, it was possible to develop two proposals, one for an educational intervention and the other for the creation of a solid waste collection network, domestic waste thrown into the water, was the problem presented by the students later seen in the search location. The community that lives on the banks of the stream played a fundamental role together with the school and other institutions in the municipality. From this perspective of partnerships with the innovative idea obtained in the construction of the network so that it can be made on a larger scale to be used in the stream's water pipes, thus making it possible to capture discarded waste, reducing environmental contamination, not only caused by bottles, pets. The research is qualitative and exploratory in nature.

Analisis Penggunaan Teknologi pada Pembelajaran IPA di Sekolah Dasar

The implementation of the Merdeka Curriculum in schools currently involves various technologies, one of which is science teaching in elementary schools. The use of technology itself has its own advantages and disadvantages. Meanwhile, it does not only involve teachers at school but parents are also involved in facilitating their children. The purpose of writing this article is to provide an overview regarding the use of technology in science learning in elementary schools with the Merdeka Curriculum. The method used is the observation method. Observation results show that the use of technology in science learning in elementary schools with the Merdeka Curriculum provides significant benefits in increasing student motivation and understanding of learning. On the other hand, technological damage and the need to increase teachers' abilities in technology are challenges in implementation.

Design and organization of teaching STEM topic “Cleaning dirty water” in Science teaching in elementary schools

Design and organization of teaching STEM topic “Cleaning dirty water” in Science teaching in elementary schools

Science Teachers' Technological Pedagogical and Content Knowledge (TPACK) and Implementation Capacity for Distance Learning Modalities

The primary aim of this study is to determine the teachers' Technological Pedagogical and Content Knowledge (TPACK) and their implementation capacity for distance learning. Specifically, this paper intends to design a capability-building enhancement program for basic education science teachers to implement distance learning. The study used a descriptive-correlational research design involving 35 elementary and high school science teachers from the Southwest District of Bayugan City Division. It employed frequency, percentages, a weighted mean, and Pearson's r for the data analysis. The data revealed that most science teachers had received less training in science and ICT. Compared to other TPACK domains, the participants had the lowest technological knowledge (TK) level regarding digital technologies. There is a highly significant relationship between content knowledge (CK) and the number of relevant training sessions attended in science. Moreover, the data show a highly significant positive relationship between teachers' TPACK and implementation capacity for distance learning (R=0.476, p<0.01). With the preceding information, the researcher proposed a capacity enhancement program based on the teachers' TPACK level and their ability to put it into practice in distance learning. It intends to soothe primary education teachers' level of TPACK and foster the amplification of skills that suit their diverse professional profiles.

Knowledge Level of Gamification, Technology and Belief of Elementary School Science Education Teachers in Selangor

Knowledge Level of Gamification, Technology and Belief of Elementary School Science Education Teachers in Selangor

The Effect of the Problem-Based Learning Model on Student Activeness in Science Learning

This research aims to determine student activeness by implementing the problem-based learning model in elementary school science education. It is a quantitative research study with the entire 5B class population. The design used in this study is a one-shot case study, and data collection involved using observation sheets to measure student activeness. The subjects of this research are 31 students from class 5B at SDN Oro-Oro Ombo Wetan 1. Data collection utilized validity tests, reliability tests, tests for prerequisite analysis of normality, and the results of the T-test (One-Sample Statistics) with a significance level of 5% (0.05), yielding a significant t-value (2-tailed) of 0.004. Based on the validity results, all 30 observation items and 31 student responses were deemed valid. The reliability test indicated reliability, and the normality test confirmed that the residual values were normally distributed. The t-test result showed that the significance value of student activeness was 0.004, less than 0.05. Therefore, the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted. This means that there is an influence of the problem-based learning model on student activeness in science learning. If this model is implemented in elementary schools, it will positively impact student activeness and engagement in the learning process.

Development of STEM-based Worksheet in Elementary School

To develop students’ 21st century skills, it is necessary to develop STEM-based worksheet to provide learning that links knowledge and technology with contexts in everyday life so as to create learning that is able to prepare students to compete in the future. The main focus of this research is the development of a feasible STEM-based worksheet in science education in elementary school. This research is a Design and Development study with the ADDIE model which consists of the analysis, design, development, implementation and evaluation stages. Based on the analysis of the curriculum, needs, and the learning environment of students, STEM-based worksheet is developed. The worksheet was assessed for its feasibility by experts and teachers. In addition, user parents/guardians and students are given response assessments. The evaluation of experts and teacher practitioners shows that the teaching material is considered very suitable for use .

Validitas Pengembangan Bahan Ajar IPA Sekolah Dasar Berbasis Teori Belajar Bruner

The need for creative, innovative, effective, and fun learning development to make students more active in learning activities, requires teachers to continue to provide learning innovations, especially in science subjects. Thus, the purpose of developing elementary school science teaching materials based on Bruner's learning theory is to find out whether the developed teaching materials are suitable for use in the learning process. This study uses the development of Dick and Carey. Determination of the validator by purposive sampling technique, and data collection techniques using a validator assessment sheet, while the data analysis technique uses quantitative to qualitative descriptive. The results showed that from material experts to the model book the actual score was 54 and was in the range of scores of 44,19 < X 54,58 with a good category, in the teacher's book the actual score was 54 and it was in the range of scores of 44,19 < X 54,58 in the good category, and the student's book with an actual score of 58 and in the range of scores of 47,59 < X 58,79 with a good category. The results of the display expert on the model book, the actual score is 19 and is in the range of scores 16,99 < X 20,99 with good category, the teacher's book is the actual score is 54 and is in the range of scores 44,19 < X 54,58 and the actual score of the student book is 42 and is in the range of scores of 37,39 < X 46,19. While the validation results from practitioners are on average 88 and in the range of scores of X > 79,78 with a very good category. The results of this study indicate that the product is suitable for use in the learning process.

Elementary school science teachers' discourse and on‐the‐job learning about student motivation

AbstractScience teachers' professional learning about student motivation can play a key role in developing their ability to nurture student motivation and cope with motivational challenges. To advance the understanding of how on‐the‐job discussions facilitate teacher learning about student motivation, this study investigated how elementary‐school science teachers described and reasoned about student motivation in school‐based team meetings, by analyzing 20 audio‐recorded meetings of three Israeli elementary school science teams. The analysis included characterizing 123 episodes in which teachers referred to student motivation, coding how central and specific the references to motivation were, what indicators of motivation teachers addressed, and what influencing factors they considered. It also included a thematic analysis of teachers' discussions about motivation‐promoting methods and a microanalysis of one select event, drawing on linguistic ethnographic concepts and methods. The findings showed that teachers often addressed student motivation, but briefly and in relation to other topics. They tended to address behavioral and emotional indicators of motivation much more than cognitive indicators. They focused on instructional methods, predominantly addressing motivational issues from a practical perspective and seldom considering them from the student perspective or accounting for internal factors. Teachers often offered methods for promoting student motivation, but they expressed reservations without critically exploring them. Furthermore, critical discussions about motivation‐supporting methods were frequently constrained by teachers' attempts to manage the face threat these discussions entailed. These findings highlight how a theory‐crossing framework that integrates theories of student motivation with a theory of teacher productive discourse can serve as a guide for teachers' on‐the‐job discussions to develop their motivation‐related professional learning and their capacity to support student motivation.

An Elementary School Science Teacher’s Two Contrasting Epistemological Messages for Scientific Explanations That Are Influenced by the Achievement Emotion of “Joy” and “Irritation”

An Elementary School Science Teacher’s Two Contrasting Epistemological Messages for Scientific Explanations That Are Influenced by the Achievement Emotion of “Joy” and “Irritation”

물질의 상태 분류에 대한 과학교사와 머신러닝 모델의 분류 결과의 비교 분석

Objectives This study compares and analyzes state classification results of matter between developed machine learning model and research participants who are elementary and middle school science teachers, identifies the cause of the situation in which classification results are inconsistent. And based on the results, we tried to find educational implications that can help learn state classification of matter.
 Methods For 31 elementary and middle school science teachers enrolled in the Graduate School of Education at the College of Education located in the central region, matter classification activities were performed and a decision tree algorithm was applied to the machine learning model. And the effectiveness of the program was confirmed through model performance evaluation such as accuracy, F1-score, precision, recall.
 Results The classification accuracy of developed machine learning model for classifying state of matter was 0.820, the F1-score was 0.820, the precision was 0.826 and the recall was 0.820. In addition, the degree of discrepancy between the classification results of science teachers and the classification results of the decision tree algorithm was larger in heterogeneous mixtures than in pure matters or homogeneous mixtures. This discrepancy was analyzed as a phenomenon that occurs because science teachers do not consistently apply the classification criteria from the macroscopic and microscopic perspectives or do have the concept that a specific matter is a specific state in advance when classifying the state of matter. Based on the results of these studies, the cause of confusion revealed in the process of classifying the state of matter pointed out in previous studies was found.
 Conclusions Based on the research results, it was possible to find the cause of confusion revealed in the process of classifying the state of matter of students pointed out in previous studies, and since machine learning can be an effective tool for diagnosing learning conditions, it is suggested that teacher training is needed to utilize it.

The Current Situation of Classroom Teaching Implementation and Countermeasures for Rural Elementary School Science Teachers

The Current Situation of Classroom Teaching Implementation and Countermeasures for Rural Elementary School Science Teachers

물질의 상태 분류에 대한 머신러닝 기반 교사교육 프로그램의 교육적 효과

Objectives In this study, a machine learning-based teacher education program for classifying the state of matter was developed and implemented for elementary and secondary science teachers and machine learning model for state classification of matter was established. And by analyzing the model evaluation and the experience of science teachers qualitatively, it was attempted to confirm the effectiveness of the program and the perception of science teachers about the application of machine learning to science classes.
 Methods For 31 elementary and middle school science teachers enrolled in the Graduate School of Education at the College of Education located in the central region, a total of three matter classification activities were performed and a decision tree algorithm was applied to the machine learning model. And the effectiveness of the program was confirmed through model performance evaluation such as accuracy and F1-score. In addition, we qualitatively analyzed the thoughts of science teachers on the application of machine learning.
 Results TAs a result of evaluating the performance of the built model during a total of 3 state of matter classification activities, it was determined that the accuracy and F1-score values increased statically, resulting in the educational effect of the Machine Learning-Based Teacher Education Program on the Classifying State of Matter. And as a result of analyzing the data of the study participants, it was revealed that there are cases in which the states of matter are classified through a deductive thinking process based on knowledge. As a result of comparing evaluation indicators of the machine learning models, the macroscopic classification criteria had a greater effect than the microscopic classification criteria. And when the classification results between the machine learning model and the research participants for various examples were compared, in the case of mixtures, the degree of inconsistency increased. In addition, through qualitative research analysis, the thoughts of science teachers on the application of machine learning were derived into nine topics, including ‘experience the process of creating science concepts’, ‘cognitive conflict’, and ‘communication’.
 Conclusions Machine learning should be actively introduced into teacher education as an inquiry-learning method of science education. And educational materials such as textbooks that can properly reflect scientific reasoning processes such as inductive thinking should be developed based on machine learning-based education programs. And it is necessary to discuss from a scientific point of view whether mixtures should be included in the learning of Classifying State of Matter.

Peningkatan Kemampuan Mahasiswa Pendidikan Guru Dalam Menyusun Perangkat Pembelajaran Melalui Refleksi Diri Pada Mata Kuliah Pendidikan IPA Sekolah Dasar

The ability of elementary school teacher education students at Yogyakarta State University in compiling learning tools is still low. It is proven from the results of the learning tools that are not in accordance with the writing procedures and characteristics of elementary school students, the content is not appropriate, and the components are not complete. The solution that can be done is to do self-reflection on the learning tools they have arranged. This study aims to improve the ability of teacher students in compiling learning through self-reflection in the Elementary School Science Education course. This research uses the classroom action research method. The subjects of this study were 4th-semester Elementary School Teacher Education students in class C. The data were processed and analyzed descriptively, quantitatively, and qualitatively. The results showed that the student's ability in preparing science learning tools had an average initial score of 75.43 and increased to 95 after the first cycle was carried out by self-reflection through the instrument. The student's ability increased again after the second cycle was carried out by adding treatment in the form of giving instruments and conducting peer discussions and expert experts. This increase obtained an average score of 98. It was concluded that self-reflection can help students analyze shortcomings and find solutions and make improvements so that they can develop good science learning tools as a provision to become professional teachers

Collaborative Group Investigation and Self Efficacy on Pre-Service Science Teachers’ Critical Thinking Skills

In order to teach future generations, preservice science teachers must possess critical thinking skills. However, relatively few studies have examined these skills at the tertiary level, particularly in elementary school science teacher education departments. This study sought to determine the effect of collaborative group investigation (CGI) learning and self-efficacy on the critical thinking skills of students. With a non-equivalent control group design and a 2 x 2 ANOVA inferential statistical test, a quasi-experimental design was implemented. The subjects of this study were forty science teacher candidates who took the Environmental course at a university in Indonesia. A self-efficacy questionnaire and a test of critical thinking skills constituted the research instruments. The results indicated that the collaborative group investigation group received an average score of 62.2, whereas the direct learning group received an average score of 48.8, with an Fcalculated of 87.626 and a significance value of 0.000. The data analysis revealed substantial differences between the collaborative group inquiry group and the direct learning group in terms of critical thinking skills. The interplay between learning strategies and self-efficacy affects the critical thinking skills of pupils because collaborative learning practices can engage students actively through teamwork, idea exchange, decision making, and shared responsibilities

The initial education of Biology teachers in the state of Santa Catarina: controversies for implementing the Base Nacional

The objective of this article is to investigate the curricular changes imposed by the promulgation of the National Common Curricular Base (BNCC) in the final years of the Elementary School of Sciences in public schools education network, as well as to investigate adequacy of the curricular matrices of some Science teachers training courses to work in Science Elementary Education offered in the state of Santa Catarina. With the qualitative and interpretative study of the documents, it was found that the reform imposed by the BNCC considerably diversified the curricular matrix of Science teaching in Elementary School. This diversification arises with the insertion of Astronomy, Physics, Chemistry, and Geosciences contents. However, curricula of the seven teacher training courses analyzed have a large workload devoted to the contents of Biology. It is considered that this disparity in the approaches of the analyzed courses represents gap for the formation of the future teacher of the final years of Basic Science Education.

Religious Values-Based Learning Materials on Earth and Space Science: Analysis Spirituality and Conceptual Understanding Levels

This study aims to determine the effect of religious values-based earth and space science teaching materials on the level of mastery of concepts and spiritual attitudes. Using one group pretest-posttest design, 14 items of concept understanding essays test and 15 items of spiritual attitude questionnaire were given to 32 prospective elementary school science teachers who took earth and space science courses in the even semester of 2021/2022. The results of data analysis showed that 30.13% of prospective teacher an increase to the level of partial understanding and 34.60% of prospective teacher an increase to the level of sound understanding. In the aspect of spiritual attitudes, 91.25% of prospective teacher have the perception that their spiritual level has increased and 8.75% of prospective teacher have the perception that their spiritual level is fixed. These results indicate that the religious value-based science teaching materials used are good enough to increase the level of conceptual understanding and spiritual attitudes

Melvin D. Joesten

Melvin D. Joesten, 89, died Jan. 17 in Nashville, Tennessee. “Mel was very supportive of K–12 science education. He gave many workshops for elementary and middle school science teachers and high school chemistry teachers. In 1994, he cofounded Vanderbilt Student Volunteers for Science (VSVS), a service organization of students from all areas of Vanderbilt University. Teams of VSVS members visit classrooms with VSVS kits to give hands-on science lessons. He served as faculty adviser and continued to help with VSVS for many years after he retired. I was blessed to have this kind man for a mentor and role model. He loved his family, music, and chemistry.”—Jamie B. Neidert, Mel’s last PhD student Most recent title: Professor of chemistry, emeritus, Vanderbilt University Education: BS, education (chemistry), Northern Illinois University, 1954; MS, chemistry, 1959, and PhD, chemistry, 1962, University of Illinois Survivors: Wife, Maribel; daughter, Jo Ellen Frick; son, Charles; four