Elementary School Science Research Articles

Effect of Cooperative Learning on Grade VII Learners’ Creative Thinking Skills (CTSS) in Elementary School Science

In every aspect of daily life, uniforms are fundamental. When we meet someone, we tend to judge them based on their uniform, such as a nurse's outfit, a labourers’ uniform, or a military uniform. "School uniform influences students’ social adjustment at secondary school level in district Bannu, KPK, Pakistan", is the main focus of this study. Due to its descriptive nature, a survey approach was used. The population of the study is 8073 male students enrolled in district Bannu's Government Secondary Schools. The applied sampling technique was a stratified random sampling technique. Five hundred respondents were selected as a sample, and the data was calculated using the John Curry (1984) formula. The "Five Point Likert Scale” was employed in a self-created survey instrument. The researcher made 41 statements and requested a panel of ten educational experts for validation. The researcher gave the questionnaire to fifty students. Utilized SPSS’s Cranach alpha to assess the questionnaire's reliability. Overall, Cranach's alpha was .83. Out of all 30 items that remained for the data collection, 11 were irrelevant because their "corrected item-total correlation" standards were less than .25. To find out "school uniform" and "social adjustment", frequency and percentage were employed. The effect was ascertained by Simple Linear Regression which shows that school uniforms significantly influence students’ social adjustment in the community at secondary school level in district Bannu.

Development of Interactive Media Using Macromedia Flash 8 Software in Natural Sciences Subjects in Elementary Schools

This research aims to develop interactive media using Macromedia Flash 8 software in science and technology subjects in elementary schools. This research uses a Research and Development (RD) approach with the Analysis, Design, Develop, Implement, Evaluate (ADDIE) model. It was conducted at three elementary schools in West Sumatra with fourth-grade students as research subjects. Qualitative and quantitative data were obtained from teacher and student practicality questionnaires, as well as evaluation tests in the form of pretest and posttest. Data collection utilized validation sheets, questionnaires, and evaluation tests. The results of the interactive multimedia validity test based on Macromedia Flash 8 were found to be in a very valid category (scoring 81-100% based on expert assessments) with an average percentage of 90%. The practicality assessment yielded an average percentage of 88.5% in the highly practical category (scoring 85.01-100%). The effectiveness evaluation resulted in an N-Gain Score (a metric measuring the increase between pre and post-test scores) of 0.77, indicating a high level of gain, and a percentage of 77.87 in the effective category.The evaluations affirm that Macromedia Flash 8-based interactive media is valid, practical, effective, and suitable for educational use in enhancing science learning for elementary students. The findings have implications for integrating such multimedia tools in science curriculum design and teacher training to facilitate more engaging and effective delivery of abstract scientific concepts. Future research could explore wider implementation and long-term impacts on student learning outcomes.

Application of TPACK for Student Learning Motivation in Science Subjects in Elementary School

Motivation Learning science and technology in elementary school is a problem faced by teachers. Students think social studies lessons are boring so teachers need to apply Technology Pedagogy and Content Knowledge (TPACK) to increase student learning motivation by integrating technology in learning, creating relevant, active and varied learning experiences, as well as facilitating effective collaboration between students, and can improve student engagement and understanding. This research aims to develop TPACK-based teaching media to increase learning motivation in Natural and Social Sciences (IPAS) learning. This research is included in the Research and Development (RD) category, using the ADDIE development model as stages in developing learning materials. Data collection techniques using interviews, observation, questionnaires and documentation. Data analysis used parametric statistical methods, namely the t-test with a significance level of 0.05. The research results show that: (1) there are significant differences in motivation to learn science S especially historical material between the TPACK learning model and the conventional model, the t - test results show a significance value of 0.002 or sig (2-tailed) 0.05; (2) the use of the TPACK learning model has been proven to be more successful in increasing students' motivation in studying historical material compared to conventional approaches. This was revealed from the posttest results, where the experimental group that took part in TPACK-based learning achieved an average score of 71.52, while the conventional group only achieved an average score of 58.89.

Analysis of Model Development and Usage Patterns in Geological, Astronomical, and Atmospheric Domains in Korean Elementary School Science Textbooks

In science education, models are used as key teaching tools to teach scientific phenomena and concepts to students. Although South Korea recognizes the value of model use in science education, it is necessary to analyze how model use is reflected in science textbooks and in classrooms. This study examined the development and usage patterns of models in experimental activities in the geological, astronomical, and atmospheric domains in three Korean elementary school science textbooks. A coding framework was developed and analyzed based on previous studies and science curricula in other countries. The study found that, first, the model development and usage patterns in experimental activities in the geological, astronomical, and atmospheric domains in science textbooks were largely similar, although some differences existed across domains. Second, the resources required for model development and development methods; evidence-based model development, evaluation, and modification; and the cyclic features of modeling were similar across the three domains, but the geological domain was characterized by model limitations and the astronomical domain was characterized by the process of investigating a phenomenon. Based on these f indings, the study discussed model development activities in textbooks can be improved.

Effect of Simulated Learning on Students’ Academic Achievement in Science at Elementary Level

This study was conducted to find out the Effect of Simulated Learning on Students’ Academic Achievement in Science at the Elementary Level. Simulated learning as an innovative method has gained considerable attention nowadays. It involves using technology and virtual environments to replicate real-life scenarios or experiences for educational purposes. The major objectives of the study were to analyze teachers' perceptions of simulated learning and to study the challenges teachers face when using simulated learning in their instruction. The researcher used a descriptive survey design. All the male and female elementary science teachers from the Muzaffargrh and Layyah districts were considered part of the study population. The study sample was comprised of 303 elementary school science teachers who were selected randomly. A 45-item questionnaire was used. The researcher used descriptive and inferential statistical techniques to analyze the collected data using SPSS. The results revealed that teachers generally expressed positive views on the use of simulated learning for the teaching of science. It was recommended that simulated learning activities be aligned with the science curriculum. Guidelines and frameworks should be formulated to facilitate the seamless integration of simulated learning into existing educational frameworks. Teachers should be supported in adapting their teaching methods to fit simulated learning environments.

Teaching Science through Projects Based Learning

Currently, active teaching methods are a popular trend in education to help students develop their abilities and qualities. Project-based teaching has many advantages which are suitable for the characteristics of students in Vietnam. The article focuses on analyzing the characteristics and importance of project based teaching for primary school students, and proposes the process of teaching Science in elementary school through learning projects.

Analysis of The Application of Giving Rewards to Improving Social Science Learning Outcomes For Elementary School Students

Education remains linked to human life, using experiences that provide understanding and insight to develop. Giving rewards is one of the educational tools used to improve student learning outcomes in class. The goal of the reward system is to make students more attentive and focused during lessons. Good intentions towards IPAS can encourage students to study in order to obtain good learning results. It is hoped that giving rewards can be used as a strategy to improve student learning outcomes in science courses. This research uses literature study or field work as an investigative method. The data used in this research comes from the results of analysis of several articles, journals, books and articles related to research variables. In addition, this research uses a descriptive-analytic approach to examine the relationship between the learning outcomes of science and science students in basic education and the award system through a review of previous research publications. According to this research, a consistent reward system can improve student learning outcomes in science and technology subjects in elementary schools.

Teacher Misconceptions: A Phenomenon of the Lack of Knowledge in Science Subjects

Qualified teachers are a cornerstone of successful learning. This study aims to determine the understanding of teachers in elementary schools on the concept of photosynthesis in science subjects in elementary schools. This type of research is survey research. This survey was conducted on 29 elementary school teachers in South Tangerang. Sampling is done randomly (random). The instrument used is a concept statement instrument of 10 statements. The analysis that will be carried out is descriptive by looking at the percentage of misconception scores in each question item. The results showed that there were 3 question items that showed the highest level of misconceptions, with an error range of 86.2% on the presence of chlorophyll, 79.30% on the photosynthesis time item, also 72.4% on results of photosynthesis. The degree of moderate misconception is that 69.00% in statement items related to the role of light in photosynthesis and 62.10% on the photosynthetic product statement item, and. In addition to filling out questionnaires, interviews were also conducted to explore information on why the phenomenon of misconceptions can occur in teachers. The interview results showed that most of the teachers who were sampled for research and teaching science in elementary schools had different educational backgrounds (other than science) as much as 66.00%, 28.00% had science education backgrounds and 7.00% came from other educational backgrounds.

Teacher Candidate Learning of Interdisciplinary Controversial Issues: Linking Social Studies and Science in the Elementary School Curriculum

ABSTRACT Teaching controversial issues poses challenges for teacher candidates, stemming from apprehensions about potential backlash and gaps in content and pedagogical knowledge. The prevailing emphasis on tested subjects such as mathematics and reading/writing in elementary school education often sidelines social studies and science, limiting opportunities for candidates to engage with these disciplines and their associated instructional strategies, including addressing controversial topics. Integrating social studies and science with other subject areas emerges as a viable approach to ensure comprehensive education. Teacher education coursework serves as a vital platform for exposing educators to interdisciplinary curriculum design and implementation. Such exposure prompts teacher candidates to reevaluate their preconceptions and practices concerning controversial issues. This article examines teacher candidate learning, contextualized within Interdisciplinary Pedagogical Content Knowledge (IPCK), during a two-week unit on interdisciplinary instruction that integrates social studies and science through controversial topics across two semesters of elementary school social studies and science methods courses. While findings reveal a perceptible shift in attitudes toward teaching controversy, the limited exposure to such issues in prior educational experiences impedes candidates’ ability to develop curricula reflective of this evolving perspective.

The Effect Of Implementing The Radec Learning Model On Improving Students' Critical Thinking Skills Integrated With Cultural Diversity

The learning process greatly influences students' success in achieving learning goals, one of which is increasing students' critical thinking . Critical thinking at this time is one of the skills that really needs to be improved in 21st century education. This research aims to provide an overview of the influence of the RADEC learning model on students' critical thinking in elementary school science learning. This type of research is quantitative in the form of a quasi experimental design . The design applied is The Non equivalent Control Group Design . The technique used for sampling is cluster random sampling . The data analysis technique used is using a prerequisite test in the form of a normality test, then a homogeneity test and hypothesis testing using the t test. The average on the pretest in the experimental class was 44.05263 , after applying the RADEC learning model the post-test was 82.47. The control class obtained an average of 44.15 in the pretest and 69.5 in the post-test after learning using the conventional approach. After carrying out the t-test, it was obtained that t = 3.68 and t table was 1.68709 with a significance level of 0.05. Thus, t = 3.68 > t table = 1.68709, it can be concluded that the influence of the RADEC model was found on students' critical thinking in elementary school science and science learning.

Wordwall Media and its Impact on Understanding Light Material in Class V Elementary School Science Subjects

Using technology for learning is really important. This research wants to see if using word wall media helps 5th-grade students understand light in science class. This research method is quantitative experimental quasi experimental design type Post-test only control group design. The sampling technique is purposive sampling. The results of this research show the influence of the use of wordwall media on the understanding of light at Benerwetan State Elementary School and Kaibon State Elementary School. The normality test showed that the experimental class had a significance of 0.15 and the control class had a significance of 0.15, both greater than 0. 05 The homogeneity test showed a p-value of 0.47, which is higher than 0.05, and the hypothesis test showed a p-value of 0. 000, which is lower than 0. 05, so it can be concluded that there is an "influence of the use of wordwall learning media on understanding of light material in subjects Science at Benerwetan State Elementary School and Kaibon State Elementary School

Innovative Videoscribe: Improving Science Learning Outcomes for Fourth Grade of Elementary School Students Through Character-Based Learning Media

The use of learning media is important in the learning process because it helps students understand the subject matter and stimulates students' attention and enthusiasm for learning. This research aims to describe the design and development of character education-based learning media in grade IV elementary school science subjects which have been tested for validity. This development research uses the ADDIE model, but is limited to the development stage due to limited time, situation and resources. The trial subjects included content experts, media experts, 2 design experts, 2 practitioners, and 18 grade IV students who participated in individual and small group trials. Data collection was carried out using a questionnaire in the form of a four scale instrument given to test subjects. Research data was analyzed using an average to determine the validity score of the media being developed. The results of the validity of learning media from the assessment of content experts, media experts, design experts and practitioners obtained very good qualifications. Individual and small group trials also demonstrated excellent qualifications. Based on this analysis, character education-based learning media in grade IV elementary school science subjects was declared valid and suitable for use in learning. This learning media is also a valuable resource and encourages teacher professionalism in teaching character values along with science material.

METODOLOGIAS ATIVAS PARA O ENSINO DE PALEONTOLOGIA NA EDUCAÇÃO BÁSICA

The teaching of Paleontology is of great importance in the training of students, supporting the understanding of various science contents. For this reason, its implementation from Elementary School is essential as it provokes curiosity in students. Despite this, themes in this field of knowledge are treated in a fragmented manner in school spaces, so many difficulties are encountered, whether in the structure, the lack of teaching resources, the limitations of support instruments, such as textbooks, or even due to negligence of the official documents that guide fundamental education in Brazil, which often do not deal with the subject with due importance. Given this context, we set out as a general objective to present methodological proposals for the teaching of Paleontology based on the elaboration of a catalogue that brings together scripts of practical activities, which require little infrastructure, and uses simple, low-cost materials that can contribute to the teaching-learning process of Paleontology in Elementary School. The preparation of the catalogue followed three stages: 1) Collection of reference data (bibliographic and teaching materials); 2) Selection and ordering of the thematic activities found, always focusing on the low cost of the materials used and the ease of carrying them out in the school environment); 3) Structural reorganization of the selected activities, considering our pedagogical understanding, to compose the catalogue. Thus, and in line with the National Common Curricular Base (BNCC), the activities were organized into three groups: a) research/production of materials; b) didactic game; c) information and communication technologies. The Practical Activities Guide Catalog aims to bring students and teachers at Elementary School Science and Paleontology together, serving as an instrument to assist in the teaching-learning process.

Contextual Teaching and Learning-based E-Worksheet on Science Subjects for Fourth Grade Elementary Schools

Lack of motivation to learn students results in them being less focused on learning and less active during the learning process, which impacts low student learning outcomes, especially in the science and science learning process. A lack of innovative teaching materials mostly causes this or tends to be monotonous. Therefore, supportive teaching materials that are attractive in form and based on appropriate learning models are needed so that students are enthusiastic about learning and can think critically. One medium that is a solution is to use CTL-based E-Worksheet. This research aims to develop a CTL-based E-Worksheet for grade 4 elementary school science content. This research is a development research type with the ADDIE model. The research subject is CTL-based E-Worksheet media on class 4 science content. Data collection uses expert test instruments and trials. The data analysis technique calculates the percentage score for validation assessments and user responses. The research results show that the development of a CTL-based E-Worksheet for grade 4 science content meets very valid criteria from the quality aspect, with a detailed score of 93.775% from media experts, 95% from learning design experts, and 94.6% from learning content experts. The results of the student response test showed an increase from the pretest results, with an average score of 34.8%, to an average score of 84.8 on the students' post-test results. Based on these results, the CTL-based E-Worksheet teaching materials that have been developed are suitable for application in learning. This research implies that it presents CTL-based E-Worksheet learning media with grade 4 science content as a solution to problems in the student learning process.

Developing preservice elementary teachers’ self-efficacy toward teaching science

ABSTRACT Having a negative attitude toward science plays a major factor in elementary teachers avoiding teaching science in elementary school. This mixed methods study examined changes in pre-service elementary teachers’ (PSETs) attitudes toward teaching science. PSETs (n=59) engaged in a semester-long university course in the Southeastern United States. The course focused on demonstrating and applying knowledge of scientific concepts and inquiry-based teaching. PSETs took a Dimension of Attitudes toward Science (DAS) questionnaire before and after the course. Six of the PSETs were interviewed in a focus group and asked how the course impacted their attitudes toward science. Data were analysed quantitatively through frequency of responses and mean values. Qualitative analysis was done through concurrent triangulation design analysis of focus group interviews and survey responses. Results show that PSETs had more positive attitudes toward science in feelings attached to teaching science and their confidence in teaching science. Follow-up focus group interviews indicated that some of the PSETs highlighted verbal persuasion, the Cognitive Pedagogical Mastery (CPM) experience of engaging in hands-on activities, and the Cognitive Content Mastery (CCM) experience of using learning technologies as factors in positive changes in self-efficacy and feelings toward teaching science. Implications for PSETs methods courses are discussed .

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.

Interview as a research method in teaching: a case study

Although the application of modern technologies in the education system of Serbia shows signs of progress in the last few years, it is still not at a satisfactory level. Hence the demands for improvement of learning methods and means are imposed. In order to determine to what extent each form of work is represented in the teaching of informatics and computer science, we conducted an interview with teachers of informatics and computer science in elementary schools in the territory of the cities of Belgrade and Novi Sad. The sample includes 19 teachers. The teachers answered 23 questions, which we divided into five groups. The research was conducted in two phases in May 2022 and June 2023. Contemporary conditions require a change in the content and methods of organizing the education process, and the transformation of the traditional school into a research unit ready to accept innovations.

How textbook images frame the gender roles of women in science and elsewhere: a content analysis of elementary school science textbooks

ABSTRACT Based on the concepts of gender framing and gender categorisation, this content analysis evaluates the images of adults (N = 1655) and the portrayal of women from the 6 series of science textbooks authorised by the Japanese Ministry of Education for use in elementary school science classes in the 2022 academic year. The images were counted and coded according to the activities the participants were engaged in. Data were then analysed according to three potential patterns for transmission of gender roles – invisibility, low stature, and domesticity. The content analysis showed differences between the 6 series in terms of their portrayal of women and of female scientists, however, across all series, there were fewer women portrayed than men, fewer female scientists than male, and fewer women were presented as important ‘people to study’. Women were less likely to be shown in high-status decision-making roles, as demonstrating ‘brilliance’, or as being rewarded or recognised for their scientific achievements. They were, however, more likely than men to be depicted in images connected to themes of domesticity than as scientists or in other professional situations. Domestic themes such as childcare could still be seen in images of female scientists or women at work.

Creativity of Elementary School Science Teachers in Implementing Project-Based Learning: A Case Study

Creativity of Elementary School Science Teachers in Implementing Project-Based Learning: A Case Study

3D Hologram: An Alternative Media for Learning Science in Elementary School in the Post-COVID-19 Period

The spread of COVID-19 shifted school classes from offline to online. Online learning caused saturation in students. Innovative teaching methods help teachers make students play an active role in learning. A 3D hologram is a visual technique that utilizes reflecting objects or glass so that objects seem to be in the real world. This research aimed to develop a 3D hologram that is effectively used in the post-COVID-19 period by obtaining feasibility and response scores from users. This medium was designed using the Borg and Gall development model’s Research and Development (RnD) method. The population of this study was sixth graders of SDN Pasirhuni for a limited trial. The data collection techniques used were observation, interviews, media and material validation questionnaires, and responses from teachers and students. The length of the manufacturing process and the expensive manufacturing costs were refuted in this study by producing 3D hologram media that is easy to make, utilizing used goods, and fairly cheap. So that teachers, students, and the community can try to create and use their hologram 3D media at home or school. The results showed that 3D hologram media can be an effective learning medium used in the post-COVID-19 learning process.
 Keywords: 3D Hologram, Learning Science, Post-COVID-19