Elementary Science Teachers Research Articles

Application of the STAD-type Cooperative Learning Model in Improving Natural Science Learning Outcomes

This study aimed to improve the learning outcomes of fourth-grade students at State Elementary School 1 Singakerta in understanding the characteristics of light through the implementation of the STAD-type cooperative learning model. The research employed a Classroom Action Research (CAR) approach conducted in two cycles with 30 students as participants. Data were collected using tests, observations, and documentation and then analyzed descriptively using qualitative methods. The results revealed a significant improvement in student learning outcomes. The percentage of students achieving the Minimum Mastery Criteria (KKM) increased from 40% in the pre-cycle to 53% in Cycle I and reached 80% in Cycle II. Teacher activities improved from 70% (high category) in Cycle I to 87.5% (very high category) in Cycle II, while student engagement increased from 55% (high category) to 80% (very high category). These findings demonstrate that the STAD model enhances student learning outcomes and engagement in natural science classes. This study underscores the potential of cooperative learning models to address challenges in elementary science education, particularly in the context of the Fourth Industrial Revolution, by fostering active participation and collaborative skills among students

Becoming The Science Teacher: Constructing Identity as an Elementary Science Specialist in Urban Schools

ABSTRACT Elementary Science Specialists (ESS) contribute to the elementary science landscape yet are rarely studied, as a potential solution to challenges in elementary science education or as a phenomenon in themselves. This ethnography explores the locally defined and culturally negotiated identities of ESS in three urban elementary schools in a high-stakes testing climate, drawing upon interviews with the ESS, classroom teachers, and building administrators. The construction of science-teaching identity is portrayed and analyzed according to Social Identity Theory with an emphasis on discourse . The ESS in this study came from non-science teaching backgrounds and developed science-teaching identity and capacities in their institutionally-sanctioned role of ESS. While institutional and discursive sources stimulated identity development, personal reflection on affinity- and nature-based science identities followed, highlighting the interplay of dynamism and continuity in identity . Whether assignment as ESS was experienced as a disruption or a progression, science-teaching expertise and identity emerged in-service for these ESS. Given sufficient institutional and discursive backing, as well as engagement in science instruction, those prepared as classroom generalists can come to see themselves as science teachers.

STEM‐themed pathways within elementary preservice methods coursework: Benefits and challenges associated with designing and implementing integrated STEM projects

AbstractWith the rapid advancements in science and technology, there is a growing emphasis on preparing high‐quality elementary science teachers with a deeper understanding of integrating Science, Technology, Engineering, and Mathematics (STEM) disciplines into their classrooms. Despite ongoing reform efforts of rethinking ways in which preservice elementary teachers (PSTs) are currently prepared, STEM is not always the central focus of their training programs. This article highlights the STEM pathways threaded throughout the concurrent elementary science, mathematics, and technology methods courses within a dedicated STEM semester. This approach allows PSTs to experience integrated STEM directly. Specifically, we discuss PSTs' planning and implementation of integrated STEM projects that explicitly blend multiple STEM disciplines to design solutions to problems situated within a local context under the theme of sustainability. The practicum experience played a pivotal role in helping PSTs realize the benefits and challenges associated with teaching STEM. Drawing from PSTs' written reflections, we provide evidence of how varied STEM engagements enhance their knowledge of STEM integration and shape their perceptions of successes and challenges associated with STEM teaching. Finally, we offer implications for practice and recommendations for future teacher educators to reshape elementary education programs to better integrate STEM.

Optimal STEM Educators for Elementary School: Students from the Primary Education vs. Science Department

This paper explores the optimal qualifications and competencies required for elementary school Science education, specifically contrasting those from Primary Education programs with those from Science University departments. It emphasizes the critical importance of understanding child development and employing diverse pedagogical techniques to effectively engage young learners in a rapidly evolving educational landscape. The research highlights the necessity for educators to cultivate an environment that fosters creativity, critical thinking, and problem-solving skills, which are essential for preparing students for the complexities of modern society. The paper also discusses integrating traditional subjects with contemporary educational needs, such as social-emotional learning and technological literacy, to create a well-rounded curriculum. By analyzing various studies and literature reviews, the paper underscores the significance of personalized education approaches catering to each student’s unique needs, enhancing motivation and academic success. It advocates for a hybrid learning model combining elements from Primary Education and STEM fields, suggesting that such an approach can effectively address educators’ and students’ diverse challenges. The conclusion calls for ongoing research and professional development to equip teachers with the necessary skills and knowledge to adapt to the evolving educational demands of the 21st century, ultimately aiming to improve educational equity and effectiveness for all young learners.

Konstruksi Pengetahuan Siswa SD Tentang Gerhana Melalui Integrasi Sains dan Kearifan Lokal : Studi Kasus Bancakan Gerhono di Desa Boja Kecamatan Tersono Kabupaten Batang

This study aims to construct elementary school students understanding of the eclipse phenomenon through the integration of science and local wisdom. This case study explores the use of the Bancakan Gerhono tradition as a learning method to improve students conceptual understanding of the eclipse, as well as how this approach can strengthen culture based learning. This study uses a qualitative approach with a case study method. The subjects of the study consisted of 6th grade elementary school students and science teachers at SDN Boja 01. Data validity techniques were carried out through triangulation of sources, methods, researchers, and theories. Data were analyzed using an interactive model from Miles, Huberman, and Saldana (2014) which includes the stages of data reduction, data presentation, and drawing conclusions/verification. The results of the study showed that the integration of the Bancakan Gerhono tradition in science learning significantly improved students understanding of eclipses. Students were able to relate scientific concepts to their cultural context, making learning more meaningful and relevant. The acceptance of the integration of local wisdom in learning was very positive, both from students and teachers. This approach was also proven to be effective in increasing student engagement and strengthening their conceptual understanding. The implications of this study emphasize the importance of integrating local wisdom into the science curriculum to create holistic and contextual learning. this study also recommends further development regarding the application of local tradition sin various disciplines in elementary school.

Bridging Cultures in the Classroom: A Systematic Literature Review of Ethnoscience Research in Indonesian Elementary Science Education

Bridging Cultures in the Classroom: A Systematic Literature Review of Ethnoscience Research in Indonesian Elementary Science Education

Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves: Working with their multilingual assets and identities as future elementary science teachers

AbstractUnderstanding how racially and linguistically just teacher education programs (TEPs) support the identity(ies) and translanguaging stances taken up by bilingual Black, Indigenous, and People of Color (BIPOC) teacher candidates (TCs) in their professional lives is important both for their development as teachers and for teacher preparation more broadly. Drawing on assignments, classroom observations, interviews, and data from professional learning community (PLC) meetings for three BIPOC dual language bilingual education TCs, this qualitative case study sheds light on translanguaging stance development and the intersecting identities that emerge for these TCs as they learn to teach through the theoretical lenses of translanguaging and raciolinguicized subjectivity. Findings show how the TEP learning contexts supported the development of bilingual BIPOC TCs' translanguaging stances as a critical part of their professional identities as linguistically justice‐oriented science teachers. We argue that their translanguaging stance is a new way of being multilingual and is central to building an elementary science classroom culture with and for multilingual students. This study underscores how bilingual BIPOC TCs' prior knowledge and identities can be leveraged in teacher education and K‐12 classrooms to develop their translanguaging selves. It also supports robust pedagogical preparation and linguistic justice through multilingual transpositioning of science identities.

UMA INVESTIGAÇÃO SOBRE A SOCIALIZAÇÃO DO HABITUS NA TRAJETÓRIA DE VIDA: UM OLHAR MAIS AMPLO PARA A FORMAÇÃO DE PROFESSORES DE CIÊNCIAS

In recent years, debates around the world have sought to improve teacher training in science education. However, many of these discourses have emphasized market-based solutions, proposing the idea of “efficiency” and “flexibility”. On the other hand, the conception of science teacher training as a continuous process, throughout life, has been neglected beyond university studies. This is because the influence of this broader process on the socialization of teaching practice, reflected in the science classroom, is not absolutely clear. In this sense, the aim of this work is to understand the relationship between elements of the habitus of elementary school science teachers and their respective socialization processes throughout their lives, taking into account various social spaces. The theoretical and methodological background used was the theory of Pierre Bourdieu, his conceptions of the social practice of agents through the study of habitus and capitals. This research studied 16 science teachers (Biology, Physics, Chemistry and Science) from Brazilian elementary school. Characterized as a qualitative study, the research used a questionnaire and semi-structured interviews, and the data was analyzed using Multiple Correspondence Analysis (MCA). The study identified significant patterns that reflect complex social dynamics, especially related to cultural and economic capital. There is a clear dichotomy between "banking" and "dialogical" approaches, influenced by the teachers' socialization experiences. Furthermore, gender socialization in the incorporation of science teachers' habitus dispositions is fundamental to understanding their social practice. The article also suggests areas for future research, including the influence of students on the socialization process and comparative studies between different educational and cultural contexts. It concludes by emphasizing the importance of formulating new dynamics in science teacher training programs to promote truly emancipatory teacher education.

Multiple Intelligences in Elementary Science Education: Impact of Guided Discovery Approach on Learning Interest

Multiple Intelligences in Elementary Science Education: Impact of Guided Discovery Approach on Learning Interest

Exploring Gameplay and Learning in a Narrative-Centered Digital Game for Elementary Science Education

Exploring Gameplay and Learning in a Narrative-Centered Digital Game for Elementary Science Education

Research Trends on Critical Thinking Skills Development in Elementary and Secondary Science Education in Japan

Research Trends on Critical Thinking Skills Development in Elementary and Secondary Science Education in Japan

Transforming Science Education in Elementary Schools: The Power of PhET Simulations in Enhancing Student Learning

In recent years, the integration of technology into education has significantly transformed teaching methods, especially in science education. Tools like PhET simulations have proven highly effective in enhancing student engagement and comprehension. Research has highlighted the value of simulation-based learning in fostering critical thinking and problem-solving skills. This study aimed to explore the impact of simulations, with a focus on PhET, on improving elementary students’ learning outcomes, an area that remains under-researched. The study compared the performance of two groups of third-grade students: one group learned about solubility using PhET simulations, while the other relied on traditional textbook instruction. Each group comprised fifty students. The study lasted for a two-month period. The instructional approach was investigative learning. Data were gathered through student responses to materials science questions aligned with Bloom’s Taxonomy, allowing for a detailed evaluation of their understanding and application of scientific concepts. Responses were assessed for accuracy and scored accordingly. We ran an independent-sample t-test to decide whether the difference in the mean score in science achievement between the two research groups was significant. The results showed that students using PhET simulations not only achieved significantly higher scores but also demonstrated their ability to explain their reasoning during problem-solving tasks. These findings emphasize the substantial advantages of incorporating digital tools like PhET simulations into elementary science education, as they enhance conceptual understanding and better equip students to tackle future scientific challenges. The present research results complement the previous research on using technology in the chemistry elementary classroom and add the issue of simulations to this research. The results of this study are centered on the topic of solubility. To broaden the generalizability of these findings, future research should examine the effects of simulations on student achievement in a wider range of elementary science topics.

Toward a system of gesture–speech relations in elementary science teaching

AbstractAlthough previous research provides insights into how gestures function as a pedagogical tool, relatively little is known about how gesture is related to language, together creating a key meaning‐making teaching resource. Drawing on the system of logico–semantic relations in Systemic Functional Linguistic theory and McNeill's description of gestures, this study examines how gesture is logically and semantically related to the language teachers use in elementary science classrooms. The study is primarily qualitative in nature and uses video recordings as the primary data. The main purpose is to analyze the kind of gesture–speech relations used by elementary science teachers and to develop a system network that describes gesture–speech relations in elementary science teaching. Distribution of the gesture–speech relations shows that some relations are more likely used to teach scientific knowledge, some are more likely used for classroom management, and some are used for both.

A Survey Study on the Current Status of Professionalism of Elementary School Science Teachers in Changsha County

As the main participants in the teaching of science curriculum, the professionalism of elementary school science teachers is very important to the teaching work of teachers, the scientific literacy of students as well as the reform and development of science education. Therefore, the professional literacy of elementary school science teachers in Changsha County was thoroughly researched and analyzed from three aspects: professional affective literacy, professional knowledge literacy and professional ability literacy. Through the questionnaire survey and interviews, it was found that some science teachers have the problems of lack of professional affective literacy, single knowledge structure and low professional ability literacy. These problems are mainly attributed to the teachers’ weak sense of professional development, the limitations of curriculum teaching and implementation ability, the schools’ insufficient attention to the science curriculum, and the insufficient investment in education funding. To address these problems, this paper proposes optimization paths such as clarifying development goals, strengthening practice reflection, deepening the learning and application of the new curriculum standards, raising the importance of science curriculum teaching, and increasing the investment in science education. Through these measures, we aim to enhance the professionalism of elementary school science teachers, improve the quality of teaching, cultivate students’ scientific literacy, and promote the sustainable development of science education.

Identification of Relationship between Meta Cognition and Misconceptions

This study investigates the complex interplay between meta cognition and misconceptions within the educational context, focusing on implications for effective teaching and learning strategies. Aligning with India's National Education Policy (NEP) 2020, which advocates for a transition from rote memorization to in- depth understanding, this research explores the concurrent presence of misconceptions and meta cognition in elementary science education. Meta cognition, the process of reflecting on one's cognitive processes, and misconceptions, or predefined notions that impede authentic learning, are analyzed through influential frameworks, including those developed by Flavell and Nelson and Narens. The MASRL model by Efklides is also incorporated to understand the interplay of meta cognitive knowledge, control strategies, experiences, task characteristics, and learning outcomes. The study highlights the impact of misconceptions as cognitive barriers and their influence on meta cognition, emphasizing the need for effective educational strategies. The literature review explores existing research on meta cognition and misconceptions, showcasing how meta cognition acts as a cognitive mirror, enabling learners to navigate and rectify misconceptions. This research has significant educational implications, highlighting the importance of cultivating self-directed learning, critical thinking, and evidence- based study strategies to enhance academic outcomes. The study concludes by emphasizing the dynamic interplay between meta cognition and misconceptions, offering insights for educators and researchers to design interventions fostering accurate conceptual understanding in learners.

Supporting elementary preservice teachers' content knowledge for teaching about matter and its interactions

AbstractKnowledge of science content and the ability to translate knowledge into effective teaching is known as teachers' content knowledge for teaching (CKT). Teachers with developed CKT are able to more effectively determine instructional and assessment activities that will deepen K‐12 students' scientific literacy. However, preservice teachers (PSTs) can have limited opportunities to develop CKT, and little is known about how to support PST CKT development in elementary science teacher preparation. In our work, we developed instructional materials (i.e., “CKT Packets”) intended to support teacher educators (TEs) in developing elementary PSTs' CKT for one content area—matter and its interactions. We facilitated a professional learning community for TEs to support their learning how to implement the materials in their courses. We report on results from a mixed‐methods study using a quasi‐experimental cohort control design with a pretest and posttest to understand differences in PSTs' CKT (N = 250) in eight TEs' science classrooms. Nesting PSTs within their TEs' courses, and controlling for PSTs' prior CKT, engagement time on the assessments, prior coursework, and TE time‐invariant effects, we found preliminary evidence that PSTs achieved greater CKT when TEs implemented more CKT Packets. Salient factors that we hypothesize influenced TEs' productive uses of CKT Packets included disruptions to courses/contexts, TEs' sources of motivation for implementing Packets, TEs' entry points for the alignment of curricular materials with existing topics and pedagogical course emphases, TEs' approaches for first‐time use of curricular materials, and TEs' experiences with the instructional routines of the Packets. We bound our interpretation of results within limitations (e.g., small sample size, quasi‐experimental design) and suggest avenues for new research. Throughout this article, we include implications for TEs, PSTs, educative curricula developers, and researchers working to improve science teaching and learning for students.

Models of Science Teacher Identity: The Multiple Representations of Pre-Service Elementary Science Educators

ABSTRACT Experiences in pre-service teacher education can have a lasting effect within the professional life histories of classroom teachers. Investigating the ways in which pre-service elementary teachers (PSETs) represent themselves as science teachers before, during, and after methods course experiences can inform best practices of elementary science teacher pre-service and inservice development as well as further highlight the concerns and objectives of PSETs. Therefore, as a pre-service science teacher educator, I seek to understand the ways in which PSETs represent themselves as future science teachers and the experiences within the methods courses that influence those representations. This study relies on quantitative pre- and post-survey data and qualitative course artifact data completed as part of regular undergraduate course assignments. PSETs representations of self within this study tend to shift from a traditional approach to science teaching toward constructivist, student-centered pedagogical practices and show reduced anxiety toward teaching science and increased science teaching self-efficacy.

Unpacking teachers' value beliefs about computational thinking and programming

Many education policy strategy documents at the European Union level, as well as national strategies of various countries, recommend including computational thinking as a fundamental skill in curricula. The professional development of teachers should be supported to disseminate computational thinking in K12 education. Teachers’ value beliefs about computer science and programming should be first known when designing professional development programs. This study aims twofold. The first is to adapt the Teacher Beliefs about Coding and Computational Thinking (TBaCCT) Scale into Turkish. The second is to explore Turkish primary and secondary school teachers' value beliefs about computational thinking and programming. The study involved 417 teachers. Confirmatory factor analysis was used for the validity studies of the scale. Independent samples t-test, one-way ANOVA, and MANOVA analysis were used to examine whether the scores differed according to gender and subject, respectively. The findings show that the Turkish form of the TBaCCT Scale is valid and reliable. For programming self-efficacy and teaching programming efficacy, there is a significant difference between male and female teachers, computer science teachers and other subjects, and elementary mathematics, class and science teachers and other teachers. Teachers working in social sciences especially need professional development programs that will transform their beliefs and knowledge about computational thinking.

A Comparison of Online and Face-to-Face Professional Development for Increasing the Art and Science Content Knowledge of Novice and Experienced Elementary Science Teachers

A Comparison of Online and Face-to-Face Professional Development for Increasing the Art and Science Content Knowledge of Novice and Experienced Elementary Science Teachers

Culturally responsive elementary science teaching: a meta-analysis of current science teaching studies and implications

Culturally responsive elementary science teaching: a meta-analysis of current science teaching studies and implications