Primary Science Learning Research Articles

Embodied learning of science concepts through augmented reality technology

AbstractAugmented Reality (AR) revolutionizes educational approaches by providing an immersive experience that superimposes virtual 3D elements onto the physical environment. This integration of virtual and real worlds addresses the challenge of understanding abstract concepts by enabling three-dimensional visualization and interaction. This study aims to assess the role of embodied cognition in science learning through AR technology, analyze its impact on collaborative, inquiry-based learning in primary science, and understand students' perceptions of its influence on their engagement and comprehension in collaborative science tasks. Data collection methods for this study included three focus group interviews and five video observations involving ten grade 5 students, totaling 23 participants, in a primary science classroom. The analysis utilized content, thematic, and multimodal frameworks to evaluate student interactions. The findings indicated that the use of AR significantly enhanced the students' learning experiences. Students' comprehension of complex scientific concepts improved through active engagement with 3D models using the AR application. The AR app's 3D virtual shapes encouraged students to move around more during lessons, likely because these shapes were engaging and offered various perspectives. The use of embodied learning was enhanced with the support of AR technology, as students were constantly in motion around the table, using their fingers to manipulate objects and explore 3D forms from different angles.

Improvisation of Teaching Learning Materials (TLM) and its Contribution in Teaching and Learning of Primary Science

The study was basically carried to find out about the contributions of improvisation on learning science education. The mixed mode of data collection method was used for the purpose whereby data were collected through semi structured interview questions and survey questionnaire. Analysis and interpretation of quantitative data was carried using Statistical Package for Social Sciences (SPSS) whereas analysis of qualitative data involved looking for similarities and dissimilarities and generating themes. Finally the collected data and information from both qualitative and quantitative method will be compared and analyzed. It was inferred that TLM hold significant importance in providing valuable support and enhancing the learning experience for both educators and students. However, it was found that most schools lack the required TLM and teachers improvise the required TLM with locally available materials. However, improvisation of TLM requires lots of resources and support from many relevant stakeholders. Moreover, it was also found that improvisation is very time consuming and comes with the challenges of precision and accuracy. The study also founded that with the advancement of technology, digital tools like YouTube videos and simulations were used when readymade TLM are not available in the schools. However, this research study was carried during short period of time with minimum participants and findings from the study cannot be generalized for all the schools across the country. Furthermore, further research can be carried to find out about different module offered in two colleges of Education which teaches about preparation and improvisation of TLM.

Enhancing Student Collaboration in Science Education Through Outdoor Learning Transformation

This study explores the efficacy of implementing outdoor learning to enhance student collaboration in fourth-grade science education at SD Muhammadiyah 1 Candi Sidoarjo, addressing a gap in research regarding its application in primary school science education. Using a descriptive qualitative approach with observation, interviews, and documentation, data analysis followed the Miles and Huberman model. Results indicate successful implementation of outdoor learning, fostering collaboration among students, particularly in accepting responsibility, assisting peers, and respecting opinions. Variations in collaboration effectiveness were noted between student groups. Findings suggest that carefully planned outdoor learning activities can create an engaging learning environment, improving student collaboration and overall learning outcomes in primary school science education. Highlight: Outdoor learning in primary science: Enhancing student collaboration and engagement. Qualitative approach: Investigating student perspectives on outdoor education. Effective peer interactions: Fostering teamwork in outdoor learning environments. Keyword: Outdoor learning, Student collaboration, Primary school, Science education, Qualitative research

Professional learning in primary science: developing teacher confidence to improve the leadership of teaching and learning

ABSTRACT The worrying decline in the status of primary school science in schools in England has been linked to low teacher confidence in teaching science and to schools being heavily focused on achievement in English and mathematics. This article reports on a novel professional learning strategy that was provided for 23 primary science leaders over five half-day workshops. Workshops focused on key topics that teachers reported having least confidence in teaching. Through a structured series of learning episodes, each workshop included knowledge and skills acquisition, opportunities to apply new knowledge and skills to primary-focused practicals, the introduction and application of scientific vocabulary, discussion and reflection time. Findings from pre- and post-workshop questionnaires undertaken with all participants and in-depth interviews with eight participants were examined from a phenomenological perspective. Participants reported that the workshops had significant and positive influences on raising their ability to teach science effectively and to build their confidence in leading colleagues. Participants also reported that the status of science in their schools had been improved.

Developing Conceptual and Procedural Knowledge/Skills of Lifelong Learners from Basic to Advance Learning: Exemplars, Challenges and Future Direction

Developing conceptual and procedural knowledge or skills of learners is ‘part and parcel’ of the roles of educators involved in teaching science and social science subjects. This article aims to espouse numerous educational reforms implemented locally, regionally, and internationally during the past decades, with exemplars and challenges elaborated. The mixed-method approach is selected as a research framework that includes the collection of qualitative data (mainly from documentary analysis, interviews, observation, and open-ended responses) and quantitative data (mainly from survey questionnaires). This article reports mainly qualitative findings that are summarised from mixed-modes of analysis on data collected through systematic review and ‘multiple-case design’, including ‘cross-case and within-case analysis’ on how conceptual and procedural knowledge and skills of learners could be enhanced through the implementation of various technology-integrated project-based programmes incorporating various effective strategies anchored on hybrid approaches in replacement of traditional methods. Case exemplars are illustrated with how these programmes serve as platforms for basic education and foundation courses from basic to advanced learning among lifelong learners. The analysis of a local programme to promote Year 4 students’ (N = 33) primary science learning using the 5E constructivist model revealed that students were mentally engaged in learning science concepts, interacting with new experiences, and able to correct misconceptions with enhanced conceptual and procedural knowledge and skills on the taught topics ‘Scientific Skills, Life Processes of Humans, and Properties of Materials’ as reflected in their increased mean scores of science achievement analysed statistically. The implementation of the ‘Learning Science and Mathematics Together’ (LeSMaT) student-centered regional learning programme that provided a guide for expected project output is also illustrated with an exemplar of how learners’ conceptual and procedural knowledge and skills in ‘environmental education’ were enhanced through the preparation of the project required for this program. The analysis of social science learning involving building foundation knowledge in economics through an international research-based internship programme revealed that students’ conceptual and procedural knowledge and skills in ‘economics’ were enhanced with the input on research methodology and the need to produce a report, which tied in with theories and the experience of their placements in various business settings that provided real-life experience related to economic issues faced during the pandemic. In the end, the significance and implications of the study are discussed with ideas for how to move forward.

Widening the divide: the impact of school closures on primary science learning

Prolonged Covid-19-related school closures in the UK raised concerns that science teaching and learning at primary level would be negatively impacted. This paper reports the findings of phase 1 of a study that the authors are conducting with teachers and parents to explore this issue. We found that a significant proportion of teachers were providing less science during lockdown than in the normal school week. Teachers, particularly those working in more deprived areas, reported that translating the science curriculum for home learning had been difficult, with concerns around resources, internet access and parental ability to help. Some areas of the curriculum posed particular difficulties, leading to a narrowing of topics being taught. Both teachers and parents felt that schools prioritised English and maths above science. Meanwhile some parents reported that their children had engaged in sophisticated extracurricular activities, bolstered by resources available at home and knowledgeable adult help, but others said that their children had done no science at all. Parents who had studied science at post-compulsory level were much more comfortable in helping their children with science home learning. These factors combine to create conditions which may exacerbate existing inequalities as to who can access science education and careers.

What has happened to teacher assessment of science in English primary schools? Revisiting evidence from the Primary Science Quality Mark

ABSTRACT Background An earlier article in this journal provided a mapping of primary science teacher assessment practices in England using teacher reflections written for Round 4 of the Primary Science Quality Mark (PSQM). Purpose In the intervening years, the National Curriculum and statutory assessment system of levels has been replaced with a system of age-related expectations and a call for schools to develop their own systems of assessment. The aim of this study is to find out whether schools have changed their practices and to consider the ongoing changes they are making to their systems of assessment. Sample The previous analysis of 91 Round 4 schools in March 2013 was compared to teacher reflections from 200 schools from across England in the more recent PSQM Round 13, June 2017. Design and methods Qualitative content analysis was used to code the reported assessment methods in PSQM Round 13. The frequency of assessment methods were compared to the Round 4 mapping. Results Reported practice in summative assessment in Round 13 included more ‘ongoing’ assessment information, which could potentially support a more valid sampling of the construct, but there was a lack of clarity regarding the use of data tracking systems. In the PSQM year, subject leaders described starting or developing the use of a range of published and school developed resources to support assessment practices in formative and summative assessment. Conclusion Changing statutory assessment processes instigates change in school practices, but without support for teacher assessment literacy, the implementation of new assessment systems may not lead to clear processes for assessment which support learning in primary science.

An exploration of how teachers’ attitudes to global learning can be used to inform primary science education

This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers’ personal and professional commitment to global issues can inform a more relevant and purposeful primary science education, empowering both them and those they teach to become agents of change. It suggests that by exploring Sustainable Development Goals (SDGs) and their relation to the primary science curriculum in England, as well as developing a series of pedagogical strategies in line with global learning, teaching and learning in primary science can become more engaging and purposeful beyond fulfilling an assessment framework. A mixed-methods research design was used to explore and inform the Global Learning in Primary Science (GLPS) project. The findings suggest that while practitioners shared a positive attitude to a global learning approach, without being explicitly indicated in curriculum policy, its integration will continue to be left to chance. This global learning approach provides an opportunity for primary science education to become valued as dynamic process which supports sustainable development rather than remaining a static body of knowledge.

21st Century Learning in Primary Science Subject via Flipped Classroom Method: A Teacher’s Perspective

The flipped classroom is one of the approaches used in 21st-century teaching practices. Contrary in primary education, various works of literature on the flipped classroom approach were studied in the secondary and tertiary education level. Thus, continuing the contribution to the body of knowledge, this preliminary research is done to explore the main themes in conducting a flipped classroom approach to promote 21st-century learning in primary school science. From the selection of a teacher, series of interviews, classroom observations and document reviews were analyzed systematically. The findings reveal three themes in primary science flipped classroom implementations including the affordances, assistance, and challenges. There are various aspects taken into consideration from the teacher and teaching surrounding for the flipped classroom settings to be conducive. The teacher realized that although flipped classroom helped her in many ways yet there are challenges that she needs to resolve. These findings provided a foundation for preliminary direction for the researcher to do further research planning.

21st Century Learning in Primary Science Subject via Flipped Classroom Method: A Teacher’s Perspective

The flipped classroom is one of the approaches used in 21st-century teaching practices. Contrary in primary education, various works of literature on the flipped classroom approach were studied in the secondary and tertiary education level. Thus, continuing the contribution to the body of knowledge, this preliminary research is done to explore the main themes in conducting a flipped classroom approach to promote 21st-century learning in primary school science. From the selection of a teacher, series of interviews, classroom observations and document reviews were analyzed systematically. The findings reveal three themes in primary science flipped classroom implementations including the affordances, assistance, and challenges. There are various aspects taken into consideration from the teacher and teaching surrounding for the flipped classroom settings to be conducive. The teacher realized that although flipped classroom helped her in many ways yet there are challenges that she needs to resolve. These findings provided a foundation for preliminary direction for the researcher to do further research planning

“We found the ‘black spots’ on campus on our own”: development of inquiry skills in primary science learning with BYOD (Bring Your Own Device)

ABSTRACTThis paper reports on a study situated in a one-year project “Bring Your Own Device (BYOD) for Mobile Knowledge Building,” aiming at investigating how primary school students developed their inquiry skills in science learning in BYOD-supported learning environments. Student perceptions of the BYOD-supported inquiry experience were also examined. A science learning topic of “Black Spots” in the Unit of “Safety Is Fortune” was chosen as an example of a collaborative inquiry topic appropriate for examining how students’ inquiry skills are developed. Both qualitative and quantitative data were collected. A process-oriented analysis and quantitative analysis techniques were adopted to investigate students’ development of inquiry skills and their perceptions of the learning experience and knowledge advancement. The research findings show that the students advanced their inquiry skills, and perceived the learning experience positively, which sheds some light on guided inquiry-based learning of science in a BYOD-supported learning environment in school education.

Pri-Sci-Net - A Project Promoting Inquirybased Learning in Primary Science: Experiences of Young Children Inquiring

One of the challenges of Science Education in the 21 st century is that of engaging learners in meaningful learning. Learning science from books does not equip them with the skills and competences necessary to become scientists. The European Commission [1] has recognized this challenge and advocated inquiry-based learning as the main pedagogy to be adopted for teaching science. This paper presents the work in progress of the FP7 project Pri-Sci-Net which aims to promote inquirybased learning approaches at primary level of education with children from age 3-11 years across Europe. There needs to be a shared understanding among teachers of inquiry with reference to young children, and consequently identifying the required pedagogical skills. In addition, teachers need resources which they can gain through sharing their experiences with other teachers. The paper puts forward a vision for inquiry-based learning, highlights the need for the training teachers, and explores the potential of a virtual platform which can promote CPD for the use of IBSE among teachers.

An innovative model of professional development to enhance the teaching and learning of primary science in Irish schools

This study investigates the influence of a two-year professional development programme on primary teachers’ attitudes towards primary science, their confidence and competence in teaching science, and pupils’ attitudes towards school science. Unlike the traditional ‘one-size-fits all’ model of professional development, the model developed for this study, carried out in Ireland, is ongoing and gives teachers opportunities to collaborate with their colleagues, sharing practices and knowledge, to reflect on their pedagogic practice, to focus on pupil learning and to be involved in decision-making. This article explores the relationship, if any, between teacher involvement in a sustained, collaborative professional development programme, their confidence and competence in teaching science and their classroom practice. Findings from this study have shown that the participants become substantially more confident and competent in teaching primary science. Most significantly, teachers have made dramatic changes to the way they teach science, resulting in their pupils becoming more positive and motivated to learn science.

Evaluating an online e-module for Portuguese primary teachers: trainees’ perceptions

The work reported in this article is part of a wider project that aims to develop and implement a web-based, pan-European, in-service professional development platform for teachers to enhance their role in promoting education through science. This article aims to evaluate the implementation of the e-module on Assessment of Children’s Learning in Primary Science, which was created at Bradford College (UK) and was adapted to be trialled by Portuguese science teachers. The article (i) evaluates the e-module in order to find facilities and constraints with a view to improving it in future versions; (ii) analyses participants’ opinions concerning strategies explored, resources and their reflections on their learning; and (iii) discusses the impact of the training on teachers’ professional development. Data was collected through three different online questionnaires: (i) at the start; (ii) at the end of the e-module; and (iii) one year after implementation of the e-module. The results indicate that the majority of the teachers recognised that the module promoted the development of new skills during the course, such as ICT skills, which have an impact on classroom practice and enhance their professional development both in the personal domain and in the domain of practice. It was also recognised by both trainees and tutors that the main advantage of using an e-learning platform was that it enabled an adjustment to individual needs taking into account different learning styles and rhythms. They also recognised the importance of international dimensions of education; flexibility of timetables; and collaborative work between peers.

The SCIAnTICT project: Technology-enhanced teaching and learning of primary science

This project explored how ICTs in primary classrooms can enhance the teaching and learning of the practical and theoretical aspects of science. By building on teacher and Years 7/8 student prior knowledge and experiences with ICTs, the authors investigated how ICT use can structure activities that would offer enhanced opportunities for students to actively participate in science. The project generated examples of how ICTs can support ways of exploring and communicating science, and evaluating what has been learnt.

What's changed? Issues of impact and evaluation in primary science professional development

This article reports on issues arising from the external evaluation of a teacher development project—the Active Learning in Primary Science (ALPS) project—undertaken in eight Bristol (UK) primary schools during 2007. The ALPS project aimed to raise pupil attainment in science by developing participating teachers' skills, knowledge and enthusiasm through a programme of centre‐based continuing professional development, classroom workshops, in‐school consultancy and visits to a hands‐on science centre. The evaluation used a combination of documentary evidence, pupil performance data, teacher interviews and observations to gain a view of the strengths, weaknesses and impact of the programme. This raised questions concerning the timing of such evaluation studies, the tensions between the agendas of the various stakeholders and the validity of any short‐term apparent gains in pupil performance or teacher attitude. The article problematises the current UK government emphasis on ‘measuring impact’ from continuing professional development activity.

Can the interactive whiteboard help to provide ‘dialogic space’ for children's collaborative activity?

This paper is based on a project investigating the use of interactive whiteboards (IWBs) as tools for children's group-based learning in primary science. A series of science activities were designed with participating teachers, in which groups of three or four children used the IWB to access information, consider options, plan actions and make joint decisions. Of particular interest in this paper is whether the IWB helps to provide a shared ‘dialogic space’ for reasoned discussion, within which children are able to jointly access relevant information, share different points of view and achieve collective solutions to science-based problems. Our analysis is framed by notions of ‘dialogic teaching’, in which the relationship between the guiding role of the teacher and children's active involvement in their own learning is highlighted. We offer some conclusions about the value of IWB technology for supporting children's talk and collaborative activity, which may assist its use and development.

GAMTAMOKSLINIS UGDYMAS PRADINĖJE MOKYKLOJE: MOKSLINIŲ TYRIMŲ KONTEKSTAS

The patterning, correction and expansion of primary natural science education that is based on ex-haustive research are necessary to perceive the peculiarities of natural science education of the junior pupils aged from 6 to 12. The revision of particular training issues of the junior period (content, methods and forms) is insufficient in order children should become the equal members of society, nation and the world yet in childhood. Foreign scientists carry out a number of different investigations in the field of primary natural science education. In fact, the importance of natural science education is accepted putting emphasis on primary school. In considering the place of the natural sciences in the curriculum of schools, one cannot fail to recog-nize their centrality in the lives and work of those of us living in the industrialized countries around the globe (Shafer, 1996). After 1950 the subsequent positions were more frequent: primary natural science education has to be a creative process, sciences teaching cannot be only nature study. Scrupulous attention is devoted to chemistry issues in primary school. It is underlined that the field should be revised more attentively as the child faces plenty of chemical substances in daily life. The proceeding following moments are worth to be mentioned: • children have a natural sense of wonder and curiosity about their world (Qualter, 1994; Alford, 1997); • exists a distinction between children’s life knowledge and scientific knowledge. The transition from the first to the second is not always automatic or linear (Black, Lucas, 1993); • learning in primary science is most effective when children can interpret their own experience and in-vestigations in scientific terms (Wenham, 1995). It can be concluded that: • one of the burning issues is natural science and technological literacy; • much attention is devoted to broadening children’s cognitive abilities, it is emphasized that the suc-cess of primary natural science education should depend on teaching quality that is given to chil-dren; • a consistent important didactic pattern is stressed – from simple visions to the interpretation, devel-opment, etc. of scientific concepts; • It is sought to examine the impact of the cognitive factors on the success of learning (achievements) as well as that of motivation, teaching methodology, classroom microclimate, a social environment, etc.; • more and more attention is focused on the alteration of natural science education paradigms – from academic science subjects teaching to “science for all”. The most important directions of research are the final goals of natural science education of the present century and the most effective strate-gies of teaching; • primary teachers’ natural science competency is given very close attention. Different approaches are searched for making primary natural science education more effective. Akvileva ir Klepinina (2001, p.3) state that one of the weakest links in the training of primary natural science teachers are limited students’ abilities to transfer theoretic knowledge into practical activities; • natural science education curricula and its planning are very important aspects. Though a curriculum itself does not guarantee the quality of natural science education, it is a suitable instrument for the teacher. Designing of primary natural science education curricula is one of the obligatory compo-nents of the teacher’s competency. The content of the curricula of the main science subjects re-mains problematic. It is clear that the content of primary natural science education should be inte-grated. However, it does not mean that the knowledge of biology, chemistry, and physics is not in-troduced. The question about the balance of the main fields arises. Assessment shows that the knowledge of chemistry is very poor and requires obligatory and exhaustive research in the field. Unusually prominent “biologization” makes pupils’ natural science education poor, lays down pre-conditions to give up on chemistry and physics.

Relationship between pupils\' mastery of the language of instruction and achievement in science

This study investigated the relationship between pupils' mastery of the English language and their achievement in Science. The study sample included 196 standard eight pupils from eight rural primary schools in Kenya. Data was collected using an English Language Test (ELT), a Science Skill Test (SST) and a Science Achievement Test (SAT). The scores from the ELT were correlated with those of the SST and SAT using the Pearson Product Moment Correlation Coefficient (PMCC). A positive and significant correlation was obtained at 0.01 level. This paper argues that for effective learning of primary science, pupils need to have a good command of the language of instruction, which in this case is English. Therefore, the teaching of English language at the primary school level should be strengthened. The paper concludes by recommending that code switching be encouraged as a way of solving some of the language difficulties encountered in primary science lessons. Journal of Technology and Education in Nigeria Vol. 9(2) 2004: 8-13