Primary School Science Teachers Research Articles

EXPLORING HOW SCIENCE TEACHERS USE MANIPULATIVE TEACHING MATERIALS IN THE CLASSROOM: A CASE OF SCHOOLS IN MANZINI REGION

This study sought to explore how science teachers use manipulative teaching material in the classroom. The study was based on the following objectives: establish the benefits of using manipulative teaching materials, determine the challenges faced by science teachers towards using manipulative teaching materials and suggest how science teachers may overcome the challenges faced in using manipulative teaching materials. Underpinned by the constructivism learning theory, a qualitative research approach was adopted where a case study research design was employed with a purposely selected sample of twelve (12) primary school science teachers who were randomly selected from four schools. Data were analyzed using thematic analysis. The findings of the study revealed that there are benefits of using manipulative teaching materials. These were that, learners make sense of the theory and have a clear understanding of the concepts taught, learners also acquired scientific skills and manipulative teaching materials motivate learners to participate in the lesson, therefore this makes it hard for learners to lose attention. The study also revealed the challenges faced by teachers in using manipulative teaching materials were lack of resources needed in the science lessons, failure to meet the demands of the subject, and the number of learners in the classroom. The study further revealed that all these challenges could be minimized by the government building science laboratories in the schools and that teachers should improvise the manipulative teaching materials. Based on the findings, the study concludes that manipulative teaching materials play an important role in the teaching and learning of science.

A Survey on Acceptance and Readiness to Use Robot Teaching Technology Among Primary School Science Teachers

Interest in educational robotics has grown in recent years, and many efforts have been undertaken across the globe to include robots into school instruction from kindergarten to high school, mostly in science and technology subjects. The current study is to determine teachers' technological acceptance and readiness to implement robotic technology in the teaching and learning process. A descriptive research design was employed which utilized a survey method. This survey was conducted among primary school teachers of Science, Mathematics, Design and Technology, and Information and Communication Technology (ICT) in Malaysia. According to the findings, teachers' acceptance of robot technology in the classroom is at a modest 3.77 (SD = 0.598) while the readiness score is 3.67 (SD = 0.611). The findings indicated that school teachers are only moderately prepared to employ robotic technology in classrooms. Respondents also argued that the high cost of robotic technology is a significant barrier to incorporate robotic technology into teaching and learning. The practicality of this paper is the provision of insights for exploring adoption possibilities and barriers in auguring robots into primary school classrooms. This indicates that the higher the level of teachers’ acceptance, the higher teachers’ readiness in robotic technology. Respondents argued that the high cost of robotic technology is a significant barrier to incorporating robotic technology into teaching and learning.

The reality and obstacles of implementing primary teachers with the engineering design in teaching science

The research aims to determine the science teachers' knowledge level in elementary schools about the engineering design concept. It determines the application level of engineering design among the science teachers at the elementary level in teaching science and highlights the obstacles faced in implementing these. The descriptive survey method was used to achieve the research aim by applying a questionnaire to a sample of 97 science teachers in primary schools in Riyadh city. The research was limited to the concepts of engineering design and engineering practices as mentioned in the next generation of NGSS science standards. It was found that science teachers were unaware of the importance of developing engineering design skills among students. It might be due to ineffective teachers' training in engineering design skills development. It is strongly suggested to educate supervisors about the importance of directing male and female teachers to apply engineering design in science teaching for the elementary stage. It is essential to provide appropriate educational laboratories and means for employing engineering design and teaching science for the elementary stage.

Primary School Science Teachers’ Creativity and Practice in Malaysia

Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity practice in science teaching was used to collect quantitative data from 409 participants. The qualitative data were analyzed according to the TTCT scoring technique and the quantitative data were analyzed descriptively using Statistical Package for the Social Sciences 26. This study found that, that while overall teacher creativity was low, the teachers perceived that they employed highly creative practices. No difference was found in relation to environment, teaching aids, skills and science process skills of teachers in urban and rural areas. However, teachers in rural areas were more knowledgeable about creativity, while teachers in urban areas were better at practising it. This research provides baseline evidence on current practices in creative pedagogy of science teachers nationwide.

The obstacles of the performance of professional learning communities (plc)from the point of view of science teachers in afif.

This study aimed to identify the obstacles of the performance of professional learning communities (PLC)from the point of view of science teachers in Afif Governorate in the Kingdom of Saudi Arabia. to answer the study questions, the researchers used the descriptive analytical approach, by developing a questionnaire consisting of two main topics: performance obstacles related to the personal aspects of the teacher, and performance obstacles related to school environment. The sample consisted of 95 science teachers in primary, middle and secondary schools. The sample size was 53.98% of the research society. The results indicated a number of performance obstacles from the point of view of science teachers. Among the most important performance obstacles related to the personal aspects of the teacher is the large number of teaching and administrative responsibilities that reduce the opportunities for cooperative work among teachers. Another obstacle in this topic is that less attention in the professional development programs is given to PLC. As for the obstacles related to the school environment, the most important of which is the school’s lack of an educational environment that supports PLC. The intensity of students numbers in the classroom which reduces the chances of the teacher reflection on teaching practices. The results also showed that there are no statistically significant differences credited to the variable of the grade (primary - intermediate - secondary) (α = 0.05).While statistically significant differences occurred related to the number of years of experience, in favor of more experienced science teachers (α=0.05(.

The role of school placement within research-based teacher education–through the eyes of science mentors

ABSTRACT In line with international debate, there is a discussion in Norway on developing teacher education by moving from a more experience-based to a research-based approach. This ongoing change presents a challenge, not only for the development of teacher education but also for teachers working as mentors in school placements. The aim of this study was to investigate science mentors’ views on research-based teacher education and the contribution of school placement therein. Data were collected through semi-structured interviews with 11 mentors working as science teachers in Norwegian primary and secondary schools. Data analysis was based on a thematic analytical approach. The results demonstrate that mentors display a mixed and limited understanding of research-based teacher education, and that developing an understanding of what it means in both contexts (on campus and in school placements) needs to be addressed. Mentors view school placement as an arena in which student teachers can freely test different teaching methodologies. Currently, school placement appears to be experienced as somewhat separate from teaching on campus. However, we conclude that school placement founded in a common knowledge base within research-based teacher education can function as a bridge between theory and practice.

A Preliminary Study on the Professional Quality of Science Teachers in Primary Schools—Based on the Background of the Combination of Maker and STEAM Education

The "Professional Standards for Primary and Secondary School Teachers (Trial)" issued by the Ministry of Education sets standards for the professional qualities of qualified teachers in the three aspects, including professional philosophy and teacher ethics, professional knowledge, and professional capabilities. In this study, through combining the characteristics of STEAM education and Makers education in the context of the times, we proposed several the professional qualities that should be possessed by new science teachers, including good professional attitudes, compound professional knowledge and innovative professional competence.

The Awareness of Cyber Security in Distance Learning

The present paper aims to investigate the effectiveness of a training program in improving the awareness of cyber security in distance learning among female primary school science teachers in the Kingdom of Saudi Arabia. To achieve the study objectives, the researcher used the quasi-experimental approach based on the one-group experimental design; the study tool was the cyber security awareness scale. The sample consisted of 30 teachers. The pre-application of the cyber security awareness scale was performed, then teachers were trained on the proposed program during the first semester of 2020–2021. At the end of the experiment, the post-scale was conducted. The results show that there are statistically significant differences between the mean scores of the teachers in the pre- and post-application phases of testing of the cyber security awareness scale for the sake of the post application. These differences indicate the degree of effectiveness of the suggested training program. A number of recommendations are suggested in light of the obtained results.

فاعلية مجتمعات التعلم المهني في تنمية مهارات التفکير التأملي لدى معلمي المرحلة الابتدائية في دولة الکويت

هدفت هذه الدراسة إلى الکشف عن مدى فاعلية مجتمعات التعلم المهني في تنمية مهارات التفکير التأملي لدى معلمي العلوم بالمرحلة الابتدائية بدولة الکويت. ولتحقيق أهداف الدراسة تم الاعتماد على منهجي البحث الوصفي التحليلي وشبه التجريبي حيث تم توظيف منهج البحث الوصفي لتحديد مهارات التفکير التأملي التي يجب على المعلمين إتقانها، فضلا عن تحديد أسس بناء مجتمعات التعلم المهني الفعالة لمعلمي العلوم کما تم توظيف المنهج شبه التجريبي من خلال تصميم شبه تجريبي معتمد على مجموعة واحدة مع اختبار قبلي واختبار بعدي. وتألفت عينة الدراسة من (32) من معلمي العلوم بالمدارس الحکومية الابتدائية بمحافظة العاصمة بدولة الکويت. ولجمع البيانات تم استخدام نسخة معربة ومقننة في البيئة الکويتية من المقياس الذي أعده تشوي وآخرين (Choy et al., 2019) والذي يتألف من (32) عبارة موزعة على أربعة أبعاد لمهارات التفکير التأملي وهي: القدرة على تقييم الذات- فعالية الذات- التأمل في التدريس - التعلم المهني مدى الحياة. وقد شارک المعلمون في مجتمع تعلم مهني تم تطبيقه خلال فترة زمنية قدرها ست أسابيع واشتمل على أنشطة کتابة المذکرات التأملية والمناقشات الجماعية والعصف الذهني، والمشارکة في محررات الويکي التشارکية، واستخدام التدوين الإلکتروني، ومشارکة مقاطع الفيديو عبر يوتيوب، فضلا عن المناقشة في مجموعة إلکترونية خاصة بمجتمع التعلم المهني عبر وسائل التواصل الاجتماعي وتضمن الترکيز على مشارکة المعارف والمصادر والخبرات بشأن بعض القضايا التدريسية کمنهج الکفايات والتصورات الخاطئة عن المفاهيم العلمية لدى الطلاب مع الترکيز بشکل أساسي على إتاحة فرص للمعلمين للتأمل في ممارساتهم المتبعة. ولتحليل البيانات تم استخدام المتوسطات الحسابية والانحرافات المعيارية واختبار ت لعينتين مرتبطتين ومعادلة نسبة الکسب المعدل لـ بلاک. وقد أسفرت نتائج الدراسة عن فاعلية مجتمع التعلم المهني المطبق في تنمية مهارات التفکير التأملي کدرجة إجمالية وکأبعاد فرعية (القدرة على تقييم الذات- فعالية الذات- التأمل في التدريس- التعلم المهني مدى الحياة). وفي ضوء تلک النتائج أوصى الباحث بأن تتبنى المدارس الابتدائية الحکومية على مستوى الدولة تطبيقا رسميا لمجتمعات التعلم المهنية بقيادة من مديري المدارس وموجهي مادة العلوم کمدخل لتعزيز التعلم المهني المستمر لدى المعلمين. الکلمات الدالة: مجتمعات التعلم المهني – التفکير التأملي- معلم العلوم. Abstract This study aimed at investigating the effectiveness of a professional learning community on the development of reflective thinking skills for primary school science teachers in Kuwait. A descriptive-analytic approach and a quasi-experimental design were used in the study. The descriptive approach was used for determining reflective thinking skills teachers should master, in addition to identifying the pillars for establishing professional learning communities for science teachers. Moreover, a quasi-experimental method through a one-group pretest–posttest design was used with a sample consisting of 32 science teachers working at governmental primary schools in the Capital Governorate, Kuwait. Data collection was carried out by means of a standardized localized version for the Kuwaiti environment of a scale developed by Choy et al. (2019), which included 32 items distributed into four dimensions of reflective thinking skills, namely:the ability to conduct self-assessment, self-efficacy, meditation on teaching, and lifelong professional learning. The participating teachers engaged in a professional learning community that was implemented over a period of six weeks and included reflective journals writing activities, group discussions and brainstorming, engaging in participatory wiki editors, the use of electronic blogging, video sharing via YouTube, as well as discussion in an electronic group devoted to the professional learning community via social media. The learning community focused on sharing knowledge, resources and experiences regarding various teaching issues such as the competency curriculum and misconceptions about students’ scientific concepts, with a primary focus on providing opportunities for teachers to reflect on their actual practices. Statistical analysis of data was conducted using means, standard deviations, paired t-test, and Black's Modified Gain Ratio. The results revealed that the professional learning community implemented has been effective in improving reflective thinking skills as a total degree as well as for the sub-dimensions (i.e. the ability to conduct self-assessment, self-efficacy, meditation on teaching, and lifelong professional learning). In light of the results reached, it was recommended that governmental primary schools on the country level would proceed on the official implementation of professional learning communities led by school principals and science mentors as an approach to enhance continuous professional learning for teachers. Keywords: professional learning community- reflective thinking- science teacher

Relationship Between Higher Order Thinking and Metacognitive Skills with Hands-On Teaching Among Primary School Science Teachers in Jempol District

Relationship Between Higher Order Thinking and Metacognitive Skills with Hands-On Teaching Among Primary School Science Teachers in Jempol District

The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom

ABSTRACTThis study explored the interplay between science teachers’ pedagogical beliefs, scientific evidence, and diversity. This study adopts a sociocultural view of science that views science as a cultural way of knowing, and acknowledges that it is laden with cultural understandings, interpretations, and a language of its own. This paper reports findings derived from qualitative data including interviews and journal field notes observations. The interview sample comprised seven primary school science teachers and nine secondary science teachers. The findings indicated that there was a reliance on dialogic teaching strategies to teach for the school science agenda, but not for the diversity agenda. The findings show that teachers used evidence pedagogy through using their dialogic pedagogy which act as mechanisms to avoid confronting and dealing with diversity, or with the diverse students’ concerns. Teachers use these dialogic pedagogies as a ‘teacher-led dialogues’ tool. Conclusions from the study argue that science teachers need a clear sense of their own views of science in their cultural context in order to be able to understand those of their students and to engage with these views and enhance the use of the dialogic pedagogy by integrating these cultural beliefs into the science discourse.

The Influence of Higher Order Thinking and Metacognitive Skills towards Hands-On Teaching among Primary School Science Teachers

The Influence of Higher Order Thinking and Metacognitive Skills towards Hands-On Teaching among Primary School Science Teachers

The Effect of Edutainment on Higher Order Thinking Skills among Year Five Students

The purpose of this study is to determine the effect of edutainment on the Higher Order Thinking Skills in Year Five students. This study utilises quasi-experimental design using pre and post-tests. The development of edutainment module is based on the ADDIE model. The samples comprised of 33 treatment group students and 33 control group students who were randomly selected. The instruments used are pre-test and post-test. Based on the findings of the independent sample t-test for higher order thinking skills applying, analyzing, evaluating and synthesizing, showed significant differences [t (64), p <.05) between the post-test scores of treatment and control groups i.e. all levels showing p = 0.00. In conclusion, this study has found that learning by entertaining students was effective in raising the students' level of thinking skills. The implication of the study showed that edutainment learning can be used by primary school science teachers to improve higher order thinking skill in students.

Conceptions of science teachers about the use of ICT in teaching practice

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers (one from each school). Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT (Information and Communication Technologies) in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil.&#x0D; &#x0D; Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies.

Primary and junior high school mathematics and science teachers’ views on teaching in the Cape Coast Metropolis of Ghana

This paper draws on conceptualization of pupil-centred and teacher-centred methods to explore the views of primary school and junior high school (JHS) mathematics and science teachers on teaching. The purpose of the study was to ascertain whether the views of these teachers place the pupils at the centre of the teaching and learning process. The research participants were selected from all the six circuits in the Cape Coast Metropolis using stratified random sampling procedure. Questionnaires were administered and responded to by 157 primary and JHS mathematics and science teachers in the Cape Coast Metropolis of Ghana. The data collected were analysed using both quantitative and qualitative data analysis methods. The findings from the study showed among others that the participants’ views about teaching were predominantly teacher-centred. Implications of the findings for mathematics and science teacher education particularly and research in mathematics and science education in Ghana generally are provided.

TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG

English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.

TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG

English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.

Mixed methods, mixed outcomes? Combining an RCT and case studies to research the impact of a training programme for primary school science teachers

ABSTRACTA randomised controlled trial (RCT) and a series of case studies were used to determine the impact of two variants of an intervention (a professional development programme) aimed at improving primary school science teachers’ subject and pedagogic content knowledge, and enhancing their subject leadership ability. Ninety-six schools were randomly assigned to full or partial treatment groups or a ‘business-as-usual’ control group. Quantitative data were collected from teachers and pupils through an assessment of scientific knowledge based on standardised assessment items. Qualitative data were collected through interviews and lesson observation initially in thirty case study schools. There were three data collection points: pre- and post-intervention, and one year later.[Guskey, T. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.] Levels of Professional Development Evaluation model was used as the analysis framework. The quantitative data from the teachers’ subject knowledge assessment indicated neither the full nor the partial training programmes had a statistically significant impact on teachers’ performance. In contrast, the qualitative data suggested that many teachers in the full treatment group believed that their subject knowledge had improved and reported increased confidence in their teaching of science. Lesson observations provided corroborating evidence of change in teachers’ practice, and some modest evidence of wider change in schools. There was no statistically significant improvement in pupil performance in subject knowledge assessments when teachers had participated in the intervention. In the context of research methods, the study suggests that a mixed-methods approach to evaluation is likely to yield a more rounded and nuanced picture of the overall impact of an intervention.

Focus, Explore, Reflect and Apply (FERA) Learning Model: Developing Science Process Skills for Pre-Service Science Teachers

The purpose of this study is to describe the application of Focus, Explore, Reflect, and Apply (FERA) learning model in improving science process skills for a pre-service science teacher in primary school. The stages of learning using the FERA learning model consist of four stages, namely focus, explore, reflect, and apply. The sample of this study was the students in the Primary School Teacher Education Study Program at STKIP Sebelas April Sumedang. This research was conducted using Quasy-Experimental method with Non-equivalent Control Group Design. The effectiveness of the treatment was obtained by giving the pretest and posttest to each class one time. The research data was processed by analyzing N-gain, normality test, and average difference using the Wilcoxon and Man Withney U tests. The results showed that the experimental class and the control class had significant mean differences between the science process skills data on pretest and posttest. This shows that learning using the FERA model is more effective in improving science process skills for pre-service primary school science teachers.

Assessment of Primary School Science Teachers' Knowledge towards Health Promotion in Baghdad City

Objective: Assessment of primary schools science teachers' knowledge towards health promotion in Baghdad City.Methodology: A descriptive study was conducted at (100) primary school at Al-Rasafa, and Al-Karkh sectors inBaghdad City, from November 29th 2007 to January 20th 2009. A probability stratified random sample of (100)teachers who teach science subject was selected, and had at least one year of employment in the teaching field. Aquestionnaire format was used which was consisted of (2) parts. The overall number of the items included in thequestionnaire were (205) items. The first part was related to the demographic data of the teachers, the second part(six sections) was concerned with teachers' knowledge about health promotion. Reliability and validity ofquestionnaire was estimated through a pilot study. Data were analyzed through the application of descriptivestatistical analysis which included; frequency and percentage, and the application of inferential statistical analysiswhich included; mean of score, Pearson correlation coefficient and Chi-square test.Results. The study revealed that teachers have acquired moderate level of knowledge about nutrition, communicablediseases, immunization and vaccination, injuries and accidents, obesity, acute illness problems, dental problems,social and psychological development, water and lead pollution, radiation, noise problems, waste disposal and plantsproblems. Concerning the relationship between teachers' knowledge and their demographic characteristics, dataanalysis has showed that there is no association between teachers' knowledge and their ages, gender, and sectors.While, there is a significant associations between teachers' knowledge and their educational level, years ofemployment and training sessions.Recommendations: The study recommends that there is a need for health promotion-oriented education programwhich can be designed, constructed and presented to primary school teachers with great emphasis on all aspects ofhealth promotion. Furthermore, teacher can be nominated and encouraged to actively participate in health promotiontraining sessions. Also, the importance of a collaborative work which can be initiated between the Ministry ofEducation and the Ministry of Health to create facilities for the implementation of health promotion orientededucation program.