Elementary School Science Teachers Research Articles

How is the Development of science Education in Primary Schools’conflict Resolution?

Science education in elementary schools is not only concerned with numbers, formulas and laboratory experiments, but includes various phenomena that often occur in the surrounding environment so that it has an impact on increasing the development of science education in resolving conflicts in elementary schools. This study aims to analyze the publication of science education in primary schools' conflict resolution using VOSviewer with a publish or perish application with a range of publications for ten years (2013 to 2023). Based on these criteria, there were 992 articles found into three areas that is Conflict Resolution, Science Education, and Primary School terms. The research results show that research has decreased significantly in the last 5 years, namely from 2013 to 2019 with a total of 205 articles down to 54 articles. From 2019 to 2022 there will be static for the publication of articles on this topic. A drastic decline has occurred in the last 2 years, namely from 2021 to 2022, with a total of 9. The latest data in 2023 saw an increase of 1 article to 10 published articles. So that it can be said that it was decreasing. Through VOSviewer, this study analyzes a lot of articles published related to the topic itself. The impact of this review becomes a reference for a starting point in conducting research on related topics in the future.

A flipped classroom with whiteboard animation and modules to enhance students' self-regulation, critical thinking and communication skills: a conceptual framework and its implementation

PurposeIn the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.Design/methodology/approachThis study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.FindingsThe findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.Research limitations/implicationsSome limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.Practical implicationsThis study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.Social implicationsThe social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.Originality/valueThe uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

Meta Analisis Implementasi Computational Thinking untuk Meningkatkan Hasil Belajar Ipas di Sekolah Dasar

This study aims to analyze relevant research in implementing the computational thinking approach to improve learning outcomes in Integrated Science (IPAS) at the Elementary School level. The study adopts a meta-analysis approach with data collection conducted through searching Google Scholar or Google Scholar and Mendeley using the keywords computational thinking, learning outcomes, and science education in elementary schools. The search yielded a total of 7 articles that utilized the computational thinking approach in teaching science at the elementary school level, employing qualitative research methods. The findings of the study indicate that the implementation of computational thinking in IPAS instruction at the Elementary School level can provide significant benefits in developing critical thinking skills, problem-solving abilities, teamwork, learning interest, and students' digital readiness. Therefore, it can be concluded that the positive implementation of computational thinking contributes to improved learning outcomes and skill development in students. The results of this research are expected to serve as recommendations and a foundation for enhancing students' learning outcomes through the application of computational thinking in the teaching and learning process. Keywords: Computational Thinking, Learning Outcomes, Science, Elementary School

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.

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.

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

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

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

The Use of Roblox in Elementary School Science Education during Pandemics

The Use of Roblox in Elementary School Science Education during Pandemics

Science teaching: from the classroom to the science fair

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

Analisis Penggunaan Teknologi pada Pembelajaran IPA di Sekolah Dasar

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

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

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

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

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

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

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

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

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

Development of STEM-based Worksheet in Elementary School

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

Validitas Pengembangan Bahan Ajar IPA Sekolah Dasar Berbasis Teori Belajar Bruner

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

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

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

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

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

물질의 상태 분류에 대한 과학교사와 머신러닝 모델의 분류 결과의 비교 분석

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

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

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