Teaching Of Science In Primary Schools Research Articles

A Study on the Dilemma and Countermeasures of Science Teaching in Primary Schools

Primary school science is a basic, practical and comprehensive course which is of great significance to the development of students' scientific literacy. Primary school science actually lays the foundation of one's scientific literacy and is an introductory course for people to understand and think about the world, which is of great significance to their future learning life and lifelong development. However, due to many reasons, the current teaching situation of primary school science is not optimistic, so it is necessary to explore the teaching dilemma of primary school science and put forward countermeasures.

Teachers' Views on the Effects of Inquiry-Based Science Education on the Learning Process of Bilingual Students

New learning methods have been applied every day regarding education and training, and these methods have been used for students to better understand and structure knowledge. As one of these methods, inquiry-based learning is used in primary school science teaching. Turkiye has a rich and diverse cultural structure. Thanks to this diversity, different languages are spoken in various regions apart from Turkish as the official language in Turkiye. In our study, it is aimed to benefit from teacher views about the learning processes of bilingual students who are applied inquiry-based science teaching. The experiences of teachers who have bilingual students in their class were questioned. The study used the phenomenological research model, one of the qualitative methods. The research group consists of 7 teachers who are chosen voluntarily from teachers with bilingual students in the classroom. A semi-structured interview form developed by the researcher was used to collect the research data. While these forms, which included open-ended questions, were applied, the interviews were recorded. These collected data were analyzed by content analysis method. Research findings indicate that inquiry-based science teaching positively affects the learning processes of bilingual students. It has been determined that students' conceptual understanding, participation and interest in the lesson, group working and cooperation skills, science lesson attitudes, problem solving skills and permanent learning are increased.

The Promotion of 5G+VR to Science Teaching in Primary Schools – Taking “The Passage of Time” in the First Volume of the Fifth Grade of the Education and Science Edition as an Example

With the increasing attention paid to 5G-assisted teaching, there is a growing need to explore the practical application of 5G+VR in science education. This paper uses the lesson “Sun Clock” in the “The Passage of Time” section of the fifth-grade education and science textbook as an example to investigate the use of 5G+VR technology in science teaching. By taking advantage of the school’s 5G network environment and smart education platform, this study aims to improve students’ learning experience and solve the problems encountered in experimental teaching. Through the use of VR technology, students were able to independently explore and understand how light and shadow are used to tell time with the help of the “Sun Clock” experiment. Students were able to observe the relationship between light and shadow and learn how to use them to tell time by combining the explanation in VR glasses and multi-angle observation of the sundial on the equipment. The study found that the use of 5G+VR technology significantly improved students’ understanding of the content and increased their sense of self-efficacy and on-the-spot experience. The implementation of 5G+VR technology in science education has solved the problems of safety concerns, limitations of experimental materials and site, and improved students’ problem-solving abilities in practical situations. The findings of this study have important implications for the integration of technology in primary school science education.

DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS

Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners’ existing misconceptions and the process of transforming them into correct scientific concepts – using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. Keywords: basic literacy, communication competence, digital literacy, primary school, science class, socio-constructivist learning approach

Practical Research on Infiltrating Environmental Protection Education into Science Teaching in Primary Schools

Practical Research on Infiltrating Environmental Protection Education into Science Teaching in Primary Schools

An Investigation of the Relationship between Prospective Teachers’ Self-Management and Self-Control Skills, Metacognition and E-Mobile Learning Readiness Perceptions

Abstract Introduction: This study aims to investigate the relationship between prospective teachers’ self-management and self-control skills, metacognition, and e-mobile learning readiness perceptions. Methods: This study adopted a procedural model that was relational screening in nature. This study was conducted with 303 prospective teachers who attended Primary School Classroom Teaching, Primary School Science Teaching, Pre-school Teaching, and Psychological Counseling and Guidance departments in a State University Education Faculty in Turkey. In this study the “Self-control and self-management scale”, the “Metacognition scale” and the “E-Mobile learning readiness scale” were used as data collection tools. It was determined that the data collection tools used in the study were valid and reliable. Results: According to the results of the study, mobile learning readiness perception is positively affected by metacognition. Metacognition is positively affected by Self-management and Self-control Skills. In the study, the effects of e-mobile learning readiness perceptions on both metacognition and self-management and self-control skills were discussed in accordance with the proposed model. Discussion: The aim of this study is to determine the relationships between the variables of prospective teachers’ self-management and self-control skills, metacognition and e-mobile learning readiness perceptions. Four hypotheses in the proposed model were discussed according to the literature. Limitations: This study was conducted only with the participants consisting of teacher candidates at a state university in Turkey. However, the participants of the research can be expanded with different teaching areas of higher education. Conclusions: Prospective teachers’ self-regulation, self-assessment and control skills positively affect their metacognition skills. The metacognition skill of prospective teachers has a positive effect on mobile learning readiness perception.

Strategies for Promoting Students' Thinking Participation and Development in Science Teaching in Primary Schools

Strategies for Promoting Students' Thinking Participation and Development in Science Teaching in Primary Schools

Research on the Application of Virtual Reality Technology in Primary School Science Class

In the context of "Internet + Education", virtual and augmented reality technologies are being integrated with science education in primary schools. Based on the analysis of the background of the times and the existing problems in primary school science education, this paper analyzes the integration application of Virtual Reality education software in primary school science teaching, and analyzes the specific lessons and the advantages of integration.

The Application of the Theory of Embodied Cognition in Online Science Teaching in Primary Schools

Embodied cognition is a theory that studies the features of cognition that are formed through the experience of one’s body in a specific environment. It unveils that the body, via action and gestures, can be a powerful tool to enhance understanding and learning. In this paper, the theory of embodied cognition is introduced, and incorporated to the online elementary science curriculum, where the teachers are encouraged to involve physical interactions and participations during teaching, so that the students can better understand and master the scientific concepts. This new instructional method is shown to improve students’ scientific literacy and the quality of online teaching.

Developing and implementing prediction-observation-explanation worksheets of healthy foods

The aim of this study was to develop prediction-observation-explanation (POE) worksheets of healthy foods and to investigate their effects on grade 3 students’ conceptions. The sample of the study consisted of 10 grade 3 students at a primary school in the city of Bayburt. Within a pre-experimental research design, data were collected throughout a word association test (WAT), a conceptual understanding test (CUT) and POE worksheets. The results showed that even though the number of the response words in post-WAT (f=256) was higher than in pre-WAT (f=212), there was no statistically significant difference between the students’ scores of pre- and post-WAT. However, a large Hedge’s g value and statistically positive change in scores of pre- and post-CUT pointed that the POE worksheets resulted in better conceptual understanding. In brief, the POE worksheets were effective at improving the students’ conceptions and awareness of healthy foods. In light of the results, the current study suggests using the POE worksheets for science teaching in primary schools.

PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL

This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education. Keywords: collaborative team teaching model, inquiry-based science teaching, survey research, teachers’ experiences.

МИШЉЕЊЕ УЧИТЕЉА О ПРИМЕНИ ИНКЛУЗИВНОГ ОБРАЗОВАЊА У НАСТАВИ ИНТЕГРИСАНИХ ПРИРОДНИХ НАУКА

This paper analyzes the problems which primary school teachers face during these science lessons and their willingness for professional development to enable themselves to implement the inclusion model in teaching science in primary schools. The research included 332 primary school teachers. The data was collected using a survey and analyzed by comparative and descriptive methods. It showed that the initial professional development program enabled teachers to gain some general knowledge about the inclusion model, but it did not qualified them for applying this model in integrated science teaching in primary schools. Teachers believe that science should be taught by qualified science teachers who have some experience with the inclusion model. Teachers also want to improve their knowledge through further professional trainings. They are faced with a lack of cooperation with institutions which deal with inclusive education, the lack of adequate literature on the inclusion model and its implementation in science teaching, as well as a variety of financial and technical barriers. They want to gain knowledge about the inclusion model, so that they can apply it during their science lessons.

Research on the Characteristics of Science Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) of Primary School Teachers in Classroom Teaching

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher`s PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher`s PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher`s PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

PEMBELAJARAN IPA DENGAN PRAKTIKUM BERBASIS KONTEKS DAN LITERASI SAINS: PERSPEKTIF GURU SD DI SUKABUMI

Laboratory activities are important of science learning at any level. At the elementary school lab work needs to be done in the context of daily life in order to training scientific literacy. This study aims to determine how the teacher's perspective on science teaching in primary schools in Sukabumi, West Java in the academic year 2015/2016. Research methods such as survey, data analysis quantitatively and qualitatively. Data collection used is a kuosioner sheet and interview guides to explore the teacher's perspective grade 4 and 5 primary school in implementing and understanding the context-based practicum. The results showed all the teachers (100%) stated the laboratory activities is important to be implemented, but most of the teachers (75%) stated the laboratory activities difficult to implemented. Teachers argued do not understand the practicum as an activity that can be done simply based on the context of everyday life in an effort to train science literacy (97%). The results of the elementary teacher's perspective is able to provide precise information about the condition of learning science as a material improvement regarding practical learning becomes more meaningful. Keywords: practical laboratory, context, Scientific Literacy

Peer Bullying According to the Perception of Teacher Candidates

Problem Statement: “Peer bullying” which is experienced at schools by most of the students and neglected most of the time is an important problem. One of the prevention ways of this problem is providing training for teachers and applying an effective prevention program. Purpose of Study: In this research it is aimed to reveal the peer bullying according to the perception of teacher candidates and the solution offers of teacher candidates for peer bullying. Methods: In this study “peer bullying” concept has been explained according to the literature. Then the teacher candidates’ experiences and solution offers about peer bullying have been focused. The data about the types of peer bullying was obtained through “Violence – Vulgar Power Questionnaire” developed by Çınkır & Kepenekçi (2003). The data was analyzed with the SPSS statistical program. The population of the research was the Celal Bayar University Education Faculty senior class students who are studying in primary school teaching, primary school science teaching, primary school social sciences teaching and Turkish Language teaching programs. The sample was selected with random selection model from the senior class students. Findings and Results: The findings were tabulated and interpreted in accordance with the literature and research. The results will be beneficial for the school environments and the literature in this concept. Conclusions and Recommendations: Recommendations about peer bullying were offered for practitioners and researchers according to the findings.

Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.

Student Teachers’ Presentations of Science Lessons in South African Primary Schools: Ideal and Practice

A recurring theme in science teaching in South Africa has been poor learner performance in science subjects. The article reports on an inquiry into the quality of science teaching in South African primary schools. Ideal science teaching and learning practices as presented in the literature were reviewed. Against this background, the practice of science teaching in primary schools was investigated by means of an empirical inquiry. Qualitative data were gathered by document analysis of portfolios of student teachers enrolled for a postgraduate certificate in education through distance education. The findings indicated that participants did not apply the science curriculum as intended; teaching strategies were inef fective; learner assessment followed traditional methods; and time management and lesson planning skills required further development. Generally , participants failed to implement pedagogical knowledge presented in the teacher education programme. Recommendations as to how to close the gap between ideal school science teaching and actual practice are made.

Developing preservice teachers' pedagogical reasoning ability

Teachers not only need to develop a knowledge base for teaching, but also should be able to make reasoned decisions regarding their classroom science teaching. Preservice teachers need opportunities to begin developing their pedagogical reasoning ability as part of their undergraduate education so that science teaching in primary schools is based on sound reasoning. This paper, using a case study methodology, reports on the initial pedagogical reasoning ability of second-year preservice primary teachers. By completing a problem-based science education topic, these preservice teachers had the opportunity to explore all stages in the pedagogical reasoning process. Preservice teachers initially demonstrated limited pedagogical reasoning ability, but as a result of the framework provided in the problem-based approach, they were able to refine their reasoning ability. Through a combination of group work and individual research, the preservice teachers were able to integrate their science knowledge, curriculum knowledge and knowledge of learners and apply this to a peerteaching situation and in the process develop their pedagogical reasoning skills.

Evolution of Science Teaching in Primary Schools

Evolution of Science Teaching in Primary Schools

Evolution of Science Teaching in Primary Schools

Evolution of Science Teaching in Primary Schools