The Use of Robotics for STEM Education in Primary Schools: Teachers’ Perceptions

2019 ◽  
pp. 267-278 ◽  
Author(s):  
Ahmad Khanlari
Keyword(s):  
Stem Education ◽  
Primary Schools ◽  
Teachers Perceptions

scholarly journals Teachers’ Perceptions of the Standard-based English Language Curriculum in Malaysian Primary Schools

2017 ◽  
Vol 10 (3) ◽  
pp. 195-208
Author(s):  
Suriati Sulaiman ◽  
◽  
Tajularipin Sulaiman ◽  
Suzieleez Syrene Abdul Rahim ◽  
◽  
...  
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Language Curriculum ◽  
Teachers Perceptions

scholarly journals Teachers’ Perceptions of Consumer Education in Primary Schools in Finland

2019 ◽  
Vol 10 (2) ◽  
pp. 72-88
Author(s):  
Kati Pajari ◽  
Sari Harmoinen
Keyword(s):  
Primary Schools ◽  
Information Overload ◽  
Consumer Education ◽  
Teacher Interviews ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Consumer Organisations ◽  
Analyse Data ◽  
Teachers Perspectives ◽  
Shed Light

Abstract Operating in today’s markets is challenging due to information overload and an expanding choice of products. Children also encounter these complex markets at an early age. Providing consumer education in schools is an excellent opportunity to enhance their ability to think critically and increase their awareness. However, it would be a mistake to ignore the interconnections between consumer education and entrepreneurship education, since active and innovative people are also a prerequisite for future development. Taking advantage of the opportunity to provide consumer education in schools requires teachers to be familiar with consumer issues. This article aims to discuss the perceptions and experiences that primary school teachers in Finland have regarding children’s consumer education in schools. This study was conducted using the phenomenographic qualitative method to analyse data from teacher interviews. The analysis revealed a set of categories that describes the various ways the participants perceive and experience children’s consumer education in schools. These categories include themes, actors, teaching methods and the challenges and expectations teachers relate to children’s consumer education. The findings of this study are worth exploring when planning how to support teachers’ consumer educational competences for a sustainable future. The authors consider that this article is especially valuable for curriculum planners, educators, consumer organisations and parents’ associations, because it shed light on teachers’ perspectives about consumer education.

scholarly journals Directions of improving the quality of in-service teacher training in Serbia: the perspective of primary school teachers

2013 ◽  
Vol 45 (1) ◽  
pp. 86-107
Author(s):  
Dejan Stankovic ◽  
Ivana Djeric ◽  
Vladeta Milin
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Primary Schools ◽  
School Setting ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Service Training

This paper presents one part of the findings of a research that deals with teachers? perceptions of educational reforms in Serbia. More specifically, the paper focuses on the segment of the research that was aimed at exploring teachers? views on the ways of improving the system and practice of in-service teacher training. Pursuing this topic is very important since the findings of recent studies have shown that this aspect of education system needs considerable improvement, while the authors who deal with educational change point to the importance of consulting the teachers in the development of the new system solutions. The questionnaire was used to collect the data from 326 teachers from 125 Serbian primary schools. The teachers provided answers to open-ended questions on what needs to be done in order to improve the quality of their in-service training. Content analysis was used to process the data - response categories were created inductively on the basis of teachers? answers, and then their frequency was established. The results indicate that, according to teachers, in-service teacher training has to be improved, primarily through increased funding, higher quality of programmes/seminars, diversification of types of training, as well as through creating a more encouraging system and school setting for in-service teacher training. These results are significant from the aspect of the in-service training system since they point to developmental priorities, as well as to the necessity of a more complex and comprehensive approach to the reform of this segment of education system.

Malaysian Primary Teachers’ Perceptions on Dyscalculia

2021 ◽  
Vol 2 (6) ◽  
pp. 125-136
Author(s):  
Yoong Soo May ◽  
Fu Sai Hoe ◽  
Wong Wei Lun ◽  
Lijuan Shen
Keyword(s):  
Survey Data ◽  
Primary Schools ◽  
Primary Teachers ◽  
Difficulty Level ◽  
Ministry Of Education ◽  
Learning Abilities ◽  
Learning Capability ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Significant Difference

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

The Use of the RRIR ICT Integration Model as an Instructional Planning Tool

2021 ◽  
pp. 113-135
Author(s):  
Leesha Nicole Roberts
Keyword(s):  
School Leadership ◽  
Primary Schools ◽  
Communication Technologies ◽  
Instructional Planning ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Ict Integration ◽  
Integration Model ◽  
Pedagogical Innovation ◽  
Teachers Perceptions

This chapter introduces the retrieve, revise, implement, and review (RRIR) ICT integration model, created by the author, to assist teachers in systematically planning lessons in information communication technologies (ICT). A case study design was used to collect data in two parts from Teachers in 30 primary schools in Trinidad and Tobago. The first part required the teachers to use the RRIR model log book for one school term. The second part used focus group sessions to inquire about the teachers' perceptions, pedagogical changes, and the factors influencing their decision to continue using the RRIR model log book. The data revealed four broad themes: support for pedagogical innovation, adaptability and intentional instructional changes, approaches to ICT integration, and school leadership. Overall, the teachers disclosed that the RRIR ICT integration model allowed them to plan their ICT integrated lessons reflectively. Concerning the school context, further research is needed to elucidate its impact since teachers reflected on barriers to the ICT integration process in schools.

Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea

2019 ◽  
Vol 22 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Miran Song
Keyword(s):  
South Korea ◽  
Secondary Teachers ◽  
Stem Education ◽  
Teaching Competencies ◽  
Content Type ◽  
Teachers Perceptions ◽  
Integrated Stem ◽  
Key Competencies ◽  
And Performance ◽  
Stem Teaching

Purpose The purpose of this paper is to explore what key competencies and characteristics of teachers are needed for integrated Science, Technology, Engineering and Mathematics (STEM) teaching and to investigate teachers’ perceptions on how important those competencies are and how often they are executed. Design/methodology/approach An exploratory sequential mixed methods approach was used to investigate key characteristics of integrated STEM teaching competencies and the level of their importance and performance as perceived by teachers. By using behavioral event interview technique, qualitative data were collected from professional secondary teachers in science, math and technology subjects. An instrument was constructed based on the result of qualitative research; and a survey was conducted with 48 STEM teachers working in South Korea. The mean values between importance and performance of integrated STEM teaching competencies were compared. A perceived importance level of each item was compared with a practice level by using importance-performance analysis. Findings As a result of qualitative research, in total 21 items were constructed as detailed characteristics of each domain of integrated STEM teaching competencies, which provide insights about teachers’ perceptions of teaching competencies that are critical for integrated STEM education. A comparison of means between importance and performance of integrated STEM teaching competencies showed that whereas teachers considered each of these items to be of significant importance in their overall evaluation of the integrated STEM teaching competencies, they are not performing at a level that reflects the assigned importance. Practical implications This research results provide information for future research on how to implement an integrated STEM education initiative at the secondary school level, for planning teacher training programs, pre-service teacher education and related educational policies. Originality/value South Korea has focused on integrated STEM education to raise talented human resources in the fields of science and technology. However, many teachers have experienced serious difficulties and troubles in executing integrated STEM education. It is necessary to figure out key competencies and characteristics of teachers to facilitate integrated STEM teaching.

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