scholarly journals Spanish Preservice Primary School Teachers’ Understanding of the Tides Phenomenon

2021 ◽  
Author(s):  
María Armario ◽  
José María Oliva ◽  
Natalia Jiménez-Tenorio
Keyword(s):  
Mental Models ◽  
Primary Teachers ◽  
Global Scale ◽  
Alternative Conceptions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Tidal Cycles ◽  
Different Dimensions ◽  
Descriptive Knowledge ◽  
Teaching Learning

AbstractIn this study, we analyzed the descriptive knowledge and mental models of the phenomenon of tides manifested by 111 preservice primary teachers. The instrument employed is an open-ended questionnaire, analyzed by means of an approach that explores the descriptions, explanations, and predictions in respect of this phenomenon by our subjects. First, we made a descriptive study of the kinds of ideas applied across different dimensions of analysis, and, subsequently, a cluster analysis was performed to check how those ideas were articulated and modeled. By means of this analysis, we were able to identify the mental models underlying the responses of preservice primary teachers. Furthermore, the results showed that the models they did have were not used when it came to making predictions in local situations. Instead, they employed heuristic rules based on everyday assumptions, not always consistent with tidal cycles of approximately 12 h. However, faced with situations that required thinking on a global scale, they did use their models, normally based on alternative conceptions. Lastly, from the results obtained, we consider some of the possible difficulties that preservice primary teachers may have in learning about the phenomenon of tides, and the implications for future teaching–learning designs aimed at overcoming those difficulties.

scholarly journals An Approach to Prospective Primary School Teachers’ Concept of Environment and Biodiversity through their Design of Educational Itineraries: Validation of an Evaluation Rubric

2020 ◽  
Vol 12 (14) ◽  
pp. 5553
Author(s):  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
Daniel Abril-López ◽  
María Paula Daza Navarro
Keyword(s):  
Qualitative Methodology ◽  
Primary Teachers ◽  
Educational Resource ◽  
Outdoor Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Analysis And Evaluation ◽  
Teaching Learning ◽  
Prospective Primary Teachers ◽  
Conceptual Difficulties

The aim of this work is to promote outdoor activities to bring students closer to the environment and the biodiversity of their surroundings. In this sense, educational itineraries are a very good educational resource that promotes skills developing (scientific, cartographic, educational, etc.) which are necessary for the appropriate design of teaching proposals. The present study is carried out with the prospective primary teachers from the Universities of Sevilla and Huelva (Spain). Firstly, the purpose is to analyse what type of educational itineraries they can design after an outdoor activity. Secondly, a rubric is validated as an instrument of analysis and evaluation immersed in a qualitative methodology. The results show what kind of itineraries are designed, and what knowledge and conceptual difficulties the students display. Most of them do not recognize the minimal of elements making up the itineraries, and have difficulties in understanding the environment as a complex system. In summary, we think that the students’ lacking of knowledge about the environment and its biodiversity, the poor geographic-cartographic competencies that they have, together with their maintenance of traditional conceptions of teaching, do not allow them to design proposals of interest for teaching-learning processes.

scholarly journals Measuring Mental Model of Primary Teachers and Pre-service Teachers on Heat Transfer Concept

2021 ◽  
Vol 13 (1) ◽  
pp. 196-208
Author(s):  
Neni Hermita ◽  
Tommy Tanu Wijaya ◽  
Zetra Hainul Putra ◽  
Novi Yani Yora ◽  
Andi Suhandi
Keyword(s):  
Heat Transfer ◽  
Elementary School Teachers ◽  
Mental Models ◽  
Mental Model ◽  
Primary Teachers ◽  
Research Subjects ◽  
School Teachers ◽  
Model Categories ◽  
Primary School Teachers ◽  
Teachers And Students

This study compares primary teachers' mental models with pre-service primary school teachers' mental models on the heat transfer concept. The mental model categories reviewed in this study include scientific, synthetic, and initial. This study's method was descriptive quantitative method, with research subjects 40 primary teachers and 40 pre-service primary teachers. This study's instrument is a conceptual understanding test consisting of three parts of a statement that asks for an explanation and description. The results showed that in understanding concepts test in synthetic mental models, 32.5%. In the category of initial mental models, there is a comparison of 32.5%. While in the concept of convection, there is a comparison of 2.5% in the scientific category. For synthetic mental models' category is 5%. In the category of initial mental models is 7.5%. For the concept of radiation, there is no comparison in the category of scientific mental models. Next there is a comparison of 7.5% in the category of synthetic mental models. In the category of initial mental models is 7.5%. Generally, elementary school teachers and students are in synthetic mental models and the initial mental models' category.

scholarly journals Issues Faced by the Cochlear Implanted Students in the Mainstream Classes: An Analysis of Perspectival Accounts of Primary School Teachers

2020 ◽  
Vol 1 (4) ◽  
pp. 257-264
Author(s):  
Qurratulain Ershad ◽  
Dr. Sumaira Noreen
Keyword(s):  
Language Development ◽  
Qualitative Methodology ◽  
Primary Teachers ◽  
Structured Interview ◽  
Structured Interviews ◽  
School Teachers ◽  
Interview Schedule ◽  
Primary School Teachers ◽  
Mainstream Classroom ◽  
Teaching Learning

Learning to write is developmentally essential for nurturing literate children; its inability creates a huge barrier so is true for cochlear implanted students who face several challenges in terms of literacy and language development proficiency. It is a big challenge for any child with any kind of disability especially a listening disability to cope in the mainstream classroom with their peers and the communities where they live. And so is true for teachers of mainstream classes in their efforts towards classroom learning in a comfortable environment for such students. These papers aim at investigating perceptions and the problems faced by the primary teachers while teaching CI students in the mainstream classes. The study adopted qualitative methodology and the sample was purposively selected comprising of seven primary teachers who had CI students in their respective classes and were teaching them. Semi-structured interviews to determine the perceptions and the problems they encounter during the teaching-learning process. The semi-structured interview schedule consisted of twenty-four questions that were grouped into four major themes of the study. The results highlighted the importance of teachers' awareness, their training, and the use of differentiated instructions to help CI learners to cope in the mainstream classroom to their maximum potential.

scholarly journals Attitudes and Opinions of Teachers towards Corporal Punishment

2012 ◽  
Vol 2 (5) ◽  
pp. 155
Author(s):  
Dr. Nuzhat Fatima ◽  
Dr. Shafqat Ali Janjua ◽  
Dr. Muhammad Nafees ◽  
Kamran Masood
Keyword(s):  
Primary School ◽  
Corporal Punishment ◽  
Learning Process ◽  
Negative Impact ◽  
School Teachers ◽  
Primary School Teachers ◽  
Difference Of Opinion ◽  
Sample Technique ◽  
Teaching Learning ◽  
Conducive Environment

Corporal Punishment yields negative impact on the behaviors of students and thus their learning achievements remain lower. Sometime, in a particular situation, students’ exhibit relatively better results but they actually get fed up with the learning enrolment and intrinsically intend to go away from teaching learning process. This study was under taken to get the opinion of primary school teachers and their practical behaviors towards corporal punishment at primary level in the Govt. Schools of Rawalpindi and Islamabad. In order to collect data, a questionnaire containing 35 questions was developed in Urdu for seeking opinion of primary school teachers. The questionnaire had two parts; the first part pertained to information about different aspects related to the classroom situation while the second part contained an open-ended question asking for suggestions.  Stratified random sample technique was used but only those school were selected which were willing to respond and easy to approach.  Data collected through questionnaire were tabulated and analyzed.  Although difference of opinion was found among the teachers on all issues yet an overall majority opined that corporal punishment must not be there as it was the greatest negative variable for creating a conducive environment for teaching learning process. Key words:  Punishment, Learning Achievements, Learning Environment, Motivation, Satisfaction.

scholarly journals Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

2020 ◽  
Vol 20 ◽  
Author(s):  
Judith Mills
Keyword(s):  
New Zealand ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Professional Knowledge ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Effective Pedagogy ◽  
Teaching Learning

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

scholarly journals Elementary Teachers' Perceptions of the Effect of Using Puppet Theater Strategy on the Development of Personal (Cognitive and Social) Aspects in Jordan: دور مسرح الدمى في تنمية الجوانب الشخصية لدى طلاب المرحلة الأساسية من وجهة نظر معلميهم في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Asma tayseer Mohammad Al-adwan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Social Aspects ◽  
School Teachers ◽  
Primary School Teachers ◽  
First Semester ◽  
Teachers Perceptions ◽  
Puppet Theater ◽  
Study Population ◽  
The Impact

The study aimed to identify the perceptions of primary stage teachers for the effect of using the puppet theater strategy in developing personal aspects (cognitive, social) in Jordan. The study population consisted of all primary school teachers in the southern Shouna schools, and the whole community of (112) teachers was taken in the first semester 2019/2020, and the researcher used the descriptive method to suit the nature of the study and the results showed what Follows: - The perceptions of primary teachers of the impact of the use of the puppet theater strategy in the development of cognitive aspects were high and significantly. - The perceptions of primary school teachers of the impact of using the puppet theater strategy in the development of social aspects have been high and significantly. In the results, the researcher made several recommendations The most important of them are: - Carrying out many studies and researches in different academic stages. - Attention to using the puppet theater strategy in the curriculum. - Training teachers to use the puppet theater strategy.

scholarly journals Solving Mathematics Olympiad Problems Training for Primary School Teachers in Bulukumba District

2020 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Said Fachry Assagaf ◽  
Suradi Tahmir ◽  
Muhammad Dinar
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Primary Teachers ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Class ◽  
Independent Tasks

This is elementary school teacher training to solve mathematics olympiad problems in Bulukumba district. The purpose of this training is to (1) provide information about mathematics olympiad in Indonesia (2) training teacher to solve mathematics olympiad problems, and (3) motivate  primary teachers to conduct olympiad class in their school.  The method is divided into two, namely the presentation and the independent tasks. The presentation focuses on the types of math competitions and the types of Olympic problems. Independent task aims to create and solve mathematics Olympiad problems for elementary school level. In addition, motivation was also being concerned in this training. The teachers were expected to use the problems in their mathematics class and also to identify students who potentially have ability join in mathematics competition. Abstrak Pengabdian ini berupa pelatihan olimpiade matematika tingkat Sekolah Dasar yang diperuntukkan bagi Guru Sekolah Dasar di Kabupaten Bulukumba. Tujuan pengabdian ini adalah untuk (1) memberikan pengetahuan terkait pelaksanaan olimpiade matematika di Indonesia (2) memberikan pemahaman terkait soal-soal olimpiade matematika, dan (3) memberikan motivasi kepada guru untuk melakukan pembimbingan olimpiade. Metode pelaksanaan terbagi atas dua yakni metode ceramah dan metode kerja mandiri. Metode ceramah berfokus kepada materi tentang jenis jenis kompetisi matematika dan jenis jenis soal olimpiade. Kerja mandiri bertujuan untuk membuat dan menyelesaikan soal olimpiade matematika tingkat SD. Selain itu, motivasi juga diberikan agar guru dapat mengadopsi soal tersbeut dalam kegiatan pembelajaran serta mencari bibit unggul yang dapat diikutkan untuk berkompetisi.

Primary School Teachers’ Experiences with Teaching Resources and Technology at a Primary and Junior High School in Urban Jamaica

2020 ◽  
Vol 19 (1) ◽  
pp. 60-100
Author(s):  
Melicia Plunkett-Mills
Keyword(s):  
High School ◽  
Primary School ◽  
Educational Change ◽  
Junior High School ◽  
Primary Teachers ◽  
Teacher Preparedness ◽  
School Teachers ◽  
Teaching Resources ◽  
Primary School Teachers ◽  
Teachers Experiences

This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The findings revealed a shared consensus among teachers that successful teacher adaptability is dependent on teacher preparedness, development of infrastructure, teacher support and the realities of their experiences among others.

scholarly journals How Teachers Become “Good” At What They Do A Narrative Approach

2015 ◽  
Vol 27 (1) ◽  
pp. 62-69
Author(s):  
Idhun Wirawati ◽  
Fitri Kurniawan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Department Of Education ◽  
Professional Experience ◽  
Narrative Approach ◽  
Good Teacher ◽  
School Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Children And Parents

The research was purposed to explore how teachers learn from their professional experience to become ‘good’ at what they do.  The research was a replication of the a study project conducted by School of Education at University of Aberdeen in 2012 . The current research was an effort to investigate the teachers’ learning from their professional experience in different context and participants. The study is an interpretation of narratives of two primary school teachers from SD Muhammadiyah Klaten Utara, Indonesia. The narratives materials are taken from the research project undertaken in Klaten jointly conducted by the Department of Education at Universitas Muhammadiyah Surakarta and SD Muhammadiyah Klaten Utara. This study is a narrative reseach approach. The analysis in this report is  using  narrative  approach  because  the  materials  are  the  narratives  of  two  teachers  of primary teachers. The finding shows that two things that makes them become good teacher.  The first one is the teacher’s will to always learn from problems they faced. Their persistent concern to make a positive rapport with children and parents

scholarly journals The Situation of Forecasting the Number of Children and Students Attending School: An Exploration Study Based on Primary Teachers’ Evaluation in Vietnam

2020 ◽  
pp. 321-324
Author(s):  
Luong Tran
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Current Situation ◽  
School Teachers ◽  
Education Development ◽  
Primary School Teachers ◽  
Number Of Children ◽  
The Mean ◽  
Random Survey

The paper presented the current situation of forecasting the number of children and students attending school in Ca Mau Province, Vietnam. A random survey of 89 primary school teachers in Ca Mau province with a questionnaire about the situation of the work of forecasting the number of children and students attending to school in Ca Mau Province showed that: The mean score of forecasting the number of children and students attending to school is 3.93 - corresponding to often level; the average point of the quality of the task of forecasting the number of children and students attending to school is 3.96 - at a fair level; the ensuring the development of education based on the results of forecasting the number of children and students attending to school with the mean of 2.92 - at a sometimes level. There is no correlation between forecasting the number of children and students attending school and ensuring conditions for education development based on the results of forecasting the number of children and students attending school.

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