scholarly journals Primary Physical Science for Student Teachers at Kindergarten and Primary School Levels: Part II—Implementation and Evaluation of a Course

Interchange ◽  
2021 ◽  
Author(s):  
Federico Corni ◽  
Hans U. Fuchs
Keyword(s):  
Science Education ◽  
Primary School ◽  
Student Teachers ◽  
Physical Science ◽  
Course Structure ◽  
Research And Teaching ◽  
Depth Analysis ◽  
Master Thesis ◽  
And Performance ◽  
Concrete Elements

AbstractThis is the second of two papers on a novel physical science course for student teachers that develops and uses an imaginative approach to Primary Physical Science Education. General philosophical, cognitive, developmental, and scientific issues have been presented in the first paper; here, we briefly recapitulate the most important aspects. In the main part of the current paper, we present in some detail concrete elements of the implementation of the course at three Italian universities where Primary Physical Science Education has been taught for more than 6 years. After a brief description of the course structure, we discuss which parts of macroscopic physics are taught, and how this is done in lectures and labs. Most importantly, we show how the science is entwined with methods related to pedagogy and didactics that (1) help our students approach the science and (2) can be transferred quite readily to teaching children in kindergarten and primary school. These methods include the design of direct physical experience of forces of nature, embodied simulations, writing and telling of stories of forces of nature, and design and performance of Forces-of-Nature Theater plays. The paper continues with a brief description of feedback from former students who have been teaching for some time, and an in-depth analysis of the research and teaching done by one of the students for her master thesis. We conclude the paper by summarizing aspects of both the philosophy and the design of the course that we believe to be of particular value.

scholarly journals Primary Physical Science for Student Teachers at Kindergarten and Primary School Levels: Part I—Foundations of an Imaginative Approach to Physical Science

Interchange ◽  
2020 ◽  
Vol 51 (3) ◽  
pp. 315-343
Author(s):  
Federico Corni ◽  
Hans U. Fuchs
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Physical Science ◽  
Cognitive Linguistics ◽  
Final Section ◽  
Narrative Approach ◽  
Cognitive Tools ◽  
Master's Program ◽  
Theoretical Paper ◽  
Physics Course

AbstractThis is a theoretical paper in which we describe the motivation for and the design of a novel primary physics course for student teachers at kindergarten and primary school levels that uses cognitive tools such as metaphor, analogy, and narrative. The course has been taught in the master’s program in teacher education at three Universities over the last 5 years. It is based upon a model of the experience of forces of nature that draws upon four existing frameworks in physics, narratology, cognitive linguistics, and a theory of the development of cognitive tools. In short, the course is created upon the foundations of an imaginative, metaphoric and narrative, approach to physical science in general and to forces of nature in particular. Student teachers who learn science based upon this model can more directly relate to how children themselves experience nature and become confident narrators of stories of forces of nature. We describe the notion of Force of Nature (“The Gestalt of Force of Nature”) and explain what we mean by cognitive tools (“Cognitive Tools: Tools of Imagination”) before showing in what sense modern macroscopic physics is both metaphoric and narrative at its core (“An Imaginative Approach to Physical Science”). In “A Systemic Imaginative Approach to Primary Physics”, we give an outline of what is needed in order to apply the approach to a course for primary physics for student teachers. In the final section, we will discuss some questions and challenges raised by this approach and show that it is a viable avenue to bringing together science and the humanities, both for research and for teaching.

INITIAL TRAINING + INSET = Confident teachers. A formula for success?

1997 ◽  
Vol 14 (1) ◽  
pp. 69-85 ◽  
Author(s):  
Gary Beauchamp
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Teacher Development ◽  
Current Practice ◽  
Initial Training ◽  
Teacher Opinion ◽  
And Performance ◽  
Future Practice

There has long been concern about the confidence and performance of the so-called non-specialist teacher of Music in the primary school. Although much research has focused on the long-term solution of educating student teachers, it is important that practising teachers are not forgotten. Many forms of training are available which attempt to help these teachers develop their current practice. This article looks at the effectiveness of this provision by examining a survey of teacher opinion, and suggests ways in which this may inform future practice in this vital area of teacher development.

scholarly journals Ten years of democracy: Translating policy into practice in mathematics and science education

Pythagoras ◽  
2005 ◽  
Vol 0 (61) ◽  
Author(s):  
Kgabo Masehela
Keyword(s):  
South Africa ◽  
Science Education ◽  
Policy Implementation ◽  
Physical Science ◽  
The State ◽  
Mathematics And Science Education ◽  
And Performance ◽  
Mathematics And Science

This paper provides a 10-year (1994 – 2004) review of the state of mathematics and physical science education (SME) in South Africa with respect to participation and performance, and its relationship with policy implementation.

MENINGKATKAN KEMAMPUAN KOMUNIKASI MELALUI PEMBELAJARAN KOOPERATIF TIPE TARI BAMBU

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Idham Kholid ◽  
Dede Rohaniawati
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
Communication Skill ◽  
Learning Model ◽  
Skill Assessment ◽  
Fifth Grade Students ◽  
Grade 5 ◽  
Teachers And Students ◽  
And Performance ◽  
Research Students

This research was conducted with the aim to know the application of cooperative learning model of bamboo dance type in learning social studies in every cycle and to know the improvement of student communication skill in every cycle. The method used in this research is classroom action research. Students who made the object of this study is the fifth-grade students of Islamic primary school AlMuawwanah in Subang District West Java Indonesia, which amounted to 30 consisted of 21 men and 9 women. The data collection techniques using teacher and student observation sheets and performance assessment sheets. The results of this study showed that the application of cooperative learning model of bamboo dance type can improve students' communication skills. The result of precycle student communication skill assessment is 42,83%. In the first cycle increased by 56.83% and more increased in cycle II reached 66.67%. The highest achievement occurred in the third cycle of 86.17%. This study shows that communication skill of grade 5 students of Islamic primary school in Al-Muawwanah has increased during the implementation of cooperative learning model of bamboo dance type in each cycle. The activities of teachers and students in the learning process also increased in every cyle.

Performance In Physical Science Education By Dint Of Advance Organiser Model Of Teaching

2010 ◽  
Vol 6 (1) ◽  
pp. 70-76
Author(s):  
P. B. Beulahbel Bency ◽  
◽  
B. William Dharma Raja ◽  
Keyword(s):  
Science Education ◽  
Physical Science

MODEL FOR APPLICATION OF STEM APPROACH IN CONDITIONS OF DISTANCE LEARNING – STEM HOME LABORATORY

2020 ◽  
Vol 11 (1) ◽  
pp. 209-215
Author(s):  
Greta Stoyanova ◽  
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Distance Learning ◽  
Primary School ◽  
Soft Skills ◽  
Learning By Doing ◽  
Online Classes ◽  
Successful Model ◽  
Scientific Experiment ◽  
At Home

The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

Do Accounting Faculty Characteristics Impact CPA Exam Performance? An Investigation of Nearly 700,000 Examinations

2015 ◽  
Vol 31 (3) ◽  
pp. 291-300 ◽  
Author(s):  
Dennis M. Bline ◽  
Stephen Perreault ◽  
Xiaochuan Zheng
Keyword(s):  
Exam Performance ◽  
Faculty Research ◽  
Pass Rates ◽  
Accounting Faculty ◽  
Research And Teaching ◽  
Faculty Characteristics ◽  
Cpa Exam ◽  
Faculty Research Productivity ◽  
And Performance ◽  
First Time

ABSTRACT While many colleges and universities publicize CPA examination pass rates as evidence of having a high-quality accounting program, some have questioned whether program-specific characteristics are legitimate predictors of examination success. To examine this issue, we empirically investigate the link between accounting faculty characteristics and performance on the CPA examination. We examine the results from nearly 700,000 first-time exam sittings taken during the period 2005–2013 and find that faculty research and teaching specialization has a significant impact on CPA exam performance. That is, when a program has a relatively higher percentage of accounting faculty with expertise in a particular content area tested on the exam (e.g., auditing), graduates achieve higher scores on the related exam section (e.g., AUD). We also find that faculty research productivity and CPA certification status are positively related to candidate exam performance. We believe these results contribute to the existing literature on the determinants of CPA exam success and also provide important insights to those responsible for accounting faculty staffing and development.

The Effectiveness of Multimedia and Activity-Based Supplemental Teaching Resources in Materials Science Education

2012 ◽  
Vol 1472 ◽  
Author(s):  
Deborah A. Day ◽  
Eeman Abbasi ◽  
Brian Liang ◽  
Satish Bhat ◽  
Scott DeMeo ◽  
...  
Keyword(s):  
Science Education ◽  
Teaching Methods ◽  
Materials Science ◽  
Teaching Resources ◽  
Specific Content ◽  
9Th Grade ◽  
Digital Stories ◽  
Educational Videos ◽  
And Performance ◽  
Science Classes

ABSTRACTA comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.

Sign in / Sign up

Export Citation Format

Share Document