The inseparable role of emotions in the teaching and learning of primary school science

Introduction: Citizen involvement in scientific projects has become a means of encouraging curiosity and greater understanding of science whilst providing an unprecedented engagement between professional scientists and the general public. In this paper we specifically focus on the impact of online citizen science (OCS) participation in the science education of primary school age children in New Zealand. Methods: We use four exploratory cases within a broader research project to examine the nature and impact of embedding OCS projects that use web-based online crowdsourcing and collaboration tools within classroom environments of primary school science learners.Results & Discussion: Our findings provide insights into primary school teachers’ perception of OCS. They offer initial insights into how teachers embed OCS in a classroom environment, and why this improves science learning aptitudes, inquisitiveness and capabilities in primary school age children. We also notice that successfully embedding OCS projects in education is affected by the project context, how the results are disseminated, and inclusivity in socio-cultural aspects.....................................................................................................................................................................This paper is a preprint of a paper accepted at the 11th ACM Conference on Web Science 2019 (https://websci19.webscience.org/).

Download Full-text

Impact of teacher communication behaviour on student’s motivation in learning primary school science

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v8i3.6401 ◽

2021 ◽

Vol 8 (3) ◽

pp. 92-97

Author(s):

Chin Hai Leng ◽

Sunitha Menon ◽

Zahra Naimie ◽

Mahmoud Danaee ◽

Rana Ahmad Abuzaid

Keyword(s):

Primary School ◽

Teaching And Learning ◽

School Administrators ◽

School Science ◽

Learning Science ◽

School Students ◽

Communication Behaviour ◽

Teacher Communication ◽

Teacher Student ◽

Primary School Science

Interactions between teachers and students occur rapidly in and out of a classroom. A good teacher-student relationship motivates and enhances the teaching and learning process. One of the most significant factors is teacher communication behaviour. This conceptual paper purports to investigate the multidimensional aspect of teacher communication behaviour and its effect on student’s motivation towards science learning. Based on a thorough review of existing literature, The Teacher Communication Behaviour Questionnaire (TCBQ) and Student’s Motivation Towards Learning Science (SMTSL) Questionnaire could be used to explore the factors of teacher’s communication behaviours and its relationship to students’ motivation in learning science among primary school students. From the result results it will be of possible benefit specifically for school administrators and teacher preparation programs. Teachers, however, may also use the teacher communication behaviour to evaluate an indicator of their communication skills Keywords: teacher communication, student motivation, science education, primary school,

Download Full-text

A Survey on Acceptance and Readiness to Use Robot Teaching Technology Among Primary School Science Teachers

Asian Social Science ◽

10.5539/ass.v17n11p115 ◽

2021 ◽

Vol 17 (11) ◽

pp. 115

Author(s):

Laxmi Nagendra Rao ◽

Habibah Ab Jalil

Keyword(s):

Primary School ◽

Science Teachers ◽

Teaching And Learning ◽

School Science ◽

Design And Technology ◽

Survey Method ◽

Robotic Technology ◽

School Teachers ◽

Significant Barrier ◽

Primary School Science

Interest in educational robotics has grown in recent years, and many efforts have been undertaken across the globe to include robots into school instruction from kindergarten to high school, mostly in science and technology subjects. The current study is to determine teachers' technological acceptance and readiness to implement robotic technology in the teaching and learning process. A descriptive research design was employed which utilized a survey method. This survey was conducted among primary school teachers of Science, Mathematics, Design and Technology, and Information and Communication Technology (ICT) in Malaysia. According to the findings, teachers' acceptance of robot technology in the classroom is at a modest 3.77 (SD = 0.598) while the readiness score is 3.67 (SD = 0.611). The findings indicated that school teachers are only moderately prepared to employ robotic technology in classrooms. Respondents also argued that the high cost of robotic technology is a significant barrier to incorporate robotic technology into teaching and learning. The practicality of this paper is the provision of insights for exploring adoption possibilities and barriers in auguring robots into primary school classrooms. This indicates that the higher the level of teachers’ acceptance, the higher teachers’ readiness in robotic technology. Respondents argued that the high cost of robotic technology is a significant barrier to incorporating robotic technology into teaching and learning.

Download Full-text

Acceptance and Readiness to Use M-Learning among Primary School Science Teachers

10.31237/osf.io/6wcxe ◽

2020 ◽

Author(s):

Aixa Hafsha

Keyword(s):

Primary School ◽

Science Teachers ◽

21St Century ◽

Creative Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

School Science ◽

Critical Thinking Skills ◽

Information And Communications Technology ◽

Primary School Science

Consolidating and implementing educational strategies using 21st century methods in the country’s present education system have changed the landscape of education in Malaysia. The educator’s role becomes easier when the conventional style of teaching and learning shifts to learning and facilitating. The Ministry of Education, in the implementation of the Malaysia Education Blueprint 2013-2025, has targeted for all children in Malaysia to be equipped with six main attributes to meet the skill requirements by 2025. These six main attributes are: 1) knowledge; 2) thinking skills; 3) leadership skills; 4) bi-linguistic proficiency; 5) ethics and spirituality; and 6) national identity. Among the skills needed in 21st century learning are creative thinking skills, critical thinking skills, communication skills, and collaboration skills (Partnership for 21st century skills/P21). Among the initiatives taken is the application of Information and Communications Technology (ICT) in education. This step is taken to pioneer the way towards achieving learning by using ICT innovation. The objective of this paper is to determine the level of acceptance and readiness of science teachers to use mobile learning (M-Learning) as well as the suitability of using M-Learning among primary school science teachers. A total of 125 primary school science teachers from the state of Johor were involved in this study. A questionnaire containing 10 items was used as an instrument, and the data obtained were analyzed using the SPPS version 22 software. The reliability value of the instrument according to Cronbach’s Alpha for all variables falls between 0.922 and 0.943. Hence, the findings show a high level of acceptance and readiness to use M-Learning among primary school science teachers.

Download Full-text