Science Education through Personal Language Use: an integrated approach in a primary school

1983 ◽  
Vol 35 (3) ◽  
pp. 243-254
Author(s):  
Clive Carre
Keyword(s):  
Science Education ◽  
Primary School ◽  
Language Use ◽  
Integrated Approach

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.

Narrative skills and genre knowledge: Ways of telling in the primary school grades

1990 ◽  
Vol 11 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Deborah Hicks
Keyword(s):  
Primary School ◽  
Language Use ◽  
Silent Film ◽  
Primary Grade ◽  
Primary School Children ◽  
Narrative Texts ◽  
Linguistic Markers ◽  
Narrative Skills ◽  
On Line ◽  
Genre Knowledge

ABSTRACTChildren in the preschool years develop a linguisticrepertoireof narrative skills as they adapt their ways of representing events to different occasions of language use. The present study examines the abilities of primary school children to draw upon their repertoire of narrative skills in the service of language tasks. Children in grades K-2 were shown a shortened version of the silent film,The Red Balloon, and were asked to perform three narrative tasks: (a) produce an on-line narration of a 3-minute segment from the film, (b) recount the film's events as a news report, and (c) recount the film's events as an embellished story. The narrative texts produced for each task were subjected to analyses of linguistic markers of genre differences. The findings revealed very subtle distinctions between the narrative texts produced for the three genre tasks, leading to the conclusion that primary grade children have only nascent ability to apply their genre knowledge to school language tasks.

THE NATURE-BASED SOCIAL-EMOTIONAL APPROACH AND SCIENCE EDUCATION FOR ELEMENTARY SCHOOL CHILD: A NECESSARY RELATION

2021 ◽  
Vol 12 (1) ◽  
pp. 60-66
Author(s):  
Svetlana Angelova ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Learning Environment ◽  
Primary School ◽  
School Child ◽  
Added Value ◽  
Elementary School Child ◽  
Modern Vision ◽  
Primary School Age ◽  
Emotional Approach

The article presents the Nature-based socio-emotional approach and science education for primary school child as a necessary relation on two levels. At the conceptual level the approach is analysed through the prism of the cumulative effects of nature and society to the cognitive and socio-emotional development of the child’s personality: in primary school age cognitive and emotional-volitional mental processes are socially predetermined and have the essence of a result. At the applied level, the Nature-based socio-emotional approach is analysed through active learning in nature as an authentic learning environment – the focus is on the acquisition of knowledge, the formation of cognitive and socio-emotional skills to overcome consumer culture and sustainable development of nature. In this regard, the effects of active learning are viewed in sync with the learning environment, which collectively generate added value to learning and become a kind of „key“ to creating a modern vision of science education in primary school today .

scholarly journals ANALYSIS OF DETERMINANTS OF PRIMARY SCHOOL CHILDREN’S PHYSICAL ACTIVITY INCLUDING INTERNATIONAL EXPERIENCE

2020 ◽  
Vol 2020 (70) ◽  
pp. 108-117
Author(s):  
S.V. Hozak ◽  
◽  
O.T. Yelizarova ◽  
T.V. Stankevich ◽  
A.M. Parats ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Integrated Approach ◽  
Activity Level ◽  
Primary School Children ◽  
Active Lifestyle ◽  
Scientific Publications ◽  
Analytical Review ◽  
The Media ◽  
Primary School Age

The aim of research was to fulfill an analytical review of original scientific publications including foreign experience that determine the factors of influence on physical activity level of children of primary school age. Methods. Structural and logical analysis method, semantic bibliography method. Results. It was found that only an integrated approach can significantly affect the increase on the level of children`s physical activity. Both modifying public policy and the environment for children with intervention through the involvement of the media space, parents and collaboration of specialists from different related areas can really contribute to the active lifestyle of primary school children.

scholarly journals Slovenian Primary School Teachers' Opinion on Interdisciplinary Approach Between Fine Art and Science Education

2022 ◽  
Vol 11 (1) ◽  
pp. 435-443
Author(s):  
Robert Potočnik ◽  
Tanja Košir ◽  
Iztok Devetak
Keyword(s):  
Science Education ◽  
Primary School ◽  
Interdisciplinary Approach ◽  
Fine Art ◽  
Educational Goals ◽  
School Teachers ◽  
Art And Science ◽  
Primary School Teachers ◽  
Teaching Content ◽  
Meaningful Connections

<p style="text-align: justify;">In this article we present research on Slovenian primary school teachers' opinion about the interdisciplinary approach between fine art and science education. With the help of questionnaires, interviews, and analysis of lesson plans, we determined how primary school teachers use this type of interdisciplinary approach, how often and what their views are. We included 138 primary school teachers from every region in Slovenia. It turned out that primary school teachers in Slovenia use an interdisciplinary approach between fine art and science teaching quite often and consider it useful to achieve different aspects of pupils' development. The study revealed that most teachers find it difficult to consider the educational goals of both fields (fine art, science). They often use the connection between the subjects only on an associative level - they only mention the teaching content of one subject quickly and carelessly, without making meaningful connections and without achieving the goals of both subjects. Content taught in this way cannot be considered a cross-curricular approach in the subject sense.</p>

scholarly journals PROBLEMS OF INTEGRATION OF PSYCHOLOGICAL AND PEDAGOGICAL KNOWLEDGE IN THE PROCESS OF PREPARATION OF FUTURE TEACHERS

2020 ◽  
Author(s):  
Іnna Melnyk ◽  
◽  
Oleksandr Moisak ◽  
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Integrated Approach ◽  
Psychological Research ◽  
Pedagogical Knowledge ◽  
Professional Activity ◽  
Clear Understanding ◽  
Future Teachers ◽  
Psychological Knowledge ◽  
Primary School Age

The article is devoted to the problems of psychological and pedagogical preparation of future educators and primary school teachers for professional activity. The aim of the article is to highlight the results of the study of the peculiarities of future teachers' awareness of the need to acquire psychological competencies for further work with children and outline the basic principles of interdisciplinary and integrated approach to teaching psychological and pedagogical disciplines in universities. A brief theoretical overview of modern research on professional and personal growth of teachers is given. The results of an empirical study of the peculiarities of students' awareness of the need to acquire psychological competencies for further work with children of preschool and primary school age are highlighted. It was stated that a significant part of the surveyed students are generally aware of the need to apply psychological knowledge in the future profession, but such awareness is significantly "blurred" and unstructured. It has been found that the vast majority of students are not fully aware of the purpose for which psychological and pedagogical disciplines are combined into a common integrated course, which may indicate a lack of work to implement integrated and interdisciplinary approaches. It is determined that psychological knowledge is practically used more by students to improve their own lives and personal self-development, rather than directly in working with children. In this regard, some practical aspects of the integration of psychological and pedagogical knowledge in the training of specialists in the field of preschool and school education, in particular, in the study of such an integrated course as "Anthropology". The purpose, tasks and structure of the course are described, strategies of combination of psychological and pedagogical knowledge in the process of its teaching are defined, which consist in clear understanding by teachers of disciplines of psychological and pedagogical cycle of necessity of interaction among themselves and orientation on practical side of their subject application. The view of such structuring and teaching of this course is described, when the study focuses on psychological concepts and categories, that is the complete system of psychological research and indicates the possibility and method of application of this research in the pedagogical process.

CONNECTIONS OF ARTISTIC AND NATURAL SCIENCE EDUCATION: GAMES EMPLOYING DEPICTION MEANS AS A STIMULUS FOR ENVIRONMENTAL RESEARCH ACTIVITIES

2005 ◽  
Vol 2 (3) ◽  
pp. 35-38
Author(s):  
Ida Mitkevičienė
Keyword(s):  
Science Education ◽  
Primary School ◽  
Primary Education ◽  
Natural Science ◽  
Cognitive Activity ◽  
Educational Process ◽  
Environmental Research ◽  
Research Activity ◽  
Research Activities ◽  
Natural Science Education

According to the primary school natural science education curricula cognitive activity has to be diverse and its content must be permanently changed. It is purposeful to supplement the educational process with children’s literature, music, folklore, acting, drawing and games (General Curricula and Education Standards, 2003). Game is one of the most universal and efficient child’s primary education strategies. Creative and orientated combination of game and artistic activities in the process of natural science education enables to seek that primary school students both perceive the environment as the aesthetic totality and get used to take care of it, both notice the beauty of nature phenomena and objects and feel the need to take care of nature, both perceive the interdependence of animate and inanimate nature and feel the interrelation of nature with various arts and artistic activities. Observation is the activity that is accessible to primary class pupils and serves as a basis for more complex steps in the teaching and learning process. Because the observation of the nearest environment can be strongly encouraged by the wish to depict the objects of the nearest environment in various ways, this article presents the examples of games employing depiction means, which not only integrate natural science education and artistic education but also promote active cognitive environmental research activity. Key words: primary education, cognitive activity, game employing depiction means.

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