scholarly journals Investigating the Preservice Primary School, Mathematics and Science Teachers’ STEM Awareness

2017 ◽  
Vol 6 (1) ◽  
pp. 32 ◽  
Author(s):  
Hasan Bakırcı ◽  
Dilek Karışan
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Science Teachers ◽  
Stem Education ◽  
Thinking Skills ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Significant Difference ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Today’s life requires individuals to be prepared for complex world environment, to make complex decisions, and to have critical thinking skills related to everyday life issues at hand. STEM education is thought to be the glorious solution to thrive in a global knowledge driven world. Teachers are key elements for successful STEM education. Present study aims to investigate the preservice primary school, mathematics and science teachers STEM awareness. Quantitative research methodology guided the present study. Cross-sectional survey type which collects information from a sample that has been selected from a predetermined population was used. Stem Awareness Scale, a five point Likert type instrument developed by Buyruk and Korkmaz (2016), was used to measure preservice teachers STEM awareness. Data was collected from 558 (371 female, 187 male) preservice teachers enrolled in three different teacher preparation programs. The results of this research demonstrates that there is no significant interaction effect for gender and department variables however there is significant difference among different department students STEM awareness preservice science teachers’ and preservice primary school teachers STEM awareness scores have similar mean values and also outnumbers the preservice mathematics teachers’ STEM awareness.

scholarly journals APPLICATION OF PROBLEM-BASED TEACHING METHODS IN THE DEVELOPMENT OF MATHEMATICAL THINKING SKILLS OF STUDENTS

2021 ◽  
Vol 58 (1) ◽  
pp. 4537-4541
Author(s):  
Egambergan Khudoynazarov, Jumanazar Yarmetov
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Mathematical Thinking ◽  
Thinking Skills ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Pedagogical Analysis

This article provides a pedagogical analysis of the theory of formation and development of pupils'   contemplating activities in primary school mathematics, and describes the uzbek methodology of teaching pupils the practice of multiplication.

scholarly journals Mathematics and science teachers’ beliefs about innovations in teaching: A qualitative study

2017 ◽  
Vol 49 (1) ◽  
pp. 31-54
Author(s):  
Vladimir Dzinovic
Keyword(s):  
Teacher Training ◽  
Qualitative Study ◽  
Primary School ◽  
Science Teachers ◽  
Inservice Training ◽  
Grading System ◽  
Teaching Activities ◽  
Teachers Beliefs ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations, which took place during the meetings of the expert council, about the experiences with implementing innovations. The results have shown that the teachers had the perception that innovations ensured higher quality knowledge and additionally motivated students. Still, the predominant narratives were those about the obstacles referring to the lack of time, difficulties in developing teaching activities and grading system, restrictions in the curriculum, as well as the lack of readiness and cooperation on the part of students and parents. A novelty compared to the previous studies was that we cannot speak about typical reactions. Instead, teachers? attitude towards innovations changed depending on whether the experiences were positive or they encountered problems in their implementation. The recommendations for the practice of in-service teacher training and further research are provided in the final part.

scholarly journals The Use of Outside Educational Materials in Mathematics and Science: Teachers’ Conceptions

2021 ◽  
Vol 9 (2) ◽  
pp. 314-331
Author(s):  
Michael Skoumios ◽  
Chrysanthi Skoumpourdi
Keyword(s):  
Data Analysis ◽  
Primary School ◽  
Science Teaching ◽  
Science Teachers ◽  
Educational Materials ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Subject ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The research for teachers’ conceptions of the outside educational materials, that they discover and use, is very limited. In addition, there is also particularly limited research comparing teachers’ conceptions of the use of educational materials on the basis of the subject they teach. The present paper aims at investigating and comparing primary school teachers’ conceptions of the use of outside educational materials in mathematics and science teaching. For the purposes of this research, an electronic questionnaire was developed and completed by 212 primary school teachers in Greece. Data analysis traced primary school teachers’ conceptions of whether they use outside educational materials and, if they do, how frequently and in what way they use them, what motivates the teachers to discover outside educational materials and where they discover them, as well as the reasons why they might not use outside educational materials. Furthermore, the differences among teachers’ conceptions of the above issues were detected on the basis of the subject they teach (mathematics, science).

scholarly journals The Attitude of Primary School Teachers towards STEM Education

TEM Journal ◽  
2020 ◽  
pp. 1243-1251
Author(s):  
Wong Kah Wei ◽  
Siti Mistima Maat
Keyword(s):  
Primary School ◽  
Stem Education ◽  
Mathematics Teacher ◽  
Descriptive Analysis ◽  
Female Students ◽  
School Mathematics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Mathematics ◽  
Research Questions

The main purpose of this study was to determine the level of teachers' attitude towards STEM education as well as the attitudinal disparity between male and female students. The questionnaire which has 29 items using a 5-point Likert scale was administered to 310 primary school mathematics teachers. Descriptive analysis and independent t-tests were applied to solve the research questions. The results showed that the attitude of the primary school mathematics teacher was moderate and there were no significant differences in the attitude of the primary school mathematics teacher by gender. Overall, the findings of this study are expected to raise awareness among the relevant parties. Efforts from the ministry is a vital need to enhance teachers' attitude towards STEM education and fulfil the national interest in producing a competitive generation.

scholarly journals Examination of Critical Thinking Skills of Preservice Science Teachers: A Perspective of Social Constructivist Theory

2018 ◽  
Vol 7 (4) ◽  
pp. 179 ◽  
Author(s):  
Umit Demiral
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Grade Point Average ◽  
Science Teachers ◽  
Grade Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Grade Point ◽  
Preservice Science Teachers ◽  
Significant Difference

The purpose of this study is to examine the critical thinking skills of preservice science teachers in terms of various variables (gender, grade level, academic grade point average, participation in activities) and their opinions. In the research, sequential explanatory design, which is one of the mixed method research designs, was used. The study was carried out with 200 preservice teachers studying at Science Education Department of a state university chosen at Cappadocia region of Turkey. Interviews were conducted with low-level (f=7) and high-level (f=7) preservice teachers selected by means of purposive sampling method from these pre-service teachers participating in the study. Regarding the quantitative and qualitative data obtained; it has been determined that the critical thinking skills of the preservice teachers did not show any significant difference according to gender, grade level and academic grade point average, but there was a significant difference in terms of the activities performed. Preservice teachers expressed that their family structures, social environments in which they interact, and characteristic features were said to be effective in the development of critical thinking skills. Regarding the findings, it has been concluded that trainings that will evoke higher level skills such as critical thinking skills in universities can be effective, but the social and cultural background of the preservice teachers are also effective on these skills. It is recommended to prepare contents that enhance higher level skills such as critical thinking skills as well as education for pedagogy or content knowledge given at universities.

Projects: Math and Science Solutions (MASS) Project

2003 ◽  
Vol 96 (3) ◽  
pp. 222
Author(s):  
Beverly Naslund
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Learning Technologies ◽  
Engaged Learning ◽  
High School Mathematics ◽  
Science Classrooms ◽  
Math And Science ◽  
Improve Instruction ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The Math and Science Solutions (MASS) project is an Eisenhower Professional Development Grant that connects schools in diverse settings throughout Illinois using a variety of learning technologies. The goal of the MASS project is to improve instruction and student learning in middle school and high school mathematics and science classrooms by helping to increase teachers' content knowledge, technology integration skills, and engaged learning knowledge, in addition to creating a forum for collaboration on classroom and curricular ideas. A learning network has been formed by connecting mathematics and science teachers and administrators with faculty and preservice teachers from Western Illinois University, in Macomb, Illinois.

scholarly journals Measurement in Primary School Mathematics and Science Textbooks

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2127
Author(s):  
Ana B. Montoro ◽  
Carmen Gloria Aguayo-Arriagada ◽  
Pablo Flores
Keyword(s):  
Primary School ◽  
Stem Education ◽  
Volume Measurement ◽  
Science Textbooks ◽  
Analysis Techniques ◽  
Primary School Mathematics ◽  
Science Technology ◽  
Similarities And Differences ◽  
And Mathematics ◽  
Mathematics And Science

The STEM (science, technology, engineering and mathematics) approach to education has acquired considerable prominence among teachers in recent years. Putting forward integrated proposals is nonetheless complex and many educators opt to implement the ones set out in textbooks. We consequently deemed it worthwhile to analyse how content common to mathematics and science is addressed in primary school textbooks with a view to determining whether the approaches adopted complement one another and are compatible with STEM education. More specifically, in light of the importance of measurement in both areas of learning and in everyday life, we describe the meaning of mass and volume found, in two publishers’ textbooks. Based on the components of the meaning of measurement and deploying content analysis techniques, we analysed the explanations and tasks set out in these mathematics and science books to identify the similarities and differences in the handling of those magnitudes in the two subjects. Our findings showed the proposals for teaching mass to pursue similar objectives in the earliest grades, addressing matters that could be included in STEM proposals. On the contrary, inconsistencies were detected in the distribution of volume measurement-related content, as well as in the strategies, units and tools used in the two areas.

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