scholarly journals Using Differentiation Strategies for Gifted Pupils in Primary School Science Classes

2021 ◽  
Vol 14 (3) ◽  
pp. 281-301
Author(s):  
Alena Letina
Keyword(s):  
Primary School ◽  
Differentiated Instruction ◽  
School Science ◽  
Writing Assignments ◽  
Primary School Teachers ◽  
Work Activities ◽  
Survey Sample ◽  
Primary School Science ◽  
Instruction Strategies ◽  
Science Classes

The aim of this study was to determine the extent to which gifted pupils receive differentiated instruction in primary school science classes, which of the differentiated instruction strategies are used by teachers and how often. The survey sample included 134 primary school teachers. The results show that teachers frequently use questioning and thinking activities but make only minor modifications in the regular curriculum to meet the needs of gifted pupils. Gifted pupils rarely engage in activities such as providing challenges and choices, differentiated reading and writing assignments, individually set work, activities involving curriculum modification, and enrichment centres.

scholarly journals An evaluation of short Earth Science CPD for trainee primary school teachers

2020 ◽  
Author(s):  
Denise Balmer
Keyword(s):  
Primary School ◽  
Earth Science ◽  
Primary Teachers ◽  
School Science ◽  
Background Information ◽  
Primary School Teachers ◽  
Teacher Comments ◽  
Primary School Science ◽  
Phd Thesis ◽  
Teaching Ideas

Abstract. The article is derived from a PhD thesis investigating the potential of earth science for the development of primary school science. The evaluation from workshops run by the Earth Science Education Unit for trainee primary teachers was appraised to assess the effectiveness of the short CPD programmes over the period 2009–2015. Trainee teacher comments are analysed using thematic analysis which identified points identified by Guskey as being the most important ideas for effective CPD programmes. Despite these workshops being short, lasting generally less than two hours each, the conclusion reached was that they offered useful teaching ideas, resources and background information which the trainees could and would apply in the classroom.

scholarly journals Pre-Service Primary School Teachers’ Perceptions of Their Understanding of an Enquiry Based Approach to Teaching Primary School Science and Its Influence on Their Field Teaching Experiences

2016 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Bisram Ramesar
Keyword(s):  
Primary School ◽  
School Science ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Science Courses ◽  
Approach To Teaching ◽  
Primary School Science ◽  
University Science

<p><em>This study seeks to explore pre-service primary school teachers’ perceptions of their understanding of an enquiry based approach to teaching primary school Science. The study also seeks to identify how pre-service primary school teachers perceive the effectiveness of</em><em> </em><em>their</em><em> </em><em>University Science courses</em><em> </em><em>in preparing them to teach science using an enquiry approach. Participants were pre-service teachers enrolled in the B.Ed programme at The University of Trinidad and Tobago. Data were collected using semi-structured interviews. The data revealed that the teachers understood the concept of guided enquiry and knew how to develop lesson plans that incorporate that approach.</em><em> </em><em>Although the teachers</em><em> </em><em>believed that their courses prepared them adequately to teach primary school Science using enquiry,</em><em> </em><em>they encountered problems because of the lack of adequate resources.</em></p>

scholarly journals The value of short Earth science continuing professional development for trainee primary school teachers

2021 ◽  
Vol 4 (1) ◽  
pp. 33-41
Author(s):  
Denise Balmer
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Earth Science ◽  
Continuing Professional Development ◽  
Primary Teachers ◽  
School Science ◽  
Background Information ◽  
Primary School Teachers ◽  
Teacher Comments ◽  
Primary School Science

Abstract. The paper investigates the potential of Earth science for the development of primary school science. The evaluation from workshops run by the Earth Science Education Unit for trainee primary teachers was appraised to assess the effectiveness of the short continuing professional development (CPD) programmes over the period 2009–2015. Trainee teacher comments are analysed using thematic analysis, which identified points recognised by Guskey (2000) as being the most important ideas for effective CPD programmes. Despite these workshops being short, lasting generally less than 2 h each, the conclusion reached was that they offered useful teaching ideas, resources and background information which the trainees could and would apply in the classroom.

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