scholarly journals Examining the use of STEAM Education in Preschool Education

2020 ◽  
Author(s):  
Constantina Spyropoulou ◽  
Manolis Wallace ◽  
Costas Vassilakis ◽  
Vassilis Poulopoulos
Keyword(s):  
Primary School ◽  
Preschool Education ◽  
Art Integration ◽  
Educational Models ◽  
Public And Private ◽  
Primary School Teachers ◽  
Non Profit ◽  
Steam Education ◽  
And Mathematics ◽  
Educational Paradigms

STEAM (Science, Technology, Engineering, Arts and Mathematics) initiatives are of current interest for both in-school and out-of-school contexts in North America. This is a new concept which is shifting educational paradigms towards art integration in STEM subjects. This article focuses on the need for STEAM education at the early childhood level and investigates the teaching and educational models of STEAM education in the kindergarten and in the first grades of primary school and how pre-school and primary school teachers see these models in the Greek context but also what students eventually learn from these models. The purpose of this chapter is to better understand the educational programs of STEAM education, which are offered by non-profit organizations and both public and private schools. Preschool children have a natural disposition toward science with their sense of curiosity and creativity. More research needs to be done in the area of STEAM implementation in the K-8 classrooms to incorporate engineering education.

Integrating Computational Thinking and Mathematics

2022 ◽  
pp. 175-196
Author(s):  
Marja Bertrand ◽  
Immaculate Kizito Namukasa
Keyword(s):  
Education Reform ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Non Profit ◽  
The Arts ◽  
Learning Mathematics ◽  
Steam Education ◽  
Context Of Learning ◽  
And Mathematics

Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

scholarly journals Future Primary School Teachers Training for the Implementation of «Daily 3» Technology

2021 ◽  
Vol 1 (1 (339)) ◽  
pp. 127-133
Author(s):  
Oksana Dudnik ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Ability To Work ◽  
School Students ◽  
Primary School Teachers ◽  
And Mathematics ◽  
Teachers Training ◽  
Educational Field

The article deals with the conceptual provisions of innovative pedagogical technology of teaching mathematics to primary school students «Daily 3», which considers students' interest in mathematics, developing their skills of independence, ability to work in a team and communicate by engaging in various activities. Theoretical principles of conducting mathematics independently, mathematics with a friend and mathematics writing are revealed. The generalized algorithm of conducting «Daily 3» is given and the structure of such lesson is presented. Factors that prevent the full implementation of the technology «Daily 3» in Ukrainian primary schools are analyzed. The optimal way of future primary school teachers training for realization of this technology is offered. It consists in considering within the discipline «Methods of teaching the educational field of mathematics» its elements, and while studying the discipline of free choice «Methods of teaching mathematics: technological approach» detailed disclosure of didactic and methodological foundations of mathematics independently, mathematics with a friend and mathematics in writing.

scholarly journals Organizational Climate and Job Anxiety of Primary School Teachers with Special Reference to Coimbatore District

2021 ◽  
Vol 9 (12) ◽  
pp. 863-869
Author(s):  
Dr. P. Natarajan ◽  
Prathiba R
Keyword(s):  
Primary School ◽  
Organizational Climate ◽  
Primary Schools ◽  
Negative Impact ◽  
Moderate Level ◽  
School Teachers ◽  
Public And Private ◽  
Primary School Teachers ◽  
Coefficient Corrélation ◽  
High Level

The number of workloads borne by the teacher will result a negative impact. An organizational climate is crucial because it can generate a comfortable working condition for teachers. Otherwise, an unfavorable organizational climate can impact poor working conditions that affect teachers to experience job Anxiety. This study aimed to determine the effect of workload and organizational climate on the work Anxiety of primary school teachers in Coimbatore. In this study an attempts has been made to find out the relationship between organizational climate and job anxiety of primary school teachers. The sample consisted of 60 teachers selected randomly from various public and private primary schools. A set of tools containing organizational climate and job anxiety was used to gather information. The data were analyzed by t-test and person’s coefficient correlation. The results revealed that (43.3%) of the respondents are moderate level of organizational climate, (40%) of the respondents are good level of organizational climate and (16.7%) of the respondents are poor level of organizational climate and (43.3%) of the respondents are low level of job anxiety, (40%) of the respondents are moderate level of job anxiety and (17%) of the respondents are high level of job anxiety.

scholarly journals Primary school teachers’ concerns and needs in biology and mathematics teaching

2015 ◽  
Vol 11 (3) ◽  
pp. 282-292 ◽  
Author(s):  
Eva Kellner ◽  
Iiris Attorps
Keyword(s):  
Primary School ◽  
Subject Matter ◽  
Mathematics Teaching ◽  
Subject Matter Knowledge ◽  
School Teachers ◽  
Action Research Project ◽  
Primary School Teachers ◽  
Instructional Needs ◽  
And Mathematics ◽  
Pupil Learning

The aim of this paper is to provide insights into nine primary school teachers’ concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils’ views of the subject, and (iii) to develop teachers’ subject matter knowledge and teaching in an ongoing collaborative process. The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

scholarly journals Strategies to Facilitate the Transition of Preschoolers from Kindergarten to School

Educatia 21 ◽  
2021 ◽  
pp. 168-174
Author(s):  
Diana-Crina Marin ◽  
◽  
Mușata Bocoș ◽  
Liliana-Camelia Mărginean ◽  
Ionela-Lucia Șeulean ◽  
...  
Keyword(s):  
Primary School ◽  
School Counselors ◽  
Preschool Education ◽  
School Experiences ◽  
Educational Institutions ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Educational Field

The purpose of this study was to establish the main strategies that teachers could apply during preschool education in order to facilitate the transition from kindergarten to school. Data were collected using an online questionnaire designed by us. 238 preschool education teachers have filled in the questionnaire. The main strategies used in order to facilitate the preschoolers’ adaptation to the school demands are visits to other educational institutions from their hometown, organizing workshops, in collaboration with primary school teachers, organizing meetings with pupils and primary school teachers, organizing didactic activities or educational workshops for parents and preschoolers, as a context for parents to present various school experiences or reading stories about school and the pupils’ life. We have also discovered that in the opinion of most of the teachers, school adaption is an easy process for most preschoolers. For some of the preschoolers, this process could be difficult, and the actions of parents, teachers, and school counselors could be very helpful. The results of this study are useful for primary school teachers, teachers for preschool education, or researchers in the educational field interested in optimizing the transition of children from kindergarten to school.

scholarly journals Determinants of Teachers’ Use of Instructional Resource in Teaching Pre-Primary School Science and Mathematics Activities In Machakos County, Kenya

2019 ◽  
Vol 3 (II) ◽  
pp. 159-185
Author(s):  
Jackson Ombasa Ayiema ◽  
Teresa Mwoma ◽  
Hudson Ouko
Keyword(s):  
Primary School ◽  
Sample Size ◽  
Primary Teachers ◽  
Teaching Science ◽  
School Teachers ◽  
Instructional Resources ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Instructional Resource ◽  
And Mathematics

The continuous poor results of science and mathematics in Athi-River Sub-County of Machakos County-Kenya has yielded to the study of  determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. The effects of use of the instructional resources in learning achievement which has led to poor performance in science and mathematics activities in the current study locale. The major purpose of the study was to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of Machakos County, Kenya. The study also found out the effects of teachers’ training level in the use of instructional resources in teaching science and mathematics, Teacher- gender and use of instructional resources, Teacher’s attitude and use of instructional resources in teaching science and mathematics activities and teacher- motivation on the use of instructional resources in teaching science and mathematics in pre-primary schools. This study employed Bruner’s learning theory (1966), which matched well with the determinants of pre-primary teachers’ use of instructional resource.  The study targeted 40 pre-primary head teachers, 600 pre-primary teachers and 1800 pre-primary children in Athi-River Sub-County, Machakos County.  Athi-River Sub-County was sub-divided to 5 bases and stratified sampling technique was used to select 6 pre-schools from each base translating to a total of 30 pre-schools. Random sampling was used to select 6 pupils from each of the sampled schools for focused study giving a sample size of 1800 pupils. Purposive sampling was also used to select 2 teachers for science and mathematics activities from each of the sampled schools. All head teachers from all the 30 sampled schools were selected leading to a sample of 30 head teachers. A sample size of 270 respondents including 60 teachers, 30 head teachers and 180 pupils) was used in the study. Questionnaires and oral-interviews were used to collect data. Validity of the instruments was determined through examining of the items using content validity. A. Pilot test of the research instruments was done in two schools in the neighboring sub county. Quantitative data was generated from the close-ended items from the questionnaires. Descriptive statistics was used to analyze data such as frequency; standard deviation and mean data analysis was analyzed according. The data was presented in tables. Qualitative data produced from the questionnaire, interview schedules, focused group discussion, as well as data obtained through the observation checklists was analyzed with regards to relevant themes and discussed in line with the research objectives. The findings of the study were as follows: teachers with higher training qualifications were more likely to use instructional resources in teaching science and mathematical activities than their counterparts with less or no training. Male teachers were found to use instructional resources more often in teaching science and mathematics than their female counterparts. Teachers with positive attitude towards science and mathematics were also found to use more instructional resources than teachers with negative attitude. The study recommends that the ministry of education should facilitate pre-primary school teachers to advance their studies through in-service training and that the government of Kenya should motivate pre-primary teachers by paying them reasonable salary. All stakeholders should ensure that instructional resources are made available for better pupil achievement in science and mathematics. This is an open-access article published and distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License of United States unless otherwise stated. Access, citation and distribution of this article is allowed with full recognition of the authors and the source.

scholarly journals Training of future primary school teachers for the formation of functional literacy in pupils

2021 ◽  
Vol 104 ◽  
pp. 02010
Author(s):  
Valentyna Shpak ◽  
Anna Klim-Klimashevska ◽  
Tatyana Ninova
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Technological Development ◽  
Problem Area ◽  
Middle Level ◽  
Professional Activity ◽  
School Teachers ◽  
Educational Models ◽  
Primary School Teachers ◽  
Functional Literacy

The main problem area of the article is the current issues of pedagogical science concerning training of future primary school teachers for the formation of functional literacy in pupils. The emergence of these issues is determined by globalization and integration processes in the educational system of Ukraine and in the world, social transformations that affect the content of primary education, as well as modern humanitarian, scientific and technological development. This requires each individual to show functional literacy. Based on this, there is an urgent need for fundamental changes in postclassical education, caused by modern European theories, educational models, the latest tools of professional activity of primary school teachers who are responsible for the provided educational services. These changes are necessary in the context of the recommendations provided by leading European and international educational organizations, and are confirmed by the results of international PISA research. The purpose of the research involves establishing the essence of the basic concept of “functional literacy” and its structure. The research found a link between functional literacy and soft skills. The program of the experiment provides for the diagnosis of the formation of functional literacy in future primary school teachers. Questionnaire and testing of final year students’ in specialty 013 Primary Education of Bohdan Khmelnytsky National University of Cherkasy (Ukraine) confirmed the assumption that in most students functional literacy is formed at the middle level.

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