Teachers' Awareness and Analysis of the Current Status of Disposable Plastic in Science Textbooks for Elementary School

2021 ◽  
Vol 41 (S1) ◽  
pp. 45-62
Author(s):  
Heein Chae ◽  
Sukgoo Noh
Keyword(s):  
Elementary School ◽  
Current Status ◽  
Science Textbooks ◽  
Disposable Plastic

Exploring the role of a discrepant event in changing the conceptions of evaporation and boiling in elementary school students

2015 ◽  
Vol 16 (3) ◽  
pp. 670-679 ◽  
Author(s):  
Seoung-Hey Paik
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Point Of View ◽  
School Students ◽  
Science Textbooks ◽  
Discrepant Event ◽  
5Th Grade ◽  
Obvious Source

The purpose of this study was to explore how examples used in teaching may influence elementary school students' conceptions of evaporation and boiling. To this end, the examples traditionally used to explain evaporation and boiling in Korean 4th grade science textbooks were analyzed. The functions of these published examples were explanation (empirical recognition, identification, and evidence) and reinforcement (applications). However, few reinforcement functions (such as comparison and supposition) or clarification functions (such as extension and contrast) were employed. The evaporation and boiling conceptions of 41 students in the 4th grade, 55 students in the 5th grade, and 28 students in the 6th grade were surveyed. Many students thought of evaporation phenomena under heating conditions as boiling, and the same phenomena without an obvious source of heating as evaporation. This meant that the presence of heating affected the students' conceptions of evaporation and boiling. In this study, the students were presented with clarifying functional examples that were not included in the textbooks. After exposure to these examples, many students revised their misconceptions and adopted scientific conceptions. Previous studies have argued that students must be able to reason from a microscopic point of view to understand evaporation and boiling phenomena; however, the tested students were able to classify the two different phenomena after experiencing appropriate functional examples.

scholarly journals Typification and Inquiring Characteristics of Observations and Experiments Based on “Inquiry Skills”: Through Analysis of Elementary School Science Textbooks

2021 ◽  
Vol 62 (1) ◽  
pp. 339-354
Author(s):  
Takayuki YAMADA ◽  
Naoyuki TASHIRO ◽  
Jun-ichi KURIHARA ◽  
Tatsushi KOBAYASHI ◽  
Takayuki MATSUMOTO ◽  
...  
Keyword(s):  
Elementary School ◽  
School Science ◽  
Elementary School Science ◽  
Inquiry Skills ◽  
Science Textbooks

scholarly journals Critical Thinking Skills in Elementary School Curricula in some Arab Countries—A Comparative Analysis

2019 ◽  
Vol 12 (4) ◽  
pp. 217 ◽  
Author(s):  
Raja Omar Bahatheg
Keyword(s):  
Elementary School ◽  
Saudi Arabia ◽  
Critical Thinking ◽  
Inductive Reasoning ◽  
Arabic Language ◽  
Thinking Skills ◽  
Arab Countries ◽  
Critical Thinking Skills ◽  
Science Textbooks ◽  
School Subjects

This study aims to analyze and compare school subjects to determine the extent to which critical thinking skills are being engaged in school subjects’ questions and activities in public education. Five Arab countries are included in this paper; Saudi Arabia, Kuwait, The Hashemite Kingdom of Jordan, Arab Republic of Egypt, and The Tunisian Republic, in elementary school levels (first, second, and third grades.)The study found that all Arab countries focus on operating inductive reasoning skills in their subjects, followed by reasoning and observation, sequentially, while dismissing credibility and assumptions skills. Saudi Arabia focused on developing critical thinking skills in science textbooks for the past three academic years, while Kuwait had the same focus on their Arabic language classes. Both the Hashemite Kingdom of Jordan and Egypt have paid a measurable attention to engaging critical thinking skills in Mathematics and the Arabic language, as well as Tunisia in their science textbooks. The least effective subjects in operating critical thinking skills were the Arabic language in Saudi Arabia, science in Kuwait, Domestic Economics in Egypt, and Islamic education in Jordan and Tunisia.

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