scholarly journals Strategies for Developing Pre Service Teachers’ Scientific Skills Towards a Resourceful Teaching of Primary Science in Facing AEC

2019 ◽  
Author(s):  
Erwinsyah Satria
Keyword(s):  
Primary School ◽  
School Science ◽  
School Level ◽  
Primary Science ◽  
Determining Factors ◽  
Lesson Delivery ◽  
Asean Economic Community ◽  
And Performance ◽  
Primary School Science ◽  
Scientific Skills

The quality and performance of teachers are always considered as determining factors for the success of educational system of a nation. Pre service teachers in the primary education should be well equipped to meet the challenges of teaching primary science effectively in facing ASEAN Economic Community so that the students can use their developing scientific knowledge, skills, and attitudes to further develop their investigative skills and attitudes. It is therefore imperative to develop scientific skills among our pre service teachers for a resourceful teaching of primary school science. This paper discussed the strategies for developing pre service teachers’ scientific skills in lesson preparation and after lesson delivery so as to create positive attitudinal outcomes and conditions necessary for inculcating scientific skills into the pupils. These will place the pre service teachers in a better and more resourceful position to teach science at the primary school level.

scholarly journals Comparative Examination of the Primary School Science Curricula in Turkey (Curricula of 1992, 2001, 2005, 2013 and 2017)

2018 ◽  
Vol 7 (2) ◽  
pp. 261 ◽  
Author(s):  
Hülya Hamurcu
Keyword(s):  
Primary School ◽  
Science Curriculum ◽  
Educational Status ◽  
School Science ◽  
School Level ◽  
National Education ◽  
Science Curricula ◽  
Measurement And Evaluation ◽  
Primary School Science ◽  
Document Review

In the present study, the science course curricula of 1992, 2001, 2005, 2013 and 2017 taught at the primary school level in Turkey have been examined comparatively in terms of four main elements (Target, Content, Educational Status, and Measurement and Evaluation). The reason for investigating the science curriculum at five key years was to identify and examine main changes in the system. To this end, the main elements of the curricula were presented in a table. The similarities and differences between the curricula in question were determined and interpreted as a result of the evaluations. The study was carried out using the document review technique, among qualitative research methods. The science curricula published by the Ministry of National Education were analysed in the study. The curricula of the afore-mentioned years were first analysed separately in the process, and then the results were re-investigated by being gathered together. Therefore, it was attempted to ensure the consistency of the data. The results achieved show that the curricula cannot be realized as expected due to certain problems encountered in the process of implementation despite overall positive developments (the fact that teachers are not informed sufficiently, infrastructure problems, crowded classes, the lack of technological equipment, etc.) 

scholarly journals 21st Century Learning in Primary Science Subject via Flipped Classroom Method: A Teacher’s Perspective

2019 ◽  
Vol 8 (2S9) ◽  
pp. 952-959 ◽  
Keyword(s):  
21St Century ◽  
Flipped Classroom ◽  
Tertiary Education ◽  
School Science ◽  
21St Century Learning ◽  
The Body ◽  
Primary Science ◽  
Body Of Knowledge ◽  
Primary School Science ◽  
Teacher's Perspective

The flipped classroom is one of the approaches used in 21st-century teaching practices. Contrary in primary education, various works of literature on the flipped classroom approach were studied in the secondary and tertiary education level. Thus, continuing the contribution to the body of knowledge, this preliminary research is done to explore the main themes in conducting a flipped classroom approach to promote 21st-century learning in primary school science. From the selection of a teacher, series of interviews, classroom observations and document reviews were analyzed systematically. The findings reveal three themes in primary science flipped classroom implementations including the affordances, assistance, and challenges. There are various aspects taken into consideration from the teacher and teaching surrounding for the flipped classroom settings to be conducive. The teacher realized that although flipped classroom helped her in many ways yet there are challenges that she needs to resolve. These findings provided a foundation for preliminary direction for the researcher to do further research planning

Multiple Perspectives on the Teacher-Learner-Text Relationship in Primary School Science

2002 ◽  
Vol 17 (2) ◽  
pp. 55-71 ◽  
Author(s):  
Alan Peacock ◽  
Ailie Cleghorn ◽  
Mirjamaija Mikkilä
Keyword(s):  
Primary School ◽  
School Science ◽  
Multiple Perspectives ◽  
Primary School Science
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