scholarly journals “It just isn’t a priority.” Will primary science learning loss be forgotten?

2021 ◽  
Author(s):  
Cherry Canovan ◽  
Naomi Fallon
Keyword(s):  
Science Teaching ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Learning ◽  
Primary Science ◽  
Learning Loss ◽  
School Closures ◽  
Major Barrier ◽  
Working Paper ◽  
A Priority

*THIS WORKING PAPER HAS NOT YET BEEN PEER REVIEWED. ALL COMMENTS WELCOME* This study is part two of an ongoing investigation into the impacts of the UK’s Covid-19 related school closures on primary science teaching and learning. In part one, conducted during the closures of spring 2020, we found that science teaching had suffered in ways that were likely to entrench inequality in who can access STEM education and careers.The research reported in this paper, conducted during the second round of closures in early 2021, found that little progress had been made in mitigating science learning loss at primary level, with less than 10% of parents aware of any efforts in this regard. Meanwhile a concerning number of teachers were worried that reversing science learning loss was not a priority for schools, and/or reported that no efforts had been made to tackle this.Parents felt that in general, home learning in the second closure period was much more effective than in 2020. However science provision, although somewhat improved, was still perceived by many to be disappointing in quantity and/or quality. Teachers were still finding science a challenge to teach, although one major barrier from the first closures, a lack of access to IT, had largely been addressed.The results show that a lack of ‘catch-up’ activity risks science learning loss being forgotten, while the second round of closures has likely exacerbated the relative learning loss in science over other ‘core’ subjects. Both these effects have negative implications for attempts to interest young people in STEM education and careers.

Impact of the COVID-19 Crisis on Science Teaching and Facilitation of Practical Activities in Irish Schools

2020 ◽  
Author(s):  
ruth chadwick ◽  
Eilish McLoughlin
Keyword(s):  
Science Teaching ◽  
Secondary Teachers ◽  
Teaching And Learning ◽  
Science Learning ◽  
Negative Impact ◽  
School Closures ◽  
Student Access ◽  
The Impact

This research explored the impact of the COVID-19 crisis school closures on teaching and learning of science, with a focus on practical activities. In Ireland, practical activities and investigations are a curricular requirement. Findings from a survey carried out with primary and secondary teachers indicated the negative impact of the school closures on science learning and decreased facilitation of practical activities. Teachers reported a variety of barriers to student access and engagement, including lack of resources and technology in the home. This study highlights the risk that the COVID-19 school closures may increase pre-existing inequalities in science learning in Ireland.

The Contribution of Lev Vladimirovich Shcherba to the methodology of teaching foreign languages.

2021 ◽  
Vol 58 (1) ◽  
pp. 2082-2089
Author(s):  
Yuldasheva Dilshoda Musaevna
Keyword(s):  
Teaching And Learning ◽  
Educational Aspirations ◽  
Current Debate ◽  
Professional Lives ◽  
Distance Teaching ◽  
Learning Loss ◽  
School Closures ◽  
Policy Makers ◽  
Time Distance ◽  
Long Term Impact

The coronavirus pandemic has spread globally, upending the personal and professional lives of millions of people, including students, educators, and education researchers. At all levels of education, instructors, institution leaders, and policy makers are facing an unprecedented challenge, trying to ensure that high quality and equitable teaching and learning continues under rapidly changing and unpredictable conditions. During this time, distance-learning solutions were implemented to ensure education continuity, and much of the current debate focuses on how much students have learnt during school closures. However, while this potential learning loss may only be temporary, other elements that happen in the absence of traditional schooling, such as the curbing of educational aspirations or the disengagement from the school system, will have a long-term impact on students’ outcomes, thus distance- teaching has also faced rapid changes. For educators to turn traditional classes into video classes was also unexpected. But still  the methodology that was used in offline classes also was the good aid in online classes but a little bit limited. For example excluding teachers physical presence, kinesthetic learning and etc.    

scholarly journals Impact of the COVID-19 Crisis on Learning, Teaching and Facilitation of Practical Activities in Science upon reopening of Irish Schools

2021 ◽  
Author(s):  
Ruth Chadwick ◽  
Eilish McLoughlin
Keyword(s):  
Science Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Science Learning ◽  
Virus Transmission ◽  
School Closures ◽  
The Impact ◽  
Improve Student Learning

In September 2020, Irish schools reopened following their emergency closure due to the COVID-19 crisis. Measures were put in place to minimise the risk of transmission of the virus within schools and communities. However, these measures were likely to impact on teachers’ capacity to facilitate learning in science, particularly the practical and investigative aspects of the Irish curriculum. This research explores the impact of the measures in place to limit virus transmission on teaching and learning in science, particularly on practical activities. The period of focus is the three months (September to November 2020) following the school closures. The research aims to highlight the implications of the COVID-19 crisis on science learning in Irish schools and provide recommendations to lessen the impact on primary and second-level science education to improve student learning and engagement in science.

scholarly journals Teaching Chemistry about ‘Stevia’ – A Case of Cooperative Curriculum Innovation within PROFILES in Germany

2014 ◽  
Vol 4 (1) ◽  
pp. 69-83
Author(s):  
Marc Stuckey ◽  
Marianne Lippel ◽  
Ingo Eilks
Keyword(s):  
Science Teaching ◽  
Teaching And Learning ◽  
Science Learning ◽  
The European Union ◽  
Curriculum Innovation ◽  
Teaching Chemistry ◽  
Learning Modules ◽  
Learning Module ◽  
Science Teaching Practices ◽  
The University

PROFILES is a project of teacher education and curriculum innovation funded by the FP7-programme of the European Union. The aim of PROFILES is implementing innovative science teaching practices  incorporating a societal perspective and compassing inquiry-based science learning. The University of Bremen, Germany, as one of the partners, combines teacher continuous professional development with the research-based design of new teaching and learning modules for science  teaching. This paper presents – as an exemplary case – how the University of Bremen is operating PROFILES. This case is illustrated according to the development of a teaching and learning module on sugar and sweeteners, incorporating the use of advertising in science education.

scholarly journals Overcoming Learning Difficulties with Smartphones in an Inclusive Primary Science Class

2019 ◽  
Vol 8 (3) ◽  
pp. 21 ◽  
Author(s):  
Kati Sormunen ◽  
Jari Lavonen ◽  
Kalle Juuti
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Difficulties ◽  
Primary Science ◽  
Science Class ◽  
Learning Tools ◽  
Learning Practices ◽  
Research Period

This paper examines how pupils with learning difficulties (LDs) used smartphones as supportive learning tools in an inclusive science class and how the usage developed over a two-year period. The case study was conducted in a Finnish primary school, where nine LD pupils’ smartphone usage was followed in three science learning practices that supported LDs. The data consisted of repeated smartphone questionnaires, interviews, learning outcomes, and teachers’ memoranda. The content and co-occurrence network analysis revealed that the smartphone usage varied in different practices, and its benefits developed gradually during the research period. Research highlights that teachers’ and pupils’ engagement with a dedicated, collaborative, and long-lasting process of smartphone usage in teaching and learning enables the achievement of change.

Psychological Effects of Interactive Multimedia Based On Scientific Approach in Science Teaching and Learning

2019 ◽  
Author(s):  
Syafrimen Syafril
Keyword(s):  
High School Students ◽  
Science Teaching ◽  
Junior High School ◽  
Teaching And Learning ◽  
Science Learning ◽  
Interactive Multimedia ◽  
Psychological Effects ◽  
Expert Assessment ◽  
Science Teaching And Learning ◽  
Scientific Approach

Interactive multimedia is a pattern of three elements; image, sound, and text, as a learning media that can ease the students to understand the lesson. This study aims to analyze the psychological effects of interactive multimedia based on scientific approaches in science teaching and learning for junior high school students. Research and Development is used as a research method, involving three experts as validators for assessing the rightness of material, language, and media, as well as 48 students and one science teacher assessing the rightness of interactive multimedia that is created. Expert assessment of Psychological effects is interactive multimedia collected using validation sheets, student and teacher assessments were carried out using a questionnaire. Data were analyzed using descriptive statistics aided by Statistical Package for The Social Sciences (SPSS windows 22.0). The results showed that material experts, media, languages, as well as teachers and students rated interactive multimedia based on scientific approaches in science teaching and learning to provide Psychological effects in science learning (values in sequence as follows; material = 89%, media = 86%, language = 75%, students = 85% and teacher = 92%).) This result shows that interactive multimedia based on scientific approach can be used as an alternative as a standard in science learning in secondary schools.

EFEKTIVITAS PENERAPAN METODE CONTEXTUAL TEACHING AND LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA DALAM MATA PELAJARAN ILMU PENGETAHUAN ALAM (IPA) KHUSUS DALAM MATERI SIFAT-SIFAT CAHAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 329
Author(s):  
Ni Wayan Rusniati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Material Properties ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Model ◽  
Learning Material ◽  
Average Value ◽  
Lecture Method ◽  
Contextual Teaching

The process and student learning outcomes in science learning material properties of light is a problem faced by class IV SD Negeri 3 Mengwi. Student activity and learning outcomes have not been maximized because the teacher delivered science learning materials using the lecture method. This is the background of the researchers to conduct research with the aim of improving the process and learning outcomes of science with material properties of light with learning models Contextual Teaching and Learning. This research is a type of classroom action research conducted in SD Negeri 3 Mengwi. The subjects of this study were fourth grade students, amounting to 27 students consisting of 14 female students and 13 male students. The implementation of this study used 2 cycles. Instruments used to collect data are observation sheets, interviews, documentation and test questions. The results of this study indicate that science learning outcomes with material properties of light using the Contextual Teaching and Learning model in SD Negeri 3 Mengwi have increased in two cycles with quite satisfactory values. There was an increase in learning outcomes from cycle 1 an average value of 68.51 to 75.37 in cycle 2. In addition, there was an increase in the learning process of students in science learning carried out by teachers using the Contextual Teaching and Learning model. Keywords: Learning process, learning outcomes, Contextual Teaching and Learning

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