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

2019 ◽  
Vol 8 (6S3) ◽  
pp. 661-668
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.

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

scholarly journals ENHANCING THE 21ST CENTURY LEARNING THROUGH THE FLIPPED CLASSROOM APPROACH: A SCIENCE TEACHER’S PERSPECTIVES

2019 ◽  
Vol 4 (2) ◽  
pp. 121-124
Author(s):  
MOHD FADZLY WASRIEP
Keyword(s):  
21St Century ◽  
Early Phase ◽  
Flipped Classroom ◽  
Learning Experience ◽  
21St Century Learning ◽  
Primary Science ◽  
Inverted Classroom ◽  
Learning Time ◽  
Preliminary Study

A flip classroom is closely related to the inverted classroom that promotes learning outside the classroom (Lage et al., 2000). The main reason for the implementation of the flipped classroom is to free up the allotted learning time at school so that more engaging activities could be done (Milman, 2014). Since the flipped classroom is still at its early phase in Malaysia, there are limited studies done in this area (A. Rahman, Abdullah, Mohammed, Mohd Zaid, & Aris, 2014). This preliminary study reveals three issues in 21st-century learning experience via 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 some ways nonetheless there are challenges that she has to resolve.

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 Mobile textula: a possible new way of reawakening the marginalized Philippine poetry

2020 ◽  
Vol 7 (1) ◽  
pp. 2150-2163
Author(s):  
Arjem Noryn Caringal Agum
Keyword(s):  
21St Century ◽  
Cultural Awareness ◽  
The Philippines ◽  
Online News ◽  
The Body ◽  
Teaching Literature ◽  
Body Of Knowledge ◽  
Literary Heritage ◽  
Philippine Literature ◽  
Filipino Learners

Introduction: Poetry has long been part of any cultural and literary heritage. Despite poetry’s role in Philippine literature, the 21st-century Filipino learners lack the knowledge about folk poetry. Poems sent through short messaging service (SMS) or mobile textula were then introduced to capture the interest of the Filipino millennial learners. However, studies say little about this emerging means of literary propagation. Anchored in the Social Construction of Technology (SCOT) Theory, this study aimed to contribute to the body of knowledge to reawaken the marginalized Philippine poetry. Method: Through external desk research, this qualitative study delved into the history, type, sample poems, and the possibility of using mobile textula to reinforce the 21st-century Filipino learners' understanding of the marginalized Philippine poetry. \ Result: After an integrative literature review of various sources (full paper in conference proceedings, journal articles, education-related sites, and online news),  it was found that mobile textula was made known in 2002 through the "Textanaga Contest," the first text-a-poem contest in the Philippines which gathered 10,000 poems on its launching day. Sample poems were that of the tanaga, dalit, and diona which are considered marginalized poetry among the generation of modern Filipinos. Moreover, a private college in one of the provinces in Luzon saw the effectivity of textula in teaching language, literature, and socio-cultural awareness. Discussion: Therefore, the study suggests that teachers consider the use of textula in teaching literature. Further, a wide scope of an experimental study on the effectiveness of textula in the classroom is recommended.

Primary School Science Teachers’ Attitude Towards Using Virtual Learning Environment (VLE) In Teaching Science

2018 ◽  
Vol 1 (3) ◽  
pp. 155 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Ghaneshwary R. Muruges
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
School Science ◽  
Virtual Learning Environment ◽  
Teaching Science ◽  
Primary Science ◽  
Female Teachers ◽  
Cameron Highlands ◽  
Female Data ◽  
Primary School Science

The aim of this study is to identify the attitude of science teachers towards the usage of Frog VLE in teaching and learning primary science. The sample consisted of 148 science teachers in Cameron Highlands and Taiping (45 male and 103 female). Data is collected by questionnaire which contains 40 questions with 5 Likert scale. The independent t test and One-way ANOVA is used to answer the research questions. Findings indicated that the science teachers in Cameron Highlands and Taiping have neutral attitude towards the usage of Frog VLE in teaching primary science. There are no any significant differences in the attitude towards Frog VLE among science teachers between male and female. Teachers with less experience (younger teacher) have greater attitude compared to old teachers. Science teachers with higher professional grade have greater attitude compared to the teachers with lower professional grade. Hence, science teachers are encouraged to attend courses and develop skills in using Frog VLE to increase their attitude in usage of Frog VLE in teaching science.

scholarly journals The new face of alternative assessment in accounting sciences - technology as an anthropomorphic stakeholder

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
O. Swart ◽  
C. C. Shuttleworth
Keyword(s):  
Conceptual Framework ◽  
Alternative Assessment ◽  
Tertiary Education ◽  
The Body ◽  
Identity Verification ◽  
Online Technology ◽  
Innovation Potential ◽  
Body Of Knowledge ◽  
Improved Performance ◽  
Increasing Demand

Worldwide, more and more higher education institutions are making use of online or distance education, due to the increasing demand for tertiary education. In this article, the problem addressed relates to the importance of technology as a stakeholder in alternative assessments for undergraduate accounting sciences modules in an online, non-venue-based, technology-enhanced environment. The purpose of this article is to demonstrate how technology, due to its importance and impact, acts similarly as a human stakeholder and should be treated as an anthropomorphic stakeholder in an online technology-enhanced environment, considering its powerful role. A qualitative approach was followed, and action research was used to develop a conceptual framework. This conceptual framework demonstrates how stakeholder theory could ensure the legitimacy of qualifications through identity verification of students in an online environment through improved performance and innovation potential. These findings contribute to the body of knowledge and due to its importance, technology could be considered as an anthropomorphic stakeholder in the creation, improvement, or restructuring of assessments at online educational institutions.

scholarly journals CONTENT ANALYSIS OF DIAGRAMMATIC REPRESENTATIONS IN UPPER PRIMARY SCIENCE TEXTBOOKS

2017 ◽  
Vol 5 (7) ◽  
pp. 474-479
Author(s):  
Syed Hasan Qasim ◽  
Sudhansu Shekhar Pandey
Keyword(s):  
Content Analysis ◽  
School Science ◽  
Primary Science ◽  
Science Textbooks ◽  
Primary Level ◽  
Biology Textbooks ◽  
Level Of Knowledge ◽  
Diagrammatic Representations ◽  
Primary School Science ◽  
Knowledge Of Learners

The present study is an attempt to investigate content analysis of diagrammatic representations in upper primary science textbooks based on diagrammatic typology. The study analyzed the distribution of diagrams in different upper primary science book categories. The sample selected consists of a total number of nine 7th grade physics, chemistry and biology textbooks adopted in three Indian Certificate of Secondary Education (I.C.S.E) schools in the Allahabad, India. Content analysis in this research entails a systematic coding and categorizing of the diagrams, drawings, photos, charts and graphs appeared in upper primary school science textbooks. A great amount of diagrams have been used in the upper primary level of science teaching. On average, there are about 1.20 diagrams in physics, 0.80 diagrams in chemistry & 1.06 diagrams in biology textbooks used per page for the purposes of explaining, presenting or evaluating the scientific domain. The results confirmed that upper primary level of science education demands large quantity of diagrams to facilitate students learning. So content analysis of diagrammatic representations of science textbooks is recommended and teachers should adopt such diagrammatic strategies which increase the level of knowledge of learners. Teachers should teach students through different diagrammatic representations skills and to enhance their academic performance.

scholarly journals The Flipped Classroom: High School Student Engagement Through 21st Century Learning

in education ◽  
2018 ◽  
Vol 24 (1) ◽  
pp. 4-21
Author(s):  
Kent Avery ◽  
Carolyn Huggan ◽  
Jane P. Preston
Keyword(s):  
Action Research ◽  
21St Century ◽  
Flipped Classroom ◽  
21St Century Learning ◽  
Modern World ◽  
Classroom Teachers ◽  
Action Research Project ◽  
Steep Learning Curve ◽  
Teacher Student ◽  
Grade 11

The purpose of this qualitative study is to document the experiences of students who participated in a flipped classroom during a Grade 11 Modern World History and a Grade 11 Biology course. An abridged literature review revealed the flipped classroom provides enriched opportunities for collaborative learning and for greater teacher-student interaction; however, during the homework phase, some students are not equipped to be independent learners. For this action research project, we collected data from 48 students who completed three sets of qualitative questionnaires and participated in two focus groups. Augmented data included excerpts from reflective journals maintained by the flipped classroom teachers. From the data, three dominant themes surfaced. First, the flipped classroom promoted active learning. Second, it supported stronger relationships among students and their teachers. Third, it activated a steep learning curve. Details of 21st century learning are used to conceptualize the findings. One implication of the study is that, at the start of the flipped experience, teachers need to communicate fluidly to students what the flipped classroom is and is not.            Keywords: flipped classroom; action research; 21st century learning

scholarly journals DEVELOPMENT OF A TECHNOLOGY INTEGRATED INTERVENTION IN TERTIARY EDUCATION

2016 ◽  
Vol 15 (6) ◽  
pp. 712-724
Author(s):  
Jeanne Kriek ◽  
Annaretha Coetzee
Keyword(s):  
Fluid Mechanics ◽  
Student Learning ◽  
Content Knowledge ◽  
21St Century ◽  
Design Thinking ◽  
Tertiary Education ◽  
Case Study Research ◽  
Data Gathering ◽  
21St Century Learning ◽  
Integrated Intervention

It is expected of lecturers to integrate content knowledge with appropriate pedagogical approaches and select relevant technology to enhance student learning. However the selection of effective technology to support 21st-century learning in tertiary education could be time-consuming and complex since there is a plethora of technology available. The aim of this research was therefore to support lecturers by providing them with an evaluated technology-integrated intervention in fluid mechanics. Hence the objectives were to develop this technology-integrated intervention to support 21st-century learning for first-year physics students and to determine its effectiveness when presented by various lecturers. An exploratory case study research design guided the research. A design-thinking framework for technology-integrated lessons was used and included the Technological Pedagogical and Content Knowledge (TPACK) model. This research was done with two lecturers and 117 students from a University of Technology in South Africa. The data gathering tools comprised pre and post-tests, tutorials, observation schedules and questionnaires. Results indicated that student learning is affected by the way in which technology is used not only in schools, but also in tertiary education and that lecturer belief play a crucial role in the design process but also manifest when lecturers have to use a designed intervention. Key words: 21st-century learning, fluid mechanics, teacher beliefs, technology integrated lesson, tertiary education.

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