The Current Situation and Countermeasures of Primary School Science Curriculum at Li County in Hunan Province

2011 ◽  
Vol 271-273 ◽  
pp. 368-371
Author(s):  
Wang Li Li ◽  
Ling Jiang
Keyword(s):  
Rural Education ◽  
Primary School ◽  
Science Teaching ◽  
Science Curriculum ◽  
School Science ◽  
Current Situation ◽  
Hunan Province ◽  
Actual Situation ◽  
Primary School Science ◽  
School Science Teaching

This paper had investigated the current situation of Science Curriculum in Primary School at Li County in Hunan Province, and analyzed the objective and subjective reasons for the existing certain questions in primary school science teaching at the county, and then raised four suggestions for solving the problems based on the analysis of current situation at the county and the actual situation of rural education in our country.

scholarly journals PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL

2019 ◽  
Vol 18 (4) ◽  
pp. 583-594
Author(s):  
Sari Havu-Nuutinen ◽  
Anttoni Kervinen ◽  
Anna Uitto ◽  
Aulikki Laine ◽  
Anniina Koliseva ◽  
...  
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Science Teaching ◽  
Team Teaching ◽  
School Science ◽  
Teaching Model ◽  
Teachers Experiences ◽  
Collaborative Team ◽  
Teachers Professional Development ◽  
Primary School Science

This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education. Keywords: collaborative team teaching model, inquiry-based science teaching, survey research, teachers’ experiences.

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.) 

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