scholarly journals The Use of Outside Educational Materials in Mathematics and Science: Teachers’ Conceptions

2021 ◽  
Vol 9 (2) ◽  
pp. 314-331
Author(s):  
Michael Skoumios ◽  
Chrysanthi Skoumpourdi
Keyword(s):  
Data Analysis ◽  
Primary School ◽  
Science Teaching ◽  
Science Teachers ◽  
Educational Materials ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Subject ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The research for teachers’ conceptions of the outside educational materials, that they discover and use, is very limited. In addition, there is also particularly limited research comparing teachers’ conceptions of the use of educational materials on the basis of the subject they teach. The present paper aims at investigating and comparing primary school teachers’ conceptions of the use of outside educational materials in mathematics and science teaching. For the purposes of this research, an electronic questionnaire was developed and completed by 212 primary school teachers in Greece. Data analysis traced primary school teachers’ conceptions of whether they use outside educational materials and, if they do, how frequently and in what way they use them, what motivates the teachers to discover outside educational materials and where they discover them, as well as the reasons why they might not use outside educational materials. Furthermore, the differences among teachers’ conceptions of the above issues were detected on the basis of the subject they teach (mathematics, science).

scholarly journals МИШЉЕЊЕ УЧИТЕЉА О ПРИМЕНИ ИНКЛУЗИВНОГ ОБРАЗОВАЊА У НАСТАВИ ИНТЕГРИСАНИХ ПРИРОДНИХ НАУКА

TEME ◽  
2018 ◽  
pp. 999
Author(s):  
Stanko Cvjetićanin ◽  
Branko Anđić
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Science Teaching ◽  
Inclusive Education ◽  
Science Teachers ◽  
Primary Schools ◽  
Development Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Inclusion Model

This paper analyzes the problems which primary school teachers face during these science lessons and their willingness for professional development to enable themselves to implement the inclusion model in teaching science in primary schools. The research included 332 primary school teachers. The data was collected using a survey and analyzed by comparative and descriptive methods. It showed that the initial professional development program enabled teachers to gain some general knowledge about the inclusion model, but it did not qualified them for applying this model in integrated science teaching in primary schools. Teachers believe that science should be taught by qualified science teachers who have some experience with the inclusion model. Teachers also want to improve their knowledge through further professional trainings. They are faced with a lack of cooperation with institutions which deal with inclusive education, the lack of adequate literature on the inclusion model and its implementation in science teaching, as well as a variety of financial and technical barriers. They want to gain knowledge about the inclusion model, so that they can apply it during their science lessons.

Technology: a workshop on labor training

2022 ◽  
Author(s):  
Viktor Vygonov
Keyword(s):  
Primary School ◽  
Practical Work ◽  
School Teachers ◽  
Processing Methods ◽  
Primary School Teachers ◽  
Labor Training ◽  
Design Activities ◽  
The Subject ◽  
Additional Education

The textbook discusses the main types of practical work on the subject of "Technology", highlights various types of artistic, creative and design activities of children that underlie this aspect of teaching younger schoolchildren. Detailed material is given on the processing methods and the possibilities of using various types of paper and cardboard. It can be useful for primary school teachers, educators and counselors of children's recreation camps, students of pedagogical colleges, parents, teachers of additional education.

scholarly journals Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

2021 ◽  
Vol 7 (1) ◽  
pp. 93-101
Author(s):  
Bakhtawer Nasrullah ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Public Sector ◽  
Primary School ◽  
Structured Interview ◽  
School Principal ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

scholarly journals FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’ UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING

2020 ◽  
Vol 19 (3) ◽  
pp. 454-466 ◽  
Author(s):  
Khanyisile Brenda Nhlengethwa ◽  
Nadaraj Govender ◽  
Doras Sibanda
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Teacher Educators ◽  
Two Dimensions ◽  
Structured Interviews ◽  
School Teachers ◽  
Pedagogical Approach ◽  
Primary School Teachers ◽  
Directed Learning

Teachers’ accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers’ understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers’ holistic and deep experiences of IBST. Keywords: inquiry-based science teaching, primary school, pre-service teachers, scenario-based questionnaire, IBST understanding.

scholarly journals Video 1: Insect symmetry and anatomy

2020 ◽  
Author(s):  
Ingrid Schudel
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Mathematics Teaching ◽  
Plant Material ◽  
Life Skills ◽  
School Curriculum ◽  
School Teachers ◽  
Intended Audience ◽  
Primary School Teachers

Intended audience: Year three primary school teachers and learners <br><br>This video is designed to support cross-curriculum teaching for third year primary school learners. The video illustrates how you can use a template showing the left side of an insect and plant material from the garden to build a complete insect.<br><br>It is linked to the school curriculum in the following ways:<br>• Mathematics: Teaching about lines of symmetry<br>• Life Skills: Science: Teaching about insect anatomy (head, thorax, abdomen, wings and legs attached to thorax). ‘Observation’ is another important element of Life Skills supported in this activity<br><br>

DIDACTIC CONDITIONS UNDERSTANDING SCIENTIFIC MATHEMATICAL TEXT STUDENTS – FUTURE PRIMARY SCHOOL TEACHERS

2018 ◽  
Vol 2 ◽  
pp. 429-442
Author(s):  
Larisa Sergeeva
Keyword(s):  
Primary School ◽  
Subject Area ◽  
School Teachers ◽  
Mathematical Text ◽  
Primary School Teachers ◽  
Mathematical Content ◽  
The Subject ◽  
Mathematical Texts ◽  
Tools And Methods

The article substantiates the necessity of understanding mathematical text in the process of training of students – future primary school teachers. The features of the understanding of the subject area of "mathematics" on the basis of the analysis of the specificity of mathematical texts. The article presents the didactic conditions of understanding mathematical texts with students in order to improve the quality of mathematical and pedagogical education of future primary school teachers. Describes the tools and methods to ensure understanding of mathematical content by the students. The conducted research allowed to establish the effect of implementing the selected conditions on the overcoming of formalism in the assimilation of mathematics by students.

Technology: a workshop on labor education

2019 ◽  
Author(s):  
Viktor Vygonov
Keyword(s):  
Primary School ◽  
Practical Work ◽  
School Teachers ◽  
Primary School Teachers ◽  
Labor Education ◽  
Different Types ◽  
Design Activities ◽  
The Subject ◽  
Additional Education

The textbook discusses the main types of practical work on the subject of "Technology", highlights the various types of artistic, creative and design activities of children, underlying this aspect of teaching younger students. Detailed material is given about the methods of processing and the possibilities of using different types of paper and cardboard. It can be useful for primary school teachers, teachers and counselors of children's recreation camps, students of pedagogical universities, parents, teachers of additional education.

Primary School Teacher Vocational Education: Model Building

2019 ◽  
Vol 7 (6) ◽  
pp. 12-16
Author(s):  
V. Ulitko
Keyword(s):  
Primary School ◽  
Model Building ◽  
School Teacher ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educational Standard ◽  
The Subject ◽  
Education Model ◽  
Additional Education

The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.

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