scholarly journals Grade six students’ and teachers’ attitudes towards socio-constructivism in science education

2021 ◽  
Vol 26 ◽  
pp. 145-158
Author(s):  
Annelize Potgieter ◽  
Marthienus Johannes Potgieter
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching Science ◽  
Limpopo Province ◽  
Scientific Uncertainty ◽  
Learning And Teaching ◽  
Interview Guide ◽  
Science Teaching Practices ◽  
Students Attitudes ◽  
Teachers Attitudes

The aim of this study was to investigate the attitudes of Grade 6 students and their science teachers towards a socio-constructivist way of learning and teaching science, compared to the usual way of learning and teaching science; as well as the science teaching practices. The data was collected during a period of eight weeks in two rural primary schools in the Limpopo Province, South Africa. A five-week intervention was conducted during which the researchers taught science in a socio-constructivist way. Observations were conducted as well as interviews with the teachers and 10 students (5 in each school) using the CLES observation guide, CLES interview guide, CLES Actual questionnaire and CLES Preferred questionnaire. The interviewed students also participated in a focus group. The results showed that some elements of socio-constructivism were appreciated by the students and teachers and other elements not. The students’ attitudes were positive about scientific uncertainty and student negotiation and rather negative about critical voice and shared control. The attitudes of the teachers were more ambiguous.

scholarly journals Attitudes Towards Science: A Study of Gender Differences and Grade Level

2022 ◽  
Vol 11 (2) ◽  
pp. 599-608
Author(s):  
Susilawati*, Nurfina ◽  
Nurfina Aznam ◽  
Paidi Paidi
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Gender Gap ◽  
Grade Level ◽  
Primary Schools ◽  
Attitudes Toward Science ◽  
Sixth Grade ◽  
Total Sample ◽  
School Students ◽  
Students Attitudes

<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>

scholarly journals The reality and obstacles of implementing primary teachers with the engineering design in teaching science

2021 ◽  
Vol 8 (9) ◽  
pp. 86-93
Author(s):  
Norah Saleh M. Almuqbil ◽  
Keyword(s):  
Engineering Design ◽  
Science Teachers ◽  
Primary Schools ◽  
Teaching Science ◽  
Survey Method ◽  
Elementary Stage ◽  
Riyadh City ◽  
Design Skills ◽  
Engineering Practices ◽  
Descriptive Survey

The research aims to determine the science teachers' knowledge level in elementary schools about the engineering design concept. It determines the application level of engineering design among the science teachers at the elementary level in teaching science and highlights the obstacles faced in implementing these. The descriptive survey method was used to achieve the research aim by applying a questionnaire to a sample of 97 science teachers in primary schools in Riyadh city. The research was limited to the concepts of engineering design and engineering practices as mentioned in the next generation of NGSS science standards. It was found that science teachers were unaware of the importance of developing engineering design skills among students. It might be due to ineffective teachers' training in engineering design skills development. It is strongly suggested to educate supervisors about the importance of directing male and female teachers to apply engineering design in science teaching for the elementary stage. It is essential to provide appropriate educational laboratories and means for employing engineering design and teaching science for the elementary stage.

scholarly journals TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG

2019 ◽  
Vol 6 (1) ◽  
pp. 51
Author(s):  
Pritha Anggiarima
Keyword(s):  
Bilingual Education ◽  
Science Teachers ◽  
Primary Schools ◽  
Educational Background ◽  
Teaching Science ◽  
Average Score ◽  
Medium Of Instruction ◽  
School Teachers ◽  
Primary School Teachers ◽  
Young Learners

English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

Linguistic challenges faced by Grade 7 Setswana learners when writing Science examinations in English

2021 ◽  
Vol 54 (2) ◽  
pp. 35-51
Author(s):  
Connie Makgabo ◽  
Penelope M. Modise
Keyword(s):  
South African ◽  
Science Teachers ◽  
English Learners ◽  
Primary Schools ◽  
Mother Tongue ◽  
Learning And Teaching ◽  
Sentence Construction ◽  
Native Speakers Of English ◽  
Linguistic Challenges ◽  
Writing Science

The paper investigates the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. In South African schools, non-mother tongue speakers of English learners are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for these learners because English is foreign to them. The purpose of conducting this research was to help policymakers meet the linguistic needs of non-native English speakers, make curriculum development specialists aware of the linguistic challenges faced by non-native speakers of English and help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach in English. The participants comprised four purposively selected Grade 7 Natural Science teachers, two school governing bodies (SGBs) and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. Data gathered indicated that Setswana-speaking learners made basic errors related to spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. As a result, SGBs should consider these linguistic challenges when they draft language policies for rural and township schools.

scholarly journals TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG

2019 ◽  
Vol 6 (1) ◽  
pp. 51-57
Author(s):  
Pritha Anggiarima
Keyword(s):  
Bilingual Education ◽  
Science Teachers ◽  
Primary Schools ◽  
Educational Background ◽  
Teaching Science ◽  
Average Score ◽  
Medium Of Instruction ◽  
School Teachers ◽  
Primary School Teachers ◽  
Young Learners

English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.

Analysis of physical education lessons in the aspect of its organization, teacher’s work and attitudes as well as attitudes of students on the example of participant observation

2020 ◽  
Vol 10 (1) ◽  
pp. 7-12
Author(s):  
Eligiusz Madejski
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Qualitative Data ◽  
Participant Observation ◽  
Physical Activities ◽  
Early School ◽  
School Teaching ◽  
Methodological Errors ◽  
Students Attitudes ◽  
Teachers Attitudes

Introduction: The lesson as the basic methodical unit is the most important link in the process of physical education. The aim of the research was to learn the organization and course of physical activities in early school teaching, teacher’s work and attitudes, and students’ attitudes  towards lessons. Material and methods: The research used focused, public participant observation, which covered 128 lesson units in 19 randomly selected primary schools in Krakow. To describe the obtained qualitative data, the statement of numbers and percentages and the percent chart were  used. Results: Most physical education lessons were held in the gym. A large part of physical activities were carried out contrary to the principles of building the lesson. There was also a lack of individualization of requirements for students, the use of praise and grades for correctly performed exercises, and the enforcement of instructions given to students. Almost half the lesson  was unattractive. During the classes very good treatment of students by teachers was visible. Conclusions: In addition to well-conducted preparatory activities before PE, a number of organizational and methodological errors were noted. Teachers’ attitudes towards tasks related to conducting physical activities were not satisfactory. The attitude of students to the duties related to participation in physical education lessons was positive.

Secondary School Students’ Attitudes towards Bilingual Learning in Schools

1982 ◽  
Vol 26 (3) ◽  
pp. 292-304
Author(s):  
Ramon Lewis ◽  
Marta Rado ◽  
Lois Foster
Keyword(s):  
Secondary School ◽  
Bilingual Education ◽  
Primary Schools ◽  
Educational Context ◽  
School Students ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Teachers Attitudes ◽  
Bilingual Learning ◽  
Cent Sample

Bilingual education is a topic of increasing interest in the Australian educational context. It is also a subject surrounded by both controversy and confusion. The investigation upon which this discussion is based probed perceptions of bilingual education by its potential clientele. Our contention is that the degree to which students are receptive to the concept of bilingual learning has been neglected so far, although it is crucial to the implementation of any form of bilingual education. A 10 per cent sample of Year 7, 9, and 11 students was drawn from a representative sample of 38 Melbourne metropolitan post-primary schools and surveyed using Attitude to Bilingual Education scales. The following hypotheses were supported by the findings: ‘Bilinguals have positive attitudes’, ‘Bilinguals have more positive attitudes than do monolinguals’, and ‘Bilinguals perceive their peers’ attitudes as negative’. The hypothesis, The attitudes of different bilingual groups differ’, received some support but requires further investigation. Those hypotheses which did not receive support were ‘Bilinguals perceive their parents’ attitudes as very positive’, ‘Bilinguals perceive their teachers’ attitudes as negative’, ‘Bilinguals see merit in bilingual education only for themselves to the exclusion of their monolingual peers’, and ‘Monolinguals see merit in bilingual education only for bilinguals to the exclusion of themselves’.

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