scholarly journals A Survey on Acceptance and Readiness to Use Robot Teaching Technology Among Primary School Science Teachers

2021 ◽  
Vol 17 (11) ◽  
pp. 115
Author(s):  
Laxmi Nagendra Rao ◽  
Habibah Ab Jalil
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
Teaching And Learning ◽  
School Science ◽  
Design And Technology ◽  
Survey Method ◽  
Robotic Technology ◽  
School Teachers ◽  
Significant Barrier ◽  
Primary School Science

Interest in educational robotics has grown in recent years, and many efforts have been undertaken across the globe to include robots into school instruction from kindergarten to high school, mostly in science and technology subjects. The current study is to determine teachers' technological acceptance and readiness to implement robotic technology in the teaching and learning process. A descriptive research design was employed which utilized a survey method. This survey was conducted among primary school teachers of Science, Mathematics, Design and Technology, and Information and Communication Technology (ICT) in Malaysia. According to the findings, teachers' acceptance of robot technology in the classroom is at a modest 3.77 (SD = 0.598) while the readiness score is 3.67 (SD = 0.611). The findings indicated that school teachers are only moderately prepared to employ robotic technology in classrooms. Respondents also argued that the high cost of robotic technology is a significant barrier to incorporate robotic technology into teaching and learning. The practicality of this paper is the provision of insights for exploring adoption possibilities and barriers in auguring robots into primary school classrooms. This indicates that the higher the level of teachers’ acceptance, the higher teachers’ readiness in robotic technology. Respondents argued that the high cost of robotic technology is a significant barrier to incorporating robotic technology into teaching and learning.

scholarly journals Acceptance and Readiness to Use M-Learning among Primary School Science Teachers

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
21St Century ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
School Science ◽  
Critical Thinking Skills ◽  
Information And Communications Technology ◽  
Primary School Science

Consolidating and implementing educational strategies using 21st century methods in the country’s present education system have changed the landscape of education in Malaysia. The educator’s role becomes easier when the conventional style of teaching and learning shifts to learning and facilitating. The Ministry of Education, in the implementation of the Malaysia Education Blueprint 2013-2025, has targeted for all children in Malaysia to be equipped with six main attributes to meet the skill requirements by 2025. These six main attributes are: 1) knowledge; 2) thinking skills; 3) leadership skills; 4) bi-linguistic proficiency; 5) ethics and spirituality; and 6) national identity. Among the skills needed in 21st century learning are creative thinking skills, critical thinking skills, communication skills, and collaboration skills (Partnership for 21st century skills/P21). Among the initiatives taken is the application of Information and Communications Technology (ICT) in education. This step is taken to pioneer the way towards achieving learning by using ICT innovation. The objective of this paper is to determine the level of acceptance and readiness of science teachers to use mobile learning (M-Learning) as well as the suitability of using M-Learning among primary school science teachers. A total of 125 primary school science teachers from the state of Johor were involved in this study. A questionnaire containing 10 items was used as an instrument, and the data obtained were analyzed using the SPPS version 22 software. The reliability value of the instrument according to Cronbach’s Alpha for all variables falls between 0.922 and 0.943. Hence, the findings show a high level of acceptance and readiness to use M-Learning among primary school science teachers.

scholarly journals Primary School Science Teachers’ Creativity and Practice in Malaysia

2021 ◽  
Vol 20 (7) ◽  
pp. 346-364
Author(s):  
Norazilawati Abdullah ◽  
Zainun Mustafa ◽  
Mahizer Hamzah ◽  
Amir Hasan Dawi ◽  
Mazlina Che Mustafa ◽  
...  
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
Rural Areas ◽  
Quantitative Data ◽  
Qualitative Data ◽  
School Science ◽  
School Location ◽  
Teaching Aids ◽  
Creative Pedagogy ◽  
Primary School Science

Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity practice in science teaching was used to collect quantitative data from 409 participants. The qualitative data were analyzed according to the TTCT scoring technique and the quantitative data were analyzed descriptively using Statistical Package for the Social Sciences 26. This study found that, that while overall teacher creativity was low, the teachers perceived that they employed highly creative practices. No difference was found in relation to environment, teaching aids, skills and science process skills of teachers in urban and rural areas. However, teachers in rural areas were more knowledgeable about creativity, while teachers in urban areas were better at practising it. This research provides baseline evidence on current practices in creative pedagogy of science teachers nationwide.

scholarly journals Acceptance and Readiness to Use M-Learning among Primary School Science Teachers

2019 ◽  
Vol 10 (12) ◽  
pp. 3003-3011
Author(s):  
Mohd Razali Abd Samad ◽  
Zanaton Haji Iksan ◽  
Fariza Khalid
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
School Science ◽  
Primary School Science

scholarly journals Using the Web for Science in the Classroom: Online Citizen Science Participation in Teaching and Learning

2019 ◽  
Author(s):  
Cathal Doyle ◽  
Rodreck David ◽  
Jane Li ◽  
Markus Luczak-Roesch ◽  
Dayle Anderson ◽  
...  
Keyword(s):  
Primary School ◽  
Citizen Science ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
School Science ◽  
School Age Children ◽  
School Age ◽  
Primary School Science ◽  
Primary School Age ◽  
The Impact

Introduction: Citizen involvement in scientific projects has become a means of encouraging curiosity and greater understanding of science whilst providing an unprecedented engagement between professional scientists and the general public. In this paper we specifically focus on the impact of online citizen science (OCS) participation in the science education of primary school age children in New Zealand. Methods: We use four exploratory cases within a broader research project to examine the nature and impact of embedding OCS projects that use web-based online crowdsourcing and collaboration tools within classroom environments of primary school science learners.Results & Discussion: Our findings provide insights into primary school teachers’ perception of OCS. They offer initial insights into how teachers embed OCS in a classroom environment, and why this improves science learning aptitudes, inquisitiveness and capabilities in primary school age children. We also notice that successfully embedding OCS projects in education is affected by the project context, how the results are disseminated, and inclusivity in socio-cultural aspects.....................................................................................................................................................................This paper is a preprint of a paper accepted at the 11th ACM Conference on Web Science 2019 (https://websci19.webscience.org/).

scholarly journals Impact of teacher communication behaviour on student’s motivation in learning primary school science

2021 ◽  
Vol 8 (3) ◽  
pp. 92-97
Author(s):  
Chin Hai Leng ◽  
Sunitha Menon ◽  
Zahra Naimie ◽  
Mahmoud Danaee ◽  
Rana Ahmad Abuzaid
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
School Administrators ◽  
School Science ◽  
Learning Science ◽  
School Students ◽  
Communication Behaviour ◽  
Teacher Communication ◽  
Teacher Student ◽  
Primary School Science

Interactions between teachers and students occur rapidly in and out of a classroom. A good teacher-student relationship motivates and enhances the teaching and learning process. One of the most significant factors is teacher communication behaviour. This conceptual paper purports to investigate the multidimensional aspect of teacher communication behaviour and its effect on student’s motivation towards science learning. Based on a thorough review of existing literature, The Teacher Communication Behaviour Questionnaire (TCBQ) and Student’s Motivation Towards Learning Science (SMTSL) Questionnaire could be used to explore the factors of teacher’s communication behaviours and its relationship to students’ motivation in learning science among primary school students. From the result results it will be of possible benefit specifically for school administrators and teacher preparation programs. Teachers, however, may also use the teacher communication behaviour to evaluate an indicator of their communication skills   Keywords: teacher communication, student motivation, science education, primary school,

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 Pre-Service Primary School Teachers’ Perceptions of Their Understanding of an Enquiry Based Approach to Teaching Primary School Science and Its Influence on Their Field Teaching Experiences

2016 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Bisram Ramesar
Keyword(s):  
Primary School ◽  
School Science ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Science Courses ◽  
Approach To Teaching ◽  
Primary School Science ◽  
University Science

<p><em>This study seeks to explore pre-service primary school teachers’ perceptions of their understanding of an enquiry based approach to teaching primary school Science. The study also seeks to identify how pre-service primary school teachers perceive the effectiveness of</em><em> </em><em>their</em><em> </em><em>University Science courses</em><em> </em><em>in preparing them to teach science using an enquiry approach. Participants were pre-service teachers enrolled in the B.Ed programme at The University of Trinidad and Tobago. Data were collected using semi-structured interviews. The data revealed that the teachers understood the concept of guided enquiry and knew how to develop lesson plans that incorporate that approach.</em><em> </em><em>Although the teachers</em><em> </em><em>believed that their courses prepared them adequately to teach primary school Science using enquiry,</em><em> </em><em>they encountered problems because of the lack of adequate resources.</em></p>

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