scholarly journals Education for Enhancing the Abilities of Engineers: A Survey Conducted in Japan and Its Analyses

2020 ◽  
Vol 9 (3) ◽  
pp. 37
Author(s):  
Kazuo Nishimura ◽  
Tadashi Yagi ◽  
Dai Miyamoto
Keyword(s):  
Elementary School ◽  
Science Learning ◽  
Daily Life ◽  
Early Years ◽  
Science Class ◽  
Interest In Science ◽  
And Mathematics ◽  
Professional Capacity ◽  
The Relationship ◽  
Positive Effect

While the study of science subjects at school is essential for the development of science and technology in society, it is a recognized fact that a large number of students show reluctance to study science and mathematics. Thus, it is of great significance to deliberate on ways to increase their interest in science subjects and enhance effectiveness of learning. We conducted a survey of researchers and engineers who exercise their scientific abilities in their work, asking about their experiences in science education and learning from elementary school to university. We then examined the relationship between their learning experiences and their abilities as researchers and engineers, and analysed the factors that would enhance students’ interest in science subjects and motivation to study these subjects. The results of our analysis show that “getting interested in science during the early years of elementary school,” “being able to understand the science lessons,” “amazing experience in science class,” “association of science learning with daily life,” “finding the talks in class interesting,” and “approachability to science learning,” have a positive effect on science learning and is crucial to improving professional capacity.

scholarly journals Teaching strategies and value for STEM courses

2017 ◽  
Author(s):  
Virginia Gravina ◽  
Christopher Beswick ◽  
Kamden K Strunk
Keyword(s):  
Self Efficacy ◽  
Teaching Practices ◽  
Value Theory ◽  
Task Value ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Interest In Science ◽  
Subjective Task Value ◽  
And Mathematics ◽  
The Relationship

Expectancy-value theory has been used to investigate reasons why students have low achievement and low interest in science, technology, engineering, and mathematics (STEM) courses. The purpose of this study was to investigate the relationship between self-efficacy, perceived teaching practices, and subjective task value in gateway STEM courses. Results demonstrated that self-efficacy influenced perception of teaching practices and subjective task value, and perceived teaching practiced influenced subjective task value. Results and implications for teaching practices are discussed.

scholarly journals Contribuições ao Consumo Responsável: Alimentação Saudável no 5º Ano do Ensino Fundamental I

2020 ◽  
Vol 21 (3) ◽  
pp. 283-288
Author(s):  
João Matheus Albertoni Macedo ◽  
Crys Michelly Oliveira Dutra ◽  
Antonio Sales ◽  
Luciana Paes de Andrade
Keyword(s):  
Elementary School ◽  
Healthy Eating ◽  
Scientific Literacy ◽  
Food Packaging ◽  
Early Years ◽  
Mato Grosso ◽  
Responsible Consumption ◽  
Literacy Course ◽  
And Mathematics ◽  
Mato Grosso Do Sul

ResumoO presente artigo realiza um estudo sobre alfabetização e letramento científico, abordando o tema: o consumo responsável para uma prática de alimentação saudável. A temática e os conteúdos sobre alimentação saudável estão inseridos na nova Base Nacional Comum Curricular (BNCC) e são contemplados nos materiais didáticos. A investigação acontece a partir de uma atividade de identificação de rótulos de alimentos de um livro didático de Ciências da Natureza do quinto ano do Ensino Fundamental I. O livro foi escolhido pelos professores da rede municipal de ensino do município de Campo Grande, Mato Grosso do Sul, em uma proposta de alfabetização e letramento científico. A análise acontece na perspectiva de Antoni Zabala sobre as concepções da tipologia dos conteúdos conceituais, procedimentais e atitudinais. Este artigo de investigação foi realizado durante a disciplina Linguagens e Alfabetização Científica do Programa de Mestrado em Ensino de Ciências e Matemática. A metodologia de investigação se baseia em uma análise documental do material didático aprovado pelo Programa Nacional do Livro e do Material Didático (PNLD) intitulado “Buriti Mais Ciências”, publicado pela Editora Moderna. Os resultados obtidos revelam que a proposta analisada é potencializadora no ensino de alfabetização e letramento nos anos iniciais do Ensino Fundamental I, e contribui na apropriação do conhecimento científico, permitindo questionamentos, reflexões, posicionamentos sobre o consumo consciente dos alimentos. Palavras-chave: Ensino. Alfabetização. Letramento.         AbstractThis paper carries out a study on literacy and scientific literacy, addressing the theme: responsible consumption for a healthy eating practice. The theme and content on healthy eating are included in the new National Common Curricular Base (BNCC) and also in the teaching materials. The investigation takes place based on an activity to identify food packaging in a textbook on natural sciences in the fifth grade of Elementary School. This textbook was chosen by teachers from the public school system in the municipality of Campo Grande, Mato Grosso do Sul, in a proposed literacy and scientific literacy. The analysis takes place from the perspective of Antoni Zabala on the typology of conceptual conceptions, procedural and attitudinal contents. This research was carried out during the Languages and Scientific Literacy course of the Master's Program in Science and Mathematics Teaching. The research methodology is based on a documental analysis of the textbook approved by the Brazilian Textbook Program (PNLD) entitled “Buriti Mais Ciências”, published by Editora Moderna. The results obtained reveal that the analyzed proposal has been improving the literacy teaching and scientific literacy in the early years of Elementary School, contributing to the scientific knowledge appropriation, allowing questions and reflections on the conscious food consumption. Keywords: Teaching. Literacy. Scientific Literacy.

Who Wants to Learn More Science? The Role of Elementary School Science Experiences and Science Self-Perceptions

2017 ◽  
Vol 119 (8) ◽  
pp. 1-24
Author(s):  
Pamela R. Aschbacher ◽  
Marsha Ing
Keyword(s):  
High School ◽  
Elementary School ◽  
Science Learning ◽  
School Science ◽  
Learning Opportunities ◽  
Science Courses ◽  
Self Perceptions ◽  
Future Science ◽  
The Future ◽  
The Relationship

Background/Context Much science education reform has been directed at middle and high school students; however, earlier experiences in elementary school may well have an important impact on young people's future science literacy and preparation for possible STEM careers. Purpose/Objective This study explores the relationships among fifth-graders’ perceived learning opportunities in school science, their perceptions of self in science, and their desire to take more science courses in middle and high school. Research Design To directly address concerns about the reproducibility of results of small educational studies, this study explores whether results from one sample are replicated in a second, different sample. The fifth-grade students from two different samples of public elementary students in California (Sample 1: n = 363; Sample 2: n = 327) completed surveys about students’ perceived school science experiences, sense of themselves as science learners, and aspirations to learn more science in the future. The analyses of both samples included regression analyses to explore the relationship between science self-perceptions and wanting to take future science classes, as well as whether students’ perceived opportunities to participate in science activities might influence the relationship between self-perceptions and wanting to take more science in the future. Findings/Results There were positive and significant relationships between both school science learning opportunities and wanting to take more science courses, and science self-perceptions and wanting to take more science courses. Analyses indicate that both factors need to be considered when predicting who is eager to learn more science. These findings were consistent across both samples and were robust even after including student-level and school-level and controlling for the nested structure of the data. Conclusions/Recommendations Findings highlight the importance of fifth-graders’ self-perceptions in understanding the effects of science learning opportunities on their desire to learn more science. Thus, school science opportunities may be necessary but not sufficient for increasing student interest in learning more science. Since teachers have influence on both learning activities and a student's sense of self as a science learner, the results underscore the importance of preparing elementary teachers to foster student desire to learn more science in the future.

The Relationship Between Hearing Aid Self-Efficacy and Hearing Aid Satisfaction

2015 ◽  
Vol 24 (4) ◽  
pp. 529-535 ◽  
Author(s):  
Rebecca J. Kelly-Campbell ◽  
Anna McMillan
Keyword(s):  
Hearing Aids ◽  
Self Efficacy ◽  
Daily Life ◽  
Hearing Aid ◽  
Clinical Intervention ◽  
Demographic Questionnaire ◽  
Hearing Handicap ◽  
The Relationship ◽  
Audiologic Rehabilitation ◽  
Positive Effect

Purpose The purpose of this study was to investigate the relationship between self-efficacy for hearing aids (HAs) and satisfaction with HAs in a group of adult HA owners. Method Forty-seven adults acquiring HAs (new and experienced owners) completed a demographic questionnaire, the Hearing Handicap Questionnaire (Gatehouse & Noble, 2004), and received an audiometric evaluation prior to HA fitting. Twelve weeks following the completion of the HA fitting, they completed the Measure of Audiologic Rehabilitation Self-Efficacy for Hearing Aids (Smith & West, 2006) and the Satisfaction with Amplification in Daily Life (Cox & Alexander, 1999) questionnaires. Results There were no significant differences between experienced and new HA owners in terms of self-efficacy or HA satisfaction. The majority of participants had adequate self-efficacy for basic HA handling and adjustment to HAs. Fewer participants had adequate self-efficacy for aided listening and advanced handling of HAs. HA self-efficacy was related to HA satisfaction in three domains: positive effect and negative features of HAs and service and cost. Conclusion Many HA owners do not have adequate self-efficacy in important HA-related domains. Clinical intervention to improve self-efficacy for HAs may help improve HA satisfaction.

scholarly journals Determination of the effect of STEM-integrated argumentation based science learning approach in solving daily life problems

2018 ◽  
Vol 10 (4) ◽  
pp. 95-114
Author(s):  
Salih Gülen
Keyword(s):  
Science Learning ◽  
Daily Life ◽  
Thinking Skills ◽  
Rank Test ◽  
Learning Approach ◽  
Homogeneous Sample ◽  
Life Problems ◽  
Before And After ◽  
And Mathematics ◽  
High Level

The purpose of the study is to determine the effect of the science-technology-engineering and mathematics integrated argumentation based science learning approach on the resolution of daily life problems and the change of high-level thinking skills. Mixed method was used in the research. Quantitative data were collected with a single group pre-test–post-test experimental design. Qualitative data were gathered with document review and daily life problem determination form. The data presented with descriptive and content analysis, frequency, percentage and Wilcoxon signed rank test techniques. A homogeneous sample was used in the study and was carried out with a randomly chosen class in a mountain village secondary school. From the analysis of the daily life problems before and after the implementation, it was observed a positive change in the participants thinking on the identification and solution of daily life problems. Also, the unresolved problem factor determined for the land factor in hazelnut transportation is removed after the application.Keywords: STEM-integrated ABSL approach, STEM education, argumentation, daily life problems, reflective thinking.* ADDRESS

scholarly journals The Relationship of Learning Interest to Science Online Learning Outcomes for Third-Grade Elementary School Students

2021 ◽  
Vol 5 (3) ◽  
pp. 425
Author(s):  
Komang Suardi Wiradarma ◽  
Ni Ketut Suarni ◽  
Ndara Tanggu Renda
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Third Grade ◽  
Student Interest ◽  
Learning Interest ◽  
The Relationship

The difficulty of teachers in fostering student interest in online learning causes low student learning outcomes, especially in science learning. During the COVID-19 pandemic, learning in Indonesia was carried out online at every level of education, including at the elementary school level. So it takes a high student interest in learning to achieve maximum learning outcomes. This study aims to analyze the relationship between learning interest on science online learning outcomes. This type of research is ex post facto research. The number of populations and samples in this study was 60 students. Data collection techniques using a questionnaire. The data analysis used is simple regression and multiple regression using SPSS. The results showed that interest in learning and learning outcomes influenced each other. There was a significant positive correlation between interest in learning and student learning outcomes who scored Fcount > Ftable (0.302 > 0.254). So, there is a significant relationship between learning interest and online science learning outcomes for third grade students of Primary School Cluster III separately and simultaneously. The higher the student's interest in learning, the student's science learning outcomes will increase. The implication of this research is to improve teacher performance and the active role of parents to foster student interest in learning which will lead to improving student learning outcomes.

scholarly journals The Relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

2021 ◽  
Vol 11 (1) ◽  
pp. 40
Author(s):  
Kimura Patar Tamba ◽  
Wiputra Cendana
Keyword(s):  
Elementary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Assessment ◽  
Elementary School Mathematics ◽  
Epistemology Of Mathematics ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
The Relationship

<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school  , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>

scholarly journals (Application of Make A Match Learning Method (Looking for Couples) to Increase Learning Result of Science Knowledge at Class V SD Negeri 187 Pekanbaru)

Perspektif ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 43-48
Author(s):  
Nurani Nurani
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Science Learning ◽  
Learning Outcome ◽  
Average Score ◽  
Science Class ◽  
Learning Method ◽  
Class V ◽  
Average Value ◽  
Very High

This research is based on the low level of science learning result obtained by class V students classically still under the determined mastery that is 75%. This study aims to determine the improvement of learning outcomes of class V students of State Elementary School 187 Pekanbaru through the application of learning methods Make A Match (Seeking Couples). This research is a classroom action research. The purpose of this study is to improve the learning outcomes of science class V students of State Elementary School 187 Pekanbaru using Learning Method Make A Match (Looking for Couples). The subjects of this study were students in class V State Elementary School 187 Pekanbaru which amounted to 22 students. Based on the results of the research it can be seen the increase in learning outcomes before the first cycle of action and cycle II. Before the students' learning outcomes were classified as "Low" with an average of 50%, there was an increase in cycle I with an average score of 72.7% with "High" criteria. While the students' learning outcomes in cycle II also increased with an average value of 86.4% with the category of "Very High", this proves that with the application of the method of learning Make A Mach (Looking for Couples) can improve the learning outcome of science class V students Ground Country 187 Pekanbaru.

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