scholarly journals Examining the Scientific Argumentation Implemented Through a Social Constructivism-Based Curriculum Designed for Primary Science Education in a Confucian Heritage Culture: A Case Study in Vietnam

2020 ◽  
Vol 12 (2) ◽  
pp. 64
Author(s):  
Ngô Vũ Thu Hằng ◽  
Astrid M.W. Bulte ◽  
Albert Pilot
Keyword(s):  
Social Constructivism ◽  
Science Curriculum ◽  
Primary Teachers ◽  
Primary Students ◽  
Scientific Argumentation ◽  
Heritage Culture ◽  
Confucian Heritage Culture ◽  
Teachers And Students ◽  
Teaching Learning

This study describes the improvement of a science curriculum based on a social constructivist approach in order to support primary students in a Confucian heritage culture in practicing scientific argumentation. The former design is adjusted by the application of an adapted model of the learning placemat for argumentation and by the formulation of concrete teaching-learning activities which are articulated with the application of the adapted learning placemat. The practice of a designed curriculum unit reveals that the designed curriculum can support the primary students in practicing scientific argumentation and in attaining consensually agreed knowledge. Nevertheless, the study also shows that primary teachers and students in a Confucian heritage culture do not pay much attention to the activities of qualifying and rebutting in scientific argumentation. The study recommends that further developmental research needs to deal with the refined problem of how to improve qualifying and rebutting in scientific argumentation in the practice of science lessons in a Confucian heritage culture.

Indigenous Sky Stories: Reframing How we Introduce Primary School Students to Astronomy — a Type II Case Study of Implementation

2016 ◽  
Vol 45 (2) ◽  
pp. 170-180 ◽  
Author(s):  
Nicholas Ruddell ◽  
Lena Danaia ◽  
David McKinnon
Keyword(s):  
Primary School ◽  
Local Community ◽  
Science Curriculum ◽  
Science Program ◽  
Primary School Students ◽  
School Students ◽  
National Science ◽  
Teachers And Students ◽  
Positive Engagement

The Indigenous Sky Stories Program may have the potential to deliver significant and long-lasting changes to the way science is taught to Year 5 and 6 primary school students. The context for this article is informed by research that shows that educational outcomes can be strengthened when Indigenous knowledge is given the space to co-exist with the hegemony of current western science concepts. This research presents a case study of one primary school involved in the Indigenous Sky Stories Program. It showcases how teachers and students worked in conjunction with their local community to implement the program. The results suggest that introducing cultural sky stories into the science program, engaged and primed Year 5 and 6 students to seek out additional sky stories and to investigate the astronomical content mapped to the National Science Curriculum. The involvement of Aboriginal elders and community enriched the experience for all involved. The integrated science program appears to generate positive engagement for both Indigenous students and their non-Indigenous peers. Additionally, the program provided a valuable template for teachers to emulate and which can act as a model for the requirement to include Indigenous perspectives in the new National Science Curriculum.

scholarly journals Contextualized education in the teaching of Mathematics: a case study at the Kindergarten and Elementary School Manoel Rodrigues do Nascimento

2020 ◽  
Vol 9 (10) ◽  
pp. e8739109207
Author(s):  
Adelmar Carlos Fernandes ◽  
Glória Fernandes Lima ◽  
Jakson Fernandes Lima ◽  
Ana Paula Apolinário da Silva ◽  
Daniel Alves da Silva ◽  
...  
Keyword(s):  
Concept Formation ◽  
Structured Interview ◽  
Pedagogical Practice ◽  
Problematic Situation ◽  
Applicability Of Mathematics ◽  
Teachers And Students ◽  
Analysis Of Results ◽  
Teaching Of Mathematics ◽  
Teaching Learning

Teaching mathematics as a concept formation process requires rethinking the teacher's role, the conditions for organizing pedagogical work, the way of thinking, feeling and acting in education, the characteristics and interests of students. It needs the entire school community's involvement, presenting the content in a contextualized way, through a problematic situation, compatible with a real situation, which has elements that give meaning and construction to the mathematical content. This work sought to broaden the understanding of contextualization in the teaching of mathematics since working with content that is not related to the context in which the student is inserted is not attractive. To this end, a survey was conducted based on a semi-structured interview with the teachers and students of that school, in addition to observations and pedagogical practice. According to the results, the teachers' conceptions are identified and perceived, showing that the methodologies used by them in a contextualized way provide meaningful learning, since teaching is an active, evolving process about contextualization and its contribution to the learning of the students of this school, the research also shows how the contextualized teaching of mathematics is evaluated and the importance of bringing innovative, motivating and meaningful situations to classrooms. Therefore, it is understood that Contextualized Education in the teaching of mathematics enables the construction of the student's knowledge according to his reality, mainly due to the applicability of Mathematics, stimulates creativity, investigation, critical analysis of results and contributes significantly to the teaching-learning process. 

scholarly journals Teaching Learning Methodology in Times of COVID-19 Pandemic: A Case Study

2021 ◽  
Vol 12 (4) ◽  
pp. 85-97
Author(s):  
D. Ghildyal ◽  
S. Kumar ◽  
S. Yadav ◽  
R. Khare
Keyword(s):  
Digital Divide ◽  
Major Change ◽  
Negative Aspect ◽  
Online Mode ◽  
Time Period ◽  
Teachers And Students ◽  
The Government ◽  
Teaching Learning ◽  
Short Time

The Education system in India underwent a major change due to the sudden lockdown announced by the Government in view of COVID – 19 pandemic. Both teachers and students had to shift to online mode in a very short time period. The present study analysis the positive and negative aspect of this online mode of education and measures adopted by teachers to maintain the flow of education along with attendance. The sur- vey was conducted at JSS Academy of Technical Education, Noida. More than 100 teachers and students participated in the survey conducted. Also experienced faculty came up with sug- gestions and ideas to improve the online mode of education in view of such pandemic situations. Two teachers who were also teaching kids at an NGO school running in the campus prem- ises shared their view on what efforts they took to let education reach the kids at the NGO as digital divide was the main prob- lem there. Such findings will help in designing a future teach- ing model to cope with pandemic situations and not let educa- tion suffer.

scholarly journals EFL Teachers and Students' Perceptions of Enacting "Teacher-in-role"

2018 ◽  
Author(s):  
Sitti Fatimah
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Student Collaboration ◽  
Teacher Student ◽  
Efl Teacher ◽  
Teachers Experiences ◽  
Teachers And Students ◽  
Research Findings ◽  
Teaching Learning

Teacher-in-role is an element of process drama used in teaching learning processes. This article reports on research findings about EFL teacher and student participants’ perceptions of teacher-in-role after the implementation of ‘Mantle of the Expert’ (MoE), a drama-based teaching approach, in Indonesian high schools. The findings demonstrate positive impacts on students and teachers’ experiences during English instruction. Through a multi-case study I discovered that the teachers who took on a role (teacher-in-role) expressed excitement and indicated a new nuance in their teaching practices. I also found that the majority of students from two groups enjoyed teacher-in-role and viewed it as the technique to promote teaching and learning process as revealed in their responses to questionnaire. Despite few teacher-in-role trials conducted during the MoE implementation, both teacher and student participants preferred that this teacher-student collaboration in teaching and learning processes should be more frequently practiced.

scholarly journals Teachers’ and Gifted Students’ Views Regarding the Implementation of the DSC in the COVID-19 Distance Education Process

2021 ◽  
Vol 8 (2) ◽  
pp. 114-132
Author(s):  
Özge Ceylan ◽  
Ünsal Umdu Topsakal
Keyword(s):  
Distance Education ◽  
Science Curriculum ◽  
Gifted Students ◽  
Focus Group Interviews ◽  
Teachers And Students ◽  
Technical Issues ◽  
Positive Experiences ◽  
Group Interviews ◽  
Education Process

Teachers and students had to use distance education environments due to the COVID-19 pandemic that suddenly emerged globally. This research aims at obtaining the views of gifted students who took the differentiated science curriculum (DSC) and teachers who conducted the DSC on the distance education process. The research was designed as a case study. Twelve seventh-grade gifted students (aged 11-12), a researcher teacher, and an observer teacher participated in the research. Student diaries, teacher diaries, and online focus group interviews were used to collect data, which were then analyzed with thematic analysis. It was observed that the students had parallel expectations and goals to the DSC at the beginning of the process. Moreover, they had positive and negative views on the distance education process. The students stated that they achieved their DSC goals at the end of the process and generally had positive experiences. On the other hand, the teachers drew attention to the problems arising from the educational environment, students, and curriculum in the distance education process. These problems were like communication, technical issues, lack of motivation, and timing. At the end of the process, the teachers suggested solutions to the problems.

The joy of obligation: Human cultural worldviews can enhance the rewards of meeting obligations

2020 ◽  
Vol 43 ◽  
Author(s):  
Emma E. Buchtel
Keyword(s):  
Prosocial Behavior ◽  
Moral Obligations ◽  
Heritage Culture ◽  
Confucian Heritage Culture ◽  
Cultural Worldviews

Abstract Is it particularly human to feel coerced into fulfilling moral obligations, or is it particularly human to enjoy them? I argue for the importance of taking into account how culture promotes prosocial behavior, discussing how Confucian heritage culture enhances the satisfaction of meeting one's obligations.

A case study of a nontraditional basic science curriculum

1982 ◽  
Vol 46 (6) ◽  
pp. 314-322
Author(s):  
GI Roth ◽  
RB Bridges ◽  
AT Brown ◽  
R Calmes ◽  
TT Lillich ◽  
...  
Keyword(s):  
Basic Science ◽  
Science Curriculum ◽  
Basic Science Curriculum

Is Distance Teaching-Learning-Evaluation Triad a Form of Digital Art?

2020 ◽  
Vol 1 (2) ◽  
pp. 3-19
Author(s):  
Tatiana Antipova ◽  
Ioana Riurean ◽  
Simona Riurean
Keyword(s):  
Point Of View ◽  
Educational Activity ◽  
Distance Teaching ◽  
Software Support ◽  
Alternative Teaching ◽  
Evaluation Procedures ◽  
Learning Evaluation ◽  
Teachers And Students ◽  
Computer Knowledge ◽  
Teaching Learning

The pandemic situation at the beginning of March 2020 forced teachers to develop alternative teaching methods, and most important to find the best ways to keep teaching for every student no matter the situation, as for example, the lack of computer knowledge or hardware/software support. Teachers worldwide struggled to support, encourage, find the best ways not only to help students to keep learning but support them emotionally. At the end of the academic year, teachers made efforts to develop fair, appropriate evaluation procedures adapted to distance education. This paper summarizes the Distance Teaching-Learning-Evaluation (DTLE) evolution in Russia and Romania and some methods developed from March to December 2020 to support the educational activity. Some benefits, challenges and difficulties are identified during the same period of time in different DTLE scenarios, from the point of view of teachers and students, as well. Examples of new adapted methods, dedicated to the DTLE scenarios are al-so addressed in this work.

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