scholarly journals Pedagogical development level of pre-service primary school teachers for science teaching

2018 ◽  
Vol 13 (14) ◽  
pp. 551-556
Author(s):  
Şahin Ümran
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
School Teachers ◽  
Primary School Teachers ◽  
Development Level ◽  
Pedagogical Development

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>

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 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>

Inquiry-based science teaching competence of primary school teachers: A Delphi study

2013 ◽  
Vol 35 ◽  
pp. 13-24 ◽  
Author(s):  
Ester Alake-Tuenter ◽  
Harm J.A. Biemans ◽  
Hilde Tobi ◽  
Martin Mulder
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Delphi Study ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Competence

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.

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