Analysis of Student Creativity in Developing Science Learning Media during the COVID-19 Pandemic

This study aims to ascertain (1) the inventiveness of university students in developing digital media for science education. (2) provides an overview of elementary science media applications that students can develop, and (3) discusses the obstacles students encountered while developing digital media for elementary science learning during COVID-19. This study took place at Yogyakarta State University and Makassar State University. The sample size for this study is 142 students, including 71 UNM students and 71 UNY students. The approach is descriptive with a quantitative component. Thus, the results demonstrated students' creativity in developing science media during the COVID-19 pandemic, as measured by five characteristics: fluency, flexibility, originality, elaboration, and sensitivity. Students can create media by using applications such as PowerPoint, Articulate Storyline, Flipbook Maker, Wondershare Filmora, and a variety of other supporting platforms (websites). However, students face obstacles in four areas when developing media, including fluency, flexibility, originality, and elaboration, namely (1) students continue to struggle with integrating science learning media into elementary school through the use of appropriate approaches/models/learning methods, (2) determining the variety of problem-solving strategies available to users of science learning media in elementary school, and (3) determining the variety of problem-solving strategies available to users of science learning media in elementary school. (3) difficulty identifying science learning media for elementary schools located in areas without internet access due to the COVID-19 pandemic and others.

The history of physical education : in the primary schools of New Zealand from 1874-1947.

The 1877 Act, during the Habens period, enumerated the subjects of instruction as follows: reading, writing, arithmetic, English grammar, composition, geography, history, elementary science, drawing, object lessons, vocal music, and for girls sewing end needlework. A further clause stated that in public scttools provision shall be made for the instruction in military drill for all boys, and in such schools as the Board shall from time to time direct, provision shall also be made for physical training. There was no defined syllabus of training stated and the only other relevant clause in the Act was to the effect that wherever practicable there shall be attached to each school a playground ot least a quarter of an acre in area.<br>

The history of physical education : in the primary schools of New Zealand from 1874-1947.

The 1877 Act, during the Habens period, enumerated the subjects of instruction as follows: reading, writing, arithmetic, English grammar, composition, geography, history, elementary science, drawing, object lessons, vocal music, and for girls sewing end needlework. A further clause stated that in public scttools provision shall be made for the instruction in military drill for all boys, and in such schools as the Board shall from time to time direct, provision shall also be made for physical training. There was no defined syllabus of training stated and the only other relevant clause in the Act was to the effect that wherever practicable there shall be attached to each school a playground ot least a quarter of an acre in area.<br>

Feathered Friends and Human Animals: General Biology and Comparative Description within the New Zealand Poultry Industry Press, c.1900-1960

<p>Within the New Zealand poultry industry press between 1900 and 1960, scientific approaches were promoted and ‘sentimentality’ discouraged, yet comparative and anthropomorphic description suggesting similarities between chickens and humans persisted. Feathered Friends and Human Animals explores this phenomenon within poultry journals, newspapers, advice books and official publications. Four key themes of comparison are identified: ideas about the chicken mind, the chicken-as-worker, poultry ‘eugenics’, and health and hygiene. It is argued that humanitarian, theological, and philosophical ideas, the ‘natural’ empathetic and humoured identification that arises through everyday contact with animals within relatively small systems, and the rationalisation of industry, were all significant factors contributing to sustained comparison. However, the public articulation of fundamental biological ideas – encapsulated in the modern, overarching concept of ‘general biology’ – validated and integrated these discourses. General biology influenced new trends in education and in the popular and public articulation of research into the life sciences of this period. It encouraged the integration of sympathetic naturalist persepectives, including evolutionary based ideas about ‘natural laws’, with emerging new science that continued to establish many fundamental biological principles through extrapolation from experimental animals to human animals. This study demonstrates that poultry experts’ attended to this same blend of older naturalist science and new scientific knowledge. Historians’ focus on emerging specialist science in the early twentieth century has tended to obfuscate the realities of science education within the applied sciences and amongst lay audiences, and the continued interest in fundamental aspects of biology within professional science. The findings of this study reveal that farming ideas did not develop within a bubble, determined only by animal husbandry traditions and industry-specific applied research. They also suggest that practitioners’ conceptions of biology within applied fields of this era were not as distinct as has been supposed. As a ‘bottom-up’ cultural history of science, this study illustrates the articulation of general biology within an agricultural context. This is the key contribution offered to local and international historiography. However, other elements of the study expand existing scholarship. In exploring ideas about race and eugenics, it offers a broader framework for social historians, who, while cognisant of the eugenic mind-set of this period, have granted little attention to general biology as a professional trend. It offers insight into the agendas and tensions within school nature study and elementary science. It is also the first comprehensive history of the New Zealand poultry industry. Poultry-keeping engaged up to around 60 percent of the nation’s households in this period, including thousands of farmers who kept sideline flocks, but as a predominantly domestic (as opposed to export) industry it has been overlooked by social and agricultural historians. The field of human animal studies, which has tended to gloss over both this era of transition prior to modern agribusiness and scientific discourses, is also advanced by this study, and this is the first New Zealand agricultural history to engage with this field and examine animal husbandry ideologically. It reveals how fundamental science knowledge, entwined with moral perspectives, continued to shape ideas about animals’ needs and behaviour well beyond the Victorian period. Assumptions of similarity however, were not always beneficial for the animal, and human-bird comparison was used to both justify and deny kind treatment.</p>

Feathered Friends and Human Animals: General Biology and Comparative Description within the New Zealand Poultry Industry Press, c.1900-1960

<p>Within the New Zealand poultry industry press between 1900 and 1960, scientific approaches were promoted and ‘sentimentality’ discouraged, yet comparative and anthropomorphic description suggesting similarities between chickens and humans persisted. Feathered Friends and Human Animals explores this phenomenon within poultry journals, newspapers, advice books and official publications. Four key themes of comparison are identified: ideas about the chicken mind, the chicken-as-worker, poultry ‘eugenics’, and health and hygiene. It is argued that humanitarian, theological, and philosophical ideas, the ‘natural’ empathetic and humoured identification that arises through everyday contact with animals within relatively small systems, and the rationalisation of industry, were all significant factors contributing to sustained comparison. However, the public articulation of fundamental biological ideas – encapsulated in the modern, overarching concept of ‘general biology’ – validated and integrated these discourses. General biology influenced new trends in education and in the popular and public articulation of research into the life sciences of this period. It encouraged the integration of sympathetic naturalist persepectives, including evolutionary based ideas about ‘natural laws’, with emerging new science that continued to establish many fundamental biological principles through extrapolation from experimental animals to human animals. This study demonstrates that poultry experts’ attended to this same blend of older naturalist science and new scientific knowledge. Historians’ focus on emerging specialist science in the early twentieth century has tended to obfuscate the realities of science education within the applied sciences and amongst lay audiences, and the continued interest in fundamental aspects of biology within professional science. The findings of this study reveal that farming ideas did not develop within a bubble, determined only by animal husbandry traditions and industry-specific applied research. They also suggest that practitioners’ conceptions of biology within applied fields of this era were not as distinct as has been supposed. As a ‘bottom-up’ cultural history of science, this study illustrates the articulation of general biology within an agricultural context. This is the key contribution offered to local and international historiography. However, other elements of the study expand existing scholarship. In exploring ideas about race and eugenics, it offers a broader framework for social historians, who, while cognisant of the eugenic mind-set of this period, have granted little attention to general biology as a professional trend. It offers insight into the agendas and tensions within school nature study and elementary science. It is also the first comprehensive history of the New Zealand poultry industry. Poultry-keeping engaged up to around 60 percent of the nation’s households in this period, including thousands of farmers who kept sideline flocks, but as a predominantly domestic (as opposed to export) industry it has been overlooked by social and agricultural historians. The field of human animal studies, which has tended to gloss over both this era of transition prior to modern agribusiness and scientific discourses, is also advanced by this study, and this is the first New Zealand agricultural history to engage with this field and examine animal husbandry ideologically. It reveals how fundamental science knowledge, entwined with moral perspectives, continued to shape ideas about animals’ needs and behaviour well beyond the Victorian period. Assumptions of similarity however, were not always beneficial for the animal, and human-bird comparison was used to both justify and deny kind treatment.</p>

Embracing Inclusivity through Pedagogical Practices: Case Studies from Singapore Science Lessons

This paper examines the pedagogical practices in three case studies of elementary science lessons that took place in classrooms or laboratories to make connections to the discourse about inclusivity in science teaching. Using the Singapore Teaching Practice as a reference, we analyzed the pedagogical practices enacted during three lessons where specific intervention strategies were undertaken during the lessons to address the needs of students with dyslexia. Using event-oriented inquiry, nine (including one emergent) pedagogical practices were adapted by the science teachers. The findings also suggested differences in the outcomes from enacting the same pedagogical practices in different teaching situations. This study contributes to the literature by offering a situated definition of ‘pedagogical practices’, a dynamic construct in the existing literature, in the context of inclusive education. Suggestions on ways to adapt the nine pedagogical practices to enhance the reflexivity of teachers in inclusive science teaching are offered.

Elementary School Teacher’s Training and Coaching as Trustees of the National Science Olympiad (OSN) in Surabaya Using Science Practicum at SDN I Airlangga Surabaya

The purpose of this community service activity is to provide knowledge and practical science skills to support the National Science Olympiad (OSN) activities for teachers at SDN I Airlangga Surabaya and its surroundings. Based on the questionnaire distributed to the teachers of the SDN I Airlangga Surabaya, it showed that most of the teachers (87%) had never carried out practicum or experimental activities to support the OSN of Science at school. One of the targets to be achieved through this activity is to change attitudes and to increase the knowledge and skills of the SDN I Airlangga Surabaya teachers who have skills in science practicum to support OSN. The training was conducted using lecture methods, slides and videos, question and answer, interactive dialogue, brainstorming and work practices. There are three things that the partners got after holding the training, namely a) Knowledge; it seems that participants have gained new knowledge about the implementation of elementary science practicums after the training, b) Skills; participants seem to have had the skills to carry out practical science activities of elementary school, c) Attitude (behaviour); according to the practicum activities carried out, scientific attitudes were formed by the participants in supporting science olympic activities. In implementing the training, the partners generally have a great willingness and interest to participate on the training.