Effects of Science Journaling on Elementary Students’ Affective Characteristics in Korea

This study investigated how keeping a journal related to issues and concepts in science influences sixth grade students’ affective characteristics, including cognition, interest, and attitude towards science. The development of these characteristics is related to students’ attitudes and interests in learning. Previous studies have primarily focused on the affective characteristics of gifted students, while only a few have focused on elementary students in public schools. We asked 34 grade six students in Korean public schools to keep a journal related to science and technology three times a week for 12 weeks (September–November 2018). The results show students’ perspectives on writing science journals from data, including questionnaires, interviews, and surveys. The results also suggest that keeping a science journal develops students’ affective characteristics related to science. Our findings will contribute to the development of better pedagogies for sustainability and resources for teaching science among elementary students.

Linguistic challenges faced by Grade 7 Setswana learners when writing Science examinations in English

The paper investigates the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. In South African schools, non-mother tongue speakers of English learners are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for these learners because English is foreign to them. The purpose of conducting this research was to help policymakers meet the linguistic needs of non-native English speakers, make curriculum development specialists aware of the linguistic challenges faced by non-native speakers of English and help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach in English. The participants comprised four purposively selected Grade 7 Natural Science teachers, two school governing bodies (SGBs) and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. Data gathered indicated that Setswana-speaking learners made basic errors related to spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. As a result, SGBs should consider these linguistic challenges when they draft language policies for rural and township schools.

Studi Pendampingan Pengembangan Bahan Ajar Tematik Terintegrasi Literasi Baru dan Literasi Bencana Pada Guru IPA Kabupaten Agam

Literacy is required in the 4.0 industrial revolution and education in Indonesia. However, the real condition indicated that the integration of literacy in science learning of the science teachers was still limited. The solution of this problem is assisting the partner in writing science thematic learning material by integrating new literacy and disaster literacy. The objective of assisting is to improve competency of science teachers in writing thematic learning material. The target of the assisting activity was the teachers in science MGMP in Agam district. Methods in assisting include presentation and discussion, group work, independent task, and task presentation. Instruments to collect the data consist of knowledge test and questionnaire. Data analysis techniques were descriptive statistical analysis and paired comparison test. There are four results of the assistance, namely: 1). The average value of skills in integrating new literacy into thematic science worksheet is 70.5 and this average value can be classified into good category, 2). Teachers felt the benefits of assistance in aspects of learning material, thematic learning, integration of new literacy and disaster literacy in learning, and writing of thematic learning material, 3). The response of student from to the use of thematic science worksheet by integrating new literacy can be entered into very good category with an average value of 86.7, and 4). The implementation of assisting on the writing of thematic science learning material is effective to improve the new literacy and disaster literacy of science teachers.

Experimentação, Ciência e Ensino: concepções e relações na formação inicial de professores do Petciências

Resumo: Este artigo apresenta e analisa as concepções e relações de experimentação, Ciência e ensino pertencentes a professores de Ciências em formação inicial, participantes do Programa de Educação Tutorial (PETCiências). Foi possível verificar que os licenciandos compreendem a importância das atividades experimentais para a aprendizagem, sendo mais frequente a concepção de experimentação contextual-investigativa; já as concepções de Ciência e de ensino ainda estão em nível tradicional, mas apresentam certa tendência à evolução para perspectivas mais transformadoras e contextuais. Percebemos a importância da reflexão sobre a própria prática, por meio da escrita narrativa e apostamos no potencial do PETCiências como coletivo importante no processo de formação inicial, permitindo o diálogo intermitente entre prática e a teoria.Palavras-chave: Investigação-formação-ação; Escrita reflexiva; Ensino de Ciências. Experimentation, Science and Education: conception and relations in initial teaching formation of PetciênciasAbstract: This article presents and analyzes experimentation conceptions and interrelationships, Science and education that belongs to Science teachers in initial formation, who are part of the Tutorial Education Program (PETCiências). It was possible to verify that teachers in formation understand the importance of experimental activities to improve learning, being more frequent the investigative-contextual conception of experimentation, conceptions of science and teaching are still at the traditional level, but they tend to evolve towards more transformative and contextual perspectives. Science and teaching conception are still at the traditional level, but they already present a certain bias to evolution to a more transforming and contextual perspective. We notice the importance of thinking about your own practice, through narrative writing and we bet in PETCiências’ potential as an important collective in the initial formation process, allowing intermittent dialogue between practice and theory.Keywords: Investigation-Formation-Action; Reflective writing; Science Teaching.