Student-teacher interaction in CLIL and non-CLIL elementary education

This study analyzes interaction in a primary school science classroom. We compare the verbal scaffolding strategies used by a teacher during lessons from the same instructional unit taught in CLIL (English) and regular (Spanish) contexts. Results show that although there was no difference in the amount of information (‘content’) made available to students through the interactions, different verbal strategies were used (precision, justification and recall were more frequent in Spanish and exemplification in English) and that students were more active in engaging with science knowledge in the Spanish context. We discuss these findings in relation to the level of abstraction the teacher supported in interacting about science in the regular session, with implications for supporting children in learning both content and language in CLIL contexts.

Using Differentiation Strategies for Gifted Pupils in Primary School Science Classes

The aim of this study was to determine the extent to which gifted pupils receive differentiated instruction in primary school science classes, which of the differentiated instruction strategies are used by teachers and how often. The survey sample included 134 primary school teachers. The results show that teachers frequently use questioning and thinking activities but make only minor modifications in the regular curriculum to meet the needs of gifted pupils. Gifted pupils rarely engage in activities such as providing challenges and choices, differentiated reading and writing assignments, individually set work, activities involving curriculum modification, and enrichment centres.

A Survey on Acceptance and Readiness to Use Robot Teaching Technology Among Primary School Science Teachers

Interest in educational robotics has grown in recent years, and many efforts have been undertaken across the globe to include robots into school instruction from kindergarten to high school, mostly in science and technology subjects. The current study is to determine teachers' technological acceptance and readiness to implement robotic technology in the teaching and learning process. A descriptive research design was employed which utilized a survey method. This survey was conducted among primary school teachers of Science, Mathematics, Design and Technology, and Information and Communication Technology (ICT) in Malaysia. According to the findings, teachers' acceptance of robot technology in the classroom is at a modest 3.77 (SD = 0.598) while the readiness score is 3.67 (SD = 0.611). The findings indicated that school teachers are only moderately prepared to employ robotic technology in classrooms. Respondents also argued that the high cost of robotic technology is a significant barrier to incorporate robotic technology into teaching and learning. The practicality of this paper is the provision of insights for exploring adoption possibilities and barriers in auguring robots into primary school classrooms. This indicates that the higher the level of teachers’ acceptance, the higher teachers’ readiness in robotic technology. Respondents argued that the high cost of robotic technology is a significant barrier to incorporating robotic technology into teaching and learning.

Impact of teacher communication behaviour on student’s motivation in learning primary school science

Interactions between teachers and students occur rapidly in and out of a classroom. A good teacher-student relationship motivates and enhances the teaching and learning process. One of the most significant factors is teacher communication behaviour. This conceptual paper purports to investigate the multidimensional aspect of teacher communication behaviour and its effect on student’s motivation towards science learning. Based on a thorough review of existing literature, The Teacher Communication Behaviour Questionnaire (TCBQ) and Student’s Motivation Towards Learning Science (SMTSL) Questionnaire could be used to explore the factors of teacher’s communication behaviours and its relationship to students’ motivation in learning science among primary school students. From the result results it will be of possible benefit specifically for school administrators and teacher preparation programs. Teachers, however, may also use the teacher communication behaviour to evaluate an indicator of their communication skills Keywords: teacher communication, student motivation, science education, primary school,

Science Process Skills in the Greek Primary School Science Textbooks

Science process skills play an essential role in science education. The research assessing these skills in school science textbooks is limited. The aim of the current study was to examine the involvement of science process skills in the content of science school textbooks of the last two primary school grades in Greece. A specific analysis framework was adopted, based on 534 activities included in the two textbooks. It was concluded that the activities included in the two textbooks mainly involved the skills of communicating, observing, and inferring, while the involvement of the remaining science process skills was particularly limited. Therefore, the school textbooks fail to provide students satisfactory opportunities to engage in science process skills and facilitate a better understanding of sciences ideas and concepts. The findings of this study provide information about some strengths and weaknesses of the science textbooks that could be used by teachers in planning for teaching.

Primary School Science Teachers’ Creativity and Practice in Malaysia

Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity practice in science teaching was used to collect quantitative data from 409 participants. The qualitative data were analyzed according to the TTCT scoring technique and the quantitative data were analyzed descriptively using Statistical Package for the Social Sciences 26. This study found that, that while overall teacher creativity was low, the teachers perceived that they employed highly creative practices. No difference was found in relation to environment, teaching aids, skills and science process skills of teachers in urban and rural areas. However, teachers in rural areas were more knowledgeable about creativity, while teachers in urban areas were better at practising it. This research provides baseline evidence on current practices in creative pedagogy of science teachers nationwide.