Journal articles on the topic 'Science Study and teaching (Primary) Victoria'
To see the other types of publications on this topic, follow the link: Science Study and teaching (Primary) Victoria.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Science Study and teaching (Primary) Victoria.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Chikha, Anis Ben, Aymen Hawani, and Ghazwa Ben Maouia. "Effects of Orienteering Game on Directional Relationships and Inhibitory Control in Children 7-8 Aged." Journal of Sports Research 8, no. 2 (September 8, 2021): 64–74. http://dx.doi.org/10.18488/journal.90.2021.82.64.74.
Full textAbstract:
The spatial orientation, ability is very important for the child, for the development of its executive functions such as inhibitory control and directional skills. In fact, the role of play as a locomotive for learning and motivation is very imperative in this age group. Our methodological choice consists of offering a teaching program around the orientation game (OG) that takes place in the school playground. The aim of this study was to examine the effect of OG on directional skills and inhibitory control. The assessment was respectively conducted by Topological and Directional Relation (RTD) and Stroop Color-Word Test -Victoria version (SCWT). Primary school students (N = 40; 7.3 years) participated in this study. They were divided into two groups: an experimental group (20 students) and a control group (20 students). The first group followed a 12-week orienteering game (OG) program with 3 sessions of 40 minutes per week and the second a regular physical education program. The results of the experimental group show a clear improvement in most of the study variables.
2
Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
Full textAbstract:
The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
3
Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
Full textAbstract:
AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
4
Skamp, Keith, and Andrea Mueller. "Student teachers' conceptions about effective primary science teaching: a longitudinal study." International Journal of Science Education 23, no. 4 (April 2001): 331–51. http://dx.doi.org/10.1080/09500690119248.
Full text
5
de Laat, Jenny, and James J. Watters. "Science teaching self-efficacy in a primary school: A case study." Research in Science Education 25, no. 4 (December 1995): 453–64. http://dx.doi.org/10.1007/bf02357387.
Full text
6
Balça, Ângela Maria Franco Martins Coelho de Paiva, and Marília Pisco Castro Cid. "The teaching of science and the teaching of Portuguese: A study with a primary education class." EDUCA - Revista Multidisciplinar em Educação 6, no. 15 (September 13, 2019): 208. http://dx.doi.org/10.26568/2359-2087.2019.4278.
Full textAbstract:
O ensino das ciências e o ensino do português podem ser articulados sobretudo quando falamos dos primeiros anos de escolaridade, onde encontramos o regime de monodocência. Este estudo foi realizado numa turma do 1.º ciclo e o objetivo foi aliar o ensino das ciências e o ensino do português através de uma obra de literatura infantil que apontava para a temática da educação alimentar. A metodologia utilizada foi o estudo de caso, mas dada a intervenção efetuada partilhou características de uma investigação-ação. Os resultados apontam para um trabalho muito positivo na articulação entre o ensino das ciências e o ensino do português, pois possibilitou aos alunos a mobilização de conhecimentos e linguagens destas áreas em simultâneo.
7
Alake-Tuenter, Ester, Harm J. A. Biemans, Hilde Tobi, and Martin Mulder. "Inquiry-based science teaching competence of primary school teachers: A Delphi study." Teaching and Teacher Education 35 (October 2013): 13–24. http://dx.doi.org/10.1016/j.tate.2013.04.013.
Full text
8
Costello, Susan, and Caroline Tehan. "Study groups as professional development for advanced caseworkers." Children Australia 32, no. 1 (2007): 16–23. http://dx.doi.org/10.1017/s1035077200011421.
Full textAbstract:
During 2003-2005, Anglicare Victoria conducted study groups for their advanced caseworkers. This program was developed in consultation with senior staff within the context of Anglicare Victoria’s Services Practices Manual, including Theoretical Frameworks. It aimed to provide senior practitioners with peer support, education and discussion.The study group model was a collaborative approach using adult teaching principles and strategies. Central to each session was a case presentation from one of the participants which provided an opportunity to integrate learning with theory and practice. A training model of the study group is presented.Evaluation indicated that the study group reduced participants’ isolation, increased their confidence in engaging family members, including fathers, and broadened their conceptualisation of family problems. Learnings and proposed changes to future study groups are identified.
9
Battams, Samantha, Toni Delany-Crowe, Matt Fisher, Lester Wright, Anthea Krieg, Dennis McDermott, and Fran Baum. "Applying Crime Prevention and Health Promotion Frameworks to the Problem of High Incarceration Rates for Aboriginal and Torres Strait Islander Populations: Lessons from a Case Study from Victoria." International Indigenous Policy Journal 12, no. 2 (May 14, 2021): 1–29. http://dx.doi.org/10.18584/iipj.2021.12.2.10208.
Full textAbstract:
This article examines what kinds of policy reforms are required to reduce incarceration rates of Aboriginal and Torres Strait Islander people through a case study of policy in the Australian state of Victoria. This state provides a good example of a jurisdiction with policies focused upon, and developed in partnership with, Aboriginal communities in Victoria, but which despite this has steadily increasing incarceration rates of Indigenous people. The case study consisted of a qualitative analysis of two key justice sector policies focused upon the Indigenous community in Victoria and interviews with key justice sector staff. Case study results are analysed in terms of primary, secondary, and tertiary crime prevention; the social determinants of Indigenous health; and recommended actions from the Ottawa Charter for Health Promotion. Finally, recommendations are made for future justice sector policies and approaches that may help to reduce the high levels of incarceration of Aboriginal and Torres Strait Islander people.
10
Wiegerová, Adriana, and Hana Lukášová. "Teaching degree students´ experience of teaching practice." Journal of Language and Cultural Education 9, no. 1 (March 1, 2021): 60–71. http://dx.doi.org/10.2478/jolace-2021-0006.
Full textAbstract:
Abstract The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.
11
Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
Full textAbstract:
This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.
12
Kwak, Young-Sun. "A Study on Actual Conditions and Ways to Improve Primary School Science Teaching." Journal of the Korean earth science society 32, no. 4 (August 31, 2011): 422–34. http://dx.doi.org/10.5467/jkess.2011.32.4.422.
Full text
13
Gong, Tong, Yuting Wang, Hong Pu, Longlin Yin, and Mi Zhou. "Study on the Application Effect of the Case Teaching Method Based on Primary Teaching Principle in Clinical Teaching of Radiology." Computational Intelligence and Neuroscience 2022 (August 17, 2022): 1–8. http://dx.doi.org/10.1155/2022/3448182.
Full textAbstract:
Objective. A case-control study explored the application of case-based teaching methods in the clinical teaching of radiology. Materials and Methods. 126 radiology interns of grade 2018 were selected by cluster sampling and randomly divided into the research group and the control group. The traditional teaching approach was used in the control group and the primary teaching principle was used in the research group. The teaching effects of the two groups were compared. Results. The interns’ test scores, the research group’s case summary multiple-choice questions, case-group multiple-choice questions, case analysis questions, theoretical total scores, and practical operation assessment scores were significantly higher than those of the control group, and the difference was statistically significant ( P < 0.05 ). The total score of dimensions of the interns’ critical thinking ability in the study group were significantly higher than those in the control group, and the difference was statistically significant ( P < 0.05 ). The interns’ perception of teachers, students’ academic self-perception, students’ perception of environment, students’ social self-perception, and the total score of the DREEM scale in the study group were considerably greater than those in the control group, and the difference was statistically significant ( P < 0.05 ). After teaching, the scores of systematic thinking ability and evidence-based thinking ability of the interns were significantly increased. The improvement in the study group was more significant than that in the control group, and the difference was statistically significant ( P < 0.05 ). Following teaching, the scores of learning interest, self-management, plan implementation, and mutual cooperation of the interns in the two groups were significantly upregulated, and the difference was statistically significant ( P < 0.05 ). Among them, the improvement of interns’ abilities in the research group was significantly better than that in the control group, and the difference was statistically significant ( P < 0.05 ). The scores of learning goal, learning process, learning effect, classroom environment construction, teaching strategy, and technology application in the research group were greater than those in the control group, and the difference was statistically significant ( P < 0.05 ). The satisfaction rate of the study group was higher than that of the control group, and the difference was statistically significant ( P < 0.05 ). Conclusion. The application of the case teaching method based on primary teaching principle in the radiology clinical teaching course is helpful to cultivate students’ critical thinking ability and improve students’ performance and classroom teaching effectiveness.
14
Rahmat, Siti Nazahiyah, Niranjali Jayasuriya, and Muhammed Bhuiyan. "Assessing droughts using meteorological drought indices in Victoria, Australia." Hydrology Research 46, no. 3 (March 21, 2014): 463–76. http://dx.doi.org/10.2166/nh.2014.105.
Full textAbstract:
Droughts adversely impact rural and urban communities, industry, primary production and, thus, a country's economy. Drought monitoring is directed to detecting the onset, persistence and severity of the drought. In this study, meteorological drought indices such as the Standardized Precipitation Index (SPI), the Reconnaissance Drought Index (RDI) and deciles were assessed to investigate how well these indices reflect drought conditions in Victoria, Australia. The Theory of Runs was also used to identify the drought deficit. The study uses 55 years (1955–2010) of monthly precipitation and reference evapotranspiration data for five selected meteorological stations in Victoria, Australia. Results show that drought characterization using SPI and RDI provides a standardized classification of severity thus exhibiting advantages over deciles. As RDI considers both rainfall and potential evapotranspiration in calculations, it could be sensitive to climatic variability. For characterizing agricultural droughts, the application of the RDI is recommended. The use of the SPI was shown to be satisfactory for assessing and monitoring meteorological droughts. The SPI was also successful in detecting the onset and the end of historical droughts for the selected events.
15
Kinoshita, Hiroyoshi. "TEACHING OF CRITICAL THINKING SKILLS BY SCIENCE TEACHERS IN JAPANESE PRIMARY SCHOOLS." Journal of Baltic Science Education 21, no. 5 (October 25, 2022): 801–16. http://dx.doi.org/10.33225/jbse/22.21.801.
Full textAbstract:
The importance of critical thinking in science education is widely recognized. However, little research has been conducted on the teaching of critical thinking by teachers. If actual teaching conditions of teachers in the classroom are clarified, effective teaching methods for developing critical thinking in students could be developed. This study administered a questionnaire survey to ascertain how science teachers teach critical thinking in Japanese primary schools. The study population consisted of 291 Japanese primary school teachers with teaching careers spanning 1–38 years. The survey revealed the following. (1) Teachers taught students the importance of conducting experiments by themselves to obtain results. However, teachers did not sufficiently teach students the need to conduct multiple experiments before reaching a conclusion, improve data reliability before making decisions, or examine their conclusions carefully given incomplete data. (2) Compared to teachers with shorter teaching careers, teachers with longer careers taught critical thinking more effectively, particularly in terms of emphasizing positivity and maintaining a healthy skepticism. (3) Teachers who taught emphasized positivity and encouraged multifaceted thinking were more likely to teach about emphasized evidence. The corresponding causal relationship analysis suggests that teaching that emphasizes positivity and encourages multifaceted thinking is key to promoting evidence-oriented instruction. Keywords: science learning, critical thinking skills, in-service teachers, teaching skills, teachers' training
16
Zahra, Amna, Ayesha Butt, and Sadia Rafique. "A Comparative Study of the Teaching Methodologies Employed by English Language Teachers in Private and Public Sector Schools." Global Language Review VI, no. III (September 30, 2021): 65–74. http://dx.doi.org/10.31703/glr.2021(vi-iii).07.
Full textAbstract:
The aim of the study was to make a comparison between the teaching methodologies employed by English language teachers at public and private sector schools at primary level. Foreign language teaching methodologies has become a much-discussed phenomena and has been given immense importance from the last few decades, however, it still needs development in teaching practices. The data for the present study were collected in the form of semi-structured interviews, which were related to the objectives and research questions. The target population of the study was primary level teachers of Lahore, Punjab (Pakistan), while the sample of the study was comprised of primary level teachers of a public and private sector school in Lahore. The results of the study indicated that the teachers of the public sector schools were mostly relying on the structural methods of language teaching, whereas the teachers of the private sector schools were using blended methods.
17
Letina, Alena. "Development of Students’ Learning to Learn Competence in Primary Science." Education Sciences 10, no. 11 (November 9, 2020): 325. http://dx.doi.org/10.3390/educsci10110325.
Full textAbstract:
The aim of this study was to determine if there is a connection between the inquiry-based teaching of science in primary school and the development of the students’ learning to learn competence. The research involved 333 fourth-grade students at primary schools in Croatia. The experimental research with parallel groups included a number of students who were exposed to inquiry-based teaching of science for three months, and a control group that was, at the same time, exposed to traditional instruction in the same curriculum content. The results of this research show that through inquiry-based teaching students developed a higher level of the learning to learn competence than by using traditional teaching methods. Therefore, it is recommended to use inquiry-based learning as often as possible, because by developing the students’ learning to learn competence, students will be empowered for the process of lifelong learning.
18
Raza, Muhammad Aqeel, Farhat Nasim, and Muhammad Latif Javed. "Academic Qualification and Teaching Competences; A Comparative Study of Primary School Teachers." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (March 23, 2022): 234–40. http://dx.doi.org/10.52131/pjhss.2022.1001.0191.
Full textAbstract:
This study aims to compare the teaching competencies of primary school teachers through academic qualifications. It may be helpful to find out the abilities of the teachers in government primary schools. It may also help the administration for training programs according to present needs. The population of this study comprises headteachers of all high schools (administrating primary section), of both genders of Multan district. There were 119 male head teachers of high schools and 63 female headteachers of high schools. The sample was selected by using cluster sampling and systematic random sampling technique, which resulted in 25 male head teachers of high schools and 25 female headteachers of high schools being included in the sample. For data collection, two questionnaires based on Likert’s Scale about their primary teachers’ competencies, one for highly qualified and one for low qualified teachers were used. The analysis of the data shows that majority of teachers have no such required competencies but highly qualified teachers are better than low qualified teachers. To improve the outcome through developing the competencies of teachers some recommendations are also presented in the last section of the study.
19
GOTO, Kenichi, Mitsuo TAKAHASHI, and Hiroshi IIDA. "Study on Learning Environments from the Perspective of Teaching Tools for Primary School Science." Journal of Research in Science Education 57, no. 4 (2017): 325–36. http://dx.doi.org/10.11639/sjst.sp16021.
Full text
20
McKinnon, Merryn, and Rod Lamberts. "Influencing Science Teaching Self-Efficacy Beliefs of Primary School Teachers: A longitudinal case study." International Journal of Science Education, Part B 4, no. 2 (May 16, 2013): 172–94. http://dx.doi.org/10.1080/21548455.2013.793432.
Full text
21
Senocak, Erdal, Yavuz Taskesenligil, and Mustafa Sozbilir. "A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning." Research in Science Education 37, no. 3 (November 7, 2006): 279–90. http://dx.doi.org/10.1007/s11165-006-9026-5.
Full text
22
Noviana, Eddy, Otang Kurniaman, Neni Hermita, Zaka Hadikusuma Ramadan, Elpri Darta Putra, Charlina, Supentri, et al. "Siak Culture on Local Wisdom-Based Teaching in Primary School: A Preliminary Study." Advanced Science Letters 24, no. 11 (November 1, 2018): 8500–8502. http://dx.doi.org/10.1166/asl.2018.12598.
Full text
23
Timoštšuk, Inge. "Primary Science Teaching – Is it Integral and Deep Experience For Students?" Discourse and Communication for Sustainable Education 7, no. 1 (December 1, 2016): 82–99. http://dx.doi.org/10.1515/dcse-2016-0006.
Full textAbstract:
AbstractIntegral and deep pedagogical content knowledge can support future primary teachers’ ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers’ professionality. The aim of the study is to describe how future primary teachers reflect on their experiences about science teaching and what components of science pedagogical content knowledge they see as meaningful. A questionnaire and interviews were used. The results reveal the deep impact of teaching practice on students’ understanding of the role of a teacher in supporting pupils’ acquisition of scientific skills. The experiences described are related more to teaching and learning in general and less with science-specific factors. Nevertheless, students described changes in mission e.g. how they learned about their role through pupils’ achievements and thinking about science. Changes in professional identity were mentioned rarely but this could point to an underestimated resource issue for teacher education. Positive changes in professional identity may help students to decide to choose more integral strategies in science teaching and thus promote more sustainability oriented teaching.
24
Kim, Hyun-Sook, and Doo-Hyun Park. "A Study on the Teaching Method of Primary English Using Process Drama Based on Primary English Textbook." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 1–16. http://dx.doi.org/10.22251/jlcci.2022.22.19.1.
Full textAbstract:
Objectives The purpose of this study is to introduce an educational method for primary school students to develop context-oriented real English communication skills through process drama based on primary English textbook. Methods A fairy tale(Peter pan) for process drama activities was extracted by analyzing English textbook for primary school 3rd grade of publishing D. In addition, a model for process drama education was developed by referring to the models of Kao & O’Neill(1998) and Ellis(1988). Results Based on the process drama model developed in this study, two lesson plans were constructed using the fairy tale ‘Peter pan’ from the 3rd grade English textbook of publishing D. Additionally, various process drama activities(Pre-text, Mime, Improvisation, Teacher in role, Writing in role, Still image & Thought tracking, Hot seating) were introduced based on the context through the fairy tale(Peter pan) by composing three stages of Preparation Phase, Drama Scenes, and Reflective Phase for each lesson. Conclusions To develop primary school students' real English communication skills, it is necessary to move away from mechanical and formal memorization practice, and to provide context-based and real communication-oriented education through process drama education. In order for process drama education to be successful, teachers must break free from authoritarian attitudes and open education that can negotiate meaning with students must be supported.
25
Roslan, Roslinawati, Siti Munawirah Panjang, Norashikin Yusof, and Masitah Shahrill. "Teacher’s feedback in teaching science in a bilingual Bruneian primary classroom." On the Horizon 26, no. 2 (June 4, 2018): 122–36. http://dx.doi.org/10.1108/oth-09-2017-0080.
Full textAbstract:
Purpose The purpose of this study is to analyze the use of feedback to students by a primary teacher teaching the science topic “Life Cycle” in a Year 5 bilingual Bruneian science classroom. Design/methodology/approach This study used a discourse analysis of one primary science teacher’s use of feedback to his students when teaching the topic “Life Cycle.” The participant was a male primary science teacher who taught a Year 5 science class in one of the government schools in the Brunei-Muara district. Direct observations and video recordings of the teacher’s three consecutive lessons on the topic “Life Cycle” were collected. The transcripts were developed from the teacher–student interactions in the three lessons. The “Questioning-based Discourse” approach (Chin, 2006) was used to analyze the different types of feedback, and the students’ cognitive processes that emerged from the lesson transcripts. The frequencies of the feedback and students’ cognitive processes were calculated using percentages. Findings The findings from the three lesson observations indicate that the teacher’s feedback showed a range of strategies which consisted mostly of accepting students’ answers and feedback to elicit, to focus, to probe, to clarify and to extend, respectively. The findings also reveal that the cognitive processes of the students ranged from recalling, predicting, hypothesizing, evaluating and explaining. The analysis shows that the teacher only practiced low-level questioning and the feedback given to the students was mostly for accepting the students’ answers rather than challenging students’ ideas. Practical implications The findings reported in this study provide useful insights into the importance of teacher–student interactions in the teaching and learning of science. The “Questioning-based Discourse” analytical framework is worthwhile to analyze the science teacher’s talk and consequently to improve teachers” skills in giving feedback that fosters productive students’ responses. Originality/value This paper highlights the need for science teachers to analyze their classroom talk and it recommends how to give useful feedback to students to promote higher cognitive processes amongst students. Brunei has been described as a country where there is a linguistic divide determined by the quality of the school that a student attends (Deterding and Salbrina, 2013). Improving the quality of interaction between teacher and students in such circumstances is essential.
26
Zhang, Hanzhong, Xiaoli Zhang, Xialan Zhang, Haonan Dong, and Xia Li. "A Study on the Factors Influencing the Teaching Effect of Moral and Social Courses in Primary Schools." International Journal of Information and Communication Technology Education 18, no. 2 (April 1, 2022): 1–13. http://dx.doi.org/10.4018/ijicte.314231.
Full textAbstract:
Taking the influence of various factors on the teaching effect of moral and social courses of primary school students as the research content, a unified examination was conducted on third-grade students from 413 primary schools in Kunming, and 1270 valid questionnaires were obtained from their teachers. A questionnaire was innovatively designed with 52 dimensions, and the data were analyzed using the SPSS big data analysis platform to find the most influential factors in the teaching and learning of moral and social courses and to propose suggestions for improving the teaching effectiveness of moral and social courses.
27
Fahriany, Fahriany, Fitriani Fitriani, Lulu Farhan, Nida Husna, Didin Nuruddin Hidayat, and Mahlil Mahlil. "Teachers’ Challenges in Teaching Online English to Young Learners: A Case Study in Pandemic Era." Jurnal Basicedu 6, no. 4 (May 7, 2022): 5533–41. http://dx.doi.org/10.31004/basicedu.v6i4.2876.
Full textAbstract:
This study aims to explore the challenges of primary school teachers in teaching online English to young learners in the pandemic era and teachers’ views toward teaching online English. The teachers also provide the solutions to overcome the problems. This is a qualitative research that employs a case study as the approach. The data are obtained through questionnaires and semi-structured interviews with 20 English teachers of primary schools. The results show many challenges emerged from three sides: instructional activity, time management, and student assessment. Challenges of instructional activity cover students’ motivation, English levels of student proficiency, communication, cooperative learning, and teaching writing. Time management challenges include having a limited amount of time and providing feedback. Meanwhile, student assessments assess students’ attitudes and cognitive skills. This study suggests the administrators and authorities of education policymakers evaluate the guidelines to enhance the quality of online teaching, especially for elementary schools.
28
Brígido, María, Digna Couso, Ciro Gutiérrez, and Vicente Mellado. "THE EMOTIONS ABOUT TEACHING AND LEARNING SCIENCE: A STUDY OF PROSPECTIVE PRIMARY TEACHERS IN THREE SPANISH UNIVERSITIES." Journal of Baltic Science Education 12, no. 3 (June 25, 2013): 299–311. http://dx.doi.org/10.33225/jbse/13.12.299.
Full textAbstract:
A descriptive and comparative study is made of the emotions that prospective primary teachers in three Spanish universities have about teaching and learning the natural sciences, differentiating between approaches to the content of Biology/Geology and Physics/Chemistry. The study was carried out using a closed-response questionnaire which was completed by 315 primary education bachelor's degree students in the Universities of Extremadura, Las Palmas de Gran Canaria, and the Autónoma of Barcelona (UAB). The results showed that in their recall of their secondary education, most of the prospective teachers have positive emotions towards learning Biology/Geology and negative towards learning Physics/Chemistry. With respect to their future teaching in primary education, there predominated positive emotions towards Biology/Geology, and negative emotions towards Physics/Chemistry, except for the UAB students who reported more positive emotions than negative in this latter case. There was an increase of positive emotions in their expectations of their future teaching of all the science content, and a marked decrease in the negative emotions, relative to the emotions that they had experienced as students of these subjects in secondary school. Key words: emotions, preservice primary teachers, science education.
29
Wollmann, Karl, and Kim Lange-Schubert. "The Development of Prospective Primary School Science Teachers’ TPaCK Fostered by Innovative Science-Teacher Education." Education Sciences 12, no. 6 (May 31, 2022): 381. http://dx.doi.org/10.3390/educsci12060381.
Full textAbstract:
The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers that are needed for teaching science content in a world shaped by digitalization. To achieve this goal, university teaching units (seminars) that directly address cognitive components of a teacher’s professional competencies, which are important to teaching science content in primary school education, were developed. In addition, prospective teachers were asked to plan, implement, and evaluate primary school science education with a particular focus on digitization, as well as sharing the developed units as open-educational resources. This article reports on the impact of the first part of the seminar concept, in which the promotion of digitization-related, subject-specific teaching methodology, as well as content-related knowledge (TPaCK) was systematically promoted. In a standardized survey, it could be shown that the prospective teachers demonstrated positive developments, particularly in the components PCK, TCK, TPK, as well as TPaCK, regarding the self-efficacy in cognitive characteristics about one’s own ability within the reference frame of self. Furthermore, the development of knowledge, especially in the areas of TK, PCK, TCK, and TPK, could also be determined, but not in relation to TPaCK itself.
30
Ndjangala, M. N. N., J. Abah, and P. Mashebe. "Teachers’ views on challenges affecting learners’ performance in natural science." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 48. http://dx.doi.org/10.11591/ijere.v10i1.20732.
Full textAbstract:
In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners’ performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners’ indiscipline.
31
Juliana, Juliana, Nurul Kemala Dewi, and Baiq Niswatul Khair. "The development of sisperman games on science teaching for primary school student." Jurnal Pijar Mipa 16, no. 4 (September 4, 2021): 512–18. http://dx.doi.org/10.29303/jpm.v16i4.2840.
Full textAbstract:
This study aims to determine the development steps and the feasibility of the Sisperman snake and ladder game media in science learning for the fifth-grade students of Elementary School Students, SDN 1 Labuan Lombok, in the 2020/2021 school year. The ADDIE model (analysis. design, development, implementation, evaluation) developed by Robert Maribe Brach was applied for producing the learning media. The study subjects were 24 students of fifth-grade students. The data collection was done by interviewing, observing, documenting, and filling out questionnaires. Qualitative and quantitative data analysis techniques were implemented for analysis techniques. This study indicates that the developed Sisperman snake and ladder game media is very suitable for being used as a learning medium. The final assessment obtained from the media expert test getting a percentage value of 96.42%. It means the media is categorized as highly valid criteria. From material content, the experts give the score a percentage value of 91.66%, which shows highly good criteria. The practicality from the student responses offers a percentage value of 92.01% with highly practice criteria.
32
Hamurcu, Hülya. "Opinions of Prospective Primary School Teachers about Methods and Techniques Suitable for Teaching Science: A Case Study from Turkey." World Journal of Education 8, no. 6 (December 7, 2018): 21. http://dx.doi.org/10.5430/wje.v8n6p21.
Full textAbstract:
The aim of this study was to determine opinions of a group of prospective Turkish primary school teachers aboutwhat teaching methods and techniques are more suitable to teach science. In addition, their perceived competence inselection of teaching methods and techniques was explored. In Turkey, primary school teachers offer various coursesin the first four years of primary education. Their ability to benefit from teaching methods and techniques suitable forsubjects and courses is considered important in terms of realization of learning. The study was also directed towardsexamining whether third-year university students having taken courses for methods and techniques used to teachdifferent subjects felt competent about selection of suitable methods and techniques.This is a case study using both quantitative and qualitative research methods. Quantitative data were gathered withPerceived Competence Scale for Selection of Teaching Methods and Techniques for Prospective Teachers,developed by Durdukoca et al. (2017). Qualitative data were collected through an open-ended question “Whatteaching methods and techniques do you think you want to use in the future”. All the participants answered thisopen-ended question and completed the scale. Data obtained through the open ended-question were analyzed withcontent analysis.The study sample included 96 third-year students studying in the Department of Primary Education in BucaEducation Faculty of Dokuz Eylül University in the spring term of the 2017-2018 academic year. Quantitative datawere analyzed with SPSS v. 22 and t-test.The prospective primary school teachers were found to plan to use student-centered methods and techniques and tohave high perceived competence concerning selection of teaching methods and techniques. Their perceivedcompetence did not differ between genders and students with different academic performance. Only having apositive perception of competence significantly differed between branches of students.
33
Dagienė, Valentina, Tatjana Jevsikova, Gabrielė Stupurienė, and Anita Juskevicienė. "Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes." Computer Science and Information Systems, no. 00 (2021): 33. http://dx.doi.org/10.2298/csis201215033d.
Full textAbstract:
Computational thinking (CT) as one of the 21st century skills enters early years education. This paper aims to study the worldwide tendencies of teaching CT through computing in primary education and primary school teachers? understanding of CT. A survey of 52 countries has been performed and complemented by a qualitative study of 15 countries. In order to identify teachers? understanding-level of CT and its integration approach in the class activities, a case study of 110 in-service teachers from 6 countries has been performed. The implications of the research results may be useful for primary school educators, educational initiatives, government authorities, policy makers, e-learning system and content developers dealing with support for teachers aiming to improve their CT professional development qualification.
34
Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.
Full textAbstract:
This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.
35
Safitri, Lis. "CONTEMPORARY EDUCATION IN AUSTRALIA: WELLBEING EDUCATION AT BALCOMBE GRAMMAR SCHOOL MOUNT MARTHA VICTORIA." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 23, no. 1 (June 30, 2020): 33. http://dx.doi.org/10.24252/lp.2020v23n1i4.
Full textAbstract:
Abstract:Australian schools paid a great attention to the students’ wellbeing at school. This study aimed to explain wellbeing education in Australia with Balcombe Grammar School as a sample of the study. This research was qualitative research using descriptive method. The primary data had been collected through interview, documentation, and observation at Balcombe Grammar School (BGS) Mount Martha, Victoria in 2017. The data had been analyzed using Miles and Huberman framework. The result showed that wellbeing education in Australia was instructed by the Australian Government, organized by the school, and helped by independent institutions named KidsMatter, MindMatters, and CASEL. Balcombe Grammar School had some programs on wellbeing education, such as the golden time, circle time, faith and wellbeing classes, pastoral care classes, and health classes. These programs were not only conducted as part of BGS curriculum but also integrated into the teaching instruction in all of the subjects and daily life at school.Abstrak:Sekolah-sekolah di Australia telah memberikan perhatian yang cukup besar terhadap pendidikan wellbeing para siswa. Penelitian ini bertujuan untuk menjelaskan pendidikan wellbeing di Australia dengan mengambil Balcombe Grammar School sebagai sampel penelitian. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Pengumpulan data dilaksanakan dengan metode wawancara, dokumentasi, dan observasi di Balcombe Grammar School (BGS) Mount Martha, Victoria pada tahun 2017. Data dianalisis dengan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa pendidikan wellbeing di Australia diatur oleh Pemerintah Federal Australia, dijalankan oleh masing-masing sekolah, dan dibantu oleh lembaga independen yang bernama KidsMatter, MindMatters, dan CASEL. Balcommbe Grammar School memiliki beberapa program dalam mengembangkan pendidikan wellbeing di sekolah, misalnya golden time, circle time, faith and wellbeing classes, pastoral care classes, dan health classes. Program-program tersebut tidak berjalan secara parsial melainkan terintegrasi di kelas dalam pelajaran lain serta dalam kehidupan keseharian selama jam sekolah berlangsung.
36
Robertson, John. "Teaching Controversial Issues: The Attitudes of Student Primary Teachers." Citizenship, Social and Economics Education 3, no. 1 (March 1998): 36–49. http://dx.doi.org/10.2304/csee.1998.3.1.36.
Full textAbstract:
Guidelines for Scottish schools have little to say on the value or otherwise of controversy as a criterion for the selection of topics for teaching. By contrast, the authors of the recently published advisory report on citizenship education for schools in England and Wales and many writers in academic and pedagogical journals are enthusiastic about the importance of such topics as a means to developing democratic citizenship. This study sought to establish the views of beginning teachers in South-west Scotland. Eighty-seven final-year student teachers for the 5–12 age range took part in the study over a period of two years. The data gathered reveal considerable variety in responses but a clear rejection of issues involving personal, face-to-face violence by contrast with zealous enthusiasm for teaching using issues of perhaps equally tragic consequences but of a more impersonal nature such as famine or pollution-associated disease. The potentially explanatory variables - chronological and spatial or geographic distance - were helpful in understanding some choices but the presence of other variables made interpretation extremely complex and uncertain.
37
Skamp, Keith. "Attitudes of pre-service mature age women students towards teaching primary science: An interview study." Research in Science Education 22, no. 1 (December 1992): 377–86. http://dx.doi.org/10.1007/bf02356918.
Full text
38
Chaessman, BC. "Estimates of ecosystem metabolism in the La Trobe River, Victoria." Marine and Freshwater Research 36, no. 6 (1985): 873. http://dx.doi.org/10.1071/mf9850873.
Full textAbstract:
Diel oxygen-curve techniques were used to estimate gross primary productivity (PG), community respiration and net daily metabolism (NDM) for five reaches of the La Trobe River from headwaters to lowlands. All reaches were heterotrophic throughout the study (December 1980-November 1981) with NDM ranging from - 1 to -6 g O2 m-2. PG was consistently very low at the most upstream station and highest in the middle reaches of the river, where both benthic and planktonic contributions were important. At the most downstream station benthic productivity was negligible but planktonic productivity was appreciable in spring and autumn. PG in the river may be limited in the upper reaches by lack of light (due to shading by vegetation) and low levels of nutrients, and in the lower reaches by turbidity and increased depth.
39
Vela, Jualim D. "Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino?" International Journal of Evaluation and Research in Education (IJERE) 4, no. 1 (March 1, 2015): 8. http://dx.doi.org/10.11591/ijere.v4i1.4486.
Full textAbstract:
<p>This study aimed to determine the effects of using the local and mother languages on primary students’ academic performance in science, which is officially taught in English. Using the official language, English, and the two local languages- Filipino, the national and official language, and Bicol, the mother language of the respondents- science lessons were developed and administered to three randomly grouped students. After each science lesson, the researcher administered tests in three languages to the three groups of students to determine their comprehension of science lessons in the three languages. The findings indicated that students who were taught using the Filipino language obtained better mean scores in the test compared to students who were taught using their mother language. On the other hand, students who were taught using the English language obtained the lowest mean scores. Furthermore, the results revealed that the Bicol speaking students prefer the Filipino language during class discussions, recitations, in following their teacher’s instructions during science related classroom activities, and in doing their homework.</p>
40
Molina-Torres, María-Pilar. "Project-Based Learning for Teacher Training in Primary Education." Education Sciences 12, no. 10 (September 26, 2022): 647. http://dx.doi.org/10.3390/educsci12100647.
Full textAbstract:
Teaching at the university is subject to continuous methodological change, which poses a significant challenge when assessing teaching methodologies. The main objective of this research was to analyze the impact that project-based learning (PBL) has on knowledge acquisition concerning the Didactics of Social Sciences. The study involved 290 students of the Primary Education Degree at the University of Cordoba, Spain. In order to collect information, a survey with a Likert scale (1–5) consisting of fifteen items was used. The results of the study show the need to make changes in traditional teaching—so deeply rooted in Social Sciences learning—and the methodological deficiencies that future teachers have in relation to active learning. In sum, the research provides an insight into good teaching practices implemented at the university for initial teacher training and the development of their professional skills.
41
Syaidah, Nissa'atul, and Silviana Nur Faizah. "DEVELOPING ELECTRONIC STUDENT-BASED PROBLEM WORKSHEET FOR PRIMARY SCHOOL STUDENT." Al-Bidayah : jurnal pendidikan dasar Islam 13, no. 2 (December 27, 2021): 405–20. http://dx.doi.org/10.14421/al-bidayah.v13i2.699.
Full textAbstract:
The shift from face-to-face learning to online learning during the COVID-19 pandemic has made printed teaching materials irrelevant. Teaching materials in online learning need to be designed to be more interactive in the form of electronic teaching materials in order to create two-way communication between teaching materials and students because online learning requires maximum learning autonomy from students. The irrelevance of existing teaching materials causes various learning problems in primary schools such as the teaching materials used do not encourage students' willingness to learn, some students experience learning backwards, and teachers need extra time to correct students' assignments. This study aims to develop electronic student worksheets based on Problem Based Learning (PBL) in primary schools. This development research refers to the ADDIE model as the model consists of systematic stages in an effort to solve learning problems according to the characteristics of the learner. The subjects of this study were 40 grade 3 students of Madrasah Ibtidaiyah (Islamic Primary School) Pembangunan Lamongan. The results showed 1) the validity of the electronic student worksheets in the very valid category based on the assessments of linguists, material experts, design experts, and learning experts, 2) The attractiveness of electronic student worksheets in the very interesting category. Based on the results of this study, the use of electronic student worksheets is appropriate to be used to support the thematic learning process.
42
Ward, Gillian, Helen Dixon, and Helen Withy. "Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study." Australian Journal of Teacher Education 45, no. 9 (September 2020): 79–91. http://dx.doi.org/10.14221/ajte.2020v45n9.5.
Full textAbstract:
Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value of science. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken over time.
43
Ultay, Neslihan, Arzu Zıvalı, Hilal Yılmaz, Hilal Konçuy Bak, Kezban Yılmaz, Melek Topatan, and Pelin Gül Kara. "STEM-Focused Activities to Support Student Learning in Primary School Science." Journal of Science Learning 3, no. 3 (July 28, 2020): 156–64. http://dx.doi.org/10.17509/jsl.v3i3.23705.
Full textAbstract:
This study examines the effect on student academic success through teaching the "Let's Know the Matter" grade 3 science unit accompanied by STEM (Science, Technology, Engineering, and Mathematics)-focused activities. The study group consisted of 24 third grade students studying in the 2019-2020 academic year. Teaching was done with a 5E (enter, explore, explain, elaborate, evaluate) instructional model, and student opinions about the STEM activities were collected. A group pretest-posttest research design was used in which the "Let's Know the Matter Test (MT)" was administered at the beginning to measure the students' prior knowledge, and again at the end of the unit to determine what students had learned. Their opinions of the lessons taught with STEM-focused activities were collected using a semi-structured interview technique. Qualitative data were divided into appropriate categories under common themes. It was observed that the 5E instructional model contributed to their academic success. Also, it was found that their opinions about the lessons taught with STEM activities were quite positive. Based on the results obtained from the research, it is suggested that STEM activities be used in the teaching of other topics.
44
Hussain, Syed Aamer, Mohammad Shoaib Khan, Tariq Jamil, Zakariya Rashid, Habib Un Nabi, and Abdul Wali Khan. "Primary Closure Versus Delayed Primary Closure in Perforated Appendix: A Comparative Study." Pakistan Journal of Medical and Health Sciences 16, no. 9 (September 30, 2022): 833–35. http://dx.doi.org/10.53350/pjmhs22169833.
Full textAbstract:
Introduction: The elimination of unpleasant and time-consuming dressing changes, as well as the potential reduction in overall hospital costs, are potential benefits of primary closure. Recent studies suggest that perforated appendicitis may usually be principally closed without an increase in the wound infection rate compared to delayed primary closure, suggesting that the disagreement surrounding the best ways of wound management has died down. Objective: Studying the efficacy of primary versus delayed primary closure for appendectomy in patients with perforations Study design: Ayyub Teaching Hospital Abbottabad and Timergara Teaching Hospital Dir Lower. Study duration from January 2021 to June 2021. Material and Methods: Perforated appendix patients undergoing appendectomy between the ages of 18 and 45 were included. When an appendectomy was performed, the appendicular stump was not invaginated as is sometimes done nowadays. Interrupted 2/0 vicryl was used to stand in for muscles. Within the PC group, the external oblique was stitched shut with a continuous vicryl 0 suture. Using only regular saline, the wound washed and disinfected. For patients having delayed primary closure, dressing changes occurred daily; in the case of infection dressing changes occurred twice daily until the wound was closed. After the third postoperative day or once the infection had subsided in cases of infected wounds, the wound was closed after rejuvenating the edges. On the seventh postoperative day patients were evaluated for wound infection and length of hospital stay using the operational definition of success. Results: The patients' mean age was 37.3± 610.49 years. The average number of days someone spent in the hospital was 7.38 (1.25). Women made up 37 (or 61.70%) of the total, while men accounted for 23 (or 38.30%). Thirteen patients, or 21.70 percent, had an infected wound. Wound infections occurred in 11 patients in Group-A (the primary closure group) but only 2 patients in Group-B (the delayed closure group) (delayed primary closure). When comparing the rate of wound infection in groups B and A, a statistically significant difference was discovered (p=0.005). Hospitalization time was shorter for those in group A (6.24± 0.47 days) compared to those in group B (8.53± 0.51 days); p 0.001. Conclusion: Patients with a perforated appendix benefit more with primary closure than from delayed primary closure. Keywords: Primary closure, delayed primary closure, and a perforated appendix
45
Sarsenbayeva, G. M., E. A. Uteubaeva, and T. A. Kokhanover. "Quality of teaching: teaching standards and assessment." Bulletin of the Karaganda University. Pedagogy series 104, no. 4 (December 29, 2021): 7–15. http://dx.doi.org/10.31489/2021ped4/7-15.
Full textAbstract:
The provision of high-quality teaching is one of the primary aims of the university. The character of the teaching is determined by its connection with the level of qualification and experience: students pursue their chosen programmes under the guidance of academic staff who are active scholars, teachers with teaching experience in the areas which they teach, and who can present the intellectual challenge of studying a subject in depth. This article does not attempt to cover all aspects of teaching. It does not seek to prescribe for the essential element of intellectual inspiration and challenge in the best university teaching, which depends on the talents of the academic staff. What it provides is the establishment of a framework, based on good practice, within which the vital activity of teachers stimulates, and attracts learners to go through the study programmes successfully. The other issue is to discuss teaching assessment criteria to help teachers to be guided in teaching quality requirements.
46
Portia L., Nkambule, Nsibande Njabuliso H., and Bhebhe Sithulisiwe. "Integrating instructional technologies in teaching: The case of Malkerns primary schools, Eswatini." International Journal of Scientific Research and Management 10, no. 05 (May 11, 2022): 2347–56. http://dx.doi.org/10.18535/ijsrm/v10i5.el05.
Full textAbstract:
Abstract: The purpose of the study was to establish how educators integrate instructional technologies during teaching in Malkerns primary schools, located in the Manzini region of the Kingdom of Eswatini. The main focus of this study was on the training and support that educators receive towards the integration of instructional technologies in teaching as well as strategies to be put in place in order to curb the challenges faced. The study employed a qualitative approach and a descriptive research design in which face-to-face interviews and focus group discussion were used to collect data. Purposive sampling was used to select the five head teachers, ten educators as change leaders and two computer educators from five selected schools in the Malkerns cluster. The data was analysed using thematic analysis. The main conclusions of the study were that the availability of instructional technologies in schools does not mean that they are integrated during the teaching process. The study also concluded that educators have inadequate technological training and inadequate support which hinder effective instructional technologies integration in teaching. It is recommended that appropriate training programmes for educators, establishment of fully-fledged computer laboratories and an Information and Communication Technology (ICT) policy to support instructional technologies should be put in place to ensure successful integration of instructional technologies in teaching.
47
Razak, Nor Asiah, Habibah Ab Jalil, Steven Eric Krauss, and Nor Aniza Ahmad. "Teachers' Successful Information and Communication Technology Integration in Primary School." International Journal of Information and Communication Technology Education 17, no. 4 (October 1, 2021): 1–18. http://dx.doi.org/10.4018/ijicte.20211001.oa4.
Full textAbstract:
Despite extensive research on ICT integration among teachers, limited knowledge was given to understand the successful integration of ICT among teachers. For those purposes, a single-case study aimed to explain the successful integration of ICT by teachers into teaching in one national primary school in Malaysia. Data were collected using multi-method of data collection including in-depth interviews, non-participants observations, and document analysis. The results discovered three models that lead to teachers' successful ICT integration in teaching, explaining how the interactions between the contradictions, causes of contradictions, and resolutions of contradictions have hindered or influenced the teachers to integrate ICT in their teaching. The findings indicate the activity system of department and school (prior activities) influencing activity system of the classroom (recent activity), led to the successful integration of ICT by teachers in teaching.
48
Lamanauskas, Vincentas, and Dalia Augienė. "NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: TEACHERS’ COMPETENCE AND TRAINING." Natural Science Education in a Comprehensive School (NSECS) 25, no. 1 (April 20, 2019): 18–28. http://dx.doi.org/10.48127/gu/19.25.18.
Full textAbstract:
Schoolchildren’s natural science competence development is inseparable from teachers’ natural science competence, the integral part of which are subject, didactic and managerial abilities. Competence (es) acquisition during the studies at university is not a final process. Competence improvement, enrichment continues during the whole period of active pedagogical work. In the months of January-February 2018, a qualitative, limited amount research was carried out. 60 primary school teachers from more than 25 Lithuanian schools participated in the research. Research data were analysed using a content analysis method. Research results revealed that most primary school teachers value their knowledge in natural science field as sufficient. Teachers accentuate that their competences are proper and emphasize their lifelike and long work experience importance. Part of the teachers accentuate constant natural science education subject knowledge renewal. Only a small part of teachers notice that they lack knowledge in natural science field. Research result analysis showed that most of primary school teachers develop natural science competence independently using various information sources. A big part of teachers develop natural science competence participating in formal specially organised activities. Not a small part of teachers accentuate practical natural science competence development. Research results revealed that most primary school teachers give average evaluation to their competence in teaching natural science (world cognition). Only a small part of teachers attribute a high value to this competence of theirs. Research result analysis showed that primary school teachers teaching students natural sciences (world cognition), encounter various problems. The bigger part of teachers experience problems, related to the teaching process: lack of devices, low students’ teaching motivation, teaching content shortcomings. A big part of teachers teaching natural science subjects (world cognition) experience social – organisational problems: a lack of time, unfavourable conditions, a lack of support. Teacher opinion analysis of what needs to be changed /improved in natural science primary school teacher training/preparation revealed that the biggest part of teachers offer to improve future teachers’ practical abilities/skills. Part of teachers offer to better develop special competences, related to natural science education, to improve material supply of the study process. Keywords: content analysis, primary school, science education, subject knowledge.
49
Mai, Mohammed Yousef, and Ghaneshwary R. Muruges. "Primary School Science Teachers’ Attitude Towards Using Virtual Learning Environment (VLE) In Teaching Science." European Journal of Education 1, no. 3 (November 29, 2018): 155. http://dx.doi.org/10.26417/ejed.v1i3.p155-162.
Full textAbstract:
The aim of this study is to identify the attitude of science teachers towards the usage of Frog VLE in teaching and learning primary science. The sample consisted of 148 science teachers in Cameron Highlands and Taiping (45 male and 103 female). Data is collected by questionnaire which contains 40 questions with 5 Likert scale. The independent t test and One-way ANOVA is used to answer the research questions. Findings indicated that the science teachers in Cameron Highlands and Taiping have neutral attitude towards the usage of Frog VLE in teaching primary science. There are no any significant differences in the attitude towards Frog VLE among science teachers between male and female. Teachers with less experience (younger teacher) have greater attitude compared to old teachers. Science teachers with higher professional grade have greater attitude compared to the teachers with lower professional grade. Hence, science teachers are encouraged to attend courses and develop skills in using Frog VLE to increase their attitude in usage of Frog VLE in teaching science.
50
Laizer, Nemburis, Bahiya Abdi, and Kezia J. Mashingia. "Teachers Perception Towards Effectiveness of Teaching Practice in Improving Student Teachers Teaching Skills in Monduli District, Tanzania." British Journal of Education 10, no. 12 (September 15, 2022): 77–89. http://dx.doi.org/10.37745/bje.2013/vol10n127789.
Full textAbstract:
The study investigated teachers’ perception towards effectiveness of teaching practices in improving student teachers teaching skills in Monduli District Tanzania. The study used Social change theory developed by Anthony Smith’s in 1973.The study adopted a convergent design under the mixed methods. The target population was 691 of public primary school teachers found in Monduli District, Tanzania that covered 63 public primary schools. The sample drawn from the target population was 6 head of schools and 94 public primary school teachers which taken from 6 primary schools through stratified and simple random sampling equivalent to 12.5% (Ogula, 2009). The self-administered questionnaires used for data collection from sampled participants. Additionally, reliability coefficient was calculated using Cronbach’s Alpha with acceptable scale of 0.78 and data was analyzed using means, frequencies, and percentages and presented in table form with the aid of Statistic Package of Social Science Version25. The qualitative data were summarized, coded, analyzed and presented in narration form according to the themes generated from research question. The findings of study revealed that, majority of teachers had positive perception towards teaching practice in improving teaching skills, which concluded that teaching practice is essential to student teachers in equipped with sufficient teaching skills like in harmonize theory and practice, learning life skills around community and also practice communication skills that enabled in development of teaching competence in their profession. Also, minority of teachers had negative perception on teaching practice which student teachers failed to demonstrate teaching skills such as dealing with teaching challenges and use of appropriate communication skills. The study recommended that colleges should continue emphasize student teachers to harmonize theory and practice during teaching practice to acquire skills necessary in teaching profession. The school should give priority on school leadership and management duties so that student teachers to be able to acquire leadership and management skills.