Relevant bibliographies by topics / 5th grade teacher

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic '5th grade teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "5th grade teacher"

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Rafiq, Mona, and Naveed Sultana. "Gender Comparison on Teaching Practices of One Teacher Schools." Global Educational Studies Review V, no. IV (2020): 32–41. http://dx.doi.org/10.31703/gesr.2020(v-iv).04.

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Primary schools in rural areas of Pakistan have been opened at very short distance firstly due to small geographical boundaries of the villages and secondly to improve the enrollment of students. The small population in villages resulted in low enrollment of the students. According to rationalization policy of Government of Pakistan, the student-teacher ratio is 35:1; therefore, student strength of schools in rural areas hardly reaches 40; hence, a single teacher is allocated, and students in a school from Zero grade to 5th grade sit together in either one room or two and are taught by mostly
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Taylan, Rukiye Didem, and João Pedro Da Ponte. "Investigating Pedagogical Content Knowledge-in-Action." Journal of Research in Mathematics Education 5, no. 3 (2016): 212. http://dx.doi.org/10.17583/redimat.2016.2227.

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Abstract: This paper investigates the pedagogical content knowledge (PCK) of a teacher educator who teaches 5th-grade mathematics in a school in the context of a university-school partnership project. PCK is analyzed in a qualitative way through video-taped classroom episodes with focus on interactions between the teacher and the students as well as the teacher’s reflections and pedagogical reasoning on the interactions. The analyses indicate examples of PCK development during teaching, especially refinement in the domain of knowledge of instructional strategies and representations. This knowl
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Hayuningtyas, Krisnani, Firosalia Kristin, and Indri Anugraheni. "DEVELOPMENT OF MATHEMATICAL CUBES AND BLOCKS MODULES WITH A SCIENTIFIC APPROACH FOR 5th GRADE ELEMENTARY SCHOOL." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 7, no. 2 (2019): 199. http://dx.doi.org/10.26858/jds.v7i2.9816.

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Education never get out of adequate facilities and infrastructure. These can support education. One of them is the using of teaching material. The limiting of it makes students have one handbook only and learn by using it, so they don’t practice enough on working other math problems. With these problems, researcher is encouraged to develop mathematical module cube and block with a scientific approach for 5th grade elementary school. Type of this research is research and development (R&D) with aim to know that development of mathematical cubes and block module with scientific approach for 5
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Sandstrom, Marlene J., and Antonius H. N. Cillessen. "Likeable versus popular: Distinct implications for adolescent adjustment." International Journal of Behavioral Development 30, no. 4 (2006): 305–14. http://dx.doi.org/10.1177/0165025406072789.

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In the current study, 466 children completed a peer nomination survey assessing both perceived and sociometric popularity at the end of the 5th grade. Measures of behavior problems were assessed through a composite of peer-, teacher- and self-reports at the end of the 8th grade. Examination of the unique concurrent associations of each popularity type with peer nominated social characteristics in 5th grade demonstrated that sociometric popularity was positively associated with prosocial behavior and inclusive behavior, while perceived popularity was positively associated with overt and relatio
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Espelage, Dorothy L., Jun Sung Hong, Mrinalini A. Rao, and Robert Thornberg. "Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States." Violence and Victims 30, no. 3 (2015): 470–87. http://dx.doi.org/10.1891/0886-6708.vv-d-14-00046.

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This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisf
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Randa, Grace Anafree, Sri Tiatri, and Heni Mularsih. "PENTINGNYA PERAN GURU TERHADAP KETERLIBATAN SISWA SD X KELAS 5 PADA PELAJARAN BAHASA MANDARIN DI JAKARTA BARAT." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 3, no. 2 (2019): 532. http://dx.doi.org/10.24912/jmishumsen.v3i2.3601.2019.

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Fenomena yang terjadi pada siswa kelas 5 SD X bahwa hasil akademik siswa, khususnya pada Pelajaran Bahasa Mandarin, tidak memuaskan. Salah satu penyumbang utama dalam kesuksesan akademik di lintas tingkat pendidikan adalah keterlibatan. Keterlibatan sangat menarik diteliti karena terbukti bahwa hal itu mudah dibentuk dan responsif terhadap perubahan praktik sekolah dan guru. Penelitian terdahulu menunjukkan bahwa keterlibatan guru berperan terhadap keterlibatan siswa. Penelitian lain juga menyatakan bahwa kompetensi budaya guru juga berperan terhadap keterlibatan siswa. Namun, belum ada peneli
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Ahsinunnikmah, Ahsinunnikmah. "Mind Mapping sebagai Model Pembelajaran IPS Kelas V SD Muhammadiyah 16 Materi Peristiwa Detik-Detik Proklamasi." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 14, no. 1 (2020): 71–74. http://dx.doi.org/10.26877/mpp.v14i1.5700.

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Social Studies which contains many memorizing material, specially about events toward Indonesian Proclamation, makes learning outcome in 5th grade SD Muhammadiyah 16 Semarang low. Teacher need to search learning model that match with Social Studies characteristic. Mind mapping model was considered can apply and increase learning outcome social studies. Method in this research using experiment. Researcher teachs students twice, with conventional model and with mind mapping model. Then compare the learning outcome. The result of this research is show that mind mapping model can increase social s
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Handayani, Ratnawati, and Yulia Maftuhah Hidayati. "IMPLEMENTASI MODEL CONCEPT ATTAINMENT UNTUK MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH." Profesi Pendidikan Dasar 7, no. 2 (2020): 171–83. http://dx.doi.org/10.23917/ppd.v7i2.12053.

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This study aims to describe the implementation of concept attainment model in developing math problem solving skills of 5th grade elementary school students. This study used a qualitative approach with a phenomological research design. The subjects in this study were 2 students and 1 teacher of 5th grade of SD Negeri Newung 2 Elementary School (SDN Newung 2), Sukodono, Indonesia. The data technique used tests and interviews with students and teachers. The data validity used source and method triangulation. Data analysis used three stages, namely (1) data reduction, (2) data presentation, (3) d
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Pfanner, Nasy Inthisone. "Teacher Corrective Oral Feedback in the Classroom." Journal of Language and Education 1, no. 2 (2015): 46–55. http://dx.doi.org/10.17323/2411-7390-2015-1-2-46-55.

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The article reports on a study of teacher corrective oral feedback in Iris Becker Elementary School, a public school serving pupils from kindergarten-5th grade in Dearborn, Michigan. Some researchers claim that teacher corrective oral feedback is beneficial to L2 learning while others discard its merit. This study is an attempt to explore this topic further with young learners. The method used in the study included one classroom observation. The participants included one mainstream classroom teacher and about 25 students. The results show high teacher corrective oral feedback.
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DEMİRBULAK, Dilara, and SİMGE KAMBUR. "An Evaluation of 5th Grade Intensive English Language Curriculum in Terms of Teacher Opinions." International Journal of Languages Education 9.2, no. 9.2 (2021): 323–43. http://dx.doi.org/10.29228/ijlet.51036.

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Dissertations / Theses on the topic "5th grade teacher"

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Kakas, Karen Marie. "The effects of teacher feedback and peer interaction on 5th grade students' drawing performance /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265143146095.

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Bashara, Dana Marie. "The relationship between teacher Levels of Technology Integration (LoTi) on 3rd-5th Grade Students on the Texas Assessment of Knowledge and Skills (TAKS) scores at Alamo Heights Independent School District, San Antonio, Texas." Texas A&M University, 2008. http://hdl.handle.net/1969.1/86020.

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The purpose of this study was to examine Levels of Technology Implementation (LoTi) teacher self-ratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The study assessed the relationship between LoTi ratings and TAKS scores of 3rd, 4th, and 5th grade students as reported in student records at Alamo Heights Independent School District (AHISD), San Antonio, Texas. The study determined the degree to which teacher LoTi ratings were a predictor of success on TAKS exam scores as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. In addition, t
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Luce, Catherine. "Les enseignants de fin de cycle élémentaire face à la grande difficulté scolaire : enjeux psychiques et influences culturelles." Phd thesis, Université René Descartes - Paris V, 2014. http://tel.archives-ouvertes.fr/tel-00956728.

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Cette recherche veut comprendre les enjeux psychiques liés à la confrontation de l'enseignant de fin de cycle élémentaire, dans une période charnière avant le collège, avec les élèves considérés en grande difficulté, selon les normes institutionnelles. La problématique prend sa source dans les différentes expériences professionnelles de l'auteur en France hexagonale et ultramarine. La démarche de recherche clinique à orientation psychanalytique permet d'appréhender les mouvements psychiques conscients et inconscients mobilisés dans la " personnalité professionnelle " de chaque enseignant. Sept
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Ozgur, Birikim. "Perceptions Of 4th And 5th Grade Primary School Students And Their Teachers On Constructivist Learning Environments In Science And Technology Courses." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610067/index.pdf.

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The purpose of this study was to investigate the extent to which Constructivist Learning Environment (CLE) aspects exist in primary level 4th and 5th grade Science and Technology Courses in Turkey as perceived by students and their teachers. Secondly, the study aimed at finding out whether perceptions of students on CLE differ according to certain demographic variables. Finally, the study attempted to explore the extent to which the perceptions of teachers on administrative support have a relationship with their perceptions on CLE. Subjects of the study involved 1143 primary level 4th and 5th
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Saeki, Tomomi. "5th and 8th grade pupils' and teachers' perceptions of the relationships between teaching methods, classroom ethos and positive affective attitudes towards learning mathematics in Japan." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10006641/.

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This study investigates teachers' and pupils' perceptions of pupils' enjoyment, motivation, sense of security and sense of progress in mathematics learning in relation to their perceptions of eight teaching methods in mathematics classes at 5th and 8th grade in Japanese schools in Tokyo. This study explores whether the attempts of the education ministry of Japan in its educational reforms of 2002 which suggests the deployment of a more varied range of teaching methods in mathematics classes will satisfy pupils' individual learning style preferences and improve their attitudes towards learning
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Jones, Gregory A. (Gregory Alan) 1960. "The Relationship between Level of Implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278954/.

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This study examined the relationship between levels of implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores with the effects of race of students accounted for. Secondary areas of interest were the relationship between LEAP mathematics scores with the effects of race of students accounted for and the teacher characteristics of years experience and educational attainment and of the relationship between level of implementation of the Standards and teacher characteristics. The popul
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Deu, Marcia Eleane Braghini Deus. "As relações entre professores dos ciclos I e II do ensino fundamental." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/10571.

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Made available in DSpace on 2016-04-27T16:33:18Z (GMT). No. of bitstreams: 1 MARCIA ELEANE BRAGHINI DEUS DEU.pdf: 944858 bytes, checksum: 1e64657a019d266c5ed1bb4b8a0670fe (MD5) Previous issue date: 2007-02-28<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study answers the following question: What are the elements which characterize the relationships among the teachers of both cycles of the primary school (1st to 4th grades and 5th to 8th grades), in those teachers view, and how does this relationship interfere in the construction of their identities? The objective o
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Jen, Cheng Hsiu, and 鄭秀真. "Students’ Diaries Acted as a Mirror: Self-Exploration of a 5th-to-6th-Grade Homeroom Teacher." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/97930379385520933156.

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碩士<br>國立中正大學<br>教學專業發展數位學習碩士在職專班<br>102<br>ABSTRACT The research was conducted by a fifth to sixth grade homeroom teacher who had been teaching diary writing for more than a decade in her class. The researcher intended to explore herself via reading the messages conveyed in the diaries that her students kept in class. It was hoped that the diaries could work as a mirror through which the researcher could retrospect herself and notice what she has ignored. The researcher intended to move a step further to explore what the messages in the diary reveal and what role a teacher should play in t
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Wu, Shu-chih, and 吳淑智. "A Case Study on the Classroom Management of the 5th and 6th Grade Teacher in a Primary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/8d3ruv.

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碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>97<br>This study is aimed to investigate the problems dealt with in the classroom management of the 5th and 6th grades and its corresponding strategies. This case study is on a senior teacher in an elementary school. The analysis methods are conducted by the qualitative research, in-depth interviews, non-participant observations as well as the analysis of documents. The discussion topics are focused on how the senior teacher effectively develops his classroom management strategies in the aspect of his class affairs, class teaching, class environment, class rules, c
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Ok, Min Wook. "Effects of explicit, strategic teacher directed instruction with iPad application practice on the multiplication fact performance of 5th grade students with learning disabilities." Thesis, 2014. http://hdl.handle.net/2152/24766.

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It is critical that students develop computational skills with basic facts to attain more advanced mathematical skills (e.g., algebra and fractions). A limited ability in accuracy and fluency with basic facts by students with learning disabilities (LD) who have Individualized Education Program (IEP) goals in mathematics can hinder their performance with more advanced mathematical skills. Thus, it is imperative to provide effective instruction to help students with LD to improve their basic fact skills. Explicit, strategic instruction has been highly recommended as an effective method for helpi
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Books on the topic "5th grade teacher"

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Purple Teacher Book (5th Grade). 2nd ed. Common Sense Press (Melrose, FL), 1997.

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Publications, Alpha Omega. Lifepac Bible 5th Grade: For Student and Teacher (Lifepac). Alpha Omega Publications (AZ), 1998.

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Kakas, Karen Marie. The effects of teacher feedback and peer interaction on 5th grade students' drawing performance. 1987.

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Show What You Know on the 5th Grade FCAT, Parent/Teacher Edition, Second Edition. Show What You Know® Publishing, 2003.

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What Every 5th Grade Teacher Needs to Know About Setting Up and Running a Classroom. Center for Responsive Schools, Inc., 2011.

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Journal, Ancient. One Where We Teach 5th Grade: Teacher Lesson Planner & Academic Organizer Notebook with Teacher Planner Quotes/ 150 High-Quality Pages with Carefully Craft Teacher Planner Book Teacher Planner Gift. Independently Published, 2019.

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notebook, coworkers and office Humor journal. Best 5th Grade Teacher Ever : Funny Office Lined Notebook: Journal Notebook Gifts for Coworkers, Bosses, Businesswomen, Family, Friends. Independently Published, 2020.

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Publishing, Funny Graduation Gift. Behind You, All Your Memories. Before You, All Your Dreams : 5th Grade Graduation Gifts for Grade Teacher Student , 5th Grade Gifts for Students Journal with Quote: Lined Notebook / Journal Gift, 120 Pages , 6X9, Soft Cover, Matte Fish. Independently Published, 2020.

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RobustCreative and MagicTeacher. Unicorn Teacher: 5th Fifth Grade Teacher Besties Teacher's Day Best Friend Composition Notebook Lightly Lined Pages Daily Journal Blank Diary Notepad ... dance in class is best with BFF 8.5x11. Independently published, 2019.

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Marsh, Carole. Ohio 5th Grade Teachers Resource. Gallopade International, 2004.

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Book chapters on the topic "5th grade teacher"

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Belmont, Sarita, and Christine Woodcock. "Case Study of Urban 4th/5th Grade Teachers and Students Engaged With E-Texts." In Next Generation Digital Tools and Applications for Teaching and Learning Enhancement. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1770-3.ch005.

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This qualitative action research project follows a case study format as a means of studying the effect of explicit student and teacher training in specific reading strategies designed for reading with e-texts. Teachers in the current study were trained in an instructional approach that took full advantage of e-text features, which complemented, and did not supplant, their existing literacy instructional methods. Results indicate that students exhibited an enhanced form of agency, consistently seeing new approaches in taking advantage of the e-text features, and regularly taking steps to independently enhance their literacy learning and share it with peers. Interviews with teachers and students indicated a discernable increase in access when using e-texts. There was an increased desire to use the e-texts in an engaged and sustained manner in the current study. The authors share strategic and tangible instructional approaches. Further, they address particular focus on participants' growing agency, access via critical literacy, and ways to sustain increased motivation and engagement.
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Rice, Margaret L., Deborah Camp, Karen Darroch, and Ashley FitzGerald. "Planning and Implementation of a Small-Scale 1-to-1 Pilot Program for Using E-Readers in Elementary School Classrooms." In Cases on Educational Technology Planning, Design, and Implementation. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4237-9.ch002.

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A P-12 school district implemented a pilot program providing e-readers to 45 students in a 4th and a 5th grade class. The school district administrators’ goal was to determine whether it would be feasible for the district to provide technological devices to individual district students for use at school and home, beginning with a small pilot. If the pilot proved successful, the devices would be provided to additional students throughout the district. The first step was the selection of the devices. After conducting research, the Nook from Barnes &amp; Noble was selected. Issues to be addressed included inappropriate use of Nooks by students and parents, teachers’ and students’ learning the nuances of the devices, dropped network connections, students’ forgetting to bring Nooks to school, and unrealistic parent expectations for teacher use. This chapter informs readers of successes, problems, and lessons learned from the planning and implementation of the pilot program.
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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "What Do We Know About Student Transition?" In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0006.

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Understanding how changing schools affects children can help educators in their efforts to create welcoming and supportive school environments. It is also important to be aware of the different types of transitions a student may experience between prekindergarten and high school. While the purpose of this book is to highlight the different ways educators can support children and families changing schools, it’s still important to look at the many reasons why they are changing. School moves are commonly classified as one of two types: structural or nonstructural. Structural changes occur when students are required to switch schools because of the distinct features of or changes within the education system. The most common example of a structural change is promotional, such as when a child finishes 5th grade and goes to a new school for 6th grade. These promotional moves are typically viewed as transitions rather than school moves. The development of new schools to address overcrowding, the rezoning of school boundaries, or the closing of low- performing schools are other examples of structural changes. While students and parents might not always feel positive about a structural move, a student tends to move with peers when these changes happen and thus is not considered a “new student.” Nonstructural mobility, on the other hand, is any school change that is not created by the features of the school system and can be the result of a multitude of life circumstances. These can include a parent’s new job, a divorce, a change in custody or foster family for a child, the result of a disciplinary action at a school, or a conflict with a teacher or another student. Students may also switch schools because they— or their parents— are seeking a specific type of academic program, such as a magnet program or a charter school. According to Dr. Russell Rumberger at the University of California Santa Barbara, 60% of students nationally make unscheduled school changes at some point between kindergarten and 12th grade. A smaller proportion of students experience many more of these changes. The scientific literature shows that both promotional and nonpromotional changes may create challenges.
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Allen-Handy, Ayana, Valerie Ifill, Raja Y. Schaar, Michelle Rogers, and Monique Woodard. "Black Girls STEAMing Through Dance." In Challenges and Opportunities for Transforming From STEM to STEAM Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2517-3.ch008.

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Black Girls STEAMing through Dance (BGSD) leverages a transdisciplinary partnership among four Black women professors in urban education, dance, industrial/product design, and computing to engage Black girls in a STEAM-infused program to inspire STEAM literacies, STEAM identities, and positive self-concept. BGSD is in its third year of existence and operates across several contexts, including an after-school program for 7- to 12-year-old Black girls, a co-curricular mini course program for 5th and 6th grade girls, and a professional development course for teachers. This chapter highlights how the program was developed and how the use of dance to integrate STEAM is a promising platform to encourage engaged STEAM participation amongst underrepresented Black girls.
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Shanahan, Lynn E., Mary B. McVee, and Nancy M. Bailey. "Multimodality in Action." In Exploring Multimodal Composition and Digital Writing. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch003.

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In this chapter, the authors present two classroom portraits of a 5th and 9th grade classrooms as activity systems where teachers and learners are engaged in multimodal composing. In their analysis, they are most interested in how principles of design, affordances of modes, and multimodality become internalized as psychological tools that shape learning in the context of activity. The authors ask two research questions: What are the mediational artifacts (both ideal and material) in these activity settings? What does this reveal about multimodality as a socially situated process? Conclusions drawn from the two different cases lead the authors to suggest that multimodality must be carefully understood as part of an activity system.
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Astor, Ron, and Rami Benbenishty. "Examples of Monitoring." In Mapping and Monitoring Bullying and Violence. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190847067.003.0006.

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This guidebook is inspired by 20 years of collaborative work to improve school climate and student well- being. Working with government leaders, district administrators, and school personnel in the United States and abroad, the authors have extensive experience in designing and implementing monitoring systems that fit local needs and in showing how results can be used to improve schools. These various monitoring models already in use can help education policymakers and administrators gain a better understanding of how these systems can empower schools and guide decisions about programs and interventions. The overarching message of this guidebook is that methods of monitoring should be well integrated into the process of leading a school, just as academic assessment is. Viewed together, both academic and nonacademic data can provide the information that school leaders need to create safer, more successful schools. The California School Climate, Health, and Learning Survey is a comprehensive set of surveys that includes the: . . . California Healthy Kids Survey (CHKS) California School Climate Survey for staff (CSS) California School Parent Survey (CSPS) . . . The CHKS is a youth risk and resilience survey given to students in the 5th, 7th, 9th, and 11th grades. The survey gathers feedback from students on issues such as school connectedness, safety, violence and victimization, substance use, and physical and mental health. There is a core survey that covers all of those topics to some extent as well as supplemental modules that ask more detailed questions on specific topics. The CSSS is for teachers, administrators, and all other school staff (e.g., secretaries, security guards, bus drivers). It asks about multiple aspects of school climate and needs for professional development. The CSPS focuses on parent perceptions. It asks many questions that parallel those presented to students and staff. In addition, parents describe how they perceive the ways that the school engages and involves them in the school.
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Conference papers on the topic "5th grade teacher"

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Utaminingsih, Sri, and Muslimin Ibrahim. "The Development of Textbook Based Approach To Teach Scientific Literacy At 5th Grade." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.43.

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"Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4327.

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Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-
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Horasirt, Yupaporn, and Chokchai Yuenyong. "Grade 1 to 6 Thai students’ existing ideas about light: Across-age study." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019552.

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Martinez-Borreguero, Guadalupe, Javier Maestre-Jiménez, Milagros Mateos-Núñez, Francisco Luis Naranjo-Correa, and Jesús Maestre. "IMPLEMENTATION OF STEM EXPERIENCES TO TEACH CONCEPTS ABOUT FORCES AND MOVEMENT IN 5TH GRADE: COGNITIVE AND EMOTIONAL PERSPECTIVE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1327.

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Genovia, Jerson A., April Rose C. Eslit, Agnes Lera G. Tamse, and Manuel B. Barquilla. "Development of a WebQuest as instructional material in teaching biodiversity for grade 8 learners." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019510.

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Chitnork, Amporn, and Chokchai Yuenyong. "Grade 10 Thai students’ scientific argumentation in learning about electric field through science, technology, and society (STS) approach." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019504.

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Tungsombatsanti, A., K. Ponkham, and T. Somtoa. "The results of STEM education methods in physics at the 11th grade level: Light and visual equipment lesson." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019544.

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Buaraphan, Khajornsak. "The prior conceptions about force and motion held by grade 8 students in educational opportunity expansion schools of Thailand." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019497.

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Pantongkam, Monta, Sompratana Wongboonnak, and Pinit Khumwong. "Teaching ecosystem and environment and its effect on the environmental consciousness of grade 9 students: A preliminary self study." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019524.

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Luengam, Piyanuch, Jiraporn Tupsai, and Chokchai Yuenyong. "Grade 7 students’ normative decision making in science learning about global warming through science technology and society (STS) approach." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019550.

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