Relevant bibliographies by topics / Elementary school teachers Science teachers Science

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

Academic literature on the topic 'Elementary school teachers Science teachers Science'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Elementary school teachers Science teachers Science"

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Budiastra, A. A. Ketut, Susy Puspitasari, Iwan Wicaksono, and Nia Erlina. "Study of The Local Wisdom Curriculum of Geopark Belitung to Support Local Cultural Values in Context of Natural Science Learning for Elementary School." Advances in Social Sciences Research Journal 8, no. 5 (June 8, 2021): 692–706. http://dx.doi.org/10.14738/assrj.85.10280.

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In this article, the respondent's opinion is discussed about the effectiveness of the model of integrating local cultural values of the Belitung Geopark in learning science in elementary schools. The research design refers to research and development design (R&D) includes four stages of activity. However, this study discusses the results of a preliminary study on the content of the local cultural values of the Belitung Geopark in science learning in elementary schools. The population of this research is the teachers of elementary schools Dendang District and Simpang Pesak District, East Belitung Regency. The sample was selected by purposive sampling, namely 34 elementary school teachers and as many as 152 elementary school students in grade IV, grade V, and grade VI. The instruments used in the data collection process included questionnaires, interview guidelines, observation sheets, and student learning outcomes tests. The teacher's ability to plan to learn is measured using the teacher ability assessment tool (TAAT) I format. Meanwhile, the teacher's ability to teach is measured using the (TAAT) II format. From the results of this study, it concluded that (1) Implementation of the Geopark local wisdom curriculum is effective in improving student geopark learning outcomes in science learning in elementary schools; (2) The characteristics of science learning that are integrated with Geopark content can be implemented by the teacher; (3) The model of integrating local cultural values of the Belitung Geopark in learning science in elementary schools can realize the concept of science is fun in elementary school.
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Noviani, Elisabeth Pratidhina Founda, Herwinarso Herwinarso, Jane Koswojo, and Hady Sutris Winarlim. "Pendampingan Pengembangan Media Pembelajaran Sains Sekolah Dasar untuk Para Guru." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 3, no. 2 (October 20, 2019): 139. http://dx.doi.org/10.30734/j-abdipamas.v3i2.630.

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A program to train Elementary School teacher in developing science learning media has been conducted in Dapena Elementary School and St Theresia II Catholic Elementary School, Surabaya. The training aims to improve teachers’ skills on making science learning media and teachers’ understanding on science concepts. In this training, teachers have made science learning media on the themes of air, electricity, and energy. According to pre- and post-test result analysis, teachers gain knowledge on scientific approach learning and science concept related to air, electricity, and energy themes. The calculated gain of average can be categorized as medium gain. In addition, according to the evaluation by participants, the program has been conducted very well.
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Ferreira, Maria Madalena. "The Impact of a Professional Development Program on Elementary Teachers’ Science Knowledge and Pedagogical Skills." Journal of Educational Issues 1, no. 1 (May 19, 2015): 36. http://dx.doi.org/10.5296/jei.v1i1.7316.

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<p>Teacher professional development plays an important role in a teacher’s growth and every year school districts spend a large portion of their budgets in professional development activities. However, as districts face increasing budget cuts, funds for professional development compete against other district priorities. As a result, partnerships between school districts and teacher training institutions can play an important role in supplying school districts with professional development activities to fit their teachers’ needs. This article describes a partnership between a school district and a local university to provide over 100 hours of professional development to 30 elementary school teachers. Results from the evaluation of the program indicate that the program had a significant impact on participating teachers’ perceptions of their science knowledge and pedagogical skills.<strong></strong></p>
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Agustina, Maya, and Havea Juliar Apko. "Kompetensi Guru: Metode Praktik dalam Pembelajaran IPA." At- Tarbawi 8, no. 1 (June 20, 2021): 55–70. http://dx.doi.org/10.32505/tarbawi.v13i1.2741.

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This study aims to determine the science teacher of elementary school perceptions in learning science with practical methods. Research carried out by the method blending, mixing qualitative and quantitative. The subjects of the study were Science Teacher and head of MIN (elementary school) Aceh Jaya District. The instrument used was in the form of a teacher’s perception questionnaire which was arranged based on a Likert scale and a list of interview questions. The results showed that the perception of teachers in “very good” category was 92% and the remaining 8% were in the “quite good” category. The result of the interviews showed that the teachers of MIN (elementary school) already understood the importance of learning science with practical methods, but the inadequate facilities and infrastructure caused practicum in science teaching to be rarely carried out.
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Thornton, Susan Fell. "Physical science for elementary school teachers." Journal of Chemical Education 67, no. 6 (June 1990): 540. http://dx.doi.org/10.1021/ed067p540.2.

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Desstya, Anatri, Fitri April Yanti, and Anip Dwi Saputro. "Miskonsepsi guru sekolah dasar pada konsep bunyi." AL-ASASIYYA: Journal Of Basic Education 4, no. 2 (February 14, 2020): 13. http://dx.doi.org/10.24269/ajbe.v4i2.2342.

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Elementary school teachers are one of the sources of student’s misconceptions, so their understanding needs to be identified. However, the process of identifying the understanding of the concept of science is still small and only on certain materia. This study was aimed to investigate elementary school teacher's understanding of sound concepts. This study uses a qualitative approach with descriptive type. The research data are sourced from elementary school teachers' answers to questions about the concept of high and low sounds, in the form of a teacher's justification for the statement of questions presented along with the discussion. The population was all grade 4 elementary school teachers in Surakarta (120 teacher), the sample of 30 teachers from public and private elementary schools, the status accreditation A and B, with a purposive random sampling technique. The sample taken consisted of teachers in the age range of 30 to 60 years, 11 male teachers and 19 female teachers, and 50% were certified educators. Data collection techniques are carried out by providing diagnostic tests of misconceptions on the subject of the concept of high and low sounds. Data analysis technique refers to the category of concept understanding formulated by Tuysuz (2009), which is understanding, misconception, not understanding, and guessing. The results showed that in understanding the concept of high and low sounds 1.11% of teachers understood the concept well, 71.11% of teachers did not understand the concept, 26.67% of teachers experienced misconceptions, and 1.11% of teachers guessed.
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Oppenheimer, S. B. "Mentors for Elementary School Teachers." Science 330, no. 6006 (November 11, 2010): 913. http://dx.doi.org/10.1126/science.330.6006.913-b.

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Wiryanto, Tri, Sunardi Sunardi, and Joko Yuwono. "The Analysis of Teacher’s Needs toward Science Learning for Elementary Students with Mild Mental Retardation." International Journal of Multicultural and Multireligious Understanding 8, no. 9 (September 4, 2021): 54. http://dx.doi.org/10.18415/ijmmu.v8i9.2924.

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Learning media is one of the important things in the child's learning process. The purpose of this study is to determine the teacher's needs of learning media for children with special needs with mild mental retardation in science learning. This research technique uses a qualitative descriptive research method by conducting a needs analysis. The research subject is a teacher at a special school who teaches mild mental retardation. The results showed that the used learning media were not varied. Based on the explanation above, the development of media really needs to be conducted by the teacher. The conclusion of this study found that the learning media used by teachers in science learning still needs to be developed.
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Budiastra, A. A. Ketut, Nia Erlina, and Iwan Wicaksono. "The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools." Advances in Social Sciences Research Journal 6, no. 9 (September 30, 2019): 355–66. http://dx.doi.org/10.14738/assrj.610.7133.

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Teachers need to develop their professionalism in teaching to achieve 21st century learning competencies. The role of the teacher is not only to provide information but also to assess the learning process and outcomes comprehensively and in an integrated manner. This study aimed to describe the factors that support the readiness of teachers to carry out assessments in inquiry-based science in elementary schools. Respondents in this study were 87 elementary school teachers who were 87 students spread across four regions of the UT Regional Office namely Pangkalpinang, Jakarta, Denpasar, and Kupang. These four regions of the UT Regional Office were chosen as a representation of the regions of West, Central and East Indonesia. From this sample, teachers were examined to see their readiness to compose a lesson plan and carry out an inquiry assessment. Next, teachers filled in the response sheet to find out their readiness to carry out an inquiry assessment in science learning in elementary schools. Teaching inquiry-based science required teachers to spend more time preparing lesson plans to prepare tools and learning materials. Factors which supported the readiness of teachers to measure the inquiry-based science learning process in elementary schools, including their sufficient capacity to develop lesson plans which were oriented to the inquiry process, peer support and teachers’ working group. Some efforts were done to overcome obstacles namely developing the ability to assess the mastery of science concepts through inquiry-based learning processes in elementary schools, utilizing teachers’ working group (TWG) and the support of school principals/assessors to make relevant assessment tools.
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Khalili, Khalil Y. "Public Health Knowledge Levels of Different Types of Jordanian Teachers." International Quarterly of Community Health Education 7, no. 4 (January 1987): 307–18. http://dx.doi.org/10.2190/3x9h-9t0k-nam2-3bh2.

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This study examines the level of health knowledge of specific categories of Jordanian teachers to see which category is competent enough to teach health as a separate school subject. The Health Awareness Test (HAT) was administered to 670 teachers of whom there were seventy-four science teachers at the compulsory stage, 139 Arabic language teachers at the upper elementary stage, 342 elementary grades teachers, thirty-four high school physics teachers, thirty-three high school chemistry teachers, and forty-eight high school biology teachers. The data analysis revealed that of the target groups, only female teachers of biology, chemistry, and physics and male teachers of biology, reached the acceptable level in knowledge about health as measured by HAT. Sex as well as specialization (the subject the teacher teaches) differences were found to be significant favoring female over male and biology teachers followed by chemistry teachers over the rest of the groups. The interaction between sex and specialization was not significant The implications of the above results for curriculum planning are discussed.
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Dissertations / Theses on the topic "Elementary school teachers Science teachers Science"

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So, Wing-mui Winnie. "Teacher thinking : a comparison of science elective and non-science elective primary school teachers /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595927.

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So, Wing-mui Winnie, and 蘇詠梅. "Teacher thinking: a comparison of science elective and non-science elective primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958941.

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Logerwell, Mollianne G. "The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4592.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 147. Thesis director: Gary Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 137-146). Also issued in print.
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Foley, Jean Ann. "Elementary school teachers who teach science an exploratory study of their views on science as influenced by biography and audience /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9222148.

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Wilms, Carl E. "How Elementary School Teachers Teach Science: Using Nature of Science to Understand Elementary Teachers's Science Identities and Teaching Practices - A Case Study." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406618458.

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Bulunuz, Nermin. "Understanding of earth and space science concepts strategies for concept building in elementary teacher preparation /." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11272006-142026/.

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Thesis (Ph.D.)--Georgia State University, 2006.
Title from title screen. Olga S. Jarrett, committee chair; Barbara Meyers, Geeta Verma, Susan Swars, committee members. Electronic text (235 p.) : digital, PDF file. Description based on contents viewed May 14, 2007. Includes bibliographical references (p. 185-204).
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Adibelli, Elif. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.

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The main purpose of this study was to determine preservice science teachers&rsquo
(PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled &ldquo
Laboratory Applications in Science and Environmental Education&rdquo
in the fall semester of 2008-2009 at a public university, in Ankara. The major data of this study was collected by using a semi-structured interview protocol, developed by Schommer-Aikins (2008). The data of this study were analyzed through descriptive statistics and Miles and Huberman approach (1994). The data analyses of this study were presented along with five dimensions of epistemological beliefs. The analysis of omniscient authority indicated that the PSTs less trust in environmental experts&rsquo
opinions, give more importance to informal education in the acquisition of environmental knowledge, and believe that environmental knowledge is justified more on the basis of direct observation. The analysis of stability of knowledge revealed that the PSTs conceived of environmental knowledge as more uncertain. The analysis of structure of knowledge pointed out that the PSTs consider environmental knowledge as more complex. The analysis of control of learning revealed that the PSTs believe that the large percentage of ability to learn can be acquired after the birth more in environment. The analysis of speed of learning indicated that the PSTs believe that much of learning takes less time in the domain of environment. This study provided evidence that epistemological beliefs are multidimensional and domain-specific. Moreover, this study highlighted that the nature of environmental knowledge and learning are also an important issue to be addressed in environmental education.
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Meier, Lori. "THE EFFECT OF SCHOOL CULTURE ON SCIENCE EDUCATION AT AN ELEMENTARY SCHOOL: AN ETHNOGRAPHIC CASE STUDY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3666.

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This ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, school-wide activities, and collected artifacts and documents. Data were analyzed using a theoretical framework that emphasizes that culture cannot be reduced to beliefs, values, practices, materials or problems, but rather each aspect of culture is interdependent and mutually reinforcing. The main finding suggests that the school's culture is organized to accomplish other curricular goals than effective science education. Science is rarely taught by most teachers and rarely taught well when it is. While the teachers know the rhetoric of effective science education and value it enough to not dismiss it entirely, most value it less than most other subjects and they are not proficient with science instruction and materials. This study builds upon the literature by reiterating that school culture plays a central role in elementary science education, but adds to that literature by emphasizing that culture cannot be reduced to one or a few factors and must be seen as an organic whole.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Hauck, Nancy. "Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1343.

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The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas. Science reform has led to more content-specific science standards that are difficult for most elementary teachers to address without professional development. Recent studies on improving elementary science instruction suggest the need for professional development to be long term, embedded in teaching practice in the classroom, and rooted in research on how children learn science. The researcher examined changes in classroom instruction over a 3-year period of teachers who participated in a professional development program designed to meet the elementary science education reform based on recommendations from the National Research Council’s report, Taking Science to School: Learning and Teaching Science in Grades K-8. The data that were analyzed to determine the effects of the professional development came from classroom observations of two sets of teachers, one of which was the control set (n = 20). The other was the experimental set (n =22). Classroom observations were administered one time each year over 3 years of treatment to determine whether sustained professional development in science impacted teacher practices in the classroom. This study suggested that classroom science instruction did significantly change through sustained professional development intervention. It also suggested that teaching practices improved in the areas of talk and argument, investigation and inquiry, modeling and representations, alignment with science core concepts, and addressing science misconceptions. Furthermore, findings indicated that teachers who received sustained professional development were more likely to have higher overall effective science instruction scores.
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Peled, Anat. "Support for beginning science teachers : developing a support programme for elementary school science teachers during their first years of teaching." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323524.

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Books on the topic "Elementary school teachers Science teachers Science"

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Zeitler, William R. Elementary school science: A perspective for teachers. New York: Longman, 1988.

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Science stories: Science methods for elementary and middle school teachers. 4th ed. Australia: Wadsworth Cengage Learning, 2010.

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Science stories: A science methods book for elementary school teachers. 2nd ed. Boston: Houghton Mifflin, 2002.

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Science stories: Science methods for elementary and middle school teachers. 3rd ed. Boston, MA: Houghton Mifflin, 2005.

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M, Haggerty Sharon, ed. Becoming a secondary school science teacher. Upper Saddle River, N.J: Merrill, 1999.

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Loucks-Horsley, Susan. Developing and supporting teachers for elementary school science education. [Washington, D.C.]: National Center for Improving Science Education, 1989.

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Loucks-Horsley, Susan. Developing and supporting teachers for elementary school science education. Washington, D.C: Educational Resources Information Center, 1989.

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U.S. Dept. of Energy. A hands on science program for elementary school teachers. [Washington, D.C: U.S. Dept. of Energy, 1993.

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Laura, Downey, ed. Your science classroom: Becoming an elementary/middle school science teacher. Thousand Oaks, Calif: SAGE Publications, 2013.

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Potter, Robert L., and Gerry G. Meisels. Science that matters. Dubuque, Iowa: Kendall/Hunt Pub. Co., 2003.

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Book chapters on the topic "Elementary school teachers Science teachers Science"

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Kane, Justine M., and Maria Varelas. "Elementary School Teachers Constructing Teacher-of-Science Identities." In Studying Science Teacher Identity, 177–95. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-379-7_9.

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Kane, Justine M., and Maria Varelas. "Elementary School Teachers Constructing Teacher-of-Science Identities." In Studying Science Teacher Identity, 177–95. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-528-9_9.

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Saari, Erni Marlina, Peter Blanchfield, and Gail Hopkins. "Computational Thinking: A Tool to Motivate Understanding in Elementary School Teachers." In Communications in Computer and Information Science, 348–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29585-5_20.

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Mikkelsen, Bent Egberg, and Collins Momanyi Bosire. "Food, Sustainability, and Science Literacy in One Package? Opportunities and Challenges in Using Aquaponics Among Young People at School, a Danish Perspective." In Aquaponics Food Production Systems, 597–606. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_23.

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AbstractThe call for sustainable food production and consumption has led to an increased interest and new policy measures to support the circular economy and climate-smart farming practices. The merits of aquaponics and closed-loop nutrient cycling systems are increasingly being examined in terms of sustainable productivity in various settings including urban environments. Aquaponics also has the potential to be applied as a learning tool for people of all ages but especially for young people at school. This chapter studies the potential of aquaponics to teach food and science literacy and the use of the technology as an educational tool in primary school. The chapter draws on data from the Growing Blue & Green (GBG) program carried out in cooperation among Aalborg University, Copenhagen, municipal schools and their teachers and a private aquaponic enterprise. The chapter draws on three empirical studies including an exploratory study on the educational opportunities at school, a feasibility study carried out among teachers, as well as the educational Growing Blue & Green (eGBG) study, in which a digital-based regulation component was added. The conclusion is that low-cost versions of aquaponics have considerable potential for supportive learning in elementary school. Preliminary findings furthermore suggest that fitting the setup with easy-to-install intelligent sensors and devices offers the opportunity to provide learning about food, sustainability, and a basic understanding of the control and management of biological systems in one package.
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Hagevik, Rita, Corinne Jordan, and David Wimert. "A Phenomenographic Study of Beginning Elementary Science Teachers’ Conceptions of Sustainability." In Educating Science Teachers for Sustainability, 17–29. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16411-3_2.

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Watters, James J. "Challenges of Elementary Science Teaching." In The Role of Science Teachers’ Beliefs in International Classrooms, 207–25. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_14.

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Novak, Elena, and Sonya Wisdom. "Using 3D Printing in Science for Elementary Teachers." In Active Learning in College Science, 729–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_45.

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Postlethwaite, Keith, and Nigel Skinner. "Educating New Secondary School Physics Teachers." In Designing and Teaching the Secondary Science Methods Course, 171–87. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_10.

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Dana, Nancy Fichtman, and Angela Hooser. "Teachers on the Front Line of Prevention Science." In Prevention Science in School Settings, 89–103. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-3155-2_5.

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Bates, Gareth, Ralph Littler, Morag Findlay, and Saima Salehjee. "Supporting beginning teachers with lesson planning." In Mentoring Science Teachers in the Secondary School, 73–92. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-9.

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Conference papers on the topic "Elementary school teachers Science teachers Science"

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MONIGIR, NORMA, and SOVI MASINAMBOW. "LITERACY ACTIVITY TO ELEMENTARY SCHOOL TEACHERS." In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.81.

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Windyariani, Sistiana, and Rizqia Arsyi Amalia. "Science Literacy in Prospective Elementary School Teachers Through Science Technologu Literacy Learning." In Proceedings of the 4th Progressive and Fun Education International Conference (PFEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/pfeic-19.2019.22.

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Habibi, G., M. Mandasari, K. Rukun, and Hadiyanto Hadiyanto. "E-supervision using web: elementary school teachers’ reaction." In International Conference on Education, Science and Technology. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/tech3230.

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Arief, Darnis. "Material Writing Characterized Narration For Elementary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.140.

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Khulafa, Faris Nur. "Models of Enterpreneurship Education in Elementary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.79.

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Sudarto, Sudarto, and Rosmalah Rosmalah. "Analysis Of Science Humanistic Teaching Skills For Preservice Elementary School Teachers." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2289957.

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Suhartono, Dr. "Modularization of Science Instructional in Elementary School on Fourth Grade at 1st Semester." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.67.

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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-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full potential of the economy of developed countries is not fulfilled. Having students acquire computational thinking skills through formal education may prepare the next generation of world class scientists and attract larger populations to these fields. Future Research: The inclusion of computational thinking as a core scientific practice in the Next Generation Science Standards is an important milestone, but there is still much work to do toward addressing the challenge of CT-Science education to grow a generation of technologically and scientifically savvy individuals. New comprehensive approaches are needed to cope with the complexity of cognitive processes related to CT.
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Suniasih, Ni Wayan, I. Wayan Sujana, and I. Ketut Adnyana Putra. "Building Literate Teachers to Improve Learning Processes in Elementary School." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282135.

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Patho, Khanittha, Chokchai Yuenyong, and Suthida Chamrat. "Elementary school science teachers’ reflection for nature of science: Workshop of NOS explicit and reflective on force and motion learning activity." 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/10.1063/1.5019565.

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Reports on the topic "Elementary school teachers Science teachers Science"

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Gregory P. Wilson, Gregory P. Wilson. The DIG Field School: Hands-On Paleontology Experiences for K-12 Science Teachers. Experiment, March 2013. http://dx.doi.org/10.18258/0158.

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Sneider, C. I., and R. Golden. Proposal to develop guides for high school teachers on Global Systems Science. [Final project report]. Office of Scientific and Technical Information (OSTI), February 1993. http://dx.doi.org/10.2172/6646890.

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Sneider, C. I., and R. Golden. Proposal to develop guides for high school teachers on Global Systems Science. Final project report. Office of Scientific and Technical Information (OSTI), February 1993. http://dx.doi.org/10.2172/10131851.

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Micklos, David A. The Science and Issues of Human DNA Polymorphisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), October 2006. http://dx.doi.org/10.2172/894160.

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David. A Micklos. The Science and Issues of Human DNA Polymoprhisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), October 2006. http://dx.doi.org/10.2172/894163.

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Scannell, Stephen. Next Generation Science Standards and Physics First: A Case Study of High School Teachers' Beliefs and Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6878.

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Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, January 2021. http://dx.doi.org/10.51420/report.2021.1.

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In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we compare results across years. We then discuss the products that were produced by the coaching team to support the implementation of the model. Finally, we provide an overview of next steps for the coaching team in the 2020-2021 school year and beyond.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Kaufman, Donald G. The Teachers' Institute in Hands-On Environmental Science Project. Final report. Summer Workshop, Winton Woods High School, 1994-1995 - 1995-1996. Office of Scientific and Technical Information (OSTI), October 2001. http://dx.doi.org/10.2172/1172382.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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