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Journal articles on the topic 'Primary school science education'
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Çıray Özkara, Funda, and Meral Güven. "Identification of Requirements of Primary School Teacher Candidates for Science Education." Journal of Qualitative Research in Education 6, no. 3 (November 27, 2018): 1–27. http://dx.doi.org/10.14689/issn.2148-2624.1.6c3s8m.
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Ponomariovienė, Jovita. "INTEGRATED SCIENCE EDUCATION IN PRIMARY SCHOOL." Natural Science Education in a Comprehensive School (NSECS) 27, no. 1 (December 25, 2021): 51–57. http://dx.doi.org/10.48127/gu/21.27.51.
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Nowadays teachers always seek for new ways and methods to raise a creative, motivated individual, who is always willing to learn new things. That brings teachers to an ongoing issue – lack of student motivation. Traditional teaching methods became ineffective with the new generation. To them, all the lessons look the same, boring, and plain, and that’s why teachers have to find new methods, activities, tools to motivate the students to be active, to indulge in the activities and keep their focus throughout all of the lesson. One of the ways to motivate the students is integrated education. The main axis of integration could be science education. A variety of school subjects can be integrated with science education, such as Lithuanian language, mathematics, English, etc. This analysis provides some examples of how, by integrating the Lithuanian language and science lessons, students could be taught to write descriptions, to spell prefixes and proper nouns, and verbal tenses. The integration of mathematics and science could serve to teach students the units of measurement and basics of statistics through research, experiments, and measuring activities. Integration of English provides students with an opportunity to learn the scientific concepts not only in Lithuanian, but also in English. In science education lessons, teachers strive to provide students with the basics of competencies, knowledge, and skills needed to get to know themselves and the world around them. By working with the content of several school subjects at the same time, students acquire a holistic approach, while lesson topics are explored in greater depth. Keywords: motivation, integrated education, science education, lessons.
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Lamanauskas, Vincentas. "IMPORTANCE AND NECESSITY OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 1 (March 1, 2009): 4–7. http://dx.doi.org/10.48127/gu-nse/09.6.04.
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Natural science education (NSE) - one of the most actual fields of activity of a comprehensive school. One of most acute problems of today's education - low interest to natural sciences and especially to chemistry. This problem is actual not only in Lithuania, but also all over the world. Many researches of last years specify necessity of perfection of natural science education at all levels of an education system and especially at a level of a primary school. Acquaintance to natural sciences in a primary school does not meet today's requirements. It is necessary to return teaching of natural sciences in primary schools. The main accent of process of natural science education in a primary school should become a different sort of researches and experiments. The teaching and learning process in primary school level should have strong focus on constructivist learning and the role of social interaction in learning. The teachers should be able to improve motivation for learning through enjoyment and giving children some control of their science activities. The primary goal of natural sciences in an primary school is acquaintance of pupils to world around, formation of a complete picture of the world to all complex interrelations that further, in the basic school, to pass to studying separate subjects of a natural cycle (for example, chemistry, physics, biology). One of many reasons of low interest to chemistry - insufficient attention to a component of chemistry in the content of a primary education. For the period of primary school pupils does not receive the basic initial knowledge in chemistry and research skills. On the other hand, teachers of primary classes are not prepared at a sufficient level in sphere of modern natural science education. We should help children learn more about the chemicals that surround them in their everyday life. Also we should to complete the design of equipment and supporting materials for chemistry at the primary school level. It is obvious, that science remains abstract and alien to young students and they are not attracted to further study. We should try to change such a situation. First of all, a complete system for doing practical work from grade 1 to 4 in science must be carefully designed. Finally, we can note, that encouraging interest in the natural sciences is the priority of education (teaching and learning) process in primary school. Key words: science education, primary school, priority of education.
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Lamanauskas, Vincentas. "PREPAREDNESS OF TEACHERS TO ORGANIZE AND IMPLEMENT SCIENCE EDUCATION IN PRIMARY SCHOOL." Natural Science Education in a Comprehensive School (NSECS) 28, no. 1 (December 1, 2022): 15–22. http://dx.doi.org/10.48127/gu/22.28.15.
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There is no doubt that the purpose of general natural science education is the systemic study and knowledge of the basics of natural sciences and the individual, most general laws of nature. Natural science education as a process is directly aimed at assimilation of experience in the field of natural sciences (formation of the system of natural science knowledge, skills, and abilities). In the process of natural science education, a person's orientation toward nature is developed, taking into account the ideas formed in society about the system of relations between nature and man. Personal qualities based on a value approach to nature and the surrounding world are also formed and developed. Primary science education should be systemic, consistent, and of high quality. In a pilot study conducted in 2018, it was established that primary school teachers’ professional preparedness in the field of natural science education remains relevant. Although teachers tend to demonstrate various experiments, researching is not a dominating activity. Also, a similar situation is observed speaking about the use of technology in the educational process. Teacher preparedness to organise and implement science education in primary school is quite uneven. Thus, the main goal of this study is – to analyse preparedness of primary school teachers to organise and implement science education in primary school according to the main scientific fields and their knowledge (the level of knowledge) in the essential fields of natural sciences. This research study based on a prior conducted pilot study, supplements and expands it. 115 primary school teachers from more than 30 Lithuanian schools participated in the study. All subjects by gender are women. It can be reasonably stated that preparedness of primary school teachers in the field of science education is basically average. Preparedness according to the main fields of natural sciences varies quite widely. The best preparedness is fixed in such areas as environmental protection, healthy lifestyle, ecology, etc. These are the areas that express not only the natural science component but also the component of social education. However, in the fields that express the issues of chemistry and physical sciences, the preparedness, though evaluated as positive, is significantly lower. Teachers’ knowledge in the essential fields of natural sciences is also diverse. Teachers feel knowing environmental protection issues best, but the knowledge in the new fields such as Nanotechnology and Genetic Engineering is extremely low. It is necessary to consistently and systematically develop primary school teachers’ natural science competencies, i.e., the ability to organise research-based learning, practical activities in various educational environments (especially in nature). Subject preparation of primary school teachers in the field of natural sciences and especially strengthening the preparedness of future primary school teachers in the field of natural science education, and the change of study programmes in the aspect of natural science content is an urgent problem. Keywords: natural sciences, primary school, professional preparedness, science education
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Harlen, Wynne. "Primary school science: the foundation of science education." Physics Education 22, no. 1 (January 1, 1987): 56–62. http://dx.doi.org/10.1088/0031-9120/22/1/313.
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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.
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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.
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Kostelníková, Michaela, and Miroslava Ožvoldová. "Remote Experiments in Primary School Science Education." International Journal of Online Engineering (iJOE) 9, no. 5 (September 15, 2013): 45. http://dx.doi.org/10.3991/ijoe.v9i5.2730.
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Abdullah, Norazilawati, Zainun Mustafa, Mahizer Hamzah, Amir Hasan Dawi, Mazlina Che Mustafa, Lilia Halim, Salmiza Saleh, and Che Siti Hajar Aisyah Che Abdul Khalil. "Primary School Science Teachers’ Creativity and Practice in Malaysia." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 346–64. http://dx.doi.org/10.26803/ijlter.20.7.19.
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Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity practice in science teaching was used to collect quantitative data from 409 participants. The qualitative data were analyzed according to the TTCT scoring technique and the quantitative data were analyzed descriptively using Statistical Package for the Social Sciences 26. This study found that, that while overall teacher creativity was low, the teachers perceived that they employed highly creative practices. No difference was found in relation to environment, teaching aids, skills and science process skills of teachers in urban and rural areas. However, teachers in rural areas were more knowledgeable about creativity, while teachers in urban areas were better at practising it. This research provides baseline evidence on current practices in creative pedagogy of science teachers nationwide.
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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION PROCESS IN PRIMARY SCHOOL: ORGANISATION AND IMPROVEMENT ASPECTS." Natural Science Education in a Comprehensive School (NSECS) 24, no. 1 (April 15, 2018): 24–32. http://dx.doi.org/10.48127/gu/18.24.24.
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Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania. It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school. Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best. The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools. The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index). Respondents consider resources/equipment the most important way of natural science education process improvement. Teacher professional improvement possibilities are considered the least important way of improvement. Lessons based on research (or other educational activities) are not considered a very important way of natural science education improvement. More exhaustive research are necessary in future for analysing primary school teacher natural science competence problems, also seeking to better understand experimental-research activity organisation peculiarities in education process. Keywords: pilot research, primary school, professional improvement, science education.
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Gough, Annette. "Achieving “Sustainability Education” in Primary Schools as a Result of the Victorian Science in Schools Research Project." Australian Journal of Environmental Education 20, no. 2 (2004): 31–40. http://dx.doi.org/10.1017/s0814062600002184.
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AbstractScience education in the Australian primary school curriculum is a relatively rare event. Several studies over the past twenty five years have all reported disappointingly low amounts of science being taught and the reluctance of primary school teachers to make science a priority in their teaching. Similar outcomes have been reported for environmental education. Even though primary aged children are very interested in science and the environment, primary school teachers often struggle to teach science/environmental education because they are not confident and competent in the content, lack curriculum resources and equipment, have inadequate time to prepare, and have difficulty finding a place for science/environmental education in what they perceive as an already overcrowded curriculum. The purpose of this paper is to discuss the experiences of primary schools involved in the Victorian Science in Schools Research Project which was concerned with improving science teaching and learning strategies but which also unexpectedly led to more environmental (“sustainability”) education occurring. The paper will also suggest a curriculum strategy for achieving more widespread acceptance and implementation of “sustainability education” through primary school science curricula.
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Zarina Sye, Sharifah. "Science Education in Primary School Towards Environmental Sustainability." Research Journal of Applied Sciences 6, no. 5 (May 1, 2011): 330–34. http://dx.doi.org/10.3923/rjasci.2011.330.334.
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Woodward, Catherine, and Nicholas Woodward. "Welsh Primary School Leavers’ Perceptions of Science." Research in Science & Technological Education 16, no. 1 (May 1998): 43–52. http://dx.doi.org/10.1080/0263514980160104.
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Kruger, Colin, and Mike Summers. "Primary School Teachers' Understanding of Science Concepts." Journal of Education for Teaching 14, no. 3 (January 1988): 259–65. http://dx.doi.org/10.1080/0260747880140305.
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Kurupınar, Abdulhamit, İbrahim Yüksel, and Hakan Kurt. "Views of Secondary School Science, Pre-school and Primary School Teachers on Science Education with Intelligence Games." International Journal of Education and Literacy Studies 10, no. 1 (February 4, 2022): 48. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.48.
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Science education is important at all educational levels, from pre-school to higher education. For this reason, in this study, it is aimed to determine the views of secondary school science, pre-school and primary school teachers on science education with intelligence games. The research was designed as a qualitative method case study. The study group was formed by random sampling method. Accordingly, a total of 131 teachers took part in the study group in 38 secondary school science, 47 pre-school and 46 primary school teaching branches. Semi-structured interview questions were developed by the researchers and teachers’ opinions were collected online. The data obtained in this way were analyzed by content analysis. As a result of the analysis, six basic themes were reached: definition, education, belief, preference, and problem and solution proposal. Regarding the science education implemented using intelligence games, most of the teachers pointed out that they did not have any education, they regarded these games as an educational tool and that these games contributed to their vocational developments. It has emerged as a solution that games are entertaining, skill-enhancing, interesting and support permanent learning, cost of games and primary school management are problems, associating games with subjects and eliminating the lack of game materials.
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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: SOME SIGNIFICANT POINTS." Journal of Baltic Science Education 21, no. 6 (December 10, 2022): 908–10. http://dx.doi.org/10.33225/jbse/22.21.908.
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The problems of natural science education remain extremely relevant. Over the last two decades, international conferences and symposia dedicated to the study of issues of natural science education have been held in many countries and at various levels. It was especially emphasized that the natural science literacy of society is insufficient, and its relevance will only increase in the 21st century. Early natural science education promotes and develops natural science literacy (Ferreira et al., 2015). In general, various changes have taken place and are taking place in the field of natural science education: the content of education is changing, the search for more effective forms and methods of teaching is taking place, etc., on the other hand, new quality society needs are emerging. There is no doubt that the significance of natural science education for the development of a child’s personality is extremely high.
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Şahin Kalyon, Demet. "THE SCIENCE LEARNING ENVIRONMENT PRIMARY SCHOOL STUDENTS' IMAGINE." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 605–27. http://dx.doi.org/10.33225/jbse/20.19.605.
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This research explored dream science classrooms of primary school third-and fourth-grade students. Research is designed as a case study. The students were first asked to illustrate their dream science classroom and produce a short description of their drawings. Second, they were asked to write their expectations of their teachers, their classmates, and themselves in their science classes. Three hundred and twelve participants were identified using the convenience sampling method. The research evaluated the students’ drawings and descriptions in the first step, and their expectations in the second step. Students, in their drawings, conveyed the following messages: Experiments (lab works) could be used in science education, and different classroom activities and science courses could be done outside the classroom. In addition, they expected their teachers to have them perform more experiments in the classes, to offer them interesting and intriguing knowledge, to encourage them to conduct research and projects, and ask questions. Their expectations of their classmates to follow the classroom rules, to work in collaboration, to share, and to appreciate them so that they can benefit from science classes more efficiently. They expected themselves to be successful in science classes. Keywords: classroom environment, learning environment, science class, science teaching, student drawings.
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Nonte, Sonja, Aidan Clerkin, and Rachel Perkins. "An Examination of Science Achievement and School Compositional Effects in Ireland Using TIMSS Data." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2523–36. http://dx.doi.org/10.12973/eu-jer.11.4.2523.
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<p style="text-align: justify;">Recent educational policy initiatives in Ireland have focused on improving outcomes in reading and mathematics among students, particularly those experiencing educational disadvantage. However, science achievement in Irish primary schools has received much less research attention, especially in the context of educational disadvantage. This article examines science achievement and its relationship to school compositional effects in primary schools at the national level, including school-average indicators of the school context, as well as examining factors associated with science achievement in three distinct categories of schools (those with high, moderate, or minor levels of educational disadvantage). The data are drawn from the Fourth grade Trends in International Mathematics and Science Study (TIMSS) 2015 database for Ireland. Multilevel analyses were implemented in a stepwise manner. Findings suggest the relevance of school contexts with regard to science achievement. Before including school-level contextual variables, students from ‘minor disadvantaged’ schools achieved significantly higher science scores than students from schools with ‘moderate’ or ‘high’ levels of disadvantaged. However, this difference disappears after controlling for predictors at the school level. The findings highlight the importance of the home environment, including early numeracy activities and skills before children start school. Results are discussed with regard to educational policy and educational practice in Ireland.</p>
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Přinosilová, Jana, Erika Mechlová, and Svatava Kubicová. "ICT on four Levels of Inquiry-Based Science Education in Environmental Education." International Journal of Information and Communication Technologies in Education 2, no. 1 (April 1, 2013): 17–32. http://dx.doi.org/10.1515/ijicte-2013-0002.
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Abstract Inquiry in the natural sciences is an often used term. Inquiry-Based Science Education with the support of sophisticated ICT lacking. Inquiry-Based Science Education has clearly defined its four levels, in particular the use of teaching depends on the particular pupils and teachers. This learning strategy can thus rendering the various options and the use of ICT available at the school. The following article's focus is on a selection of specific technologies available and used at a primary school in connection with the different levels of Inquiry-Based Science Education and the extent of its involvement. The paper also describes social elaborated topic of environmental education in the sample worksheet for elementary school pupils.
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Hayes, Dorothy, David Symington, and Marjory Martin. "Drawing during science activity in the primary school." International Journal of Science Education 16, no. 3 (May 1994): 265–77. http://dx.doi.org/10.1080/0950069940160302.
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Hinton, R. A. L. "The observation schedule in primary school science classes." Journal of Education for Teaching 11, no. 3 (October 1985): 290–94. http://dx.doi.org/10.1080/0260747850110306.
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Uluçınar Sağır, Şafak. "THE PRIMARY SCHOOL STUDENTS’ ATTITUDE AND ANXIETY TOWARDS SCIENCE." Journal of Baltic Science Education 11, no. 2 (June 20, 2012): 127–40. http://dx.doi.org/10.33225/jbse/12.11.127.
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In this study, the relationships between the attitudes and anxieties of 6th, 7th and 8th grade students about science have been examined. The data have been gathered from a personal data form, anxiety towards science and attitude towards science questionnaires. The effects of such factors, as obtaining assistance with science and technology from outside the classroom, age, gender, class level, school-type variables have been investigated according to their impact on the attitudes and perceptions of the students towards science, and on their anxiety towards science. It has been found that when the students received science-related assistance, it caused significant differences in their attitudes toward science and related anxieties, yet there was no significant difference in terms of gender. Moreover, school-type and class level affect students' attitudes and anxieties towards science. It is believed that increasing the positive science attitudes of the students and decreasing their anxiety will improve success. Key words: anxiety towards science, attitude towards science, primary school, science education.
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Aslan, Erdal, and Oguz Serin. "Transformation in Primary School Sciences Education in the Transition Process from the Empire to the Republic: Science Education in 1924 Primary School Curriculum." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 587–603. http://dx.doi.org/10.18844/cjes.v15i3.4601.
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Education and training in the first year of the Republic had been kept as it was in the period of Empire with its former structure and content. The educational system and programs could be designed after the “Canon for the Unity of Education and Training” in 1924. The first curriculums of the primary and secondary schools have formed by modification on the latest programs of primary and secondary schools of the Ottoman Empire. The object of the research is to determine what kind of transformation has become on the “science education for primary schools” For this purpose, both the last curriculum program for “Mekatib-i İbtidaiyye” (The primary schools in Ottoman Empire)and the latest curriculum program for “İlk Mektepler” (Primary Schools in the Republic of Turkey) are examined by comparison. It is proved that “science education in primary education” had gone into a transformation after commenting on the findings obtained from the comparison of the programs and assessments in the publications on the history of education. The curriculum for “science education” in the first program which was approved by the Republic of Turkey is given by transliteration to the Latin alphabet The study has a feature that has important contribution for the future researches on “science education” in the Era of the Empire and The Era of the Republic with this aspect.
Keywords: Science Education in Primary Schools, Science Education in the Ottoman Empire, the First Science Curriculum of the Republic, History of the Turkish Education.
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Fernández Cézar, Raquel, and Natalia Solano Pinto. "Attitude towards School Science in Primary Education in Spain." Revista Electrónica de Investigación Educativa 19, no. 4 (October 25, 2017): 112. http://dx.doi.org/10.24320/redie.2017.19.4.1393.
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Este trabajo muestra la actitud hacia las clases de Ciencias Naturales en Primaria. Los resultados se obtuvieron mediante un cuestionario realizado a 183 estudiantes de entre 10 y 12 años. Se ha investigado la asociación de la actitud con relación al sexo, edad, entorno escolar y empleo de experimentos en las clases. Los resultados muestran una actitud positiva; no existe asociación con el sexo o la edad, y sí con el entorno escolar, siendo más positiva en el entorno rural. Entre el subgrupo de estudiantes con actitud más positiva son más numerosas las chicas, no siendo concluyente este resultado por el tamaño muestral. Asimismo, entre los estudiantes y los maestros de primaria existe una percepción diferente sobre “qué es un experimento”, y no se observa que la actitud de los estudiantes se relacione con su percepción sobre la presencia de dichos experimentos en las clases de ciencias.
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Borghi, L., A. De Ambrosis, and C. I. Massara. "Physics Education in Science Training of Primary School Teachers." European Journal of Teacher Education 14, no. 1 (January 1991): 57–63. http://dx.doi.org/10.1080/0261976910140107.
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Lim, Sungman, and Soyoung Yun. "NARRATIVES OF THREE NOVICE IN-SERVICE SCIENCE PRIMARY SCHOOL TEACHERS: THEIR JOURNEY OF ACHIEVING TEACHER AGENCY AND TEACHER BELIEF." Journal of Baltic Science Education 21, no. 6 (December 10, 2022): 1040–51. http://dx.doi.org/10.33225/jbse/22.21.1040.
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This study explores the phenomenon of 'school adaptation of novice primary school teachers' in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a 'narrative' methodology. Narrative inquiry starts with 'researcher's narrative', which begins with the researcher's own story. The participants joined in interviews and submitted their teaching diaries. The participants of this study were three novice in-service teachers who were newly assigned to their primary schools. The research results are as follows. First, the novice primary school teachers achieved teacher agency while adjusting themselves to the school for a year. Second, novice primary school teachers did their best in terms of preparing for their classes in the process of being familiar with their schools’ culture and system. This study highlighted the need for dual support of teaching and administrative tasks for novice primary school teachers. Keywords: designing science lesson, novice teacher, science education, teacher agency, teacher education
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Kapalbek, B. S., and A. M. Kenzhekozhaev. "Akhmet Baitursynov's principles of primary school education." Bulletin of the Karaganda University. Pedagogy series 104, no. 4 (December 29, 2021): 30–36. http://dx.doi.org/10.31489/2021ped4/30-36.
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The article analyzes the position of the teacher of the nation, Akhmet Baitursynov, in primary school education. In the article «Еlementary school» by Akhmet Baitursynov the conclusions and principles were outlined, the concept of the alphabet and the subjects were studied at the initial stage, and were compared with the system of knowledge, provided by the updated program at the modern initial stage. The features and contradictions of the native language and the alphabet were analyzed in Baitursynov’s work. It was indicated that textbooks published before the thirties were developed in accordance with the nature of the language. Akhmet Baitursynov himself taught at the school for fourteen years, on the basis of this experience he wrote a textbook of the alphabet. He was a great reformer who not only enlightened the people, but also created knowledge about what needs to be learned. By this time, forty different alphabets had been published. The «Alphabet» of Akhmet is being used these days. The Kazakh school lost its way a little, dropped the «Alippe» («Alphabet») and «Ana tili» («Mother tongue»), and released the subject «Sauat ashu» (Literacy) (textbook) as part of the updated program. In the first year of school, one needs to learn his native language. The modern native language is a real integrated subject, which in the second grade is divided into literary reading and the Kazakh language. It is wrong to teach it in the second half of the first grade with the Kazakh language of instruction. Today, there are many unnecessary subjects in the first class (self-knowledge, knowledge of the world, natural science, English, Russian). We prove that we integrate the subjects that give the child a real functional education (ABC + native language + Kazakh). The importance of conducting disciplines at the origins only in the Kazakh language is proved. The quality of transmitted functional knowledge in primary subjects in modern schools is analyzed. The ideas of his contemporaries and other scientists about Akhmet Baitursynov are taken as a basis, the viability and suitability of textbooks and methodological manuals published by scientists to the modern education system is proved. It is shown that Akhmet Baitursynov brilliantly analyzed the then situation in the Kazakh steppe, the two systems of education in it, their benefits and harms. Unlike Russian schools, its everyday problems and the fact that the knowledge gained from it in modern language is not functional can be compared with today's.
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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: THE CONTEXT OF SCI-ENTIFIC RESEARCH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 2 (August 15, 2009): 4–11. http://dx.doi.org/10.48127/gu-nse/09.6.04a.
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The patterning, correction and expansion of primary natural science education that is based on ex-haustive research are necessary to perceive the peculiarities of natural science education of the junior pupils aged from 6 to 12. The revision of particular training issues of the junior period (content, methods and forms) is insufficient in order children should become the equal members of society, nation and the world yet in childhood. Foreign scientists carry out a number of different investigations in the field of primary natural science education. In fact, the importance of natural science education is accepted putting emphasis on primary school. In considering the place of the natural sciences in the curriculum of schools, one cannot fail to recog-nize their centrality in the lives and work of those of us living in the industrialized countries around the globe (Shafer, 1996). After 1950 the subsequent positions were more frequent: primary natural science education has to be a creative process, sciences teaching cannot be only nature study. Scrupulous attention is devoted to chemistry issues in primary school. It is underlined that the field should be revised more attentively as the child faces plenty of chemical substances in daily life. The proceeding following moments are worth to be mentioned: • children have a natural sense of wonder and curiosity about their world (Qualter, 1994; Alford, 1997); • exists a distinction between children’s life knowledge and scientific knowledge. The transition from the first to the second is not always automatic or linear (Black, Lucas, 1993); • learning in primary science is most effective when children can interpret their own experience and in-vestigations in scientific terms (Wenham, 1995). It can be concluded that: • one of the burning issues is natural science and technological literacy; • much attention is devoted to broadening children’s cognitive abilities, it is emphasized that the suc-cess of primary natural science education should depend on teaching quality that is given to chil-dren; • a consistent important didactic pattern is stressed – from simple visions to the interpretation, devel-opment, etc. of scientific concepts; • It is sought to examine the impact of the cognitive factors on the success of learning (achievements) as well as that of motivation, teaching methodology, classroom microclimate, a social environment, etc.; • more and more attention is focused on the alteration of natural science education paradigms – from academic science subjects teaching to “science for all”. The most important directions of research are the final goals of natural science education of the present century and the most effective strate-gies of teaching; • primary teachers’ natural science competency is given very close attention. Different approaches are searched for making primary natural science education more effective. Akvileva ir Klepinina (2001, p.3) state that one of the weakest links in the training of primary natural science teachers are limited students’ abilities to transfer theoretic knowledge into practical activities; • natural science education curricula and its planning are very important aspects. Though a curriculum itself does not guarantee the quality of natural science education, it is a suitable instrument for the teacher. Designing of primary natural science education curricula is one of the obligatory compo-nents of the teacher’s competency. The content of the curricula of the main science subjects re-mains problematic. It is clear that the content of primary natural science education should be inte-grated. However, it does not mean that the knowledge of biology, chemistry, and physics is not in-troduced. The question about the balance of the main fields arises. Assessment shows that the knowledge of chemistry is very poor and requires obligatory and exhaustive research in the field. Unusually prominent “biologization” makes pupils’ natural science education poor, lays down pre-conditions to give up on chemistry and physics.
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HLADIUK, TETIANA, and MYKOLA HLADIUK. "THE CONTENT OF THE PRIMARY SCIENCE EDUCATION IN THE CONTEXT OF TIMSS INTERNATIONAL STUDY PROGRAM REQUIREMENTS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (January 11, 2023): 98–106. http://dx.doi.org/10.25128/2415-3605.22.2.12.
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The article deals with the peculiarities of TIMSS international research program natural science component. The relevance of the primary science education research by means of TIMSS has been substantiated: the international research covers more than 50 world countries; it defines an opportunity for teachers and scientists to assess the state of primary students’ scientific literacy in comparison with other countries; the factors influencing the quality of natural science education have been found out; ways to improve the content of the natural science training in the primary school have been defined.
The purpose of the article is to compare the content of the natural science by primary typical curriculum and the TIMSS international program, to suggest the ways to improve the natural science education of primary school students in domestic school. The Research methods – comparative analysis, generalization of results. A comparative analysis of the natural education content within a typical primary curriculum and the international TIMSS program for the 4th grade students has been carried out. The content blocks of the basic natural-scientific branches to estimate primary pupils’ natural-scientific literacy have been discussed. Themes of natural character absent in the elementary school typical curriculum have been defined. The goals of studying natural topics according to the international program and the expected results of the natural education field have been compared. The main tasks for cognitive areas (“knowledge”, “applying”, “reasoning”) assessment have been stated. Sample tasks for the fourth-graders’ natural literacy assessing have been given. The content of the concepts “natural sciences competency”, “natural sciences educational achievements”, “natural science literacy” has been revealed. Ways to improve primary school natural training in Ukraine have been suggested.
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Saraiva, Elisa, and Maria Manuel Azevedo. "Primary School Project Fostering Environmental Education through Art." Modern Applied Science 14, no. 7 (June 25, 2020): 101. http://dx.doi.org/10.5539/mas.v14n7p101.
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Promoting Education through the integration of Environmental Science and Art is a creative and innovative way to stimulate young people to learn Science and Art with pleasure. This study is based on the outcomes of an Educational Project implemented by Portuguese students from the D. Maria II School, V.N. Famalicão, Portugal. The project consisted in the implementation of several activities, exploring concepts related to 1) Science; 2) Art; and 3) Solidarity. The effectiveness of the project was assessed through student’s engagement, quality of interactions and resulting products. According students’ opinions, the experience of taking part in this project was exciting and help them to raise their understanding and interest about environmental issues. This study highlights the importance of taking advantage of art activities to teach and learn about environmental science.
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Legvart, Polonca, Metka Kordigel Aberšek, and Maja Kerneža. "DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS." Journal of Baltic Science Education 21, no. 5 (October 25, 2022): 836–48. http://dx.doi.org/10.33225/jbse/22.21.836.
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Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners’ existing misconceptions and the process of transforming them into correct scientific concepts – using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. Keywords: basic literacy, communication competence, digital literacy, primary school, science class, socio-constructivist learning approach
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Qualter, Anne, and I. R. A. Abu-Hola. "Approaches to Teaching Science in the Jordanian Primary School." Research in Science & Technological Education 18, no. 2 (November 2000): 227–39. http://dx.doi.org/10.1080/713694981.
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Esin, Pekmez. "Primary school students views about science, technology and engineering." Educational Research and Reviews 13, no. 2 (January 23, 2018): 81–91. http://dx.doi.org/10.5897/err2017.3429.
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Nascimento, Fernanda Amorim de Morais, Bianca Martins Gregório, Diogo Benchimol de Souza, Francisco José Barcellos Sampaio, and Lydia Masako Ferreira. "SCIENTIFIC LEADERS FOR THE FUTURE: PRIMARY AND SECONDARY EDUCATION." Revista do Colégio Brasileiro de Cirurgiões 42, suppl 1 (2015): 40–43. http://dx.doi.org/10.1590/0100-69912015s01015.
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Objective: To present a high school insertion pilot project in post graduate programs (PPG) and discuss the mechanisms for the formation of leaders in science. Methods: This study presents a review and pilot project. Bibliographic search occurred in sites of CAPES, MEC, SciELO and library of virtual books from January/ 2014 to February/2015. The pilot is in PPG-Medicine III Translational Surgery/UNIFESP and Pathophysiology and Surgical Sciences / UERJ. The junior undergraduate students (ICj) came from public school and develop scientific activities: scientific meetings, graduation and inclusion in research projects. The evaluation will occur at the end of one year, with the results essays, reports and participation in scientific events. Results: In Brazil, one of the main challenges of education is the high average years of study. The PNPG (2011-2020) shows the insertion of basic education in all PPG. In the Pathophysiology and Surgical Sciences/UERJ there are currently 11 high school students who have followed the scientific meetings and are being prepared for the inclusion in research projects. There was 30% of absence, owing to the high school hours. This result and the experience allow creating future alternatives to enhance the integration project. Conclusion: The leadership in science is formed from a complex relationship between basic education and investment in research. PPG-Medicine III courses follow the vanguard with initiatives focused on scientific and technological development. Thus, projects involving basic education students represent promoter model and environment leaders.
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Havu-Nuutinen, Sari, Anttoni Kervinen, Anna Uitto, Aulikki Laine, Anniina Koliseva, Lassi Pyykkö, Pentti Impiö, and Tiina Aittola. "PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL." Journal of Baltic Science Education 18, no. 4 (August 3, 2019): 583–94. http://dx.doi.org/10.33225/jbse/19.18.583.
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This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education. Keywords: collaborative team teaching model, inquiry-based science teaching, survey research, teachers’ experiences.
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Lukočienė, Violeta. "NATURAL SCIENCE EDUCATION IN PRIMARY CLASSES THROUGH PROJECT ACTIVITIES." Natural Science Education in a Comprehensive School (NSECS) 22, no. 1 (April 15, 2016): 70–74. http://dx.doi.org/10.48127/gu/16.22.70.
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In today’s society pupil’s ability to apply knowledge in practice and to acquire knowledge from practice is very important. Therefore, it is essential that in education process pupils would be active participants of creation of the education process, i.e. would solve important problems, would search the answers to the questions of their concern. Project activities are one of the most effective methods combining experience and practice. Project activities as practical-empirical activities are widely applied in the education process of Šilutė Martynas Jankus basic school. One of the most popular project activities implemented in the natural science sphere – activities related to the Earth Day. Every year one week is dedicated to natural science project activities, selecting a particular topic each year. This year the selected topic – flowers. Since the variety of flowers are very wide, primary school pupils of different age groups have been investigating, exploring various flowers. The first year pupils investigated houseplants, the second year pupils – flower garden flowers, the third year – meadow flowers, the fourth year – forest flowers. All project activities implemented by primary school pupils covered 3 activity spheres: analytical sphere (pupils collected information, observed, questioned), creative sphere (created tasks, made various things of secondary materials), and practical-empirical sphere (planted, grew and tasted). Key words: Earth Day, practical-empirical education, project activities, primary school pupils.
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Nurfina, Susilawati*,, Nurfina Aznam, and Paidi Paidi. "Attitudes Towards Science: A Study of Gender Differences and Grade Level." European Journal of Educational Research 11, no. 2 (April 15, 2022): 599–608. http://dx.doi.org/10.12973/eu-jer.11.2.599.
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<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>
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PARCZEWSKA, TERESA, and RENATA MICHALAK. "Outdoor education: perspective of Polish primary school teachers." Studia z Teorii Wychowania XIII, no. 2 (39) (July 18, 2022): 83–101. http://dx.doi.org/10.5604/01.3001.0015.9261.
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The article presents the results of the research showing Polish teachers’ knowledge and experiences concerning organising outdoor education of children. The research searched for answers to the following questions: How do teachers define outdoor education? Where do they derive knowledge about it from? Do they take into account spaces and places other than the school building in the education process? What methods and forms of work with a child do they prefer? What factors facilitate and which make it difficult for them to practise outdoor education? The relationship between the selected aspects of outdoor education practised by teachers and the location of the school (city and village) was also examined. The research used the diagnostic survey method and the questionnaire technique. A proprietary questionnaire for elementary education teachers was developed. 276 respondents, in response to the questions, revealed their knowledge, their own views, and described their own activities related to the practice of outdoor education. Empirical data have shown that in Polish schools, outdoor education is practised extremely rarely, and its frequency is mainly related to the location of the facility. Incidentally conducted, it is characterised by a predominantly didaskalocentric attitude. Respondents indicate that only occasional education outside the school building results mainly from the lack of acceptance of this type of classes by the headmaster of schools and parents, and also from deficit of teachers’ competence in this area. The undertaken studies are important due to their unique nature in Poland. Moreover, they show directions of changes desired in teacher education curricula and the process of shaping parents’ awareness.
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Harlen, Wynne. "Girls and primary-school science education: Sexism, stereotypes and remedies." Prospects 15, no. 4 (December 1985): 541–51. http://dx.doi.org/10.1007/bf02197922.
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Isayama, Daiki, Masaki Ishiyama, Raissa Relator, and Koichi Yamazaki. "Computer Science Education for Primary and Lower Secondary School Students." ACM Transactions on Computing Education 17, no. 1 (January 26, 2017): 1–28. http://dx.doi.org/10.1145/2940331.
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Harlen, Wynne. "Girls and Primary-School Science Education: Sexism, Stereotypes, and Remedies." Western European Education 19, no. 3 (October 1987): 50–66. http://dx.doi.org/10.2753/eue1056-4934190350.
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Lamanauskas, Vincentas. "SOME FEATURES OF TODAY`S SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, no. 2 (August 20, 2008): 4–6. http://dx.doi.org/10.48127/gu-nse/08.5.04a.
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Recently, the issues of science education have been exhaustively discussed. The questions of science education are debated at all levels. The today‘s situation in science education area puts forward set of problems to be indispensably solved. In this editorial such problematic aspects as qualification of science teachers, modernisation of system of preparation of science teachers in a context of the theory of constructivism, improvement of material resources of schools etc. Are shortly presented. It is stated that more attention it is necessary to give to school science textbooks and their effective usage in educational process. For example, in february 2007 an International Meeting of IOSTE on „Critical Analysis of School Science Textbook“ was organized in Hammamet (Tunisia). A lot of empirical results dealing with the anglysis of syllabuses and science textbooks were presented during the meeting. In Lithuania there are also some actual problems connected with school science textbooks, for example methodological level, quality of teaching /learning content, didactically well-founded visualisation etc. Such questions as scientific literacy, e-literacy, illiteracy, interests and motivation in science, quality of science education process at primary school level are the burning issues.
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Aini, Rahmi Qurota, Arif Rachmatullah, and Minsu Ha. "INDONESIAN PRIMARY SCHOOL AND MIDDLE SCHOOL STUDENTS’ ATTITUDES TOWARD SCIENCE: FOCUS ON GENDER AND ACADEMIC LEVEL." Journal of Baltic Science Education 18, no. 5 (October 12, 2019): 654–67. http://dx.doi.org/10.33225/jbse/19.18.654.
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Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students’ attitudes towards science. This research aimed to examine students’ attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students’ attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students’ attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. Keywords: academic level, gender, middle school, primary school, science attitude.
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Lulek, Barbara. "Experimental cognition of the world by children. Unexploited opportunities of Polish Primary Schools." ENSAYOS. Revista de la Facultad de Educación de Albacete 35, no. 2 (December 20, 2020): 209–19. http://dx.doi.org/10.18239/ensayos.v35i2.2373.
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School, particularly primary school, plays a special and unique role in education. It joins teachers and students together, in order to show children and youths the complex reality of the world. Educational processes implemented in the following institution can reflect knowledge transmission or can be based on transaction models. Education is stimulating, experimental and exploratory as it guides students to the world of forming questions, searching for answers and developing conclusions. Unfortunately, this model is rather uncommon in Polish primary schools. This publication presents how experimenting, used by teachers, could introduce 7-year-old students in the first grade of primary school, into the world of knowledge and natural science competence. It also shows how experimenting affects the level of students’ education and natural science competence. The research aimed for describing methods of experimenting with first grade students in science education as well as explaining the connection between applying experiments in science education and students’ level of skills and knowledge. The research used a method of pedagogical experiment - quasi-experimental testing based on initial and final measurement using practical tests. The study included 307 primary school first-graders. The studies have established that there are dependencies between experimenting in science education as well as knowledge and skills level among the first grade primary school students, taking into account subjects’ gender. At the end, conclusions were also drawn regarding the possibilities for more extensive use of experimentation in Polish schools.
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Mansurjon qizi, Bahromova Muhayyo. "THE IMPORTANCE AND NECESSITY OF TEACHING COMPUTER SCIENCE AND PROGRAMMING FOR PRIMARY SCHOOL STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 192–96. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-40.
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The article highlights the importance and objective necessity of teaching computer science and programming to primary school students in the progress of the country's education system at the current stage of development. Furthermore, it outlines the specifics of computer literacy and skills development for primary school students in the context of the development of the digital economy. The article describes that in a developing information society, the basis of social development is not only traditional opportunities, but also people's ability, initiative, creative approach to work, intellectual activity, independent improvement of their knowledge and skills, and, at the same time, the processes of storing, transmitting and receiving large amounts of data are the biggest impetus for the development of computer technology in various fields of human activity.
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Montoro, Ana B., Carmen Gloria Aguayo-Arriagada, and Pablo Flores. "Measurement in Primary School Mathematics and Science Textbooks." Mathematics 9, no. 17 (September 2, 2021): 2127. http://dx.doi.org/10.3390/math9172127.
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The STEM (science, technology, engineering and mathematics) approach to education has acquired considerable prominence among teachers in recent years. Putting forward integrated proposals is nonetheless complex and many educators opt to implement the ones set out in textbooks. We consequently deemed it worthwhile to analyse how content common to mathematics and science is addressed in primary school textbooks with a view to determining whether the approaches adopted complement one another and are compatible with STEM education. More specifically, in light of the importance of measurement in both areas of learning and in everyday life, we describe the meaning of mass and volume found, in two publishers’ textbooks. Based on the components of the meaning of measurement and deploying content analysis techniques, we analysed the explanations and tasks set out in these mathematics and science books to identify the similarities and differences in the handling of those magnitudes in the two subjects. Our findings showed the proposals for teaching mass to pursue similar objectives in the earliest grades, addressing matters that could be included in STEM proposals. On the contrary, inconsistencies were detected in the distribution of volume measurement-related content, as well as in the strategies, units and tools used in the two areas.
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Kleinhans, M. G., A. J. Verkade, T. van Wessel, M. A. S. Bastings, W. A. Marra, T. van Gog, W. van Westrenen, and M. Reichwein. "Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives." Netherlands Journal of Geosciences - Geologie en Mijnbouw 95, no. 2 (February 13, 2015): 203–14. http://dx.doi.org/10.1017/njg.2015.2.
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AbstractLike earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the ‘right’ answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools and teachers, and are beginning to do so. The objective of this position paper is to report on recent experiences in earth and planetary science education for pupils in primary and secondary education, to provide examples and inspiration for scientists. We report three examples of initiation and consolidation of science education in primary schools in the Netherlands: (1) a focus on asking questions and seeking information to reason towards the answer, initiated with a classroom game, Expedition Mundus, (2) bringing pupils and teachers together outside their school in the science museum to gain confidence and self-efficacy, and (3) having children ask their own questions and do their own research guided by the empirical cycle, for example on experimentation on sandbox scale models of channels and crater lake deltas as found on Mars. The focus on other planets, fictitious and real, stimulates pupils to ask questions about planet Earth. Finally, we argue that involvement of more scientists in science education would not only benefit primary and secondary schools and future students but also university education and science communication with society.
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Tytler, Russell, Joanne Mulligan, Vaughan Prain, Peta White, Lihua Xu, Melinda Kirk, Christopher Nielsen, and Christopher Speldewinde. "An interdisciplinary approach to primary school mathematics and science learning." International Journal of Science Education 43, no. 12 (July 5, 2021): 1926–49. http://dx.doi.org/10.1080/09500693.2021.1946727.
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Harlen, Wynne. "Research and the development of science in the primary school." International Journal of Science Education 14, no. 5 (November 1992): 491–503. http://dx.doi.org/10.1080/0950069920140502.
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Hackling, Mark W., and Patrick J. Garnett. "Primary and secondary school students' attainment of science investigation skills." Research in Science Education 21, no. 1 (December 1991): 161–70. http://dx.doi.org/10.1007/bf02360469.
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Revelian, Steven, and Eustard R. Tibategeza. "Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: The role of school culture." Journal of Humanities and Education Development 4, no. 1 (2022): 190–99. http://dx.doi.org/10.22161/jhed.4.1.19.
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This study assessed the effective implementation of inclusive education in enhancing quality education in public primary schools in Tanzania. It specifically aimed at assessing the contribution of school culture in the implementation of inclusive education in public primary schools in Karagwe district. The study employed a mixed method approach and was guided by behaviorism theory. Respondents were sampled by purposive sampling and simple random sampling techniques. The target population included teachers, head teachers, Primary District Education Officer, Ward Education Officer, District Special Education Officer and Quality Assurance Officers. The sample size comprised of seventy-six respondents. Data were gathered using questionnaire, interview and observation methods. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis method for qualitative data. The study findings revealed that schools’ culture plays a major role in the implementation of inclusive education in public primary schools in Karagwe district. The study recommends that, heads of schools should be given in-service trainings on the importance of school culture and its role in the promotion of school effectiveness. This is because the heads of schools have a major role to play in building the school cultures in their schools.