Relevant bibliographies by topics / Science Art Primary school teaching

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

Academic literature on the topic 'Science Art Primary school teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Science Art Primary school teaching"

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Gao, Hongchen. "The Value and a Preliminary Study of the Integration of Traditional Chinese Painting and Calligraphy & Modern and Contemporary Art in Primary School Art Teaching." International Education Studies 12, no. 6 (2019): 75. http://dx.doi.org/10.5539/ies.v12n6p75.

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Finding a unique way to help students better accept between traditional Chinese Painting and Modern and Contemporary Art is an increasing concern in primary school art teaching. The purpose of this study is to investigate fine art education field according to analyze the current situation of Chinese traditional painting and calligraphy together with Modern and Contemporary Art in the art curriculum of primary schools: shallow embedded curriculum, shortage of Class Hours and relatively simple teaching method. Based on the key competence of the disciplines, it discusses the value of integrating
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Балакирева, В. А. "Обеспечение интеграции профессиональных дисциплин в процесс подготовки будущих учителей начальной школы к организации трудового обучения учащихся". Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, № 1 (2021): 104–12. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p104-112.

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The article is devoted to the substantiation of the importance of ensuring the integration of professional disciplines as one of the conditions for the effective preparation of future primary school teachers for the organization of labor training for students. Based on the analysis of scientific literature, the article reveals the essence of the concepts of "integration", "integration of education", "integrative approach". An integrative approach in teaching such academic disciplines as "History of Ukrainian culture", "General and age psychology", "Pedagogy", "Methods of teaching the literary
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Blyznyuk, Tetyana, and Karolina Nafalska. "Using of Folk Art to Enhance Learning at English Lessons in Primary School." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 1 (2017): 155–61. http://dx.doi.org/10.15330/jpnu.4.1.155-161.

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In today’s multicultural space we can feel reassessment of existing paradigms of education in view of globalization changes, interstate cooperation in cultural and educational spheres. The article highlights the problem of human adaptation to foreign cultural environment, the contents of ethnographic knowledge, the needs of modern European and global integration. So the paper analyzes and interprets the urgent the idea of using ethnographic materials, including folk art, in teaching humanities and arts subjects in primary school, particularly in native and foreign languages, reading, science,
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Morgado, Margarida. "CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography and Science for Primary School." e-TEALS 9, s1 (2018): 132–52. http://dx.doi.org/10.2478/eteals-2018-0016.

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Abstract This article describes the didactic principles underlying the creation of a ready-made fifteen lesson plan package for primary CLIL (for Maths, Geography and Science) for pupils aged 5 to 12, developed through the collaboration of an international group of English and primary teachers, teacher educators, researchers and teaching materials developers across four European countries in the framework of the CLIL for Children (C4C) project (2015-2018) on educating teachers for CLIL teaching environments. These principles are presented in the framework of a brief state-of-the art discussion
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van den Berg and Fortuin-van der Spek. "The Appropriation of Symbolic Language in Worldview Education through Bibliodrama." Education Sciences 9, no. 2 (2019): 88. http://dx.doi.org/10.3390/educsci9020088.

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One of the main questions regarding Dutch primary education in our secularised and religiously diverse society—both with regards to public and religiously-affiliated schools—is how to get students acquainted with the symbolic language of religious and worldview-affiliated life narratives. Teaching literacy in symbolic language has become less important in the education programmes of modern-day primary schools. The dominance of scientific descriptive language is evident in the majority of contemporary curricula. This language may be highly important for teaching mathematics and science, but for
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Reichert, Michael C., and Richard Hawley. "The Primacy of Relationship in Teaching Boys." Boyhood Studies 5, no. 1 (2011): 36–51. http://dx.doi.org/10.3149/thy.0501.36.

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In a large-scale survey of effective teaching practices with boys conducted in 2008 across 18 schools in 6 different English-speaking countries, we collected lessons in a wide variety of subject areas (math, literature, science, art) shaped to fit boys’ particular learning needs and preferences. At a time of widely-published claims about boys’ relative failure to thrive in contemporary school settings, we surveyed schools dedicated to boys in particular—boys’ schools—in hopes of discovering the outlines of a pedagogy that might have broader relevance for boys everywhere. Nearly 1,000 teachers
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Korozhneva, Liudmila. "NATURAL SCIENCE EDUCATION IN 21 CENTURE: A COMPETENCY-BASED AND INTEGRATIVE APPROACH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 3 (2010): 4–5. http://dx.doi.org/10.48127/gu-nse/10.7.04b.

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Nowadays we can see the decrease of interest of youth to natural sciences and, accordingly, the low level of natural science knowledge. The modern problem of the theory and the prac-tice of the learning in the schools is the problem of the formation of the competences. The investigators of this problem define various competences. According to the new approach to the content of the natural science education it is necessary to reconsider the process of teaching. One of possible ways is the teaching on the integrative base. The integrated teaching is based on interaction of aim, content, methods,
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Halpine, Susana Maria. "Introducing Molecular Visualization to Primary Schools in California: The STArt! teaching Science Through Art Program." Journal of Chemical Education 81, no. 10 (2004): 1431. http://dx.doi.org/10.1021/ed081p1431.

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Vuk, Sonja, and Maja Bosnar. "PROCESS IN CONTEMPORARY VISUAL ART AS A PARADIGM SHIFT IN THE VISUAL ART EDUCATION: PERSPECTIVE OF CREATIVITY." Creativity Studies 14, no. 1 (2021): 99–111. http://dx.doi.org/10.3846/cs.2021.12632.

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The authors discuss contemporary visual art, its creation processes and their implementation in art education in primary and secondary/grammar school. Changing the paradigm of studying from “fine to visual arts” within art education is a process itself. Visual art, which involves a participatory and new media art, is also concerned with processes that establish unique relationships between subjects and their effect on the real life of the participants or audience. It is no longer enough to deal with aesthetic concepts, but it is necessary to use art forms to create everyday life, and deal with
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Brumback, Richard A. "Teaching Public Administration in a Post-Literate Society." Political Science Teacher 1, no. 2 (1988): 1–4. http://dx.doi.org/10.1017/s0896082800000131.

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As we move farther into a condition of “post literacy” in our society (a condition where reading and writing have been displaced by television and video as the primary sources of mass entertainment and communication), the problem of students entering universities and even graduate programs with substandard communication skills is becoming more pronounced.In addressing the problem, despite frequent references to the “art and science of public administration,” there seems to be far too little emphasis on communication skills. Most public administration schools concentrate on the behavioral and m
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Dissertations / Theses on the topic "Science Art Primary school teaching"

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Rooney, Barbara A., and n/a. "The teaching of science in a primary school : a case study." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.155337.

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The 'Discipline Review of Teacher Education in Mathematics and Science' (Department of Employment, Education and Training, 1989, p 81) concludes that science in primary schools is in a state of crisis. This finding is not new as there have been concerns about primary school science for many years. It is likely that one of the reasons why the problem remains could relate to the attitudes and beliefs that teachers hold about the subject and its importance in the primary school curriculum. Another reason put forward relates to the limited background experiences in science of many primary school t
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Petruny, Lucille Senger Elizabeth Smith. "Close, closer, and even closer introduction of the digital microscope into elementary (K5) enrichment and art classrooms /." Auburn, Ala, 2008. http://hdl.handle.net/10415/1440.

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Scallan, Bob. "The Effect of Guided Practice on Student Achievement in Social Studies and Science in Grades Five and Six." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332421/.

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The purpose of this study was to assess whether guided practice is more effective than no guided practice (1) in fifth and sixth grade classrooms, (2) in fifth and sixth grade social studies classrooms and fifth and sixth grade science classrooms, and (3) in science classrooms and social studies classrooms. In this experimental study, all fifth and sixth grade students in a small school district in north Texas were randomly assigned to two experimental groups and two control groups in each grade. Over the course of one month two teachers who had previously been trained in the use of guided pr
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Bamford, Anne Kathleen. "The qualities of primary art teachers /." Electronic version, 2002. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.182559/index.html.

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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.

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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the
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Cone, Christina Schull. "Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2098.

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Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment
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Teague, Barbara A. (Barbara Ann). "An Assessment of Arkansas Middle school/Junior High School Art Programs Using National Art Education Association Standards." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331828/.

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The purpose of the study was to make an assessment of Arkansas middle school/junior high art programs using National Art Education Association standards. Data were collected from questionnaires, curriculum guides, and school visitations. Participating in the study were 127 schools enrolling 53,502 students of which 14,755 (28%) were taking art classes. For comparisons, the state was divided into five regions.
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Holt, David Arthur. "Art in primary education : a study of the generalist as teacher of the visual arts." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329887.

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Ekiz, Durmus. "Exploring primary school teachers' preactive teaching and practical theories of teaching science : multiple case studies from Turkey." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366474.

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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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Books on the topic "Science Art Primary school teaching"

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Dawson, Vaille, and Grady Venville. The Art of Teaching Primary School Science. 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748.

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Featherstone, Sally. The little book of science through art: From an idea and original work by the nursery staff at Wyvern Primary School. Featherstone Education, 2001.

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Brita, Granström, Manning Mick, Manning Mick, Manning Mick, and Manning Mick, eds. Super school. Kingfisher, 1999.

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Lancaster, John. Art in the Primary School. Taylor & Francis Inc, 2004.

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Using primary sources: Hands-on instructional exercises. Libraries Unlimited, An imprint of ABC-CLIO, LLC, 2014.

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Judith, Piotrowski, and Roberts Ivy, eds. Coordinating art across the primary school. Falmer Press, 1998.

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Finch, Irene. Teaching science in the primary school. BBC, 1990.

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Mary, Kear, ed. Teaching art and design in the primary school. D. Fulton, 1999.

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Garson, Yvonne. Science in the Primary School. Taylor & Francis Inc, 2002.

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Boud, Patricia. Teaching science: A primary approach at Wildridings Primary School, Bracknell. Berkshire Education Department, 1994.

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Book chapters on the topic "Science Art Primary school teaching"

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Dawson, Vaille. "Science curricula for primary school." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-4.

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Roberts, Pauline. "Teaching strategies for primary school science." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-6.

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Nielsen, Wendy, and Matthew Kearney. "Digital pedagogies for primary school science." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-8.

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Panizzon, Debra. "Assessment, learning and teaching." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-7.

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Donovan, Jennifer, and Carole Haeusler. "Addressing alternative conceptions in science." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-3.

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Howitt, Christine. "Understanding how children learn science." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-2.

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Mills, Reece, and Senka Henderson. "Planning engaging and safe science lessons." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-5.

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Milne, Catherine. "Engaging learners in the wonder of science." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-1.

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Hobbs, Linda, and John Cripps Clark. "Approaches to teaching STEM in primary schools." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-11.

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Paige, Kathryn, and David Lloyd. "An ecojustice framework for teaching environmental sustainability and STEM." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-13.

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Conference papers on the topic "Science Art Primary school teaching"

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Đorđević, Miloš, Emina Kopas-Vukašinović, and Aleksandra Mihajlović. "Teaching Competencies of Pre-service Primary School Teachers to Use an Integrated Approach in Teaching Science, Art, and Mathematics." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.173dj.

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Tuzon, Paula, Javier Montero-Pau, and Sandra P. Tierno. "Are pre-service Primary School teachers prepared to teach science by inquiry?" In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5586.

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Inquiry-based science education (IBSE) focuses on the development of science process skills. This teaching methodology has been shown to be especially effective during Primary School as it allows children to explore and confront their own ideas about Nature. Also, a methodology based on process skills is coherent with the main purpose of this educational stage where children need to learn to do things. In order to implement a methodology based on science process skills Primary teachers need to know to use science process skills, and how to teach them. In this paper we address if Spanish pre-se
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Kazeni, Monde. "EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.

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Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in
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Komnenović, Milan. "DIFFICULTIES IN DEFINING SUBJECT ОF DORMITORY PEDAGOGY". У SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.217k.

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In this article (thesis) we dealt with the problem of defining pedagogical discipline which explores education in institutionalized accommodations. Dormitory pedagogy is most often recognized in our region as a part of pedagogical science which primarily explores the aspect of education within boarding schools for pupils and high school students, while the analysis of works on home pedagogy shows that the subject of home pedagogy is defined much more broadly. In the article there are three causally-consequential problems that make up the primary obstacle in defining dormitory pedagogy as a sci
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Dai, Ying. "Application of Inquiry Teaching Methods in Primary School Mathematics Curriculum." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.432.

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Wong, Kaufui V., Baochan D. Do, and William Hagen. "Math and Science Education Comparisons Between the United States and the Rest of the World." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67317.

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At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the g
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Vilinová, Katarína, and Veronika Kabátová. "Inquiry-based learning and its using in geography at the second level of primary schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-18.

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Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lesso
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Li, Yixuan. "Research on the Current Situation of Teaching and Scientific Research Ability of Primary and Secondary School Art Teachers in Southern Shaanxi and Their Promotion Strategies." In 6th International Conference on Social Science, Education and Humanities Research (SSEHR 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ssehr-17.2018.77.

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Qin, Lingling. "Study on English teaching practice in primary school and lower grades based on English picture book reading." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.199.

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Dudareva, Inese, Dace Namsone, and Liga Cakane. "THE USE OF ICT IN THE SCIENCE LESSONS: EXPERIENCE FROM LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.39.

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The implementation of key competences in primary and secondary school education demanded the changes in the Science teaching practice in Latvia. The first research was initiated during the piloting the new curriculum in science and mathematics (2009 – 2011). Lesson observations were the main source of answers to the research: what ICT tools are used by teachers and students in science subjects? What information it gives to us for teachers CPD? Key words: lesson observation, ICT, teachers CPD needs.
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