Dramatising Science Learning: Findings from a pilot study to re-invigorate elementary science pedagogy for five- to seven-year olds

2012 ◽  
Vol 34 (8) ◽  
pp. 1145-1165 ◽  
Author(s):  
Debra McGregor
Keyword(s):  
Pilot Study ◽  
Science Learning ◽  
Elementary Science ◽  
Science Pedagogy

scholarly journals Analysis of Student Creativity in Developing Science Learning Media during the COVID-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 2790-2799
Author(s):  
Ulya Wati ◽  
Woro Sri Hastuti ◽  
Ali Mustadi
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Digital Media ◽  
Science Learning ◽  
Elementary Science ◽  
Internet Access ◽  
State University ◽  
Problem Solving Strategies ◽  
Science Media ◽  
Media Applications

This study aims to ascertain (1) the inventiveness of university students in developing digital media for science education. (2) provides an overview of elementary science media applications that students can develop, and (3) discusses the obstacles students encountered while developing digital media for elementary science learning during COVID-19. This study took place at Yogyakarta State University and Makassar State University. The sample size for this study is 142 students, including 71 UNM students and 71 UNY students. The approach is descriptive with a quantitative component. Thus, the results demonstrated students' creativity in developing science media during the COVID-19 pandemic, as measured by five characteristics: fluency, flexibility, originality, elaboration, and sensitivity. Students can create media by using applications such as PowerPoint, Articulate Storyline, Flipbook Maker, Wondershare Filmora, and a variety of other supporting platforms (websites). However, students face obstacles in four areas when developing media, including fluency, flexibility, originality, and elaboration, namely (1) students continue to struggle with integrating science learning media into elementary school through the use of appropriate approaches/models/learning methods, (2) determining the variety of problem-solving strategies available to users of science learning media in elementary school, and (3) determining the variety of problem-solving strategies available to users of science learning media in elementary school. (3) difficulty identifying science learning media for elementary schools located in areas without internet access due to the COVID-19 pandemic and others.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERVISI SETS DENGAN METODE DISCOVERY LEARNING UNTUK MENANAMKAN NILAI BAGI SISWA SEKOLAH DASAR

2016 ◽  
Vol 5 (01) ◽  
Author(s):  
Setyo Eko Atmojo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Elementary Science ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Process Skills ◽  
Learning Method ◽  
Science Process Skills ◽  
Average Student

<p>This study aims to develop the vision SETS elementary science learning with discovery learning method. To know effectivity elementary science teaching tools in growing SETS visionary science process skills and instill values in themselves and to know the implementation learning devices in the classroom. This study is a research &amp; development (R &amp; D / Research and Development) is a software product developed science learning in Fifth Grade Elementary School envisions SETS with discovery learning method. Based on the results of analysis show the validity of the learning value is 4.12 on a valid category. Average student has good science process skills, the average percentage of the value of &gt; 70 %, the effective development of learning tools for to build values in students. Average student learning outcomes in the category of either &gt; 70, the development of learning outcomes appropriate to apply &gt; 80 % of students gave positive responses. SETS visionary science learning by discovery learning methods to actively engage students in learning, can improve science process skills, instill values in students, and provide an average of student learning outcomes that achieve average scores &gt; 70. Implementation LKS and LDS assist students in learning, apply science concepts and provide opportunities for students to apply as scientists so as to provide a more in-depth experience of the concept of science.</p><p> </p><p> </p>

scholarly journals Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841986108 ◽  
Author(s):  
F. Chris Curran ◽  
James Kitchin
Keyword(s):  
Fixed Effects ◽  
Science Achievement ◽  
Science Learning ◽  
Elementary Science ◽  
Science Instruction ◽  
Elementary Grades ◽  
Early Elementary ◽  
Learning Trajectories ◽  
Policy And Practice ◽  
Using Data

Recent evidence points to the early elementary grades as a pivotal point for the development of science learning trajectories and achievement gaps. Using data from the Early Childhood Longitudinal Study, this study estimates the degree to which time spent on science and the breadth of science topics/skills covered predict science achievement in the earliest grades of elementary school. Using regression along with school fixed effects and student fixed effects models, we find suggestive evidence in some models (student fixed effects and regression with observable controls) that time on science instruction is related to science achievement but little evidence that the number of science topics/skills covered are related to greater science achievement. These results are generally consistent across student subgroups. We discuss the implications for early science policy and practice.

scholarly journals Effects of Digital Game-Based Learning on Elementary Science Learning: A Systematic Review

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 62465-62478 ◽  
Author(s):  
Mahmood H. Hussein ◽  
Siew Hock Ow ◽  
Loh Sau Cheong ◽  
Meow-Keong Thong ◽  
Nader Ale Ebrahim
Keyword(s):  
Systematic Review ◽  
Science Learning ◽  
Elementary Science ◽  
Digital Game ◽  
Game Based Learning

Pilot Study on the Feasibility and Indicator Effects of Collaborative Online Projects on Science Learning for English Learners

2015 ◽  
Vol 11 (4) ◽  
pp. 31-50 ◽  
Author(s):  
Fatima E. Terrazas-Arellanes ◽  
Carolyn Knox ◽  
Emily Walden
Keyword(s):  
Pilot Study ◽  
English Learners ◽  
Science Learning ◽  
Project Based Learning ◽  
Instructional Materials ◽  
Academic English ◽  
Science Knowledge ◽  
Post Test ◽  
Constructivist Approaches ◽  
New Strategies

The 2006 National Science Board called for new strategies and instructional materials for teachers to better serve English Learners' (EL) needs. Bilingual Collaborative Online Projects in science were created to assist ELs' construction of science knowledge, facilitate academic English acquisition, and improve science learning. Two bilingual Collaborative Online Project units in science are freely available on an instructional website: the Let's Help Our Environment and the What Your Body Needs units. These projects combine two constructivist approaches, Project-Based Learning and the Cognitive-Affective Theory of Learning with Media, for the teaching of science embedded in culturally and linguistically relevant instruction. This study hypothesizes that Collaborative Online Projects will assist ELs' construction of science knowledge and facilitate academic English. Results of a pre-/post-test design pilot study (N=136) showed statistically significant differences for both tested science units. Teachers also reported that the Collaborative Online Projects were an effective method of online science instruction.

A Multimodal Assessment Framework for Integrating Student Writing and Drawing in Elementary Science Learning

2019 ◽  
Vol 12 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Andy Smith ◽  
Samuel Leeman-Munk ◽  
Angi Shelton ◽  
Bradford Mott ◽  
Eric Wiebe ◽  
...  
Keyword(s):  
Science Learning ◽  
Elementary Science ◽  
Student Writing ◽  
Assessment Framework ◽  
Multimodal Assessment
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