scholarly journals Prospective Conception of Science Supervisors and Teachers on the Importance of Availability of the Basic Components in the Handbook for Primary School Female Science Teachers

2003 ◽  
Vol 04 (01) ◽  
pp. 200-230
Author(s):  
Wedad A. Nooraldeen
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
Science Supervisors

scholarly journals Primary School Science Teachers’ Creativity and Practice in Malaysia

2021 ◽  
Vol 20 (7) ◽  
pp. 346-364
Author(s):  
Norazilawati Abdullah ◽  
Zainun Mustafa ◽  
Mahizer Hamzah ◽  
Amir Hasan Dawi ◽  
Mazlina Che Mustafa ◽  
...  
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
Rural Areas ◽  
Quantitative Data ◽  
Qualitative Data ◽  
School Science ◽  
School Location ◽  
Teaching Aids ◽  
Creative Pedagogy ◽  
Primary School Science

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.

scholarly journals Mathematics and science teachers’ beliefs about innovations in teaching: A qualitative study

2017 ◽  
Vol 49 (1) ◽  
pp. 31-54
Author(s):  
Vladimir Dzinovic
Keyword(s):  
Teacher Training ◽  
Qualitative Study ◽  
Primary School ◽  
Science Teachers ◽  
Inservice Training ◽  
Grading System ◽  
Teaching Activities ◽  
Teachers Beliefs ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations, which took place during the meetings of the expert council, about the experiences with implementing innovations. The results have shown that the teachers had the perception that innovations ensured higher quality knowledge and additionally motivated students. Still, the predominant narratives were those about the obstacles referring to the lack of time, difficulties in developing teaching activities and grading system, restrictions in the curriculum, as well as the lack of readiness and cooperation on the part of students and parents. A novelty compared to the previous studies was that we cannot speak about typical reactions. Instead, teachers? attitude towards innovations changed depending on whether the experiences were positive or they encountered problems in their implementation. The recommendations for the practice of in-service teacher training and further research are provided in the final part.

scholarly journals Acceptance and Readiness to Use M-Learning among Primary School Science Teachers

2019 ◽  
Vol 10 (12) ◽  
pp. 3003-3011
Author(s):  
Mohd Razali Abd Samad ◽  
Zanaton Haji Iksan ◽  
Fariza Khalid
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
School Science ◽  
Primary School Science

scholarly journals Focus, Explore, Reflect and Apply (FERA) Learning Model: Developing Science Process Skills for Pre-Service Science Teachers

2018 ◽  
Vol 3 (2) ◽  
pp. 131
Author(s):  
Deni Moh Budiman ◽  
Surya Gumilar ◽  
Rahmat Rizal
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
School Teacher ◽  
Learning Model ◽  
Service Science ◽  
Control Group ◽  
Primary School Teacher ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills

The purpose of this study is to describe the application of Focus, Explore, Reflect, and Apply (FERA) learning model in improving science process skills for a pre-service science teacher in primary school. The stages of learning using the FERA learning model consist of four stages, namely focus, explore, reflect, and apply. The sample of this study was the students in the Primary School Teacher Education Study Program at STKIP Sebelas April Sumedang. This research was conducted using Quasy-Experimental method with Non-equivalent Control Group Design. The effectiveness of the treatment was obtained by giving the pretest and posttest to each class one time. The research data was processed by analyzing N-gain, normality test, and average difference using the Wilcoxon and Man Withney U tests. The results showed that the experimental class and the control class had significant mean differences between the science process skills data on pretest and posttest. This shows that learning using the FERA model is more effective in improving science process skills for pre-service primary school science teachers.

scholarly journals The Use of Outside Educational Materials in Mathematics and Science: Teachers’ Conceptions

2021 ◽  
Vol 9 (2) ◽  
pp. 314-331
Author(s):  
Michael Skoumios ◽  
Chrysanthi Skoumpourdi
Keyword(s):  
Data Analysis ◽  
Primary School ◽  
Science Teaching ◽  
Science Teachers ◽  
Educational Materials ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Subject ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The research for teachers’ conceptions of the outside educational materials, that they discover and use, is very limited. In addition, there is also particularly limited research comparing teachers’ conceptions of the use of educational materials on the basis of the subject they teach. The present paper aims at investigating and comparing primary school teachers’ conceptions of the use of outside educational materials in mathematics and science teaching. For the purposes of this research, an electronic questionnaire was developed and completed by 212 primary school teachers in Greece. Data analysis traced primary school teachers’ conceptions of whether they use outside educational materials and, if they do, how frequently and in what way they use them, what motivates the teachers to discover outside educational materials and where they discover them, as well as the reasons why they might not use outside educational materials. Furthermore, the differences among teachers’ conceptions of the above issues were detected on the basis of the subject they teach (mathematics, science).

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