scholarly journals Views and Practices of Primary School Teachers Regarding Experiments in 4th and 5th Grade Science and Technology Course

2013 ◽  
Vol 15 (1) ◽  
pp. 129-154
Author(s):  
Beyza KOÇ ◽  
Şule BAYRAKTAR
Keyword(s):  
Primary School ◽  
Science And Technology ◽  
School Teachers ◽  
Primary School Teachers ◽  
5Th Grade ◽  
Technology Course

scholarly journals Experiences of Slovenian In-Service Primary School Teachers and Students of Grades 4 and 5 with Outdoor Lessons in the Subject Science and Technology

2021 ◽  
Author(s):  
Maruša Novljan ◽  
Jerneja Pavlin
Keyword(s):  
Primary School ◽  
Science And Technology ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers And Students ◽  
The Subject ◽  
Teaching Time ◽  
5Th Grade ◽  
Research Show

The present paper presents the results of a survey on outdoor lessons conducted by teachers of the subject Science and Technology in the 4th and 5th grades of primary school in the school’s vicinity. It examines differences between teachers themselves and between teachers and students, as well as the ideas and limitations of outdoor lessons. The study included 70 in-service primary school teachers of the 4th and 5th grades and 154 students of the 4th grade and 151 students of the 5th grade of primary school. The data were obtained with two questionnaires: an e-questionnaire for teachers and a paper-pencil questionnaire for students. The results show that 13 per cent of teaching time in the subject Science and Technology consists of outdoor lessons. Statistically significant differences were found between teachers with different amounts of teaching experience, while differences in the quantity of outdoor lessons did not arise among teachers of different school strata and among teachers who had an early experience with outdoor lessons in the vicinity of school themselves as students compared to teachers who had no such experience. The teachers had several specific and general ideas for outdoor activities for the thematic sets of the Science and Technology curriculum and reported similar difficulties in planning outdoor lessons to those reported in other countries. The results of the research show that the teachers report the use of outdoor lessons in the vicinity of school more often than recalled by the students. The students reported that such activities typically take place about twice a year, mostly in playgrounds, meadows, and forests. The results provide an insight into the state of the teachers’ initiatives for outdoor lessons in the subject Science and Technology and indirectly offer opportunities to reflect and act on outdoor lessons from different perspectives.

scholarly journals Tarefas Investigativas nos Anos Iniciais: Estratégias e Conjecturas Desenvolvidas Pelas Crianças

2021 ◽  
Vol 14 (2) ◽  
pp. 163-172
Author(s):  
Márcia Jussara Hepp Rehfeldt ◽  
Bruna Zanoni Ruthner ◽  
Ieda Maria Giongo ◽  
Marli Teresinha Quartieri ◽  
Sônia Elisa Gonzatti
Keyword(s):  
Primary School ◽  
Elementary Students ◽  
First Year ◽  
Pedagogical Practice ◽  
Task Sequence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group Activities ◽  
Written Assignments ◽  
5Th Grade

ResumoA Investigação Matemática é uma tendência de ensino cada vez mais explorada nas aulas de matemática dos anos iniciais. Sendo assim, este artigo tem como objetivo relatar as estratégias e conjecturas desenvolvidas por alunos de 1º, 2º, 3º e 5º anos do Ensino Fundamental quando foram desafiados a resolver tarefas de cunho exploratório-investigativo. Estas foram desenvolvidas em parceria com as professoras dos anos iniciais e, posteriormente, exploradas com alunos no segundo semestre de 2018. A prática foi realizada em duas escolas, sendo as tarefas exploradas pelas pesquisadoras, auxiliadas pelas docentes dos anos iniciais. Tal exploração seguiu os quatro momentos propostos por Ponte, Brocardo e Oliveira (2009). O material de análise foi coletado por meio de tarefas escritas dos discentes e imagens oriundas de fotografias. Os resultados apontam que as conjecturas e estratégias apresentadas pelas turmas de 1º, 2º, 3º e 5º anos, nas duas tarefas, foram distintas e mais elaboradas conforme a escolaridade dos alunos. Na primeira (copos e canudos), os estudantes propuseram padrões de repetição (1º ano); adição de canudos (2º ano); ideia dos números pares e ímpares (3º ano) e a tabuada do três (5º ano). Na segunda, a sequência de flechas e as conjecturas perpassaram por repetições de blocos (1º ano); uso de distintas direções (2º ano) e adições do número de setas dentro dos quadrados. Em contrapartida, observou-se alguma dificuldade na realização das tarefas em grupo (1º ano) e uma certa dispersão. Palavras-chave: Investigação Matemática. Anos Iniciais. Tarefa Investigativa. AbstractMathematical Investigation is becoming a widespread teaching trend in primary school math classes. Therefore, this article aims to report the strategies and conjectures employed by 1st, 2nd, 3rd and 5th grade elementary students to solve exploratory-investigative tasks. These tasks were created in collaboration with Primary School teachers and later explored with students during the second semester of 2018. The pedagogical practice took place in two schools. The researchers explored the tasks with the assistance of the Primary School teachers. This investigation is based on the concepts suggested by Ponte, Brocardo, and Oliveira (2009). The students' written assignments and photographs were used to collect the material. The results of both tasks indicate that the conjectures and methods used by 1st, 2nd, 3rd and 5th grade elementary students were distinct and more elaborated as the students' grade increased. In the first challenge (cups and straws), students proposed repetition patterns (1st year); addition of straws (2nd year); the concept of even and odd numbers (3rd year) and the multiplication table of three (5th year). In the second task (sequence of arrows), the methods and conjectures used by the students were based on repetitions of blocks (1st year); the use of different directions (2nd year) and the inclusion of the number of arrows inside the squares. Finally, due to dispersion, there was some difficulty executing group activities in the first year. Keywords: Mathematical Investigation. Primary School. Investigative tasks.

scholarly journals Knowledge, Attitudes and Practices of Primary School Teachers on Nutrition and Food

2018 ◽  
Vol 11 (01) ◽  
pp. 021-029
Author(s):  
Danielle Falkenbach ◽  
Helen D'avila ◽  
Elza Mello
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Early Years ◽  
Healthy Diet ◽  
School Teachers ◽  
Primary School Teachers ◽  
Attitudes And Practices ◽  
5Th Grade ◽  
Source Of Information ◽  
Knowledge Attitudes And Practices

Introdution The teacher's formation is a paramount condition for the education in health. Objective To develop a questionnaire and assess knowledge, attitudes and practices of early years school teachers. Methodology a questionnaire about nutrition and feeding was applied. The subjects were teachers from pre-school to 5th grade of Elementary School. Results There were 288 teachers in the survey. They were all in favor of the promotion of a healthy feeding in school. The source of information mostly used was the textbook. 76% thought they had good knowledge about a healthy diet. The average number of positive/correct answers was 21 (48%). Conclusions The knowledge about nutrition and feeding were insufficient and the general performance in the questionnaire was low. Actions that aim at qualifying the teachers are urgent, so that they can develop the necessary tools to promote a healthy feeding in schools.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

A Study of Teacher’s Commitment of Primary School Teachers

2012 ◽  
Vol 2 (11) ◽  
pp. 142-144
Author(s):  
Dr. B. Yella Reddy ◽  
◽  
Dr. T. I. Nagarjuna Dr. T. I. Nagarjuna ◽  
Dr. M. Sateeshnadha Reddy
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers
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