scholarly journals Skole og museum bør samarbeide bedre

1970 ◽  
pp. 92
Author(s):  
Merethe Frøyland ◽  
Guri Langholm
Keyword(s):  
School Curriculum ◽  
Student Understanding ◽  
School Teachers ◽  
Pedagogical Approach ◽  
Museum Visit ◽  
Selection Of ◽  
Museum Educators

The objective of the inquiry is to reveal to what extent school teachers and museum educators ensure that museums are a learning arena for school pupils. We interviewed a small selection of teachers and museum educators regarding their practical and curricular collaboration prior, during and after a museum visit by a group of pupils. Our findings are in line with other international results, which show that teachers seem to regard museums visits as important for the student understanding. The questions asked include “How does cooperation between school and museum work? What do they actually cooperate about? What are the museum educators’ intention(s) when they plan their programmes? What are the teachers’ objectives when they plan their museum visits?” We found that museum educators are normally familiar with the school curriculum and the school discourse. When they evaluate their programmes, they ask the teacher but rarely the students/pupils, who museum educators tend to forget about. School teachers seem to understand the learning potentials of a museum visit, but rarely used it. Museum visits end up being “just another nice day on a school trip”. It is time for a new museum pedagogical approach, based on collaboration between schools and museums. 

scholarly journals Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria

2019 ◽  
Vol 6 (9) ◽  
pp. 39-47
Author(s):  
Iroegbu Victoria Ihekerenma
Keyword(s):  
Local Government ◽  
Primary School ◽  
Job Training ◽  
School Curriculum ◽  
Local Government Area ◽  
School Teachers ◽  
Research Instrument ◽  
Methods Of Evaluation ◽  
Chi Squared ◽  
Primary School Curriculum

This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers and proprietors in their various schools and collected by the researcher and assistants on the same day. The resulting data were analyzed using the Chi Squared statistics. The results showed that in 28 cases out of 32, the Chi squared obtained was not significant at the .05 level. It was concluded that preprimary school teachers and proprietors had similar perceptions of preprimary curriculum process. It was recommended that preprimary school teachers and proprietors be given regular on-the-job training in this regard.

scholarly journals FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’ UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING

2020 ◽  
Vol 19 (3) ◽  
pp. 454-466 ◽  
Author(s):  
Khanyisile Brenda Nhlengethwa ◽  
Nadaraj Govender ◽  
Doras Sibanda
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Teacher Educators ◽  
Two Dimensions ◽  
Structured Interviews ◽  
School Teachers ◽  
Pedagogical Approach ◽  
Primary School Teachers ◽  
Directed Learning

Teachers’ accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers’ understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers’ holistic and deep experiences of IBST. Keywords: inquiry-based science teaching, primary school, pre-service teachers, scenario-based questionnaire, IBST understanding.

scholarly journals Analysis of Social Studies Material in Primary School Curriculum

2018 ◽  
Vol 5 (4) ◽  
pp. 4573-4576
Author(s):  
Asnawi . ◽  
Bunga Mulyahati ◽  
Ronald Fransyaigu
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Fourth Grade ◽  
School Curriculum ◽  
The Social ◽  
Primary School Curriculum ◽  
Concrete Operational ◽  
School Selection ◽  
Thematic Learning ◽  
Selection Of

This study aims to assess the Social Studies material contained in the book of integrated thematic curriculum in 2013 the fourth grade of primary school. Selection of the fourth grade of primary school due to the initial implementation of integrated thematic learning in curriculum 2013 in a high-class curriculum. This study used a qualitative approach with a particular method of discourse analysis and content analysis of the data obtained through text analysis and documentation. Which is the object of this research is the book of integrated thematic curriculum fourth grade of primary school in curriculum 2013. Social Studies material is organized from the teaching materials and simple close around the child to a more extensive and complex. Depth presentation of the material in the textbook Social Studies  the fourth grade of primary school thematic curriculum is associated with students' knowledge. The level of difficulty of the material adapted to the development of learners who are at the stage of "concrete-operational", giving the students in understanding the material.

scholarly journals Video 1: Insect symmetry and anatomy

2020 ◽  
Author(s):  
Ingrid Schudel
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Mathematics Teaching ◽  
Plant Material ◽  
Life Skills ◽  
School Curriculum ◽  
School Teachers ◽  
Intended Audience ◽  
Primary School Teachers

Intended audience: Year three primary school teachers and learners <br><br>This video is designed to support cross-curriculum teaching for third year primary school learners. The video illustrates how you can use a template showing the left side of an insect and plant material from the garden to build a complete insect.<br><br>It is linked to the school curriculum in the following ways:<br>• Mathematics: Teaching about lines of symmetry<br>• Life Skills: Science: Teaching about insect anatomy (head, thorax, abdomen, wings and legs attached to thorax). ‘Observation’ is another important element of Life Skills supported in this activity<br><br>

Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala

2020 ◽  
Vol 43 (4) ◽  
pp. 381-397
Author(s):  
Henry Quesada ◽  
Julieta Mazzola ◽  
Daniel Sherrard
Keyword(s):  
High School ◽  
Experiential Learning ◽  
High School Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Training Methods ◽  
School Teachers ◽  
Case Study Methodology ◽  
Professional Development Training

Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities.

scholarly journals Primary School Teachers’ Understanding of Critical Thinking in KSSR Classroom and Its Importance to Students

2018 ◽  
Vol 7 (4.15) ◽  
pp. 530
Author(s):  
Wirawani Kamarulzaman ◽  
Rosnani Hashim
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Teaching Method ◽  
School Curriculum ◽  
Future Research ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Curriculum ◽  
Definition Of ◽  
Colour Coding

Critical thinking is one of the 21st century skills that should be equipped to students to prepare them with the challenges ahead. Teachers should be prepared to teach them these skills and their understanding of the concept itself should be explored. Thus, the objectives of the study are to investigate teachers’ understanding of critical thinking in KSSR (Kurikulum Baru Sekolah Rendah: New Primary School Curriculum) classroom and to explore their perception on the importance of the skills to student. Six primary school teachers were interviewed and transcriptions were made. The data was analyzed through colour coding and themes were emerged from the analysis. The findings found that teachers view critical thinking as the ability to gather information, express thoughts, solve problems and analyze. They were found the skills are important for students as it helps them apply knowledge and make decisions. It is hoped that in future research, the definition of critical thinking could be collected quantitatively from teachers. The study will be benefited to teachers to improve teaching method by understanding the concept itself.   

scholarly journals Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia

2019 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Innocent Mutale Mulenga ◽  
Christine Mwanza
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
Development Process ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
Situational Analysis ◽  
School Teachers ◽  
Head Teachers ◽  
Embedded Design ◽  
Significant Patterns

In Zambia, curriculum development for primary and secondary schools is done centrally. The CurriculumDevelopment Centre (CDC), the institution placed with the responsibility of facilitating curriculum development,claims that the Zambian school curriculum is developed through a consultative and participatory approach throughcourse and subject panels where teachers and other stakeholders are represented. However, there has been noempirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, arerequired to play in the development process. This study therefore, sought to establish perceptions of secondaryschool teachers on their role in the curriculum development process in Zambia. The concurrent embedded design ofthe mixed methods approach was employed with the qualitative approach dominating the study while the quantitativewas used to add detail. Data from secondary school teachers was collected using questionnaires while interviewguides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed usingthemes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understandthe essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers inLusaka were willing to participate in the curriculum development process, especially in situational analysis, in theformulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materialssuch as textbooks. From the study it was concluded that teachers were aware of some of the roles that they couldplay in the curriculum development but were not adequately involved in the development process.

Sign in / Sign up

Export Citation Format

Share Document