scholarly journals Teaching and Learning Primary Science for Marginalised Children

2017 ◽  
Author(s):  
Kamisah Osman ◽  
Cindy Wong Chyee Chen
Keyword(s):  
Teaching And Learning ◽  
Primary Science

Primary School Science Teachers’ Attitude Towards Using Virtual Learning Environment (VLE) In Teaching Science

2018 ◽  
Vol 1 (3) ◽  
pp. 155 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Ghaneshwary R. Muruges
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
School Science ◽  
Virtual Learning Environment ◽  
Teaching Science ◽  
Primary Science ◽  
Female Teachers ◽  
Cameron Highlands ◽  
Female Data ◽  
Primary School Science

The aim of this study is to identify the attitude of science teachers towards the usage of Frog VLE in teaching and learning primary science. The sample consisted of 148 science teachers in Cameron Highlands and Taiping (45 male and 103 female). Data is collected by questionnaire which contains 40 questions with 5 Likert scale. The independent t test and One-way ANOVA is used to answer the research questions. Findings indicated that the science teachers in Cameron Highlands and Taiping have neutral attitude towards the usage of Frog VLE in teaching primary science. There are no any significant differences in the attitude towards Frog VLE among science teachers between male and female. Teachers with less experience (younger teacher) have greater attitude compared to old teachers. Science teachers with higher professional grade have greater attitude compared to the teachers with lower professional grade. Hence, science teachers are encouraged to attend courses and develop skills in using Frog VLE to increase their attitude in usage of Frog VLE in teaching science.

scholarly journals Understanding the use of interactive whiteboards in primary science

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Trudy Sweeney
Keyword(s):  
Science Teacher ◽  
Activity Theory ◽  
Teaching And Learning ◽  
Stages Of Concern ◽  
Interactive Whiteboards ◽  
Primary Science ◽  
Theoretical Frameworks ◽  
Interactive Teaching ◽  
Dialogic Space ◽  
Affective Dimensions

<p>This paper explores the dimensions of change experienced by a specialist primary science teacher in Australia as she attempted to embed an interactive whiteboard into her practice as a tool to enhance interactive teaching and learning. This paper uses the theoretical frameworks of activity theory and the stages of concern to understand the behavioural and affective dimensions of change related to the use of interactive whiteboards in primary science. It is argued that the identification and resolution of tensions and concerns in teachers' practice is crucial to maximise the potential of interactive whiteboards to enhance learning interactions in a shared dialogic space.</p>

scholarly journals Overcoming Learning Difficulties with Smartphones in an Inclusive Primary Science Class

2019 ◽  
Vol 8 (3) ◽  
pp. 21 ◽  
Author(s):  
Kati Sormunen ◽  
Jari Lavonen ◽  
Kalle Juuti
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Difficulties ◽  
Primary Science ◽  
Science Class ◽  
Learning Tools ◽  
Learning Practices ◽  
Research Period

This paper examines how pupils with learning difficulties (LDs) used smartphones as supportive learning tools in an inclusive science class and how the usage developed over a two-year period. The case study was conducted in a Finnish primary school, where nine LD pupils&rsquo; smartphone usage was followed in three science learning practices that supported LDs. The data consisted of repeated smartphone questionnaires, interviews, learning outcomes, and teachers&rsquo; memoranda. The content and co-occurrence network analysis revealed that the smartphone usage varied in different practices, and its benefits developed gradually during the research period. Research highlights that teachers&rsquo; and pupils&rsquo; engagement with a dedicated, collaborative, and long-lasting process of smartphone usage in teaching and learning enables the achievement of change.

scholarly journals An exploration of how teachers’ attitudes to global learning can be used to inform primary science education

2020 ◽  
Vol 12 (2) ◽  
pp. 121-132
Author(s):  
Amy Strachan
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Learning Approach ◽  
Primary Science ◽  
Global Learning ◽  
Primary Science Education ◽  
Global Issues

This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers’ personal and professional commitment to global issues can inform a more relevant and purposeful primary science education, empowering both them and those they teach to become agents of change. It suggests that by exploring Sustainable Development Goals (SDGs) and their relation to the primary science curriculum in England, as well as developing a series of pedagogical strategies in line with global learning, teaching and learning in primary science can become more engaging and purposeful beyond fulfilling an assessment framework. A mixed-methods research design was used to explore and inform the Global Learning in Primary Science (GLPS) project. The findings suggest that while practitioners shared a positive attitude to a global learning approach, without being explicitly indicated in curriculum policy, its integration will continue to be left to chance. This global learning approach provides an opportunity for primary science education to become valued as dynamic process which supports sustainable development rather than remaining a static body of knowledge.

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