Didactic strategies in early science teaching

Hus, Vlasta; Grmek, Milena Ivanuš

doi:10.1080/03055698.2010.506336

Cited by 9 publications

(8 citation statements)

References 1 publication

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“…More influential are gender and tool usage at home. These findings call for a radical transformation of school technical/engineering courses in such a way as to render these courses more interesting to students, as well as more practical and inspiring, with a myriad of different teaching methods and building on the experiences and positive attitudes from elementary school (Hus & Ivanuš Grmek, 2011).…”

Section: Discussionmentioning

confidence: 99%

Can We Expect to Recruit Future Engineers among Students who have Never Repaired a Toy?

Virtič

Šorgo

2016

EURASIA J MATH SCI T

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Education has traditionally focused primarily on content and cognitive goals. While content knowledge is important, to enter to the labour market today, graduates must also develop manual skills and technical literacy. The paper deals with engineering and technology education in Slovenia. It portrays the problem of the decline in interest in technical studies, seeks reasons behind this and advances proposals for improving the situation. The main goal of our research is the wish to identify and explore potential epistemological obstacles to a better appreciation of STEM education among lower secondary school students, and to offer solutions to the problem. The results of the study showed that practical and hands-on activities are, to a large extent, lacking in lower secondary education in Slovenia. The findings call for redesigned curricula and reform of teacher education towards more practically oriented and inspiring teaching.

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Section: Discussionmentioning

confidence: 99%

Can We Expect to Recruit Future Engineers among Students who have Never Repaired a Toy?

Virtič

Šorgo

2016

EURASIA J MATH SCI T

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“…The term strategy implies reflexive planning to do something by applying any general model used in the classroom (Orlich et al, 2012). Previous studies have concluded that teachers in primary education use different teaching strategies as students gain knowledge through experience, participation in education, express their opinion, and solve problems (Hus and Grmek, 2011).…”

Section: Teaching Strategiesmentioning

confidence: 99%

School Environments and Elementary School Children’s Well-Being in Northwestern Mexico

et al. 2020

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School environment refers to the set of relationships that occur among members of a school community that are determined by structural, personal, and functional factors of the educational institution, which provide distinctiveness to schools. The school environment is an important factor when evaluating student well-being. Previous findings have shown that variables such as physical, academic, and social dimensions influence school environments. This research seeks to explain the relationship between school environment and the well-being of primary education students. To carry out this research, a total of 405 students from four public elementary schools in northwestern Mexico were selected to participate. The instrument used to measure the variables and the relationship of school environment and well-being is based on the three dimensions of school environment proposed by Kutsyuruba et al. (2015): Physical, social, and academic. Statistical analyses were carried out to determine the reliability and validity of the measurement scales using SPSS V20 and EQS software. Confirmatory factor analysis models were tested to determine the construct validity of each scale; then, an analysis via structural equation modeling was made to form an explanatory model obtaining acceptable practical and statistical indicators. Among the relationships in this study, our research identified the variable of school environments as an outcome determined by physical, academic, and social factors. School environment and student well-being variables were also found to be correlated.

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“…The classroom teaching practice of promoting students' learning can have several designations in the SE literature: 'teaching activity' 3 (De Pro Bueno, 1999), 'activity' (Furtak et al, 2012), 'didactic strategy' (Hus & Grmek, 2011), 'teaching strategy' (Minner, Levy, & Century, 2010;Schroeder et al, 2007;Wise, 1996;Wise & Okey, 1983), and 'instructional strategy' (Marzano, Gaddy, & Dean, 2000;Taraban et al, 2007;Tate, 2003), among others. We prefer the term 'teaching strategy' as it seems to be used by several authors and also seems to imply the idea of purpose in what is done in the interaction student-teachers-learning resources.…”

Section: Teaching Strategies In Science Educationmentioning

confidence: 99%

“…For more than three decades, research in SE has sought to distinguish different types of science teaching strategies (De Pro Bueno, 1999;Herbert et al, 2003;Hus & Grmek, 2011;Tate, 2003;Vieira & Vieira, 2005) and conducted meta-analysis to identify and/or characterise those with greater positive impact on pupil's learning (Furtak et al, 2012;Marzano, Gaddy, & Dean, 2000;Schroeder et al, 2007;Wise, 1996;Wise & Okey, 1983). We agree with Marzano and colleagues (2000) and Schroeder and colleagues (2007) regarding the difficulties of defining a category system for teaching strategies.…”

Section: Teaching Strategies In Science Educationmentioning

confidence: 99%

Science teaching strategies developed in an online community of practice: a case study

Marques

Loureiro

Marques

2015

IJWBC

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Background: Communities of practice (CoP) have been presented in the literature as potential promoters of the improvement of teaching strategies. However, there is scarce empirical evidence of that impact, namely in science education. Purpose: This study aims to present empiric evidence supporting the potential of online CoPs, involving teachers and researchers, for the development of effective science teaching practicesconsidering the literature on science education (SE) regarding strategies that can effectively promote pupils' learning. Sample, design and methods: The authors conducted a single case study: a curricular module developed by a collaborative group of five teachers and three researchers, which formed a CoP under the Portuguese project IPEC 1 . The CoP members interacted mainly through online communication tools; therefore, content analysis of the developed lesson plan, and associated teaching resources, was complemented with evidence from online interactions, as well as documents produced by the CoP as dissemination papers. Results and conclusions:The study showed that the CoP developed a field trip combining diversified teaching strategies, such as learning of contextualized phenomenon, small work group or questioning, referred in the reviewed literature as effective science teaching strategies.The results also point to the evolution of the teachers' practices during their participation in this CoP. Hence, it provides empirical evidence that supports that online CoP of teachers and researchers can promote the improvement of science teaching practices. It also gives a glimpse of possible factors that can contribute to that improvement, which require further empirical study.

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Didactic strategies in early science teaching

Cited by 9 publications

References 1 publication

Can We Expect to Recruit Future Engineers among Students who have Never Repaired a Toy?

Can We Expect to Recruit Future Engineers among Students who have Never Repaired a Toy?

School Environments and Elementary School Children’s Well-Being in Northwestern Mexico

Science teaching strategies developed in an online community of practice: a case study

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