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Exploring of Dispositions toward Critical Thinking in Pre-service Elementary Science Teachers  [PDF]
Journal of Kirsehir Education Faculty , 2012,
Abstract: The purpose of this study is to examine on the dispositions towards critical thinking of pre-service elementary science teachers. This study is a descriptive research and the research model of this study is relational screening model. Study group was determined through the using of homogeneous sampling which is one of the purposive sampling methods. In this context, 540 students in the department of elementary science teaching were included in study group from Ahi Evran University, Gazi University and Aksaray University during 2010-2011 academic year. As a data collection tool, The California Critical Thinking Disposition Inventory (CCTDI-R) which was developed by Facione, Facione and Giancarlo (1998) and translated into Turkish by K kdemir (2003) was used. Cronbach’s alpha coefficient of the latest scale which has six dimensions and 51 items was calculated as .88. The scale was prepared as ten-point likert scale. In this study, the data gathered through the CCTDI-R was analyzed by using Statistical Package for Social Science (SPSS) 15. According to the findings, dispositions toward critical thinking of pre-service elementary science teachers are generally above medium-level (60%).
Elementary Teachers’ Views on Mind Mapping  [cached]
?zgül Kele?
International Journal of Education , 2012, DOI: 10.5296/ije.v4i1.1327
Abstract: The purpose of this study was investigating elementary teachers’ views on mind mapping by using interviews. In this line, the study group of the research was composed of 24 elementary teachers experience periods in their job between two and 21 who were enrolled in a “Teaching Thinking Science Consulting Course”. In the implementation phase of the study, the teachers were primarily instructed about the application of the mind mapping technique. In the interviews open-ended six questions were asked to teachers about mind mapping and the use of this technique in the classroom. Interviews were analyzed using qualitative research methods. Results showed that using mind mappings in instruction helps teachers improve their instruction, planning and evaluating lessons and makes the lecture more entertaining. The technique can be suggested to extend by analyzing its relation with different variables like different lessons and participants.
An Exploration of Strategy-Based Reading Instruction Using Expository Science Texts in the Elementary Grades
Carol Fetters,Evan Ortlieb,Earl Cheek, Jr.
Studies in Literature and Language , 2011,
Abstract: This qualitative exploration was designed to examine strategy-based reading instruction using science expository text in grades 2-5. This study centered on case studies of six elementary teachers and how they used reading strategies during science instruction. Findings revealed that although the teachers’ use of expository text was limited, teachers utilized particular reading strategies that extended and elaborated the students’ oral discussions during science instruction. The classroom conversations about science topics extended the students’ background knowledge of the science concepts that related to science expository text materials in grades 2-5. Further research could include alignment of reading strategy instruction with science instruction using print materials that are matched with the students’ instructional reading levels. Key words: Expository Text; Reading; Classroom Teacher; Comprehension; Strategies
Designing Research-Based Professional Development for Elementary School Science and Mathematics  [PDF]
Brian L. Gerber,Edmund A. Marek,Ellice P. Martin
Education Research International , 2011, DOI: 10.1155/2011/908014
Abstract: A partnership including 11 school districts, a university, service agency, and private nonprofit education organization formed a collaborative partnership to improve teaching and learning in elementary school science and mathematics. The partnership designed research-based professional development for 150 teachers of grades 3–5. The professional development resulted in statistically significant increases for those elementary school teachers on math and science competency tests over a two-year period. The professional development was the vehicle for providing teachers with professional development so that they could (a) increase their content background in science and mathematics and (b) apply newly learned inquiry practices in their math and science instruction. 1. Introduction The design of professional development in elementary school science and mathematics is a key to its effectiveness. Researchers [1–4] identified factors that contribute to professional development that is more likely to improve teacher practice and, therefore, more likely to improve student achievement. Loucks-Horsley et al. [3] and Quick et al. [5] determined that teachers need (a) specific instruction on both theory and on strategies, (b) to see examples of the use of those strategies, and (c) to practice those strategies themselves. Professional development should also address the broad needs of the content areas being served and content needs have been well documented [6–8]. Alberts [9] argued that, in too many classrooms, the teaching of science has become an exercise in knowing specific vocabulary at the expense of seeking understanding of the underlying scientific principles. He stated, “The broad goal for science education must be to provide students with the skills of problem solving, communication, and general thinking required to be effective workers and educated citizens in the 21st century” (page 80). Science professional development should, therefore, move participants toward planning and conducting lessons that provide those kinds of experiences for students. Bybee and Van Scotter [7] discussed the rigor, focus, and coherence necessary for science education to be effective, which supports the need for teachers to be strongly grounded in both content and pedagogy. Lewthwaite [8] noted the complexity of providing science education that is related to the “knowledge base, beliefs, and attitudes of teachers” (page 181). In providing professional development, there is an inherent need to address each of those areas. Specific research related to mathematics professional
A Case Study of Elementary Teachers’ Use of Instruction Time in Mathematics  [PDF]
Wei-Min Hsu, Huan-Hsieh Kuo
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.717242
Abstract: This study probed into elementary school teachers’ use of instruction time in mathematics on the basis of a case study. Recording a teacher with 20 years’ teaching experience in his classroom and having interviews with him for six months, this study aims to understand the teacher’s use of mathematics instruction time and the influencing factors on this case. According to the results, the teacher in this case tends to divide his teaching activities into review and preview, new content development, interactions and discussions, and exercises and applications. In each class, he would carry out these activities. As the teaching of a module advanced, less instruction time is spent on new content development and more on interactions, discussions, exercises and applications. In terms of the factors influential on the instruction time use, the teacher in this case takes into account mainly the students’ learning initiatives in mathematics and their learning motives, and rarely considers other factors.
An Experience of Instruction University Teachers in the Paradigms of Science  [PDF]
Francisca Maria Sousa, Marilda Aparecida Behens, Patrícia Lupion Torres, Raquel Pasternak Glitz Kowalski
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.88093
Teacher instruction promotes debates on the paradigms that underpin the pedagogical practices of university teachers. This article presents part of a research whose general objective was to analyze the constructs and knowledge necessary for teacher instruction to subsidize teaching in the view of paradigm of complexity. We chose to investigate the problem: how to contribute to the change of the pedagogical practice of university teachers, experiencing research activities on the constructs and knowledge that welcome the paradigm of complexity in innovative teaching action. With this vision, action research was developed through a qualitative approach, which included nine doctoral students/participants, from the Educational Paradigms and Pedagogical Instruction group (PEFOP), from the Theory and Pedagogical Practice in Teacher Instruction series, from the Stricto Sensu Post Graduation in Education of a large university in the state of Paraná. The theorists who supported the study were: Morin (2001), Moraes (2012), Behrens (2007, 2011, 2014), Garcia (1999), Zabala (2002), Torres et al. (2012), among others. In face-to-face meetings, theoretical and practical reflections on the pertinence of innovative methodologies were provided from the perspective of the complexity paradigm, the construction of abstracts on the subject, the construction of conceptual maps, and the portfolio as an evaluation and sharing tool of the group’s activities. As a result, the participants elaborated articles as a means of producing knowledge among the peers explaining and defending why they chose to teach in a vision of complexity as the advancement of their profession. By constructing the knowledge, we find in research the vision of totality with a view to involving the student as a subject in the construction of his own knowledge, making him autonomous, critical and reflective and provoking him to seek the transformation of society and global reality. These constructs instigated teachers to rethink their pedagogical practice.
Norudin Mansor,Mohamed Ishak Badarudin,Azman Che Mat
International Journal of Instruction , 2011,
Abstract: The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation seeks to find out the achievement of students in mathematic and science subjects after considering the impact of prominent independent variables such as, the school, class and home environment, the teaching methodology and the teachers’ attitude. Analysis of the development in the state of Terengganu has been carried out by the distribution of questionnaires to teachers involved. Result of the correlation and multiple regressions indicated that all the three factors are significantly associated towards students’ achievement. However, the teaching methodology indicated a low level of moderate correlation which is believed to be the immediate issue that needed to be addressed in the new system.
Elementary English Language Instruction: Colombian Teachers’ Classroom Practices
Cadavid Múnera Isabel Cristina,McNulty María,Quinchía Ortiz Diana Isabel
Profile Issues in Teachers` Professional Development , 2004,
Abstract: An in-progress ethnographic research project about teachers who are facing the complex task of teaching English to children in 7 public elementary schools in the metropolitan area of Medellin is presented in this article. First, the need for this research is outlined by researchers; second, the methodology of the project is described; third, up-to-date findings which include a profile of the 12 teachers who are participating in this study, and an analysis of their class methodology in terms of activities, materials, teacher and student roles are reported. Lastly, implications of this research project related to early foreign language instruction are highlighted. Key words: Public Elementary-English-Language Instruction, English-Foreign Language, Ethnography-Research-Method, Teaching-Methodology Este artículo presenta los resultados preliminares de una investigación etnográfica acerca de las estrategias metodológicas utilizadas por profesores de básica primaria que ense an inglés como lengua extranjera en 7 escuelas públicas del área metropolitana del municipio de Medellín. En la primera parte se resalta la importancia de esta investigación en nuestro medio y en la segunda, de los 12 profesores participantes y un análisis de la metodología empleada por ellos con respecto a las actividades de clase, los materiales y el rol del estudiante y del profesor. Finalmente, se discuten algunas de las implicaciones de este proyecto de investigación en la ense anza de lenguas extranjeras a ni os. Palabras claves: Inglés-Ense anza-Básica Primaria, Lengua Extranjera-Inglés, Estudio Etnográfico-Investigación, Ense anza-Metodología
The Thinking Language of Elementary School Teachers in the Arab Education System in Israel: Implications for Teacher Education  [PDF]
Jamal Abu-Hussain
Open Journal of Business and Management (OJBM) , 2015, DOI: 10.4236/ojbm.2015.33026
Abstract: This pioneering study constitutes initial research on the topic of the thinking language of elementary school teachers in the Arab education system in Israel. The language of thinking can contribute significantly to every child and every classroom. However, written and spoken texts in the classroom at all levels use very few words referring to thinking. The current study attempts to bring the topic of thinking onto the agenda of the education system in general and the Arab education system in particular. This education system functions in a society characterized as developing and marked by a traditional culture. Thus, teaching in the Arab education system in Israel is still primarily a verbal activity. The objective of the study was to examine the language of thinking among teachers in the Arab elementary schools. It uses qualitative methodology through analysis of quantitative measures. The research tool involved the structured recording of the protocols of 38 lessons. The results of the study show that the thinking language of teachers in Arab elementary schools is sparse, ambiguous and inaccurate. Among the study’s recommendations are to offer teachers continuing education courses on this topic, to train teachers at teacher training colleges in the language of thinking, and to allot special courses for teacher trainees. Such training programs should provide teacher trainees with experiential learning experiences to understand and develop their thinking, enabling them to use the language of thinking with their pupils.
Elementary Teachers’ Views About Homework Process In Science and Technology Course  [PDF]
Ali ERSOY,?engül S. ANAGüN
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , 2009,
Abstract: Researches on the application of Science and Technology course indicates that teachers have various problems about homework. That is, homework is seen as a part of teaching-learning process at Science and Technology Course Curriculum which was applied in 2005-2006 academic year. The main purpose of this study is to examine teachers’ opinions about homework process. The research has been conducted qualitatively. Data were collected from eight elementary school teachers working at two elementary schools through semi-structured interviews in 2007-2008 academic year. The data were analyzed in descriptive data analysis methods. The findings showed that the teachers give homework mostly for the purpose of reinforcement, and asked for homework that prevents creative skills. Research findings also indicated that teachers have problems about homework with regard to web, students, and their parents.
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