The role of practical activities in primary school science

The roles, patterns of use and emphases of practical activities depend fundamentally on teachers' backgrounds and beliefs. Students' intense engagement with real objects was found to encourage exploration and enjoyment, and support recall. The study also identified the variety and value of science conducted outside the normal classroom.

The development of science concepts emergent from science museum and post-visit activity experiences : students' construction of knowledge

This research investigated students' construction of knowledge about the topics of magnetism and electricity emergent from a visit to an interactive science centre and subsequent classroom-based activities linked to the science centre exhibits. The significance of this study is that it analyses critically an aspect of school visits to informal learning centres that has been neglected by researchers in the past, namely the influence of post-visit activities in the classroom on subsequent learning and knowledge construction. Employing an interpretive methodology, the study focused on three areas of endeavour. Firstly, the establishment of a set of principles for the development of post-visit activities, from a constructivist framework, to facilitate students' learning of science. Secondly, to describe and interpret students' scientific understandings : prior t o a visit t o a science museum; following a visit t o a science museum; and following post-visit activities that were related to their museum experiences. Finally, to describe and interpret the ways in which students constructed their understandings: prior to a visit to a science museum; following a visit to a science museum; and following post-visit activities directly related to their museum experiences. The study was designed and implemented in three stages: 1) identification and establishment of the principles for design and evaluation of post-visit activities; 2) a pilot study of specific post-visit activities and data gathering strategies related to student construction of knowledge; and 3) interpretation of students' construction of knowledge from a visit to a science museum and subsequent completion of post-visit activities, which constituted the main study. Twelve students were selected from a year 7 class to participate in the study. This study provides evidence that the series of post-visit activities, related to the museum experiences, resulted in students constructing and reconstructing their personal knowledge of science concepts and principles represented in the science museum exhibits, sometimes towards the accepted scientific understanding and sometimes in different and surprising ways. Findings demonstrate the interrelationships between learning that occurs at school, at home and in informal learning settings. The study also underscores for teachers and staff of science museums and similar centres the importance of planning pre- and post-visit activities, not only to support the development of scientific conceptions, but also to detect and respond to alternative conceptions that may be produced or strengthened during a visit to an informal learning centre. Consistent with contemporary views of constructivism, the study strongly supports the views that : 1) knowledge is uniquely structured by the individual; 2) the processes of knowledge construction are gradual, incremental, and assimilative in nature; 3) changes in conceptual understanding are can be interpreted in the light of prior knowledge and understanding; and 4) knowledge and understanding develop idiosyncratically, progressing and sometimes appearing to regress when compared with contemporary science. This study has implications for teachers, students, museum educators, and the science education community given the lack of research into the processes of knowledge construction in informal contexts and the roles that post-visit activities play in the overall process of learning.

Effectiveness of recording in primary science : a study of the ability of junior primary school pupils to use drawing as an effective method of communication in science lessons

Drawing as a means of recording is a very common practice in junior primary science lessons. This is largely due to the availability of necessary materials. Also, most youg children have some degree of drawing skill and enjoy drawing activities. Since 1956 the science curriculum to be implemented in primary classrooms in Victoria has changed from one that was based largely on nature study (biological) to one that includes physical and technological aspects. Further, there have been changes in the teaching methodologies advocated for use in science lessons. A modified Interactive Teaching Approach was used for the studies. Drawing was the main means by which the children recorded information. The topic of 'shells' was used to enable collection of data about the children's enjoyment of the activity and satisfaction with their achievement. This study was replicated using the topic 'rocks'; again data were collected concerning satisfaction and enjoyment. During a series of lessons on 'snails' data were collected concerning the achievement of 'process' and 'objective' purposes that teachers might have in mind when setting a drawing activity. In addition to providing data about purposes the study stimulated some questions regarding the techniques the children had used in their drawings. Accordingly, data concerning the use of graphic techniques by the children were collected during a series of lessons on 'oils'. The data collected and analysed in the various studies highlighted the value of drawing in junior primary school science lessons. It also validated strategies developed by the author and designed to help teachers and children use drawing effectively in science activities.

Transition of understandings in science and SOSE : a case study

The newly developed Curriculum Standards Framework lacked supporting school documentation to implement an effective program in Science and SOSE. The task was to create it, together with the knowledge and understandings that were required to apply it. The thesis demonstrates the difficulties faced in actively pursuing curriculum change in a primary school.

Writing and science connections : integrated instruction and assessment

Learning to write is a daunting task for many young children. The purpose of this study was to examine the impact of a combined approach to writing instruction and assessment on the writing performance of students in two grade 3 classes. Five forms and traits of writing were purposefully connected during writing lessons while exhibiting links to the four strands of the grade 3 Ontario science curriculum. Students then had opportunities to engage in the writing process and to self-assess their compositions using either student-developed (experimental group/teacher-researcher's class) or teachercreated (control group/teacher-participant's class) rubrics. Paired samples t-tests revealed that both the experimental and control groups exhibited statistically significant growth from pretest to posttest on all five integrated writing units. Independent samples t-tests showed that the experimental group outperformed the control group on the persuasive + sentence fluency and procedure + word choice writing tasks. Pearson product-moment correlation r tests revealed significant correlations between the experimental group and the teacher-researcher on the recount + ideas and report + organization tasks, while students in the control group showed significant correlations with the teacher-researcher on the narrative + voice and procedure + word choice tasks. Significant correlations between the control group and the teacher-participant were evident on the persuasive + sentence fluency and procedure + word choice tasks. Qualitative analyses revealed five themes that highlighted how students' self-assessments and reflections can be used to guide teachers in their instructional decision making. These findings suggest that educators should adopt an integrated writing program in their classrooms, while working with students to create and utilize purposeful writing assessment tools.

Science education in primary schools in a state of change

Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context. This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.

Teacher praxis in the generation of students' questions in primary science

This thesis examined the praxis of a group of highly regarded primary teachers who encouraged their students to generate, clarify and use investigable questions in science. The findings revealed the importance of a teacher's beliefs, understanding of the nature of questioning, and pedagogical reasoning about teaching and learning in science.

Primary teacher beliefs and practices in working and thinking scientifically and technologically

What are primary teachers' beliefs about thinking and working scientifically and technologically? How do the teachers' beliefs manifest in classroom practice? What differences do the teachers see between thinking and working scientifically and technologically? These questions were central themes of the case study research. Interviews and classroom observation were the techniques used to identify how three experienced primary teachers' beliefs about thinking and working technologically and scientifically were manifested in their classroom practice.

Codeship: Financing growth: Case study and Teaching note

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Activity programming for geriatric residents of Illinois nursing homes : an analysis of quality in QUIP and non-QUIP activity programs /

Cover title: Long term care research and demonstration projects, final reports, 1986.

Formación permanente del profesorado de educación primaria en planificación y didáctica del conocimiento del medio natural, en base a las nuevas tendencias educativas: un modelo formativo y aplicaciones concretas

La propuesta de modelo de formación del profesorado que seguidamente va a ser descrita1, basada en los nuevos planteamientos educativos referidos y diseñada en atención específica a la realidad de la Comunidad Autónoma andaluza -si bien generalizable en muchos aspectos a otras- y para la etapa concreta de Educación Primaria, ofrece pautas de actuación para el ámbito de conocimiento concreto de las ciencias experimentales, o lo que es lo mismo, para el relativo al del conocimiento del medio natural