Enhancing Children's Success in Science Learning: An Experience of Science Teaching in Teacher Primary School Training

Autor/inn/en	Ferreira, Maria Eduarda; Porteiro, Ana Cláudia; Pitarma, Rui
Titel	Enhancing Children's Success in Science Learning: An Experience of Science Teaching in Teacher Primary School Training
Quelle	In: Journal of Education and Practice, 6 (2015) 8, S.24-31 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Elementary School Science; Environmental Education; Science Teachers; Grade 1; Grade 3; Elementary School Students; Science Instruction; Interdisciplinary Approach; Mixed Age Grouping; Science Experiments; Scientific Concepts; Concept Formation; Teaching Methods; Student Attitudes; Elementary School Teachers; Teacher Education; Portugal + Suchen Sie Ihr Suchwort? Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Jahrgangsübergreifende Gruppe; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Elementary school; Grundschule; Volksschule; Lehrerausbildung; Lehrerbildung
Abstract	The Environmental Studies curricular area, taught at primary school level in Portugal, is a challenging context for curricular interdisciplinarity and the achievement of small-scale research and creative and innovative experiences, inside and outside the classroom. From that assumption, we present, under the master course of primary teacher training, a pedagogical intervention developed with a class of 1st and 3rd year primary school children. Our research focus was to understand to what extent the realization of experimental activities, in a class with children of different school levels, promotes the learning of science and affects other school skills. In this sense, we built and validated teaching resources whose goal is to promote science learning in the classroom, complementing this formal space with another educational context, a laboratory in a higher education institution in the same city. This study has shown that these teaching resources have provided the capacity to building interdisciplinary skills. Considering the attitudes and the affective component, it seems that this was a significant time in the children's personal and social education process, combined with active learning and socializing. We support the idea that science education in the early years of schooling is promoter of scientific literacy. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01