Scientific research activity organisation and improvement in a primary school

• Κύριοι συγγραφείς: LAMANAUSKAS, VINCENTAS, AUGIENĖ, DALIA
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: Urray 2018
• Θέματα: Pedagogical Content Knowledge, PCK, Knowledge acquisition, Inquiry-Based Science Education, science; Energy, conservation, transformation, equivalence, history of science; Transfer of energy, mechanical work, heat, semiotic actions, inscriptions; Teleology, biology, chemistry, physics; Analyse of the activity, strategy, behaviour, spreadsheet, learning; education; Nature of science, history of science, science teaching; Total force on an immersed body, physics textbooks; Teacher training, mathematics teaching, scheme, instrument; Geology, Biology, time, explanatory register, obstacles; Energy, transformation, vertical path, primary, middle school; Issue, problem solving, preschool children, argumentation, STEM, engineering; Community, resources, teachers; science education; Inquiry-based science education, primary science education, teacher support, class observation, France; Waves, problem solving, interferences, sine function, graphical representation; Geophysical entities, preschool children’s representations, earth’s surface, implications for teaching; Serious game, robot pedagogy, cognitive mediation, activity analysis, last section of kindergarten; Earth science curriculum, student learning, quality assessment, validity and reliability study, survey development; Biology, competencies, national / global context, PISA, school-based exams; Shape of the earth, location of people on earth, the day/night cycle, mental models, children; IBSE, primary school, Intentio, institutional science education project; Didactics, Physics Sciences, modelling activities, electrostatics field; Physics learning, preschool, formation of the shadows, early science education, drawings; Early childhood, cultural-historical, sociocultural, early years, science education, technology education, engineering education.; Mixed method, sequential analysis, inquiry; Ancient remains, amphorae, mediation; Theory based structure of knowledge; nucleus-body-periphery structure of theory; cultural content knowledge (CCK); cultural knowledge of the weight concept; Technological education, teaching practices, computers practices, process of transmission - appropriation, information and communication technology; Learning Analytics, epistemology, methodology, ethics; Area Measurement, teaching area measurement, measurement tools, elementary school; Scientific partnerships, citizen science, teaching practices, science teaching; Action, reason, geometric middle, developmental perspective, International Center for Genetic Epistemology; Serious game, learning, knowledge, skills, elementary school.; Physics education, world image, theories and preoccupations, change of ideas; Children, ICT, technology, home, early childhood education; Oral health, dental caries, children’s ideas, oral health practices, pre-school education; Science education, participatory science, authenticity of learning, teaching practices, school-scientist partnerships; Participation, early mathematics, mathematising process, children’s initiatives, play pedagogies; Science education, scientific revolution, history and philosophy of science and; Material and virtual resources, praxeology, task, technique, technology, register, number sense, place-value system, Chinese abacus; Science and mathematics education; Chemical reaction, MBL, Lebanon, labwork; Primary education, investigative approach, scientific and technological activities; Spatial skills, programming cards, Scratch Jr, tangible material, code learning; Science exhibitions, technoscientific issues, practice and process, communicating controversy in science, critical viewer, negotiation; Technology education, curriculum, gender; Contradictions, conflicts, turning points, early childhood, science education, motives, demands, everyday concepts, scientific concepts; PhD studies, PhD student, supervisor, research problem; Avalanche, joint action theory for didactics (JATD), physics, resources, science communication; Science disaffection, aims of science education, didactics, educational policy and administration; Explanations construction, teaching, sciences, preschool; Content analysis, qualitative research, primary school, scientific research activity; History and Philosophy of Science, History and Philosophy of Mathematics, HP&ST; Summer programs, females, Mathematics, middle school, motivation, self-efficacy; Scolarisation des élèves handicapés; habiletés éducatives; gestes professionnels d’ajustement; auxiliaire de vie scolaire; école primaire française; Indigenous education, biology education, models, living beings classification; Concept force, didactic transposition, mathematical approach, students’ difficulties misconceptions; Digital technology, documentation work, programming, students’ autonomy, teacher education; Environmental education, environmental issues, social representations, word associations, environmental conceptions; Science, investigation, école primaire, élèves en situation de handicap; Nature of Science, history of science, balance of nature; Teaching physics, energy concept, systems of signs, inscriptions, semiotic resources; Science education, precursor models construction, flotation, teaching and learning strategy, preschool education.; Health literacy, kindergarten teacher, qualitative research, content analysis; Inquiry based teaching, formulation of hypotheses, buoyancy, manipulation, students' ideas; Learning material; knowledge structures; WPW learning model; content specialization; engagement; heteroglossia; Early childhood science, drawing, young children’s ideas, change of state; France, history of science, teaching, experimental sciences, Volta.; Problems solving, knowledge, task, declarative, procedural, hierarchy; Inquiry-Based Science Education, biology in early childhood education, teaching practices in kindergarten, learning practices in kindergarten; Health education, educational styles, biomedical model, health promotion, textbooks; Science Education, Mathematics Education, international testing, school curricula; Educative robotics, primary school, learning, micro-genetics approach, activity analysis; Pointe-à-Callière, archaeology, history, educative and cultural mediation, discovery experience

Scientific research activity (SRA) is very important in an early natural science education process. Basically, it comprises primary general education school. Natural science education process construction based on experimental-research activity is acknowledged at an international level as an effective educational approach. However, it is still very little/not enough known about teachers’ position (opinion) concerning research activity aims, research activity organisation and realisation, scientific research competence of the teachers themselves. The main students’ SRA organisation aim is to give an opportunity for the students themselves to try scientific method application, in this way acquiring and broadening natural science knowledge. Such an activity in its turn is undoubtedly practical and requires students’ creativity and proper motivation. The conducted research aim was to analyse primary class teachers’ position in the scientific research activity sphere (personal ability to organise and carry out students’ research activity evaluation, revealing the most important limitations, understanding of SRA importance and ways of improvement). 60 primary class teachers from more than 25 Lithuanian general education schools participated in the research. Data were analysed using a content analysis method. It has been stated, that most of the teachers value their abilities in SRA as satisfactory, though they treat the importance of SRA itself in education process as very significant.  The essential factors hindering SRA development in a primary school were ascertained, i.e. supply limitations related to material and financial difficulties and organisational/ human factors.