Research Korner: Primary School

My View on Primary School Science

Education in Australia, regulated by the individual state governments, follows three-tier model as Primary education (Primary Schools), Secondary education (Secondary Schools/High Schools) and Tertiary education (Universities and TAFE [Technical and Further Education] Colleges). Education is compulsory at an age designated by legislation. The academic year in Australia varies between states and institutions. Generally, it runs from late January until mid-December for primary and secondary schools and TAFE colleges. For universities, it starts from late February until mid-November (Education in Australia).             The major goals of primary education are achieving basic literacy and numeracy amongst all pupils. This level of education focuses on establishing foundations in science, geography, history and other social sciences. Typically, the pupils are placed in a class with one teacher who will be basically responsible for their education and welfare for a school year. Continuity with a single teacher and opportunity to build a close relationship are the most notable feature of the primary education system.             As of 2006, there is a total of 3.3 million (17% of total population) enrolled pupils in primary schools. The normal age of pupils enrolled is between ages 6-7 to 12-13 years. In between these school years, various areas and the methods used to teach them are relatively broad. Science, for example, is narrowed into two categories such as natural sciences and social sciences. Knowledge, application, researches, observations and so on encompasses these various areas of science. The teacher shall prepare for teaching methodologies and learning technologies and productivity tools in between (Education in Australia).             To wit, the goal of science impacts on society and individuals. It is to produce useful models of reality. As a useful tool and a growing body of understanding, one can distinguish more effectively with surroundings to better adapt and evolve individual as a social whole as well as independently. Thus saying, through science we can now teach and learn science on a more adaptive, responsive and interactive ways. The teaching methodologies which are incorporated in class rooms are delivered by science developments such as on-line teachings and software-activated modules and lectures.             We cannot question the usefulness of computers and perhaps, the Internet, in school works but many people, specifically parents, argued about the educational value of Internet. Indeed, e-porns, dangerous and aggressive racist messages, dishonest and immoral information, and harmful advertising are dominating the Internet society (2004). Still, students as well as parents believe that the Internet is the best learning tool ever introduced.             Due to technology upgrades, schools including primaries are prompt to go wireless. More schools are adopting one-to-one laptop computer choices (2006).  “Computer software is helping students to improve their reading kills and new video games are helping kids concentrate better (2006, 2007). Cyber swapping and electronic textbooks are also becoming more popular among teachers and students. As a cost-effective alternative, the access of data improves student achievement. Virginian teachers are learning how to get their students involve and excited about math and science by building robots and playing with high-tech toys (2007). Through podcasting, students are getting more engage in conversations about what they are learning in schools. Easy teaching cliparts and classroom management software are also available online for the teachers. In addition, a primary school science website is established in the United Kingdom. It serves as an on-line learning site in lesson plan- and worksheet-making.             These are the approaches in American and European primary schools. However, practitioners are concern about the science performance of Australian primary school students ( 2001). “Australian science mentors appear to be the key factor in enhancing science teaching and eventually implementing a science education reform”, said . The Australian science community is calling for a new approach.             Mentor’s practices are in need to be remodelled.  Understanding own practices (1990) and developing knowledge, skills and self-efficacy (1981) can enhanced teachers’ self-confidence. A developed self-confidence can deliver well-planned and modelled science lessons.             To enable the transfer of knowledge from teachers to learners, pedagogical knowledge is the key. It differs from one subject area to another (1998). Lack of this knowledge can create relationship problems between mentoring how to teach primary science and the mentor’s skills. Thus, modelling teaching practices allow a visual, more effective teaching.             Personal attributes, system requirements, pedagogical knowledge, modelling and feedback and practices are the five factors for mentoring. “Modelling” practices that are to be poured over to the mentees, which are the primary school science teachers, includes: ü  Enthusiasm when teaching science ü  Modelling effective science teaching practices ü  Demonstrate a rapport ü  Demonstrate well-designed science lessons ü  Demonstrate hands-on lessons ü  Effective classroom management demonstrations ü  Use science languages             Whether in Europe, America or Australia, teaching primary school science is tough and broad. The maximum utilization of various science materials and resources must be a priority. Internet provides a great tool and influence to teaching and learning not only in primary school but also in whole education system worldwide. Science, as broad as it can get, can be narrowed and be detailed to primary students thinking and adapting abilities. Its consistency with the current educational system is a requirement though. Personally, the role of Internet and primary school science will not hinder the capabilities of the educational officials and administrants. Perhaps, it can be a strength wherein they can design new approaches in teaching science to primary schools. Furthermore, tech-savvy students can engage to participate more and communicate their needs and concerns to the education officials.             Enthusiasm, effective science teaching practices, rapport, well-designed science lessons, hands-on lessons, classroom management and the use of science language while teaching contribute positively to learning processes of students specifically those in primary level whether it passes from the mentor to the mentees or the teachers to the learners. A well-established foundation for science and other subjects is achieved at the primary level of education and continuity must evolve between the pupils, teachers and technology.             The primary school science, as it enters the modern times, must keep pace with the ever-changing environment. Otherwise, obsolesce might enter the picture. We can take advantage of such developments as long as it meant to not sacrificing the goals of primary school science and goal of science in general which is basic literacy and application. Through technology, which is a product of science and technology, teaching and learning science in primary level proves to be very beneficial and providential for pupils, parents and teachers.             Teaching primary science must be child active and child focused. It should develop both the manipulative and mental activities of the pupils. In addition, the primary science must concentrate on an aspect child experiences into which the child can display an interest ( 2003). With this, all the necessary elements of classroom learning must be properly incorporated from teaching methods, attitudes of the teacher, assessment of science learnings and etc.             Towards science learning, constructivists approach is relatively being evident. Therefore, learning proves to be active rather than a passive process and it places the child at the center of the learning process. The children’s alternative frameworks and existing knowledge are identified by the teacher (2003). Quite simply, it is a teacher’s duty to specifically translate such knowledge to become more scientific taking in regards of the different frameworks or perceptions of each student.             Being scientific means exploring science issues that interests them or to apply science knowledge in designing things and/or finding ways to solve everyday life problems (2004).             More practically, primary science teaching coordinates the hands-on and minds-on approaches. The support on the pupils who spent little or no time planning and interpreting their findings must be required to make sense of a concept by relating it to their own experiences (2003). In connection, a variety of methods must be used since pupils demonstrate their abilities differently (2004). What is more important is their participation while inside the classroom.                 The role of the primary school teachers are haunted by different problems. These are insufficient scientific knowledge background and their lack of confidence in teaching science. The teaching process which involves scientific concepts (2004) purports through the teachers’ importance. Their knowledge and teaching skills must lead to the pupil’s broader understanding. Remodelling and retraining of the current primary teachers must be also a priority along with revisiting the teaching practices.             The teacher’s dialogue must be effective and must be carried-out collaboratively. The pupil’s activities such as inquiry, investigation and problem-solving bring about understanding of scientific concepts (2003). Thus, it must be delivered appropriate and constructively.                The children’s interest and attitude towards science is also crucial for effective learning. Particularly, confidence in dealing with curiosity and methodical inquiry must be develop. The enjoyment of science stemmed from the primary school (2003). However, as the child develops positive attitudes on other subjects, their interest in science diminishes.             There are so many reasons why a primary student loses interest in science. These may include the transition between primary and post-primary schooling ( 2003). In between these years, the authority must be carefully guarded and think of ways of the pupils can retain their interest for the subject. We can start by inflicting the importance of studying science and acknowledge the importance of the subject in everyday life.             Other reasons: the content-driven nature of the science curriculum, the perceived difficulty of school science and ineffective science teaching (2003). Among the three, the perception of the pupils regarding science can be altered at least through making them understand the value of learning science and its long-term effects.             Further, the ineffective science teaching is changeable. There are so many things to consider such as the availability of resources for demonstration and the pupils’ ‘how we see’ concept. The primary teachers are somewhat pressured meeting the literacy and numeracy benchmarks and preparing their students for the examinations.             Regarding the curriculum, educational authorities should capitalize on flexibility of the primary curriculum (2003). Primary science curriculum shall deal with longer-term experiments. Experiments are fun and it encourages the mind to think. With this, teachers can make science more enjoyable though self- discovery of the things around.             More practically, teaching and learning science teaches us to be more practical and experimental. More than just being a ‘body of knowledge’, the application and importance of science in our daily lives is incontestable. Whether to use different teaching methods in demonstration, using science language in teaching science, being enthusiastic while teaching, there are so many factors why science must be taught and learned.             As such, primary science teaching and learning deals with three actors: the teachers, the pupils and the educational system authority. The initiative must be played by the teachers in communicating their needs to the schools administrators. The results of collaboration between the two must be centered to the effective learning and broader understanding of the pupils.             In such a way that the conceptual development of the pupils will not be suffered, the elements of effective teaching and learning must work side-by-side to achieve the goals of primary science as: developing scientific process skills, fostering the acquisition of concepts and developing particular attitudes (2003).

My View on Primary School Science

Education in Australia, regulated by the individual state governments, follows three-tier model as Primary education (Primary...