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‘Progressive understanding’ in primary science teaching and learning
Citation
Tay, E. (1994, November 24-26). ‘Progressive understanding’ in primary science teaching and learning [Paper presentation]. 8th Annual Conference of the Educational Research Association, Singapore.
Author
Tay, Eunice Lai Keong
Abstract
'Progressive understanding' has been recognised world wide (including Singapore) to be important, mainly because conceptual understanding and conceptual development in primary science learning are necessary for subsequent science learning in secondary school.
Three variables of pedagogy that promote 'progressive understanding' used in this study are 'active learning', 'level of response' and 'linkages that may extend understanding or depth of learning'.
In this paper, four key questions concerning 'progressive understanding' were posed, to see the extent of 'progressive understanding' encouraged by teachers in primary science teaching, and the extent of 'progressive understanding' achieved by primary students as a result of the teaching.
The findings in this study reveal the following:
1. Teachers in this study were teaching at the middle level of 'progressive understanding'.
2. Teachers in this study followed closely the broad teaching suggestions and activities provided by the Teacher's Guides and the student's text, but their style of teaching in terms of the three variables of pedagogy that lead to 'progressive understanding' remain their own.
3. students in this study were not given opportunities to initiate their own science learning experiences. This could be due to the large class enrolment and also the possibility that excessive noise would be generated.
4. Students in this study were unable to explain adequately or accurately facts, or views about facts learnt. The 'ability to provide explanation' was subsumed under some student tasks, and students' achievement in this ability was found to be poor, although the 'ability to provide explanation' had been provided by most teachers in this study.
Date Issued
November 1994
Description
This paper was presented at the 8th Annual Conference of the Educational Research Association, held in Singapore from 24 - 26 Nov 1994