American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2016, 4(14), 1008-1014
DOI: 10.12691/education-4-14-4
Open AccessArticle

The Scientific Practices on the Science’s Textbook in the Fifth Grade of Greek Primary School

Tsetsos Stavros1,

1Department of Education Sciences in Early Childhood, Democritus University of Thrace, Greece

Pub. Date: August 22, 2016

Cite this paper:
Tsetsos Stavros. The Scientific Practices on the Science’s Textbook in the Fifth Grade of Greek Primary School. American Journal of Educational Research. 2016; 4(14):1008-1014. doi: 10.12691/education-4-14-4

Abstract

A plethora of studies related to science teaching and learning in the last two decades, has prompted the design and development of a new framework in order to improve the quality of scientific literacy for all students. The new framework incorporates the coexistence of three dimensions of learning: the scientific practices, the core ideas and the cross-cutting concepts. However, although the importance of the three dimensions of learning is paramount, the research that is focused on the analysis of the teaching material on the three dimensions is very limited. In this research, we focus on the dimension of scientific practices. The aim of this study was the analysis of the science textbook titled “Inquire and discover” (part of the teaching package) in the fifth grade of Greek Primary School on the scientific practices involved in its content. The term scientific practice does not coincide with the term practical skills because the participation in scientific research does not require only skills, but special knowledge and experience for every skill as well. The analysis was carried out by a grid that was structured by the scientific practices as conceptual categories. A part of the scientific practices of the new framework is not evident into the textbook content and important aspects of other scientific practices do not enter into units of analysis. The textbook is not satisfactorily aligned with the new framework of science learning and perhaps these findings negatively affect the scientific literacy of Greek students in Primary School.

Keywords:
new framework scientific practices subcategories of practices textbook analysis science literacy

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Apostolakis, E., Panagopoulou, E., Savvas, S., Tsagliotis, N., Pantazis, C., Sotiriou, S. and Kalkanis, C., Science grade E. Research and Discover – Workbook, School Textbook Publishing Organisation, Athens, 2006.
 
[2]  Driver, R., Newton, P. and Osborne, J., Establishing the norms of scientific argumentation in classrooms, Science Education, 84, 287-312, May 2000. [Online]. Available: http://goo.gl/RduIG [Accessed Mar.18, 2015].
 
[3]  Harlen, W. and Qualter, A., The Teaching of Science in Primary Schools 6th edition, Routledge, London, 2014.
 
[4]  Koulaidis, B., Dimopoulos, K., Christidou and Sklaveniti, S., Texts of Techno-Science in the Public Area, Metehmio Athens, 2002.
 
[5]  Martin, J.R., and Veel, R., Reading Science, London, Routledge, England, 1998.
 
[6]  Michaels, S., Shouse, A. and Schweingruber, H., Ready, Set, Science! Putting Research to Work in K-8 Classrooms, National Academies Press, Washington, 2008.
 
[7]  National Research Council, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, Washington, National Academy Press, 2012.
 
[8]  Nercessian, N., Model – Based reasoning in scientific practice, In R.A. Duschl and R.E. Grandy (Eds.), Teaching Scientific Inquiry: Recommendations for Research and Implementation (p. 57-79), Rotterdam, 2008.
 
[9]  OECD, PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science, OECD Publishing, Paris, 2009.
 
[10]  Ogborn, J., Kress, G., Martins, L. and Mcgillicuddy, K., Explaining Science in the Classroom, Open University Press, Buckingham, 1996.
 
[11]  Osborne, J., Arguing to Learn in Science: The Role of Collaborative, Critical Discourse, Science, 328 (5977), 463-466, June 2010. [Online]. Available: http://goo.gl/KGL6V9 [Accessed Apr. 21, 2015].
 
[12]  Schmidkunz, H. and Lindemann, H., Teaching methods-Research development. Problem solving in science teaching, Westarp Wissenschaften, Essen, 1992.
 
[13]  Skoumios, M. and Hatzinikita, V., Investigating the structure and the content of pupils’ written explanations during science teaching sequences focused on conceptual obstacles. Themes in Science and Technology Education, 1(2), 135-155, December 2008. [Online]. Available: http://goo.gl/zGYdQ9 [Accessed Mar. 6, 2015].
 
[14]  Skoumios, M. and Hatzinikita, V., Learning and justification during a science teaching sequence, The international Journal of Learning, 16(4), 327-341, Jul. 2009.
 
[15]  Skoumios, M., Improving students’ ability to craft scientific explanations. Proceedings in Advanced Research in Scientific Areas (ARSA), In 1st Virtual International Conference, Publishing Institution of the University of Zilina, Slovakia, 1036-1041.
 
[16]  Skoumios, M. and Xatzinikita, B., Evaluating the written explanations of students in Science. Greek Science Education, 3, 9-19, 2014, Summer 2014. [Online]. Available: http://goo.gl/VIkyxD [Accessed Mar. 6, 2015].
 
[17]  Skoumios, Μ., Applied science education (Practical Exercises Phase B) - Teaching observation and report authoring model of teaching observation, Aegean university-Department of Education, Rhodes, 2014. [Online]. Available: http://goo.gl/ufbxmF [Accessed Jen. 21, 2015].
 
[18]  Tzani, M., Notes for the course “Research Methodology of social sciences, Athens University-Department of Education, Athens, 2005. [Online]. Available: http://goo.gl/Fs8cEA [Accessed Apr. 28, 2015].
 
[19]  Vosniadou, S., Conceptual Change In Learning and Instruction: The Framework Theory Approach, In S. Vosniadou (Eds), International Handbook of Research on Conceptual Change, 1, 11-30, Routledge: New York and London, 2013.
 
[20]  Zembal-Saul, C., Learning to teach elementary school science as argument Science Education, 93(4), 687-718, April 2009. [Online]. Available: http://goo.gl/mz36z8 [Accessed Jen. 19, 2015].