The Effectiveness of A Proposed Science Curriculum for 3rd Grade Primary on the Light of Global Trends on Students' Acquisition of some Scientific and life skills

Document Type : Researches for promotion to assistant professor and professor degrees

Author

Assistant Research Professor, Curriculum Development Research Division, National Center for Educational Research and Development, Cairo.

Abstract

The current research deals with the problem of low quality of primary education, poor quality of science curricula at the primary level, and neglect of science education in the first three grades of primary school. It aimed to achieve the quality of science curricula in primary education, to build a science curriculum for the third grade of primary school in light of global trends, and to provide third-grade students with some scientific and life skills. The research followed the descriptive and analytical approach in building the proposed curriculum in science for the third grade of primary school in the light of global trends, then building research tools represented in the test of scientific skills and the life skills observation card. The research also followed the quasi-experimental method through designing one group, and applying the tools before and after. Moreover, teaching two units of the proposed curriculum, to a group of forty-two students of the third grade of elementary school in Cairo governorate during the first semester of the academic year (2015/2016). The results showed a statistically significant difference at the level (0.01) between the mean scores of the experimental group members in the pre-test and the post-test for the scientific skills test and for the life skills observation card in favor of the post test. The value of the effect size of the dependent variables also showed a large effect, indicating that the effect of the independent variable is high in the acquisition of the dependent variables. The researcher recommended applying the proposed science curriculum to third-grade students in the basic education stage, designing and building science curricula for the first three grades of the primary stage, and training teachers on global trends in science curricula for the primary stage.
 

Main Subjects

References

Alexander, J. M.; Johnson, K. E.; Kelley, K., 2012. Longitudinal Analysis of the Relations between Opportunities to Learn about Science and the Development of Interests Related to Science. Science Education, Sep 2012, v96 n5 p763-786
Aleixandre, M. P. J., & Santamaría F. E., 2010. Adaptation of innovative practices in science education- Turning Kids on to Science. Austrian Institute of Ecology.
Anderson, J.O., Milford, T., & Ross, S.P. (2010). An opportunity to better understand schooling: The growing presence of PISA in the Americas. International Journal of Science and Mathematics Education, 8, 3, 453-473.

Arizona Department of Education, 2005. Standards Based Teaching and Learning. Science Standard Articulated by Grade Level. Grade 3.

Atlantic Canada Science Curriculum, 2010: Science Curriculum Grade 3. Department of Education. English Program. Prince Edward Island. Canada.
Barton, D., 2010. Early Years Science Is So Much More than Just "Knowledge and Understanding of the World". Primary Science, Jan 2010, (111), 5-7.
Blunch, N.-H., 2014. Literacy and Numeracy Skills and Education Sector Reform: Evidence from Ghana. Education Economics, 22 (2), p209-235.
Breacháin, A. Ó; & O'Toole, L., 2013. Pedagogy or Politics?: Cyclical Trends in Literacy and Numeracy in Ireland and Beyond. Irish Educational Studies, v32 n4 p401-419
British Columbia Ministry of Education, 2010. Grade 3 Curriculum Package. September.
California State Board of Education, 2013. Science Content Standards for California Public Schools Kindergarten through Grade Twelve. http://www.cde.ca.gov/index.asp.

Klahr, D., 2002. Exploring Science: The Cognition and Development of Discovery Processes. Bradford Book.

Clark, B.; & Button, C., 2011. Sustainability Trans-disciplinary Education Model: Interface of Arts, Science, and Community (STEM). International Journal of Sustainability in Higher Education, v12 n1 p41-54 2011
 Curriculum Planning & Development Division, 2008. Science Syllabus Primary. Singapore Ministry of Education. http://www.moe.gov.sg/.
Cremin, T., Glauert, E., Craft, A., Compton, A., & Stylianidou, F., 2015. Creative Little Scientists: Exploring Pedagogical Synergies between Inquiry-Based and Creative Approaches in Early Years Science. Education 3-13, 43 (4), 404-419.
Demir, M., 2015. Third Grade Elementary Students' Perception of Science. International Electronic Journal of Elementary Education, 7 (2), 157-168, Mar 2015.
Department of Education, 2014. Reforming Assessment and Accountability for Primary Schools Government response to consultation on primary school assessment and accountability. Department of Education. Government of UK.https://www.gov.uk/government/consultations/newnational-curriculum-primary-assessment-and-accountability.
Eshach, H., & Fried, M. N., 2005. Should science be taught in early childhood? Journal of Science Education and Technology, 14 (3), 315-336.
Evans, R. S.; & Rennie, L. J., 2009. Promoting Understanding of, and Teaching about, Scientific Literacy in Primary Schools. Teaching Science, 55 (2), p25-30 Jun
FitzPatrick, S.; Twohig, M.; & Morgan, M., 2014. Priorities for Primary Education? From Subjects to Life-Skills and Children's Social and Emotional Development. Irish Educational Studies, 33 (3), 269-286.
Fogarty, R. (2009). How to Integrate the Curricula (3rd ed.). Thousand Oaks, CA: Corwin Press.
Gardner, H. (2011). Multiple intelligences.  The Theory of Multiple Intelligences: As Psychology, As Education, As Social Science Howard Gardner. Retrieved on August 21th, 2015 from http://www.howardgardner.com/MI/mi.html.
Gecer, A.; & Ozel, R., 2012. Elementary Science and Technology Teachers' Views on Problems Encountered in the Instructional Process. Educational Sciences: Theory and Practice, v12 n3 p2256-2261 Sum
 Georgia Department of Education, 2006. Third Grade Science Curriculum. Kathy Cox, State Superintendent of Schools. http://www.gadoe.org/Pages/Home.aspx.
Gilbert J. B., 2016. Botvin Life Skills Training | Elementary School Program. NATIONAL HEALTH PROMOTION ASSOCIATES.
Government of Ireland, 2008. Primary Science Curriculum Introduction. THE STATIONERY OFFICE. DUBLIN.
Government of Ireland, 2010. Social, Environmental, and Scientific Education. THE STATIONERY OFFICE. DUBLIN.
Grek, S. (2009). Governing by numbers: the PISA ‘effect’ in Europe. Journal of Educational Policy, 24, 1, 23-37.
Gresnigt, H. L., Taconis, R., Keulen, H. van, Gravemeijer, K.P.E. & Baartman, L.K.J. (2014). Promoting science and technology in primary education: a review of integrated curricula. Studies in Science Education, 50 (1), 47-84.
Gunstone, R. F., 2000. Constructivism and learning. Research in Science Education. In Philips, D. C. (Eds.), Constructivism in education: Opinions andsecond opinions on controversial issues. Chicago, IL: TheUniversity of Chicago Press, 254-281.
Gür, B.S., Çelik, Z., & Özoğlu, M. (2012). Policy options for Turkey: a critique of the interpretation and utilization of PISA results in Turkey. Journal of Education Policy, 27, 1, 1-21.
Habók, A., 2015. Learning to Learn in Years 1 and 2 of Hungarian Primary Schools. Education 3-13, 43 (2), 153-163.
Haim E., 2006. Science Literacy in Primary Schools and Pre-Schools. Springer.
Hackling, M., 2011. Assessment of Primary Students Scientific Literacy. Cowan University. ECU Publications Pre.
Hayden, M., 2013. A Review of Curriculum in the UK: Internationalising in a Changing Context. Curriculum Journal, 24 (1) ,8-26.
Hemdan, M., Sary, S., & Elkady, L., 2011. The Level of Acquiring Science Process Skills by Fourth Graders and its Relationship with many Variables: A Case Study of Basic Teaching in Lattakia. Tishreen University Jouranl for Research and Scientific Studies - Arts and Humanities Series, 33 (4).
Horton, J. & Friedenstab, S., 2013. Desert Survivors!, Science and Children, v51 n1 p59-65 Sep 2013.
Johnson, A., 2013. Is Science Lost in "The World around Us"?. Primary Science, Jan, 126, 8-10
 INCA, 2012. Comparative Tables, October 2012, International Review of Curriculum and Assessment Frameworks. The National Foundation for Educational Research in England and Wales (nfer).retrieved on September 14th 2015 from http://www.inca.org.uk.
 Inspectorate Evaluation Studies, 2008. Science in the Primary School. Evaluation Support and Research Unit. Dublin.
Kansas State Department of Education, 2007. Kansas Science Education Standards. http://www.ksde.org/.
Klaus, S., 2013. The Global Competitiveness Report, 2013-2014. Full Data Edition. World Economic Forum. Geneva Forum, 177.
Knipprath, H. (2010). What PISA tells us about quality and inequality of Japanese education in mathematics and Science. International Journal of Science and Mathematics Education, 8, 3, 389-408.
Knodel, P., Martens, K., & Niemann, D. (2013). PISA as an ideational roadmap for policy change: exploring Germany and England in a comparative perspective. Globalisation, Societies and Education, 11, 3, 421-441.
Kuhn, D. & Pearsall, S. (2000). Developmental origins of scientific thinking. Journal of Cognition and Development, 1, 113-129.
Le Métais, J., 2003. International Trends in Primary Education. INCA Thematic Study No. 9. Qualifications and Curriculum Authority. London.
Leahy, K.; & Phelan, P., 2014. A Review of Technology Education in Ireland; a Changing Technological Environment Promoting Design Activity. International Journal of Technology and Design Education, 24 (4), Nov, 375-389.
 Leibham, M. B., Alexander, J. M., Johnson, K. E., 2013. Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. Science Education, Jul 2013, 97 (4), 574-593.
Levin, T.; & Nevo, Y., 2009. Exploring Teachers' Views on Learning and Teaching in the Context of a Trans-Disciplinary Curriculum. Journal of Curriculum Studies, 41 (4), 439-465.
Ioannidou, E., 2015. Critical Literacy in the First Year of Primary School: Some Insights from Greek Cypriot Classrooms. Journal of Early Childhood Literacy, 15 (2) Jun, 177-202.
McAllister, P., 2005. Primary Science in Northern Ireland. Primary Science Review, 89, Sep-Oct, 23-24.
McKechan, S.; & Ellis, J., 2014. Collaborative Learning in the Scottish Curriculum for Excellence: The Challenges of Assessment and Potential of Multi-Touch Technology. Education 3-13, 42 (5), 475-487.
Marshall, J., 2014. Trans-disciplinarity and Art Integration: Toward a New Understanding of Art-Based Learning across the Curriculum. Studies in Art Education: A Journal of Issues and Research in Art Education, 55 (2), Win, 104-127.
 Massachusetts Department of Elementary and Secondary Education, 2006. Massachusetts Science and Technology/Engineering Curriculum Framework. http://www.doe.mass.edu/.
Michigan Department of Education, 2009. Michigan’s K-7 Grade Level Content Expectations. Office of School Improvement. http://www.michigan.gov/mde.
May, D. B.; Hammer, D.; & Roy, P., 2006. Children's Analogical Reasoning in a Third-Grade Science Discussion. Science Education, Mar 2006, 90 (2), 316-330.
Merwade, V.; Eichinger, D.; Harriger, B.; Doherty, E.; & Habben, R., 2014. The Sound of Science, Science and Children, Feb 2014, 51 (6), 30-36.
National Center for Education Statistics. TIMSS. 2007. The Trends in International Mathematics and Science Study retrieved on August 20th 2015 from http://www.nces.ed.gov/timss/result07.asp
National Council for Curriculum and Assessment (NCCA), 2008. Assessment in the Primary School Curriculum. Dublin.
National Council for Curriculum and Assessment (NCCA), 2010. Curriculum Overload in Primary Schools. An overview of national and international experiences. Dublin.
Obbo-Katandi G., 2009.  The Integration of Environmental Education into the Primary School Science Curriculum in Tororo district. Uganda: Makerere University.
OECD, 2013. Draft PISA 2015 Science Framework. Paris: OECD.http://www.oecd.org/pisa/pisaproducts/pisa2015draftframeworks.htm.
Ohio Department of Education, 2011. Ohio New Learning Standards, Science Standards. http://education.ohio.gov/.
Ontario, 2007. The Ontario Curriculum Grades 1-8. Science and Technology. Canada. Queen’s Printer for Ontario.
O’Sullivan, C. Y., Lauko, M. A., Grigg, W. S., Qian, J., & Zhang, J. (2003). The nation’s report card: Science 2000. Washington, DC: U.S. Department ofEducation, Institute of Education Sciences.
Reinsvold, L. A.; & Cochran, K. F., 2012. Power Dynamics and Questioning in Elementary Science Classrooms. Journal of Science Teacher Education, v23 (7), 745-768, Nov 2012.
Rogers, V., 2012. Early Years: Where Does Science Fit In?. Primary Science, May 2012, (123), 28-30.

 Samuel D., 2014. Is it time to explore a more integrated primary and secondary school science curriculum in the Caribbean?. Research Gate. Sir Arthur Lewis Community College, January.

Schuster, D.; & Watanabe, T., 2010. Measurement Informs Understanding, Science and Children, 48 (2), 53-55 Oct 2010.
Sellar, S. & Lingard, B. (2013). Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field. Comparative Education, 49, 4, 464-485.
Smith, K. V.; Loughran, J.; Berry, A.; & Dimitrakopoulos, C., 2012. Developing Scientific Literacy in a Primary School. International Journal of Science Education, 34 (1), 127-152
Spencer, T. L.  & Walker, T. M. 2011. Creating a Love for Science for Elementary Students through Inquiry-based Learning. Journal of Virginia Science Education, 4(2), 18-25.
Tawil S., 2012. Beyond 2015: Perspectives for the Future of Education. Education Research and Foresight. UNESCO.
The National Foundation for Educational Research in England and Wales (nfer), 2015. http://www.nfer.ac.uk/.
TIMSS, 2003. TIMSS result 2003. Retrived on September 20th, 2015 from http://timssandpirls.bc.edu/.
Trundle, K. C. 2009. Teaching Science during the Early Childhood Years. Best Practice in Science Education. National Geographic & Hampton-Brown.
Trundle, K. C., Atwood, R. K., Christopher, J. E., & Sackes, M. (2010). The effect of guided inquiry based instruction on middle school students’understanding of lunar concepts. Research in Science Education.
Valentino, C., 2000. Developing Science Skills .Houghton Mifflin Company
Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development: Foundations of constructivism. Longman Publishing.
Wagner, T.; Baum, L.; & Newbill, P., 2014. From Rhetoric to Real World: Fostering Higher Order Thinking through Transdisciplinary Collaboration. Innovations in Education and Teaching International, 51 (6), 664-673.
Washington Superintendent of Public Instruction, 2010. Washington State K-12 Science Learning Standards, V 1.2 June.http://www.k12.wa.us/.
Watkins, R., 2014. Curriculum Change and Raising Standards: The Welsh Perspective. Primary Science, 133, May, 20-21.
Watters, J. J., Diezmann, C. M., Grieshaber, S. J.  & Davis, J. M. 2001. Enhancing science education for young children: A contemporary initiative. Australian Journal of Early Childhood, 26 (2), 1-7.
Wisconsin Department of Public Instruction, 2006. Career and technical education team: Career & Technical Education, www. dpi. state. wi. Us.
Yildiz-Duban, N., 2013. Science and Technology Teachers' Views of Primary School Science and Technology Curriculum. International Journal of Education in Mathematics, Science and Technology, 1 (1), Jan, 64-74.
 Yuen, T. W. W.; Cheung, A. C. K.; & Wong, P. M., 2012. A Study of the Impact of the First Phase of the Curriculum Reform on Student Learning in Hong Kong. International Journal of Educational Management, 26 (7), 710-728.
 Zangori, L.; & Forbes, C. T., 2014. Scientific Practices in Elementary Classrooms: Third-Grade Students' Scientific Explanations for Seed Structure and Function. Science Education, 98 (4), 614-639, Jul 2014.

Files

Share

How to cite

Statistics