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La séparation des variables dans les activités scientifiques à la vie quotidienne et à l’école est une procédure qui nécessite toujours une approche didactique spécifique. Dans cet article on présente un spectre des questions, des difficultés et des solutions orientées vers l’identification et la gestion didactique du problème de la séparation des variables à l’approche du monde physique pour les enfants de l’école maternelle et de l’école primaire. The separation of variables in daily life and in scientific activities at school is a procedure that still requires a special didactic approach. In this article we present a spectrum of issues, difficulties and solutions oriented towards the identification and educational management of the problem of the separation of variables in the run-up to the physical world for kindergarten and primary school children.
The natural environment of man is full of activities and hence his education is expected to revolve within the web of these activities. Children are human beings who always love to be involved in science-based activities with the things around their environment through experimentation. The experimentation does take place despite their gender dimension and diverse cultural backgrounds. Though they may not be formally familiar with science per se, they are naturally good at practising the principles and values of science without knowing. This is because they have rich sets of idea and good reasoning skills, thus making them early science learners. On this premise, therefore, there appears to be a synergy between these natural potentials of the children and science learning in schools. However, in examining this synergy, the gender-based researches are closely reviewed in the paper and the trend in most of the researches indicated that the findings were of mixed results. Be that as it may, recommendations were made. Prominent among the recommendations is the fact that conducive learning environment need to be put in place in various schools especially at the preschool level. Again, activity-oriented lessons should be organized by science teachers in primary schools so as to fully engage the pupils in a bid to maximally explore their potentials for effective science learning in schools.
Journal of Turkish Science Education
The Problems Observed During Carrying Out Physics Experiments In Elementary Science Lessons At Schools Which Have Different Socio-Economic LevelsJournal of Baltic Science Education
Teaching Natural Sciences: Simplifying Some Physics Concepts as Activities and Laboratory Tools for Kindergarten Children2022 •
Participants in the roundtable held by Pedagogika on 18 March2004 were as follows: from the Russian Academy of Education:V.P. Borisenkov, doctor of pedagogical sciences, professor, vicepresident of the Russian Academy of Education, and editor in chiefof the journal Pedagogika; V.V. Kraevskii, doctor of pedagogicalsciences, professor, and academician of the Russian Academy ofEducation; A.V. Khutorskoi, doctor of pedagogical sciences, pro-fessor, and deputy director for science work at the Institute of theContent and Methods of Instruction; G.N. Filonov, doctor of philo-sophical sciences, professor, and acting academic secretary of theRussian Academy of Education; P.I. Pidkasistyi, doctor of peda-gogicalsciences, professor at Moscow State Oblast University, andcorresponding member of the Russian Academy of Education; V.M.Monakhov, doctor of pedagogical sciences, professor, departmenthead at the Moscow M.A. Sholokhov State Open Pedagogical Uni-versity, and corresponding member of the Russian Academy of Edu-cation; M.V. Ryzhakov, doctor of pedagogical sciences, professor,director of the Institute of the Content and Methods of Instruction,Russian Academy of Education, and corresponding member of the Russian Academy of Education; E.V. Berezhnova, doctor of peda-gogical sciences and laboratory head at the Institute of EducationalAdministration.From the Moscow N.E. Bauman State Technical University andits program “A Step into the Future”: A.O. Karpov, candidate ofphysics and mathematics and chief of the “Youth Educational andScience Programs and Projects” administration; N.G. Bag-dasar’ian, doctor of philosophical sciences, professor, faculty dean,and head of the department of sociology and culturology; V.N.Naumov, doctor of technical sciences, professor, and deputy de-partment head; V.S. Zarubin, doctor of technical sciences, profes-sor, and department head; A.M. Makarov, doctor of technicalsciences, and department professor; L.G. Bogatyrev, candidate ofbiological sciences and department associate professor at Mos-cow M.V. Lomonosov State University.
Review of Science, …
Precursor models construction at preschool education: an approach to improve scientific education in the classroomSamples of teachers and pupils (primary & secondary) in five countries (Czech Republic, Cyprus, France, Ireland, & Slovenia) completed questionnaires concerning dimensions of their thinking about learning science that reflect aspects of the constructivist approach. The dimensions concerned the actual experience of (1) teachers’ and (2) pupils’ and (3) teachers’ desired experience in relation to (1) personal relevance/ learning about the world; (2) uncertainty/ learning about science; (3) critical voice/ learning to speak out; (4) shared control/ learning to learn; and (5) student negotiation/ learning to communicate. There were significant differences between countries in each of these three data sets. Results are discussed in terms of the convergences and divergences between primary and secondary data in each country in each of these three domains for the five variables. The issue is whether science teaching is represented as about memorising or about investigating.
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