Paper Presentation 1
room KA 209
How do the 5E-model and the Nysgjerrigper method support or not support the implementation of inquiry-based learning at lower primary?
Febri, Maria I.M., Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
Staberg, Ragnhild Lyngved, Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
In the view of equipping future primary science teacher with knowledge about inquire-based learning (IBL) and competencies in teaching using the IBL approach, and spreading the classroom IBL implementation at national level, we designed course materials for initial teacher education for primary school science teachers. In the course, we used the 5E-model and the Nysgjerrigper method to guide our pre-service teachers. The pre-service teachers were assigned the task of planning an IBL lesson using one of these guide, and to implement the lesson at 1st or 2nd grade of primary school during the practicum. They then had to reflect on their experience. This presentation deals with our investigation of the pre-service teachers’ perspective on the use of the 5E-model and the Nysgjerrigper method. Our preliminary analysis shows that in general, the guides gave good support in planning and implementing the IBL lesson. However, some pre-service teachers could conduct “cook-book-recipe-like activities”, hence not inquiry-based, even though they used 5E-model, similarly for the Nysgjerrigper method. These teacher guides could either support or not support the IBL implementation, depending on how much the pre-service teachers managed to balance between the scaffold and the degree of freedom.
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Paper Presentation 2
room KA 209
Influence of the implementation of STEM workshops on the learning and emotions of primary school pupils
Mateos-Nuñez, Milagros, University of Extramadura, Badajoz, Spain
Martinez-Borreguero, University of Extramadura, Badajoz, Spain
Naranjo-Correa, Francisco Luis, University of Extramadura, Badajoz, Spain
Research on STEM education coincides in integrating STEM programs and projects into the classroom from the earliest stages of schooling with the purpose of promoting STEM competencies in the students. The main objective of this work was to analyze how the implementation of STEM workshops in the science classroom in formal contexts influences the learning and emotions of primary school students. The randomly selected sample consisted of 148 students (9-12 years old) divided into a control group (CG) and an experimental group (EG). The CG received a traditional teaching and the EG a teaching based on the development of STEM workshops. The research design was of a quasi-experimental, quantitative type, with pre-test to diagnose the initial knowledge and post-test to analyze the influence of the intervention. The results reveal that the didactic interventions improve the level of knowledge of the students. However, there are statistically significant differences (Sig. < 0.05) in favour of the experimental group, both in the cognitive and affective variables. It is concluded that the development of hands-on STEM experiences can promote significant learning and avoid vocational decline in these areas, since this type of didactic innovation allows learning STEM content in a recreational and playful way.
