DIRECT LEARNING ABOUT NATURE IN 6-YEAR-OLD CHILDREN LIVING IN URBAN AND RURAL ENVIRONMENTS AND THE LEVEL OF THEIR KNOWLEDGE AND SKILLS
Journal Title: Journal of Baltic Science Education - Year 2017, Vol 16, Issue 4
Abstract
The contemporary theory of learning treats pre-school instruction as the first level of early child education. The pre-school age is seen as a very important period of life. A pre-school child grasps knowledge spontaneously, naturally, in all circumstances, thus, direct learning seems to be of particular importance. It may therefore seem that children living in the village have more stimuli for direct learning about nature, developing their knowledge and skills. However, children living in the city have more access to different amenities and financial resources to develop their talents and interests. The following studies have been conducted to determine whether there is a difference in the knowledge and skills about nature in 6-year-old children regarding the place of residence. The research covered 50 children in the city and 40 children in the village. The examination consisted of two stages: the pre-test and post-test. There were used age-appropriate flash cards. During 6 months, teachers systematically introduced a direct learning project on nature in four ecosystems: a meadow, a park, a forest, a zoo. The analysis of the data gathered in the research showed that direct cognition has an impact on increasing children's knowledge and skills.
Authors and Affiliations
Stanisława Katarzyna Nazaruk, Anna Klim-Klimaszewska
THE EFFECTS OF CURRICULUM, GENDER AND STUDENTS’ FAVORITE SCIENCE SUBJECT ON INDONESIAN HIGH-SCHOOL STUDENTS’ CONCEPTIONS OF LEARNING SCIENCE
Conceptions of learning have been known as having influence on students’ learning outcomes, the one of which is science learning as to be a scientifically literate person. Even, the effects of students’ conceptions in le...
THE IMPACT OF ARGUMENTATION-BASED TEACHING AND SCENARIO-BASED LEARNING METHOD ON THE STUDENTS’ ACADEMIC ACHIEVEMENT
Teaching programs based on contemporary learning-teaching approaches have been regulated since the 2005-2006 academic year in Turkey. Nevertheless, the researches conducted in Turkey suggested that teachers mostly use tr...
DIFFERENTIATION IN SAUDI PRE-SERVICE SCIENCE TEACHER PROGRAM
Saudi students’ science academic performance has declined as evidenced by (TIMSS). Saudi science teachers are characterized as using the lecture format without considering individual student differences and failing to pr...
DETERMINING THE EFFECTIVENESS OF A DESIGN–BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS
This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers’ self-confidence and teaching reflection skills. The CPD was associated with te...
EFFECT OF 5E TEACHING MODEL ON PRIMARY SCHOOL PRE-SERVICE TEACHERS’ LEARNING ON SOME ASTRONOMY CONCEPTS
The purpose of this research was to examine the effect of the 5E teaching model on the primary school pre-service teachers’ (PSPTs) learning some astronomy concepts. The sample of this research consisted of 90 PSPTs in t...