Balancing Teaching Style in the Engagement of Primary Students in Science Lessons: The Examples of Four Teachers

Autor/inn/en	Timoštšuk, Inge; Näkk, Anne-Mai
Titel	Balancing Teaching Style in the Engagement of Primary Students in Science Lessons: The Examples of Four Teachers
Quelle	In: Education 3-13, 48 (2020) 8, S.960-971 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Timoštšuk, Inge) ORCID (Näkk, Anne-Mai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2019.1680722
Schlagwörter	Teaching Styles; Learner Engagement; Elementary School Students; Science Instruction; Foreign Countries; Student Motivation; Elementary School Teachers; Teacher Attitudes; Class Activities; Personal Autonomy; Estonia + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Schulische Motivation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Individuelle Autonomie; Estland
Abstract	Estonian students' knowledge of science is, according to PISA (Program for International Student Assessment), good but their motivation to learn science is lower than expected. As primary teachers create a foundation for learning, it is important that they acknowledge and use teaching practices that support engagement. The aim of this study was to explore the relationship between primary teachers' views on teaching and classroom activities and students' engagement in science lessons. A general sample questionnaire (N = 219), followed by classroom observations (N = 4) and students' self-reports (N = 46) were used. The results highlight that engagement depends more on the wider learning context rather on a specific teaching approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01