Elementary Student Achievement and Teacher Perception of an Advanced Chemistry Curriculum

Autor/inn/en	Fried, Daniel B.; Tinio, Pablo P. L.; Hughes, Azuri; Paneque, Diana
Titel	Elementary Student Achievement and Teacher Perception of an Advanced Chemistry Curriculum
Quelle	In: European Journal of Science and Mathematics Education, 7 (2019) 4, S.137-148 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Science Curriculum; Science Instruction; Molecular Structure; Student Motivation; Science Achievement; Elementary School Students; Grade 4; Grade 5; Grade 6; Teacher Attitudes; Teaching Methods; Organic Chemistry; Teacher Motivation; Private Schools; Montessori Method; Comparative Analysis; Student Attitudes; Knowledge Level; Program Descriptions + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Organische Chemie; Private school; Privatschule; Montessori pedagogics; Montessori-Pädagogik; Schülerverhalten; Wissensbasis
Abstract	Studying nature from the atomic and molecular perspective gives students access to modern scientific paradigms and could improve achievement and motivation towards science learning. A visual and tactile approach to chemistry can form the foundation for a child-friendly but high-level chemistry curriculum and could be a powerful tool to invigorate early STEM learning. This five-session study utilized a previously reported organic chemistry learning program that featured animated presentations, hands-on molecular model building, and image-based computer modeling of macromolecules. Twenty-six fourth, fifth, and sixth grade students participated in the study. Importantly, teachers at the school showed a high degree of engagement and participation towards the program, and they embedded the chemistry material in their classes and projects. This teacher involvement created synergy with the program and supports the notion that high-level chemistry content can be very beneficial to students and teachers, and can open new avenues of study, even for young students. Teacher survey results revealed that the exposure to the chemistry learning program benefitted them professionally by providing them with useful knowledge and pedagogical strategies that they could readily use to enhance their own teaching. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01