CHALLENGES OF ACQUIRING SCIENTIFIC KNOWLEDGE FOR STUDENTS OF PRE-UNIVERSITY EDUCATION AND TEACHER RESPONSIBILITIES IN THE CLASSROOM ENVIRONMENT


Abstract views: 163 / PDF downloads: 232

Authors

DOI:

https://doi.org/10.26809/joa.4.028

Keywords:

: motivation, pre-university education, classroom, environment, teaching strategies

Abstract

It is already known that one of the greatest challenges of education nowadays is: motivating students in language acquisition. The school, besides being one of the main agents of socialization, is at the same time the main institution which has the responsibility and the attribute to provide students with scientific knowledge according to their age and characteristics.

Thus, in order to guarantee this attribute, specialists of education, educators, researchers in the field of education psychology, methodology, etc. constantly recommend the application of critical thinking techniques by the teachers.

The aim of this paper is to highlight the importance of acquiring scientific knowledge at an early age and defining effective strategies in order to achieve this goal.

This paper also aims to review some important issues such as: motivating students through teaching strategies in classroom environments and the responsibilities of the teacher who will serve as a catalyst to carry out the above processes.

Through this study we will answer these questions: How can students be motivated in classroom environments when scientific knowledge can be provided in different ways and in relatively short time? What are the most effective strategies for their motivation? Why is it so important to acquire scientific knowledge for this age? What are the specific responsibilities of the teacher during this process?

Downloads

Download data is not yet available.

References

ALBERTS, KENNEDY; DANINE, EZELL et.al, 2004, Teaching About Evolution and the Nature of Science.
GALTON, MAURICE; HARGREAVES, LINDA; COMBER, CHRIS; WALL, DEBBIE; PELL ANTHONY 1999, Inside the primary classroom 20 year on, Routledge, New York, ISBN: 0-415-17019-2.
HARLEN, WYNNE AND QUALTER ANNE, 2004, The teaching of science in Primary Education, Fourth Edition, David Fullton Publisher.
MACK, NATASHA; WOODSONG; MACQQUEEN M. KATHLEEN; GUEST, GREG; NAMEY EMILY, 2005, Family Health International, USAID, ISBN: 0-939704-98-6.
OSBORN, MARILYN; MCNESS, ELISABETH; BROADFOOT PATRICIA; POLLARD ANDREW; TRIGGS, PAT, 2000, What Teachers do changing policy and practice in Primary Education, Continum, ISBN: 0-8264-5073-3.
PEACOCK, ALAN, 1991, Science in Primary Schools, The multicultural Dimension, Mac Millan Education, Taylor and Francis, ISBN: 0-333-49478-4.

Downloads

Published

2019-08-07

How to Cite

PYLLI, E., & BRAME, P. (2019). CHALLENGES OF ACQUIRING SCIENTIFIC KNOWLEDGE FOR STUDENTS OF PRE-UNIVERSITY EDUCATION AND TEACHER RESPONSIBILITIES IN THE CLASSROOM ENVIRONMENT. JOURNAL OF AWARENESS, 4(3), 367–376. https://doi.org/10.26809/joa.4.028

Issue

Vol. 4 No. 3 (2019)

Section

Research Articles

License

When the  article is accepted for publication in the Journal of Awareness, authors transfer all copyright in the article to the Rating Academy Ar-Ge Yazılım Yayıncılık Eğitim Danışmanlık ve Organizasyon Ticaret Ltd. Şti.The authors reserve all proprietary right other than copyright, such as patent rights. 

Everyone who is listed as an author in this article should have made a substantial, direct, intellectual contribution to the work and should take public responsibility for it.

This paper contains works that have not previously published or not under consideration for publication in other journals.