Differentiation in Teaching Science in the First and Second Cycles of Primary Education

dc.creator	Skribe Dimec Darja
dc.date	2013-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:46Z
dc.date.available	2015-07-20T22:07:46Z
dc.identifier	1855-4431
dc.identifier	https://doaj.org/article/f2d6931ce2e045aaa947933990e984c8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11485
dc.description	There are differences between pupils with regard to their knowledge, but also their abilities or skills and attitudes. The aim of our research study was to determine whether those differences are taken into account while planning and executing primary science lessons. We looked for evidence of differentiation in primary science curricula and textbooks as well as in conceptions and practices of students who are to be future primary school teachers. We noticed that Slovenian curricula designers were clearly aware of the differentiation, as the curricula specifically defined “minimum” and “basic” standards of knowledge. Based on a questionnaire we established that most students were well aware of the differences in pupils’ level of knowledge. An analysis of the lesson plans that were written by students showed significant shortcomings in differentiation in primary science education. As a rule, over 90 per cent of lesson plans that students had to write at the beginning of natural science didactics did not include either quantitative or qualitative differentiation. We found out that once students had completed the teacher education programme, the concept of differentiation was realized through the elements of the constructivist theory of learning. By analyzing various textbooks and workbooks, we tried to determine how the authors of the respective books perceived differentiation. We came to a conclusion that a majority of teaching materials did not incorporate the elements of differentiation.
dc.language	Slovene
dc.language	English
dc.publisher	Univerza v Mariboru
dc.relation	http://www.pef.um.si/content/Zalozba/clanki_2013_st_2-3/REI%206%20st%202-3%20cl%2011.pdf
dc.relation	https://doaj.org/toc/1855-4431
dc.source	Revija za Elementarno Izobraževanje, Vol 6, Iss 2-3, Pp 193-211 (2013)
dc.subject	differentiation
dc.subject	science
dc.subject	lesson plans
dc.subject	constructivist way of teaching
dc.subject	textbook
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Differentiation in Teaching Science in the First and Second Cycles of Primary Education
dc.type	article