Identifying and Analyzing Challenges in Teaching Experimental Science Concepts in Primary School, with an Emphasis on Providing Solutions to Overcome Them: A Synthesis Research Study
Subject Areas : Research in Curriculum Planning
1 - Assistant Professor, Department of Educational Sciences, Payame Noor University, Iran.
Keywords: Teaching and learning experimental science concepts, challenges and strategies, primary school. ,
Abstract :
The present study aimed to identify and analyze the challenges of teaching and learning experimental science concepts in primary schools, with an emphasis on providing solutions to overcome them. A qualitative research design, specifically a meta-synthesis, was chosen to align with this objective. Research data were collected using Roberts’ (2007) synthesis research approach. To this end, relevant documents on the challenges of teaching experimental science concepts in primary schools were searched in the following databases: Springer, Taylor & Francis, ScienceDirect, PsycINFO, ERIC, Google Scholar, SID, Civilica, and Magiran, within the time frame of 2019–2024. Ultimately, out of 64 articles related to the research area, after thematic screening and theoretical saturation of the data, 16 articles were purposefully selected using the Critical Appraisal Skills Programme (CASP) and entered into the analysis phase. Finally, the concepts extracted from this review were summarized through open and axial coding into 7 categories and 16 subcategories. To ensure the reliability of the coding method, two evaluators re-coded the data, and Cohen’s Kappa coefficient was calculated. The inter-rater agreement was found to be 0.61. The research findings indicate that teaching and learning experimental science concepts in primary schools face seven major challenges: limited educational resources, time constraints, ineffective teaching techniques and methods, inadequate educational content, students’ misconceptions about scientific concepts, insufficient teacher knowledge, and lack of connection to real-life issues. Finally, solutions were proposed to address these challenges. It is suggested that teachers pay attention to the challenges of teaching experimental science concepts in elementary schools and, through careful planning, focusing on student-centered methods, encouraging critical thinking in learners, and fostering a positive attitude toward science, endeavor to resolve these challenges as much as possible.
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Kotsis, K. T. (2024). The significance of experiments in inquiry-based science teaching. European Journal of Education and Pedagogy, 5(2), 86-92.
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Lee, S., & Kim, S. H. (2018). Scientific knowledge and attitudes toward science in South Korea: does knowledge lead to favorable attitudes?. Science Communication, 40(2), 147-172.
Maison, M., Haryanto, H., Ernawati, M. D. W., Ningsih, Y., Jannah, N., Puspitasari, T. O., & Putra, D. S. (2020). Comparison of Student Attitudes towards Natural Sciences. International Journal of Evaluation and Research in Education, 9(1), 54-61.
Makamu, G., & Ramnarain, U. (2023). Experiences of teachers in the enactment of simulations in 5E inquiry-based science teaching. Education and New Developments, 2, 400-404.
Marsh, C., (2013). Integrated Research Synthesis Research, Translated by Farideh Mashayekh and Lotfali Ebadi. Tehran, SAMT Publications. [In Persian]
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Mateos-Nunez, M., Martinez-Borreguero, G., & Naranjo-Correa, F. L. (2020). Learning science in primary education with STEM workshops: analysis of teaching effectiveness from a cognitive and emotional perspective. Sustainability, 12(8), 3095.
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Mupa, P., & Chinooneka, T. I. (2015). Factors Contributing to Ineffective Teaching and Learning in Primary Schools: Why Are Schools in Decadence?. Journal of education and practice, 6(19), 125-132.
Napitupulu, N. D., Ratu, B., Walanda, D. K., & Napitupulu, M. (2023). Challenges faced by science teachers in implementing differentiated learning in junior high school Palu Central Sulawesi Indonesia. Jurnal Penelitian Pendidikan IPA, 9(Special Issue), 960-966.
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