Fieldwork Integration into the Primary School Curriculum to Develop Complex Scientific Thinking
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| Title: | Fieldwork Integration into the Primary School Curriculum to Develop Complex Scientific Thinking |
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| Language: | English |
| Authors: | Zsolt Molnár (ORCID |
| Source: | International Electronic Journal of Elementary Education. 2024 17(1):157-175. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Curriculum, Field Studies, Integrated Curriculum, Science Education, Critical Thinking, Elementary School Teachers, Difficulty Level, Science Teachers, Teaching Methods, Scientific Concepts, Thinking Skills, Skill Development, Outcomes of Education, Outdoor Education, Physical Environment, Computer Simulation, Learning Activities |
| ISSN: | 1307-9298 |
| Abstract: | The study of complexity is an important part of science education. This paper presents a pedagogical option that includes potentially feasible field solutions for complex science teachers. This work aims to examine how fieldwork has appeared in the international literature over the past five years and to explore the algorithms that can be used to develop complex scientific thinking skills in children. This work can provide a basis for teaching science in other countries, as fieldwork can be adapted based on the learning results. We wish to draw attention to the need for a methodology for teaching fieldwork that includes examples of coenology and presents the relevant learning outcomes that could be achieved through fieldwork in primary schools. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462007 |
| Database: | ERIC |
| Abstract: | The study of complexity is an important part of science education. This paper presents a pedagogical option that includes potentially feasible field solutions for complex science teachers. This work aims to examine how fieldwork has appeared in the international literature over the past five years and to explore the algorithms that can be used to develop complex scientific thinking skills in children. This work can provide a basis for teaching science in other countries, as fieldwork can be adapted based on the learning results. We wish to draw attention to the need for a methodology for teaching fieldwork that includes examples of coenology and presents the relevant learning outcomes that could be achieved through fieldwork in primary schools. |
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| ISSN: | 1307-9298 |
