Volume 5, Issue 2 (June 2023)                   IEEPJ 2023, 5(2): 14-24 | Back to browse issues page

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Bakrani Balani Z, keshtiaray N, Azizi Malekabadi H. (2023). Science Education in the Second Grade of Elementary School: A Research Synthesis. IEEPJ. 5(2), 14-24. doi:10.61186/ieepj.5.2.14
URL: http://ieepj.hormozgan.ac.ir/article-1-536-en.html
1- PhD Student, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Associate Professor, Department of Educational Science, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran , keshtiaray@gmail.com
3- Assistant Professor, Department of Physiology, Basic Dental Sciences, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
Abstract:   (629 Views)
The current research is qualitative research that was conducted using the synthesis research method based on the deductive model. The research environment in the synthesis phase included all citations in the range of 2008 to 2020 for the studies conducted in the field of experimental science education of the second grade in elementary school. Based on this, 40 sources were selected by purposive selection method. Stopping the sampling process was based on information saturation. Data collection was done using a survey in the research environment and based on the synthesis of experimental science education in the second grade of primary school. According to the findings of the research synthesis based on the deductive model, the environmental factors affecting experimental science education in the second grade of primary school include: support factors (family-oriented, school-oriented), extracurricular environment, socio-cultural environment, science curriculum design including goals (instructional, educational, motivational), content (knowledge, practical skills, challenging thinking), teaching strategies (group discussion, advance organizer, exploration, problem solving, learning assistants, laboratory, cognitive development, game-oriented, aesthetic), intra-school environment (independent, individual, deep, collaborative, exploratory), evaluation (evaluation tools, evaluation methods), learned skills (life skills, mental skills, social skills, thinking skills), science education approaches (teacher-centered, student-centered) and learning experiences (meaningful experiences and valuable experiences). The findings provide useful implications for science education in elementary school and can be used by elementary school teachers and parents for science education as well.
Full-Text [PDF 379 kb]   (148 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2022/03/2 | Accepted: 2022/06/15 | Published: 2023/06/1

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