Didactic strategies in early science teaching

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The purpose of the article is to show the results of empirical research on the prevailing teaching strategies for teaching contents of the subject environmental studies (specifically when dealing with natural content) in the first triennium of the nine-year primary school in the Republic of Slovenia. The information was obtained through a survey of 141 teachers from 60 randomly selected primary schools in the Republic of Slovenia. We found that teachers use different teaching strategies as students gain knowledge through experience, participation in education, they express their opinion, views, solve simple problems and explore. Such notice shall then direct the transmissions to the transaction and transformation, which was an important objective of the reform of the subject.

Keywords: environmental studies; primary education; teachers and learning

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/03055698.2010.506336

Affiliations: Faculty of Education, University of Maribor, Maribor, Slovenia

Publication date: May 1, 2011

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