Role of Innovative Pedagogies in Achieving Excellence in Teaching of Science at Primary School Level
##plugins.themes.academic_pro.article.main##
Abstract
The main purpose of the current study was to investigate the role of innovative pedagogies in achieving excellence in teaching of science at primary school level. To achieve the objectives of this study researcher used descriptive survey design. All the primary school teachers from districts of Multan Division constituted the population for this study. As the population of teachers was heterogeneous, therefore, the researcher used stratified proportionate random sampling technique to select the sample. Finally, 880 (477 male and 403 female) primary school teachers were selected as sample of the study. Nine hundred questionnaires were distributed among the participants and 880 finally were returned. Researcher used the statistical techniques to analyze the collected data of 880 participants by using SPSS. From the findings of data analysis, it is concluded that in general, role of innovative pedagogies in achieving in excellence in teaching of science at primary school’s level behavior more positive than negative. Furthermore, from the comparisons made on the basis of teachers’ demographics i.e. gender, area, age, years of teaching experience, academic qualification and professional qualification, it is concluded that there is significant difference in the views of teachers.
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
- Abdullah, N., Mustafa, Z., Hamzah, M., Dawi, A. H., Mustafa, M. C., Halim, L., ... & Abdul, C. S. H. A. C. (2021). Primary school science teachers' creativity and practice in Malaysia. International Journal of Learning, Teaching and Educational Research, 20(7), 346-364. DOI: https://doi.org/10.26803/ijlter.20.7.19
- Ammar, M., Al-Thani, N. J., & Ahmad, Z. (2024). Role of pedagogical approaches in fostering innovation among K-12 students in STEM education. Social Sciences & Humanities Open, 9, 100839. DOI: https://doi.org/10.1016/j.ssaho.2024.100839
- Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47, 283-303. DOI: https://doi.org/10.1007/s11165-015-9501-y
- Bolyard, J. J., & Moyer-Packenham, P. S. (2008). A review of the literature on mathematics and science teacher quality. Peabody journal of education, 83(4), 509-535. DOI: https://doi.org/10.1080/01619560802414890
- Darling-Hammond, L. (2010). Restoring our schools. The Nation, 290(23), 14-20.
- Peterson, A., Dumont, H., Lafuente, M., & Law, N. (2018). Understanding innovative pedagogies: Key themes to analyse new approaches to teaching and learning.
- Rice, K. G., Bair, C. J., Castro, J. R., Cohen, B. N., & Hood, C. A. (2003). Meanings of perfectionism: A quantitative and qualitative analysis. Journal of Cognitive Psychotherapy, 17(1). DOI: https://doi.org/10.1891/jcop.17.1.39.58266
- Shear, L., Novais, G., Means, B., Gallagher, L., & Langworthy, M. (2010). ITL research design. Menlo Park, CA: SRI International.
- Vialful, S., et al. (2012), Teaching Practices and Pedagogical Innovations: Evidence from TALIS, OECD Publishing, Paris.
- Windschitl, M. (2009, February). Cultivating 21st century skills in science learners: How systems of teacher preparation and professional development will have to evolve. In Presentation given at the National Academies of Science Workshop on 21st Century Skills, Washington, DC (Vol. 15).