teaching methods for forming natural sciences concepts in primary school

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microsoft word - 229. eduworldf 2017.docx the european proceedings of social & behavioural sciences epsbs future academy issn: 2357-1330 http://dx.doi.org/10.15405/epsbs.2017.05.02.229 edu world 2016 7th international conference teaching methods that can be applied to form concepts of natural sciences gabriela-paula petruţa (a)* *corresponding author (a) university of piteşti, faculty of science of education, piteşti, romania, petruta_gabriela@yahoo.com abstract the purpose of this paper is to highlight the possibility that teacher have to apply observation, laboratory experiment or practical work in the lessons in which begins the formation to the schoolchildren of the concepts of natural sciences, in primary school. to achieve the purpose of our investigation, we analyzed the content of programs and textbooks developed for the “mathematics and exploration of the environment”, and “natural sciences”, respectively, in terms of suggesting the application of the three previously mentioned teaching methods during lessons. according to the content of curricula, research has shown that …

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experiment; primary education. 1. introduction the scientific content of disciplines “mathematics and exploration of the environment” and “natural sciences”, studied by students in the preparatory class and 1st - 4th grades, contain numerous concepts of natural sciences. they may be classified according to the following criteria: 1. “depending on the ability of perceiving through the senses, there are concepts/notions: the author(s) 2017 this article is licensed under a creative commons attribution-noncommercial-noderivatives 4.0 international license (https://creativecommons.org/licenses/by-nc-nd/4.0/). http://dx.doi.org/10.15405/epsbs.2017.05.02.229 corresponding author: gabriela-paula petruţa selection and peer-review under responsibility of the organizing committee of the conference eissn: 2357-1330 1867 - concrete (concrete – which may be perceived by the senses; real): dog, chicken, butterfly, leaf, pear, heart, magnet, electricity, forest, etc.; - abstract (abstract – that is imperceptible to the senses): state of aggregation, metamorphosis, life cycle, environmental factor, adaptation, energy, solar system, universe, etc.; 2. depending on the two basic logic elements of …

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enerality: fruit tree, domestic animal, solar system, living body, non-living body, etc.“ (petruţa, 2015b, p. 299). according to the curricula of the two aforementioned disciplines, developed in 2013 or 2014, learning contents in which there are found these concepts belong to areas: life sciences, earth sciences and physical sciences. within the integrated activities undertaken to discipline “mathematics and exploration of the environment” at the preparatory class, 1st grade and 2nd grade, students begin to form some concepts of natural sciences. in some cases, formation of these concepts can be completed by the end of 4th grade, for example, the concepts of “domestic animal”, “wild animal”, “tree”, “fruit tree”, “vegetable”, “living environment”, etc. in other cases, formation of concepts will continue and will end when the students will acquire the full definition from the scientific point of view, within the lessons of biology, chemistry and physics, held in the gymnasium or …

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tion of the content of different concepts of natural sciences, and also to their progressive enrichment, from a grade to another” (petruţa, 2015a, p. 690). http://dx.doi.org/10.15405/epsbs.2017.05.02.229 corresponding author: gabriela-paula petruţa selection and peer-review under responsibility of the organizing committee of the conference eissn: 2357-1330 1868 to select the most appropriate teaching methods, as part of the teaching strategy applied within the lesson, in order to form / develop correct concepts of natural sciences, the teacher must consider, on the one hand, that the thinking of students up to the age of 10 years has a global intuitive character, and on the other hand, what kind of concept - concrete or abstract, is going to be formed in students within a teaching activity, as well as the knowledge relating to that concept, learned earlier by the students. 2. paper theoretical foundation and related literature according to the opinion of iancu ciobanu, …

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used during lessons to young schoolchildren, we will present next only three, as follows. (cerghit, 2006, p. 39). observation is one of the methods commonly selected from the range of methods that can be applied in teaching activities carried out with the students in order to start formation or development to them of natural sciences concepts. it is often used by students to explore the surrounding world, because it favors “a multimodal perception, obtained by multi-sensory channels, and the data obtained are subjected to personal reflection, the subject being no longer obliged to follow necessarily the thinking way of an adult” (cerghit, 2006, p. 199). it is “the main method that enables immediate access to the knowledge and exploration of the environment” (fătu, stroe, stroe, cîrstoiu, & ciolac-russu, 2008, p. 55). through this method, “the students perceive directly, actively and systematically the objects and phenomena of surrounding reality, in order …

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О "teaching methods for forming natural sciences concepts in primary school"

microsoft word - 229. eduworldf 2017.docx the european proceedings of social & behavioural sciences epsbs future academy issn: 2357-1330 http://dx.doi.org/10.15405/epsbs.2017.05.02.229 edu world 2016 7th international conference teaching methods that can be applied to form concepts of natural sciences gabriela-paula petruţa (a)* *corresponding author (a) university of piteşti, faculty of science of education, piteşti, romania, petruta_gabriela@yahoo.com abstract the purpose of this paper is to highlight the possibility that teacher have to apply observation, laboratory experiment or practical work in the lessons in which begins the formation to the schoolchildren of the concepts of natural sciences, in primary school. to achieve the purpose of our investigation, we analyzed the content of ...

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