Two Fifth Grade Teachers' Use of Real-World Situations in Science and Mathematics Lessons |
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| Authors: | H Bahadir Yanik Gokhan Serin |
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| Institution: | Department of Elementary Education, Anadolu University, Eskisehir, Turkey |
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| Abstract: | The purpose of this study was to investigate the types, sources, and cognitive levels of tasks that included real-life situations used in science and mathematics lessons in the classrooms of two 5th-grade teachers at an urban elementary school in Turkey. A qualitative approach was used to analyze data that included classroom observations, teacher interviews, and document collection. Results showed that in contrast to mathematics instruction, science instruction often relied on real-life situations in explaining scientific concepts. Mathematics lessons mainly included textbook-oriented real-life situations. On the other hand, the science lessons relied primarily on teacher- and student-oriented real-life contexts. While science instruction included personal, social, global, and historical situations, mathematics instruction involved only personal and educational situations in making real-life connections. Results further showed that, in contrast to science instruction, many of the real-life tasks used by the teacher in the mathematics lessons were cognitively demanding. |
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| Keywords: | Classroom practices elementary teachers real-world situations cognitive demand science and mathematics |
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