SCIENTIFIC-METHODICAL PRINCIPLES OF TEACHING THE SCIENCE OF "EDUCATION" IN PRIMARY GRADES
Article Sidebar
Main Article Content
Abstract
This article explores the application of scientific-methodical principles in teaching the science of education to primary grade students. Grounded in theories of child development and pedagogy, these principles provide a framework for designing effective learning experiences that meet the needs of young learners. The article discusses key principles such as developmentally appropriate practices, active learning, constructivism, scaffolding, differentiation, integration, real-world connections, assessment for learning, collaborative learning, and reflective practice. Practical strategies for implementing these principles in the primary classroom are provided, along with examples of how they can enhance students' understanding of educational concepts.
Article Details
References
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). *Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do.* John Wiley & Sons.
Hattie, J., & Yates, G. (2013). *Visible Learning and the Science of How We Learn.* Routledge.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). *Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.* ASCD.
National Research Council. (2012). *Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century.* The National Academies Press.
Tomlinson, C. A., & McTighe, J. (2006). *Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids.* ASCD.
Wiggins, G., & McTighe, J. (2005). *Understanding by Design.* ASCD.