Balancing teaching style in the engagement of primary students in science lessons: the examples of four teachers

ABSTRACT

Estonian students’ knowledge of science is, according to PISA (Program for International Student Assessment), good but their motivation to learn science is lower than expected. As primary teachers create a foundation for learning, it is important that they acknowledge and use teaching practices that support engagement. The aim of this study was to explore the relationship between primary teachers’ views on teaching and classroom activities and students’ engagement in science lessons. A general sample questionnaire (N = 219), followed by classroom observations (N = 4) and students’ self-reports (N = 46) were used. The results highlight that engagement depends more on the wider learning context rather on a specific teaching approach.

KEYWORDS:

• Autonomy supportive teaching
• learning context
• learning engagement
• primary science
• structured teaching

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The study was supported by the Estonian Research Council under Grant number IUT18-2.