期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：6
页码：2609-2622
DOI：10.29333/ejmste/90258
出版社：Pamukkale Univ Dept Sci Education
摘要：The purpose of this qualitative case study was to explore Year 1 pupils’ understanding
about sinking and floating after learning using Social and Emotional Learning (SEL)
strategies. A total of 16 Year 1 pupils of low socio-economic background from one
class in a rural school participated in this study. The participants were from
disadvantaged rural communities; single parents and two pupils were identified with
medical problems (thalassemia and mild autism). In this study, three lessons on sinking
and floating were imparted using SEL strategies. Data from three sources; worksheets,
interviews and observations were triangulated to cross validate the data and to capture
richer information to answer the research question. The triangulation of the findings
indicates that SEL strategies created a conducive learning environment; reduced
disruptive behaviors among the pupils; encouraged engagement and participation in
learning. In sum SEL strategies employed to teach sinking and floating resulted in the
pupils having a better understanding of these concepts. The research findings imply
that ability in managing social and emotional tendency improved their competency
particularly in learning abstract science concepts such as sinking and floating.
关键词：disadvantaged pupils; sinking and floating; social and emotional learning;
rural school; year 1 pupils
