Primary School Teachers’ Attitudes towards Heuristic Teaching of Natural Sciences in Initial Education

Abstract

Heuristic teaching of natural sciences in initial education, and in general as well, is important for a proper acquisition of knowledge and skills. Primary school teachers’ attitudes regarding this matter can have a considerable impact on using heuristic teaching in the classroom. The aim of our research was to investigate primary school teachers’ opinions about heuristic teaching in the classes of integrated natural sciences (school subjects World around Us and Social, Scientific and Environmental Education) in primary education. The research objectives included the analysis of teachers’ attitudes towards the implementation of heuristic teaching as well as of their attitudes towards its effectiveness in teaching World around Us and Social, Scientific and Environmental Education. Descriptive-analytical and comparative methods were used in the research. The researchers used a survey as research technique and a questionnaire as research instrument. The sample consisted of 71 respondents, primary school teachers of both sexes and of different years of service. The obtained results show that the respondents have a positive opinion about the implementation and significance of heuristic teaching. However, they do not use it sufficiently in their lessons of the World around Us and Social, Scientific and Environmental Education. For this reason, an organised permanent education should be provided to increase the quality of teachers’ knowledge about the specificities of heuristic teaching and opportunities for its implementation in the lessons of integrated natural sciences.

Keywords

• initial education
• natural sciences
• attitudes
• primary school teachers
• heuristic teaching