Developing Argumentation: Lessons Learned in the Primary School

2009 ◽  
pp. 177-194 ◽  
Author(s):  
Neil Mercer
Keyword(s):  
Primary School ◽  
Lessons Learned

scholarly journals SisCuentos: Herramienta de apoyo para el aprendizaje de Compresión y Lectura para Niñas y Niños de Primer Grado de Primaria

2019 ◽  
pp. 20-26
Author(s):  
Jenner Pérez-Vázquez ◽  
Armando Mendoza-Zuñiga
Keyword(s):  
Reading Comprehension ◽  
Positive Result ◽  
Primary School ◽  
First Grade ◽  
Lessons Learned ◽  
Support Tool ◽  
Creativity Development ◽  
Cognitive Linguistic ◽  
Lazaro Cardenas

Nowadays, girls and boys manage their own learning, therefore, learning is never as great as when a teacher is present, since it is in charge of mediating, transferring and translating each stimulus to girls and boys. This research highlights the general objective to develop a support tool for learning compression and reading for children of first grade of primary school General Lázaro Cárdenas de Tejupilco, State of Mexico. The methodology used is based on research "Apply in practice the lessons learned to achieve the transformation of the practice itself and that of the subjects of study". (Barabtarlo Y Zedansky, 2002). In conclusion, a positive result was achieved where the students were able to develop and improve Reading Comprehension, in addition that the stories not only promote access to the contents of the culture, knowledge, values, but also, put in motion important mechanisms linked to cognitive, linguistic and creativity development in girls and boys.

scholarly journals Lessons learned from primary school students with photonics learning-by-playing approach

2009 ◽  
Author(s):  
Suwannee Phoojaruenchanachai ◽  
Sarun Sumriddetchkajorn ◽  
Sataporn Chanhorm
Keyword(s):  
Primary School ◽  
Lessons Learned ◽  
Primary School Students ◽  
School Students

scholarly journals Officina Degli Errori: An Extended Experiment to Bring Constructionist Approaches to Public Schools in Bologna

2021 ◽  
pp. 165-171
Author(s):  
Sara Ricciardi ◽  
Stefano Rini ◽  
Fabrizio Villa
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Primary School ◽  
Training Program ◽  
Primary Schools ◽  
Lessons Learned ◽  
School Teachers ◽  
Primary School Teachers ◽  
Critical Issues ◽  
Extended Experiment

AbstractIn this contribution we describe an extended experiment to bring constructionist approaches to public schools in Bologna. Specifically, we focus on our latest project called Officina degli Errori, which is an extended teacher training program for primary school teachers based on tinkering. We highlight our motivation, the structure of Officina degli Errori and the lessons learned co-designing the activities and implementing them in the reality of public schools in Bologna. We also interviewed teachers to understand the critical issues affecting implementation of constructionist approaches in public primary schools.

scholarly journals Lessons Learned from Primary School Students with Photonics Learning-by-Playing Approach

2009 ◽  
Author(s):  
Suwannee Phoojaruenchanachai ◽  
Sarun Sumriddetchkajorn ◽  
Sataporn Chanhorm
Keyword(s):  
Primary School ◽  
Lessons Learned ◽  
Primary School Students ◽  
School Students

scholarly journals ANALISIS LEARNING OBSTACLE SISWA DALAM PEMBELAJARAN ILMU PENGETAHUAN SOSIAL DI KELAS IV SD

2019 ◽  
Vol 6 (1) ◽  
pp. 62
Author(s):  
Tara Dika Utama ◽  
M Japar
Keyword(s):  
Primary School ◽  
Lessons Learned ◽  
Analysis Method ◽  
The Third

AbstrakPembelajaran Ilmu Pengetahuan Sosial merupakan salah satu pembelajaran yang dipelajari di SD. Dalam materi pahlawan, memungkinkan terdapat hambatan yang akan ditemukan oleh siswa. Rumusan masalah dalam penelitian ini adalah untuk mengetahui bagaimana learning obstacle yang dihadapi siswa. Tujuan dari penelitian ini untuk menganalisis learning obstacle yang ditemukan siswa dalam materi pahlawan. Penelitian ini menggunakan metode analisis kualitatif deskriptif. Instrumen yang digunakan dalam penelitian ini berupa wawancara dan tes. Subjek dalam penelitian ini adalah siswa kelas IV SD Negeri Rawamangun 05. Berdasarkan hasil penelitian, diperoleh 3 tipe learning obstacle, tipe 1 siswa mengalami kesulitan dalam menunjukkan letak daerah kerajaan, tipe 2 siswa mengalami kesulitan dalam menentukan asal kerajaan dari beberapa raja, tipe 3 siswa belum bisa menunjukkan waktu berdirinya sebuah kerajaan. Hasil penelitian yang dipaparkan oleh peneliti ini akan digunakan pada penelitian lebih lanjut.AbstractSocial science is one of the lessons learned in the primary school. One of the materials of this subject is national heroes where the students find out difficulties in learning it. The problem of this research was the learning obstacles faced by the students. The purpose of this study was to analyze the learning obstacles the students faced in national heroes material. This research used descriptive qualiative analysis method. Instrument techniques used in this study were interviews and tests. The subjects in this study were the 4th grade students of primary school. The results of the research obtained three types of learning obstacles, first type was the students had difficulties in showing the location of the kingdom area, the second type was difficulties in determining the original kingdom of several kings, the third was unable in determining an empire established. The result of the research presented by the researcher is expected to be used for further research.

scholarly journals University Students Teaching Environmental Science to Primary School Students as Service-Learning: Lessons Learned

2018 ◽  
Vol 59 ◽  
pp. 01019
Author(s):  
Mark McGinley
Keyword(s):  
Service Learning ◽  
Primary School ◽  
Environmental Science ◽  
Learning Experience ◽  
Lessons Learned ◽  
Primary Students ◽  
Academic Learning ◽  
School Students ◽  
Problem Solving Skills ◽  
Service Learning Pedagogy

The service-learning pedagogy attempts to enhance student learning by integrating academic study with meaningful community service. This paper discusses lessons learned when attempting to integrate direct service (having S-L students provide science lessons for primary students) and indirect service (having S-L students prepare curriculum guides for use by primary teachers) to maximize academic learning in a course entitled “Ecology: The Science of the Environment” at Lingnan University in Hong Kong. Although the course covered fewer topics when taught using the service-learning pedagogy, S-L students reported that participating in the service-learning project (i) increased their academic learning, (ii) enhanced their interest in science, and (iii) improved their communication and problem solving skills. Based on student feedback received, attempts were made to improve the service-learning experience by (i) altering the course outline so that S-L students have learned the material in class before sharing with the primary students, (ii) providing more input to the focus of their topics, (iii) allowing S-L students to interact with the primary students during their on-site orientation, and (iv) encouraging the primary school teachers to provide immediate feedback to the S-L students at the end of each lesson.

scholarly journals Citizen Science as Part of the Primary School Curriculum: A Case Study of a Technical Day on the Topic of Noise and Health

2020 ◽  
Vol 12 (23) ◽  
pp. 10213
Author(s):  
David Kocman ◽  
Tjaša Števanec ◽  
Rok Novak ◽  
Natalija Kranjec
Keyword(s):  
Primary School ◽  
Citizen Science ◽  
Scientific Literacy ◽  
Noise Exposure ◽  
School Curriculum ◽  
Lessons Learned ◽  
Evaluation Framework ◽  
Second Grade ◽  
Hands On ◽  
Primary School Curriculum

In this paper, we summarise lessons learned conducting citizen science (CS) activities within the CitieS-Health H2020 project on the topic of noise exposure and health at a primary school in Ljubljana, Slovenia. Activities were organised in the form of a School Tech-Day Event (STDE) as part of the school’s curriculum involving second-grade pupils, ages 7–8. The STDE was aligned with the project’s methodological framework, which is based on co-creation and co-design principles. To this end, the pupils initially were involved in identifying noise-related issues and translation of selected topics into research questions. Next, together with mentors, they participated in the process of hypothesis formulation and the designing of data collection protocols. Finally, they participated in three focussed noise measurement experiments, as well as data analysis and presentation. We report and critically evaluate the whole chain of activities, focussing on the participant dimension using selected components of the citizen science evaluation framework. The event was very well-received by both pupils and teachers, and their active participation and hands-on experience with scientific processes contributed to their improved scientific literacy. Overall, the demonstrated concept of CS activities has great potential for ongoing inclusion in the school curriculum in its current format, or else adjusted according to specifics from other science and technology fields.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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