Researching Individual and Collaborative Pair Learning in Primary School Students Using Digital Knowledge Maps for Science Education

2013 ◽  
pp. 139-159 ◽  
Author(s):  
Andreanna K. Koufou ◽  
Marida I. Ergazaki ◽  
Vassilis I. Komis ◽  
Vassiliki P. Zogza
Keyword(s):  
Science Education ◽  
Primary School ◽  
Primary School Students ◽  
School Students ◽  
Knowledge Maps ◽  
Digital Knowledge

scholarly journals THE IMPORTANCE OF FEATURES FORMING THE SYSTEM OF KNOWLEDGE ABOUT NATURE

2019 ◽  
Vol 16 (2) ◽  
pp. 89-107
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Science Education ◽  
Primary School ◽  
Primary Education ◽  
Natural Science ◽  
Natural Object ◽  
Primary School Students ◽  
Feature Identification ◽  
School Students ◽  
Natural Science Education ◽  
Object Features

Today, increasingly more attention is given to knowledge construction. In this article it is discussed how much nature, its objects and phenomena features are important forming a certain system of knowledge about nature. Research show that features cannot be ignored, one should focus and reconsider how our students are guided towards feature identification. During the first years of life, the child already experiences specific environmental features. Later, the knowledge of features (to remember, cognize, define…) and understanding (to retell, explain...) guide further: teach to compare, group, classify. The analysis aim was to give methodological advice to primary school teachers and to all interested in natural science education on how to teach students to cognize and understand the features of natural objects, phenomena and to develop comparison, grouping and classification abilities. Aims: 1) to discuss what it is a feature; 2) to analyse what the feature’s expression is in preschool and pre-primary education programmes; 3) to present activity episodes, task examples on how to teach during nature cognition lessons to recognize features according to which the procedures of comparison, grouping, and classification are possible. Introducing what the feature is, the synonyms of features are introduced as well (feature, peculiarity, criterion, symptom), it is explained what the feature defines, what the difference is between quantitative and qualitative features. Discussing the feature expression in education programmes, 4 programmes were analysed on this question (preschool, pre-primary school, primary school world cognition programme and standardised world cognition programme). Clarity, accuracy, attention to detail of the discussed question has been noticed in the standardised world cognition programme. The questions of how to teach primary school students to be observant and to find natural object features, and what to do having found them are shared in the third part of the article. Several concrete recommendations are given here on how to teach to recognize some or other animate and inanimate natural object and phenomena features. Together are presented orientation questions, objective commentaries, possible students’ answers because the author has already tried these activities with the primary school students. Keywords: natural science education, classification abilities, comparison abilities, object features, primary education.

scholarly journals Exploring the impacts of contextualised outdoor science education on learning: the case of primary school students learning about ecosystem relationships

2021 ◽  
pp. 1-18
Author(s):  
Jean-Philippe Ayotte-Beaudet ◽  
Pierre Chastenay ◽  
Marie-Claude Beaudry ◽  
Kassandra L’Heureux ◽  
Michael Giamellaro ◽  
...  
Keyword(s):  
Science Education ◽  
Primary School ◽  
Primary School Students ◽  
School Students

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

Money Literacy, Shopping and Puchasing Patterns among Primary School Students in Malaysia

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Rozita Wahab ◽  
Mohamad Fazli Sabri ◽  
Nurhayatul Nira Ramli
Keyword(s):  
Primary School ◽  
Primary School Students ◽  
School Students
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