TEACHING APPROACH AND THE DEVELOPMENT OF DIVERGENT THINKING ABILITIES IN PRIMARY SCHOOLS

1968 ◽  
Vol 38 (2) ◽  
pp. 171-180 ◽  
Author(s):  
F. A. HADDON ◽  
HUGH LYTTON
Keyword(s):  
Primary Schools ◽  
Divergent Thinking ◽  
Teaching Approach

scholarly journals Students’ achievements in the field of chemistry according to the indicators of creativity from the trefoil education paradigm

2018 ◽  
Vol 50 (1) ◽  
pp. 50-71
Author(s):  
Dragica Trivic ◽  
Vesna Milanovic ◽  
Jasmina Sefer
Keyword(s):  
Primary Schools ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Achievement Test ◽  
Similar Type ◽  
Chemistry Curriculum ◽  
Creative Development ◽  
School Year ◽  
Chemistry Instruction ◽  
The Given

The aim of this study is to explore the possible use of the indicators of creative thinking, taken from the Trefoil concept, in the field of chemistry when assessing students? performance, determining the potential for creative development and providing directions for further work. In this way, chemistry instruction might contribute to encouraging the creative abilities of students necessary in the modern, fast-paced world. There is the question of whether the indicators of creative thinking can be useful in evaluating students? achievements in the situation of solving open-ended tasks in the field of chemistry and the kinds of results achieved by students. The research sample included 97 eight-grade students from two primary schools in Belgrade. The research was conducted at the end of the eighth grade in the school year 2016/17, after the entire chemistry curriculum for primary school had been covered. An appropriate achievement test was constructed and then implemented. The obtained results indicate that a large number (30%) of students are capable of formulating several acceptable answers to the given open-ended task, which is a characteristic of divergent thinking in sciences. This finding is even more relevant if we bear in mind that the students from this sample did not have any similar type of demands or experiences in previous classes. This points to the fact that there is a significant potential for developing creative thinking, which might be realised if students solved open-ended tasks more frequently.

scholarly journals Situational Language Teaching Approach to Oral The English Teaching in Primary Schools

2018 ◽  
Vol 6 (9) ◽  
pp. 84-90
Author(s):  
Junying Zhang
Keyword(s):  
Primary Schools ◽  
Language Teaching ◽  
Teaching Approach ◽  
English Learning ◽  
English Teaching ◽  
Teaching Efficiency

This paper aims at analyzing some applications of Situational Language teaching to the oral English learning in primary schools. Through this study, teachers could get some advice and improve their oral English teaching efficiency.

scholarly journals Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

2018 ◽  
Vol 20 (1) ◽  
pp. 27
Author(s):  
John R. Evans ◽  
Christina Curry
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary Schools ◽  
New South ◽  
New South Wales ◽  
Teaching Approach ◽  
Teaching Staff ◽  
South Wales

A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools.

scholarly journals Case Study of Phonics among Primary School Students

2016 ◽  
Vol 4 (10) ◽  
pp. 11-16
Author(s):  
Liu Xiaojing ◽  
Junying Zhang ◽  
Huang Jing
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Ability ◽  
Teaching Approach ◽  
Primary School Students ◽  
School Students ◽  
New Words ◽  
English Speaking ◽  
Grade 3

Phonics is a widely implemented teaching approach in primary schools in many English speaking countries. Through a flexural development, the teaching approach has been proved to be an efficient way of improving children’s decoding, spelling and general reading ability. This paper reports case study of presenting phonics to 10 students in Grade 3 in China. The study shows that phonics teaching can help the students to form a connection between words and their pronunciation, hence help students to acquire the ability to decode and spell new words in their further reading.

scholarly journals THE IMPLEMENTATION OF MIND MAPS IN TEACHING PHYSICS: EDUCATIONAL EFFICIENCY AND STUDENTS’ INVOLVEMENT

2019 ◽  
Vol 18 (1) ◽  
pp. 117-131 ◽  
Author(s):  
Zvezdan Z. Gagić ◽  
Sonja J. Skuban ◽  
Branka N. Radulović ◽  
Maja M. Stojanović ◽  
Olivera Gajić
Keyword(s):  
Primary Schools ◽  
Mental Effort ◽  
Teaching Approach ◽  
Control Group ◽  
Conventional Teaching ◽  
Motivation For Learning ◽  
Educational Efficiency ◽  
Mind Maps ◽  
Teaching Physics ◽  
Experimental Group

Primary school students generally lack motivation for learning physics, which they perceive as a difficult subject. In order to overcome this problem, it is necessary to apply appropriate teaching approach. The aim of this research was to assess the educational efficiency of mind maps in physics and students’ involvement when this approach is used. A pre-test – post-test control group design was used. The sample of this research consisted of 113 seventh-grade students divided into an experimental and a control group. The students in the experimental group were taught physics using mind maps and the students in the control group were taught using conventional teaching approach. The data were collected by using two physics knowledge tests and perceived mental effort scale. The data were analyzed using ANOVA, t-test and chi-square test. The obtained results showed that the educational efficiency of teaching with the use of mind maps was greater than the efficiency of conventional teaching approach. Besides that, the students’ involvement in the experimental group was higher than the one in the control group. The implementation of mind maps in teaching physics in primary schools can increase students’ motivation for learning physics and lower their mental effort.

scholarly journals Increasing engagement and participation in a large, third-level class setting using co-teaching

2018 ◽  
Author(s):  
Anna Logan ◽  
Ann Marie Farrell
Keyword(s):  
Student Teachers ◽  
Large Class ◽  
Primary Schools ◽  
Online Survey ◽  
Teacher Educators ◽  
Student Participation ◽  
Teaching Approach ◽  
Learning Context ◽  
Meta Learning ◽  
Class Context

This study focused on the collaborative practice of two teacher educators who implemented a co-teaching intervention with a large class of first-year student teachers. The research arose from the teacher educators’ wish to increase the range and nature of participation of students in the large class setting and to model co-teaching for the students who would be expected to engage in such practice themselves in primary schools. The aims of the study were to explore the use of co-teaching in the large class context as a support for student participation and students’ meta-learning about co-teaching. In three separate 50-minute workshops, students were provided with samples of a child’s work and were required to work in pairs or groups of three in order to come to conclusions about his current level of performance and to develop possible learning targets arising. Data were collected using a short, online survey. The student cohort was very positive in terms of  the effectiveness of the co-teaching approach in helping them to understand the concepts and allowing more active engagement. Further, students were able to articulate their learning with regard to using the co-teaching approach. From the researchers’ perspectives co-teaching was very useful in terms of increasing student participation and replicating a learning context that might be more usual with much smaller groups.  Further, it allowed for provision of formative feedback both during and following the co-taught sessions that would not otherwise have been feasible.  Finally, it allowed the student voice to be heard within the large class context. 

Variations Across the Menstrual Cycle in EEG Activity During Thinking and Mental Relaxation

1999 ◽  
Vol 13 (3) ◽  
pp. 163-172 ◽  
Author(s):  
R. Krug ◽  
M. Mölle ◽  
H.L. Fehm ◽  
J. Born
Keyword(s):  
Menstrual Cycle ◽  
Divergent Thinking ◽  
Spectral Power ◽  
Plasma Concentrations ◽  
Task Demands ◽  
Menstrual Phase ◽  
Convergent Thinking ◽  
Eeg Activity ◽  
Dimensional Complexity ◽  
Mental Relaxation

Abstract Previous studies have indicated: (1) peak performance on tests of divergent creative thinking during the ovulatory phase of the menstrual cycle; (2) compared to convergent analytical thinking, divergent thinking was found to be associated with a distinctly increased dimensional complexity of ongoing EEG activity. Based on these findings, we hypothesized that cortical information processing during the ovulatory phase is characterized by an increased EEG dimensionality. Each of 16 women was tested on 3 occasions: during the ovulatory phase, the luteal phase, and menses. Presence of the phases was confirmed by determination of plasma concentrations of estradiol, progesterone, and luteinizing hormone. The EEG was recorded while the women performed: (1) tasks of divergent thinking; (2) tasks of convergent thinking; and (3) during mental relaxation. In addition to EEG dimensional complexity, conventional spectral power analysis was performed. Behavioral data confirmed enhanced creative performance during the ovulatory phase while convergent thinking did not vary across cycle phases. EEG complexity was higher during divergent than convergent thought, but this difference remained unaffected by the menstrual phase. Influences of the menstrual phase on EEG activity were most obvious during mental relaxation. In this condition, women during the ovulatory phase displayed highest EEG dimensionality as compared with the other cycle phases, with this effect being most prominent over the central and parietal cortex. Concurrently, power within the alpha frequency band as well as theta power at frontal and parietal leads were lower during the luteal than ovulatory phase. EEG results indicate that task demands of thinking overrode effects of menstrual cycle. However, with a less demanding situation, an ovulatory increase in EEG dimensionality became prominent suggesting a loosening of associative habits during this phase.

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