scholarly journals Teaching Cell Biology in Primary Schools

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Francele de Abreu Carlan ◽  
Lenira Maria Nunes Sepel ◽  
Elgion Lucio Silva Loreto

Basic concepts of cell biology are essential for scientific literacy. However, because many aspects of cell theory and cell functioning are quite abstract, students experience difficulties understanding them. In this study, we investigated whether diverse teaching resources such as the use of replicas of Leeuwenhoek’s microscope, visualization of cells using an optical microscope, construction of three-dimensional cell models, and reading of a comic book about cells could mitigate the difficulties encountered when teaching cell biology to 8th-grade primary school students. The results suggest that these didactic activities improve students’ ability to learn concrete concepts about cell biology, such as the composition of living beings, growth, and cicatrization. Also, the development of skills was observed, as, for example, the notion of cell size. However, no significant improvements were observed in students’ ability to learn about abstract topics, such as the structures of subcellular organelles and their functions. These results suggest that many students in this age have not yet concluded Piaget’s concrete operational stage, indicating that the concepts required for the significant learning of abstract subjects need to be explored more thoroughly in the process of designing programs that introduce primary school students to cell biology.

2019 ◽  
Vol 6 (3) ◽  
pp. 341-348
Author(s):  
Devi Afriyuni Yonanda ◽  
Yuyu Yuliati ◽  
Dudu Suhandi Saputra

This research is motivated by the lack of teachers' ability to use media related to the students environment as teaching materials to develop primary school students' critical thinking ability. The research aims at developing problem-based learning media (PBL) using comic book in order to improve students' critical thinking ability. The research employed a research and development design using the experimental research design with a one-group pretest-posttest design. The subjects of the research were 28 fourth-grade students in one of primary schools in Indramayu Regency. The research produced a product in the form of problem-based comic media developed based on the needs of teachers and students. The subject material in the comic book contained problems that occurred in the real environment within the students. Based on the validation tests carried out by material experts, media experts and practitioners, the results revealed that the product was included in the “Very Valid” category. While, the practicality test results revealed that the product was included in the “Very Practical”.


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.


2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.


2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>


2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi

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.


2021 ◽  
Vol 11 (9) ◽  
pp. 550
Author(s):  
Irena Labak ◽  
Mirela Sertić Perić ◽  
Ines Radanović

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.


2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.


2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Junying Liu

With the continuous development of teaching, educators focus more on the cultivation of the comprehensive ability of primary school students. PE in primary schools is drawing more and more attention. However, how to efficiently carry out physical teaching activities in primary schools becomes a big issue for the relative teaching staff to think about because of the uniqueness of the educational group.


2019 ◽  
Vol 7 (1) ◽  
pp. 163
Author(s):  
Mohd. Zailani Mohd. Yusuff ◽  
Mohamad Khairi Haji Othman ◽  
Asmawati Suhid ◽  
Rozalina Khalid

Social problems among students have become very serious in recent years. Therefore, the issues that need to be addressed are the practices that exist among them. This study will share a research finding that identifies the level of practice of applying noble values among primary school children. This study used qualitative research designs through interviews and observations and quantitative survey studies where data were collected through questionnaires involving 321 primary school children from four primary schools in the North Zone of Peninsular Malaysia. Overall, the findings show that the practice of noble values is admirable. This study found that there was a significant difference in values of noble practices in terms of school types. In addition, the findings also found that values of respect are the most dominant values practiced by primary school students followed by other values.


2016 ◽  
Vol 1 (1) ◽  
pp. 70
Author(s):  
Eka Kurniasih

English teachers in Indonesian primary schools are often in doubt about the ‘what’ and the ‘how’ to teach because most English teachers training colleges do not provide them with specialized training in how to meet the needs of primary school students; TEYL is a new and highly dynamic field; the status of English in the curriculum of primary schools in Indonesia is a local content, and thus the National Education Ministry does not provide English syllabus for primary school. Since the objective of teaching English in primary school is to provide a good basis for communicative competence as a foundation to study it in secondary school; the development of the four language skills should be made the focus of all learning activities. This paper provides some guidelines, which are adapted from some publications and discussions concerning TEYL for teaching the four language skills in primary schools.


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