scholarly journals Analysis of Plant Species in Elementary School Textbooks in South Korea

2021 ◽  
Vol 24 (5) ◽  
pp. 485-498
Author(s):  
Min Hyeong Kwon
Keyword(s):  
Elementary School ◽  
Plant Species ◽  
Real Life ◽  
Fruit Trees ◽  
First Grade ◽  
Content Areas ◽  
Horticultural Crops ◽  
Learning Content ◽  
The Status ◽  
Microsoft Office

Background and objective: This study was conducted to find out the status of plant utilization in the current textbooks by analyzing the plants by grade and subject in the national textbooks for all elementary school grades in the 2015 revised curriculum in Korea. Methods: The data collected was analyzed using Microsoft Office Excel to obtain the frequency and ratio of collected plant data and SPSS for Windows 26.0 to determine learning content areas by grade and the R program was used to visualize the learning content areas. Results: A total of 232 species of plants were presented 1,047 times in the national textbooks. Based on an analysis of the plants presented by grade, the species that continued to increase in the lower grades tended to decrease in the fifth and sixth grades, the upper grades of elementary school. As for the number and frequency of plant species by subject, Korean Language had the highest number and frequency of plant species. The types of presentation of plants in textbooks were mainly text, followed by illustrations and photos of plants, which were largely used in first grade textbooks. In addition, as for the area of learning contents in which plants are used, in the lower grades, plants were used in the linguistic domain, and in the upper grades, in the botanical and environmental domains of the natural sciences. Herbaceous plants were presented more than woody plants, and according to an analysis of the plants based on the classification of crops, horticultural crops were presented the most, followed by food crops. Out of horticultural crops, flowering plants were found the most diversity with 63 species, but the plants that appeared most frequently were fruit trees that are commonly encountered in real life. Conclusion: As a result of this study, various plant species were included in elementary school textbooks, but most of them were horticultural crops encountered in real life depending on their use. Nevertheless, plant species with high frequency have continued a similar trend of frequency from the previous curriculums. Therefore, in the next curriculum, plant learning materials should be reflected according to social changes and students' preference for plants.

scholarly journals Play and Learning Activity: Borderline Conflicts

2019 ◽  
Vol 11 (4) ◽  
pp. 22-35
Author(s):  
G.A. Zuckerman ◽  
O.L. Obukhova ◽  
N.A. Shibanova
Keyword(s):  
Elementary School ◽  
Preschool Education ◽  
First Grade ◽  
Learning Activity ◽  
Dual Nature ◽  
Knowledge And Skills ◽  
Learning Content ◽  
Development Of Students ◽  
The Way

Illegal invasion of schooling into the preschool education can be peacefully suspended by developing the conceptual play based on narratives, in which special characters are acting. These characters of conceptual play are of the dual nature: while they reason and act as concepts that come alive, they feel and communicate as humans in flesh and blood. In the elementary school, the development of students’ learning activity employs the conceptual plays as a successful conduit for introducing concepts, which cannot be constructed through hand-on activities. In the preschool, the conceptual play opens the way to coach knowledge and skills traditionally associated with schooling. By teaching preschoolers with the help of the conceptual plays, adults get the opportunity to design the learning content that combines affect and intelligence, lays the foundation for operating with schemes, and most importantly, promotes children's initiative in intellectual pursuits and expands its scope. The outlines of conceptual play are exemplified by episodes of teaching literacy in the first grade with the ABC textbook by D.B. Elkonin.

Disfluency Behavior of Elementary-School Stutterers and Nonstutterers: Loci of Instances of Disfluency

1969 ◽  
Vol 12 (2) ◽  
pp. 308-318 ◽  
Author(s):  
Dean E. Williams ◽  
Franklin H. Silverman ◽  
Joseph A. Kools
Keyword(s):  
Elementary School ◽  
Word Length ◽  
Sixth Grade ◽  
First Grade ◽  
Grammatical Function ◽  
Initial Phoneme ◽  
Speech Task ◽  
Sentence Position ◽  
Word Attributes

One hundred fifty-two children from kindergarten and grades one through six, 76 stutterers and 76 nonstutterers, performed a speech task. Each of the kindergarten and first-grade children repeated 10 sentences after the experimenter, and each of the second- through sixth-grade children read a passage. All words judged to have been spoken disfluently were analyzed for the presence of each of Brown’s four word attributes—initial phoneme, grammatical function, sentence position, and word length. Disfluencies were not randomly distributed in the speech of these children. For both stutterers and nonstutterers, disfluencies occurred most frequently on words possessing the same attributes as those reported by Brown to be troublesome for adult stutterers. The findings of this study demonstrate the essential similarity in the loci of instances of disfluency in the speech of (1) children and adults and (2) stutterers and nonstutterers.

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

2017 ◽  
Vol 90 (4) ◽  
pp. 355-377 ◽  
Author(s):  
Angran Li ◽  
Mary J. Fischer
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Level ◽  
School Involvement ◽  
School Students ◽  
Data Set ◽  
Positive Effects ◽  
Parental School Involvement ◽  
Formal Organizations ◽  
Nationally Representative

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

scholarly journals Allochthonous plant species in the vegetation of the Great War Island

2020 ◽  
Vol 29 (2) ◽  
pp. 111-155
Author(s):  
Snežana Jarić ◽  
Zorana Mataruga ◽  
Dimitrije Sekulić ◽  
Marija Pavlović ◽  
Dragana Pavlović ◽  
...  
Keyword(s):  
Plant Species ◽  
Control Measures ◽  
Anthropogenic Factors ◽  
Great War ◽  
Natural Reserve ◽  
Allochthonous Species ◽  
The Status ◽  
Geographical Position ◽  
Biological Spectrum ◽  
The Great War

The main aim of the conducted research was to determine the presence of allochthonous plants in the area of the protected natural reserve - The Great War Island. The research was conducted during the vegetation season of 2020. Thirty four allochthonous plant species were recorded and classified into 19 families. Asteraceae (8 species), Fabaceae Poaceae and Sapindaceae (3 species each) had the highest species diversity. Phytogeographic analysis of their primary distribution areas has shown that most belong to the category of floral elements of the "adventitious" areal type. The chorological spectrum is dominated by species of North American origin (58.8%), while in the biological spectrum the most common are therophytes (38.2%). Chronological spectrum analysis has shown the highest prevalence of neophytes (64.7%). Seventeen species have the status of invasive, 16 naturalized, while one species (Morus alba) is characterized as ephemerophyte. The most frequent neophytes on the Great War Island are Acer negundo, Ailanthus altissima, Amorpha fruticosa, Fraxinus pennsylvanica, while among neotophytes, Echinocystis lobata and Symphyotrichum lanceolatus stand out in terms of frequency of occurrence. The geographical position of the Great War Island, due to which it is exposed to periodic floods, high levels of groundwater, strong influence of anthropogenic factors and the biological characteristics of allochthonous species are the main factors enabling them to inhabit this area. Results of this research should be the basis for the development of a strategy for monitoring the condition and planning control measures for the unwanted plant species, in order to protect the indigenous flora. Only careful and responsible management of landscapes of outstanding features such as The Great War Island and taking appropriate preventive measures can prevent the settlement, domestification and further spread of allochthonous plants.

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