Speech Intelligibility in Classrooms: Specific Acoustical Needs for Primary School Children

Classrooms for primary school children should be built to criteria based on children's speech intelligibility needs which in some respects – e.g. reverberation time – differ markedly from the traditional criteria for adults. To further identify why the needs of children and adults for speech perception are so different we have measured the ‘integration time’ of speech for adults and children using a novel technique to obviate the complicating effects of differing language. The results for children are significantly different than for adults (35 ms c.f. 50 ms) and recommendations for classroom design based on the children's requirements have been made. When groups of children engage in ‘co-operative learning’ activities in the classroom, the “cafe effect” produces a rising activity noise level. We suggest the Lombard Effect is responsible for this. Measurements show children are more susceptible to the effect and we have developed a prediction model for activity noise in a classroom.

Download Full-text

THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2017vol2.2326 ◽

2017 ◽

Vol 2 ◽

pp. 265 ◽

Cited By ~ 1

Author(s):

Victoria Guseva

Keyword(s):

Primary School ◽

School Children ◽

Educational Process ◽

Learning Activities ◽

Primary School Children ◽

School Teachers ◽

Pedagogical Tools ◽

Primary School Teachers ◽

Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

Download Full-text

Signs of Critical Reflection in Mathematical Experiential Learning Contexts

Pedagogika ◽

10.15823/p.2017.39 ◽

2017 ◽

Vol 127 (3) ◽

pp. 54-69

Author(s):

Vaiva Grabauskienė ◽

Oksana Mockaitytė-Rastenienė

Keyword(s):

Primary School ◽

Undergraduate Students ◽

School Children ◽

Critical Reflection ◽

Mathematical Reasoning ◽

Primary School Children ◽

Gifted Children ◽

Audio Recordings ◽

Adults And Children ◽

The Difference

In this article, we analyzed reflections of undergraduate students of Primary school education and also the reflections of gifted primary school children. The reflections were collected in those two subsamples separately, while learning Math in experiential way. For the suitability to observe critical reorganization of mathematical images, the scaling as a subject was chosen. The process of learning in adults has a feature to encompass the critical reflection approach for the problem solving. The aim of our study was to shed light on differences and similarities between adults and gifted primary school children in mathematical reasoning. We used the following methods: case study; observation; audio recordings; and qualitative analysis (i. e. content analysis). In whole study, 13 undergraduate students and 16 gifted children from III–IV grades took a part. The results indicate that the main insights in the mathematical content were made while comparing measurements of different dimensions. The similarities between adults and children were found in how critical reorganization of mathematical images was done. The difference occurred in the extent of reasoning abstraction. Gifted children already at primary school years were able to formulate logical explanations into mathematical rules. However, for the children to make critical reflections, the experiential basis (practice) is obligatory. In contrast, adults used abstract reasoning even in experiential (practical) situations.

Download Full-text

INTEGRATING MULTIMEDIA LEARNING THEORY IN ASSISTIVE COURSEWARE FOR LOW VISION LEARNERS

Jurnal Teknologi ◽

10.11113/jt.v78.6928 ◽

2015 ◽

Vol 78 (2-2) ◽

Cited By ~ 1

Author(s):

A. Nurulnadwan ◽

A. M. Ariffin ◽

S. Siti Mahfuzah

Keyword(s):

Primary School ◽

Learning Theory ◽

School Children ◽

Multimedia Learning ◽

Low Vision ◽

Learning Activities ◽

Ongoing Study ◽

Primary School Children ◽

Information Accessibility ◽

Multimedia Learning Theory

This paper reports an ongoing study regarding the development of Assistive Courseware (AC) that is specifically designed to cater the needs of low vision learners in learning activities. Currently, as reported in the previous studies, low vision learners are facing various difficulties in their learning activities particularly in terms of information accessibility, navigationability, and pleasure. Previous literatures also state that, most of the available courseware means too little to them especially in terms of content presentation. Therefore, this study attempts to solve the problem by developing an AC which is named as AC for Low Vision Learners (AC4LV). The AC was developed by utilizing Multimedia Learning Theory as guidance. In addition, three basic steps, which are pre-production, production, and post-production have been utilized in developing the AC. As a result, an AC4LV based on Multimedia Learning Theory was successfully produced. Future works of this study is to test the experience of using AC4LV among the low vision learners particularly on primary school children from age nine to twelve.

Download Full-text