A Case Study on the Effectiveness of Operating and Managing the ICT Innovation Centres for Improved Educational Environment of Primary Education in Kenya focusing on the Results-Based Management

2021 ◽  
Vol 17 (1) ◽  
pp. 29-37
Keyword(s):  
Primary Education ◽  
Educational Environment

Assessing geography knowledge in primary education with mental map analysis: a Balearic Islands case study

2021 ◽  
pp. 1-22
Author(s):  
Jaume Binimelis Sebastián ◽  
Antoni Ordinas Garau ◽  
Maurici Ruiz Pérez
Keyword(s):  
Primary Education ◽  
Balearic Islands ◽  
Mental Map ◽  
Map Analysis

scholarly journals Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021 ◽  
Vol 11 (2) ◽  
pp. 64
Author(s):  
Christian García-Carrillo ◽  
Ileana María Greca ◽  
María Fernández-Hawrylak
Keyword(s):  
Primary Education ◽  
Classroom Practice ◽  
Integrated Approach ◽  
Practical Training ◽  
Training Process ◽  
Integrated Stem ◽  
Teaching Learning ◽  
And Robotics ◽  
Insight Into

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

Developing Computational Thinking Using Lego Education WeDo at 4th Grade of Primary Education

2021 ◽  
pp. 298-316
Author(s):  
Ana María Pinto-Llorente
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Primary Education ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Semantic Differential ◽  
Structured Interview ◽  
Case Study Method ◽  
Positive Perspective

The research was carried out at the School Santísima Trinidad in the framework of robotics education and social science. The aims of the study were to determine participants' perceptions about the effectiveness of the experience to meet the learning objective, to construct and programme robotics models, and to help pupils to become familiar with computational concepts and practices. Based on these goals, it employed a case study method in which were involved a teacher and 52 students of the fourth grade of primary education. The instruments used to collect data were a questionnaire, a semantic differential, a semi-structured interview, and a monitoring guide. The findings suggested participants' positive perspective towards the project to achieve the objectives and contents of the unit; acquire the skills of critical thinking, creative thinking, problem solving; apply their knowledge to real-world problems; and become familiar with some mechanical movements and with a set of computational concepts.

Ugandan Context and Description of Sample and Data

2021 ◽  
pp. 35-51
Author(s):  
Sarah Kabay
Keyword(s):  
Empirical Analysis ◽  
Primary Education ◽  
Methods Of Analysis ◽  
Sample Data ◽  
The Subject ◽  
The Empirical Analysis ◽  
Country Specific

In any country-specific case study, how a country is perceived will influence how the subject of the case is perceived, as well as its broader relevance. In addition, primary education in many ways reflects the society in which it takes place. For these reasons, it is useful to consider the Ugandan context in order to consider its experience with primary education and its position as a case study. This chapter offers some details and background to help frame the Ugandan context, intending to serve as a brief sketch of the issues that define the population of children served by Uganda’s primary education and the factors that influence and define that education. The chapter also includes a basic description of the sample, data, and methods of analysis used in the empirical analysis throughout the book.

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