scholarly journals “We thought about it together and the solution came to our minds”: languaging linguistic problem-solving in multilingual Finnish classrooms

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Elisa Repo ◽  
Riia Kivimäki ◽  
Niina Kekki ◽  
Jenni Alisaari
Keyword(s):  
Content Analysis ◽  
Statistical Analysis ◽  
Problem Solving ◽  
Primary School ◽  
Cognitive Process ◽  
Language Awareness ◽  
Collaborative Dialogue ◽  
Multiple Voices ◽  
Diverse Backgrounds ◽  
Linguistic Problem

Abstract This study examines a learning experiment in which linguistic problem-solving tasks designed to increase students’ (aged 9–13) language awareness through collaborative dialogue were introduced in multilingual primary school classrooms in Finland. The aim was to analyse how the students (N = 126) reported what was happening during the linguistic problem-solving tasks, drawing on the method of languaging. Additionally, the study investigates how meaningful, relevant and novel the students with diverse backgrounds found the tasks. The data were collected via a survey. Students’ problem-solving reports were analysed via content analysis, with the Taxonomy of Cognitive Process applied. Statistical analysis was used to measure the experienced meaningfulness, relevance and novelty. The analysis resulted in an understanding of the multiple voices in which the students articulated their thinking regarding linguistic problem-solving. The study sheds light on how to develop language aware learning materials to engage all students, regardless of their backgrounds, in discussions on language.

scholarly journals Dotted grid and square grid in teaching geometry in lower grades of elementary school

2021 ◽  
pp. 111-126
Author(s):  
Sanja Maričić ◽  
Jelena Stojkanović
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Primary School ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Cognitive Process ◽  
Fourth Grade ◽  
Test Results ◽  
Square Grid ◽  
Teaching Geometry

This work aims to underline the advantage of use of dotted grid and square grid as auxiliary tools for visualization in adoption of basic notions in geometry and problems solving in geometry in lower grades of elementary school. Visualization is an important part of cognitive process in mathematics while square grid and dotted grid help students visualize mathematic tasks therefore being significant. Although they are used in every grade of the initial four grades of primary school in the process of teaching geometry topics, neither students nor teachers use their advantages to a sufficient extent. The advantages of their use have been confirmed in the research conducted with the students of second and fourth grade in two primary schools. By analyzing of the obtained test results, we concluded that the use of the square grid increases the success in problem solving. Considering that notebooks with a square grid are used in mathematics teaching, the square grid should be used especially in the field of geometry.

Rietveld quantitative amorphous content analysis

2001 ◽  
Vol 34 (2) ◽  
pp. 196-202 ◽  
Author(s):  
A. G. De La Torre ◽  
S. Bruque ◽  
M. A. G. Aranda
Keyword(s):  
Content Analysis ◽  
Statistical Analysis ◽  
Systematic Errors ◽  
Rietveld Analysis ◽  
Tricalcium Silicate ◽  
Absorption Coefficients ◽  
Amorphous Content ◽  
Orientation Effects ◽  
Main Component ◽  
Very High

A procedure for Rietveld quantitative amorphous content analysis (RQACA) is outlined, in which the effects of systematic errors in the powder patterns are studied. The method derives the amorphous content from the small overestimation of an internal crystalline standard in a Rietveld refinement of an appropriate mixture. Of several standards studied, Al2O3gave the best results. The statistical analysis of standard mixtures with a known amount of amorphous content indicated that this is a precise and accurate tool. It enables the measurement of the amorphous content with an accuracy close to 1%. Sample preparation and Rietveld analysis need to be optimized in order to minimize the systematic errors. The analysis of samples with phases displaying strong preferred orientation effects gives very high errors in the amorphous content. Samples with different absorption coefficients have also been studied in order to evaluate the importance of microabsorption. This plays an important role but it can be adequately corrected if the absorption coefficients of the standard and the sample are not very different. RQACA has been applied to tricalcium silicate, C3S, which is the main component of Portland cement. The average amorphous content of C3S, after microabsorption correction using two standards of higher and lower absorption coefficients, was found to be 19%.

Collaborative dialogue: opportunities and challenges in vocabulary acquisition and retention of threshold EFL learners

2020 ◽  
Vol 58 (2) ◽  
pp. 133-160
Author(s):  
Moussa Ahmadian ◽  
Azar Tajabadi
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Knowledge Building ◽  
Convincing Evidence ◽  
Collaborative Dialogue ◽  
Efl Learners ◽  
Joint Problem ◽  
Interactionist Perspective ◽  
Joint Problem Solving

AbstractBelonging to the interactionist perspective, the collaborative dialogue is a technique which engages learners in joint problem-solving and knowledge building. With the aim of investigating the link between this technique and vocabulary acquisition and retention, this study was conducted with 18 threshold English as a Foreign Language (EFL) learners who were randomly chosen and put in 6 groups. They were given 6 lexical-focused tasks to be completed collaboratively and their interaction was audio-recorded. The instances of lexical-based language-related episodes (LREs) were identified in the transcribed dialogues and their outcomes were coded as “correctly resolved”, “incorrectly resolved”, and “unresolved”. The frequency of the LREs was computed; it was found that the learners were able to solve the lexical problems they encountered to a very large extent. Furthermore, the analysis of LREs and the comparison of posttest and delayed posttest scores provided convincing evidence of a link between the outcomes of LREs and the learners’ vocabulary acquisition and retention, suggesting that “correctly resolved” LREs resulted in learning and retaining the target words, while “unresolved” LREs led to non-significant learning and “incorrectly resolved” LREs led to learning the wrong meaning of the vocabulary items. The findings along with the opportunities and challenges of collaborative dialogue are discussed and possible implications for language teaching are explained.

scholarly journals Primary school students’ poetic malaria messages from Jimma zone, Oromia, Ethiopia: a qualitative content analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yohannes Kebede ◽  
Abdu Hayder ◽  
Kasahun Girma ◽  
Fira Abamecha ◽  
Guda Alemayehu ◽  
...  
Keyword(s):  
Content Analysis ◽  
Drug Use ◽  
Primary School ◽  
Qualitative Content Analysis ◽  
Signs And Symptoms ◽  
Primary School Students ◽  
School Students ◽  
Jimma Zone ◽  
Itn Use ◽  
Prevention Methods

Abstract Background The engagement of schools in malaria control is an emerging strategy. Little is known about the involvement of students in the development of malaria messages. This study evaluated the message content of primary school students’ malaria poems. Methods A qualitative content analysis was conducted to explore malaria messages conveyed in poems produced by students. Twenty poems were purposively selected from twenty schools across rural villages in five districts of the Jimma Zone. Data were analyzed using Atlas.ti version 7.1.4 software. The message contents were quantified in terms of frequency, and including metaphors, presented using central themes, categories, and supportive quotations. Results A total of 602 malarial contents were generated, and organized into 21 categories under five central themes. 1) Malaria-related knowledge (causation and modes of transmission, mosquito breeding and biting behavior, signs and symptoms, care for insecticide-treated nets (ITNs), and prevention methods), 2) Perceived threats from malaria, 3)The effectiveness of prevention methods (i.e., related to the adaption of ITNs, environmental cleaning, indoor residual spray (IRS), treatment for fever, and drug adherence practices), 4) Misconceptions, beliefs, and malpractices regarding the cause of malaria and drug use) and 5) Direct calls to the adopt ITN, IRS, clean surroundings, treatment, and drug use. The most commonly conveyed message contents were about the severity of malaria, distinguishable signs and symptoms, calls for community participation for malaria elimination, knowledge of preventive methods, and effectiveness of ITN use. Metaphoric expressions (war and death) were used to convey messages about the severity and the need to manage the prognosis of malaria through the active ITN use, which itself was metaphorically represented as ‘a trap’ to mosquitoes. Conclusions The poetic analysis indicated that the students developed and disseminated rich malarial messages, especially on malarial knowledge, and perceptions, beliefs, norms and practices of the local community to prevent and control malaria. Therefore, primary school students can be a source of information and would effectively communicate knowledge, perceptions, and promote malaria related practices, particularly in rural settings.

scholarly journals The Effectiveness of Smart Kit in Enhancing Students’ Mathematical Process Skills and Achievement in Mathematics

2019 ◽  
Vol 8 (2S3) ◽  
pp. 191-196
Keyword(s):  
Problem Solving ◽  
Treatment Group ◽  
Primary School ◽  
Teaching And Learning ◽  
Mathematical Achievement ◽  
Control Group ◽  
Process Skills ◽  
Teaching Aids ◽  
Significant Difference ◽  
Mathematical Process

The utilization of teaching aids is crucial in enhancing students’ mathematical process skills. However, teachers give less accentuation on this aspect of usage which leads to students’ low competence in mathematical process skills. The purpose of this study was to determine the effectiveness of a developed teaching aids, in particular, a Smart Kit in enhancing mathematical process skills and achievement among selected primary school students in Hulu Kinta, Perak. The experimental method was used in this study. Cluster sampling was used to select the samples. The samples were divided into two groups, the control and treatment groups which each consisted of 36 respondents. The treatment group was engaged with the developed Smart Kit while the students in the control group followed the conventional method of teaching and learning. Measurement and Geometry topics at primary school level were selected and students’ mathematical process skills were assessed based on Malaysia Assessment and Curriculum Standard Documents. The findings revealed that there was a significant difference in problem solving, reasoning and connecting skills between the control group and the treatment group. Furthermore, the mathematical achievement of the treatment group was higher than the control group. In conclusion, the utilization of the developed Smart Kit enhanced students’ problem solving, reasoning and connecting skills, and improved mathematical achievement. In implicative insinuation, the use of the developed Smart Kit can help teachers and students in teaching and learning processes specifically on the topics of Measurement and Geometry.

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