scholarly journals A Proposal Of Teacher-Supported Model For Developing Primary School Students’ Self-Directed Learning Skills (PTSSDLM)

2016 ◽  
Author(s):  
Gülten Feryal Küçüker ◽  
Kıymet Selvi
Keyword(s):  
Primary School ◽  
Primary School Students ◽  
Self Directed Learning ◽  
School Students ◽  
Learning Skills ◽  
Directed Learning

scholarly journals Effects of an Interventional Music Program on Learning Skills of Primary-School Students with Dyslexia

2021 ◽  
Vol 9 (3) ◽  
pp. 456-467
Author(s):  
Foteini Bouloukou ◽  
Veronica Marin-Diaz ◽  
Nοelia Jimenez-Fanjul
Keyword(s):  
Primary School ◽  
Training Program ◽  
Oral Language ◽  
Musical Training ◽  
Primary School Students ◽  
School Students ◽  
Music Training ◽  
Learning Skills ◽  
Positive Effects ◽  
Music Program

Research has shown that children with dyslexia have difficulties perceiving rhythm, and that musical training can enhance their learning skills. The purpose of this research was to investigate the effectiveness of an interventional music-training program based on rhythm-perception enhancement, within the curriculum of the music course in Greece. For this purpose, this research was conducted on primary school students over a period of 12 weeks. Thirty-two students of the 4th Elementary class, diagnosed with dyslexia, participated in the study. The LAMDA (Learning Skills and Weakness Detection Software) test, a weighted tool for automated detection of learning difficulties in written and oral language, was used to assess the improvement of children. The assessment showed that the interventional music-training program improved students' performance in areas such as word recognition, grammar spelling, visual sequences and rhythm reproduction. The research findings indicate that the incorporation of an appropriately adapted music program into the primary school curriculum, as well as the use of music as a systematic treatment, may have positive effects on students with dyslexia.

Reading Skills in Self-Directed Learning

2020 ◽  
pp. 113-127
Author(s):  
Dagnija Deimante
Keyword(s):  
High School Students ◽  
Deep Learning ◽  
Reading Skills ◽  
Information Age ◽  
Modern World ◽  
Self Directed Learning ◽  
School Students ◽  
Learning Skills ◽  
Directed Learning ◽  
Fast Access

The article focuses on development of deep reading skills for high school students and university students. Deep reading is closely related to deep learning and lifelong learning skills that have to be acquired in the modern world. Developed deep reading skills create enjoyment and interest, which is a pathway to deep learning that will enable students become self-directed learners. Currently, we live in an information age when a massive amount of information comes through digital texts. At the same time, printed texts are still enjoyed by a large part of population. At this moment educators are facing a difficult task – not to give up the goal to help students develop deep reading skills when there is temptation to turn to light reading under the pressure of computer technologies that offer an easy and fast access to information. The article offers some reading strategies that can be applied to develop deep reading skills.

Describing Self-Directed Learning in Primary Students

2018 ◽  
pp. 1-32
Keyword(s):  
Young Children ◽  
Primary School ◽  
The Self ◽  
Primary Students ◽  
Self Directed Learning ◽  
School Students ◽  
Self Regulated Learning ◽  
Directed Learning

There have been calls for research into Self-Directed Learning (SDL) for students in schools. This book responds to this call. Chapter 1 describes SDL as being informed by constructivist and cognitivist theories of learning, both of which emphasize the central role of the self in learning. In order to clarify the concept of SDL, it is distinguished from similar descriptions of Self-Regulated Learning (SRL) through its focus on internal and external influences. Finally, the chapter reports on research that describes adult SDL, SDL as it relates to very young children, and gifted elementary (primary) school students.

scholarly journals LEARNING SKILLS FORMATION AMONG PRIMARY SCHOOL STUDENTS IN THE PROCESS OF NETWORK INTERACTION AT COMPUTER SCIENCE LESSONS

2021 ◽  
Vol 56 (2) ◽  
pp. 48-62
Author(s):  
E.G. Potupchik ◽  
◽  
A.L. Simonova ◽  
P.S. Lomasko ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Computer Science ◽  
School Education ◽  
Primary School Students ◽  
School Students ◽  
Learning Skills ◽  
Network Interaction ◽  
Primary Schoolchildren ◽  
Level Model

Statement of the problem. This article discusses the problem of universal learning skills (ULS) assessment among primary schoolchildren in the process of network interaction during computer science lesson activities. The research problem is determined by the requirements of the modern information society and becomes especially relevant in the context of the transition to distance learning in connection with the Covid-19 pandemic in 2020. The purpose of the article is to give scientific grounds and description of the assessment means for identifying the ULS formation level among primary schoolchildren at computer science lessons in the process of network interaction. The research methodology is based on the analysis and synthesis of regulatory documents on primary school education, research works of Russian and foreign scientists on the problem of digital socialization of generation Z and the organization of distance learning in the context of the Covid-19 pandemic; analysis of research in the field of networking; analysis of research in the field of ULS diagnostics among students. Research results. We described a method for communicative and regulatory ULS assessment formed among primary schoolchildren of the fourth grade at computer science lessons during the stage of network interaction using Google cloud services. The proposed method based on the level model of network interaction among primary school students was tested in Gymnasium No. 9 in Krasnoyarsk and School No. 11 in Abakan from 2016 to 2019. In total, the study covered 120 students over three years. Conclusion. As a result of our study, we have come to the conclusion that organization of network interaction based on distributed groups in space according to the level model contributes to the ULS formation of the basic and advanced levels that is confirmed by the results of their assessment. The materials presented in the article can be used by both elementary school teachers and subject teachers at the level of primary school education, as well as by methodologists and school administration to assess the ULS among students.

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