scholarly journals Model of adaptive management of formation of digital competence basics of primary school students

2021 ◽  
pp. 24-28
Author(s):  
Katerina Kotelevets
Keyword(s):  
Adaptive Management ◽  
Primary Education ◽  
Main Task ◽  
Primary School Students ◽  
Digital Competence ◽  
School Students ◽  
Modeling Process ◽  
Four Blocks ◽  
Key Aspects ◽  
Theoretical Foundations

The study is devoted to the issues of modeling the processes of adaptive management of the formation of digital competence of students in the process of obtaining primary education. The key aspects of the theoretical foundations of management of socio-pedagogical systems are revealed. Especially, the principles and approaches to management in general and adaptive in particular are described. It is described, that the essence of management of social and pedagogical systems consists in purposeful influences on the managed subsystem for its ordering. It is determined, that the main task of such management is to ensure the purposefulness, consistency of operation and development of the managed subsystem. The essence of adaptive management is specified, which, taking into account the main characteristics of classical management, is based on the processes of dialogic adaptation of managed and managing subsystems. The characteristics of the key definitions of the research are described, and the structure of the model of adaptive management of the process of formation of digital competence of students in the process of obtaining primary education is presented. The model consists of interconnected structural components, which together give an idea of the process of forming digital competence of students to ensure the success of their lives. The model was built on the basis of system and activity approaches using certain stages of the modeling process. The essence of four blocks of the model is described: target, theoretical, content-technological; and final-reflexive. It is noted, that the pedagogy of partnership is a key component of the formula of the New Ukrainian School and a component of the built model of adaptive management of the formation of digital competence of students in the process of obtaining primary education

scholarly journals Attitudes towards math in primary school students: Differences depending on the grade and gender

2016 ◽  
Vol 6 (2) ◽  
pp. 119-132
Author(s):  
Antonio Valle ◽  
Bibiana Regueiro ◽  
Isabel Piñeiro ◽  
Benigno Sánchez ◽  
Carlos Freire ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Perceived Competence ◽  
Primary School Students ◽  
School Students ◽  
Grade 5 ◽  
Anxiety Levels ◽  
And Gender ◽  
Negative Feelings

The main aim of this study is to check whether there are differences in some variables related to attitudes towards math in primary school students according to the course and gender. The sample consists of 897 students of the fifth and sixth year of primary education (50.2% boys and 49.8% girls). The results indicate that the boys, compared to girls, have a higher perceived competence in math, they are more intrinsically motivated extrinsic and exhibit lower levels of anxiety. As for the differences in terms of this variable, the results indicate that students in grade 5 have a higher perceived competence for math, perceive most useful, are more intrinsically motivated to this subject and show anxiety levels and some negative feelings toward the lower than grade 6. Therefore, girls show a "profile" of less adaptive than men conditions, both in terms of their perceived competition as their motivation towards math and also in terms of the emotions associated with this matter. As for the differences depending on the course, students from grade 5 are those with a much more positive attitudinal and motivational conditions than grade 6.

Orthographical Correctness Formation by Younger Schoolchildren

2017 ◽  
Vol 5 (2) ◽  
pp. 27-33
Author(s):  
Кузнецова ◽  
Marina Kuznetsova
Keyword(s):  
Primary Education ◽  
Russian Language ◽  
Federal State ◽  
Primary School Students ◽  
School Students ◽  
Educational Standard ◽  
Working Practices ◽  
Effective Development ◽  
State Educational ◽  
High Level

The article considers different approaches to the formation of orthographical correctness of younger schoolchildren. The conditions of effective development of correct writing by younger schoolchildren and its transformation into orthographical correctness are analyzed. In terms of realization of the requirements of the Federal State Educational Standard of Primary Education the author proposed the working practices that allow the educator to achieve the high level of orthographical correctness of the primary school students in the process of systematic studying of Russian language.

scholarly journals THE IMPORTANCE OF FEATURES FORMING THE SYSTEM OF KNOWLEDGE ABOUT NATURE

2019 ◽  
Vol 16 (2) ◽  
pp. 89-107
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Science Education ◽  
Primary School ◽  
Primary Education ◽  
Natural Science ◽  
Natural Object ◽  
Primary School Students ◽  
Feature Identification ◽  
School Students ◽  
Natural Science Education ◽  
Object Features

Today, increasingly more attention is given to knowledge construction. In this article it is discussed how much nature, its objects and phenomena features are important forming a certain system of knowledge about nature. Research show that features cannot be ignored, one should focus and reconsider how our students are guided towards feature identification. During the first years of life, the child already experiences specific environmental features. Later, the knowledge of features (to remember, cognize, define…) and understanding (to retell, explain...) guide further: teach to compare, group, classify. The analysis aim was to give methodological advice to primary school teachers and to all interested in natural science education on how to teach students to cognize and understand the features of natural objects, phenomena and to develop comparison, grouping and classification abilities. Aims: 1) to discuss what it is a feature; 2) to analyse what the feature’s expression is in preschool and pre-primary education programmes; 3) to present activity episodes, task examples on how to teach during nature cognition lessons to recognize features according to which the procedures of comparison, grouping, and classification are possible. Introducing what the feature is, the synonyms of features are introduced as well (feature, peculiarity, criterion, symptom), it is explained what the feature defines, what the difference is between quantitative and qualitative features. Discussing the feature expression in education programmes, 4 programmes were analysed on this question (preschool, pre-primary school, primary school world cognition programme and standardised world cognition programme). Clarity, accuracy, attention to detail of the discussed question has been noticed in the standardised world cognition programme. The questions of how to teach primary school students to be observant and to find natural object features, and what to do having found them are shared in the third part of the article. Several concrete recommendations are given here on how to teach to recognize some or other animate and inanimate natural object and phenomena features. Together are presented orientation questions, objective commentaries, possible students’ answers because the author has already tried these activities with the primary school students. Keywords: natural science education, classification abilities, comparison abilities, object features, primary education.

scholarly journals Disruptive Behavior Programs on Primary School Students: A Systematic Review

2020 ◽  
Vol 10 (4) ◽  
pp. 995-1009
Author(s):  
Diego Martín Retuerto ◽  
Iker Ros Martínez de Lahidalga ◽  
Irantzu Ibañez Lasurtegui
Keyword(s):  
Systematic Review ◽  
Primary School ◽  
Disruptive Behavior ◽  
Primary Education ◽  
Intervention Programs ◽  
Large Network ◽  
Primary School Students ◽  
Education Students ◽  
School Students ◽  
Extensive Information

The objective of this study was to review the existing international literature on research and programs for the reduction of disruptive behavior in primary school students. For this purpose, according to PRISMA-ScR, a mixed systematic review was performed in six databases in order to obtain wide and extensive information related to the subject under study. The studies obtained were analyzed through a table which emphasized the data related to: Author(s), year, educational stage, location, objectives, instruments, and results. As for the selection of studies, the UNESCO Thesaurus and the ERIC Thesaurus terminology was used. In addition to specifying the search for studies performed between 2004 and 2020 (both inclusive), articles written in Spanish and English were selected. Furthermore, in a final phase among the articles analyzed, those that were not or did not contain intervention programs were discarded. Therefore, a total of thirty-five articles out of more than twenty thousand were analyzed in depth. The results showed that a majority of programs were implemented in the primary education stage, as well as a predominance of the use of instruments, such as questionnaires and observation charts. In addition, it is important to underline that 77.14% of the programs analyzed were effective, hence, they met the proposed objectives. In summary, although the number of intervention programs for the reduction of disruptive behavior that can be found in the international scientific literature is growing, there is still a long way to go in order to create a large network that can serve as a foundation for interventions in primary education students.

scholarly journals Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being

2021 ◽  
Vol 13 (15) ◽  
pp. 8591
Author(s):  
Èlia López-Cassà ◽  
Felicidad Barreiro Fernández ◽  
Salvador Oriola Requena ◽  
Josep Gustems Carnicer
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Education ◽  
Well Being ◽  
Primary School Students ◽  
School Students ◽  
Emotional Competencies ◽  
Grade Point ◽  
Ex Post ◽  
Emotional Education

Numerous contributions corroborate the need to include emotional education and the development of emotional competencies at school to improve students’ school learning and well-being. The present study aims to learn more about the development of emotional competencies in primary school students, taking into account gender differences across different cycles and analyzing the potential link with students’ overall academic performance. Participants were 2389 primary school students (51.2% boys and 48.8% girls), aged from 6 to 12, from 21 public and semi-private schools in Spain. The study is a non-experimental quantitative study, using an ex-post-facto descriptive method. The Emotional Development Questionnaire (CDE 9-13), the Emotional Competencies Observation Scale, and the overall grade point average were applied to the sample. The results show significant differences in favor of girls in the development of most emotional competencies in all three educational cycles. Differences were also observed in academic performance by gender in the primary school cycle, with girls achieving higher grades. At the same time, positive correlations were found between academic performance and emotional competencies. The results confirm the importance of including emotional education in primary education.

scholarly journals THE FEATURES OF TEACHERS’-TO-BE OCCUPATIONAL TRAINING FOR THE REALIZATION OF PRIMARY SCHOOL LANGUAGE AND LITERARY EDUCATION

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 311-314
Author(s):  
Zoia Stoliar
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Language Education ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Occupational Training ◽  
Primary School Teachers ◽  
Literary Education ◽  
Didactic Material

The article covers topical issues of occupational training of those for those attaining higher education in “Primary Education”. It is noted that the teaching process aimed at training primary school teachers-to-be for the implementation of primary school students’ language and literary education should be planned in various directions. Class activities (lectures, seminars) and task planning for independent work should be aimed at mastering theoretical information on language education, linguistics, literary studies, appropriate vocabulary of the teachers-to-be and, above all, at forming communicative competence of students themselves, which is a key. It stands to mention that the priorities of primary education set out in regulations clearly outline the competence that needs to be formed in primary school students when they study the Ukrainian language and literature. After completing the integrated courses of “Literacy”, “Ukrainian”, “Literary reading”, students must master and be able to effectively undertake all types of speech activities, skillfully use the Ukrainian language in typical and atypical everyday situations and in training communication, all in all, they should be shaped language individuals. Therefore, primary school teachers’-to-be occupational training should facilitate an adequate level of mastery of the Ukrainian language as a system and the Ukrainian literary language standards that teachers-to-be follow during verbal and written communication to form the virtuosity of choosing quality didactic material.

scholarly journals Methodology for the Development of Vocabulary of Students When Teaching Fairy Tales in a Literary Class

2021 ◽  
Vol 7 (6) ◽  
pp. 505-508
Author(s):  
A. Muratov ◽  
Zh. Sherbaeva
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Main Task ◽  
Primary School Students ◽  
School Students ◽  
Folk Pedagogy

The main task of a modern teacher is using new pedagogical technologies to teach primary school students to enrich their vocabulary. The article talks about the importance in the era of globalization of works written for children. The works of Kyrgyz children's writers are rich in ideas of folk pedagogy.

scholarly journals Estudio sobre el patrimonio de la ciudad de Lorca en educación primaria

2019 ◽  
pp. 11
Author(s):  
Silvia Martínez de Miguel López ◽  
Juan Antonio Salmerón Aroca ◽  
María Luz Serrano Ruiz
Keyword(s):  
Cultural Heritage ◽  
Primary Education ◽  
Experimental Research ◽  
Ad Hoc ◽  
Primary School Students ◽  
Education Students ◽  
School Students ◽  
Level Of Knowledge ◽  
Educación Primaria ◽  
The City

Resumen: El objetivo de este trabajo es analizar el nivel de conocimientos, que posee el alumnado de educación primaria de Lorca (Murcia), acerca de los bienes culturales de la ciudad después del seísmo que asoló a la ciudad en 2011. En el marco de un diseño de investigación no experimental, de tipo exploratorio, se empleó un cuestionario creado ad hoc, que fue aplicado a 156 escolares de educación primaria. Los resultados del estudio muestran una evidente capacidad de mejora respecto al nivel de conocimiento y grado de frecuentación del alumnado al patrimonio histórico artístico. Se concluye que, a pesar de más de un lustro de rehabilitación del patrimonio lorquino, sin embargo, el conocimiento por parte del alumnado es todavía escaso frente a sus posibilidades pedagógicas, siendo necesario promover e incrementar su frecuentación, difusión, divulgación y conocimiento desde la escuela.Abstract: The objective of this work is to analyze the level of knowledge of primary education students about the cultural and museum heritage, after having suffered the earthquake that devastated the city on 2011. A non-experimental research design, of an exploratory type, was used an ad hoc questionnaire, which was applied to 156 primary school students. The results of the study show an evident improvement in the level of knowledge and degree of attendance of the local cultural heritage.  It is concluded that, despite after more than a few years of rehabilitation of the lorquino heritage, however, the knowledge of the students is still low compared to their pedagogical possibilities, being necessary to promote and to increase their frequency, dissemination, dissemination and knowledge from school.

scholarly journals Introduction To Social Norms That Is Implemented In The Process Of Greetings For Primary School Students

2020 ◽  
Vol 02 (12) ◽  
pp. 174-179
Author(s):  
Maryambibi Djumaniyazovna Abdullaeva ◽  
Keyword(s):  
Social Norms ◽  
Primary School ◽  
Primary Education ◽  
Education System ◽  
Social Research ◽  
International Study ◽  
Primary School Students ◽  
School Students ◽  
World Community ◽  
The World

In this article, the issue of introducing social norms that should be followed in the process of greeting students in the primary education system of Uzbekistan is examined. The international study of the custom of greeting for all peoples and its importance in the world community, in particular, the peculiarities of this custom in the Uzbek nation, the state of scientific and social research will be analyzed. The topic will discuss verbal units of greeting, gestures, as well as prohibited situations in the process. In the process of harmonious teaching and upbringing, special attention is paid to the habit of greeting in primary school, so the importance of correct and timely formation of this habit is emphasized.

scholarly journals Serious Games in Preschool and Primary Education: Benefits And Impacts on Curriculum Course Syllabus

2017 ◽  
Vol 12 (01) ◽  
pp. 44 ◽  
Author(s):  
George Papanastasiou ◽  
Athanasios Drigas ◽  
Charalabos Skianis
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Serious Games ◽  
Self Esteem ◽  
Added Value ◽  
Primary School Students ◽  
School Students ◽  
Positive Effects ◽  
School Settings ◽  
Education Benefits

Serious Games (SGs) indicate positive effects on Preschool and Primary school students and promote a multi sensory style of learning. This review paper explores the integration of Serious Games in the area of Preschool and Primary Education, in the last decade (2006-2016). The studies were carried out on Preschool and Primary school settings, respectively. Research showed that Serious Games are able to keep all students engaged in classroom facilities, scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem. Serious Games Based Learning (GBL) has proven its added value in almost every aspect of the curriculum.

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