scholarly journals ACTIVIDADES ARTÍSTICAS COMO ESTRATEGIA PARA LA E-A DE MATEMÁTICAS EN PRIMARIA

2016 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Mario Alberto Peña Campos ◽  
Romina Trejo Pérez
Keyword(s):  
Elementary School ◽  
Diagnostic Test ◽  
Positive Attitude ◽  
Fifth Grade ◽  
Pedagogical Practice ◽  
Teaching Learning ◽  
Two Stages ◽  
The City ◽  
Positive Results

Abstract:ART ACTIVITIES AS STRATEGY FOR THE TEACHING-LEARNING OF MATH IN ELEMENTARY EDUCATIONThe following research has the purpose to implicate artistic activities in the process of teachinglearning of math in children of fifth grade of elementary school, base on a constructivist paradigm. The methodology used was a multimodal focus with two stages; the reach is explicative to describe why does this phenomenon occurred and in what type of conditions it manifests. We selected as analysis categories: traditional pedagogical practice develop by teachers and the work with artistic activities in the city of Pachuca Mexico. The instruments employed for the recollection of data are diagnostic test, test after the application of the variable, interview, observation and notes. The application phase or the variable ended with highly positive results for the teaching-learning of math. In consequence with the students it produced a highly positive attitude in the learning of this discipline in a dynamic way. And in relation with the teachers it offers new tools of creative participation where the equity of protagonist exists.Key words: Teaching-Learning, Constructivism, Math, Artistic Activities, Multimodal Focus.Resumen:Este trabajo de investigación tiene como propósito implementar actividades artísticas en el proceso de enseñanza-aprendizaje (e-a) de las matemáticas en niños de 5° año de primaria, basándose en el paradigma constructivista. La metodología utilizada es un enfoque multimodal con un diseño de dos etapas; el alcance es de tipo explicativo para describir porque ocurre dicho fenómeno y en qué condiciones se manifiesta. Se seleccionaron como categorías de análisis: la práctica pedagógica tradicional desarrollada por la maestra, y la implementación de actividades artísticas, en una escuela de la Ciudad de Pachuca, Hidalgo, México. Los instrumentos utilizados para la recolección de datos son el test diagnóstico, el test posterior a la aplicación de la variable (re test), entrevistas, observación y notas de campo. La fase de aplicación de la variable culminó con resultados altamente positivos para la enseñanza-aprendizaje de las matemáticas. En cuanto a los alumnos se produjo una actitud positiva hacia el aprendizaje de esta disciplina de una manera lúdica y dinámica. Y en relación con la maestra se brindaron nuevas herramientas de participación creativa en donde exista equidad de protagonismo.Palabras clave: Enseñanza-Aprendizaje (e-a), Constructivismo, Matemáticas, Actividades Artísticas, Enfoque Multimodal.

Robótica Educacional e o ensino de Matemática

2021 ◽  
Author(s):  
José Ricardo e Souza Mafra ◽  
Angel Pena Galvão
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Student Learning ◽  
Educational Development ◽  
Teaching Experiment ◽  
Educational Robotics ◽  
Pedagogical Practice ◽  
Computer Lab ◽  
Teaching Of Mathematics ◽  
The City

Technologies are key alternative resources in the classroom. In relation to the teaching of mathematics, educational robotics can contribute to the development of learning and skills, where the use of technologies in education – as an important resource in educational development – proves to be increasingly permanent and present in our teaching environments. This book brings discussions and reflections on a teaching experiment, based on the use of robotics for the teaching of mathematics, showing the importance of technologies and their contribution to Education. The development of this proposal was organized according to a set of activities, through experiments in educational robotics, carried out in the computer lab of a municipal school, with students from the 7th year of elementary school, in the city of Santarém, state of Pará. The results obtained showed that the development of knowledge in technological areas encourages students to learn and collaborates for their interest, providing moments of significant learning within the discipline of Mathematics. As a result, the use of educational robotics in pedagogical practice resulted in participation, development of critical thinking and student learning, as well as contributing to the debate, involving discussions about interdisciplinarity between different areas of knowledge, such as education, mathematics and informatics.

scholarly journals Diagnostic evaluation for strengthening the teaching-learning process

2020 ◽  
Vol 6 (3) ◽  
pp. 9-16
Author(s):  
Gabriela Maricela Sánchez Hidrovo ◽  
Martha Elizabeth Mendoza Macías ◽  
Katy Yadira Pinargote Baque ◽  
Cristina Alexandra Escobar Valdez
Keyword(s):  
Teacher Training ◽  
Diagnostic Test ◽  
Learning Process ◽  
Quantitative Approach ◽  
Diagnostic Evaluation ◽  
Synthetic Methods ◽  
School Learning ◽  
Teaching Learning ◽  
Positive Results

In this research, which aims to identify the application of diagnostic evaluation to strengthen the teaching-learning process in students. He focused on the diagnostic evaluation and what is the correct way to perform it, to strengthen the teaching-learning process by improving the techniques and methods that are used to achieve positive results in this process, concluding that teacher training is very important for the application of the instruments that facilitate the taking of the diagnostic test, however, have not been trained. The study has been an exploratory type with a quantitative approach, using scientific, analytical, and synthetic methods. To base the research, the bibliographic method was used and as a study technique the survey was used, in which questions were formulated according to the study variables. The results guide the improvement of students' cognitive meta strategies and guide both teaching and their school learning.

scholarly journals Aulas práticas como estratégia para o ensino de botânica no ensino fundamental

ForScience ◽  
2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Bruna Trindade Borges ◽  
Julia Dutra Vargas ◽  
Paula Juliane Barbosa de Oliveira ◽  
Silvane Vestena
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Environmental Education ◽  
Elementary School Students ◽  
Learning Process ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
School Students ◽  
Teaching Learning ◽  
The City

No ensino de Ciências, a Botânica é uma das áreas com maior dificuldade de assimilação de conteúdos. Destaca-se, dentre suas causas, o desinteresse dos alunos pelo tema, a falta de aulas práticas e de materiais didáticos facilitadores. Este estudo objetivou avaliar a realização de palestras e experimentos na aprendizagem de conceitos de Botânica por discentes do Ensino Fundamental. O presente estudo foi realizado no Município de São Gabriel, Rio Grande do Sul em três Escolas Municipais. As atividades realizadas foram construção de modelos didáticos, palestras e experimentos demonstrativos sobre Botânica em laboratório e a campo, totalizando a participação de 120 alunos em cada atividade realizada. Pode-se observar, neste estudo, que as atividades realizadas foram positivas para o processo de ensino-aprendizagem, com acréscimo no conhecimento; uma vez que, o conhecimento foi significativo tanto para o discente do Ensino Fundamental como para os acadêmicos da Universidade Federal do Pampa, especialmente, para sua formação profissional, especialmente os do Curso de Licenciatura em Ciências Biológicas.Palavras-chave: Recursos didáticos. Educação ambiental. Ensino-aprendizagem. Practical classes as a strategy for botanical teaching in middle schoolAbstractIn the teaching of science, Botany is one of the areas with the greatest difficulty in assimilating content. Among the causes, we highlight the students' lack of interest in the theme, the lack of practical classes and suitable materials. This study aimed to evaluate the performance of lectures and experiments on the learning of Botany concepts by elementary school students. The present study took place, in the city of São Gabriel in the state of Rio Grande do Sul, in three public schools. The classes were taught and performed at the laboratory and also in its own field , with the participation of 120 students in each activity. It could be observed in this study that the activities performed were positive for the teaching-learning process, with increased knowledge; since, the knowledge was significant for the students of the Elementary School as for the students of the Universidade Federal of Pampa, especially for their professional formation, especially those of the Degree in Biological Sciences.Keywords: Didactic materials. Environmental education. Teaching-learning.

PENERAPAN MODEL PEMBELAJARAN QUANTUM TEACHING UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS V SD NEGERI 24 PEKANBARU

2015 ◽  
Vol 4 (2) ◽  
pp. 176
Author(s):  
Nuryati '
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Learning Model ◽  
Fifth Grade ◽  
Learning Science ◽  
Science Students ◽  
Class V ◽  
Average Value ◽  
Teaching Learning ◽  
Academic Year

This research is motivated by the fact that is found in the class V Elementary School 24 Pekanbaru, which shows the results of learning science is still relatively low. Formulation the problem in this research is: "Does the application of Quantum Teaching Learning model can improve learning outcomes fifth grade science students of SD Negeri 24 Pekanbaru?". This research aims to improve learning outcomes fifth grade science students of SD Negeri 24 Pekanbaru with application of learning models Quantum Teaching. While the benefits of this research is to change students' views on learning science that uses methods of lecture and rote learning into a creative, innovative, and fun. The hypothesis of this study is that if applied learning model Quantum Teaching it can improve learning outcomes fifth grade science students of SD Negeri 24 Pekanbaru. This study was conducted in SD Negeri 24 Pekanbaru in March 2015 and April 2015. This form of research is classroom action research (PTK) are planned as much as two cycles. The subjects were students of class V Elementary School 24 Pekanbaru academic year 2014/2015 which amounted to 26 people consisting of 14 men and 12 women. Based on the results of research and discussion in mind the observation of teacher activity sheet seen rising each meeting. At the first meeting of the first cycle of 66.24%, the second meeting rose 8.8% to 245%. While in the first meeting of the second cycle of 83.3%, then at the second meeting increased 12.5% to 95.8%. Student activity observation sheet also increased at every meeting. At the first meeting of the first cycle of 62.5%, the second meeting increased 8.3% to 240.8%. While in the first meeting of the second cycle 249.2%, then at the second meeting increased 12.5% to 91.24%. Mastery learning outcomes to repeat the first cycle increased 19.23% from the base score of 42.31% to 61.54%. In the second cycle increased by 26.92% to 88.46%. With the increasing number of students who pass the study in the classical style, then the learning outcomes of students also increased. It can be seen from the average value in the base score 65.38 UH then the first cycle to 69.08 with an increase of 5.66%. Whereas the second cycle of the average value of UH becomes 85.54 with an increase of 23.83%. So that research results are consistent with the hypothesis.Keywords: quantum learning model of teaching , learning outcomes

The Effect Of Quantum Teaching Learning Model To Enhance Students’ Conceptual Understanding on Characteristic Material Concept

2018 ◽  
Vol 1 (2) ◽  
pp. 116
Author(s):  
Ravita Dewi ◽  
Mahmud Alpusari ◽  
Lazim N
Keyword(s):  
Elementary School ◽  
Conceptual Understanding ◽  
Learning Model ◽  
Fifth Grade ◽  
Experiment Subject ◽  
Teaching Learning ◽  
Material Concept

This research aims to investigate effect of quantum teaching learning model toenhance students’ conceptual understanding on characteristic material concept.This study method was experiment with quasy experiment. Subject this researchwas fifth grade elementary school. Result of this study found significant score0,000 < 0,05. It is mean that hypothesis of research was accepted. It can beconcluded Quantum Teaching learning model can improve students’ conceptualunderstanding.

scholarly journals A NOÇÃO DE AMAZÔNIA E A CATEGORIA DE REGIÃO NO ENSINO DE GEOGRAFIA:

2021 ◽  
Vol 11 (21) ◽  
pp. 05-27
Author(s):  
Stefani França Barbosa ◽  
Genylton Odilon Rêgo da Rocha ◽  
Jhonata Rodrigo de Oliveira Lira
Keyword(s):  
Elementary School ◽  
Public School ◽  
Learning Process ◽  
Social Representations ◽  
Amazon Region ◽  
Human Presence ◽  
The Social ◽  
Teaching Learning ◽  
The City

Apresento a prática em sala de aula – com desenhos e pequenos textos – da disciplina de Geografia elaborada por alunos do 7° ano do Ensino Fundamental de escola pública da cidade de Belém/Pará. Como resultado, obtive-se algumas representações sociais destes alunos sobre a região amazônica, muitas vezes balizada pelo estereótipo de uma Amazônia vista exclusivamente enquanto floresta, sendo quase ausente a presença humana. Esse tipo de estudo contribui para que os alunos consigam preencher lacunas e desmistificar visões pré-concebidas, os fazendo refletirem o conhecimento sobre a região, incrementando seu processo de ensino-aprendizagem geográfico. Palavras-chave Amazônia, Geografia, Representações Sociais.   THE NOTION OF AMAZON AND THE CATEGORY OF REGION IN TEACHING GEOGRAPHY: the social representations of the students for the construction of their identity Abstract I present the practice in the classroom – with drawings and small texts – of the Geography subject prepared by students from the 7th year of elementary school in a public school in the city of Belém/Pará. As a result, some social representations of these students about the Amazon region were obtained, often marked by the stereotype of an Amazon seen exclusively as a forest, with the human presence being almost absent. This type of study helps students to fill gaps and demystify preconceived views, making them reflect their knowledge of the region, increasing their geographic teaching-learning process. Keywords Amazonia, Geography, Social representations.

scholarly journals Theoretical Foundations of Education: contributions of the Psychology of Mathematics Education of the Early Years of Elementary School L

2020 ◽  
Vol 9 (10) ◽  
pp. e8899108976
Author(s):  
Carlos Luis Pereira ◽  
Marcia Regina Santana Pereira
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Learning Process ◽  
Large Scale ◽  
Early Years ◽  
Social Dimension ◽  
Pedagogical Practice ◽  
Teacher Student ◽  
Brazilian Students ◽  
Teaching Learning

The central scope of this research addresses the Psychology of Mathematics Education for professionals with a degree in Pedagogy courses, focusing on teachers who exercise the  teaching of mathematics teaching in the early years of elementary school I. This article analyzes and presents the potentialities and contributions of this theoretical field of knowledge in       the teaching-learning  process of Mathematics. Education aiming at improvements of the Brazilian student in the external evaluations of the Brazil Test published by the SAEB of 2017 and 2019, as well as the pedagogical practice between teacher-student-knowledge. It was justified the insufficient proficiency in mathematics of Brazilian students of about 70%, as well as the reduced number of scientific productions on the theme of this article. The objective of this study was to present contributions of the Psychology of Mathematics Education in the early years of elementary school I. On the methodological path, it was characterized within the qualitative approach and in the procedures of bibliographic research. Among the main results were the discourses of the interviewed subjects pointing out the potentiality of the theoretical basis of Psychology of Mathematics Education in their pedagogical knowledge/doing. It was found that the psychological, cognitive and affective-social dimension have implications for students' learning. It concludes an emergence of a further discussion of this field of knowledge in the degree of pedagogy courses in Brazil to increase the quality of pedagogical intervention of pedagogue teachers in mathematics classes, aiming to increase the quality teaching-learning process of mathematics in the early years and the results of institutional and large-scale evaluations.

scholarly journals O ensino de literatura aliado ao Edublog: diálogos possíveis para a sala de aula

2018 ◽  
Vol 1 (38) ◽  
pp. 87
Author(s):  
Welvis Emanuel Oliveira Machado
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Ninth Grade ◽  
Social Contexts ◽  
Teaching Methodology ◽  
Development Phase ◽  
Pedagogical Practice ◽  
Literature Teaching ◽  
Language Classes ◽  
Teaching Learning

This article aimed at making teachers aware of the numerous ways of combining the Edublog with Literature teaching practices that take place in Portuguese Language classes focusing on the ninth grade of an elementary school. The Edublog is a technology that is well known for its use in various social contexts and also for its great accessibility and interactivity among users, Because the class chosen is made of adolescents in the development phase,we aimed to transform the teaching methodology of literature so that it may no longer be a discipline that has little to do with the reality of life of students. We also wanted to contribute to learners’ formative process, considering that didactic-pedagogical practice that takes place during Literature lessons can be transformed and improved in order to make students authors of the teaching-learning process, providing them with the necessary means so that they can interact among themselves and can develop the skills needed to learn how to use the Edublog to construct knowledge in a meaningful way.

Improvement Exposition Writing Skill through Contextual Approach

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Fani Lastianti Tiarasari ◽  
MS Zulela ◽  
Gusti Yarmi
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Action Observation ◽  
Fifth Grade ◽  
Contextual Approach ◽  
Writing Skill ◽  
Field Notes ◽  
Teaching Learning

This objective of this research was to improve the exposition writing skill through the contextual approach on fifth grade student of Kalisari 02 Elementary School East Jakarta. This research uses an action research method consisting if two cycles. Each cycle consists of four phases: planning, action, observation, and reflection. The subjects of the research were the students on fifth grade of Kalisari 02 Elementary School East Jakarta as many as 32 students. Data were collected through observation for each student during action of learning, field notes, and documentation. The result obtained average values of exposition writing skill are 64,69 at pre-research, increase to 67,19 the first cycle and 80,13 in the second cycle, whereas the student's score of all exposition writing indicators show significant improvement. The conclusion of this research was contextual approach is very effective to improve exposition writing skill. Not only that but applying contextual approach also can improve the quality of teaching-learning process and can improve student’s actively so it can build the active and pleasant situation in the teaching and learning process.

scholarly journals PERCEPTION OF ENVIRONMENTAL EDUCATION PROCESS AND PRODUCTION OF SOLID WASTE FOR ELEMENTARY SCHOOL STUDENTS

2017 ◽  
Vol 14 (28) ◽  
pp. 56-65
Author(s):  
Camila de Carvalho COSTA ◽  
José Roberto Caetano da ROCHA
Keyword(s):  
Elementary School ◽  
Solid Waste ◽  
Elementary School Students ◽  
Economic Value ◽  
School Students ◽  
Final Destination ◽  
Students Attitudes ◽  
Teaching Learning ◽  
The City ◽  
Education Process

In this study evaluated the knowledge that elementary school students have about the environment and about the process of separating the solid waste produced daily in their homes. This research was carried out with students of the 7th, 8th and 9th years of a state school located in the city of Paranaguá, PR. In it we considered some preventive measures that could alleviate the problem caused by the inadequate disposal of these materials and if they can observe some economic value in the solid waste produced. Thus, the main objectives were the questioning about the amount of solid waste produced in their homes. Evaluate if people perform the selective separation of the same. In addition to quantify and know the final destination of solid waste produced daily by them. Through the methodology used it was noticed that even the questionnaire being applied in different series of elementary school the answers presented showed little variation from one class to another. Therefore even in subsequent series it is noticed that there was little internalization of the presented environmental contents. This fact also demonstrates that the cultural process supplants the teaching-learning process, since the students' attitudes contradict the discourse they have acquired in the classroom.

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