scholarly journals Augmented Reality Application-Based Teaching Material's Effect on Viscera Learning Through Algorithmic Thinking

2021 ◽  
Vol 4 (4) ◽  
pp. 365-374
Author(s):  
Ebru Turan Güntepe ◽  
Necla Dönmez Usta
Keyword(s):  
Augmented Reality ◽  
School Teacher ◽  
Skeletal Structure ◽  
Human Model ◽  
Teaching Material ◽  
Primary School Teacher ◽  
Positive Contribution ◽  
Application Process ◽  
Study Results ◽  
Algorithmic Thinking

The study aimed to examine AR-based teaching material's effect on viscera learning through algorithmic thinking by the primary school teacher candidates who are sophomores in the classroom teaching department in the spring term of the 2018-2019 academic year at a state university in the Eastern Black Sea and selected by convenience method. Viscera Information Form (VIF) and Application Process and AR Survey Form (APSF) were used as data collection tools in the study. VIF included subjects viscera in a human model and placed them in the skeletal structure. The other form, APSF, is about the application process and the material prepared with augmented reality. While the data obtained from VIF were analyzed under the researcher-defined categories regarding the participants' showing each viscera in a human torso model and placing them in the skeletal structure, the data obtained from APSF was processed with content analysis. The study results revealed that AR-based teaching material makes a positive contribution to the learning of viscera through algorithmic thinking. In addition, this is determined as AR-based teaching material contributes to understanding the related basic concepts through algorithmic thinking.

scholarly journals University Students’ Assessment of a Service-Learning Project for Developing Teaching Materials

2021 ◽  
pp. 688-705
Author(s):  
Juan Lucas Onieva López ◽  
John Ramírez Leyton ◽  
Raúl Cremades ◽  
Soledad Ortega
Keyword(s):  
Academic Performance ◽  
Service Learning ◽  
University Students ◽  
Student Satisfaction ◽  
School Teacher ◽  
Teaching Material ◽  
Control Group ◽  
Primary School Teacher ◽  
The Subject ◽  
Student’S T

The objective of this study is to determine the opinions of university students undergoing primary school teacher training to develop language teaching material for patients from the Children’s Hospital of Málaga, Spain, using the Service Learning (SL) methodology. Students evaluated this methodology by answering a 16-question questionnaire validated by external researchers. Academic performance was analysed using the Student’s t-test by comparing grades between an intervention and a control group. The results indicated improvements in several areas, including: the level of engagement, transversal competencies, academic performance, level of student satisfaction, and acquisition of teaching material related to the subject.

scholarly journals Georges Cuisenaire’s numbers in colour. A teaching aid that survived the 1950s

2020 ◽  
pp. 355-368
Author(s):  
Dirk De Bock
Keyword(s):  
School Teacher ◽  
Teaching Material ◽  
Primary School Teacher ◽  
Volume Calculation ◽  
Teaching Aid ◽  
Arithmetic Sequences ◽  
Basic Concepts ◽  
1960S And 1970S ◽  
Cuisenaire Rods ◽  
Modern Mathematics

In 1952, a Belgian primary school teacher, Georges Cuisenaire, published Les nombres en couleurs, a booklet in which the author describes his invention and explains a corresponding method for teaching elementary arithmetic. Cuisenaire materialized the numbers from one to ten by means of rods of corresponding lengths and in different colours. The rods provided a concrete tool for exploring and gaining insight in basic concepts and skills, such as the four basic operations, finding divisors and multiples, working with fractions, the decimal system, arithmetic sequences, and area and volume calculation. From the mid-1950s, with the support of Caleb Gattegno, the Cuisenaire rods broke through worldwide. In subsequent years, empirical research into the effectiveness of the Cuisenaire’s method was initiated and in several countries Cuisenaire Associations were founded. In the late 1960s and 1970s, a number of attempts were made to use the material for the teaching of typical modern mathematics contents to (very) young children, but the use of the rods in this context was sometimes far-fetched and did not break through. Keywords: CIEAEM, Cuisenaire rods, numbers in colour, teaching aid, teaching material, Georges Cuisenaire, Caleb Gattegno

scholarly journals The Organization of Correctional Work with Primary School-Aged Children with Different Types of Dysgraphia

2019 ◽  
pp. 23-26
Author(s):  
Oksana Vladimirovna Klejkina ◽  
Klavdia Ivanovna Sultanbaeva
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Writing Skills ◽  
Diagnostic Methods ◽  
School Age Children ◽  
Primary School Teacher ◽  
School Aged Children ◽  
Study Results ◽  
Different Types ◽  
Effective Organization

The article is devoted to the current problem – the organization of correctional work with primary school-aged children with different types of dysgraphia. The authors of the manuals used in the process of correctional and developmental work with primary school-aged children with different types of dysgraphia are indicated in the article. The purpose of the article is to reveal the peculiarities of the organization of correctional work on dysgraphia with primary school-aged children and to consider the specifics of identifying certain errors in writing, using traditional diagnostic methods, e.g. «Testing writing skills» by I.N. Sadovnikova and «Study of the writing process» by L.V. Venediktova and R.I. Lalaeva, as well as important pedagogical conditions, according to which correctional and developmental work becomes more effective. In effect, the success of correctional and developmental work with dysgraphia depends on pedagogical conditions: for mixed forms of dysgraphia, a differentiated approach will be used; close interaction of a special needs teacher, teacher-logopedist and primary school teacher, expressed in the fact that they are guided by a unified approach to practical work with primary school-aged students. During the study the following methods were applied: analysis, observation and descriptive. The data from experimental and development study of writing skills in primary school-aged students with different types of dysgraphia, a detailed description of the stages of the study, as well as the analysis of the study results are outlined in the article. The authors come to conclusion that it is necessary to cooperate the teacher-defectologist, teacher-speech therapist and primary school teacher for the effective organization of correctional work with primary school-age children with different types of dysgraphy.

scholarly journals Relationship between Teachers’ Attitudes and Utilization of Instructional Materials in Pre-Primary Schools in Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 92-104
Author(s):  
Joseph K Waigera ◽  
Maureen Mweru ◽  
Lucy Ngige
Keyword(s):  
Primary School ◽  
Significant Relationship ◽  
Primary Schools ◽  
School Teacher ◽  
Instructional Materials ◽  
School Level ◽  
Primary School Teacher ◽  
Positive Attitudes ◽  
Study Results ◽  
Teachers Attitudes

The purpose of this research was to establish whether there was a significant relationship between teachers’ attitudes and levels of utilization of instructional materials (IM) in Pre-Primary Schools in Kenya. The study adopted the Ecological Systems Theory by Urie Bronfenbrenner. The study used a cross-sectional survey research design and data were collected through self-administered questionnaires. A sample of 164 teachers comprising of 76.2% females and 23.8% males participated in the study. Results established that 86.4% of the teachers had positive attitudes towards the instructional practice. In terms of utilization of instructional materials, the researchers determined that 62.1% of the respondents achieved high levels while 37.9% attained low levels of utilization of instructional materials across the Early Childhood Development Education (ECDE) activity areas. The Chi-Square results revealed that there was a statistically significant relationship between teachers’ attitudes and utilization of instructional materials (χ2 = 4.094; d.f.= 2; p = 0.043). Further analysis using the regression test revealed that there was a statistically significant relationship between teachers’ positive attitudes and levels of utilization of instructional materials (β =0.516; p = 0.001). These findings established that teachers who had positive attitudes attained higher levels of utilization of instructional materials in their classrooms compared to their counterparts who had negative attitudes. Therefore, it was concluded that teachers’ attitudes were a significant factor in promoting the utilization of instructional materials in ECDE activities. This implies that a positive attitude is an important attribute of a pre-primary school teacher. Therefore, there is a need to inculcate positive attitudes towards the utilization of instructional materials among teachers during pre-service and in-service training sessions to promote the best practices in instruction at the pre-primary school level.

scholarly journals Meta-Analysis of the Use of Augmented Reality Applications in Science Teaching

2021 ◽  
Vol 4 (3) ◽  
pp. 267-274
Author(s):  
Zeynel Abidin Yilmaz ◽  
Veli Batdi
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Meta Analysis ◽  
Statistical Significance ◽  
Analysis Data ◽  
Medium Size ◽  
Positive Contribution ◽  
Inclusion Criteria ◽  
Analysis Process ◽  
Study Results

This study aims to reach the meta-analysis data by analyzing the augmented reality (AR) applications used in Science Education. The search was conducted on specific databases considering the studies carried out between 2000 and 2019 years. While collecting data, inclusion criteria were considered. After searching the related databases, 24 studies were reached. Based on the random-effects model, the study results revealed that the ES value was g = 0.602, which means a medium size in the meta-analysis process according to Thalheimer and Cook's (2002) calculation level. Furthermore, z-test calculations conducted to reveal the statistical significance were found to be z = 4.989, which showed that AR applications had a significant effect on science learning. In this context, it is thought that this technological design, which offers a positive contribution to science education, allows interacting with animations or simulations simultaneously without breaking away from the real world and will serve as a model for future studies.

A Study on Real/Virtual Relationships Through a Mobile Augmented Reality Application

2014 ◽  
Vol 5 (1) ◽  
pp. 10-20
Author(s):  
Laura Fedeli ◽  
Pier Giuseppe Rossi
Keyword(s):  
Augmented Reality ◽  
Mixed Reality ◽  
Technological Development ◽  
School Teacher ◽  
Primary School Teacher ◽  
Mobile Augmented Reality ◽  
The Real ◽  
Web Resource ◽  
Augmented Reality Application ◽  
Technological Means

The increasing adoption of mobile devices and their impact on the processes of conceptualization are affecting the educational field enhancing interest in the educational use of these devices and, specifically, in the potentialities of augmented reality applications. Several studies have recently been developed to investigate this area and the gap that currently exists between technological development, the conceptualization of the real/virtual relationship and the reflection on the way in which these applications impact different learning contexts. A qualitative research study was developed by the Department of Education, Cultural Heritage and Tourism of the University of Macerata along with a primary school teacher following a collaborative model framed in a naturalistic paradigm. The overall research goal was to make explicit the nature of “mixed reality” in which the student acts within the real-virtual continuum, and the role played by technological means in such a process. Specifically, a mobile augmented reality application, “Point at”, was investigated. Once installed on iPads, the application allows the recognition of physical objects and activates a web resource connected to the object.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

Motivation for Becoming a Teacher in Relation to Personal Characteristics of Students in the Context of John L. Holland’s Theory

2015 ◽  
Vol 5 (2) ◽  
pp. 134-147
Author(s):  
Marie Faltýnková ◽  
Veronika Smetanová
Keyword(s):  
Teacher Training ◽  
School Teacher ◽  
Personal Characteristics ◽  
Personality Types ◽  
Female Students ◽  
Male Students ◽  
Primary School Teacher ◽  
Type I ◽  
Professional Career ◽  
Holland's Theory

This study is based on John L. Holland’s theory in which he defined six career personality types. Following this theory one of the aims of the study is to find out what is the percentage of individual types amongst students of pedagogical programmes. Further the research aims to discover how much are students of pedagogical programmes motivated to become teachers and what is the relation between the motivation to become a teacher and scores in scales of a Questionnaire of career choice and planning of professional career. We also attempted to identify the motivation related to gender and different pedagogical study programmes. The results show that the most motivated are students of Kindergarten teacher training and Primary school teacher training. Generally female students are more motivated than male students. From the personality types amongst students of pedagogical programmes the most common is Social type (S) and the least common is the Investigative type (I).

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