TEACHING CONTENT OF TECHNOLOGY IN POLISH PRIMARY SCHOOL

2018 ◽  
Vol 3 ◽  
pp. 524-533
Author(s):  
Maria Katarzyna Grzegorzewska ◽  
Henryk Noga ◽  
Piotr Pawel Migo ◽  
Zbigniew Małodobry
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Publishing House ◽  
Adult Life ◽  
Education Curriculum ◽  
Teaching Content ◽  
Polish School ◽  
State Of Affairs

In view of the reform that is currently taking place in Poland, as well as changes in the content of the education curriculum, the authors of this study present contents of two selected curricula for primary schools technology in polish school. The study of research is content of curricula created by publishing house (WSiP) and Nowa Era. The school’s task is to prepare pupils for adult life, and therefore, bring the ability to create by themself a friendly environment. In each school there are such subjects, to which students participate more willingly than others - this situation can be used to reflect what affects their state of affairs. Comparing teachers opinions about the curriculum developed by Nowa Era and WSiP, it should be stated that the curriculum developed by the WSiP publishing house according to the opinion of the surveyed teachers has an advantage over the analogous program Nowa Era in the following areas: transparency, clarity, exhaustion topic, availability for the student.

scholarly journals “THE ROOM OF MYSTERIES” PROJECT FOR THE THIRD GRADE

2019 ◽  
Vol 30 (2) ◽  
pp. 423-426
Author(s):  
Gabriela Kirova
Keyword(s):  
Primary School ◽  
Social Life ◽  
Personal Development ◽  
Primary Schools ◽  
Publishing House ◽  
Third Grade ◽  
Project Work ◽  
Mathematical Education ◽  
The Third ◽  
Key Competences

One of the important components of mathematical competence is the ability to solve practical tasks. According to G. Hristova “... with the teaching of mathematics in elementary classes, the skills to learn, to handle information, to communicate, to work independently and to work in a team are formed in the students” [4]. K. Alexieva stresses in her publication that “key competences are interdependent and represent a set of knowledge, skills and relationships necessary for the individual's personal development throughout life, for building an active civic position and participation in social life as well as for the suitability for his/her realization on the labour market. Through learning in each of the subjects, key competence learning skills are acquired, which includes understanding the personal needs in the learning process and discovering the opportunities and abilities to overcome learning difficulties, both individually and in groups; critical thinking, problem solving and decision making, initiative, creativity, responsibility, teamwork, and other key competences specified in the curriculum [1]. The ability to solve practical tasks develops to a greater extent in group, teamwork on projects. Project work is one of the active learning methods. It is not widely accepted in modern mathematical education in Bulgaria. The reasons for this are many. One of them is the lack of methodological literature on the subject for elementary teachers. Many specialists organize project work with their students, including mathematics, but their experience remains unpopular. Project work is difficult to organize, involves serious planning, and often involves spending money to buy the necessary materials. To successfully integrate into project activities, it is necessary for the young students to have a certain degree of autonomy, organizational skills, communicative skills, teamwork skills, skills for individual search of information, presentation skills, and so on. Teachers with creative abilities and innovative ideas develop, organize, and work on projects in primary school but this is a matter of their goodwill and professional skills. Mathematics teaching specialists in primary schools are in debt to primary school teachers in terms of published methodological work and project activities, including mathematics. Teachers' books for mathematics curricula for primary classes should include developments of at least one class project. This is done in the Bulgarian mathematics training kits of Anubis Publishing House, where I am the author [2] [3]. In this article I will present a description of the project – Thematic Classroom “The Room of Mysteries” for the third grade. It would be good the lesson to be held at the end of the school year. It solves tasks from all of the learning content studied in mathematics in the third grade. The idea of the project is based on the so-called “Escape Room” – a place where participants have to solve a series of puzzles to leave the room. Students of the class will not be locked in their classroom, of course. They will find a locked suitcase in their room that they want to unlock to see what's in it. For better motivation students will be given the role of police inspectors, who will be divided into 6 teams to solve a series of challenges – tasks. The lesson is held in the presence of parents and relatives of the students. A team of “veteran investigators” is formed from the parents, who also have to solve puzzles. Solving each task will lead to the opening of a new puzzle, and so pupils and parents will have to deal with a series of challenges that will lead to the discovery of 7 keys, identical at first glance, only one of which unlocks the briefcase. The prize, hidden away from the students, may be their annual third-grade certificates, may be holiday books for the end of the year as well as small gifts. Materials required for the project are purchased in advance with funds collected from students' parents.

scholarly journals Strategies to Improve the Effectiveness of Classroom Teaching of Morality and Rule of Law in Primary Schools

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Shiyun Guo
Keyword(s):  
Primary School ◽  
Rule Of Law ◽  
Primary Schools ◽  
Classroom Teaching ◽  
Critical Stage ◽  
Legal Concept ◽  
Teaching Content ◽  
Thinking Ability ◽  
Healthy Growth ◽  
Independent Thinking

Students in primary school are in the critical stage of physical and mental growth, school education should be conducted not only in the students' learning situation, the cultivation and learning in morality and legal concept for students should also be given top priority so as to create teaching environment and design based teaching content for students in developing correct values and outlook on life. The discipline of morality and rule of law in primary schools focuses on cultivating students' moral accomplishment and concept of rule of law, so that students can have a comprehensive concept of morality and rule of law from the perspective of themselves, family, collectivism and then the society on the whole, thus forming independent thinking ability and attitude of with comprehensive quality. The physical and mental healthy growth of students in primary school is an indispensable part of teaching activities in primary school. This paper will also put forward some corresponding teaching practices to provide reference for improving the effectiveness of classroom teaching in morality and rule of law in primary school.

scholarly journals Forests and forestry in the current kindergarten and primary school core curriculum in Poland

2018 ◽  
Vol 79 (4) ◽  
pp. 377-384
Author(s):  
Ewa Referowska-Chodak
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Core Curriculum ◽  
Formal Education ◽  
Forest Ecology ◽  
National Education ◽  
The Core ◽  
Teaching Content ◽  
8Th Grade ◽  
Forest Education

Abstract The aim of this work was to present topics related to forest and forestry in the current core curriculum of pre-school and general primary school education in Poland. For this analysis, teaching content related to forests and forestry was selected from the first three annexes of the Regulation (2017). This content is intended for children starting from the kindergarten age all the way to 8th grade as well as pupils with intellectual disabilities. In the current core curriculum, there are more topics devoted to forests and forestry than in previous analogous documents. This applies in particular to themes related to forest management, sustainable development and forest functions. Nevertheless, many topics related to biology and forest ecology remained in the curriculum, while little of the teaching content is related to threats and protection of the forest, hunting or harvesting of wood. In recent years, these have been issues that caused a number of social conflicts and controversies. Therefore, the content of forest education, which is not included in the core curriculum, should be thoroughly discussed in particular in non-formal education, because students most often have not previously been exposed to these issues. The broadened scope of themes related to forests and forestry in the current core curriculum for kindergartens and primary schools is the result of good cooperation between the State Forests and the Ministry of National Education. It would be worthwhile to continue this cooperation to implement coming changes of the above-mentioned document, supplementing the missing content as well as possible.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

DEVELOPMENT OF MACAMI (MARI MEMBACA DAN MEMAHAMI) INSTRUMENT USING MACROMEDIA FLASH 8 IN PRIMARY SCHOOLS

2020 ◽  
Vol 4 (3) ◽  
pp. 544
Author(s):  
Ermaida Dewi
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Product Design ◽  
Primary Schools ◽  
Measuring Instrument ◽  
School Students ◽  
Average Percentage ◽  
Measuring Devices ◽  
Comprehension Ability ◽  
Feasibility Test

The background of this research is an instrument of learning for reading comprehension which in general is still dominated by an instrument in the form of print out which makes the students’ interest to read is reduced. In addition, this instrument is usually done manually or handwritten so that the students’ work must be corrected manually and require some time to get the results. This study aims to develop instruments or measuring devices for reading comprehension in the Primary School in Pekanbaru and find out the feasibility of measuring devices for reading comprehension skills. This product is Macromedia Flash 8 based namely "MaCaMi" which stands forMari Membaca dan Memahami. The research method used was the 4D model with four stages, such as the define stage, the design phase, the develop phase, and the dessiminate stage which is limited to the third stage. The data of this study were obtained from product design expert validation questionnaire, questionnaire validated by linguists, teacher response questionnaire and students response questionnaire. The data were generated quantitatively and analyzed by using the assessment criteria to determine the product quality. The results of this study showed the assessment of product design experts in draft 1 had an average percentage of 69.61% with the appropriate category then had increased in draft 2 to 90.56% with the very feasible category. The results of  the feasibility test by linguists in draft 1 with had average percentage of 95.30% with the very feasible category then increased in draft 2 to 97.20% withn the very feasible category. The results of the teacher's response to the reading comprehension measuring instrument in the Primary School in Pekanbaru developed by researchers obtained an average percentage of 93.50% with a very good category and the results of students' responses to the measuring instrument obtained an average percentage of 89.90% with a category very good. Based on these results, it can be concluded that the product developed by researchers is feasible to be used as a measure of reading comprehension ability of primary school students.

MENINGKATKAN KEMAMPUAN GURU DENGAN BERBANTUAN KEGIATAN WORKSHOP DALAM MENYUSUN PERANGKAT PEMBELAJARAN DI SUNGAI MAJO KECAMATAN KUBU

2019 ◽  
Vol 3 (3) ◽  
pp. 447
Author(s):  
Sulmi Sulmi
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Primary Schools ◽  
Average Score ◽  
Learning Tools ◽  
Average Value

This research was motivated by the weakness of teachers in compiling learning devices in the Primary school of Sungai Majo and Teluk Nilap, Kubu Babussalam District, Rokan Hilir Regency. The purpose of this study is to improve the ability of teachers to develop learning tools in Primary schools. The purpose of this study is to improve the ability of teachers to develop learning tools in Primary schools. The action to be taken is to provide a workshop on the formulation of learning devices in Primary schools. The results of the study show, in the assessment of the first cycle syllabus, The average value obtained by the Sungai Majo Elementary School 006 teacher is 67 with sufficient categories. While teachers at Elementary School 002 Teluk Nilap get an average score of 69 in the good category. cycle II, the average syllabus for teachers in Sungai Majo Primary School 006 was 89 with very good categories. While the teachers of Elementary School 002 in the Teluk Nilap amounted to 90 with very good categories. Whereas the assessment in the RPP of the first cycle, teachers in Elementary School 006 Sungai Majo and SDN 002 Teluk Nilap received the same score, which amounted to 67.14 with sufficient categories. After the second cycle, Sungai Majo Primary School 006 got an average score of 90 with a very good category, while the teachers of Elementary School 002 Teluk Nilap scored 91.42 with a very good category. With the results of this study, it can be concluded that with the help of workshops, it can improve the ability of teachers to develop learning tools in the Sungai Majo and Teluk Nilap, Kubu Babussalam District, Rokan Hilir Regency. 

Knowledge and Attitude of Teachers in Selected Malaysian Primary School towards Dental Injuries

2018 ◽  
Vol 15 (2) ◽  
pp. 51
Author(s):  
Syazwani Hassan ◽  
Nur Nabila Zulkifly ◽  
Annapurny Venkiteswaran ◽  
Rohaida Abdul Halim
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Tertiary Education ◽  
Primary School Teachers ◽  
Storage Media ◽  
Validated Questionnaire ◽  
First Aid Training ◽  
Level Of Knowledge ◽  
Knowledge And Attitude ◽  
Dental Injuries

To ascertain the level of knowledge among primary school teachers towards the management of traumatic dental injuries (TDIs) in school and to determine the preference among teachers regarding the education tools that can be used to increase awareness and knowledge among them. A total of 150 teachers from primary schools in three different districts were included in the study and they were given self-administered questionnaires to be filled. The validated questionnaire was distributed randomly in the selected schools. The questionnaire included two scenarios comprising of tooth fracture and avulsion. Questions regarding awareness and management of these scenarios were asked. All 150 participants answered the questionnaire; of these 74% were females 26% were males. 64% of the participants had received tertiary education. Although 70% of teachers had obtained first aid training, only 9.3% of them had received training regrading dental injuries. About 53% of participants knew the correct answer for the appropriate response to fractured tooth and only 35.3% managed to correctly answer the question related to appropriate response to an avulsed tooth. Only 38.7% knew about appropriate rinsing solution and a mere 4.7% were familiar with proper storage media. Even though the teachers have poor knowledge regarding management of dental injuries, it is reassuring to know that 93% of them are keen on further training and awareness. More educational programmes need to be introduced to empower the teachers with the relevant knowledge required to deal with dental emergencies.

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

POWODY KŁAMANIA POLSKICH UCZNIÓW I STUDENTÓW

2015 ◽  
Vol 7 (3) ◽  
pp. 17-34
Author(s):  
Katarzyna Hamer ◽  
Katarzyna RAYWER ◽  
Elżbieta Monika Zięba
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Schools ◽  
Cultural Specificity ◽  
Need For Approval ◽  
Primary School Pupils ◽  
Age And Sex

Based on Paul Ekman’s typology of motives of lying, authors wanted to investigate how oftenthey motivate pupils and students to lie. Two studies were conducted: 1) in primary schools anda high school, 2) on different universities. In the second study we also measured the level of needfor approval and agency/communion (the Big Two). Both studies gave similar results, revealing thatpupils and students declared higher frequency of lying motivated by avoiding any inconveniencethan by gaining some kind of profit. Detailed analyses showed that the highest frequency oflying was motivated by two reasons: to protect oneself or someone else from danger and to avoiduncomfortable, awkward situations. Next in frequencies were motives driven by willingness toavoid any nuisance (e.g. punishment, embarrassment or to protect one’s privacy). In both studieslying driven by willingness to gain some kind of profit (e.g. reward, being liked, admired or togain power) was declared as rather rare. Analyses showed that the latter result was not free frominfluence of need for approval. Both age and sex played a certain role in these declarations. In thefirst study, boys significantly more often than girls declared to lie to protect oneself or someoneelse from danger, to secure one’s privacy and to gain power. There were no such differences in thesecond study (among students). As to age, primary school pupils declared lying to be liked (girls)and admired (boys) more often than teenagers in high school, while the latter declared lying togain power and to protect oneself or someone else from danger more often than primary schoolpupils. In turn, students declared, significantly more often than younger subjects, to lie for allreasons. The Big Two turned out to be of little significance – only lower level of communion was, asexpected, connected to higher frequency of both categories of lies (to gain / to avoid), especially incertain reasons of lying (e.g. to gain power or admiration). The results are discussed in the contextof further studies on bigger and more varied groups, Polish cultural specificity and possible biasinginfluence of need for approval in studies of lying.

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