scholarly journals The most Common Primary School Pupils' Misconceptions Based on the Concept of Protection in the Chemical Context

Author(s):  
Monika Šindelková ◽  
Irena Plucková

Each pupil brings from his/her everyday life a lot of personal experiences and ideas. These ideas about various concepts and topics can sometimes be mistaken or completely wrong. A complex term misconception is used for a summary of these mistaken ideas. Misconception is seen as a wrong notion, wrong idea. It occurs in the context of the pupil's mistaken notions and mistaken conception of the curriculum or one of the forms of pupils' conception of the curriculum. In the course of teaching, pupils are affected not only by teachers, but also by pupil's ideas and experiences that pupils bring from their surroundings. Teachers should be able to work with these ideas and try to correct pupils' misconceptions. A part of this contribution is not only a literature review of the misconception issue, but mainly the results of a research carried out on pupils in the eighth and ninth grades in nine primary schools. The aim of the research was mapping the most common misconceptions associated with the concept of protection in the chemical context of the curriculum.

2020 ◽  
Vol 40 (4) ◽  
pp. 323-342
Author(s):  
Heli Ketovuori ◽  
Sanna Hirvensalo ◽  
Päivi Pihlaja ◽  
Eero Laakkonen

Social participation means taking a full and active role in school life, being a valued and integral member of the school community. The purpose of this study was to examine pupils’ experiences of social participation and their active roles in Finnish primary schools. The intention was to find out in what ways primary school pupils’ (n = 3,760) personal experiences of pupil–pupil (PP) and pupil–teacher (PT) interaction vary between genders and across age groups in small and large schools. Pupils’ experiences were examined with questions concerning the active participation of the child and the participatory role of the teacher. The results show that pupils’ experiences vary, and there are differences between schools in terms of pupils’ social participation.


2015 ◽  
Vol 7 (3) ◽  
pp. 17-34
Author(s):  
Katarzyna Hamer ◽  
Katarzyna RAYWER ◽  
Elżbieta Monika Zięba

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.


2017 ◽  
Vol 7 (1) ◽  
pp. 49 ◽  
Author(s):  
Darja Skribe Dimec ◽  
Jelka Strgar

Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions.The sample consisted of 634 participants, 427 primary school pupils (aged 11–14), and 207 student teachers of biology (aged 20–23). We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis). Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.


Author(s):  
Dr. Thadei A. Kiwango

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.


2018 ◽  
Vol 8 (4) ◽  
pp. 795-843
Author(s):  
Luca Botturi ◽  
Daniela Kapler ◽  
Lucio Negrini

This article presents the design, implementation and outcomes of AlpConnectar, a Swiss project that exploits technologies for digitally-supported language exchange (LE) in primary schools. Launched in 2013, the project involves three Swiss cantons where different languages are spoken (namely German, French and Italian) and respectively taught as foreign languages since the third grade of primary school. In the first section of the paper the linguistic composition of Switzerland is briefly presented and the current methodologies and approaches in foreign language teaching in the country are introduced. After a literature review of online LE practices, the AlpConnectar project is presented, along with a LE example to illustrate how it works. The final sections present the results of the project, based on data collected from both pupils and teachers. The results seem to suggest that while digital technologies offer significant benefits for LEs, they are no silver bullet, and their impact depends on a number of contextual variables.


2021 ◽  
Vol 17 ◽  
pp. 73-77
Author(s):  
Natiq Saeed Ghayyib

The study is an attempt to investigate the four acquisition skills in fifth-primary pupils of Iraqi Kurdistan in reading from the teachers' viewpoints.  The sample of the study selected were (12) primary schools in Sulaimaniyah province in Iraq and its suburbs as parts of Sulaimaniyah Education Directorate in terms of (6) schools for male and (6) schools for female. Then, a questionnaire of (20) items was designed. The study aims at determining the four acquisition language skills (listening, speaking, reading, writing) of Iraqi Kurdistan students for the fifth-primary-school pupils in reading subject from the teachers' viewpoint and, then, arranging the skill according to its importance. The findings of the study proves that there is an influential factor that is the Glorious Quran , as they have sort of acquaintance on the Arabic language through reading and listening to the Glorious Quran.


2019 ◽  
pp. 143-150
Author(s):  
Ekpenyong B. E. ◽  
V. O. Adediran ◽  
B. A. Adeyemi

This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.


2019 ◽  
Vol 65 (3) ◽  
Author(s):  
Anna Dolipska ◽  
Aleksandra Góra ◽  
Karolina Janion ◽  
Elżbieta Szczepańska

Introduction: Nutrition is one of the most important environmental factors affecting human health. The frequency, as well as the quality and quantity of consumed foods are significant. Regular and rational dietary habits and correct meal composition ensure good health and fitness, whereas poor dietary habits in childhood account for an early risk of overweightness and obesity. The aim of this study was to evaluate the dietary patterns of girls and boys attending primary schools in Poland, and to identify any associations between the pupils’ dietary patterns and their sex. Materials and methods: The study was carried out in spring 2017. It covered a total of 1138 primary school pupils. A proprietary questionnaire specially designed for the study was used to investigate the pupils’ dietary patterns. The findings were then analysed with the use of MS Excel 2010 and Statistica 12.0 software.Results: According to the survey, 67.36% of the female respondents and 55.4% of the male respondents ate the recommended number of meals each day. Among the respondents 72% of the girls and 73.27% of the boys reported eating breakfast daily. Fruits and vegetables were eaten several times per day by 60.38% and 43.11% of girls, respectively, v. 50.44% and 32.39% of boys, respectively. The frequency of milk and natural yoghurt consumption was adequate in 20.07% and 10.12% of girls, respectively, v. 20% and 11.5% of boys. Sweets and salty snacks were excluded from the diet of 2.97% and 2.27% of girls, respectively, v. 3.19% and 2.12% of boys, respectively. Sweetened carbonated drinks were consumed by 11.17% of girls and 6.55% of boys. Fast food and instant foods were eliminated from the daily diet of 7.16% and 45.03% of girls, respectively, v. 6.02% and 43.19% of boys, respectively.Conclusions: Some incorrect dietary habits were identified both in girls and boys, however girls generally reported more beneficial habits. Statistically significant associations were found between the majority of dietary patterns in the studied population and the respondents’ sex. The results of the study indicate a need for more intense nutritional education among primary school pupils, diversified for boys and girls.


Author(s):  
Siti Faridah Omar

Reading is one of the basic skills needed to be enhance at the primary school level. Early research shows that pupils lack the interest in reading and this affected their ability to grasp vocab and understanding. Thus, Pintar Baca cards were introduced to help increase interest and level up pupils’ ability to understand the texts read. The Pintar Baca cards comprises of teaching and learning tools published by the Malay Language Centre of Singapore. These resources were designed to help primary school pupils improve their language mastery through reading. These cards were developed for Primary 2 to 4 and consists of 12 stories on the names of origins of places of Singapore. It is hoped that through these historical stories, we are able to instil interest and strengthen pupils’ knowledge on the historical background of some places in Singapore in a simpler and more interesting way. In addition, each story comes with a set of comprehension questions which can develop pupils’ understanding on the reading materials. A trialling session was done at 9 primary schools involving around 189 pupils. A thinking routine strategy were applied in the teaching and learning during the trialling sessions to support the use of the Pintar Baca cards. Research findings showed an increase in reading interest amongst pupils. In addition, the application of the thinking routines has helped improve pupils’ understanding of the contents of the stories and their language mastery.


2012 ◽  
Vol 49 (1) ◽  
pp. 40-47
Author(s):  
Beatrice M. Mburugu ◽  
Micah C. Chepchieng ◽  
Teresa C. Kattam

In Kenya, orphanhood has risen and affected many children among them primary school pupils. A parent’s death may affect children’s psychological well being. There is a close coherence between children’s psychological well-beings and their interpersonal relationships. Children who have poor psychological well-being are likely to be withdrawn, experience low self-esteem and have poor adaptations to human functioning and life experiences. These conditions affect their relations with others hence become deviants. A literature gap exists in Kenya on orphanhood’s effect children’s relations with other pupils thus motivating the authors to come up with such a study. Thus, the objective of the study was to establish the influence of orphanhood on pupils’ interpersonal relationships in public primary schools by comparing the mean scores in pupils’ interpersonal relationships between the orphaned and the non-orphaned pupils. Also, establish whether gender differences exist in interpersonal relationships between the orphaned pupils. Causal-Comparative research design was considered appropriate for the study because of the comparison of groups. A sample of 110 pupils (55 orphaned and 55 non-orphaned) drawn from 10 primary schools was involved in the study. The pupils were drawn from primary classes 6 and 7. The sample was selected by using purposive and stratified random sampling procedures. A questionnaire was used to collect data which was analyzed by use of independent sample t-test. The study established that orphanhood has a significant effect on interpersonal relationships among pupils in primary schools in Kenya. It was also established that significant gender differences exist in the effect that orphanhood exert on pupils; with boys being more affected than the girls. From the findings, it is evident that absence of parents negatively affect the interpersonal skills of children particularly the boy-child. Such children need counseling interventions to counter these effects. It is therefore recommended that school counselors, teachers and school administrators in Kenya should assist orphaned pupils cope with the loss of their parents by offering psychological and social support to them. This is because the poor interpersonal relationships of orphaned pupils may affect various aspects of their lives that include academics and discipline among others. Key words: effect, interpersonal, relationships, orphanhood, primary school pupil.


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