scholarly journals The ability to listen in fourth graders. Diagnosis attempt

2021 ◽  
Vol 18 ◽  
pp. 39-61
Author(s):  
Marta U. Chyb
Keyword(s):  
Primary Schools ◽  
Local Level ◽  
Fourth Graders ◽  
Listening Skills ◽  
Popular Song ◽  
Global Level ◽  
Research Results ◽  
Polish Language ◽  
The Subject ◽  
Global And Local

The subject of this article is to present the results of the research aimed at diagnosing the level of listening skills of 4th grade students. The study was conducted on a sample of 210 students from eight primary schools in Opole. An original test based on a popular song was used for the diagnosis. It consisted in checking the mastery of selected receptive and productive skills (both at a global and local level). The research shows that receptive skills are better mastered by fourth graders than productive ones. As part of their receptive skills, students are good at understanding the song at a global level, while it is difficult for them to understand the text at the local level. In turn, as part of productive skills, the tendency is reversed: for those under examination it is easier to use detailed information from the text in practice than sense it over. The obtained research results help to answer the question as to which perceptive skills should be developed as part of the Polish language educa-tion to prepare students for competent listening in out-of-school situations.

Processing of global and local information in memory

1989 ◽  
Vol 41 (1) ◽  
pp. 167-181 ◽  
Author(s):  
Rino Rumiati ◽  
Roberto Nicoletti ◽  
Remo Job
Keyword(s):  
Local Level ◽  
Memory System ◽  
Local Information ◽  
Global Information ◽  
Global Level ◽  
Capital Letter ◽  
Global And Local

The experiments reported in this paper were designed to test how global and local information are processed by the memory system. When subjects are required to match a given letter with either a previously presented large capital letter or the small capital letters comprising it, (1) responses to the global level (i.e. the big letter) are faster than responses to the local level (i.e. the small letters), and (2) responses to the latter level only are affected by the consistency between the large and the small letters (Experiment 2), a pattern similar to that obtained in perception (Experiment 1). Such results obtain when subjects are required to attend to only one level with a short ISI between the first and second stimulus, but not when a longer ISI is used (Experiment 5) or when subjects are required to attend to both levels at the same time (Experiments 3 and 4). The results are discussed in the light of a model that postulates a temporal precedence of the global information over the local one at the perceptual level.

On the Different Processing of Wholes and Parts: A Psychophysiological Analysis

1997 ◽  
Vol 9 (5) ◽  
pp. 687-698 ◽  
Author(s):  
Shihui Han ◽  
Silu Fan ◽  
Lin Chen ◽  
Yan Zhuo
Keyword(s):  
Interference Effect ◽  
Local Level ◽  
Precedence Effect ◽  
Global Level ◽  
Global Precedence ◽  
Attention Task ◽  
Brain Potentials ◽  
Compound Stimuli ◽  
Global And Local ◽  
Local Levels

The global precedence hypothesis (Navon, 1977) assumes that the processing of the global level of a hierarchical pattern precedes that of the local level. To explore further the nature of global and local processing of compound stimuli, we recorded the event-related brain potentials (ERPs) associated with ident@ing the global and local levels of nonlinguistic compound stimuli in a selective attention task. Wile subjects' behavioral responses were similar to those observed by Navon (1977), the analyses of ERP data showed that identification of the local level elicited longer N2 and P3 peak latencies with enhanced N2 and decreased P3 amplitudes relative to the identification of the global level. The inconsistency between the global and local levels made N2 and P3 amplitudes more negative with longer peak latencies. This interference effect on N2 and P3 amplitude and P3 latency was stronger on the local level than on the global level. The modulation of N2 by the consistency of the global and local levels observed in this and the previous (Heinze, Muente, et al., 1994) study suggests that the interference effect may be mediated by the early perceptual processing. Moreover, we found that the amplitude of an early posterior P1 component was modulated by attention to the global and local levels, being larger to the local target than to the global one. This PI effect gives no support to the notion that the variation of attentional spotlight determines the global precedence effect.

scholarly journals Zdaniem polonistów – reforma w szkole podstawowej w świetle badań własnych

2019 ◽  
Vol 10 (285) ◽  
pp. 89-99
Author(s):  
Dorota Karkut
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Primary Schools ◽  
Core Curriculum ◽  
Language Teachers ◽  
School Year ◽  
Polish Language ◽  
The Subject ◽  
Methodological Practice ◽  
One Year

University of Rzeszów. Empirical research was carried out at the beginning of the 2018/2019 school year, ie one year after the implementation of the assumptions of the primary school education reform. They covered about 50 Polish language teachers in primary schools in the Podkarpacie region. The basis for the consideration were interviews conducted with Polish language teachers during the subject-methodological practice in the Polish language and observations of lessons, as well as questionnaires. Teachers evaluating the reform in primary school had the opportunity to express their opinions on possible difficulties in implementing Zdaniem polonistów – reforma w szkole podstawowej w świetle badań własnych [99] the content of the Core curriculum, e.g in the area of planning and organization of wo

Do You Want to See the Tree? Ignore the Forest

2014 ◽  
Vol 61 (3) ◽  
pp. 205-214 ◽  
Author(s):  
Nicolas Poirel ◽  
Claire Sara Krakowski ◽  
Sabrina Sayah ◽  
Arlette Pineau ◽  
Olivier Houdé ◽  
...  
Keyword(s):  
Visual Recognition ◽  
Local Level ◽  
Local Information ◽  
Visual Environment ◽  
Global Information ◽  
Focus Attention ◽  
Global Level ◽  
Hierarchical Stimuli ◽  
Priming Paradigm ◽  
The One

The visual environment consists of global structures (e.g., a forest) made up of local parts (e.g., trees). When compound stimuli are presented (e.g., large global letters composed of arrangements of small local letters), the global unattended information slows responses to local targets. Using a negative priming paradigm, we investigated whether inhibition is required to process hierarchical stimuli when information at the local level is in conflict with the one at the global level. The results show that when local and global information is in conflict, global information must be inhibited to process local information, but that the reverse is not true. This finding has potential direct implications for brain models of visual recognition, by suggesting that when local information is conflicting with global information, inhibitory control reduces feedback activity from global information (e.g., inhibits the forest) which allows the visual system to process local information (e.g., to focus attention on a particular tree).

Social innovation for modified consumption by means of the school subject Art and craft

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Anita NEUBERG
Keyword(s):  
General Education ◽  
Primary Schools ◽  
Social Innovation ◽  
School Subject ◽  
Art And Design ◽  
The Core ◽  
Causal Mechanisms ◽  
The Subject

In this paper I will take a look at how one can facilitate the change in consumption through social innovation, based on the subject of art and design in Norwegian general education. This paper will give a presentation of books, featured relevant articles and formal documents put into context to identify different causal mechanisms around our consumption. The discussion will be anchored around the resources and condition that must be provided to achieve and identify opportunities for action under the subject of Art and craft, a subject in Norwegian general education with designing at the core of the subject, ages 6–16. The question that this paper points toward is: "How can we, based on the subject of Art and craft in primary schools, facilitate the change in consumption through social innovation?”

PENINGKATAN KEMAMPUAN MENYIMAK CERITA MELALUI PENERAPAN MODEL PEMBELAJARAN TIM PENDENGAR PADA MATA PELAJARAN BAHASA INDONESIA SISWA KELAS V SD NEGERI 007 PAGARAN TAPAH DARUSSALAM KABUPATEN ROKAN HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 24
Author(s):  
Gusliarni Gusliarni
Keyword(s):  
Data Collection ◽  
Learning Model ◽  
Listening Skills ◽  
Class V ◽  
Average Ability ◽  
Average Value ◽  
The Subject ◽  
Data Collection Technique ◽  
Academic Year ◽  
Bahasa Indonesia

This research is motivated by the lack of listening skills obtained by the students, it is seen from the results of an assessment of the listening skills of students still achieved an average grade 56.32 or reach under the KKM predetermined value is 70. This study aims to determine whether the Team Learning model Listener can improve listening skills of students in the subject of Indonesian student Class V SD Negeri 007 Pagaran Tapah Darussalam Rokan Hulu. The subjects were 38 students in the academic year 2014-2015. Form of research is classroom action research. The data collection technique used is the technique of test and non test. Based on the results, it can be concluded that the ability to listen to the story class V students of SD Negeri 007 Pagaran Tapah Darussalam Rokan Hulu can be improved by applying the learning model listener team. On average ability to listen to stories of students in the early test is average with the average value of 56.32 by the medium category, and in the first cycle rose to 69.47 in the medium category, while in the second cycle listening skills of students categorized as high with the percentage of the average value of 76, 58 with a high category. Therefore, the success rate has exceeded 70 of the total number of students, which means that most students have achieved success predetermined value (minimum 75%).

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

scholarly journals Teaching Science in Today’s Society: The Case of Particle Physics for Primary Schools

Universe ◽  
2021 ◽  
Vol 7 (6) ◽  
pp. 169
Author(s):  
Cristina Lazzeroni ◽  
Sandra Malvezzi ◽  
Andrea Quadri
Keyword(s):  
Particle Physics ◽  
Primary Schools ◽  
Scientific Information ◽  
Decision Makers ◽  
Educational Institutions ◽  
The Public ◽  
The Past ◽  
Rapid Changes ◽  
The Subject ◽  
Ongoing Project

The rapid changes in science and technology witnessed in recent decades have significantly contributed to the arousal of the awareness by decision-makers and the public as a whole of the need to strengthen the connection between outreach activities of universities and research institutes and the activities of educational institutions, with a central role played by schools. While the relevance of the problem is nowadays unquestioned, no unique and fully satisfactory solution has been identified. In the present paper we would like to contribute to the discussion on the subject by reporting on an ongoing project aimed to teach Particle Physics in primary schools. We will start from the past and currently planned activities in this project in order to establish a broader framework to describe the conditions for the fruitful interplay between researchers and teachers. We will also emphasize some aspects related to the dissemination of outreach materials by research institutions, in order to promote the access and distribution of scientific information in a way suited to the different age of the target students.

Global Distributive Justice

2018 ◽  
pp. 102-117
Author(s):  
Simon Caney
Keyword(s):  
Distributive Justice ◽  
Empirical Research ◽  
Subject Matter ◽  
World Economy ◽  
Deep Understanding ◽  
Global Politics ◽  
Global Level ◽  
Global Distributive Justice ◽  
The World ◽  
The Subject

This chapter explores the relevance of facts and empirical enquiry for the normative project of enquiring what principles of distributive justice, if any, apply at the global level. Is empirical research needed for this kind of enquiry? And if so, how? Claims about global distributive justice often rest on factual assumptions. Seven different ways in which facts about national, regional and global politics (and hence empirical research into global politics) might inform accounts of global distributive justice are examined. A deep understanding of the nature of global politics and the world economy (and thus empirical research on it) is needed: to grasp the implications of principles of global distributive justice; to evaluate such principles for their attainability and political feasibility; to assess their desirability; and, first, to conceptualize the subject-matter of global distributive justice and to formulate the questions that accounts of global distributive justice need to answer.

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