scholarly journals Communication entanglements in small propaganda texts: The case of the children’s letter to Płomyk

2021 ◽  
Vol 12 ◽  
pp. 187-198
Author(s):  
Igor Borkowski
Keyword(s):  
Primary School ◽  
Local Community ◽  
Editorial Office ◽  
Educational Tool ◽  
Primary School Students ◽  
School Students ◽  
Communication Behaviors ◽  
Political Propaganda ◽  
Epistolary Narrative

The wide-ranging systemic activities of political propaganda can also be observed and studied in the context of individual products, almost on a microscale. This paper makes an attempt at such an analysis, whose subject is a handwritten letter from the mid-1960s school chronicle, written by primary school students and addressed to the editorial office of the youth magazine Płomyk. In the content of the message, apart from regular communication behaviors, we find references to the context of reality, life and the experiences gained in the immediate circle of the local community. The epistolary narrative, when confronted with facts, leaves no doubt that the letter, while being a tool for didactics of forms and genres of expression, and at the same time an educational tool, also becomes a space in which a consistent utterance with manipulative features is formed. Looking at a single manifestation of a propaganda utterance enables us to ask questions about the level of trust in the text, the assimilation of the style of expression, and the internalization of the rituals of propaganda statements.

Indigenous Sky Stories: Reframing How we Introduce Primary School Students to Astronomy — a Type II Case Study of Implementation

2016 ◽  
Vol 45 (2) ◽  
pp. 170-180 ◽  
Author(s):  
Nicholas Ruddell ◽  
Lena Danaia ◽  
David McKinnon
Keyword(s):  
Primary School ◽  
Local Community ◽  
Science Curriculum ◽  
Science Program ◽  
Primary School Students ◽  
School Students ◽  
National Science ◽  
Teachers And Students ◽  
Positive Engagement

The Indigenous Sky Stories Program may have the potential to deliver significant and long-lasting changes to the way science is taught to Year 5 and 6 primary school students. The context for this article is informed by research that shows that educational outcomes can be strengthened when Indigenous knowledge is given the space to co-exist with the hegemony of current western science concepts. This research presents a case study of one primary school involved in the Indigenous Sky Stories Program. It showcases how teachers and students worked in conjunction with their local community to implement the program. The results suggest that introducing cultural sky stories into the science program, engaged and primed Year 5 and 6 students to seek out additional sky stories and to investigate the astronomical content mapped to the National Science Curriculum. The involvement of Aboriginal elders and community enriched the experience for all involved. The integrated science program appears to generate positive engagement for both Indigenous students and their non-Indigenous peers. Additionally, the program provided a valuable template for teachers to emulate and which can act as a model for the requirement to include Indigenous perspectives in the new National Science Curriculum.

scholarly journals Effects of ‘The Vicious Worm’ educational tool on Taenia solium knowledge retention in Zambian primary school students after one year

2019 ◽  
Vol 13 (5) ◽  
pp. e0007336 ◽  
Author(s):  
Emma C. Hobbs ◽  
Kabemba Evans Mwape ◽  
Brecht Devleesschauwer ◽  
Inge Van Damme ◽  
Meryam Krit ◽  
...  
Keyword(s):  
Primary School ◽  
Taenia Solium ◽  
Knowledge Retention ◽  
Educational Tool ◽  
Primary School Students ◽  
School Students ◽  
One Year

scholarly journals Unsupervised use of Gadgets as a Cause of Cyberbullying Among Primary Schoolchildren

2020 ◽  
Vol 7 (1) ◽  
pp. 48-56
Author(s):  
Tetyana Blyznyuk
Keyword(s):  
Primary School ◽  
School Environment ◽  
Local Community ◽  
Academic Staff ◽  
National Level ◽  
Educational Process ◽  
Primary School Students ◽  
School Students ◽  
Scientific Publications ◽  
Motivation For Learning

The article substantiates the relevance of the problem and the consequences of the popularity of modern gadgets (smartphones, laptops, smart TVs, game consoles, health trackers, smart watches, webcams, iPads and tablets, earphones) among primary school students during and beyond the educational process. The author lists the advantages of using innovative digital technologies in the classroom for both the student and the teacher: considerable interest and motivation for learning activities, better opportunities for implementation of the individual learning principle, formation and improvement of necessary life skills and competences, etc. The author presents the results of a survey conducted with HEI academic staff regarding their attitude to the problem and their awareness of the most effective gadgets for the enhancement of educational process. The study also proves the failings of the uncontrolled use of modern technologies among younger students, which has apparently become one of the major reasons for the spread of cyberbullying and aggression in the school environment. The purpose of this paper is to draw attention to this issue and to suggest some ways of addressing it in four stages: family and friends, school, local community and regional-national level, characterized by specific procedures and actions. Among the results of the study, there is an increase in the number of scientific publications, both domestic and foreign, which shows the considerable interest among scientists and the urgent need in the context of searching ways of preventing and combatting cyberbullying among primary school students.

Development of Educational Game for Primary School Mathematics using Microsoft Kinect

2017 ◽  
Vol 6 (2) ◽  
pp. 457 ◽  
Author(s):  
Teddy Surya Gunawan ◽  
Bakhtiar Bahari ◽  
Mira Kartiwi
Keyword(s):  
Primary School ◽  
Learning Process ◽  
School Teacher ◽  
Microsoft Kinect ◽  
Educational Game ◽  
Educational Tool ◽  
Ministry Of Education ◽  
Primary School Students ◽  
School Students ◽  
Primary School Mathematics

<p>This research focuses on the design and development educational game using Microsoft Kinect. The edugame can be used as educational tool in a classroom as to create an interesting and interactive learning process. This research is also focused on mathematics as its educational content using Microsoft Visual C#, XNA Game Studio, Microsoft Kinect for Windows SDK, and Microsoft Kinect as the main hardware. There are about eleven topics regarding mathematics based on the module provided by the Malaysian Ministry of Education. The interface of the game has been designed and developed to be interactive and attractive using some cartoon graphics, such as Ipin, Boboiboy, and Yaya. The developed game is a quiz base program, where student will have 10 questions each round and 4 choices of answers for every question. Currently, this educational game is designed for Year 1, Year 2 and Year 3 primary school students, and it has been evaluated by a group of 8 students. Furthemore, it has been evaluated and validated by a school teacher, in which they confirm the effectiveness of the developed game to improve student’s learning on Mathematics.</p>

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.

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