scholarly journals COMMUNITY CIRCLE AS A TEACHING STRATEGY FOR THE DEVELOPMENT OF PROSOCIAL DIALOGUE IN A FAMILY- TYPE PRIMARY SCHOOL

EduPort ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 9-18
Author(s):  
Michaela Pachelová
Keyword(s):  
Primary School ◽  
Teaching Strategy ◽  
Family Type

Impact of Active Learning on Mathematical Achievement: an Empirical Study in Saudi Arabia Primary Schools

2018 ◽  
Vol 4 (2) ◽  
pp. 57-78
Author(s):  
Alharbi Awatif Abdullah M. ◽  
Cuihong Yang
Keyword(s):  
Saudi Arabia ◽  
Active Learning ◽  
Primary School ◽  
Primary Schools ◽  
Math Achievement ◽  
Teaching Strategy ◽  
School Curriculum ◽  
School Level ◽  
Strategy Development ◽  
Student Motivations

As learning at a primary school level is a critical process in setting foundations for individuals’ development, a sensitive and meticulous approach should be taken in the process of instruction and teaching strategy development for various subjects of the school curriculum. Learning can be divided into various types, with cooperative and active being recognized as a key component that may result in better study outcomes. Active learning has been a subject of this study. The paper explores the ways to achieve superior job math achievement among students through impacting their motivation. The study aims to explore the methods of active learning applied in primary school math classes. After the research model has been developed, a similar questionnaire survey was constructed and conducted on the sample of Saudi Arabian pupils and teachers. The subject of the study is Saudi Arabia, a developed economy that based most of its development on oil exports. To stay competitive, new strategies and ways of competitiveness need to be found. The education of its nationals is an important pillar in achieving the overall competitiveness of the country. The data was collected in primary schools in Makkah city. 1060 students and 61 teachers participated in the project. The data was analyzed using SPSS. The quantitative analysis consisted of descriptive statistics calculation, assumption testing, correlation analysis and regression analysis. The findings of the research suggest that active learning enhances student motivation. Another finding of the paper shows that increasing certain factors of student motivations will result in better math achievement. Thus, the findings of the research can be useful for the educators and policymakers to suggest introducing more active learning into the curriculum.

scholarly journals Does Play Help to Learn Vocabulary? A Case Study on Primary School Teachers’ Attitude of Dhaka City in Bangladesh

2020 ◽  
Vol 9 (1) ◽  
pp. 53-61
Author(s):  
Alpona Shirin
Keyword(s):  
Primary School ◽  
Classroom Environment ◽  
Classroom Practice ◽  
Teaching Strategy ◽  
Learning By Doing ◽  
Dhaka City ◽  
Primary School Teachers ◽  
Group Interviews ◽  
Teaching Learning

This study focused on teachers’ attitude towards using games in teaching-learning activities of learning vocabulary. The purpose of this research is to explore teachers’ attitude to the use of a game for learning vocabulary of the students. A qualitative study was conducted with 12 teachers of Azampur Government Primary School of Dhaka city, Bangladesh to gain in depth knowledge of the issues. An everyday game of children named ‘Tic-tac-toe’ was chosen for teachers to teach vocabulary rather traditional process of memorizing. Then, semi-structured focus group interviews were used as tool to collect data from teachers after observing students playing the game. Data was then analyzed for thematic contents by standard content analysis framework which yielded six major themes such as play-based teaching strategy, language development, classroom environment, learning by doing approach, acceptance and barriers on adopting play-based strategy. Overall, findings showed positive attitude towards using game for learning vocabulary of a foreign language. The implications of this study imply that the themes can be effective in classroom practice of Bangladeshi classroom.

scholarly journals Encyclomedia: new images for the classroom

Comunicar ◽  
2005 ◽  
Vol 12 (24) ◽  
pp. 171-176
Author(s):  
Guadalupe Hernández-Luviano
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Ministry Of Education

«Encyclomedia» is a teaching strategy based on a system that integrates media and resources for learning in the classroom with the support of a computer, an electronic blackboard, a projector and a printer. It intends to integrate media, tools and resources in the classroom practice, in order to support the teaching and learning process. It is structured from the digitalization of the free textbooks distributed by the Ministry of Education, enriched with links with videos, audios, interactive activities, virtual encyclopedias and resources that complement the topics of the syllabus of the primary school. Enciclomedia es una estrategia educativa basada en un sistema que integra y articula medios y recursos para el aprendizaje, con el apoyo de una computadora, un pizarrón electrónico, un dispositivo de proyección y una impresora por salón de clase. Pretende integrar a la práctica educativa cotidiana, medios, herramientas y recursos que apoyen los procesos de enseñanza y de aprendizaje. Está estructurada a partir de la digitalización de los libros de texto gratuito de la Secretaría de Educación Pública enriquecidos con ligas a vídeos, audios, interactivos, enciclopedias virtuales y a programas y recursos que complementan los temas del programa de estudios de educación básica.

scholarly journals Gamification for Photonics Students: Labescape

Optics ◽  
2021 ◽  
Vol 2 (4) ◽  
pp. 228-235
Author(s):  
Rosa Ana Pérez-Herrera ◽  
Santiago Tainta ◽  
Cesar Elosúa
Keyword(s):  
Social Policy ◽  
Primary School ◽  
Learning Process ◽  
Formal Education ◽  
Teaching Strategy ◽  
Low Cost ◽  
Wide Range ◽  
Increasing Trend ◽  
Game Elements ◽  
And Training

The idea of utilizing game elements in non-gaming situations has sparked a lot of attention in recent years, especially in topics such as education and training. Game-based techniques appear to be an increasing trend in a wide range of learning areas, including health, social policy, and engineering, among others, not only in primary school but also in higher formal education. Using this methodology, the learning process becomes more stimulating while also reaching a competitive level in some circumstances. In the present work, the authors propose a new gamification strategy based on an escape-room in which all the puzzles to be passed are related to the area of optics and photonics and use readily available or low-cost equipment. The major field of application of this novel teaching strategy will be the practical section of a course, that is usually carried out in a laboratory, and will be aimed at both undergraduate and master’s degree students. A coevaluation method is also proposed where the rest of the students will provide valuable feedback to each one of their colleagues and to the instructor.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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.

Sign in / Sign up

Export Citation Format

Share Document