scholarly journals The Developmental Conditions of Classroom Teaching and Learning in a Primary School in Zimbabwe

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
SIBONOKUHLE NIL Ndlovu ◽  
Azwihangwisi E. Muthivhi
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Cultural Practices ◽  
Cultural Theory ◽  
Classroom Teaching ◽  
Cultural Conditions ◽  
Developmental Conditions

The paper bases upon the research that was carried in 2010 to investigate the prevailing conditions of schooling and classroom teaching and learning in Southern Zimbabwe, using the Vygotskian socio-cultural theory to analyse the consequences that the breakdown of schooling and classroom teaching and learning had on learners'performance and cognitive development. Using a case study of the specific primary school in Gwanda district, the findings were that classroom teaching and learning in rural Zimbabwe was adversely affected by a conglomerate of contextual factors and worsened by the prevailing socio-economic and political problems resulting in contradictory classroom practices of teaching and learning.The analysis revealed the extent to which classroom teaching and learning had deteriorated and how the cultural practices of this specific tradtion of schooling impede on the possibilities for meaningful learning activities in the classroom. The paper contributes towards an understanding of the effects of the specific cultural conditions of schooling on learners' learning and cognitive development within the prevailing context of socio-economic and political instability in Zimbabwe and suggests ways in which teachers could organise pedagogy to assist their learners' learning and cognitive development.

scholarly journals Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Lee Yong Tay ◽  
Siew Khiaw Lim ◽  
Cher Ping Lim ◽  
Joyce Hwee-Ling Koh
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Ict Use ◽  
Digital Work ◽  
Group Interviews ◽  
And Mathematics ◽  
Pedagogical Approaches

<span>This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning </span><em>with</em><span> and learning </span><em>from</em><span> ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning </span><em>with</em><span> and/or </span><em>from</em><span> ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning </span><em>from</em><span> ICT pedagogy with occasional learning </span><em>with</em><span>ICT approach. However, English teachers facilitated the students to learn </span><em>from</em><span> and also </span><em>with</em><span> technology,</span><em>with</em><span> production and also </span><em>with</em><span> elements of collaboration. This case study illuminates the usefulness of the learning </span><em>with</em><span> and </span><em>from</em><span> ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.</span>

scholarly journals 'Fitting it in': A study exploring ICT use in a UK primary school

2007 ◽  
Vol 23 (3) ◽  
Author(s):  
Victoria Cartwright ◽  
Michael Hammond
Keyword(s):  
Grounded Theory ◽  
Primary School ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Ict Use ◽  
Teaching And Learning Research ◽  
Learning Research ◽  
Effective Use ◽  
Theory Framework

<span>This paper presents a case study of a primary school which was seen as using ICT effectively to support teaching and learning. Research was carried out over two years (2003-2005) and included observation of lessons, document analysis, interviews, and questionnaires with staff at the school. It was found that 'fitting ICT in', rather than 'effective use of ICT', provided a more accurate description of the complex decisions and actions that were made regarding ICT use in the school. Using a grounded theory framework the paper describes the causal conditions; the contextual conditions; the intervening conditions and the consequences for staff and pupils associated with 'fitting ICT in'. The study argues for an approach to research which seeks to develop collaboration and understanding between researchers and practitioners.</span>

scholarly journals Children With Reduced Cognitive Efficiency and Addition of Natural Numbers up to 20: A Case Study

2021 ◽  
Vol 14 (2) ◽  
pp. 125-148
Author(s):  
Irena Budínová ◽  
Tomáš Janík
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Natural Numbers ◽  
Conceptual Approach ◽  
Cognitive Efficiency ◽  
Experienced Difficulty

The study deals with teaching and learning the addition of natural numbers up to 20 in the first two years of primary school. The first part presents the theoretical background for addition of natural numbers, the procedural and conceptual approach to addition, and the theory of the additive triad. The causes of the difficulties some children have with the field of the addition of natural numbers are outlined, and the issue of reduced cognitive efficiency is briefly introduced as one of the causes. The second part of the study presents a case study of a girl (7 years old) who experienced difficulty in learning addition. The approaches to and results of remedial tutoring completed by the girl are described. In the discussion, the issue of the addition of natural numbers is incorporated into a broader pedagogical context.

scholarly journals A pedagogical model for simulation-based learning in healthcare

Seminar.net ◽  
2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Tuulikki Keskitalo ◽  
Heli Ruokamo
Keyword(s):  
Teaching And Learning ◽  
Cultural Theory ◽  
Research Question ◽  
Meaningful Learning ◽  
Lessons Learned ◽  
Pedagogical Model ◽  
Simulation Based ◽  
Approach To Teaching ◽  
Further Development

The aim of this study was to design a pedagogical model for a simulation-based learning environment (SBLE) in healthcare. Currently, simulation and virtual reality are a major focus in healthcare education. However, when and how these learning environments should be applied is not well-known. The present study tries to fill that gap. We pose the following research question: What kind of pedagogical model supports and facilitates students’ meaningful learning in SBLEs? The study used design-based research (DBR) and case study approaches. We report the results from our second case study and how the pedagogical model was developed based on the lessons learned. The study involved nine facilitators and 25 students. Data were collected and analysed using mixed methods. The main result of this study is the refined pedagogical model. The model is based on the socio-cultural theory of learning and characteristics of meaningful learning as well as previous pedagogical models. The model will provide a more holistic and meaningful approach to teaching and learning in SBLEs. However, the model requires evidence and further development.

scholarly journals How do Teachers Apply Computational Thinking Activities in Elementary School? From Continuing Education to the classroom

2020 ◽  
Vol 3 (1) ◽  
pp. 50
Author(s):  
Suéllen Rodolfo Martinelli ◽  
Luciana Martinez Zaina ◽  
Tiemi Christine Sakata
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Continuing Education ◽  
Teaching Strategies ◽  
School Children ◽  
Classroom Practices ◽  
Computational Thinking ◽  
Primary School Children ◽  
Common Base

INTRODUCTION: There is no consensus of what skills can be developed from the learning of Computation Thinking (CT). However, teachers and researchers agreed that by the learning of CT individuals can acquire and expand many abilities. Courses have been carried out in Brazil and in other countries with the aim of motivating teachers on adding CT to classroom practices. OBJECTIVE: This article to present a case study that investigated the feasibility of introducing activities of CT for primary school children. Such activities were created and mediated by the teachers of Primary School. METHOD: First, a continuing education course about Computational Thinking was conducted with the participation of 14 teachers. The participants could understand the fundamentals of CT, and consequently, became able to planning and conducting CT activities by themselves in their classrooms. After, we analyzed the data gathered during the course under the quantitative and qualitative lenses. RESULTS: The results showed that the participants had a degree of agreement between 56% and 71% regarding the understanding and applicability of CT to developing skills in Primary School. The qualitative findings revealed that the participants could prepare activities that linked CT to topics presented in the subjects of Primary School. Besides, we could identify three patterns of shaping the activities in which this "computational think" were incorporated. CONCLUSION: Practices to stimulate the CT in students are mediated by using different teaching strategies as such Gamification and Culture Maker. These activities also enable the development of skills related to the National Curricular Common Base

Exploring Primary School Teachers' Language of Thinking: A Case Study (Bahasa Berfikir Guru Sekolah Rendah: Satu Kajian Kes)

2018 ◽  
Vol 14 (3) ◽  
pp. 271-295
Author(s):  
Wan Mazwati Wan Yusoff ◽  
Shamilati Che Seman ◽  
Rahimah Embong
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Systematic Evaluation ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact

Abstract The aspiration of Malaysian education system as mentioned in the Malaysia Education Blueprint 2013-2025 is to produce students who are highly critical and creative.  Since teaching for higher order thinking was made explicit since 1989, a systematic evaluation of the adequacy and pitfalls of teaching for thinking programs was not done extensively.  If examination result is the yard stick to measure the impact of teaching for thinking, then it can be concluded that 2016 UPSR result painted a dismal picture of failure in teaching for thinking.  Studies showed that there is a positive correlation between language teacher used to communicate in the classroom and the development of thinking dispositions among students.  Using the framework of language of thinking put forward by Costa and Marzano (2001), this study was conducted to explore language of thinking used by teachers during teaching and learning sessions in several primary school classrooms.  This preliminary study attempted to gain in-depth understanding of the phenomenon in the actual setting so that the insight can illustrate a wider picture of the issue.  This exploratory case study employed structured observations to collect data in the classroom of nine primary school teachers.  The data was analysed based on theoretical proposition by Costa and Marzano.  Findings revealed that teachers needed to improve their language of thinking.    Keywords: Thinking skills, language of thinking, teaching for thinking, higher order thinking.   Abstrak Aspirasi pendidikan Malaysia sebagaimana yang disebut dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025 adalah untuk melahirkan pelajar yang berupaya berfikir secara kritis dan kreatif.  Semenjak kemahiran berfikir pada aras tinggi disebut secara eksplisit dalam kurikulum sekolah menengah dan rendah dari tahun 1989 lagi, satu penilaian yang sistematik terhadap kejayaan dan kelemahan pengajaran untuk kemahiran berfikir tidak dibuat secara meluas dan menyeluruh.  Jika keputusan peperiksaan dijadikan kayu ukur untuk mengukur keberkesanan pengajaran untuk berfikir, keputusan peperiksaan UPSR 2016 melukis gambaran kegagalan projek mengajar untuk kemahiran berfikir aras tinggi yang menyedihkan.  Kajian menunjukkan ada perkaitan positif antara Bahasa yang digunakan oleh guru ketika berkomunikasi dalam bilik darjah dengan perkembangan disposisi berfikir dikalangan pelajar.   Disposisi berfikir pula berkait langsung dengan tabiat berfikir dan kemahiran berfikir aras tinggi.  Kajian ini bertujuan untuk meneroka Bahasa berfikir yang digunakan oleh guru dalam proses pengajaran dan pembelajaran di sekolah rendah.  Bahasa berfikir yang diterangkan oleh Costa dan Marzano (2001) digunakan sebagai kerangka teori kajian ini.  Kajian ini cuba untuk meneroka amalan berbahasa guru untuk memahami fenomena ini dalam situasi sebenar supaya hasilnya dapat memberi gambaran luas terhadap isu ini.  Kajian kes eksplorasi ini menggunakan pemerhatian secara berstruktur untuk mengumpul data.  Sembilan orang guru sekolah rendah terlibat dalam kajian ini.  Data telah dianalisis menggunakan toeri Bahasa berfikir Costa dan Marzano.  Dapatan kajian ini menunjukkan guru perlu menambahbaik Bahasa berfikir yang mereka gunakan semasa berkomunikasi dalam bilik darjah supaya aspirasi melahirkan pelajar berkemahiran berfikir aras tinggi dapat dicapai.    Kata Kunci: Kemahiran berfikir, bahasa berfikir, mengajar untuk berfikir, berfikir aras tinggi.

Personal Smartphones in Primary School

2011 ◽  
Vol 2 (4) ◽  
pp. 40-48 ◽  
Author(s):  
Beat Döbeli Honegger ◽  
Christian Neff
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Best Practice ◽  
School Curriculum ◽  
After School ◽  
Computing Device ◽  
First Results ◽  
School Influence ◽  
Near Future

This paper describes the goals and first results of an ongoing two year case study in a European primary school (5th primary class) where the teacher and all students were equipped with a personal smartphone. Students are allowed to use phone and internet services at no charge and to take home their smartphones after school. In this project the students have access to an internet connected computing device which can be used for reading, writing, calculating, drawing, taking photos, listening or recording audio, and communicating. Does this setting help to achieve the goals of the official school curriculum? How do personal smartphones in primary school influence teaching and learning, especially weekly planning (“Wochenplanunterricht”) and learning outside school? The paper describes the planning and introduction phase of the project as well as first best practice examples of using personal smartphones in and out of school after five months of use. The authors provide qualitative data from questionnaires with students and parents and quantitative data of phone and internet use. To date the results help to formulate specific research questions for further research and they encourage enlarging the case study to several classes in the near future.

Educational Affordance of eTextbook in Primary Schools: A Case Study

2014 ◽  
Vol 1006-1007 ◽  
pp. 1161-1164
Author(s):  
Chao Hua Gong ◽  
Bin Liu
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Virtual Classroom ◽  
Classroom Teaching ◽  
Dimensional Representation ◽  
Research Goal ◽  
Multi Media ◽  
And Control ◽  
Representation Of Knowledge

ETextbook has changed the practice of classroom teaching and learning and made the virtual classroom and reality classroom together. This study aims to explore educational affordances on eTextbooks within iPads. To address this research goal, this case study reports findings from a four-week pilot study of using eTextbooks with 6 teachers and 144 students in one primary school in Beijing. The results show that five educational affordances of eTextbooks, including individuality learning materials, annotations and note-taking, multi-dimensional representation of knowledge, multi-touch and various interaction, and control the progress of multi-media materials presentation. These educational affordances of eTextbook have implications for current and future developments in the pattern of teaching and learning in classroom.

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