scholarly journals THE IMPORTANCE AND REPRESENTATION OF PATRIOTIC EDUCATION CONTENT IN ELEMENTARY SCHOOL TEACHING OF MUSIC CULTURE

TEME ◽  
2017 ◽  
pp. 539
Author(s):  
Драгана Цицовић Сарајлић ◽  
Биљана M. Павловић
Keyword(s):  
Elementary School ◽  
Theoretical Analysis ◽  
Art Music ◽  
Music Culture ◽  
National Belonging ◽  
School Teaching ◽  
8Th Grade ◽  
Patriotic Education ◽  
Education Today ◽  
Elementary School Teaching

This paper discusses the importance and representation of the content of patriotic education in elementary school teaching of music culture and the attitude of students towards it. Patriotic education in teaching of music culture is realized by familiarizing students with the musical contents that contribute to the development of patriotism, such as traditional, spiritual and patriotic songs, as well as works of national art music. This form of education today has great meaning and significance, especially in the region of Kosovo and Metohija where, due to the specific conditions of life of Serbian people, it is necessary to pay more attention to developing a sense of state and national belonging and patriotism. The paper presents the results of the research which was aimed at determining the opinion of the 8th grade students from the territory of central Serbia and Kosovo and Metohija about the importance and representation of the content of patriotic education in elementary school teaching of music culture. The starting assumption of the study was that 8th grade students from the territory of central Serbia and Kosovo and Metohija have a developed awareness about the importance of the content of patriotic education and the need for its greater representation in elementary school teaching of music culture, which was partly confirmed by the research. The results of the research indicate the necessity for greater representation of patriotic education in elementary school teaching of music culture. The study was conducted using descriptive methods and the methods of theoretical analysis.

scholarly journals Investigation on Evaluation Framework of Elementary School Teaching Materials for Sustainable Development

2020 ◽  
Vol 12 (9) ◽  
pp. 3736 ◽  
Author(s):  
Zhenwen Liu ◽  
Hsi-Chi Yang ◽  
Yan-Chyuan Shiau
Keyword(s):  
Sustainable Development ◽  
Elementary School ◽  
Education For Sustainable Development ◽  
Evaluation Framework ◽  
Three Dimensions ◽  
Teaching Materials ◽  
School Teaching ◽  
Level 3 ◽  
Four Levels ◽  
Elementary School Teaching

Education for Sustainable Development (ESD) forms part of Target 4.7 of Sustainable Development Goal 4 in the 2030 Agenda. This paper presents an effort to propose an evaluation framework of elementary school teaching materials in Taiwan for sustainable development considering three dimensions of sustainability: Environmental, social, and economic. The proposed framework comprises four levels: Lever 1, education for sustainable development; Level 2, teaching scopes; Level 3, learning indicators, and; Level 4, learning topics. This study first, through literature reviews, proposed an initial evaluation framework and then, through in-depth expert interviews, obtained a modified framework. Thereafter, the Delphi questionnaires were conducted to establish the final evaluation framework. The framework includes four teaching scopes, ten learning indicators and twenty-one learning topics. Furthermore, the weights of each scope and its associated indicators were analyzed and compared through AHP questionnaires to obtain the scoring table for sustainability teaching materials implemented in a school. Finally, the scoring table was applied to an existing elementary school to investigate its implementation of the teaching materials on sustainable development. Based on the result from the scoring table, the areas needed for improvement were identified and the improvement strategies were then proposed.

scholarly journals Guias curriculares: materiais de orientação docente ou de controle do Estado?

2019 ◽  
Vol 80 (195) ◽  
Author(s):  
Rosa Fátima de Souza ◽  
Raquel Borghi ◽  
Márcia Onofre ◽  
Lilian Camargo
Keyword(s):  
Elementary School ◽  
Sao Paulo ◽  
Pedagogical Practices ◽  
The Political ◽  
Teaching Staff ◽  
Education History ◽  
São Paulo ◽  
School Teaching ◽  
Didactic Material ◽  
Elementary School Teaching

Problematiza aspectos da política curricular, apresentando um estudo comparado entre duas propostas curriculares para as quatro primeiras séries do ensino fundamental – os Guias de ensino para a escola primária, editados pelo MEC em 1962, e as Propostas curriculares para o ensino de 1º grau, editadas pela Secretaria de Educação do Estado de São Paulo (Seesp), em 1991, elaborados em momentos diferenciados da história da educação brasileira, com o objetivo de orientar a prática docente e melhorar a qualidade do ensino público. Destaca os pressupostos políticos, sociais, epistemológicos e didáticopedagógicos que nortearam as duas propostas, o significado político como estratégia de controle do conhecimento, e assinala as implicações desses dispositivos para a prática pedagógica e a profissionalização docente. Palavras-chave: currículo; propostas curriculares; material didático; currículo das primeiras séries do ensino fundamental. Abstract This text analyses the curriculum policy aspects which were presented in a comparative study between two curriculum proposals for the first four grades of elementary school – The guides to elementary school teaching, edited by Ministry of Education and Culture (MEC) in 1962 and the Curriculum proposals for elementary school teaching, of the Sate of São Paulo (edition 1991) which were elaborated on different moments of the Brazilian education history, aimed at guiding the teaching staff in order to improve the quality of public education. The text highlights the political social and pedagogical principles in which the proposals were based. In addition, it analyses the political significance of the curriculum as well as it puts in evidence the implications of these proposals to pedagogical practices and the professionalization of the teaching staff. Keywords: curriculum; curriculum proposals; didactic material; curriculum of elementary school.

scholarly journals The effect of constructivist learning environment on the academic achievement and van Hiele Geometry Thinking Level of elementary school teaching department students in basic mathematics course

2011 ◽  
Vol 1 (3) ◽  
pp. 47-57
Author(s):  
Ayten Pınar Bal
Keyword(s):  
Elementary School ◽  
First Grade ◽  
Control Group ◽  
Constructivist Learning Environment ◽  
Van Hiele ◽  
School Teaching ◽  
Significant Difference ◽  
Faculty Of Education ◽  
Experimental Group ◽  
Elementary School Teaching

This study was done to find out the effect of the geometry teaching based on constructivist approach on geometric achievement and Van Hiele geometric thinking levels of elementary school teaching department students. The research was designed according to quasiexperimental research design with a pre-test and post-test control group. The population of the study consisted of students at Çukurova University, Faculty of Education; the sample of the study consisted of 70 first grade students at the elementary school teaching department of the same faculty. "Geometry Achievement Test", "Van Hiele Geometry Thinking Test" and "Portfolio" were used as data collection tools. The data were analyzed through descriptive statistics and independent groups' t test. It was concluded that there was not any statistical difference between the academic achievements of experimental group and control group; however, there was a significant difference in favour of the experimental group in terms of Van Hiele geometry thinking levels.

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