scholarly journals Complexity of Practical Work in Portuguese Primary Science Textbooks

2021 ◽  
Vol 26 (3) ◽  
pp. 281
Author(s):  
Sílvia Ferreira ◽  
Leonor Saraiva
Keyword(s):  
Scientific Knowledge ◽  
Cognitive Skills ◽  
Primary Schools ◽  
Theory And Practice ◽  
Practical Work ◽  
Primary Science ◽  
Science Textbooks ◽  
Low Level ◽  
Units Of Analysis ◽  
Quantitative And Qualitative Methods

Practical work and textbooks have an important role in primary science education. This study analyses the complexity of practical work in Portuguese primary science textbooks. The level of complexity was appreciated by the level of conceptual demand of practical work, as given by the type of practical work, the complexity of scientific knowledge, the complexity of cognitive skills and the degree of relation between theory and practice. The explicitness of practical work was also analysed. The study followed an approach that combines quantitative and qualitative methods of analysis and a total of 176 units of analysis were evaluated from six science textbooks, chosen among the most selected in Portuguese primary schools. The results showed that textbooks evidence a tendency towards a low level of conceptual demand of practical work, considering the proposals for practical activities and the related evaluation questions. Practical activities, mainly focused on practical exercises and illustrative experiences, tend to mobilize scientific knowledge and cognitive skills of a low level of complexity and point out to an apparent relation between theory and practice. The evaluation questions present a lower level of conceptual demand. The results also showed a weak concern with the explicitness of the practical work. However, findings also indicated that there are differences between the textbooks.

THEORY AND PRACTICE IN THE STUDY OF THE TIME PERSPECTIVE OF PERSONALITY: THE ABILITY TO ACT "IN THE MIND" OF YA.A. PONOMAREV

2021 ◽  
pp. 116-129
Author(s):  
Nina A. Pasternak ◽  
Keyword(s):  
Time Perspective ◽  
Empirical Test ◽  
Personal Characteristics ◽  
Theory And Practice ◽  
Expert Assessment ◽  
First Year Students ◽  
Low Level ◽  
Ability To Act ◽  
Life Path ◽  
The Mind

The study was conducted as an empirical test of the model of mental development proposed by Ya.A. Ponomarev, who showed that the ability to act “in the mind” is one of the most important indicators of the overall development of the human psyche. Within the framework of these ideas, a comparative analysis of the features of time planning by first-year students of one of the Moscow universities of low (10 people) and high (10 people) levels of development of the ability to act “in the mind” through expert assessments of teachers of this university (40 people) protocols of students’ responses is carried out. As a result of the expert assessment, it was shown that with a low level of development of the ability to act “in the mind”, it is more difficult to systematically achieve the set life goals, plan your future based on a logical calculation. The study raises the question of the possible connection between “theory and practice” when taking into account the personal characteristics associated with a certain stage of the development of the ability to act “in the mind”, raises the question of the desirability of psychological support for a teenager when, due to the low level of development of this ability, planning for the future is difficult. It is postulated that if a practical psychologist provides such support in adolescence, practical psychology will be able to really influence the life path of a growing personality.

Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine

2014 ◽  
Vol 4 (2) ◽  
pp. 104-109
Author(s):  
Iryna Yankovych
Keyword(s):  
Moral Education ◽  
Scientific Knowledge ◽  
Education Technology ◽  
Educational Innovation ◽  
Theory And Practice ◽  
Diagnostic Tools ◽  
Moral Environment ◽  
Project Model ◽  
Procedural Components ◽  
Education Process

Abstract The comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims, the content of the technology, procedural components (forms, methods and means of interaction between a teacher and pupils), diagnostic tools, and the result that meets the defined aim. Moral education technology can also be interpreted as modern means of moral education; as a project (model) of moral education process; as a branch of scientific knowledge; as any educational innovation. Moral education technology is interpreted as a strategy of moral education in Polish educational science. Three strategies of moral education - forming, searching and open - have been described. There have been determined that in Polish and Ukrainian pedagogical sciences the technology of moral education is considered to be a wider concept than the method and methodology. The technology of moral education is interpreted as a branch of scientific knowledge about the process, bases, techniques, methods and means of moral education, as well as conditions of its effectiveness, which ensure educational skills. Criteria of moral education technologies have been determined. The importance of educational diagnostics to the development of moral education technologies has been shown. The causes of the weak development of moral education technologies such as the lack of the accordance to the diagnostics criterion, an intuitive approach to solving moral education problems, complication of their solution have been cleared up. Prospects of using positive ideas in modern educational and moral environment have been revealed.

scholarly journals Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

2017 ◽  
Vol 7 (1) ◽  
pp. 49 ◽  
Author(s):  
Darja Skribe Dimec ◽  
Jelka Strgar
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Plant Transformation ◽  
Primary Schools ◽  
Process Research ◽  
Practical Work ◽  
Biochemical Process ◽  
Biology Student ◽  
The World ◽  
Primary School Pupils

Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions.The sample consisted of 634 participants, 427 primary school pupils (aged 11–14), and 207 student teachers of biology (aged 20–23). We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis). Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

scholarly journals The Study Of Exploration Of Religiosity And Implementation Of Muslim Spiritual Nursing Care (AKSM) For Ners Professional Students Of PSIK FKM UMI Makassar In 2018

2018 ◽  
pp. 346-354
Author(s):  
Samsualam Samsualam ◽  
Rahmat Hidayat ◽  
Karyanti Lestari Aswan
Keyword(s):  
Qualitative Methods ◽  
Health Worker ◽  
Nursing Care ◽  
Research Method ◽  
Healing Process ◽  
Bivariate Analysis ◽  
Professional Students ◽  
Low Level ◽  
High Level ◽  
Quantitative And Qualitative Methods

Religiosity can describe a person's behavior at work, especially working as a health worker to help the healing process both physically, psychologically and spiritually. The purpose of this study was to analyze the level of religious religiosity of professional students and to analyze the implementation of Muslim spiritual nursing care for ners profession students in PSIK FKM Universitas Muslim Indonesia. This research method used quantitative and qualitative methods (Mix Method). Based on the results of the descriptive bivariate analysis of religiosity and the implementation of Muslim nursing care in 2018, it was shown that out of 0 (100%) respondents at a high level of religiosity overall did not implement complete Muslim spiritual nursing care, 24 people (100%) and 6 (100 %) respondents with a low level of religions overall did not carry out complete implementation of Muslim spiritual nursing care, namely 6 (100%) respondents. This shows that descriptively students who have high religiosity and low religiosity do not implement Muslim spiritual nursing care (AKSM).

scholarly journals “What do fishermen catch?”; Exploring Talk between Students in Primary Science Classroom Implementing Curriculum 2013

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Munasprianto Ramli
Keyword(s):  
Scientific Literacy ◽  
Primary Schools ◽  
Science Classroom ◽  
Science Lesson ◽  
Primary Science ◽  
Study Approach ◽  
Video Recorder ◽  
Field Note ◽  
Response Feedback

AbstractThe objective of this research is to explore of dialogue in primary science classrooms that implement Curriculum 2013. Dialogue is a term used in a broad sense to mean the exchange of information, thought and ideas from the sources to audiences through both written and spoken language. In this study, the sort of dialogue I am interested in is classroom talk; even more specifically, talk between students in the primary science classroom. A case study approach is employed for this study. I am focusing my study on twelve science lessons at year four of one primary schools in the Greater Jakarta. Data were gathered using classroom observations. I wrote a field note for each lesson and record the observation using audio and video recorder For analysing the data, I employed socio culture discourse analysis. The study shows that talk between students during a science lesson is adapted from both a traditional triadic pattern called Initiation, Response, Feedback (IRF) and a non-triadic pattern of Initiation, Response, Feedback, Response, Feedback (IRFRF) chain. In addition, the findings indicate that students were able to develop the four domains of scientific literacy through talks during science lessons.AbstrakTujuan dari penelitian ini adalah untuk mengeksplorasi dialog di dalam kelas sains dasar yang menerapkan Kurikulum 2013. Dialog adalah istilah yang digunakan dalam arti luas berarti pertukaran informasi, pemikiran dan ide-ide dari sumber pembicara ke lawan bicara melalui komunikasi baik lisan maupun tulisan. Dalam penelitian ini, jenis dialog yang menarik bagi peneliti adalah pembicaraan di kelas; khususnya, pembicaraan antara siswa di kelas sains tingkat Sekolah Dasar. Pendekatan studi kasus digunakan pada penelitian ini. Fokus penelitian ini adalah dua belas materi ajar mata pelajaran sains pada kelas empat dari salah satu sekolah dasar di Jabodetabek. Data penelitian ini dikumpulkan dengan menggunakan observasi kelas. Peneliti menulis catatan lapangan untuk setiap pengajaran dan merekam kegiatan pengajaran menggunakan audio dan perekam video. Untuk menganalisis data, peneliti menggunakan analisis wacana sosial budaya. Studi ini menunjukkan bahwa perbincangan antara siswa selama pelajaran sains diadaptasi dari pola triadic-tradisional yang disebut Initiation (Inisiasi), Response (Respon), dan Feedback (Timbal Balik) yang disingkat IRF dan pola non-triadic yang disebut Initiation (Inisiasi), Response (Respon), Feedback (Timbal Balik), Response (Respon), Feedback (Timbal Balik) yang disebut denga Rantai IRFRF. Selain itu, temuan menunjukkan bahwa siswa mampu mengembangkan empat domain literasi ilmiah melalui diskusi selama pelajaran ilmu pengetahuan 

How Low-Carbon Issues are Addressed in Primary School Textbooks

2021 ◽  
Vol 10 (2) ◽  
pp. 260-269
Author(s):  
M. N. Hudha ◽  
I. Hamidah ◽  
A. Permanasari ◽  
A. G. Abdullah
Keyword(s):  
Content Analysis ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Content Analysis ◽  
Environmental Literacy ◽  
School Science ◽  
Learning Material ◽  
Low Carbon ◽  
Additional Material ◽  
Science Textbooks

This study aims to examine the existence of learning material related to educational issues regarding low-carbon levels. Through the content analysis, 26 primary school science textbooks from ten publishers in Indonesia were reviewed, focusing on the study covering the selection, presentation, provision of supporting materials, and low-carbon issues. The research method used is the qualitative content analysis process method with research steps: 1) Data collection; 2) Data analysis textbook; and 3) Ethical considerations. The results showed that sixty one point six percent of teachers said the book was under the curriculum's coverage. The sixty point six percent of the relevance of content to student experiences was appropriate, so is the fifty three point five percent of the relevance of examples and exercises with learning objectives and the material presented. It is also found that fifty five point six percent of various questions and discussions were adequate for testing students, the other fifty one point five percent had included supporting questions and exercises, and sixty point six percent of teachers said there was a teacher's guide. Then fifty point five percent, according to the teacher, students' awareness of low carbon is still relatively low, and forty six point six percent of the content coverage regarding low carbon is still considered sufficient by the teacher. This study concludes that there was too little coverage of low-carbon issues and a lack of additional material related to the low-carbon content in primary science textbooks. The topic of low carbon is still implicit in the environmental literacy found in textbooks. The follow-up that can be done is providing a low-carbon concept to science textbooks in primary schools so that our students and society will have low-carbon awareness and increased environmental literacy.

THE STUDY OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO PLAN THE CONTENT OF EDUCATION IN THE CONTEXT OF THE TRANSITION FROM INFORMATIZATION TO DIGITALIZATION

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zh.I. Sardarova ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Central Place ◽  
Learning Technologies ◽  
Educational Process ◽  
Information Environment ◽  
Theory And Practice ◽  
Digital Learning ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the problem of digitalization, which currently occupies a central place at the global level, since in today's rapidly changing world, accelerated rates and changes in the field of technology can be taken into account not for years, but for months. Today, the main goal of digitalization of education in the republic is to improve the quality of education, the formation of digital competencies of students based on the creation of a unified educational information environment using digital learning technologies. In this regard, the modern education system of the country can be considered as a dynamically developing system aimed at harmonious integration into the world educational space. This, in turn, is accompanied by changes in the content structure of the teaching technology and significant changes in the pedagogical theory and practice of the educational process, which contribute to mastering the constantly dynamically developing didactic capabilities of ICT and the harmonious entry of the child from primary school into the developing information environment. Observation, research of the work of students and teachers and the responses received to the survey prove that the rational use of digital educational resources in everyday practice contributes to improving the efficiency, effectiveness and productivity of the learning process. In addition, digital technologies help to improve relationships, increase the responsibility of students and teachers for learning, achieving success. The authors, analyzing the course of the transition from the period of informatization to the current period of digitalization, by introducing the first computer technologies into the educational process of primary classes, tried to reveal its positive and negative aspects, to determine the readiness of primary school teachers to plan the content of education in the information educational environment. Along with providing the author's position on the basis of an analytical analysis of research works of domestic and foreign scientists on the topic of research, the objective and subjective factors influencing the transition from informatization to digitalization of modern primary schools are revealed.

Theories of Play and Their Relation to School Social Counseling

2021 ◽  
pp. 663-680
Author(s):  
Zeinab Arees ◽  
Osama Mohamed ◽  
Mirna Dalala
Keyword(s):  
Primary Schools ◽  
Theory And Practice ◽  
Social Dimensions ◽  
Social Counseling ◽  
Relationship Of ◽  
The Relationship ◽  
Research Studies

This research studies how play theories contribute to social counseling in schools through using methods and strategies of play according to those theories in school social counseling, and this study aims to identify the relationship between play theories and school social counseling, identify the concept of play, its importance, characteristics, and social dimensions, learning about play theories, and the use of play in school social counseling. The important finding of research is that the relationship of play theories with school social counseling appears between theory and practice applying play theories for school social counseling. The recommendations that the authors provide in this research for school social counseling are the necessity of activating the role of playing in school social counseling, increase the use of play counseling as an effective method, and increase the number of social counselors in primary schools to improve their performance in counseling.

Theories of Play and Their Relation to School Social Counseling

2020 ◽  
Vol 11 (3) ◽  
pp. 46-61
Author(s):  
Zeinab Arees ◽  
Osama Mohamed ◽  
Mirna Dalala
Keyword(s):  
Primary Schools ◽  
Theory And Practice ◽  
Social Dimensions ◽  
Social Counseling ◽  
Relationship Of ◽  
The Relationship ◽  
Research Studies

This research studies how play theories contribute to social counseling in schools through using methods and strategies of play according to those theories in school social counseling, and this study aims to identify the relationship between play theories and school social counseling, identify the concept of play, its importance, characteristics, and social dimensions, learning about play theories, and the use of play in school social counseling. The important finding of research is that the relationship of play theories with school social counseling appears between theory and practice applying play theories for school social counseling. The recommendations that the authors provide in this research for school social counseling are the necessity of activating the role of playing in school social counseling, increase the use of play counseling as an effective method, and increase the number of social counselors in primary schools to improve their performance in counseling.

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