scholarly journals Teaching jestastvenica in primary schools in Serbia: From 1844 until the end of the XIX century

2016 ◽  
pp. 561-575
Author(s):  
Sladjana Andjelkovic
Keyword(s):  
Primary School ◽  
Critical Review ◽  
Primary Schools ◽  
Critical Appraisal ◽  
School Curriculum ◽  
Teaching Material ◽  
Science Content ◽  
Primary School Curriculum ◽  
History Of ◽  
Xix Century

This paper deals with the development of teaching jestastvenica through the analysis of curricula in primary schools in Serbia, in the period from 1844, when the first science content appeared in primary school curriculum, until the end of the XIX century. The analysis and critical review were based on the following sources: laws, curricula, guidelines for teaching jestastvenica, jestastvenica textbooks, and reports from school supervisors. Attempts have been made to examine the development of teaching jestastvenica and explain the changes that this development induced on teaching this subject. Our study showed the constant presence of jestastvenica in curricula under different names and with changes in the annual and weekly number of teaching hours that did not follow the increase in the volume of teaching material. Also, the analysis demonstrated that the program of jestastvenica changed with the increase in the volume of teaching materials, introduction of new topics, structuring of content and methodological structuring. The study of jestastvenica curricula represents only one segment of the research of the history of this teaching, with the aim of a comprehensive and critical appraisal of its significance and contribution to the development of teaching practices and education in Serbia in the XIX century.

Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school

2020 ◽  
Vol 16 (4) ◽  
pp. 356-368
Author(s):  
Nadaraj Govender ◽  
Godfrey Mutendera
Keyword(s):  
Primary School ◽  
Indigenous Knowledge ◽  
Primary Schools ◽  
School Curriculum ◽  
Study Data ◽  
Standpoint Theory ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Individual Interviews ◽  
Primary School Curriculum

Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians’ views confirmed that Indigenous Knowledge was significant to their identities, but they were concerned with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical about custodians teaching formally in the classrooms. Several dilemmas arose from the views of participants, which have implication for the integration of Indigenous Knowledge in primary schools.

scholarly journals MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS

ALQALAM ◽  
2010 ◽  
Vol 27 (3) ◽  
pp. 452
Author(s):  
Mansur Akil
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
School Setting ◽  
School Curriculum ◽  
Primary School Teacher ◽  
Language Diversity ◽  
Native Languages ◽  
Cultural Festivals ◽  
Primary School Curriculum

The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.

scholarly journals Le sfide della traduzione di Cuore in romeno (1893-1936)

Translationes ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 98-113
Author(s):  
Iulia Cosma
Keyword(s):  
Primary School ◽  
Cultural History ◽  
Evaluation Criteria ◽  
Interdisciplinary Approach ◽  
School Curriculum ◽  
Translational Activity ◽  
Primary School Curriculum ◽  
History Of

Abstract This paper is concerned with the problems and the difficulties faced when translating in Romanian Cuore (Heart): An Italian Schoolboy’s Journal by De Amicis, an extremely important book that left a mark on the cultural history of Romania for being until recently part of the Primary School Curriculum. The aim is to create awareness for the necessity of identifying evaluation criteria for the translation of literature for children. In this regard, the translational activity and its product will be discussed from an analytic and diachronic perspective, requested by the interdisciplinary approach inherent to translation criticism.

scholarly journals The Development of Music Teaching Material in Cultural Art Subject for Primary School Students

2018 ◽  
Author(s):  
W. Wadiyo ◽  
udi utomo
Keyword(s):  
Primary School ◽  
School Curriculum ◽  
Teaching Material ◽  
Music Teaching ◽  
Teaching Materials ◽  
School Students ◽  
Interactive Analysis ◽  
Primary School Curriculum ◽  
Teaching Pattern ◽  
Using Data

Primary school in Indonesia makes cultural art as one of compulsary subject in Indonesia, with music as one of the sub-material contained in it. Even when the primary school curriculum is changed from the original 2013 curriculum to the latest version of 2013 curriculum revised in 2016; and the subject teaching pattern is made into thematic curriculum, however, music remains to be implemented as one of the educational medium. This study aims at finding out how the teaching materials of cultural art subject which contain music as one of the sub-material subject for students in primary school are developed by the teachers. The method implemented in this study was qualitative, while the research location were both in the city and region of Semarang, Indonesia. The data was collected through observation, interview, and documentation study. The data was then validated by using data triangulation. The data anlysis technique employed was interactive analysis. Results showed that the teaching material of music as one of sub-material in cultural art subject was developed individually by teachers. One of the most frequent technique done teachers was by replacing the lyrics of the existing songs. The lyric was replaced by the materials which were going to be taught to students. It is concluded that the development of music teaching material in primary school tends to emphasis on the development of song lyrics. Teachers replace the lyric of songs of certain familiar songs into the educational message and teaching materials that they want to deliver. It is suggested that new song creations containing educational messages as written in primary school‟s thematic curriculum are needed.

scholarly journals Religious and Moral Education Textbooks in Upper Primary Schools in Botswana – A Question of Relevance

2021 ◽  
Vol 1 (6) ◽  
pp. 25-31
Author(s):  
Baamphatlha Dinama ◽  
Rebecca Khaza Moseki ◽  
Vivian Olesitse
Keyword(s):  
Primary School ◽  
Moral Education ◽  
Primary Schools ◽  
Qualitative Methodology ◽  
Classroom Practices ◽  
School Curriculum ◽  
Primary School Curriculum ◽  
And Performance ◽  
Selection Of

Concerns have been raised about the quality of religious and moral education textbooks used in upper primary school classes in Botswana. Therefore, the main purpose of this study was to assess the appropriateness of these textbooks. The study adopted a qualitative methodology approach, using interviews and also reviewing some documents. Data collected from the study suggest that the content of the prescribed religious and moral education textbooks in the upper primary school curriculum does not address the prescribed syllabus objectives, hence affects the teachers’ classroom practices and consequently students’ learning and performance. Based on these findings, the study, therefore, recommends the involvement of teachers in the selection of the prescribed textbooks for religious and moral education in upper primary schools classes.

scholarly journals Rights of Children in the Kenyan Primary School Curriculum

2018 ◽  
Vol 1 (1) ◽  
pp. 241-266
Author(s):  
Karugu A. M.
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Primary School ◽  
Primary Schools ◽  
School Curriculum ◽  
Content Analysis Method ◽  
The Social ◽  
Primary School Curriculum ◽  
Compare And Contrast ◽  
Children Rights

Kenyans today are very conscious and assertive of their rights. They ensured that basic human rights are enshrined in the new Constitution of Kenya 2010 that they passed. Despite all these, it is relevant to question how knowledge about human rights is transmitted and acquired by young Kenyans. We carried out a study in an attempt to provide an answer to this question. Using content analysis method we examined the rights of children as discussed in various social studies text books that are currently used in Kenyan primary schools. The objective was to identify rights of the children, interrogate them as well, as compare and contrast how various authors/publishers have presented them. In addition, the same method was used to identify and document incidents of violation of children rights as reported in the Daily Nation. The major finding of this study is that the social studies curriculum in primary schools as presented in the books that we examined adequately exposes young Kenyans to their rights and related issues. Pupils who suc-cessfully complete primary school course can be viewed to be knowledgeable and aware of their rights. Examining the reported incidents in the Daily Nation however showed that there is still a societal problem in protecting children from abuse. Children are vulnerable and defenseless. Generally, they are not capable of asserting their rights. This is evident, especially, in situations where violators of children rights are people close to them such as parents, guardians and teachers.

BUILDING STATISTICIANS AT AN EARLY AGE – STATISTICAL PROJECTS EXPLORING MEANINGFUL DATA IN PRIMARY SCHOOL

2020 ◽  
Vol 19 (1) ◽  
pp. 39-56
Author(s):  
DANIEL FRISCHEMEIER
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Statistics Education ◽  
Early Stage ◽  
Future Generation ◽  
School Curriculum ◽  
Statistical Reasoning ◽  
Early Age ◽  
Research Journal ◽  
Primary School Curriculum

Since many decisions in politics, economics, and social sciences are based on statistics, statistical literacy is a key component for an active citizen. Statistical skills and statistical reasoning can already be enhanced in primary school. Therefore, not only in Germany, statistics is an element of the primary-school curriculum, which usually includes issues of posing questions, collecting data, and of drawing displays such as pie charts or bar graphs. But to engage students and to start building future generations of statisticians at an early stage, more challenging incentives should engage students in meaningful statistical inquiries. In this paper, we describe activities that are part of a larger, long-term project that investigates how and if teaching units can be designed for primary schools and what their effect on students at that early age is. We focus on specific activities that have been tested for students at age 10. The empirical results show that – beyond learning techniques and the use of software (TinkerPlots) – the students acquired a way of statistical reasoning about the posed problems. Besides the cognitive development, we also documented the affective impact of our course on the young learners, which was very good. Our studies corroborate that it is possible to lead students to sophisticated statistical activities such as comparing groups with the help of suitable software. Furthermore, a positive attitude towards statistics could be observed as a result of the course, which may be the basis for further success in learning statistics. All in all, we can pave the way to the future generation of statisticians already at an early age in primary school. First published February 2020 at Statistics Education Research Journal Archives

scholarly journals Kebijakan Pengembangan Kurikulum di Sekolah Dasar (Sebuah Tinjauan Kurikulum 2006 hingga Kebijakan Merdeka Belajar)

2020 ◽  
Vol 4 (2) ◽  
pp. 103-110
Author(s):  
Agustinus Tanggu Daga
Keyword(s):  
Curriculum Development ◽  
Primary School ◽  
Primary Schools ◽  
School Curriculum ◽  
Teaching Profession ◽  
Independent Learning ◽  
Learning Needs ◽  
Educational Processes ◽  
Primary School Curriculum ◽  
Competency Based

Curriculum development is very important for curriculum developers in primary schools to improve the quality of educational processes and outcomes. The aim of this research is to find out how curriculum development in primary schools in the KBK, KTSP, Curriculum 2013, and the independent learning policy. This research method is descriptive qualitative. Literature review method is taken to collect the data from relevant resources.  The research found out that curriculum development of the primary school occurs in the span of Indonesian history. The primary school curriculum is a competency-based curriculum designed in the KBK, KTSP, Curriculum 2013, and independent learning. The characteristics of the primary school curriculum in KTSP are a separated curriculum for grades IV-VI and thematic curriculum for grades I-III. The characteristics of the primary school curriculum in the 2013 curriculum are a cross curriculum or integrated curriculum for all grades with a scientific approach and authentic assessment. The primary school curriculum in independent learning needs to pay attention to curriculum simplification, national exams, simplifying lesson plans, the teaching profession. Meanwhile, the implementation of independent learning must include objectives, flexibility, and benefits of the curriculum.

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