scholarly journals Teaching scientific method to primary school pupils by using the example of adaptation of secondarily aquatic animals to the marine environment

Geologos ◽  
2021 ◽  
Vol 27 (3) ◽  
pp. 181-188
Author(s):  
Mateusz Antczak
Keyword(s):  
Public Schools ◽  
Primary School ◽  
Learning Style ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Scientific Methods ◽  
School Budgets ◽  
Educational Structures ◽  
Primary School Pupils ◽  
Science Classes

Abstract Science classes in public schools are usually strictly linked to several subjects and taught by reference to the reading-listening model. Non-formal educational institutions and events such as ‘children universities’ and science fairs (and to some degree also some private schools) implement elements of interdisciplinary teaching of science and learning through experiments and the use of scientific methods. Workshops conducted within non-formal educational structures prove that only is this method engaging and understandable to primary school pupils, it also is possibly much more effective than the traditional learning style for coding information and explaining common misconceptions in teaching evolution, palaeontology and biodiversity. The example of a scenario for science classes presented here (the so-called ‘aquatic problem’, i.e., adaptations of primarily terrestrial animals – amniotes – to the aquatic environment) uses simple props, such as everyday items, to address the problems that teachers in public school face. Thus, it can be implemented independently of school budgets and availability of school equipment.

Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

2018 ◽  
pp. 1540-1547
Author(s):  
Jessina Mukomunene Muthee ◽  
Catherine G. Murungi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Public Schools ◽  
Primary School ◽  
Achievement Motivation ◽  
Primary Schools ◽  
T Test ◽  
Public And Private ◽  
Primary School Pupils ◽  
Type Of School

This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils male and female of age 12 and 14.5years from both public and private primary schools in Nairobi city participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables; intelligence, achievement, motivation and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils. (R = 0.693, P < .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P< .01) followed by achievement motivation (beta = 0.282, t – 5.042, P< .01) and type of school (Beta = 0.208, t = 3.615, P < .01). The results of t – test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.

scholarly journals EXPANDING VOCABULARY FOR PRIMARY SCHOOL PUPILS WITH MENTAL DISABILITIES AND LANGUAGE UNDERDEVELOPMENT

2021 ◽  
Vol 2 ◽  
pp. 59-68
Author(s):  
Marite Rozenfelde ◽  
Veneranda Shkryaba ◽  
Aija Teresko
Keyword(s):  
Special Education ◽  
Mental Disorders ◽  
Primary School ◽  
Special Education Teachers ◽  
Educational Institutions ◽  
Mental Disabilities ◽  
Language System ◽  
New Information ◽  
Primary School Pupils

Pupils with combined disorders study in educational institutions; as a secondary disorder, the majority of pupils with mental disorders have insufficient development of the language system to varying degrees. Pupils with mental disorders have a narrow vocabulary and difficulty to express their thoughts clearly, as well as memory and the ability to memorize new information tend to be reduced. The curriculum in language lessons in primary school envisages that pupils with mental disorders learn to read, write, listen, understand information, learn to express one's thoughts correctly and in clear language, as well as to enrich vocabulary. The paper focusses on the methods of creating and developing vocabulary for pupils with mental disorders and insufficient development of the language system. The material developed and approbated by V. Shkryaba for the work of special education teachers in primary school is described.

Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

2019 ◽  
pp. 142-151
Author(s):  
Jessina Mukomunene Muthee ◽  
Catherine G. Murungi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Public Schools ◽  
Primary School ◽  
Achievement Motivation ◽  
Primary Schools ◽  
T Test ◽  
Public And Private ◽  
Primary School Pupils ◽  
Type Of School

This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils, male and female of age 12 and 14.5 years from both public and private primary schools in Nairobi city, participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables—intelligence, achievement, motivation—and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils (R = 0.693, P < .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P< .01) followed by achievement motivation (beta = 0.282, t – 5.042, P< .01) and type of school (Beta = 0.208, t = 3.615, P < .01). The results of t-test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.

Risk Factors that contributes to Hookworm Infection among Primary School Pupils in Some Communities of Kaduna State, Nigeria

2021 ◽  
Vol 42 (2) ◽  
pp. 287-293
Author(s):  
T.Z. Hosea ◽  
J.B. Ameh ◽  
M. Aminu ◽  
S.A Ado ◽  
D.D. Garba
Keyword(s):  
Risk Factors ◽  
Drinking Water ◽  
Public Schools ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Hookworm Infection ◽  
Chi Square ◽  
Chi Square Analysis ◽  
Primary School Pupils

The aim of this study was to determine the prevalence rate and possible risk factors associated with transmission of hookworm infection among primary school children in parts of Kaduna state, Nigeria. Nine hundred (900) faecal samples were collected and analyzed for hookworm infection using the direct wet mount and formol-ether concentration techniques. The data were subjected to chi-square analysis using the Statistical Package for Social Sciences (SPSS) version 20 and the significant level (0.05) determined at 95%confidence interval. The overall prevalence of the infection was 5.8%. The prevalence was higher among males 7.0% (32/457) and rainy season 7.1%. Also, the prevalence was highest among children aged 12-13 years 7.2%, whose parents were artisans 7.3%, children who used to defaecate in the bush and those who used well as source of water 5.6%. Statistical analysis showed significant association in the prevalence of hookworm infection with respect to gender (P = 0.03) and age group (P = 0.0013). However, there was no significant association between the prevalence of the infection and parent’s occupation (p=0.21), type of toilet used (p=0.20), children’s source of drinking water (P=0.16) and season (P=0.16). The present study has established that the transmission  hookworm is on-going among the school children in the study area. There is need for sustained mass de-worming programme, health education, provision of portable drinking water and toilet facilities in public schools within the study area.

FEATURES OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF PRIMARY SCHOOL PUPILS WITH DISABILITIES IN EDUCATIONAL INSTITUTIONS

2021 ◽  
Vol 23 (4) ◽  
pp. 10-16
Author(s):  
Pashkin S.B. ◽  
Goncharova S.Y.
Keyword(s):  
Primary School ◽  
Mental Capacity ◽  
Family Education ◽  
Educational Institutions ◽  
Child Guidance ◽  
The Family ◽  
Primary School Pupil ◽  
Primary School Pupils ◽  
Families With Children ◽  
Selection Of

This paper examines the aspect of working with the family in the framework of psychological and pedagogical support of primary school pupils with disabilities (category of disorders of the musculoskeletal system). The optimal child guidance in relation to a primary school pupil with disabilities is shown. A desirable style of child guidance, the formation of which psychological and pedagogical support should contribute, is to accept the situation and help the pupil in this acceptance and in the formation of those qualities that will help compensate for his/her violations. Methods of observation, conversation and psychodiagnosis were applied. We also used "Analysis of family education" method (E. Eidemiller and V. Yustitskis). As a result of empirical research of families with children with cerebral palsy (only with preserved mental capacity), it was revealed that there are disharmonious styles of child guidance in families — coziness and hyperprotection prevailed. A feature of the psychological and pedagogical support of primary school pupils with disabilities should be actions aimed at educating parents about the variety of child guidance styles and selection of an optimal one according to their individual situation. The prospect of the research is to consider the characteristics of child guidance in families with various types of health limitations.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

Physiological, anthropometric profiles and motor performance of urban and rural primary school pupils

2019 ◽  
Vol 178 (5) ◽  
Author(s):  
Eric J. Appiah ◽  
Monday O. Moses ◽  
Morrow Alhaji ◽  
Biggie Baffour-Awuah ◽  
Benjamin Asamoah ◽  
...  
Keyword(s):  
Primary School ◽  
Motor Performance ◽  
Primary School Pupils

PSYCHO- LINGUODIDACTIC PROBLEMS OF TEACHING LITERARY UKRAINIAN TO PRIMARY GRADE STUDENTS IN TERMS OF DIALECTAL ENVIRONMENT

2017 ◽  
Vol 14 (2) ◽  
pp. 38-43
Author(s):  
M. Lavrenova
Keyword(s):  
Primary School ◽  
Mutual Influence ◽  
Native Language ◽  
Language Skills ◽  
Primary Grade ◽  
Literary Language ◽  
Early School ◽  
Primary School Pupils ◽  
Primary Pupils ◽  
Primary Grade Students

The article is devoted to the problem of formation orthoepic Ukrainian literary language skills of primary school pupils living in the conditions of dialectal environment. It was determined that the successful training of Ukrainian literary language to a large extent depends on the mutual influence of languages used by children in the early school. Psycholinguistic bases of forming cultural speech of primary pupils are analysed. The effectiveness of pedagogical conditions of formation primary pupils’ speech culture in the native language lessons was theoretically proved.

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