scholarly journals Teachers’ Perception for Integrating Educational Robots and Use as Teaching Assistants in Thai Primary Schools

2021 ◽  
Vol 4 ◽  
pp. 127-140
Author(s):  
Kajornpong Poolsawad ◽  
Noawanit Songkram ◽  
Krerk Piromsopa ◽  
Nutthakorn Songkram
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Method ◽  
Factor Model ◽  
School Administrators ◽  
Teachers And Students ◽  
Educational Robot ◽  
Six Dimensions ◽  
Education Robots ◽  
Educational Robots

This study focused on teachers’ perception for integrating educational robots into learning and the feedback of teachers and students who used an education robot prototype as a part of learning. Data were collected from 510 primary school teachers who were used in a confirmatory analysis of factor model. Confirmatory Factor Analysis (CFA) indicated a good fit with a six-factor model in the observed data, which could be presented through six dimensions of robotic education quality, including social interaction, cognitive function, teaching method, learner characteristics, main features, and content. The prototype-testing phase was carried out using 5th grade students at a primary school in Thailand. The robot was tested for 10 hours, which included 20 students participating in the focus group. The research results showed that integrating the six dimensions of robotic education into the educational robot prototype resulted in a strong positive improvement in the focus groups learners’ behavior and supported the instructors during the learning process. In contrast, some teachers lacked experience and confidence with robots integrated with LMS, which caused challenging obstacles in teaching. The results were achieved when integrating the six-factor model into education robots to improve student learning. Future researchers should expand their studies to look into the opportunities and challenges that teachers and school administrators face in the classroom. Doi: 10.28991/esj-2021-SP1-09 Full Text: PDF

Bryant’s Empathy Index: Structure and Measurement Invariance across Gender in a Sample of Primary School-Aged Children

2016 ◽  
Vol 19 ◽  
Author(s):  
Beatriz Lucas-Molina ◽  
Alicia Pérez-Albéniz ◽  
Marta Giménez-Dasí ◽  
Gema Martín-Seoane
Keyword(s):  
Primary School ◽  
Measurement Invariance ◽  
Primary Schools ◽  
Factor Model ◽  
Primary School Children ◽  
Index Structure ◽  
Dimensional Structure ◽  
Confirmatory Factor Analyses ◽  
School Aged Children ◽  
Three Factor

AbstractThe purpose of this study was to examine the dimensional structure and measurement invariance of Bryant’s Index of Empathy for Children and Adolescents (IECA) (Bryant, 1982) across gender in a representative sample of primary school-aged children in Spain. The sample consisted of 2,050 children (50.80% girls), with a mean age of 9.80 years (SD = 1.24), recruited from 27 primary schools. Exploratory and confirmatory factor analyses were conducted. The model that presented the best fit indices was Lasa, Holgado, Carrasco, and del Barrio’s (2008) three-factor model: Understanding Feelings, Feelings of Sadness, and Tearful Reaction. The levels of internal consistency for the subscales ranged from .76 to .83. In addition, the results partially support the measurement invariance of the IECA across gender. When the latent means of the empathy dimensions were compared across gender, statistically significant differences were found. These results coincide with those found in the literature showing the multidimensionality of the IECA. Specifically, the findings support its three-factor structure and its invariance across gender, making it a very useful instrument for exploring the expression of empathy in primary school children.

scholarly journals MODEL PEMBELAJARAN MITIGASI BENCANA TANAH LONGSOR DI SEKOLAH DASAR LERENG GUNUNG RINJANI

2021 ◽  
Vol 7 (2) ◽  
pp. 406
Author(s):  
Syahrial Ayub ◽  
Kosim Kosim ◽  
I Wayan Gunada ◽  
Luh Putu Utari
Keyword(s):  
Primary School ◽  
Urban Areas ◽  
Primary Schools ◽  
Learning Model ◽  
Peer Teaching ◽  
Disaster Mitigation ◽  
Learning Models ◽  
Additional Material ◽  
Primary School Teachers ◽  
Teachers And Students

ABSTRAKArtikel ini adalah salah satu hasil penelitian pengembangan model pembelajaran mitigasi bencana bagi guru dan peserta didik di sekolah dasar. Hasil ini diterapkan didaerah pegunungan, pesisir dan kota. Sampel daerah pegunungan adalah SD Negeri 1 Sembalun yang terletak di lereng gunung Rinjani Lombok Timur, NTB. Penerapannya diawali dengan modeling pembelajaran mitigasi bencana tanah longsor, struktur pembelajaran mitigasi bencana dikaitkan dengan modeling, teknik moderasi untuk mengungkap tanggapan dan pendapat guru, peer teaching oleh guru dan terakhir monitoring, observasi, evaluasi dan refleksi. Hasil penelitian merekomendasikan model pembelajaran mitigasi bencana mempunyai 3 tahapan pokok pembelajaran yaitu kegiatan awal, kegiatan inti dan kegiatan pemantapan. Setiap kegiatan memiliki tujuan pembelajaran yang harus dicapai dengan berbagai alternatif kegiatan yang dapat dipilih guru. Hasilnya 100% guru memiliki keinginan untuk melaksanakan model pembelajaran mitigasi bencana yang berbasis peserta didik, 91,67 % model pembelajaran mitigasi bencana tepat untuk memenuhi kebutuhan peserta didik dalam meningkatkan kesadaran bencana di sekolah dan masyarakat dan 33,33% guru mengharapkan tambahan materi untuk buku model pembelajaran mitigasi bencana untuk guru sekolah dasar. Tambahan itu berupa lagu-lagu tentang bencana dan dikemas dengan kreatif supaya peserta didik senang dan lebih cepat mengerti. Kata kunci: model pembelajaran mitigasi bencana; tanah longsor; sekolah dasar. ABSTRACTThis article is one of the results of research on the development of disaster mitigation learning models for teachers and students in primary schools. These results are applied in mountainous, coastal and urban areas. The sample of mountainous areas is SD Negeri 1 Sembalun which is located on the slopes of Mount Rinjani, East Lombok, NTB. Its application begins with modeling of landslide disaster mitigation learning, disaster mitigation learning structure associated with modeling, moderation techniques to reveal teacher responses and opinions, peer teaching by teachers and finally monitoring, observation, evaluation and reflection. The results of the study recommend that the disaster mitigation learning model has 3 main learning stages, namely initial activities, core activities and stabilization activities. Each activity has learning objectives that must be achieved with various alternative activities that the teacher can choose.  The result is that 100% of teachers have a desire to implement student-based disaster mitigation learning models, 91.67% of disaster mitigation learning models are appropriate to meet the needs of students in increasing disaster awareness in schools and communities and 33.33% of teachers expect additional material for books. disaster mitigation learning model for primary school teachers. The additions are in the form of songs about disasters and packaged creatively so that students are happy and understand more quickly.     Keywords: disaster mitigation learning model; landslide; primary school.

scholarly journals Stratified Teaching Method of English Picture Book Reading in Primary Schools

2021 ◽  
Vol 5 (9) ◽  
pp. 103-108
Author(s):  
Yidan Xu
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
Picture Books ◽  
Primary Schools ◽  
Picture Book ◽  
Teaching Method ◽  
Core Competencies ◽  
Book Reading ◽  
English Reading ◽  
Picture Book Reading

With the advancement of the new curriculum reform, many schools have put forward the idea of combing English reading with stratified teaching. Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading. In order to achieve this goal, it is necessary to improve the teaching methods of reading. Reading picture books is an important way to improve students’ core competencies in English. However, at present, the method of teaching reading in primary school is simple; in addition, the teaching activities are not well organized. Therefore, in order to improve students’ core competencies in English, this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1, Grade 2 students from a primary school in Leshan as the research subjects.

scholarly journals RECORD KEEPING IN NIGERIAN PRIMARY SCHOOLS

2014 ◽  
Vol 15 (2) ◽  
pp. 104-118
Author(s):  
Aisha Zaid Ibrahim
Keyword(s):  
Decision Making ◽  
Life Cycle ◽  
Primary School ◽  
Primary Schools ◽  
School Administrators ◽  
Record Keeping ◽  
Storage And Retrieval ◽  
Effective Decision ◽  
Effective Decision Making

Record keeping is a vital responsibility of the school administrators because of the indispensable roles it plays in the effective day-to-day running of the schools. Keeping of records in primary schools is often organized around the life cycle of creation, storage, retrieval, retention and disposition which is concerned with protecting them. The paper attempts to examine various records kept in primary schools. Importance of record keeping, maintenance, storage and retrieval for effective decision making in the administration of primary schools policies have been discussed. The paper recommends that there is a need for training and re-training of primary school administrators like headmasters and teachers on the importance of record keeping.

Historical Literacy among Primary School Pupils

2021 ◽  
Vol 12 (3) ◽  
pp. 218-223
Author(s):  
Baharuddin Jabar Et.al
Keyword(s):  
Primary School ◽  
School Administrators ◽  
Thinking Skills ◽  
Ministry Of Education ◽  
School Students ◽  
Teachers And Students ◽  
Research Findings ◽  
Historical Literacy ◽  
Knowledge Content ◽  
Primary School Pupils

The study was aimed at identifying the level of historical literacy among year six primary school students. This historical literacy was divided into three main domains: knowledge, skills and value. This study employed the quantitative approach to identify the level of historical literacy in the three domains: knowledge (content of subjects), skills (including thinking skills and specific skills in history, such as historical thinking skills) and values (noble values and specific values in the historical subjects of patriotism).The instrument used in data collection was a questionnaire in a form of test. The research samples were 345 Year Six students. The data was analysed descriptively to identify the level of students' historical literacy. Research findings indicated that the level of historical literacy among the Year Six school students was modest at 63.76% (53.15% knowledge, 51.83% skills and 86.3% values). The findings of this study could be used by several parties such as Ministry of Education Malaysia (KPM), school administrators, teachers and students.

scholarly journals Experimental cognition of the world by children. Unexploited opportunities of Polish Primary Schools

2020 ◽  
Vol 35 (2) ◽  
pp. 209-219
Author(s):  
Barbara Lulek ◽  
Keyword(s):  
Science Education ◽  
Primary School ◽  
Natural Science ◽  
Primary Schools ◽  
Experimental Testing ◽  
First Grade ◽  
School Students ◽  
The World ◽  
Teachers And Students ◽  
Quasi Experimental

School, particularly primary school, plays a special and unique role in education. It joins teachers and students together, in order to show children and youths the complex reality of the world. Educational processes implemented in the following institution can reflect knowledge transmission or can be based on transaction models. Education is stimulating, experimental and exploratory as it guides students to the world of forming questions, searching for answers and developing conclusions. Unfortunately, this model is rather uncommon in Polish primary schools. This publication presents how experimenting, used by teachers, could introduce 7-year-old students in the first grade of primary school, into the world of knowledge and natural science competence. It also shows how experimenting affects the level of students’ education and natural science competence. The research aimed for describing methods of experimenting with first grade students in science education as well as explaining the connection between applying experiments in science education and students’ level of skills and knowledge. The research used a method of pedagogical experiment - quasi-experimental testing based on initial and final measurement using practical tests. The study included 307 primary school first-graders. The studies have established that there are dependencies between experimenting in science education as well as knowledge and skills level among the first grade primary school students, taking into account subjects’ gender. At the end, conclusions were also drawn regarding the possibilities for more extensive use of experimentation in Polish schools.

scholarly journals Investigation of the Work Motivation Levels of Primary School Teachers

2018 ◽  
Vol 6 (3) ◽  
pp. 184
Author(s):  
Hatice Kadioğlu Ateş ◽  
Perihan Yilmaz
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Work Motivation ◽  
School Administrators ◽  
School Teachers ◽  
Primary School Teachers ◽  
National Education ◽  
Motivation Scale ◽  
High Level ◽  
Level Of Motivation

This study was conducted to examine the work motivation levels of primary school teachers working in primary school institutions located in Istanbul province, Kucukcekmece district. The descriptive survey model was used in this study. The population of the study consists of primary school teachers and primary school administrators working in state primary school institutions that are affiliated to the Ministry of National Education in Kucukcekmece district. The sample of the study consisted of 343 primary school teachers and 28 primary school administrators that were selected using the disproportionate element sampling method from 14 state primary schools among the primary school institutions located in Kucukcekmece district. The “Work Motivation Scale” was used in order to collect data in the study. The Cronbach’s alpha reliability coefficient of the work motivation scale was calculated as 0.897 in this study. SPSS 20.0 package software was used in the study. The average of the scores obtained by primary school teachers from the work motivation scale is = 41.84, and the standard deviation is 10.32. The scores that can be obtained from the scale are between 18 and 90. Accordingly, scores between 18 and 42 were interpreted as the low level of motivation, scores between 43 and 66 were interpreted as the intermediate level of motivation, and scores between 67 and 90 were interpreted as the high level of motivation. In general, it can be said that the work motivation of primary school teachers is low. The average work motivation scores do not vary by gender, age and marital status.

scholarly journals On the Application of Game in Primary School English Teaching

2019 ◽  
Vol 3 (2) ◽  
pp. p202
Author(s):  
Song Jing ◽  
Zhu Fangrui
Keyword(s):  
Primary School ◽  
English Learners ◽  
Primary Schools ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Exploratory Research ◽  
Negative Effects ◽  
English Teaching ◽  
Advantages And Disadvantages ◽  
English Literacy

In our country, English teaching has always played an important role in primary school, middle school and even higher education. Especially in primary school, it is essential to cultivate students’ basic English literacy so as to lay a solid foundation for students’ English learning in the future. However, there are many problems in the process of English teaching in primary schools. A dramatic shift in the traditional notion of primary English teaching, especially the English teaching method, is unavoidable. Additionally, it is sensible to put game into practice. Based on the analysis of current problems existing in primary English teaching as well as its negative effects from the outset, this paper demonstrated the advantages and disadvantages of games in English teaching. It also studied the effective use of games in primary English classes. By adopting the ways of literature research, exploratory research and cases study, this paper provided more options and inspirations for English learners. What’s more, the student’s learning effort and interests will be driven by both game application and proper teaching methodology.

scholarly journals Awareness, Facilitators, and Barriers to Policy Implementation Related to Obesity Prevention for Primary School Children in Malaysia

2017 ◽  
Vol 32 (3) ◽  
pp. 806-811 ◽  
Author(s):  
Camelina Chan ◽  
Foong Ming Moy ◽  
Jennifer N. W. Lim ◽  
Maznah Dahlui
Keyword(s):  
Policy Implementation ◽  
Primary School ◽  
Obesity Prevention ◽  
School Children ◽  
Primary Schools ◽  
School Administrators ◽  
School Administrator ◽  
Primary School Children ◽  
Online Questionnaire ◽  
Facilitators And Barriers

Purpose: To assess the awareness, facilitators, and barriers to policy implementation related to obesity prevention for primary school children. Design: A cross-sectional study administered using an online questionnaire. Setting: Conducted in 447 primary schools in a state in Malaysia. Participants: One school administrator from each school served as a participant. Measures: The questionnaires consisted of 32 items on awareness, policy implementation, and facilitators and barriers to policy implementation. Analysis: Descriptive analysis was used to describe the awareness, facilitators, and barriers of policies implementation. Association between schools’ characteristics and policy implementation was assessed using logistic regression. Results: The majority (90%) of school administrators were aware of the policies. However, only 50% to 70% of schools had implemented the policies fully. Reported barriers were lack of equipment, insufficient training, and limited time to complete implementation. Facilitators of policy implementation were commitment from the schools, staff members, students, and canteen operators. Policy implementation was comparable in all school types and locality; except the policy on “Food and Drinks sold at the school canteens” was implemented by more rural schools compared to urban schools (odds ratio: 1.74, 95% confidence interval: 1.13-2.69). Conclusion: Majority of the school administrators were aware of the existing policies; however, the implementation was only satisfactory. The identified barriers to policy implementation were modifiable and thus, the stakeholders should consider restrategizing plans in overcoming them.

The Problems That School Administrators and Syrian Teachers Encounter During the Educational Process of Syrian Refugee Children

2019 ◽  
pp. 317-326
Author(s):  
Şefika Şule Erçetin ◽  
Nihan Potas ◽  
Şuay Nilhan Açıkalın
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
School Administrators ◽  
Educational Process ◽  
Refugee Children ◽  
Syrian Refugee ◽  
Qualitative Pattern ◽  
Voluntary Basis

The aim of the study is to determine the problems that school administrators and Syrian Teachers encounter during the educational process of Syrian Refugee Children continuing their education in basic education institutions Ankara-Altındağ province. So as to identify and diagnose in detail the views of the school administrators and Syrian teachers in basic education institutions regarding the problems they face while teaching Syrian refugee and asylum-seeking children, the research was designed using a qualitative pattern. Syrian teachers who migrated to Turkey from Syria and Turkish school administrators who work in four primary schools; Fatih Sultan Mehmet Primary School, Nazife Hatun Primary School, Şili Primary School and Taşça Primary School, affiliated to the General Directorate of Primary Education of Altındağ district of Ankara province, constituted the population of the research. The interviews were conducted on a voluntary basis with four school principals and 16 teachers from among the 86 Syrian teachers who are working in these schools.

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