scholarly journals Understanding Primary Curriculum from Philosophical Perspectives

2021 ◽  
Vol 5 (1-2) ◽  
pp. 47-56
Author(s):  
Kiran Ram Ranjitkar
Keyword(s):  
Primary Education ◽  
Evaluation Process ◽  
Education Curriculum ◽  
Conceptual Content ◽  
Primary Level ◽  
Primary Curriculum ◽  
Written Curriculum ◽  
Critical Components ◽  
Teaching Learning ◽  
Development Center

This paper is an attempt to understand philosophy / ideology hidden behind the present primary education curriculum of Nepal. The study was based on analysis of written curriculum published by Government of Nepal, Curriculum Development Center, Sanothimi. I applied the conceptual content analysis approach for the purpose of this study. My literature review consisted of general philosophies namely idealism, naturalism, realism, pragmatism and existentialism   and also educational philosophies such as perennialism, essentialism, progressivism and reconstructionism. Although the study focused on four elements, namely objectives, contents, teaching learning activities and evaluation process of curriculum, I made a brief analysis of aim, and contents of primary level as a whole. The current primary education curriculum is the mix of more than on philosophies emphasizing traditional ones, perennialism, and essentialism. I found negligible importance is given to critical components of learning therefore this component should be given more importance.

scholarly journals An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
The Sustainable Development ◽  
Attitudes And Behaviors ◽  
Academic Courses ◽  
And Behaviors ◽  
Curricular Elements ◽  
Teaching Learning

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

scholarly journals Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021 ◽  
Vol 11 (2) ◽  
pp. 64
Author(s):  
Christian García-Carrillo ◽  
Ileana María Greca ◽  
María Fernández-Hawrylak
Keyword(s):  
Primary Education ◽  
Classroom Practice ◽  
Integrated Approach ◽  
Practical Training ◽  
Training Process ◽  
Integrated Stem ◽  
Teaching Learning ◽  
And Robotics ◽  
Insight Into

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

scholarly journals Does Primary Education Hinder Child Development? A Study of Six Selected Primary Schools of Dhaka City in Bangladesh

2021 ◽  
Vol 6 (11) ◽  
pp. 334-344
Author(s):  
Shahanaz Akter ◽  
Md. Roknuzzaman Siddiky ◽  
Israt Eshita Haque
Keyword(s):  
Child Development ◽  
Adverse Effects ◽  
Primary Education ◽  
Urban Areas ◽  
Primary Schools ◽  
Personality Development ◽  
Structured Interview ◽  
Primary Data ◽  
Dhaka City ◽  
Primary Level

The study was intended to explore the effects of primary education on the childhood of the students of Dhaka city. Primary data for this study were collected from 18 students of 6 schools of Dhaka city by using semi-structured interview schedules. The study reveals that several factors pertaining to primary education such as unwillingness to go to school, excessive burden of textbooks, pressure of homework, lack of opportunities to play, frequent number of examinations, parents’ unhealthy competition for good results have adverse effects on child development. The study puts forward that the adverse effects of primary schools including Government primary schools and kindergarten schools have caused adverse physical, psychological, cognitive and personality development among the students and disrupted their joyful and playful childhood and social learning. Unified primary education is a utopia in Bangladesh making disparities among the students of different categories of schools. Children are going to school with a heavy bag loaded with textbooks, notebooks and other needed things. Children are going through mental pressure about their results and good grades which are appreciated with chocolates and their bad results are depreciated with rebuke and punishment. The most important factor of students’ attraction to go to school is the opportunity to play with the friends. Free, joyous, playful and colorful childhood of the primary level students is disappearing in the urban areas of Dhaka due to excessive study pressure in the primary level. However, the study recommends that a unified primary education system should be ensured in Bangladesh as soon as possible which would help the social, emotional and cognitive development of the children protecting their colorful childhood.

scholarly journals Expression of Multimodal Learning to Read and Write in the Context of Pre-primary Education

2021 ◽  
Author(s):  
Aldona Mazolevskienė ◽  
◽  
Ieva Pažusienė
Keyword(s):  
Primary Education ◽  
Motor Skills ◽  
Positive Emotions ◽  
Learning Ability ◽  
Fine Motor ◽  
Multimodal Learning ◽  
Learning To Read ◽  
Educational Environments ◽  
Teaching Learning ◽  
Education Groups

Multimodal learning to read and write emphasises the transition from the conception of direct teaching/learning (ability to decode printed text written on the paper) to spontaneous and child-initiated learning in the playful environment, which would originate from the child’s wish to learn, experience and know. Thus, multimodal learning refers to the learning, which employs as many and as diverse ways of education as possible. They aim to promote children’s learning, memorising and comprehension, which most frequently manifest in children’s positive emotions, new experiences, improvement of learning process and its adaptation to creation of child-centred education system and its realisation in practice. The changing attitude towards learning to read and write obviously leads to strengthening of the tradition of multimodal learning in the Lithuanian kindergartens. The working methods and means applied by teachers, which allow creating educational environments taking into consideration individual needs of every child environments, have been undergoing changes. The conducted research revealed that pre-primary education groups provide children with favourable conditions for multimodal learning, which helps them not only to learn to read and write faster but also develop other skills: fine motor skills, thinking, creativity, social skills, etc.

scholarly journals Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2123
Author(s):  
Raúl Tárraga-Mínguez ◽  
Julio Tarín-Ibáñez ◽  
Irene Lacruz-Pérez
Keyword(s):  
Primary Education ◽  
Word Problems ◽  
Educational Institution ◽  
Educational Practice ◽  
Low Complexity ◽  
Semantic Structure ◽  
Mathematics Textbooks ◽  
Situational Contexts ◽  
Official Curriculum ◽  
Teaching Learning

A textbook constitutes the hegemonic material of the educational institution. It acts as a mediator between the official curriculum and the educational practice. Given its potential influence in the classroom, this study analyzes the treatment of word problems included in the mathematics textbooks published by the publishing houses with the greatest diffusion in Spain at every primary education grade. Three variables were analyzed: their semantic structure, their degree of challenge, and their situational context. The results indicate that most of the problems included in textbooks are characterized by low complexity and variability regarding their semantic structure. They are also characterized by a limited degree of challenge and by being presented in highly standardized situational contexts. Likewise, it is found that there is no evolution in the treatment of these problems with respect to previous studies carried out in the Spanish context. Therefore, it is concluded that the mathematics textbooks currently used in schools are not effective tools to address the process of teaching-learning problem solving.

scholarly journals Influence of Reinforcement in English Language Learning at Primary Level of Education in Bangladesh

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 83-104
Author(s):  
Mohammed Rashel Uddin ◽  
Sharmin Hena ◽  
Ariful Hoq Shanil
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
English Language ◽  
Negative Reinforcement ◽  
English Language Learning ◽  
Primary Level ◽  
Classroom Activities ◽  
Self Confidence ◽  
Teacher Student ◽  
Teaching Learning

This research focuses on the effect of reinforcement during English Language Learning (ELL) classroom activities of Bangladeshi primary level education. The findings of the research indicate that teachers follow both positive and negative reinforcement as part of their teaching-learning activities depending on the actual situation of the class. Positive reinforcement helps students to enhance their mental growth and also boost their learning behaviour. There are some negative influences on students’ behaviour when the teacher treats them with any kind of negative reinforcement. Although all the teachers believe that positive reinforcement helps to improve motivation, self-confidence, classroom participation, teacher-student relationship and effective learning of students during ELL classroom activities, a few teachers still use negative phrases which demotivate students towards learning rather than creating the eagerness to learn.

Discrete Primary Education Curriculum in Bangladesh

2022 ◽  
pp. 716-730
Author(s):  
Md Jahangir Alam ◽  
Sheikh Rashid Bin Islam ◽  
Keiichi Ogawa
Keyword(s):  
Primary Education ◽  
School Facilities ◽  
Education Curriculum ◽  
Primary Schooling ◽  
Educational Curriculum ◽  
Study Materials ◽  
The Government ◽  
Materials Used ◽  
Type Of School

The curriculum is an essential and integral part of the education system for lifelong learning and better children's outcomes. The sum of experience throughout their schooling journey can be defined as an educational curriculum expressed in a much broader sense. The school's type of school, study materials used, teaching methods, available school facilities, and the qualifications of schoolteachers provided at the end of primary schooling often diverge with different educational curricula due to the government policy dilemma. There is no unified primary education curriculum in Bangladesh's case. More than three mainstream educational curricula can be founded, each with its own unique set of traits, benefits, and shortcomings. This chapter explores what factors affect a school's choice, which is linked with the educational curriculum being offered, and how it affects the student's quality of education. This chapter also explores gamification theory's implementation to ensure quality primary education in Bangladesh.

scholarly journals An Evaluation of Grade Six English Curriculum of Beaconhouse School System in Pakistan

2015 ◽  
Vol 3 (2) ◽  
pp. 44
Author(s):  
Muhammad Tauseef ◽  
Syed Kazim Shah ◽  
Fatima Tul Zahra Sulehri ◽  
Mehwish Kalsoom
Keyword(s):  
School System ◽  
Curriculum And Instruction ◽  
Evaluation Process ◽  
Learning Objectives ◽  
Global Perspective ◽  
English Curriculum ◽  
Qualitative And Quantitative ◽  
Teaching Learning ◽  
Personal Understanding ◽  
Careful Assessment

<p>Curriculum and instruction material are considered fundamental tools in ELT throughout the world. Consideration of utmost significance of the curriculum requires its evaluation process for measuring its effectiveness in facilitating teaching/learning objectives. The present study is an attempt to evaluate grade six English curriculum of Beaconhouse School System. To the end, features based on the objectives of the curriculum were evaluated to determine whether learning of language, listening, reading, speaking, and writing, vocabulary and understanding of grammar, literature (both fictional and non-fictional), personal understanding and global perspective, composition and presentation skills, punctuation, spelling, handwriting, critical thinking, cultural identity and interdisciplinary links with other subjects have their particular relevance to the curriculum, textbook and the workbook used at this level. The evaluation was carried out through a checklist specifically designed to meet the situation to find out whether the curriculum and related course books are based on curriculum objectives. The present study is both qualitative and quantitative. The qualitative aspects were analyzed by careful assessment of course book through checklist items. The quantitative data was analyzed using SPSS 13.0 (Statistical Package for Social Sciences) which revealed the results that except few, curriculum was effectively facilitating the attainment of most of its teaching/learning objectives.</p>

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