scholarly journals THE CHESS – MEANS OF DEVELOPING ATTENTION, MEMORY AND UNDERSTANDING TEXT TO CHILDREN OF 6-7 YEARS OLD FROM PREPARATORY CLASS

2020 ◽  
Vol 13(62) (2) ◽  
pp. 201-210
Author(s):  
R. MIJAICĂ ◽  
E. RENDI
Keyword(s):  
Primary School ◽  
Cognitive Processes ◽  
Learning Activity ◽  
Specific Questionnaire ◽  
Chess Game ◽  
Attention Memory

In our research, we aimed to investigate if chess, taught at the level of initiation, determines the improvement of cognitive processes such as attention, memory and understanding of a text. For this, we applied a specific questionnaire to three groups of children enrolled in preparatory class of primary school. From these, one group did not participate in chess learning lessons, and the two other, performed introductory chess lessons 1h/week, respectively 2h/week, for 27 weeks. At the end, testing through the questionnaire showed significantly better results for the indicators targeted at those who practiced systematically chess game, especially since the volume of learning activity was higher.

Pilot Project: “Creative Chess Education of Younger Schoolchildren Using Electronic Educational Resource”

2017 ◽  
Vol 5 (5) ◽  
pp. 36-42 ◽  
Author(s):  
В. Полоудин ◽  
V. Poloudin
Keyword(s):  
Primary School ◽  
Pilot Project ◽  
Educational Resource ◽  
Logical Thinking ◽  
Chess Game ◽  
Attention Memory ◽  
Computer Simulators ◽  
Spatial Imagination ◽  
Additional Education

The article considers the methods of implementing a productive, personally-oriented education of younger schoolchildren in the chess game in the process of additional education. The features of the pilot project “Creative chess education of younger schoolchildren using electronic educational resource” are revealed, which can serve as a model for creating similar methods of teaching general subjects in a primary school. Descriptions of computer simulators for the development of attention, memory, logical thinking and spatial imagination, as well as relevant computer testers are given.

scholarly journals PENERAPAN MEDIA KANTONG AJAIB DORAEMON DENGAN MODEL OMEAKE UNTUK MENINGKATKAN KEMAMPUAN MEMBUAT KALIMAT TANYA SISWA KELAS V SDN SUKOANYAR 01 MALANG

2017 ◽  
Vol 3 (2) ◽  
pp. 424
Author(s):  
Dyan Faridha
Keyword(s):  
Primary School ◽  
Research Result ◽  
Class Action ◽  
Fifth Grade ◽  
Learning Activity ◽  
Research Use ◽  
Research Subject ◽  
Result Show ◽  
Female Data ◽  
Student Ability

ABSTRAKTujuan penelitian ini adalah (1) mendeskripsikan perencanaan pembelajaran menggunakan media Kantong Ajaib Doraemon dalam model OMEAKE dalam rangka meningkatkan kemampuan membuat kalimat tanya, (2) mendeskripsikan pelaksanaan pembelajaran menggunakan media Kantong Ajaib Doraemon dengan model OMEAKE dalam rangka  meningkatkan kemampuan membuat kalimat tanya, dan (3) mendeskripsikan peningkatan kemampuan siswa dalam membuat kalimat tanya dalam pembelajaran menggunakan media Kantong Ajaib Doraemon dengan model OMEAKE. Oleh karena itu penelitian ini menggunakan Penelitian Tindakan Kelas (PTK). Subjek penelitian adalah siswa kelas V SDN Sukoanyar 01 Kecamatan Wajak Kabupaten Malang, dengan jumlah 19 orang siswa yang terdiri dari 12 orang laki-laki dan 5 orang perempuan. Teknik pengumpulan data yang digunakan meliputi observasi, wawancara, dokumentasi, dan tes. Penelitian dilaksankan dalam 2 siklus, setiap siklus terdiri atas perencanaan, pelaksanaan, observasi, dan refleksi sesuai dengan model Kemmis dan Taggart. Hasil penelitian menunjukkan bahwa (1) perencanaan pembelajaran yang dibuat mengalami peningkatan disetiap siklusnya, (2) dalam pelaksanaan pembelajaran, aktivitas guru dan siswa mengalami peningkatan di setiap siklusnya, (3) pada siklus I kemampuan membuat kalimat tanya dengan menggunakan media Kantung Ajaib Doraemon dengan Model OMEAKE mencapai 63% siswa tuntas belajarnya dan  meningkat menjadi 89% pada siklus II. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan media Kantung Ajaib Doraemon dengan Model OMEAKE dapat meningkatkan kemampuan siswa dalam membuat kalimat tanya di kelas V SDN Sukoanyar 01 Kecamatan Wajak Kabupaten Malang.Kata Kunci: media kantung ajaib Doraemon, model OMEAKE, kemampuan membuat kalimat tanyaAbstract The purposes of  this research are  (1) describe learning planning using Doraemons’s Magic Pocket in OMEAKE Model for increase making question sentence ability, (2) describe learning implementation using Doraemons’s Magic Pocket with OMEAKE Model for increase making question sentence ability, and (3) describe enhancement of student ability to make question sentence in learning activity using  Doraemon’s Magic Pocket media with OMEAKE model. Cause it this research use Class Action Study (PTK). This research subject is fifth-grade student of Sukoanyar 01 Primary School in Wajak District Malang, with total 19 students that contain 12 male and 5 female. Data Collecting Technique that used include observation, interview, documentation and making some test. The research held in two cycles, every cycle consist of planning, implementation, observation, and reflection according to Kemmis and Taggart model. The research result show that: (1) leraning planning that made increase in every cycle, (2) teacher and students activity learning implementation increase in every cycle, (3) at first cycle, ability to make question sentence using Doraemon’s magic pocket media with OMEAKE Model reach 63% students have complete the study target and increased to 89% at second cycle. According to the research result can be conclude that application of Doraemon’s Magic Pocket media with OMEAKE model can increase student ability making question sentence in the fifth-grade class of Sukoanyar 01 Primary School in Wajak District Malang.Keyword: Doraemon’s Magic Pocket media, OMEAKE model, making question sentences ability of student

The morning news genre

1987 ◽  
Vol 10 (2) ◽  
pp. 182-198 ◽  
Author(s):  
Frances Christie
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Classroom Discourse ◽  
Learning Activity ◽  
Functional Grammar ◽  
Childhood Education

Abstract This paper aims to demonstrate how Halliday’s Functional Grammar (1985) may be used to illuminate educational questions, more specifically to illuminate the study of classroom discourse. Portion of a text from the lower primary school is examined. It is in fact drawn from a Morning News learning activity. It is argued that we can identify a “curriculum genre” in such a text, and that this has certain characteristic elements, giving it a particular schematic structure. These elements are identified, and two aspects of the functional grammar – namely, Theme and transitivity – are used with a view to proving the presence of the schematic structure. Through the examination, it is argued that the meanings children are constrained to make in the Morning News situation are of a limited kind, revealing a great deal about the limitations of much early childhood education.

Cognitive aspects of social phobia: a review of theories and experimental research

2000 ◽  
Vol 15 (1) ◽  
pp. 59-66 ◽  
Author(s):  
C.Z. Musa ◽  
J.P. Lépine
Keyword(s):  
Social Phobia ◽  
Cognitive Processes ◽  
Cognitive Biases ◽  
Relevant Information ◽  
Memory Bias ◽  
Attentional Resources ◽  
Research Paradigms ◽  
Threatening Information ◽  
Cognitive Theories ◽  
Attention Memory

SummaryCognitive theories of social phobia have largely been inspired by the information-processing models of anxiety. They propose that cognitive biases can, at least partially, explain the etiology and maintenance of this disorder. A specific bias, conceived as a tendency to preferentially process socially-threatening information, has been proposed. This bias is thought to intervene in cognitive processes such as attention, memory and interpretation. Research paradigms adopted from experimental cognitive psychology and social psychology have been used to investigate these hypotheses. The existence of a bias in the allocation of attentional resources and the interpretation of information seems to be confirmed. A memory bias in terms of better retrieval for threat-relevant information appears to depend on specific encoding activities.

scholarly journals Play and Learning: How the Two Leading Activities Meet

2016 ◽  
Vol 12 (2) ◽  
pp. 4-13 ◽  
Author(s):  
G.A. Zuckerman
Keyword(s):  
Primary School ◽  
System Thinking ◽  
Learning Activity ◽  
School Age ◽  
Conceptual Content ◽  
Reading And Writing ◽  
Conceptual Thinking ◽  
New Meanings ◽  
The Future ◽  
Points Of View

The transition from preschool to school age is a period when conceptual play may become the source of initiative and independence for a child — the very elements that learning activity lacks in its origins. The narrative plot of conceptual play helps children yet not capable of system thinking; it maintains the integrity and coherence of separate tasks given by a teacher, makes them more emotionally significant and provides new meanings for the child’s actions. However, if the teacher employs play and narrative only as the powerful motivators for learning, without the conceptual content, then cognitive and learning interests would generally develop in those children who came to school with a desire for knowledge and intellectual efforts. In conceptual play the child, acting on behalf of characters representing concepts, carries out the operations necessary for the formation of these concepts. The means of actions for the characters are instructional (schemes). Basing on the reading and writing lessons in primary school, the paper shows how conceptual play helps the child to keep in mind the simultaneously and equally existing (equally right) points of view on the studied subject. This lays the foundations for the future conceptual thinking, positional in its nature as it implies the ability to hold and coordinate various aspects of conceptual contradiction. Narrative plots of conceptual play enable the child to introduce his/her own connotations into the plot of a learning play and to become a co-author of the lesson, contributing to its direction.

scholarly journals Development model of communicative ULA in primary school children with learning difficulties

2021 ◽  
Vol 273 ◽  
pp. 12094
Author(s):  
Marina Skuratovskaya ◽  
Elena Romanova
Keyword(s):  
Primary School ◽  
Cognitive Processes ◽  
School Children ◽  
Learning Difficulties ◽  
Psychological Development ◽  
Development Model ◽  
Primary School Children ◽  
Psychological Skills ◽  
Primary School Students ◽  
School Students

The article presents the model of the formation of communicative (universal learning actions) ULA, which includes the principles and stages of remedial and pedagogical activities of speech and socio-psychological development. Each stage is supposed to work on communicative ULA development in primary school students with learning difficulties. There are three main directions of the communicative ULA development: the development of cognitive processes, the development of speech skills, and the development of socio-psychological skills. This article also presents the content of remedial and pedagogical work, including various types of activities in the curricular and extracurricular types of organizing educational activities.

scholarly journals Effect of Computer Based Visualization on Students' Cognitive Processes in Education Process

2015 ◽  
Vol 4 ◽  
pp. 349
Author(s):  
Renata Bilbokaitė
Keyword(s):  
Cognitive Processes ◽  
Computer Based ◽  
The Subject ◽  
Males And Females ◽  
Attention Memory ◽  
Visual Artifacts ◽  
Context Of Learning ◽  
And Mathematics ◽  
Positive Effect ◽  
Education Process

<p class="IATED-Affiliation">Objectivized phenomenon in science education and their elements, revealed for students in the homogenized visual form, stimulate development of the Subject consciousness within the context of learning. Visualization is visual artefact represented in visual way aiming to code or decode information. By stressing this, the use of visualization during lessons of Biology, Physics, Geography and Mathematics becomes very important – it helps for perception, attention, memory and imagination that are needed during learning processes. This article encloses empirical data about effect of computer based visualization on students’ cognitive processes. There were asked 2708 ninth and tenth form classes students in Lithuania. The results show that visualization is useful homogenously both for males and females, but females statistically significantly are sure about the positive effect of visual artifacts in the classroom.</p>

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