scholarly journals FEATURES OF CHECKING PRIMARY SCHOOL STUDENT PROGRESS IN FOREIGN LANGUAGES ACCORDING TO THE COMPETENCEBASED APPROACH

2019 ◽  
Vol 2 (26) ◽  
pp. 369-375
Author(s):  
Tamara Polonska ◽  
Keyword(s):  
Primary School ◽  
Foreign Languages ◽  
Student Progress ◽  
Primary School Student

scholarly journals Work on the Formation of Communicative Competence of Junior Schoolchildren at the Lessons of the Yakut Language: Syntactic Level

2020 ◽  
pp. 88-92
Author(s):  
Nadezhda Nikolayevna Vasilyeva ◽  
Yevdokiya Pavlovna Nikiforova
Keyword(s):  
Primary School ◽  
Communicative Competence ◽  
Native Language ◽  
Foreign Languages ◽  
Primary School Children ◽  
Syntactic Structures ◽  
Primary School Student ◽  
Primary School Age ◽  
Simple Sentences ◽  
Written Speech

The paper reveals the problems of the formation of communicative competence at the syntactic level in students of primary school age of a Yakut school. The importance of the native language in teaching Russian and foreign languages is emphasised. Speech syntax is considered to be the indicator of the communicative and cognitive potential of primary school children. The results of experiments showed that oral and unprepared written speech in the native language on a given topic do not differ from each other in quality and content. It was revealed that the prepared written speech activates vocabulary of students, while the number of words and common simple sentences in the text increases, but syntactic constructions do not show significant changes in quality. In this regard, the authors emphasise the need to develop and implement a minimum of syntactic structures in the native (Yakut) language for primary school student

scholarly journals Foreign languages in the primary school

2007 ◽  
Vol 35 (1) ◽  
pp. 137-137
Keyword(s):  
Primary School ◽  
Foreign Languages

scholarly journals Psychosocial Program for Primary School Student to Overcome School Refusal Behavior

2021 ◽  
Vol 2 (2) ◽  
pp. 273-287
Author(s):  
Amira Awad Abouzid ◽  
Galila Shawky El-Ganzory ◽  
Fathyea Said Sayed
Keyword(s):  
Primary School ◽  
School Refusal ◽  
School Refusal Behavior ◽  
Primary School Student

scholarly journals Realistic mathematics education: An approach to improve problem solving ability in primary school

2021 ◽  
Vol 15 (4) ◽  
pp. 511-518
Author(s):  
Lutfi Putri Nugraheni ◽  
Marsigit Marsigit
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Learning Materials ◽  
Problem Solving Skills ◽  
Realistic Mathematics ◽  
Primary School Student

Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, stundents learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment dan control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out th effectiveness of the teaching materials. The developed of realistic mathematics eduation learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p≤0.05). It can enhance the problem solving skills of 4th grade elementary school.

scholarly journals Digitally-supported language exchanges in primary school: The AlpConnectar project

2018 ◽  
Vol 8 (4) ◽  
pp. 795-843
Author(s):  
Luca Botturi ◽  
Daniela Kapler ◽  
Lucio Negrini
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Digital Technologies ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
The Third ◽  
Swiss Cantons ◽  
Silver Bullet

This article presents the design, implementation and outcomes of AlpConnectar, a Swiss project that exploits technologies for digitally-supported language exchange (LE) in primary schools. Launched in 2013, the project involves three Swiss cantons where different languages are spoken (namely German, French and Italian) and respectively taught as foreign languages since the third grade of primary school. In the first section of the paper the linguistic composition of Switzerland is briefly presented and the current methodologies and approaches in foreign language teaching in the country are introduced. After a literature review of online LE practices, the AlpConnectar project is presented, along with a LE example to illustrate how it works. The final sections present the results of the project, based on data collected from both pupils and teachers. The results seem to suggest that while digital technologies offer significant benefits for LEs, they are no silver bullet, and their impact depends on a number of contextual variables.

scholarly journals Primary school student teachers’ views about making observations

2012 ◽  
Vol 5 (2) ◽  
pp. 128-141 ◽  
Author(s):  
Maija Ahtee ◽  
Liisa Suomela ◽  
Kalle Juuti ◽  
Jarkko Lampiselkä ◽  
Jari Lavonen
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Scientific Observation ◽  
Primary School Student

Scientific observation plays a central part in the formation of scientific knowledge and thus it has animportant role in the teaching and learning of science. Despite its importance there are only a few studies that focus on the problems in making observations. The paper begins with the collection offactors effecting scientific observation. In order to find out primary school student teachers’ conceptions of scientific observation 110 student teachers were asked to write what things they connect tomaking scientific observations. For the majority of the student teachers making observations seemsto mean in the first place just noticing things. Only about 30% of the student teachers connectedearlier experiences and knowledge with observations and only 30% of the student teachers mentioned processing of information. To become efficient at it, student teachers need plenty of practice and experience of the different features of scientific observation.

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