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 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 Elaboración de un ambiente virtual colaborativo usando eXe Learning para la enseñanza de Ciencias Naturales [Elaborating of a collaborative-virtual-environment by using eXe Learning for teaching of Natural Sciences]

2014 ◽  
Author(s):  
Andrea Henao Bonilla ◽  
Luis Octavio González Salcedo
Keyword(s):  
Virtual Environment ◽  
Educational Institution ◽  
Natural Sciences ◽  
User Group ◽  
Educational Strategies ◽  
Collaborative Virtual Environment ◽  
Subject Knowledge ◽  
Palabras Clave ◽  
Teaching Unit ◽  
Teaching Learning

Resumen A pesar del avance importante en el uso de las Tecnologías de la Información y la Comunicación (TIC) en la enseñanza de la educación media, la literatura muestra un amplio desarrollo en matemáticas, pero una gran limitación en otras temáticas como las ciencias naturales y las sociales. En el presente trabajo, se describe el desarrollo de una unidad didáctica basada en un ambiente virtual colaborativo usando eXe Learning, e incorporando diferentes estrategias educativas, con el objetivo de apoyar la enseñanza del curso de Biología, siendo el tema central la Reproducción en los Seres Vivos. Dos grupos de octavo grado, de una Institución Educativa, fueron evaluados sobre el conocimiento del tema mencionado. El análisis de varianza muestra que el grupo usuario del aplicativo obtiene un mejor rendimiento académico sobre el grupo patrón. Una evaluación tanto del aplicativo como de su Manual de Usuario, mostró que ambos son de fácil entendimiento y uso. Se concluye que las estrategias metodológicas basadas en TIC son un apoyo importante en el proceso de enseñanza-aprendizaje en el curso de Biología. Palabras Clave: Ambiente Virtual Colaborativo, TIC, eXe Learning, Ciencias Naturales, Biología.   Abstract Despite significant progress in the use of Communication and Information Technology (CIT) in teaching secondary education, the literature shows a wide development in mathematics, but a limitation on other issues such as the social and natural sciences. In this paper, we describe the development of a teaching unit based on a collaborative-virtual-environment using by eXe Learning, and incorporating different educational strategies, in order to support the teaching of biology course, being the central theme in living beings reproduction. Two groups of eighth grade, of an educational institution, were evaluated on the above subject knowledge. The analysis of variance showed that the application user group obtained better academic performance over the non-user group. An evaluation both Applicative and its User’s Manual, showed that they are both easy to understand and use. It was concluded that the methodologies based on ICT are an important support in the biology course’s teaching-learning process. Keywords: Collaborative-virtual-environment, ICT, eXe Learning, Natural Sciences, Biology.

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 L’ENSEIGNEMENT DU FRANÇAIS LANGUE-CULTURE : REPRÉSENTATIONS, ENJEUX ET CHOIX

FRANCISOLA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Razika BENTAYEB
Keyword(s):  
National Identity ◽  
Foreign Language ◽  
Educational Institution ◽  
Premier Lieu ◽  
Mots Clés ◽  
The Third ◽  
Knowing That ◽  
Teaching Learning

RÉSUMÉ. S’il est légitime que chaque langue-culture en tant que système ait ses défenseurs qui veillent à la préserver en gagnant plus d’espace par rapport à d’autres systèmes, la classe du français langue étrangère, dans le contexte algérien, se présente comme un des lieux de rencontre des langues-cultures, d’échanges mais aussi de tensions, voulu par les politiques comme un lieu de défense et de préservation. Sachant que l’institution éducative algérienne veille à la formation de la personnalité des apprenants en prenant en charge en premier lieu les valeurs identitaires qui se déploient à travers la notion d’algérianité; ainsi préserver la culture des apprenants c’est préserver l’algérianité de ces derniers. Mais, en quoi et comment peut-elle contribuer à la préservation des intérêts identitaires nationaux à travers l’enseignement d’une langue étrangère à savoir le FLE ? Les résultats de l’analyse du manuel scolaire de français de la 3ème AS ont démontré que l’institution éducative algérienne propose un enseignementapprentissage du français langue étrangère réduit de sa substance culturel alors que les didacticiens insistent plus que jamais sur le fait que l’on ne peut enseigner-apprendre une langue sans sa culture. Mots-clés : FLE, l’écart, institution éducative, manuel scolaire, représentation.  ABSTRACT. While it is legitimate that each language-culture as a system has its defender who are careful to preserve it by gaining more space compared to other systems, the class of French as a foreign language, in the Algerian context, presents itself as one of the meeting places of languages and cultures, exchanges but also tensions, wanted by politicians as a place of defense and preservation. Knowing that the Algerian educational institution is concerned with the formation of personality, which is the first component of the overall profile, learners in the first name in charge first of all of the identity values deployed through the notion of Algerianism; Thus preserving the culture of the learners is preserving the algerianity of the latter. However, what and how can it contribute to the preservation of national identity interests through the teaching of a foreign language, the FLE? The results of the analysis of the French textbook of the third ASE showed that the educational institution proposes a teaching-learning of the FLE reduced of its cultural substance whereas the didacticians insist that one can not teach- Learn a language without her culture. Keywords : educational institution, FLE, gap, representation, textbook

scholarly journals University Teachers’ Perception of Quality in Higher Education in Ethiopia: A Case Study of Dire Dawa University

2019 ◽  
pp. 1-15
Author(s):  
Melaku Masresha Woldeamanuel ◽  
Belay Sitotaw Goshu
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Educational Institution ◽  
Sampling Technique ◽  
Process Indicators ◽  
Perception Of Quality ◽  
Quality In Higher Education ◽  
Teaching Learning ◽  
The University ◽  
Output Indicators

This article empirically assesses perception of quality in higher education in Ethiopia.  The data was collected from one higher educational institution where the staffs are graduates of 31 different universities in Ethiopia. The information used in this study was obtained through administration of questionnaires. The main participants are the academic staff of the University. The total number of staff that participated in the research was 365. Purposive sampling technique was employed to select 365 teachers (302 male and 63 female) and seventeen classrooms were observed and twelve group discussions carried out with participants of Ethiopian educational roadmap. Data were analyzed by both descriptive statistics of percentages and inferential statistics of, t-test, correlation and one way ANOVA. Results indicated that teacher’ valued input indicators of quality of education more than process and output indicators. Output indicators received the lowest rating. Teachers’ practice also indicated that they apply process indicators in a reasonable manner. The results of relationship between practices of teaching learning processes revealed that, as teachers’ perception toward quality teaching learning process increases their practice of elements of constructivism also increases.

scholarly journals THE INFLUENCE OF PARTICIPANTS OF EDUCATIONAL PRACTICE ON THE MANIFESTATION OF TEENAGERS’ AGGRESSION

2020 ◽  
pp. 73-81
Author(s):  
Татьяна Сергеевна Борисова ◽  
Елена Александровна Зорина ◽  
Елена Евгеньевна Сартакова
Keyword(s):  
Interpersonal Relations ◽  
Deviant Behavior ◽  
Educational Institution ◽  
Educational Practice ◽  
Educational Process ◽  
Positive Development ◽  
Necessary Condition ◽  
Effective Work ◽  
Long Term Study ◽  
The Family

Проблема агрессивного поведения стала объектом широкого научного и практического обсуждения. Предлагается анализ отдельных аспектов содержания феномена агрессии, выделяются особенности подростковой агрессии. Приводятся результаты длительного изучения уровня агрессивности подростков и молодежи. Отмечается, что нарушения в сфере межличностных отношений подростков играют приоритетную роль в развитии отклоняющегося поведения; общение формирует конкретную модель поведения, оказывая порой влияние на совершение действий не всегда кон структивного характера; развитие навыков позитивного общения находится в поле влияния субъектов образовательной практики и является важнейшим фактором предупреждения агрессии подростков. Педагогически целесообразными действиями в части позитивного личностного становления является оптимизация взаимодействий участников образовательного процесса (детей, родителей, педагогов, социальных партнеров). Основными направлениями педагогической профилактической работы, с точки зрения авторов, являются: учет особенностей семьи каждого подростка как необходимое условие эффективной работы педагога; менеджмент классной ситуации и наблюдения за отношениями детей, что дает возможность предотвратить проявление агрессии в группе; обеспечение безопасности в образовательном учреждении посредством формирования социально-психологического комфорта учеников и педагогов; проецирование через СМИ и интернет конструктивных образцов мирного урегулирования конфликтов; интегрирование детей в систему социальных связей как в школе, так и вне, применяя социально-педагогические технологии; целенаправленное воспитательное воздействие на молодежь и работа с семьей в направлении устойчивых ориентаций на правомерное поведение рассматривается как значимый фактор предупреждения агрессии. The problem of aggressive behavior has become the subject of extensive scientific and practical discussion. The article offers an analysis of individual aspects of the content of the phenomenon of aggression, highlights the features of teenage aggression. The results of a long-term study of the level of aggressiveness of adolescents and youth are presented. It is noted that violations in the sphere of interpersonal relations of adolescents play a priority role in the development of deviant behavior; communication forms a specific model of behavior, sometimes influencing the performance of actions that are not always constructive; the formation of positive communication skills is in the field of influence of subjects of educational practice and is the most important factor in preventing adolescent aggression. The authors point out that pedagogically expedient actions in terms of shaping positive development in adolescents is to optimize interactions between all participants in the educational process (children, parents, teachers, social partners). The main directions of pedagogical preventive work, from the point of view of the authors, are: taking into account the characteristics of the family of each teenager as a necessary condition for the effective work of a teacher; management of the classroom situation and monitoring the relationships of children, which makes it possible to prevent the manifestation of aggression in the group; ensuring safety in an educational institution through the formation of social and psychological comfort of students and teachers; projecting constructive models of peaceful settlement of conflicts through the media and the Internet; integrating children into the system of social ties both at school and outside, using social and educational technologies; purposeful educational influence on youth and work with the family in the direction of stable orientations on lawful behavior is considered as a significant factor in preventing aggression.

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