scholarly journals Effects of Science Journaling on Elementary Students’ Affective Characteristics in Korea

2021 ◽  
Vol 13 (17) ◽  
pp. 9691
Author(s):  
Yehee Jeong ◽  
Hyoungbum Kim ◽  
Changhwan Lee
Keyword(s):  
Public Schools ◽  
Elementary Students ◽  
Gifted Students ◽  
Sixth Grade ◽  
Teaching Science ◽  
Science Journal ◽  
Affective Characteristics ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Writing Science

This study investigated how keeping a journal related to issues and concepts in science influences sixth grade students’ affective characteristics, including cognition, interest, and attitude towards science. The development of these characteristics is related to students’ attitudes and interests in learning. Previous studies have primarily focused on the affective characteristics of gifted students, while only a few have focused on elementary students in public schools. We asked 34 grade six students in Korean public schools to keep a journal related to science and technology three times a week for 12 weeks (September–November 2018). The results show students’ perspectives on writing science journals from data, including questionnaires, interviews, and surveys. The results also suggest that keeping a science journal develops students’ affective characteristics related to science. Our findings will contribute to the development of better pedagogies for sustainability and resources for teaching science among elementary students.

The Effect on Mathematics Achievement and Attitude of Homogeneous and Heterogeneous Grouping of Gifted Sixth-Grade Students

1996 ◽  
Vol 8 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Barbara Hunt
Keyword(s):  
Mathematics Achievement ◽  
Gifted Students ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Low Ability

The primary purpose of this study was to identify the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping of gifted sixth grade students. The secondary purpose was to find the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping on average- and low-ability students. There were 208 subjects in the study. The results indicated that there was a positive effect for achievement in mathematics for identified gifted sixth graders in homogeneous grouping when compared to gifted students in heterogeneous grouping using the TOMA (Test of Mathematical Abilities) – Computation Subtest. No statistically significant difference was found for mathematics achievement for average and low ability students based on grouping. Quantitative and qualitative results will be shared related to students' attitudes toward grouping.

Appropriate Programming for the Gifted: An Analysis of Gifted Elementary Students' Perceptions

1989 ◽  
Vol 12 (4) ◽  
pp. 277-292 ◽  
Author(s):  
Dorothy C. Armstrong
Keyword(s):  
Elementary Students ◽  
Knowledge Production ◽  
Task Force ◽  
Gifted Students ◽  
Sixth Grade ◽  
Gifted Programs ◽  
Pearson Product Moment Correlation ◽  
Gifted Program ◽  
Sixth Grade Students ◽  
Recommended Practices

The results of a study to determine whether sixth-grade students in three different gifted programs could depict models of their ideal gifted program in ways that were not limited by their experiences in these programs are described. The 57 subjects performed two Q-sorts using a set of 40 statements taken from the list of recommended practices generated by the Knowledge Production and Utilization Task Force of CEC-TAG. Eight factors emerged using the Pearson product moment correlation, four from each condition of instruction. All were different, with no significant correlations among them. In describing their ideal programs in ways that closely matched the program models which have been available since 1957, these gifted students appear to endorse those practices. The emergence of multiple ideal models, though, speaks to the importance of offering more than one type of gifted program, since none is ideal for all students.

Improving Children's Attitudes toward Blind Peers

1980 ◽  
Vol 74 (4) ◽  
pp. 132-135 ◽  
Author(s):  
Gary N. Siperstein ◽  
John J. Bak
Keyword(s):  
Sixth Grade ◽  
Blind Child ◽  
Sixth Grade Students ◽  
Blind Children ◽  
Children's Attitudes ◽  
Students Attitudes

Examines the effects of a classroom program designed to improve fifth- and sixth-grade students’ attitudes toward blind peers. The results indicated that children who received the lessons had better feelings about blind children, but were less inclined to engage in activities with them than those who received no lessons. All children responded more favorably to an academically competent blind child than an incompetent one.

scholarly journals The Processes of Teaching Languages to Sixth Grade Students in an International Immersion School in a Midwestern City, U.S.A

2020 ◽  
Vol 3 (2) ◽  
pp. 53-65
Author(s):  
Faisal S Alzahrani
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Second Language Acquisition ◽  
Teaching Strategies ◽  
Teaching Strategy ◽  
Sixth Grade ◽  
Theory Approach ◽  
International Immersion ◽  
Sixth Grade Students ◽  
Midwestern City

This paper examines the teaching strategies used in an international immersion school in a Midwestern city in the U.S.A. A good number of teaching strategies are highlighted in literature review to provide context for this particular study. The immersion program is considered a teaching strategy and an additional name for bilingual schools in which students learn through a second language’s environment with the purpose of developing proficiency in two languages. The significance of this study is that students in immersion schools should have the same quality of education as their peers have in public schools. The participants in this study used the cognate, cooperative, structural strategies and other strategies in teaching the second language itself or when teaching subjects in the students’ second language. This study is a basic qualitative research and the data was collected though observations and interviews. The data was analyzed by using the ground theory approach. This study shows that immersion schools help students to achieve their second language acquisition and help them in the future to have the ability to access different languages of curriculum. Because the school is under development, this is one limitation that is presented in this study.

scholarly journals Attitudes toward Plants: Comparing the Impact of Instruction through Writing & through a Botanical Garden Trip

2020 ◽  
Vol 82 (4) ◽  
pp. 218-226
Author(s):  
Funda Gül İri ◽  
Emine Çil
Keyword(s):  
Sixth Grade ◽  
Botanical Garden ◽  
Study Data ◽  
Urban Trees ◽  
Four Dimensions ◽  
Positive Attitudes ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
The Impact ◽  
Support Students

We designed and implemented two instructional approaches to plant education, with the intention of supporting positive attitudes toward plants among sixth-grade students (11–13 years old). In one instructional approach, students prepared a book about plants that have interesting characteristics. In the other approach, students visited a botanical garden. The purpose of the study was to compare the effects of these approaches on students' attitudes toward plants. A matched-pairs experimental design was used in the research. A total of 56 students (28 in each group) participated in the study. Data were gathered by using the Plant Attitude Questionnaire. This instrument consisted of 28 items using a five-point Likert scale and included four dimensions of attitudes toward plants: importance, urban trees, interest, and utilization. Our results indicate that instruction via writing a book about plants with interesting characteristics is a good way to support students' positive attitudes toward plants; this approach was especially effective in the dimensions of interest and utilization. The botanical garden trip was also effective, though in a more limited way, in supporting students' positive attitudes toward plants; this approach was most effective in the dimension of urban trees.

scholarly journals The Effectiveness of Using Brainstorming Strategy in the Development of Academic Achievement of Sixth Grade Students in English Grammar at Public Schools in Jordan

2018 ◽  
Vol 11 (3) ◽  
pp. 92
Author(s):  
Nibal Abdelkarim Mousa Malkawi ◽  
Mona Smadi
Keyword(s):  
Public Schools ◽  
Sixth Grade ◽  
Achievement Test ◽  
Educational Process ◽  
English Grammar ◽  
Sixth Grade Students ◽  
Study Population ◽  
Educational Guidance ◽  
Males And Females ◽  
And Control

The study aims to identify the effect of using brainstorming method in the teaching of English grammar; to improve the level of sixth grade students in English grammar at public schools in Jordan. The study population consisted of all sixth grade students of both sexes. The sample of the study was chosen in the random stratified manner, represented in four schools: two for males and two for females, which were divided into two groups (experimental and control). The results showed that there were significant differences at the level of (α = 0.05) in the achievement test in the English grammar, in favor of the experimental group. The results also showed significant differences between males and females in the achievement test in favor of the females. One of the most prominent recommendations was to refer to those concerned with educational guidance, and school administrations to give priority to the issue of the weakness of students in English grammar by focusing on the use of modern methods of teaching, including the method of brainstorming.This study deals with a vital subject concerns those interested in the educational process, especially in the field of teaching English, where the study sheds light on the method of brainstorming and how to benefit from it to narrow the gap resulting from traditional practices in the teaching of English grammar, in order to reach objective results that reflect the pedagogical and educational reality regarding the level of students' achievement in the English grammar.

Analysis of Users in an Immersive Environment for Teaching Science

2019 ◽  
pp. 1-25
Author(s):  
Felipe Becker Nunes ◽  
Manuel Constantino Zunguze ◽  
Kelly Hannel ◽  
Fabiano Ferreira Antunes ◽  
Sérgio Roberto Kieling Franco ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Learning Process ◽  
Sixth Grade ◽  
Teaching Science ◽  
Learning Materials ◽  
Sixth Grade Students ◽  
E Learning ◽  
Immersive Environment

Virtual worlds can be considered immersive e-learning environments, whose characteristics of interactivity, immersion, and collaboration can be applied in different areas of teaching, such as in the field of sciences. In this way, this chapter presents the construction of a virtual world to aid in the teaching of sciences in which different types of learning materials and simulations were developed in the OpenSim platform. A group of sixth grade students used the immersive environment for a semester, being evaluated their learning through a pre- and posttest applied together with an analysis of their learning styles, being realized a correlation between the results obtained. Added to this, usability assessments with interviews about the environment was applied. The results demonstrated the potential of virtual worlds to contribute to the adaptation of the different learning styles in a class and their contribution to the improvement of the learning process.

scholarly journals Students’ Attitudes and Perception of Achievement in Reading Comprehension

2021 ◽  
Vol 3 (4) ◽  
pp. 47-56
Author(s):  
Noor Ahmad ◽  
Hamidah binti Yamat
Keyword(s):  
Reading Comprehension ◽  
Mixed Method ◽  
Strong Relationship ◽  
Sixth Grade ◽  
Elementary Reading ◽  
Reading Attitude ◽  
Sixth Grade Students ◽  
Attitudes And Perceptions ◽  
Research Findings ◽  
Students Attitudes

This study aimed to investigate the students’ attitudes and perception of reading comprehension. Participants were fourth, fifth and sixth-grade students selected using random purposive sampling from three different classes in a public school (n=80) in Betong. This research using an explanatory mixed-method also aimed to determine whether students’ attitudes and perception significantly affect their reading comprehension. The data was gathered using Elementary Reading Attitude Survey (ERAS) developed by McKenna and Kear, 1990, interview questions and the analysis on students’ performance in reading comprehension. The research findings showed no strong relationship between students’ attitudes and perception towards reading would affect their achievement in reading comprehension because students’ attitudes and perceptions are affected mainly by other factors.

scholarly journals Quantitative Research on Gifted Students’ Scientific Epistemological Beliefs

2021 ◽  
pp. 252-268
Author(s):  
Ilker Ugulu
Keyword(s):  
Grade Level ◽  
Quantitative Research ◽  
Epistemological Beliefs ◽  
Gifted Students ◽  
Sixth Grade ◽  
Male Students ◽  
Study Group ◽  
Grade Levels ◽  
Sixth Grade Students ◽  
The Difference

This study explores the scientific epistemological beliefs of gifted students. It attempts to investigate gender, age and grade level-based differences in scientific epistemological beliefs. The study group comprised 120 gifted students (67 girls, 53 boys). To determine the scientific epistemological beliefs of these students, the Scientific Epistemological Beliefs Survey was employed. The results reveal that while the average scores of fifth and sixth-grade students were close to each other, the highest mean epistemological beliefs score was at the seventh and eighth-grade levels. Thus, there is a positive change in the scientific epistemological beliefs of gifted students who receive more science education. Statistically, the results showed that the difference between the epistemological beliefs scores of the female and male students was not statistically significant.

Sign in / Sign up

Export Citation Format

Share Document