scholarly journals FOURTH GRADE PROJECT “SOFIA – CAPITAL OF BULGARIA”

2019 ◽  
Vol 31 (2) ◽  
pp. 539-542
Author(s):  
Gabriela Kirova
Keyword(s):  
Primary School ◽  
Mathematical Knowledge ◽  
Research Work ◽  
Fourth Grade ◽  
Project Work ◽  
Digital Competence ◽  
Individual Group ◽  
Knowledge And Skills ◽  
The Past ◽  
Primary School Pupils

The emphasis of the educational reform currently underway in Bulgaria is on the formation of key competencies of the pupils. Mathematical competence is one of them. The mastering of basic mathematical knowledge in primary grades remains a priority. At the same time, specific mathematics curricula are explicitly laid out such as solving practical tasks, forming teamwork skills, search of information from different sources by the students themselves, project work, etc. In my research work over the past few years, I have tried experimentally with my own ideas for project work with primary school pupils. In this publication, I will present my concept of work on the project “Sofia – Capital of Bulgaria” for students of the fourth grade. It will integrate mathematical knowledge and skills with knowledge of Man and Society and a number of components of civic education. Mathematical knowledge and skills will include: adding and subtracting numbers over 1000 without passing, finding an unknown subtrahend, solving numerical expressions with parenthesis and without parenthesis, units of measure (meters, grams, kilometer, centimeter). From the knowledge and skills of Man and Society (Man and Society curriculum for the fourth grade at https://mon.bg/bg/2190), the topic: “Sofia – Contemporary Capital” is taken and the related competencies (tell about the location of the capital of Bulgaria with the help of a map; recognize on image the famous cultural monuments and natural assets of the Bulgarian capital; connect important sights of the capital with the historical ages to which they belong; understand the importance of the capital as a modern administrative centre of the country). Working on this project, pupils in the fourth grade will also acquire the following competencies: digital competence (using information in electronic form to produce short presentations on geographic, historical, cultural themes; using electronic presentations as a source of information about events and individuals); learning skills (working with maps and reference books – guides, children's encyclopaedias, extracting information about the past and the present from illustrative material, searching for information on a particular problem from written documents in the textbook); social and civic competencies (solving of problematic situations requiring hearing, exposing the personal point of view and maintaining one's own opinion; collecting curious facts about popular personalities or events from Bulgarian history; making albums with personal photos from visiting cultural, historical and natural sites; drawing up tables for the holidays of different communities – religious and ethnic; creating projects on a studied historical or geographic theme; visiting the municipality, the mayoralty, the National Assembly etc.; cultural competence and skills to express through creativity (making of albums with drawings from exhibits of visited museums, observation of natural and historical sites, elaboration of group presentations for selected natural sites). One of the distinctive aspects of the project activity with primary school pupils is the integrative nature of the project activities. The project “Sofia – Capital of Bulgaria” presented in this article is suitable for the first school term of the fourth grade. This is a medium term project that lasts for a month or two. It finishes with an open lesson in mathematics (one or two study hours), during which pupils resolve mathematical and application-practical tasks and present the results of their preliminary project work (preliminary project activities). Tasks in the project are three types: individual, group and class. Each pupil receives from all three categories of tasks. The task of the teacher is the preparation and distribution of the individual, group and class-related tasks, the determination of the deadlines for the implementation of the commitments undertaken by the pupils, as well as the ongoing control over the tasks.

scholarly journals Information devices as a factor causing children’s disorders

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 122-130
Author(s):  
Elena Nachinova ◽  
Alla Vasilevskaya
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Negative Impact ◽  
Research Work ◽  
Primary School Children ◽  
Electronic Information ◽  
Educational Work ◽  
Younger Generation ◽  
The One ◽  
Primary School Pupils

The article addresses the problem of the negative impact of the irregular use of electronic information carriers on primary school pupils’ psychophysical development. Foreign researches and WHO data on the allowed time of use of information devices for children and teenagers, their impact on heath, speech and motor development of the younger generation are presented. The concept “information device” is defined, the main contradictions of the active use of information devices by children are described which are resulted, on the one hand, from the impossibility of education and socialisation of the younger generation apart from electronic information devices, and, on the other hand, due to their negative impact on children’s health and psychophysical development. The choice of the age group for the study is substantiated – the primary school age, at which psychophysical and psychosocial changes take place, significant for the entire subsequent period of a child’s schooling. It is emphasised that at this age period children’s computer dependence has not yet formed, even a positive effect of the use of a computer on the mental development of a primary school pupil is noted. At the same time, the use of information devices in the education and leisure of primary school pupils requires a proper organisation of their educational work, balance of various activities, formation of pupils’ conscious behaviour, which will contribute both to the education of the child and his / her proper psychophysical development. The content of the experimental research work, which was carried out at the elementary grades of schools in Odessa region involving second-third-grade pupils and their parents, is described. The results of the surveys represented by pupils and their parents, pedagogical observations, assessment of pupils’ performance, the characteristics of their speech and motor development have shown an increase in the time allotted to children to work with information devices and the negative impact of their irregular use on the psychophysical development of primary school children.

Dare to Dream: A Vignette Survey on Self-Selection in Secondary Education Track Choice

2018 ◽  
Vol 23 (2) ◽  
pp. 354-373
Author(s):  
Tamás Keller
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Grammar School ◽  
Time Of Application ◽  
Vignette Study ◽  
The Past ◽  
School Grades ◽  
Self Selection ◽  
Secondary Track ◽  
Primary School Pupils

This article investigates applications to schools on the highest secondary track in Hungary (grammar schools). In Hungary, primary school pupils can apply to any secondary school. Pupils’ primary school grades play a crucial role only in the admissions procedure, and the exact cut-off point for admission is not known at the time of application. Pupils, however, might adjust their preferences according to their school grades and thus may not apply to schools on their preferred track. Dealing with the endogeneity of pupils’ preferences, the article applies an experimental vignette study. The respondents are primary school pupils who will shortly be applying to secondary schools. They assess the likelihood of a hypothetical pupil (described in the vignette) applying to schools on the highest track. The characteristics of the ‘vignette-person’ (such as his or her grades and preferences) are randomly allocated, and thus preferences are exogenous to grades. The results show no interaction between preferences and grades, which means that a clearly positive preference for grammar school does not compensate for poor grades. This may lead to self-selection, if pupils with a clearly positive preference for grammar school but poor primary school grades do not apply to their preferred secondary track. Since admission cut-off points are not known ahead of application, ignorance of the schools’ requirements is assumed to lie behind this self-selection. The article discusses the implications of the findings and suggests that schools should provide transparent information for applicants about the grades of pupils who have been admitted to those schools in the past.

scholarly journals What Does Social Realism Have to Offer for Research on Teacher Identity in Mathematics Education?

2019 ◽  
Vol 18 (7) ◽  
pp. 1229-1247 ◽  
Author(s):  
Lise Westaway ◽  
Gabriele Kaiser ◽  
Mellony Graven
Keyword(s):  
Primary School ◽  
Teacher Identity ◽  
Mathematical Knowledge ◽  
Social Constructionist ◽  
Social Realism ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Made In

Abstract Research that focuses on teacher identity is gaining traction as researchers argue that teachers mediate more than mathematical knowledge and skills in the classroom. This research tends to be underpinned by a social constructionist orientation, which foregrounds epistemology over ontology. This orientation is limiting for research that wishes to understand the base conditions that enable or constrain the expression (i.e. both communication and action) of teacher identity in teaching primary mathematics. The paper suggests that this requires research that explores the interaction between structure, culture and agency in the expression of teacher identity in teaching mathematics in primary school. The study argues that a social realist orientation is of value to research on teacher identity. From this perspective, teacher identity is defined as the manner in which teachers express their roles as teachers. As the paper is primarily theoretical, the exemplification is limited to two primary school teachers’ expression of only one role namely effective communicator of mathematics. It demonstrates what social realism enables, that is, not illuminated in research underpinned by a social constructionist orientation. The argument made in this paper elucidates how social realism supports a deep analysis of the structural and agential conditions that enable and constrain teacher identities.

scholarly journals Alakoulun oppilaiden kokemuksia ratkaisukeskeisen ilmastokasvatuksen toteutuksesta: havaintoja oppimisesta ja tunteista

2020 ◽  
Vol 4 (3) ◽  
pp. 4-22
Author(s):  
Ilkka Ratinen ◽  
Reetta Pahtaja
Keyword(s):  
Climate Change ◽  
Content Analysis ◽  
School Climate ◽  
Primary School ◽  
Qualitative Content Analysis ◽  
Climate Change Education ◽  
Inquiry Based Learning ◽  
Knowledge And Skills ◽  
Research Material ◽  
Primary School Pupils

Ratkaisukeskeisen ilmastokasvatuksen tavoitteena on oppia tietoja ja taitoja, joiden avulla opitaan vähentämään ilmastopäästöjä ja sopeutumaan ilmastonmuutokseen parhaalla mahdollisella tavalla. Ilmastonmuutoksen hillintä ja siihen sopeutuminen vaatii onnistuessaan myös tunteiden huomioon ottamista. Ilmastokasvatuksessa toivon ylläpitäminen on mahdollista merkityksiä luovien toimintastrategioiden avulla. Oleellista on, että oppija pohtii tekojensa merkityksellisyyttä, minkä avulla voidaan välttää toiveajattelua. Alakoulussa ilmastokasvatus perustuu tutkivaan oppimiseen ja dialogiseen, oppijan arkikäsityksen huomioon ottavaan vuorovaikutukseen. Vuorovaikutuksellinen opetus sitouttaa oppijat opetukseen. Artikkelissa pohditaan ilmastokasvatuksen toteutumista alakoulun oppilaiden näkökulmasta. Tutkimuksen aineisto kerättiin avoimella kyselylomakkeella kahdeksasta alakoulun luokasta, viidestä eri koulusta. Tutkimusaineisto koostuu 152 oppilaan vastauksista. Vastaukset analysoitiin laadullisella sisällönanalyysillä ja teemoitettiin fenomenografisesti eri käsitekategorioihin. Käsitekategoriat muodostuivat neljästä teemasta: 1) Uuden oppimisesta, 2) kiinnostuksen lisääntymisestä, 3) ilmaston-muutokseen liittyvästä toivosta ja 4) ilmastonmuutokseen liittyvästä surusta.   Primary school pupils' experiences on the implementation of intentional climate change education: observations on learning and emotions Abstract The goal of intentional climate change education is to learn the knowledge and skills to reduce climate emissions and adapt to climate change in the best possible way. Mitigating and adapting to climate change also requires taking emotions into account. In climate change education hope is possible to maintain through meaningful coping strategies. It is essential that the learner reflects on the significance of his or her actions and thus avoids unnecessary wishful thinking. In primary school, climate education is based on inquiry-based learning and dialogical interaction that considers the learner's everyday thinking. Interactive learning process helps to engage learners. This article considers the implementation of climate education from the perspective of primary school pupils. The research material was collected with an open questionnaire from eight primary school classes from five different schools. The research material consists of 152 pupils’ answers. The responses were analysed by qualitative content analysis and were phenomenographically themed into different concept categories. The concept categories consisted of four themes: 1) learning from the new, 2) increasing interest, 3) hope related to climate change, and 4) grief related to climate change. Keywords: intentional climate change education, hope, primary school

Using Research in Teaching: Fourth-grade division: how much is retained in grade five

1973 ◽  
Vol 20 (1) ◽  
pp. 65-71
Author(s):  
Ray Kurtz
Keyword(s):  
Mathematical Knowledge ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Knowledge And Skills ◽  
Difficult Time ◽  
Division Problems ◽  
Unique Nature ◽  
Division Process ◽  
Grade Division ◽  
Do So

Teachers acknowledge that the division process is difficult for children due to its unique nature of involving all basic mathematics operations. Fifth-grade teachers perennially have a difficult time understanding why they must do so much reteaching of division problems that are similar to those that the students studied during the fourth grade. It is also difficult for fourth-grade teachers to understand why the children need the reteaching in the fifth grade when they have observed, at the close of the fourth year, that the students seem to have the mathematical knowledge and skills needed for the next grade.

scholarly journals Music Technology Software in Adopting Music Teaching Contents

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Biljana S. Jeremić ◽  
Rajko Pećanac ◽  
Emilija Stanković ◽  
Tanja Đurđević
Keyword(s):  
Primary School ◽  
Educational Software ◽  
Age Groups ◽  
Fourth Grade ◽  
Music Technology ◽  
Attention And Memory ◽  
Music Teaching ◽  
Primary School Pupils

The paper examines the use of music technology software in music classes among younger pupils. The sample consists of the fourth grade primary school pupils (E-65, C-64) from Serbia. The experiment was carried out in classes in which pupils' intellectual processes (learning, attention, and memory) were encouraged through the use of music technology software. While the E group achieved better results regarding all examined parameters, a decline was recorded in the C group regarding some parameters. The results of this research also provide a basis for further research which would be aimed at pupils of all age groups. Keywords: music via technology, educational software, pupils' achievement

scholarly journals The development of cognitive interest at pupils of senior profile classes in polydisciplinary teaching

2021 ◽  
Author(s):  
Н.В. Протасова
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Scientific Knowledge ◽  
Mathematical Knowledge ◽  
Research Work ◽  
Knowledge And Skills ◽  
New Approaches ◽  
Subject Categories ◽  
Different Types ◽  
And Mathematics

Актуальность настоящей статьи обусловлена происходящими изменениями в научном знании. Формирующиеся новые отрасли знания, в том числе стыке наук, вносят изменения в содержание образования, исследователи осуществляют поиск новых подходов обучения. Предложено использование полипредметного подхода в обучении иностранным языкам обучающихся старших классов негуманитарного профиля с целью сформировать целостное представление о предметах и явлениях окружающего мира. Данная статья посвящена развитию познавательного интереса у обучающихся старших классов негуманитарного профиля в полипредметном обучении. Особый акцент в полипредметном обучении делается на приобретение новых знаний, умений и навыков по предметам естественно-математического цикла средствами иностранного языка. Полипредметность расширяет и углубляет предметные знания обучающихся, улучшает их лингвистическую подготовку. Составляющими полипредметного обучения являются проектная и исследовательская деятельность, которые в рамках полипредметного обучения позволяют приобретать знания по проблеме исследования из разных предметных областей. Разработка проектов и проведение исследовательской работы в полипредметном обучении активизирует мыслительную деятельность, развивает разные типы мышления, познавательный интерес. The actuality of present article is occasioned by changes in scientific knowledge. New branches of knowledge, forming at the junction of sciences make changes in syllabus, investigators search new approaches in teaching. This article is devoted to the development of cognitive interest at pupils of non-humanitarian profile in polydisciplinary education. Special accent is made on getting knowledge and skills on the subjects of science and mathematics using a foreign language. Polydisciplinary spreads and deeps science and mathematical knowledge and improves the linguistic education. Being a part of polydisciplinary teaching, project and research work help to get knowledge on the problem of investigation from different subject categories. Preparing a project or a research work in a polydisciplinary education makes thinking active, develops different types of thinking, cognitive interest.

scholarly journals Recruitment and retention in the biosciences: Teaching the scientists of tomorrow

2004 ◽  
Vol 26 (3) ◽  
pp. 52-54
Author(s):  
Sheila Dargan
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Secondary School Students ◽  
School Students ◽  
Scientific Education ◽  
Recruitment And Retention ◽  
The Past ◽  
Comparable Level ◽  
Primary School Pupils

Although it is relatively easy to get primary school pupils excited about science, extracting a comparable level of enthusiasm from secondary school students is much more challenging. Over the past 15 years, the number of pupils sufficiently qualified to enter science A-levels has almost tripled, but unfortunately this has not been mirrored in the numbers electing to take their scientific education beyond GCSE or equivalent level.

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