Raccontare con le immagini. Lo Stop-motion come strumento per l’apprendimento collaborativo

The purpose of this paper is to describe the activities carried out in a class with children of the third year of primary school (Istituto Sant’Anna, Torino) school year 2019/2020 and to test the potentialities of audiovisual and technological language in the development of knowledge and skills, like the management of a collaborative activity, the correct use of technological tools and the awarness of the project’s path.Thissperimental activity starts from the hypothesis that creating a stop-motion video, focused on a disciplinary subject, can give good results both from a learning point of view and the acquisition of social and relational skills thank to the type work, mainly carried out in groups.

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PSYCHOLOGICAL ASPECTS OF VERBAL FEEDBACK FROM THE STUDENTS´ POINT OF VIEW

Slavonic Pedagogical Studies Journal ◽

10.18355/pg.2021.10.2.1 ◽

2021 ◽

Vol 10 (2) ◽

pp. 94-110

Author(s):

Veronika Pekarova ◽

Lenka Kolcunova ◽

Estera Koverova ◽

Eva Rajcaniova ◽

Robert Tomsik ◽

...

Keyword(s):

Primary School ◽

Positive Emotions ◽

First Grade ◽

Point Of View ◽

Psychological Aspects ◽

Second Grade ◽

Verbal Feedback ◽

School Students ◽

School Year ◽

And Gender

The presented research was focused on the opinions of students on verbal feedback which they received during the distance form of education implemented in the school year 2019/2020 as a reaction to the COVID-19 pandemic. The aim of the research was to find out how students perceive verbal feedback in comparison with other forms of assessment and to examine its psychological aspects with regard to the primary school grade and gender. The research involved 309 primary school students who were administered the questionnaire developed by the authors of the study. Students in the first grade of primary school showed a greater interest in verbal feedback, which was also associated with higher efficiency, motivation, positive emotions, and perceived it as fairer and more important, compared to students in the second grade, who tended more towards the classification. How the students liked the verbal feedback was related to whether they liked going to school and also to what emotions the verbal feedback evoked in them. At the same time, the positive emotions associated with verbal feedback were also related to the degree of its effectiveness. In general verbal feedback was perceived positively and caused positive emotions.

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Penerapan Metode Active debate dalam Meningkatkan Keterampilan Berbicara pada Mata Pelajaran Bahasa Indonesia

JUPIIS JURNAL PENDIDIKAN ILMU-ILMU SOSIAL ◽

10.24114/jupiis.v6i1.1472 ◽

2014 ◽

Vol 6 (1) ◽

pp. 14

Author(s):

Zulyetti Zulyetti

Keyword(s):

Primary School ◽

Sixth Grade ◽

Average Score ◽

Learning Method ◽

The Third ◽

School Year ◽

Active Debate ◽

The Subject ◽

Test Result ◽

Bahasa Indonesia

This research aims at understanding factual depiction regarding implementation of learning method of active debate in improving speaking skills on the subject of Bahasa Indonesia at the sixth grade of Primary School 2 of Klieng, Aceh Besar Regency in 2012/ 2013 School Year. The research uses two cycles of the action research which are each cycle consists of four stages such as : planning, acting and observing, reflecting and revising. The object of the research is the 30 pupils of sixth grade of Primary School 2 of Kling, Aceh Besar Regency, Province of Aceh. The data collected here are test result, observation sheet of learning processes. In the first cycle the achieved average score was 6.57, as in the second cycle the average score climed to 7.57, and experienced an increasing again in third cycle on 8.33 score. Except the average score, the students activity also experienced elevating quality such as asking question at first cycle agregates 16.67 percent, then 10 percent at the second cycle, and 25 percent at the third cycle. Whereas responsing of clasmates askings, at the fist cycle agregates 21.67 percent, then 13.34 percent at the second cycle, and 18.43 at the third cycle. Furthemore aspect of paying attention on teacher explanation at the first cycle agregates 71.67 percent, then 85 percent at the second cycle, and finally 96.67 percent at the third cycle. While, aspect of discussion at the first cycle agregates 81.67 percent, then 86.67 percent at the second cycle, and 100 percent at the third cycle.

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ANALYSIS OF THE THIRD GRADE STUDENTS’ ATTITUDE ON TRAINING WITH GEOMETRY VARIOUS PROBLEMS

Knowledge International Journal ◽

10.35120/kij3002417h ◽

2019 ◽

Vol 30 (2) ◽

pp. 417-421

Author(s):

Gergana Hristova

Keyword(s):

Primary School ◽

Third Grade ◽

Self Assessment ◽

Spatial Concepts ◽

The Third ◽

School Year ◽

Teacher Needs ◽

Geometric Knowledge ◽

Primary School Pupils ◽

Independent Work

In primary school, geometry is an integral part of mathematics education. The main purpose of teaching geometry in primary school is to give pupils a clear and correct idea of some geometric shapes and their basic properties; to develop spatial concepts, logical thinking and imagination; to instil knowledge, skills and habits in drawing and measuring, which have great practical relevance, thereby preparing them successfully for the teaching of geometry in subsequent years. Geometric knowledge introduced to primary school pupils is abstract and must, in addition to having an educational nature, be tailored to the pupils’ age-specific characteristics, in particular the dominance of concrete thinking in their young minds. The process of teaching mathematics in the third grade must be based on rich visual and practical examples, enabling pupils to get involved in different types of activities. In the course of this process, the teacher needs to set aside time and space for independent work not only in lessons where the aim is to consolidate and summarise what was taught, but also when the pupils are learning new knowledge. Individual and group learning activities should also be widely used. The challenge facing modern teachers is to prepare pupils for their social realisation. Pupils should find the material interesting and thought-provoking in order to develop their creativity, enabling them seek and find non-standard solutions in life. This paper presents an analysis of the response of third grade pupils to teaching using the author’s various problems and geometry exercises. There are 104 problems (31 introductory problems and 73 confirmatory problems) divided into eleven topics that only include geometry problems and exercises. Those problems and exercises complement the geometry teaching material included in the third grade curriculum. In the school year of 2016/2017, 149 third grade pupils from three schools in Sofia and two in smaller towns participated in lessons involving the various geometry problems. After solving problems on a specific topic, the pupils were given a self-assessment card to complete at the end of the lesson. Here will be presented the pupils’ answers and how they evaluated their work in solving the problems and exercises assigned to them.

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Acquiring penmanship and writing skills from the first to fifth grade of primary school: Joined-up writing vs. Comenia Script

Journal of Language and Cultural Education ◽

10.2478/jolace-2018-0012 ◽

2018 ◽

Vol 6 (2) ◽

pp. 1-13

Author(s):

Olga Kučerová ◽

Anna Kucharská

Keyword(s):

Primary School ◽

Error Rate ◽

Writing Skills ◽

Fifth Grade ◽

Point Scale ◽

The Past ◽

School Year ◽

And Gender ◽

Developmental Dynamics ◽

The Given

Abstract The project presented here deals with a typical human means of communication – writing. The aim of the project is to map the developmental dynamics of handwriting from the first to the fifth grade of primary school. The question remains topical because of the fact that several systems of writing have been used in the past few years. Our project focuses on comparing the systems of joined-up handwriting (the standard Latin alphabet) and the most widespread form of printed handwriting: Comenia Script. The research can be marked as sectional; pupils took a writing exam at the beginning and at the end of the 2015/2016 school year. The total number of respondents was 624 pupils, evenly distributed according to the school year, system of writing and gender. To evaluate handwriting, the evaluation scale of Veverková and Kucharská (2012) was adjusted to include a description of phenomena related to graphomotor and grammatical aspects of writing, including the overall error rate and work with errors. Each area that was observed included a series of indicators through which it was possible to create a comprehensive image of the form handwriting took in the given period. Each indicator was independently classified on a three-point scale. Thanks to that, a comprehensive image of the form of writing of a contemporary pupil emerged.

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COMPARATIVE ANALYSIS OF THE GEOMETRICAL CONTENT IN THE NEW BULGARIAN TEXTBOOKS OF MATHEMATICS FOR THIRD GRADE

Knowledge International Journal ◽

10.35120/kij2803991g ◽

2018 ◽

Vol 28 (3) ◽

pp. 991-996

Author(s):

Gabriela Kirova

Keyword(s):

Comparative Analysis ◽

Third Grade ◽

Obtuse Angle ◽

Curve Beam ◽

Mathematics Textbook ◽

The Third ◽

School Year ◽

Learning Content ◽

Relative Share ◽

Geometric Content

Starting with 2018/2019 school year in Bulgaria, the math education in the third grade is implemented through new training kits. They were developed on the basis of the new third-grade mathematics curriculum, approved by Order No. РД 09-1093 / 25.01.2017 of the Minister of Education and Science, Annex No. 8, supplemented by Order No. РД 09-2555 / 15.06.2018 of the Minister of Education and Science. Training kits are approved by the Ministry of Education and Science and are 7 in total. Geometric learning content in new math textbooks is the second most important element after arithmetic content. It is combined with the arithmetic learning content, and by this the foundation of the successful study of geometry in the next school grades is laid. The new geometry knowledge that is included in the third grade curriculum is the following: straight line, curve, beam, angle, right angle, obtuse angle, acute angle, right triangle, acute triangle, obtuse triangle; naming geometric figures with Latin alphabet letters [11]78. It is important in a modern mathematics textbook to have a rich and varied geometric content. It is important that the new types of geometry tasks are introduced with rich visualization using a specific-inductive approach. The relative number of tasks of a given type is an important prerequisite for the successful formation and improvement of skills for solving geometric problems in pupils at the age of 9-10. This article will present a comparative analysis of the geometric content in the seven approved Bulgarian third-grade mathematics textbooks, which are used in the mass practice of this school year. For the purpose of the study, a classification of all types of tasks and exercises with geometric content has been developed. Then the tasks in the seven textbooks are systematized by the so chosen classification. The data are statistically processed taking into account the relative share of tasks of each type within a textbook, as well as a comparison between the relative shares of the geometric tasks in the different textbooks. The established differences in the number and relative share of different types of geometric tasks make it possible for the analyzed textbooks to be ranked. Such a study has not been published so far. It has a relation to the assessment of the quality of the textbooks offered. The conclusions formulated in this article can help primary teachers in their choice of textbooks to teach to their third grade students.

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THE LAPBOOK AS A DIDACTIC TOOL TO IMPLEMENT INTEGRATED TRAINING IN NATURAL SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP AT PRIMARY SCHOOL LEVEL

Knowledge International Journal ◽

10.35120/kij2803959y ◽

2018 ◽

Vol 28 (3) ◽

pp. 959-963 ◽

Cited By ~ 1

Author(s):

Yordanka Peycheva ◽

Snezhana Lazarova

Keyword(s):

Natural Science ◽

Lessons Learned ◽

Point Of View ◽

School Level ◽

Integrative Approach ◽

Educational Goals ◽

Knowledge And Skills ◽

Global Issues ◽

Highly Active ◽

The World

The formation of comprehensive and in-depth notions of objects and phenomena in the world can be achieved when the mastery of knowledge and skills is carried out in a system realized in the context of integration of different scientific directions. One of the main issues in modern education is related to the contradiction - on one hand between the need to form the skills necessary for the orientation and adaptation of the personality in the dynamics of the globalizing world and on the other - the education which is largely based on unilateral acquiring of knowledge and skills within the different subject areas. This influences the development of a worldview and the formation of an adequate attitude towards the problems under consideration and the world as a whole. The knowledge and skills acquired today are often “locked” in the respective direction. The cross-curricular unity in the curriculum is of a recommended nature, but even if it is realized, it does not fully meet the need for a comprehensive and multifaceted consideration of global issues, as a result of which the student not only understands, reflects, but also applies the lessons learned in the process of creating a product - ideal or material. Combining the intellectual nature of the cognitive process with the practice activity are conditions in which the students are highly active and achieve better learning outcomes. Therefore, it is expedient for the different directions to correspond more closely to each other and to carry out effective cross-curricular integration. The concept of applying an integrative approach in the current paper is based on the idea of creating pedagogical conditions for reconciling the goals and expected outcomes of technology and entrepreneurship and natural sciences studied at the initial stage of the primary education. Integration can take place on two levels - knowledge and skills. We believe that the lapbook as an innovative didactic tool contains the necessary potential for effective realization of the educational goals in both directions in terms of achieving the expected results. In the course of its elaboration, new information is acquired in the field of engineering and technology, specific skills underlying the curricula of technology and entrepreneurship programs are developed. At the same time, a number of subjects from the learning content, which are considered from the natural science point of view, are enriched and perceived in a technological way, after which they find place in an attractive book - a lapbook, made by the students themselves. Its utilitarian value is multiplied by the personal contribution to its creation - not only as an object but also as content. The main topics that are of interest to the students are exploring and preserving nature, jobs, modern technical achievements, holidays and customs. As a result of the adequate integration of competences, tailored to curricula, a number of skills are formed, such as: skills for searching on their own, systematization and presentation of information, and application of the lessons learned in a new situation.

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Dental Inclusion of Canine and Wisdom Tooth in Orthodontics Chemical Necroses

Revista de Chimie ◽

10.37358/rc.18.8.6497 ◽

2018 ◽

Vol 69 (8) ◽

pp. 2191-2196

Author(s):

Cristian Constantin Budacu ◽

Nicoleta Ioanid ◽

Cristian Romanec ◽

Mihail Balan ◽

Liliana Lacramioara Pavel ◽

...

Keyword(s):

Third Molar ◽

Point Of View ◽

Separate Entity ◽

Wisdom Tooth ◽

Facial Aesthetics ◽

The Third ◽

Edentulous Mandible ◽

Canine Guidance ◽

Upper Jaw ◽

Functional Point

Canine plays an important role in the dento-maxillary system. From a functional point of view, it provides the canine guidance, by positioning it in the frontal area, has a role in facial aesthetics. It plays an important prosthetic role by having the longest root and one of the longest arcade teeth. Three molars represent the last teeth that erupt in the arches both in the jaw and in the mandible, which is why they remain the most frequently included.Canine incidence is quite common following the wisdom tooth. It can be unilateral or bilateral and is more common in the upper jaw. The canine may remain included at the vestibular, palatal or between the two bones. A separate entity is the incision of the canine in the edentulous mandible or jaw. The study included 213 cases with dento-alveolar pathology, of which 128 patients were selected with dental inclusion. Our study reports that the first three molars are frequent, followed by the canine as opposed to other studies conducted by Guzduz K in 2011 and Fardi A of the same year bringing the canines first (Fardi, Guzduz). Some studies attribute the first place to the superior canine in terms of frequency, but they are abstracted from the molar three inclusion that they consider as most frequently (Compoy). The most common tooth in inclusion is the third molar (lower and upper) followed by the upper canine; the most commonly affected are women for both canine and molar.

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The Limit Situation And The Narrative Of War (On The Material Of The Novel “My Lieutenant” By Daniil Granin)

Tyumen State University Herald Humanities Research Humanitates ◽

10.21684/2411-197x-2020-6-1-90-104 ◽

2020 ◽

Vol 6 (1) ◽

pp. 90-104

Author(s):

Anatoly S. Kuprin ◽

Galina I. Danilina

Keyword(s):

20Th Century ◽

Scientific Work ◽

Point Of View ◽

Continuous Limit ◽

The Novel ◽

Term Limit ◽

Abstract Author ◽

The Third ◽

Definition Of

The purpose of this study is the analysis of limit situation in the narrative of war. The material of the study is the novel of Daniil Granin “My Lieutenant” and related texts. In the first part of the paper, the authors explore existing approaches to the term “limit situation” and similar concepts into scientific and philosophical traditions; limits of its applicability in literary studies and its relation to the categories of “narrative instances” and “event”. Proposed a literary-theoretical definition of the limit situation, which can be used in the analysis of fiction texts. Existing approaches to the examination of the situation of war are analyzed: philosophical-existential, psychoanalytic, sociological, literary. In the second part of the paper, the authors propose their method for analyzing limit situations in texts about war, which basis on existing approaches and preserves the text-centric principle of studying the structure of the story. Two interrelated areas of research have been identified: the study of war as a continuous limit situation in the intertextual aspect (the discourse of war); the study of limit situations (death, suffering, guilt, accident) in the narrative of war as part of a specific text. In the third part of the scientific work,the analysis of war as a continuous limit situation results in the study of the concept of “limit” (border) in a fiction text. The role of “limit” (border) concept in the texts about the war is studied, the possible types of limits in the discourse of war are examined. Limit situations in the narrative of war are analyzed on the basis of the novel “My Lieutenant” by Daniil Granin. A review of journalistic and scientific works about the novel revealed both the continuity and the differences between the novel and the “lieutenant” prose of the 20th century. An analysis of the limit situations in the novel revealed their key position in the narrative. These situations are independent of the fiction time, of the fluctuation of the point of view’; the function of the abstract author is to build the narrative as a “directive” immersion of the hero and narrator in these situations.

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Presentation

INTERdisciplina ◽

10.22201/ceiich.24485705e.2014.3.47782 ◽

2014 ◽

Vol 2 (3) ◽

Author(s):

Redacción CEIICH

Keyword(s):

Cultural History ◽

Social Reality ◽

Point Of View ◽

The Body ◽

Literary Studies ◽

The Third ◽

The Social ◽

Feminist Theories ◽

History Of

The third number of INTERdisciplina underscores this generic reference of Bodies as an approach to a key issue in the understanding of social reality from a humanistic perspective, and to understand, from the social point of view, the contributions of the research in philosophy of the body, cultural history of the anatomy, as well as the approximations queer, feminist theories and the psychoanalytical, and literary studies.

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Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽

10.1136/bmjopen-2020-045879 ◽

2021 ◽

Vol 11 (5) ◽

pp. e045879

Author(s):

Bina Ram ◽

Anna Chalkley ◽

Esther van Sluijs ◽

Rachel Phillips ◽

Tishya Venkatraman ◽

...

Keyword(s):

Mental Health ◽

Physical Activity ◽

Cohort Study ◽

Educational Attainment ◽

Primary School ◽

Primary Schools ◽

Intervention Group ◽

Control Group ◽

Physical And Mental Health ◽

School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

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