Pengenalan Literasi Sampah Pada Anak-Anak Melalui Video Dan Permainan

Environmental education creates environmental behaviour of people. Children are social agent who plays prominent role for shaping future life. In order to create environmental consciousness generation environmental education should be delivered to children. This paper reports community engagement activity through providing environmental education for first to third grade of primary school children. The delivery process of environmental education to children was transferred through movies and games. Two movies were played to children have attracted them to understand of the prominent of putting trash to the right litter bin. Meanwhile, game simulation for practicing waste separation resulted 96% of children were able to put rubbish in the right litter: organic, paper and plastic litter. Children who did wrong argue that they made mistakes due to time limit which influenced them to put to the right litter.

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Refractive status primary school school children in Mopani district, Limpopo Province, South Africa

African Vision and Eye Health ◽

10.4102/aveh.v65i4.263 ◽

2006 ◽

Vol 65 (4) ◽

pp. 125-133

Author(s):

R. G. Mabaso ◽

A. O. Oduntan

Keyword(s):

South Africa ◽

Primary School ◽

School Children ◽

Primary Schools ◽

Limpopo Province ◽

Primary School Children ◽

Vision Screening ◽

Vision Correction ◽

Increased Risk ◽

The Right

This article reports part of the findings of a study carried out to determine the causes, prevalence, and distribution of ocular dis-orders among rural primary school children in Mopani district of Limpopo Province, South Africa. Three hundred and eighty eight children aged 8 to 15 years were randomly selected from five randomly selected schools. Non-cycloplegic retinoscopy and auto-refrac-tion were performed on each child. The preva-lence of hyperopia, myopia, and astigmatism was 73.1%, 2.5% and 31.3% respectively. Hyperopia (Nearest spherical equivalent power (FNSE) ranged from +0.75 to +3.50 D for the right and left eyes with means of +1.05 ± 0.35 D and +1.08 ± 0.34 D respectively.Myopia (FNSE) ranged from –0.50 to –1.75 D for the right eye and –0.50 to –2.25 D for the left eye with means of –0.75 ± 0.55 D and –0.93 ± 0.55 D respectively. Regression model for myopia, shows that age had an odds ratio of 1.94 (1.15 to 3.26), indicating a significant increased risk of myopia with increasing age. Correcting cylinders for the right eyes ranged from –0.25 to –4.50 D (mean = −0.67 ± 0.47 D) and for the left eyes from –0.25 to –2.50 D (mean = −0.60 ± 0.30 D). With-the-rule (WTR) astigmatism (66.5%) was more common, followed by against-the-rule (ATR)astigmatism (28.1%) and oblique (OBL) astigmatism (5.4%). With-the-rule astigmatism was more common in females than males; ATR astigmatism and OBL astigmatism werecommon in males. Regular vision screening programmes, appropriate referral and vision correction in primary schools in Mopani district are recommended in order to eliminate refractive errors among the children.

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Does Beauty Matter? The Effect of Perceived Attractiveness on Children’s Moral Judgments of Harmful Actions against Animals

Environment and Behavior ◽

10.1177/00139165211014626 ◽

2021 ◽

pp. 001391652110146

Author(s):

Silvia Collado ◽

Rocío Rodríguez-Rey ◽

Miguel A. Sorrel

Keyword(s):

Environmental Education ◽

Primary School ◽

School Children ◽

Moral Judgments ◽

Primary School Children ◽

Control Group ◽

Education Intervention ◽

Moral Transgressions ◽

Experimental Group ◽

Perceived Attractiveness

The current research asks whether children’s judgments of harmful actions toward animals depend on animals’ perceived attractiveness. In Study 1, primary school children ( N = 359) rated the perceived attractiveness of six animals and judged how severe it is to hurt them, as compared to moral transgressions, social-conventional transgressions, and personal choices. Hurting attractive animals was perceived as severe as hurting another child, while hurting unattractive animals was evaluated as less serious than social-conventional transgressions. In Study 2, we experimentally tested whether the attractiveness of animals rated as unattractive in Study 1 could be influenced by an environmental education intervention. After the intervention, children in the experimental group ( N = 21) rated unattractive animals as more attractive than before the intervention, and this led to judging harming these animals more severely than before the intervention. No changes were found in the control group ( N = 20).

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Refractive status of primary school children in Mopani district, Limpopo Province, South Africa

African Vision and Eye Health ◽

10.4102/aveh.v65i4.267 ◽

2006 ◽

Vol 65 (4) ◽

Author(s):

R.G. Mabaso ◽

A.O. Oduntan ◽

M.B.L. Mpolokeng

Keyword(s):

South Africa ◽

Primary School ◽

School Children ◽

Primary Schools ◽

Limpopo Province ◽

Primary School Children ◽

Vision Correction ◽

Increased Risk ◽

The Right ◽

Astig Matism

This article reports part of the findings of a study carried out to determine the causes, prevalence, and distribution of ocular dis-orders among rural primary school children in Mopani district of Limpopo Province, South Africa. Three hundred and eighty eight children aged 8 to 15 years were randomly selected from five randomly selected schools. Non-cycloplegic retinoscopy and auto-refrac-tion were performed on each child. The preva-lence of hyperopia, myopia, and astigmatism was 73.1%, 2.5% and 31.3% respective-ly. Hyperopia (Nearest spherical equivalent power (FNSE) ranged from +0.75 to +3.50 D for the right and left eyes with means of +1.05 ± 0.35 D and +1.08 ± 0.34 D respectively. Myopia (FNSE) ranged from –0.50 to –1.75 D for the right eye and –0.50 to –2.25 D for the left eye with means of –0.75 ± 0.55 D and –0.93 ± 0.55 D respectively. Regression model for myopia, shows that age had an odds ratio of 1.94 (1.15 to 3.26), indicating a signifi-cant increased risk of myopia with increasing age. Correcting cylinders for the right eyes ranged from –0.25 to –4.50 D (mean = −0.67 ± 0.47 D) and for the left eyes from –0.25 to –2.50 D (mean = −0.60 ± 0.30 D). With-the-rule (WTR) astigmatism (66.5%) was more common, followed by against-the-rule (ATR) astigmatism (28.1%) and oblique (OBL) astig-matism (5.4%). With-the-rule astigmatism was more common in females than males; ATR astigmatism and OBL astigmatism were common in males. Regular vision screening programmes, appropriate referral and vision correction in primary schools in Mopani district are recommended in order to elimi-nate refractive errors among the children.

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Environmental Education of Primary School Children

Education and science in the modern context ◽

10.21661/r-552752 ◽

2020 ◽

Author(s):

Zulfiia Irekovna Gainutdinova

Keyword(s):

Environmental Education ◽

Primary School ◽

School Children ◽

Primary School Children

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Cultural and aesthetic development of elementary school students in environmental education as a current pedagogical problem

Revista Amazonia Investiga ◽

10.34069/ai/2021.41.05.15 ◽

2021 ◽

Vol 10 (41) ◽

pp. 151-159

Author(s):

Irina Aryabkina ◽

Tatiana Kudashova ◽

Alexander Bulynin ◽

Fatima Aliphanova ◽

Elena Silantyeva

Keyword(s):

Environmental Education ◽

Primary School ◽

School Children ◽

Natural World ◽

Cultural Development ◽

Primary School Children ◽

School Students ◽

Aesthetic Development ◽

Ecological Culture ◽

A Current

The purpose of the article is to analyze such a problem of pedagogical science at the present stage as the cultural and aesthetic development of primary school children in environmental education. The article reveals the essential and content characteristics of the concepts "cultural development", "aesthetic culture"," environmental education"," ecological culture","cultural and aesthetic development of primary school children in environmental education". The cultural and aesthetic development of primary school children in environmental education is considered as a way of forming a harmonious, integral, truly intelligent, civilized and spiritual personality. The article presents the materials, methods, pedagogical conditions, the results of an experiment to determine the level of cultural and aesthetic development of primary school children in environmental education through familiarity with the natural world, as well as the tasks facing the modern primary school to form the cultural and aesthetic development of primary school children in environmental education.

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Compliance and Usability of Weber and Rinne’s Tests For Audio Acuity Among Primary School Children From a Health Resource Poor Community

Journal of Nepal Paediatric Society ◽

10.3126/jnps.v33i2.7673 ◽

2013 ◽

Vol 33 (2) ◽

pp. 95-98

Author(s):

Baba Usman Ahmadu ◽

Joshua Danji Solomon ◽

Fate Bala Zira ◽

Abdallah Joda Aisha ◽

Musa Rimamchika ◽

...

Keyword(s):

Primary School ◽

Hearing Impairment ◽

School Children ◽

School Health ◽

Primary School Children ◽

High Tech ◽

Poor Countries ◽

Resource Poor ◽

Auditory Acuity ◽

The Right

Background: Normal auditory acuity is needed for transmission and reception of speech between teachers and students, and from student to student for effective communication and learning. Hearing impairment in school children will potentially cause difficulty perceiving speech clearly in the educational environment. Materials and Methods: Auditory acuity measurements were conducted on 300 primary school children using the Weber and Rinne’s tests. Results: Nearly all the children 292 (97.3%) had good hearing. Eight (2.7%) had ipsilateral conduction hearing impairment. Of these, 5 (62.5%) occurred on the right and 3 (37.5%) on the left ear; they were referred to the otorynolaryngologist for further evaluation and management. Conclusion: Our subjects demonstrated high compliance to Weber and Rinne’s tests which were found to be usable in screening hearing impairment in school children. These tests can be incorporated into the school health programmes in resource poor countries where high tech hearing screening facilities are not readily affordable and available. In addition, the test can be conducted at primary health centers thereby decongesting both secondary and tertiary health facilities. DOI: http://dx.doi.org/10.3126/jnps.v33i2.7673 J Nepal Paediatr Soc. 2013; 33(2):95-98

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PREPARING FUTURE TEACHERS FOR FOSTERING A HUMAN ATTITUDE OF PRIMARY SCHOOL CHILDREN TOWARDS LIVING NATURE

World Science ◽

10.31435/rsglobal_ws/30042019/6477 ◽

2019 ◽

Vol 3 (4(44)) ◽

pp. 4-8

Author(s):

Anastasiia Varenychenko

Keyword(s):

Teacher Training ◽

Environmental Education ◽

Primary School ◽

School Children ◽

Primary School Children ◽

Plant Responses ◽

Future Teachers ◽

Human Attitude ◽

Living Nature ◽

Living Objects

The article deals with the necessity of teacher training in order to foster a humane attitude of primary school children towards living nature. In addition, the methods of subjective attitude development to living objects have been singled out. Among them are explanations of animal (plant) responses, visualization, dramatization, environmental identification, environmental empathy, environmental reflection. In our survey, we differentiate between the following components of students towards the environment: cognitive and process, emotional and value, motivational, practical and action ones. These components have also been experimentally checked. The goal of my research is to develop the methodological tips and suggestions for future teachers related to environmental education and conservation.

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Nya former för lärande: Leken som ett redskap i lärandet i miljö i grundskolans tidigare årskurser

Nordic Studies in Science Education ◽

10.5617/nordina.450 ◽

2012 ◽

Vol 2 (1) ◽

pp. 58-71

Author(s):

Christel Persson

Keyword(s):

Environmental Education ◽

Primary School ◽

Food Webs ◽

School Children ◽

Teaching And Learning ◽

Research Question ◽

Environmental Issues ◽

Primary School Children ◽

Food Chains

The aim of this study is to show how play, as a dimension in teaching and learning, can act as catalystin learning in environmental issues. The research question is how primary school children use scientificand technological conceptions in order to describe and understand environmental contexts. In thisarticle nine-year-old boys and girls deal with conceptions like food-chains and food-webs but alsowhether man is part of nature or not. The analysis is based on metacognitive dialogues where thescience teacher and the children are interacting. The discussion points out what possibilities andboundaries play as a tool can provide in teaching and learning in environmental education.

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Unformed lateralization of the brain hemispheres regarded as a neuropsychological feature of primary school children

E3S Web of Conferences ◽

10.1051/e3sconf/202021019026 ◽

2020 ◽

Vol 210 ◽

pp. 19026

Author(s):

Inna Lukyanova ◽

Evgeniy Sigida ◽

Svetlana Utenkova ◽

Svetlana Dmitrieva ◽

Maria Chibrikova

Keyword(s):

Primary School ◽

Left Hemisphere ◽

School Children ◽

Right Hemisphere ◽

Primary School Children ◽

Abstract Thinking ◽

Signal System ◽

Brain Hemispheres ◽

The Right ◽

The Brain

The purpose of the study is to identify the neuropsychological features of primary school children (unformed lateralization of the brain hemispheres) that substantiate the necessity for changes in the organization of their learning process. The data of the research demonstrated the need to classify children of primary school age in accordance with the characteristics of their perception and the type of thinking. In the system of interactions between the brain hemispheres, signal systems and the type of thoughts, 7-8 year old pupils displayed the priority of reflecting the world through the first-signal system, stimulating the dominance of the activity of the right hemisphere, which determines the dominance of visual thinking. Children who are from 9 to 10 years old are characterized by the reflection through a second-signal system, a shift of the brain lateralization to the left hemisphere, and the development of abstract thinking. The results described above suggest that only at the age of 9-10, modern primary school children are ready to learn within the existing educational system; 7-8-year-old children are much worse at perceiving information transmitted through the words and are not ready for a learning pattern based on the use of abstract thinking; forced switching of children of this group from the right-hemisphere lateralization of the brain to the left-hemisphere leads to a state of hemispheric dysfunction and, as a result, to neurotic disorders. The education of primary school children must be approached in a differentiated way. The education system of 7-8 year old pupils, whose thinking needs to complete the development of visual thinking (not to leave the process incomplete) and to proceed to the formation of a second-signal system with the dominance of the left hemisphere, which determines the transition to abstract thinking, needs to be rebuilt by excluding the factors that traumatize neuro-physiological structures from it.

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