Implementation of Games in Primary School Social Studies Lessons

2022 ◽  
pp. 864-883
Author(s):  
Polona Jančič Hegediš ◽  
Vlasta Hus
Keyword(s):  
Social Studies ◽  
Learning Environment ◽  
Primary School ◽  
Primary Schools ◽  
National Curriculum ◽  
Educational Goals ◽  
Constructivist Approach ◽  
Game Based Learning ◽  
Optimal Learning ◽  
Optimal Learning Environment

This chapter presents the implementation of games in teaching social studies in primary schools. In Slovenia, social studies lessons combine educational goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, and ecology with the national curriculum based on the constructivist approach. Game-based learning enables an optimal learning environment for students. This chapter researches games in social studies. Results show teachers rarely use didactic games in social studies and that games are most commonly used at the beginning of lessons to achieve greater motivation and concentration of students and for more diversified classes. Most respondents' students like game-based learning in social studies and also estimate that games are not played often enough.

Implementation of Games in Primary School Social Studies Lessons

2020 ◽  
pp. 256-275
Author(s):  
Polona Jančič Hegediš ◽  
Vlasta Hus
Keyword(s):  
Social Studies ◽  
Learning Environment ◽  
Primary School ◽  
Primary Schools ◽  
National Curriculum ◽  
Educational Goals ◽  
Constructivist Approach ◽  
Game Based Learning ◽  
Optimal Learning ◽  
Optimal Learning Environment

This chapter presents the implementation of games in teaching social studies in primary schools. In Slovenia, social studies lessons combine educational goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, and ecology with the national curriculum based on the constructivist approach. Game-based learning enables an optimal learning environment for students. This chapter researches games in social studies. Results show teachers rarely use didactic games in social studies and that games are most commonly used at the beginning of lessons to achieve greater motivation and concentration of students and for more diversified classes. Most respondents' students like game-based learning in social studies and also estimate that games are not played often enough.

Teaching Social Studies With Games

2018 ◽  
Vol 8 (2) ◽  
pp. 68-79 ◽  
Author(s):  
Polona Jančič ◽  
Vlasta Hus
Keyword(s):  
Experiential Learning ◽  
Social Studies ◽  
Primary School ◽  
National Curriculum ◽  
Role Playing ◽  
Fifth Grade ◽  
Game Based Learning ◽  
Optimal Learning ◽  
Role Playing Game ◽  
Optimal Learning Environment

Social studies is a class students encounter in the fourth and fifth grades of primary school in Slovenia. It includes goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, aesthetics, and ecology. Among other didactic recommendations in the national curriculum for teaching, social studies include experiential learning with games. Game-based learning enables an optimal learning environment for students. The purpose of this article is to examine representation of games in social studies in primary school. The research sample consisted of 290 students of the fourth and fifth grade, 177 teachers teaching fourth and fifth grade, and 56 observed social studies lessons. Results showed that teachers rarely use didactic games in social studies. Results show that teachers rarely use game-based learning in teaching social science. Depending on the type of a game, the most commonly used one is a role-playing game. Most respondents' students like game-based learning in social studies and also estimate games are not played often enough in social studies.

scholarly journals Primary School Teachers’ Opinions and Application Levels Related to Constructivist Approach to the Subjects of “Voice and Light”

2011 ◽  
Vol 3 (2) ◽  
pp. 112-126
Author(s):  
Fatma Ekici ◽  
Çiğdem Aldan Karademir ◽  
Esra Uçak ◽  
Erhan Ekici
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
National Curriculum ◽  
Constructivist Approach ◽  
School Teachers ◽  
Primary School Teachers ◽  
Didactic Teaching ◽  
National Education ◽  
Education In Turkey ◽  
Teaching Learning

In Turkey, constructivism has begun to be implemented in education through the new Science and Technology National Curriculum in 2005-2006 school terms. Since 2005, the teachers have been a part of an altering process in education. This process has been emerged as a change for old teachers in the means of both theoretical and practical. Even though the change has occurred in the mean of theoretical through in-service education, unfortunately this change couldn’t have occurred in practical mean. In this respect, constructivist approach oriented activities should be more allowed for in the in-service education courses to the teachers. The teachers should be encouraged to make practices about constructivist learning. The aim of this study is to determine the opinions and application levels of primary school teachers related to constructivist approach. The sample of this study consists of teachers from six primary schools chosen as low, medium and high socioeconomic status by Ministry of National Education in Turkey. In this study, lesson observations and interview records are used as data collection techniques. The data are analyzed by using grid tables with Teacher Pedagogical Philosophy Inventory and Science Teacher Analysis Matrix. Findings from lesson observations and interview records are compared and interpreted together. As a result of the analysis of the interviews with and observation of the teachers, it is found that all of them, except for two, used non constructivist approaches in their teaching. Other teachers have started to recede didactic (classic-traditional) learning-teaching approaches. Though tree teachers express the non didactic teaching philosophy in the interviews, in the observations, it has been seen that these teachers exhibited wholly didactic teaching learning behaviors.

Quantitative Surface Electromyography: Applications in Neuromotor Rehabilitation

Biofeedback ◽  
2012 ◽  
Vol 40 (2) ◽  
pp. 47-56 ◽  
Author(s):  
Jeffrey E. Bolek
Keyword(s):  
Learning Environment ◽  
Learning Theory ◽  
Surface Electromyography ◽  
Basic Research ◽  
Contextual Interference ◽  
Explicit Learning ◽  
Motor Impairments ◽  
Optimal Learning ◽  
Optimal Learning Environment ◽  
Basic Learning

Surface electromyography holds great potential in helping patients recover from injuries that result in motor impairments. To be able to assist the patient, the clinician must consider research obtained from the study of implicit/explicit learning, contextual interference, and basic learning theory. Quantitative surface electromyography (QSEMG) is a technique that is constructed around this basic research in order to present the optimal learning environment for the patient.

scholarly journals Education Psychologist Priorities in Inclusive Education Context

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 88-98
Author(s):  
Ala Petrulytė
Keyword(s):  
Mental Health ◽  
Learning Environment ◽  
Inclusive Education ◽  
School Psychologist ◽  
Well Being ◽  
Optimal Learning ◽  
Psychological Well Being ◽  
Education Environment ◽  
Evaluative Research ◽  
Optimal Learning Environment

One of the most important European Union strategies is development and growth with a help of education, because investment in education is justified economically. Psychologists who work within an education system play an important role. In this article we describe the priorities of psychologists in education. Important priorities of a school psychologist today are: inclusive education conditions and mental health and well-being of a child. Inclusive education is a form of education, when using the curriculum, with different teaching methods and assistance, created optimal learning environment for children needs and skills. Inclusive education improves psychological well-being of a child. We present the findings of child’s psychological well-being strengthening, and psychological support in an inclusive education environment: to provide tools of improvement of mental health and learning environment; to monitor the learning conditions and factors, and predict their impact on a child’s psychological well-being; to develop a portfolio of intervention tools on an individual and institutional level of education; to perform evaluative research that evaluates an efficiency of various positive intervention. There is also important cooperation between psychologists, teachers and others specialists.

scholarly journals Using Blended Learning To Facilitate The Mathematical Thought Processes Of Primary School Learners In A Computer Laboratory: A Case Study In Calculating Simple Areas

2007 ◽  
Vol 4 (7) ◽  
Author(s):  
N. Naidoo ◽  
R. Naidoo
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Primary School ◽  
Blended Learning ◽  
South African ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Thought Processes ◽  
Grade 5

Primary school learners’ first encounters with mathematics in a traditional learning environment often create lifelong ‘math phobia.’(Papert 1980) The situation in a country emerging from an oppressive education system designed to educationally disempower the majority of the population is much worse. The typical scenario in a previously disadvantaged South African primary school is a classroom filled beyond capacity with the educator struggling to establish an effective learning environment. Thus the educator resorts to rote learning, drill and practice and ‘chalk and talk’ methods of teaching.  The individual needs and levels of learners are disregarded and blanket assessment methods are employed (Naidoo and Naidoo 2006b). Collaborative learning is minimal or non-existent. These traditional teaching strategies often disregard cultural and social factors, and pre-knowledge frames of learners.  Furthermore there is a dire shortage of qualified mathematics educators in the South African schooling system. Therefore there is an urgent need for alternative teaching and learning strategies to address the teaching of mathematics in primary schools. The introduction of networked computer laboratories to previously disadvantaged South African primary schools enables the use of computers as powerful tools to analyze the thought processes of learners during their early encounters with mathematics. A blended learning approach using a networked computing environment and LOGO mathematics to facilitate the teaching and learning of area in a Grade 5 class produced significantly higher grades and an enhanced learning experience, both for learners and the educator, as compared to a second Grade 5 class utilizing traditional teaching and learning methods only. This study entailed the use of software to promote collaborative learning encompassing both learner-learner and learner-educator interaction. Apart from the educator using the computer as a medium of instruction via the software, learners were allowed to actively provide input. Furthermore the software allowed the educator to view learners’ progress during activities and provide real-time input via the computer.

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