Implications of Using Corpus Tools in Primary and Secondary Education

2020 ◽  
pp. 179-190
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Language Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educational Levels ◽  
Teaching Activities ◽  
Advantages And Disadvantages ◽  
The Given

This chapter will give a comparison of using computer corpora in primary and in secondary schools. It will compare information that was collected from primary school teachers and secondary school teachers about using computer corpora for language subjects on primary and secondary educational levels. Based on the given information, the chapter will provide an explanation of the advantages and disadvantages of using computer corpora in language learning on those two educational levels. The chapter will explore which educational levels have more possibilities for incorporating computer corpora in their teaching activities and how it can be used in the classroom with students.

scholarly journals IMPROVEMENTS IN TEACHERS' KNOWLEDGE AND UNDERSTANDING OF BASIC ASTRONOMY CONCEPTS THROUGH DIDACTIC GAMES

2020 ◽  
Vol 19 (6) ◽  
pp. 1020-1033
Author(s):  
Katarina Susman ◽  
Jerneja Pavlin
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Knowledge Test ◽  
Primary School Teachers ◽  
Moon Phases ◽  
University Teachers ◽  
Advantages And Disadvantages ◽  
Poor Understanding ◽  
Before And After ◽  
Astronomy Concepts

Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers’ knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers. Keywords: astronomy education, didactic games, in-service primary school teachers, Moon phases

scholarly journals Analysis of pre-service and in-service views of evolution of Serbian teachers

2015 ◽  
Vol 67 (1) ◽  
pp. 317-329
Author(s):  
Jelena Stanisavljevic ◽  
Dragan Djuric ◽  
Ljubisa Stanisavljevic ◽  
Pierre Clément
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Secondary School Teachers ◽  
Religion And Politics ◽  
Primary Teachers ◽  
Science And Religion ◽  
Evolution Theory ◽  
School Teachers ◽  
Biology Teachers ◽  
Primary School Teachers

We analysed the potential differences between the conceptions of Serbian pre-service and in-service teachers using controlled parameters such as acceptance of the evolution theory. Our sample includes Primary School teachers as well as Secondary School teachers of Biology and of Language. We show that the ideas of pre-service (PreB) and in-service biology teachers (InB) are more evolutionary than those of their colleagues. In contrast, most creationist responses came from the groups of pre-service language (PreL) and pre-service primary teachers (PreP). The agnostic teachers are more evolutionist than other teachers. The more a teacher believes in God and practices religion, the more creationist he or she is, but a great number of teachers who believe in God are evolutionist or simultaneously evolutionist and creationist. There is a positive correlation between evolutionist answers and the attitude that ?Science and religion should be separated?, and ?religion and politics should be separated?.

scholarly journals PRIMARY SCHOOL TEACHERS’ APPROACH TO ADVANTAGES OF ICT USE IN EDUCATION

2017 ◽  
Vol 3 ◽  
pp. 439
Author(s):  
Rasa Braslauskienė ◽  
Gražina Šmitienė ◽  
Reda Vismantienė
Keyword(s):  
Primary School ◽  
Information And Communication Technologies ◽  
Primary Education ◽  
Professional Competence ◽  
Primary School Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
Advantages And Disadvantages ◽  
Study Results ◽  
Ict Tools

The article reveals primary school teachers’ approach towards advantages and disadvantages of information and communication technologies, their influence to children education as well as teacher experience in the application of ICT technologies in primary education and opportunities of teachers in the development of professional competence. Qualitative study (structured interview) was carried out which involved the teachers of 1 – 4 forms more than four years actively using ICT in the classroom. According to the teachers, Content analysis of the study results revealed essential  factors and potential ways of more efficient use of ICT in primary education, i. e .improvement of teachers’ special professional competence (knowledge, skills and ability to use various ICT tools in the classroom, identification of special needs of primary school children, linking the development of formal and informal needs, etc.), personal viewpoint to ICT in social life, the shortage of ICT tools in primary school.

scholarly journals Examination of the Classroom Management Profiles of Secondary and Primary School Teachers

2017 ◽  
Vol 13 (28) ◽  
pp. 66
Author(s):  
Malik Beyleroglu ◽  
Sakir Bezcı ◽  
Muhsin Hazar ◽  
Emre Ozan Tıngaz ◽  
Hacer Ozge Baydar
Keyword(s):  
Elementary Teachers ◽  
Secondary School ◽  
Classroom Management ◽  
Primary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group 4 ◽  
Significant Difference ◽  
Group 5

The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

scholarly journals THE EDUCATOR’S PERSPECTIVE: KNOWLEDGE, ATTITUDE AND PRACTICES ON OCCUPATIONAL SAFETY AND HEALTH AT SCHOOL AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS

2019 ◽  
Vol 19 (1) ◽  
pp. 184-190
Author(s):  
Nursyuhada Binti Mohamad Yusoff ◽  
Vivien How ◽  
Ezza Sabrina Binti Azmi ◽  
Khairuddin Bin Othman
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Environment ◽  
Positive Attitude ◽  
Occupational Safety ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Safety And Health ◽  
Primary And Secondary School

Introduction: School can be considered as a relatively moderate risk working environment due to the various hazards assembled in the school. Nevertheless, Occupational Safety and Health (OSH) training is yet to formally inclusive into teachers’ training module, and the current one-off or ad-hoc OSH training mainly targeted among school students. The different OSH awareness exists among teacher and student have hinder the provision of sustainable and effective safety and health training program at school levels. Objective: To assess the knowledge, attitude and practice among primary and secondary school teachers towards OSH at the school environment. Method: A cross-sectional survey carried out at three (3) primary schools and three (3) secondary schools after stratified random sampling. School teachers from these schools were randomly selected among those who had at least one year work experience as permanent teacher at the current school through the fishbowl technique. A structured questionnaire was used and total 136 teachers were assessed on their knowledge, attitude and practices on OSH at schools. Result: Study found that primary and secondary school teachers have different knowledge, attitude and practices of OSH at school levels. Overall, the knowledge level of secondary school teacher (62.1% of high to medium knowledge levels) are higher than the primary school teachers (41.1% of high to medium knowledge levels); at the same time, 93.1% of secondary school teachers show positive attitude while 88.5% of primary school teachers show positive attitude on safety and health atschools. In general, OSH practice level among the primary (88.5%) and secondary school teachers (86.2%) are atrelatively good levels. Besides, there is positive association with knowledge and attitude on OSH behavior among primary school teachers. Apart of this, there is positive but relatively weak association with knowledge and practices and knowledge and attitudes among primary and secondary school teachers. Conclusion: Considering the background differences between primary and secondary school teachers, a sustainable OSH learning mechanism should be planned and designed together with OSH practitioners and Ministry of Education to achieve a sustainable safety and healthy sound school environment for teacher to work and for students to learn. 

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

Geometric Approach to Solving Arithmetic Task in Primary School

2017 ◽  
Vol 5 (3) ◽  
pp. 8-12 ◽  
Author(s):  
Чиркова ◽  
N. Chirkova
Keyword(s):  
Primary School ◽  
Geometric Approach ◽  
Geometric Method ◽  
School Teachers ◽  
Arithmetic Task ◽  
Primary School Teachers ◽  
The Given

The article considers the problem of using a number of geometric (graphical and graphical-computing) techniques in solving arithmetic task. The methods of solving tasks using graphs and diagrams are disclosed. The given examples can be used by primary school teachers in the compilation of a set of tasks that helps the younger schoolchildren to develop the ability to use the geometric method of solving arithmetic problems.

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