Educational Tracking during the Early Years: First Grade Placements and Middle School Constraints

This research is to investigate the students` critical thinking skill by using STEM education through Project Based Learning. The study applied descriptive research design. In these lessons, the participants were 160 first grade Japanese middle school students from four classes. They were divided into nine groups each class. The instruments are worksheets to explore students’ initial knowledge about how to clean up wastewater and critical thinking processes. The worksheet consists of the designing solution, and understanding of concepts to identify critical thinking based on purpose and question, selection of information, assumption, and point of view the solution, and implication. Students were asked to design tools to clean up the wastewater. Students were given more than one chance to design the best product for wastewater treatment. The lessons consist of six lessons. The first lesson is the introduction of colloid, solution, and suspension, and discussion about wastewater. The second lesson to the fourth lesson was finding solutions and designing products. The fifth lesson was to watch a video of wastewater treatments in Japan and to optimize the solutions or products. The last lesson was to make a conclusion, to exchange presentations, and to develop discussion. Implementation of STEM education can be seen from the students` solutions, some students used biology or chemistry or physics or combination concept and Mathematics to design solution (technology) for treatment of wastewater. The result showed that the mean score of students` critical thinking skill was 2.82. The students` critical thinking skill was categorized as advanced thinker: 41.6%, practicing thinker: 30,6%, beginning thinker: 25%, and challenged thinker: 2.8%. And the category for students` critical thinking was practicing thinker. Practicing thinker is a stage of critical thinking development, they have enough skill in thinking to critique their own plan for systematic practice, and to construct a realistic critique of their powers of thought to solve the contextual problem.

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Analysis of the Graph Unit for the first grade of Middle School according to the 2015 Revised Mathematics Curriculum

Journal of Educational Research in Mathematics ◽

10.29275/jerm.2018.11.28.4.501 ◽

2018 ◽

Vol 28 (4) ◽

pp. 501-527

Author(s):

Bumi Kim ◽

Yunmin Kim

Keyword(s):

Middle School ◽

Mathematics Curriculum ◽

First Grade

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The Gender comparison of dietary and health behaviour of students first grade middle school in Suwon Gyeonggi, Korea

Proceedings of The Nutrition Society ◽

10.1017/s0029665111002564 ◽

2011 ◽

Vol 70 (OCE4) ◽

Author(s):

S. G. Rhie ◽

H. R. Won ◽

J. Y. Choi

Keyword(s):

Middle School ◽

Health Behaviour ◽

First Grade ◽

Gender Comparison ◽

Students First

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Ensino de Ciências e histórias infantis: uma proposta para os anos iniciais

#Tear: Revista de Educação, Ciência e Tecnologia ◽

10.35819/tear.v5.n1.a1982 ◽

2016 ◽

Vol 5 (1) ◽

Author(s):

Rosemar De Fatima Vestena ◽

Greice Scremin ◽

THAÍS S. do Canto-Dorow

Keyword(s):

Elementary School ◽

Rio Grande ◽

First Grade ◽

Early Years ◽

Rio Grande Do Sul ◽

Scientific Concepts ◽

Oral Participation ◽

Analysis Of Results ◽

Children's Stories ◽

Teaching Learning

Resumo: Este trabalho apresenta uma proposta didática para o primeiro ano do ensino fundamental com vistas à apropriação de conceitos científicos da área das Ciências da Natureza. Trata-se de uma pesquisa qualitativa, conduzida por uma história infantil multimodal, realizada com 19 estudantes do primeiro ano do ensino fundamental de uma escola pública localizada no município de Nova Palma (Rio Grande do Sul - Brasil). Inicialmente, foi apresentado um vídeo da história infantil intitulada "Um tucano no meu caminho", produzida com sons, imagens animadas e textos elaborados por uma das autoras deste trabalho. Com base nesse enredo, os alunos tiveram a oportunidade de decodificar a mensagem da história manifestando-se oralmente e por meio de atividades de escrita e desenho. Nesses registros foi possível identificar três categorias: I- Quanto à apropriação do enredo da história; II- Quanto aos estágios de alfabetização; III- Quanto à apropriação dos conhecimentos científicos. A análise dos resultados permitiu a verificação de que a história infantil “Um tucano no meu caminho”, mediada pelas tecnologias digitais, se constituiu em uma estratégia didática viável para o estabelecimento da relação ensino e aprendizagem de Ciências. Além disso, possibilitou a identificação dos níveis de alfabetização dos alunos, os quais foram reconhecidos pela manifestação de diferentes habilidades e pela expressão dos conhecimentos científicos. Palavras-chave: Literatura infantil. Tecnologias digitais. Alfabetização científica. Ensino e aprendizagem. SCIENCE TEACHING AND CHILDREN'S STORIES: PROPOSAL FOR THE EARLY YEARS OF ELEMENTARY SCHOOL Abstract: The purpose of this work is to present a didactic proposition for the first grade of elementary school conducted by a multimodal children’s history, in order to reach the appropriation of scientific concepts of nature science fields. A qualitative approach was used on this study performed with 19 students of this educational stage in a public school from the municipality of Nova Palma (Rio Grande do Sul State, Brazil). At first, it was shown a video containing the history for kids titled “A toucan in my way”, produced by one of the authors and containing sounds, images and texts performed by her. The pupils had the opportunity of discussing about and decoding the history message through oral participation, besides writing and drawing activities. It was possible to identify three categories from this feed-back materials and experiences, namely: I- Relative to the history script appropriation; II- Relative to the literacy stages; and III- Relative to scientific concepts. The analysis of results allowed to verify that this children’s history under mediation of digital technologies becomes an adjusted didactic strategy for the constitution of teaching-learning relationship in sciences’ education. Furthermore, it became possible the students’ literacy levels identification, allowing the expression of diverse abilities and scientific knowledge.

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Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

Revista da Associação Portuguesa de Linguística ◽

10.26334/2183-9077/rapln8ano2021a4 ◽

2021 ◽

pp. 40-53

Author(s):

Joana Batalha ◽

Maria Lobo ◽

Antónia Estrela ◽

Bruna Bragança

Keyword(s):

Phonological Awareness ◽

Early Literacy ◽

Word Reading ◽

Writing Skills ◽

First Grade ◽

Literacy Skills ◽

Early Years ◽

Second Grade ◽

Syntactic Awareness ◽

Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

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