scholarly journals Third Graders’ Identities as “Persons Who Understand Nature of Science” through an Electricity Unit

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Naime Elcan Kaynak ◽  
Valarie L. Akerson ◽  
Emel Cevik
Keyword(s):  
At Risk ◽  
Elementary Students ◽  
Nature Of Science ◽  
Third Graders ◽  
Third Grade ◽  
State Regulations ◽  
Third Grade Students ◽  
Class Discussions ◽  
Great Development

The purpose of this study is to explore third grade elementary students’ Nature of Science (NOS) identities as a result of participating in a unit on electricity. The study took place in the context of a diverse third grade “at risk” (as identified by state regulations) classroom. Videotapes were made of all aspects of the electricity lessons, including pre-lesson class discussions, activities engaged in by students, and follow-up class discussions at the conclusion of each lesson. Findings revealed that third graders began to develop identities of persons who conceptualize NOS. Even though through one unit they did not address all aspects of NOS, they showed great development in their identities for young third grade students.

scholarly journals Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Nia Nuryanti Permata
Keyword(s):  
Collaborative Learning ◽  
Soft Skills ◽  
Third Graders ◽  
Third Grade ◽  
Classroom Activity ◽  
The Third ◽  
Qualitative Research Design ◽  
Third Grade Students ◽  
English Classroom

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students. 

Early Home Background Features in Relation to Imaginative and Creative Expression in Third Grade

1983 ◽  
Vol 2 (4) ◽  
pp. 311-321 ◽  
Author(s):  
Diana Shmukler
Keyword(s):  
Third Graders ◽  
Creative Expression ◽  
Third Grade ◽  
Original Sample ◽  
Optimal Balance ◽  
Home Background

A follow-up investigation was carried out on seventy-three third graders from an original sample of 114 mother-child pairs, who were observed and tested when the children were preschoolers. Four third grade criteria of imaginative and creative expression were shown to be related to earlier measures and assessments of imaginative predisposition. Each criterion related to differential features of the early home background. This study endorsed the finding, however, that an optimal balance between involvement, caring and warmth on the part of the preschooler's mother and a willingness to let the child explore at his/her own pace leads to future creative and imaginative expression.

scholarly journals Morphological awareness and reading abilities in second- and third-grade Hebrew readers

2018 ◽  
Vol 39 (5) ◽  
pp. 989-1009 ◽  
Author(s):  
VERED VAKNIN-NUSBAUM
Keyword(s):  
Reading Comprehension ◽  
Morphological Awareness ◽  
Second Graders ◽  
Third Graders ◽  
Vocabulary Knowledge ◽  
Third Grade ◽  
Unique Contribution ◽  
Phonological Decoding ◽  
Third Grade Students ◽  
Reading Abilities

ABSTRACTThe contribution of morphological awareness to reading comprehension in Hebrew was tested in 100 second- and third-grade students on three types of morphology: inflections, derivations, and construct formation, controlling for vocabulary knowledge. Third graders performed better than second graders on inflectional and construct formation awareness, but only derivations and construct formation predicted success in reading comprehension. Significant differences in reading comprehension but not in orthographic word recognition and phonological decoding were found between students with low and high morphological awareness. The results highlight the importance of examining the unique contribution of different components of morphological awareness to reading comprehension.

Ask and It Will Be Given to You

1994 ◽  
Vol 30 (3) ◽  
pp. 311-330 ◽  
Author(s):  
Michael J. Murray ◽  
Kurt Meyers
Keyword(s):  
Third Graders ◽  
The Other ◽  
Third Grade ◽  
The Third ◽  
Third Grade Students ◽  
Grade Teacher ◽  
The Family

Consider the following situation. It is the first day of school, and the new third-grade students file into the classroom to be shown to their seats for the coming year. As they enter, the third-grade teacher notices one small boy who is particularly unkempt. He looks to be in desperate need of bathing, and his clothes are dirty, torn and tight-fitting. During recess, the teacher pulls aside the boy's previous teacher and asks about his wretched condition. The other teacher informs her that he always looks that way, even though the boy's family is quite wealthy. The reason he appears as he does, she continues, is that the family observes an odd practice according to which the children do not receive many important things – food, clothing, bathing, even shelter – unless they specifically request them. Since the boy, like many third-graders, has little interest in bathing and clean clothes, he just never asks for them.

scholarly journals Important Aspects of Testing Knowledge and Skills of Third Grade Students in Light of Omnibus Survey: Polish Experience

2018 ◽  
Vol 8 (1) ◽  
pp. 40-53
Author(s):  
Beata Szurowska ◽  
Monika Czajkowska
Keyword(s):  
Third Graders ◽  
Third Grade ◽  
Test Results ◽  
Difficult Situation ◽  
Knowledge And Skills ◽  
Third Grade Students ◽  
Polish Experience ◽  
Children And Parents ◽  
Key Skills ◽  
And Mathematics

AbstractThis article deals with important aspects regarding the checking and assessment of the knowledge and skills of third-graders (more specifically pupils ending the third grade of primary school). The text makes use of the Omnibus research reports: M. Czajkowska, B. Szurowska (2016). It is worth noting that conducting tests in children of this age should be different than in adults (for example due to their emotional development, motivation, and self-esteem). The article is innovative in nature, because the authors pay attention to certain behaviors of the teachers and the children which have not been considered noteworthy before, such as: preparation of students, consisting not only of the key skills and knowledge determined by the requirements of the obligatory educational program but also providing emotional support, providing a pleasant atmosphere, indicating ways and methods of talking with children and parents about test results and supporting the children’s development in the specific areas that need improvement. The behavior of the children during tests, e.g. the possibility of using the available tools (e.g. ruler, scissors, dictionary, etc.) and the ability to solve the problem and apply different strategies in an emotionally difficult situation. The data presented in the article allows to determine both the amount of skills and knowledge that third grade students have in the field of Polish and mathematics as well as to open a discussion about a new approach to conducting tests among young students (focused on the child, its needs and feelings, and understanding how important teacher-parent cooperation is for the development of children at this age).

scholarly journals ‘HIDDEN OBJECT MEDIA’ FOR TEACHING ENGLISH AT THIRD GRADE ELEMENTARY STUDENTS IN SD LABORATORIUM UNDIKSHA SINGARAJA

2017 ◽  
Vol 1 (2) ◽  
pp. 116
Author(s):  
I. A. P. P. G. Sari
Keyword(s):  
Elementary Students ◽  
Third Grade ◽  
Body Parts ◽  
Teaching English ◽  
Third Grade Students ◽  
Interview Guide ◽  
The Media ◽  
The Subject ◽  
Good For ◽  
Academic Year

This research aimed to (1) analyze the use of ‘Hidden Object Media’ in teaching English for third-grade elementary students in SD Lab Undiksha Singaraja. The subject of this research was thirty seven of third grade students in SD Lab Undiksha Singaraja at even semester academic year 2016/2017. This research categorized as descriptive qualitative in the form of graphs and percentage. Some instruments were used to conduct this research. There was interview guide, observation sheet and questionnaire. There are four media that was trying out based on topic of animals and body parts. Each media consist of teacher’s guidelines, brief story, hidden object handout, and list of possible post activities. Based on the result of students’ interview and teacher’s questionnaire it was found that hidden object media were able to involve students in learning, able to motivate and help students learn new vocabularies. The percentage shows that more than 78% in every session students felt happy, more than 57% in every session students felt helpful and 100% students feel motivated and feel that the media were good for them to be used. Thus, this media was proper to use for teaching English for third grade students.

What Third-Grade Students of Differing Ability Levels Learn about Nature of Science after a Year of Instruction

2013 ◽  
Vol 36 (2) ◽  
pp. 244-276 ◽  
Author(s):  
Valarie Akerson ◽  
Vanashri Nargund-Joshi ◽  
Ingrid Weiland ◽  
Khemmawadee Pongsanon ◽  
Banu Avsar
Keyword(s):  
Nature Of Science ◽  
Third Grade ◽  
Third Grade Students ◽  
Ability Levels

Third Graders’ Motivational Preferences for Reading and Writing Tasks

2000 ◽  
Vol 1 (1) ◽  
pp. 78-99
Author(s):  
Samuel L. Miller ◽  
Judith D. Meece
Keyword(s):  
Positive Emotions ◽  
Third Graders ◽  
Third Grade ◽  
Reading And Writing ◽  
Third Grade Students ◽  
Performance Judgments ◽  
Metacognitive Abilities ◽  
Achievement Levels

In this study we evaluated 24 third-grade students’ preferences for reading and writing tasks. Tasks were identified according to challenge level based on the amount of required writing, whether students studied collaboratively, and duration. Students gave performance judgments and value ratings for 2 high- and 2 low-challenge tasks and explained their ratings. Students who had frequent opportunities to complete high-challenge tasks preferred them because they felt creative, experienced positive emotions, and worked hard. Students with less exposure to high-challenge tasks questioned whether they had the appropriate metacognitive abilities to complete them. Overall, students expressed a dislike for low-challenge tasks because they were boring and required minimal thought. Discussion focuses on how teachers can scaffold instruction for students at different achievement levels.

Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students With Mathematics Difficulties

2012 ◽  
Vol 36 (1) ◽  
pp. 21-35 ◽  
Author(s):  
Asha K. Jitendra ◽  
Michael Rodriguez ◽  
Rebecca Kanive ◽  
Ju-Ping Huang ◽  
Chris Church ◽  
...  
Keyword(s):  
At Risk ◽  
Problem Solving ◽  
Small Group ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
At Risk Students ◽  
Mathematical Structure ◽  
Third Grade ◽  
Third Grade Students ◽  
And Mathematics

This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical structure of additive problems to represent and solve word problems. At-risk students ( N = 136) from 35 classrooms scoring below a proficiency level on their district accountability assessment were assigned randomly to treatment groups. Results indicated interaction effects on the word problem-solving (WPS) posttest and retention tests such that SBI students with higher incoming (pretest) WPS scores outperformed SBC students with higher pretest scores, whereas SBC students with lower pretest scores outperformed SBI students with lower pretest scores. No effects were found on number combinations automaticity, and mathematics and reading achievement. Implications to improve the problem-solving performance of at-risk students are discussed.

Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words

2000 ◽  
Vol 23 (2) ◽  
pp. 117-135 ◽  
Author(s):  
Virginia W. Berninger ◽  
Katherine Vaughan ◽  
Robert D. Abbott ◽  
Allison Brooks ◽  
Kristin Begayis ◽  
...  
Keyword(s):  
Early Intervention ◽  
Combined Treatment ◽  
Third Graders ◽  
Third Grade ◽  
Second Grade ◽  
Awareness Training ◽  
Spelling Instruction ◽  
Practice Trials ◽  
Second Tier

Two studies addressed issues related to multiple instructional components in early intervention for at-risk spellers learning to spell polysyllabic words. The first study was a follow-up to a prior second-grade intervention. The fast responders in that study, who were monitored at the beginning and end of third grade ( n=61), maintained their earlier gains during third grade when treatment was withdrawn. Thirty-two of the slower responders received continuing tutoring (12 individual tutorials over 6 to 8 weeks in late fall of third grade), which showed that children who received only alphabet principle training did as well as those who received combined alphabet principle and syllable awareness training (syllable types in English), but that these children required 24 practice trials for short-term mastery of spelling specific words. The second study with a new sample of 48 third graders also evaluated the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training. In these 24 individual tutorials over a 4-month period beginning in the fifth month of third grade, the combined treatment was more effective for (a) spelling untrained transfer words, (b) spelling taught polysyllabic words with a final, silent e syllable, and (c) transfer to phonological awareness. A two-tier model for early intervention to prevent spelling disabilities is proposed. In the first tier alphabet principle is taught (along with other sound-spelling connections for words including syllable awareness) and applied to practice in spelling words singly and in text (teacher-directed dictation and child-generated composition). In the second tier children are monitored in the year following early intervention and continuing tutoring is provided if necessary.

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