scholarly journals Teaching management to reading and writing in children of elementary school

2021 ◽  
pp. 27-34
Author(s):  
Mariela González-López
Keyword(s):  
Elementary School ◽  
Teaching Practice ◽  
First Grade ◽  
Student Body ◽  
Teaching Management ◽  
Reading And Writing ◽  
Stage Of Development ◽  
Study Programs ◽  
Teaching Learning ◽  
Didactic Strategies

It is a study that seeks to make a diagnosis to locate the teaching-learning of first grade students, through the analysis and management of anthropological files, teaching models for the development of reading and writing of first grade children from elementary school. Under the qualitative analytical and methodological methodology. With the aim of promoting a procedural methodology and file management for the design and application of a diagnosis for the teaching of literacy in elementary school, such as the development of basic communication skills, knowledge of the environment, teaching of reading, writing and math. The results are that management is obtained from the anthropological files of children in elemental school, preparation of diagnoses for each student body, n addition to the stage of development, didactic strategies based on the expected learning of the study programs and to take successfully accomplished literacy. It is concluded that the management of files for the development of ready and writing essential to strengthen teaching practice and success in teaching.

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

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. 

scholarly journals Gerakan Informatika Cerdas Berliterasi "berinovasi membangun peradaban diera 4.0 dengan budaya literasi"

2021 ◽  
Vol 2 (2) ◽  
pp. 301-310
Author(s):  
Kholida Ismatulloh ◽  
◽  
Jamaluddin Jamaluddin ◽  
Baiq Desi Dwi Arianti ◽  
Rasyid Hardi Wirasasmita ◽  
...  
Keyword(s):  
Information Technology ◽  
Elementary School ◽  
Digital Literacy ◽  
Cell Phones ◽  
Learning To Read ◽  
Reading And Writing ◽  
Teacher Creativity ◽  
Group Members ◽  
Teaching Learning ◽  
Child Learning

Literacy ability teaches students to be diligent in reading and writing. In this case, teacher creativity is needed in determining effective and efficient ways. Elementary school is the basis for learning literacy because elementary school is the beginning of a child learning to read and write. Due to the current situation of Covid-19, students have not been able to study at school effectively and regularly. The teaching-learning process is carried out online, and students are asked to understand the use of information technology such as Android cell phones. The students moved to provide teaching by increasing the literacy culture of students with the help of technology as a medium to support their learning, without having to forget the importance of reading and writing from their textbooks. The resulting activities are digital literacy activities and learning while playing, where students are tasked with connecting information to their group members. The results obtained by the students became more enthusiastic and interested in learning such as reading and writing lessons because they were presented attractively on the display of media and learning videos.

scholarly journals A digital game about water use as a teaching-learning tool in elementary school

2020 ◽  
Vol 15 (7) ◽  
pp. 1
Author(s):  
Julien César Mélega ◽  
Marcelo Dos Santos Targa
Keyword(s):  
Elementary School ◽  
Environmental Education ◽  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Educational Games ◽  
Digital Game ◽  
Eighth Grade Students ◽  
Information And Communication ◽  
Education Network ◽  
Teaching Learning

With the emergence of Information and Communication Technologies (ICTs), there was also the development of specific technologies applied to Environmental Education which are used by teachers. In this context, several softwares for teaching/learning were developed, with educational games aiming at stimulating student’s knowledge skills using amusement among the available modalities. In Brazil, several digital games have been created to meet the demands set out in the National Water Resources Policies (Law 9433/97) and Environmental Education (Law 9795/99), which states in its Article 2 that Environmental Education must be present at all levels of education. The present study characterized the profile of students of Elementary School II on the issue of water and verified the satisfaction of the digital game on the part of the students, identifying suggestions and ideas as to the benefits that the practice of digital gaming can offer in the classroom and in teaching practice. The study was developed in a school unit, part of the education network of Taubaté municipality, SP, and carried out with 63 eighth-grade students, with ages varying from 13 to 14 years, using the digital game Educa-Ação-Água. The first activity in this study was to raise students’ awareness through a visit to the municipality’s water capture and treatment station. In the data collection phase, a first questionnaire was applied in order to determine the students’ level of knowledge on the topic of water and, later, after the students played the digital game, they answered a second questionnaire. The activity with the digital game Educa-Ação-Água led to students’ awareness and learning about the water theme, leading them to recognize its importance and developing critical sense. In an evaluation of the game, it was observed that 51.6% of the students rated the game as “Good” and 35% of them rated it as “Very Good”, 88% felt encouraged to finish the game (Save the Tijuco River) and about 65% would play again at home or in the classroom. There was a contribution from students (players) when evaluating the game Educa-Ação-Água, noting points to be improved. The use of the WordCloud Tool allowed for a satisfactory graphical visualization of the students’ answers.

scholarly journals A Utilização das Tecnologias de Informação e Comunicação no Ensino de Ciências: Estudo de Caso em uma Escola Particular de Teresina-PI

2019 ◽  
Vol 20 (1) ◽  
pp. 110
Author(s):  
Tatiane Rodrigues da Silva Soares ◽  
Alessandro Augusto de Barros Façanha ◽  
Fernando Henrique Cardoso
Keyword(s):  
Elementary School ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
Learning Process ◽  
Private School ◽  
Teaching Practice ◽  
Basic Education ◽  
Communication Technologies ◽  
Information And Communication ◽  
Teaching Learning

Diante da atual realidade vivenciada pela sociedade em face de Tecnologias de Informação e Comunicação (TIC) e das possibilidades favoráveis que essas oferecem ao processo de ensino aprendizagem, visto alguns documentos como os Parâmetros Curriculares Nacionais (PCN), que regem a Educação Básica, indicarem as TIC como ferramentas eficazes no processo de ensino aprendizagem, surgiu a problemática de tentar entender porque as tão difundidas TIC não são devidamente utilizadas para fins educacionais, em função da aprendizagem dos alunos como poderiam ser. O objetivo desta pesquisa foi investigar a percepção de professores de Ciências acerca do conhecimento e das possibilidades didáticas das TIC na educação. Nesse contexto, a pesquisa compreende um estudo de caso, em que foi observado o perfil do professor de Ciências do Ensino Fundamental e sua prática docente, os sujeitos foram professores do Ensino Fundamental II de uma escola da rede privada. A coleta de dados foi feita através de entrevistas com questionários abertos, os dados foram tabulados e agrupados em quatro categorias de análise. Essas categorias sugiram a partir da leitura das entrevistas, em que  foi feita uma saturação dos conceitos chave existentes nos depoimentos, de forma que as questões levantadas sugeriam uma forma particular de organização das informações obtidas durante o processo de obtenção dos dados. Observou-se com esta pesquisa que se as TIC forem bem aplicadas podem atribuir uma significância ao processo de ensino aprendizagem, e que contribuem significantemente para a motivação e interesse pela disciplina de Ciências. Palavras-chave: Tecnologias de Informação e Comunicação. Processo de Ensino-Aprendizagem. Formação do Professor. Novas Metodologias de Ensino. AbstractGiven the current reality experienced by society in the face of Information and Communication Technologies (ICT) and the favorable possibilities they offer to the teaching-learning process, since some documents such as the National Curricular Parameters (NCP), which rule  the  basic education, indicate ICT as Effective tools in the process of teaching learning, the problem of trying to understand why the widespread ICT are not properly used for educational purposes due to the students' learning as it could be arose. The objective of this research was to investigate the perception of science teachers about the knowledge and didactic possibilities of ICT in education. In this context, the research comprises a case study, where the profile of the elementary school science teacher and his or her  teaching practice were observed, the subjects were elementary school teachers II of a private school . Data collection was done through interviews with open questionnaires, data were tabulated and grouped into four categories of analysis. These categories suggest from the reading of the interviews, where a saturation of the key concepts in the statements was made, so that the questions raised suggested a particular way of organizing the information obtained during the process of obtaining the data. It was observed with this research that if the ICT are well applied they can assign a significance to the process of teaching learning, and that contribute significantly to the motivation and interest for the subject of sciences. Keywords: Information and Communication Technologies. Teaching and Learning Process. Teacher’s Training. New Teaching.

scholarly journals Conocimiento como medio para la interacción de alumnos de primer grado de educación primaria con las fracciones

2019 ◽  
pp. 1-8
Author(s):  
Francisco Javier Hernández-Gutiérrez ◽  
Norma Susana Rosales-Posada
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
First Grade ◽  
Specialized Knowledge ◽  
Mathematic Teacher ◽  
Official Curriculum ◽  
Educación Primaria ◽  
The Impact

The objective of this paper is to identify the subdomains of Mathematic Teacher Specialized Knowledge (MTSK) in the teaching practice in a mathematics class-session, using a qualitative perspective with observation, transcription and their respective analysis, to contribute to professional improvement of elementary school teachers. At the same time, gathering evidence from a Didactic Situation on the impact generated by an approach of first grade students with the field of fractions study, since it is a content not incorporated in the official curriculum for the first cycle of elementary school. The results of the study present the concrete possibility of potentializing specific contents of fractions in the first grades of elementary education, a transcendent aspect in the visualization of this type of content in these first grades of education.

scholarly journals Manajemen Keterampilan Membaca dan Menulis Mata Pelajaran Bahasa Indonesa di Sekolah Dasar

2018 ◽  
Vol 1 (2) ◽  
pp. 167
Author(s):  
Murni Yanto
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Reading Ability ◽  
Quantitative Research ◽  
Writing Skills ◽  
First Grade ◽  
Reading And Writing ◽  
Writing Class ◽  
Class 1 ◽  
Research Population

This article aimed to find out the implementation of reading and writing grade 1 students at State Elementary School number 02 Rejang Lebong. The type of research conducted is quantitative research. Quantitative research is a way of finding knowledge that uses numeric form as a means of finding information regarding what you want to know. The research population of class 1 students was 28 people. The samples used in this study were purposive samples, namely certain consideration techniques. The sample of this study was class 1 students of Rejang Lebong 02 Elementary School, which consisted of 14 people, consisting of 9 women and 5 men. Data collection using questionnaires and tests. Tests are used written tests and oral tests. The results obtained by this study were conducted through a questionnaire which concluded that the reading and writing skills of first grade students were high and low. Between variables x and y there is a strong or high correlation. With regard to the magnitude of r_xy which is 0.763, it ranges from 0.70-0.90, so it can be concluded that the hypothesis (Ha) has no effect on reading and writing class 1 Rejang Lebong or hypothesis (Ha) accepted, while the hypothesis (Ho) of reading ability and write or hypothesis (Ho) rejected.

scholarly journals Ensino superior em enfermagem: processos e tendências de trabalho docente

2018 ◽  
Vol 12 (12) ◽  
pp. 3368
Author(s):  
Dilton Luis Soares de Farias ◽  
Ana Rafaela Souza Rodrigues ◽  
Adriana De Sá Pinheiro ◽  
Sandra Helena Isse Polaro ◽  
Márcia Maria Bragança Lopes ◽  
...  
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Teaching Practice ◽  
Practice Research ◽  
Student Body ◽  
Learning And Teaching ◽  
Enseñanza Superior ◽  
Curriculum Guidelines ◽  
Nursing Courses ◽  
Teaching Learning

RESUMOObjetivo: identificar como está a educação no ensino superior de Enfermagem, os processos e as tendências de trabalho do docente. Método: trata-se de um estudo bibliográfico tipo revisão integrativa, em artigos publicados entre os anos de 2007 a 2017, nas bases de dados MEDLINE, LILACS e BDENF. Organizaram-se os dados em categorias e se avaliou a qualidade metodológica dos artigos pela classificação segundo os sete níveis hierárquicos de evidência, e os resultados apresentam-se em figuras. Resultados: encontraram-se 13 artigos escritos por enfermeiros e publicados no período de 2010 a 2014. Emergiram-se duas categorias: Cursos de Enfermagem e Tendências do Trabalho Docente e Diretrizes Curriculares do Ensino Superior em Enfermagem. Conclusão: entende-se que a educação de Enfermagem, o ensino-aprendizagem e o trabalho docente não se articulam entre a prática do ensino, a pesquisa e a extensão, prejudicando o fazer e o pensar críticos do corpo discente. Percebe-se que as produções dos docentes ainda carecem de estratégicas inovadoras que sinalizem, aos discentes, uma prática profissional mais condizente com a realidade vigente das necessidades de saúde da população. Descritores: Ensino Superior; Educação em Enfermagem; Tendências; Docentes; Enfermagem; Revisão.ABSTRACT Objective: to identify how the education in Nursing higher education is, the processes and the work trends of the teacher. Method: this is an integrative review type bibliographical study, in articles published between 2007 and 2017, in the MEDLINE, LILACS and BDENF databases. The data was organized into categories and the methodological quality of the articles was evaluated by the hierarchical levels of evidence, and the results are presented in figures. Results: 13 articles were written by nurses and published in the period from 2010 to 2014. Two categories emerged: Nursing Courses and Teaching Work Trends and Curriculum Guidelines for Higher Education in Nursing. Conclusion: it is understood that nursing education, teaching-learning and teaching work are not articulated between teaching practice, research and extension, impairing the critical thinking and doing of the student body. It is noticed that teachers' productions still lack innovative strategies that signal to the students a professional practice more in keeping with the current reality of the health needs of the population. Descriptors: Higher Education; Nursing Education; Trends; Faculty; Nursing; Review.RESUMEN Objetivo:  identificar cómo está la educación en la enseñanza superior de Enfermería, los procedimientos y las tendencias de trabajo del docente. Método:  se trata de un estudio bibliográfico tipo revisión integrativa, en artículos publicados entre los años de 2007 a 2017, en las bases de datos MEDLINE, LILACS y BDENF. Se organizaron los datos en categorías y se evaluó la calidad metodológica de los artículos por la clasificación según los siete niveles jerárquicos de evidencia, y los resultados se presentan en figuras. Resultados: se encontraron 13 artículos escritos por enfermeros y publicados en el período de 2010 a 2014. Se emergieron dos categorías: Cursos de Enfermería y Tendencias del Trabajo Docente y Directrices Curriculares de la Enseñanza Superior en Enfermería. Conclusión: se entiende que la educación de enfermería, la enseñanza-aprendizaje y el trabajo docente no se articulan entre la práctica de la enseñanza, la investigación y la extensión, perjudicando el hacer y el pensar críticos del alumnado. Se percibe que las producciones de los docentes todavía carecen de estratégicas innovadoras que señalen a los discentes una práctica profesional más adecuado con la realidad vigente de las necesidades de salud de la población. Descriptores: Educación Superior; Educación en Enfermería; Tendencias; Docentes; Enfermería; Revisión.

Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Dani Gunawan
Keyword(s):  
Pilot Study ◽  
Elementary Students ◽  
First Grade ◽  
Learning Method ◽  
Reading And Writing ◽  
Learning Technique ◽  
Increasing Trend

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

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