scholarly journals Mapping the surrounding environment by pupils. Case study: Primary school “Ismail Qemali” in Chair - Skopje

2021 ◽  
Vol 4 ◽  
pp. 1-6
Author(s):  
Bashkim Idrizi ◽  
Neriman Selimi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Geospatial Data ◽  
Crowd Sourcing ◽  
Geospatial Information ◽  
Base Materials ◽  
Short Period ◽  
The Republic ◽  
Voluntary Geographic Information

Abstract. Cartography in primary schools in the Republic of North Macedonia is present as part of geography subject, for four years from sixth to ninth level, per two hours weekly. Program is limited only on usage of paper maps aimed for learning geospatial phenomena, without information for map making process.Step forward toward increasing the awareness for including mapping in practical part of curricula in geography and other related subjects, are the activities undertaken by the Geo-SEE Institute from Skopje, by giving practical lectures to pupils in Primary School “Ismail Qemali” in Chair municipality, for usage the digital cartography tools via GIS software.Training was designed to be used FOSS for GIS and open geospatial data by teachers and pupils. Field identification and collection of geospatial data based on ortho images and other base materials, as well usage of smart phones have been used as supplementary methodology for establishing geospatial database aimed for map compilation. Voluntary geographic information and crowd sourcing methodologies as opportunities for usage in teaching and learning process in primary schools not only for geography but for all subjects that intersects with geospatial information, were explained to attendees. Within very short period of one and half month, before pandemic on march 2020, pupils achieved to work with basic tools of QGIS software, as well to compile two maps, one geographical map of North Macedonia, and a map of neighbourhood “Topansko Pole (Fushë Topanë)” as city map of the settlement in which the primary school is located.

scholarly journals Epistemological and didactic aspects of elearning. The role of electronic models in teaching/learning

2018 ◽  
Vol 1 (1-2) ◽  
pp. 156-167
Author(s):  
Nicoleta Sămărescu
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mathematical Thinking ◽  
The Usa ◽  
Scientific Practical ◽  
Teaching Learning ◽  
The Impact

The eLearning instruments that have been researched in the last few years represent a necessity for the Romanian primary school also within the development of the alternative learning sources. These cognitive instruments as D.H. Jonassen names them, are utilized in the USA and are researched in other countries, too (France) in order to be implemented. The aim of this article is to implement and to recommend the utilization of electronic models: text and image processing sheets, presentation sheets, spreadsheets in the teaching­learning process in primary school. According to this aim, the research hypothesis has been issued in keeping with which we anticipate to be able to offer a well thought training in the eLearning field by updating the teaching and learning process with the help of the implementation of a set of electronic models which will increase the intercepting coefficient, the motivation, stimulation, imagination and enthusiasm degree for the learning actors and will redefine the teacher-pupil relation. The main objectives which derive from the hypothesis of our study confine to establishing the impact of electronic models of the eLeaming Set that has been proposed to be implemented on the actors primary school in the teaching-learning process; rendering the teaching-learning process efficient by implementing cognitive models with electronic support; working out an operational guide that contains scientific-practical recommendations and lesson models that utilize PeL; enriching the mathematical thinking. The study sample covers a population that wishes to know, to participate in the implementing of the new technologies. The sample was composed as follows: 121 teachers in primary schools, most of them students of the University in Pite

scholarly journals PINTAR BACA: ENRICHING PUPILS’ READING THROUGH STORIES OF ORIGINS OF NAMES OF PLACES IN SINGAPORE

2020 ◽  
pp. 93-118
Author(s):  
Siti Faridah Omar
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Historical Background ◽  
School Level ◽  
Learning Tools ◽  
Reading Materials ◽  
Research Findings ◽  
Primary School Pupils ◽  
Language Mastery

Reading is one of the basic skills needed to be enhance at the primary school level. Early research shows that pupils lack the interest in reading and this affected their ability to grasp vocab and understanding. Thus, Pintar Baca cards were introduced to help increase interest and level up pupils’ ability to understand the texts read. The Pintar Baca cards comprises of teaching and learning tools published by the Malay Language Centre of Singapore. These resources were designed to help primary school pupils improve their language mastery through reading. These cards were developed for Primary 2 to 4 and consists of 12 stories on the names of origins of places of Singapore. It is hoped that through these historical stories, we are able to instil interest and strengthen pupils’ knowledge on the historical background of some places in Singapore in a simpler and more interesting way. In addition, each story comes with a set of comprehension questions which can develop pupils’ understanding on the reading materials. A trialling session was done at 9 primary schools involving around 189 pupils. A thinking routine strategy were applied in the teaching and learning during the trialling sessions to support the use of the Pintar Baca cards. Research findings showed an increase in reading interest amongst pupils. In addition, the application of the thinking routines has helped improve pupils’ understanding of the contents of the stories and their language mastery.

scholarly journals Dual-role Conflict among Female Primary School Teachers

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Lawal Abdul Faragai
Keyword(s):  
Primary School ◽  
Role Conflict ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Background Level ◽  
Work And Family ◽  
Dual Role ◽  
School Teachers ◽  
Conceptual Approach ◽  
Primary School Teachers

This paper is a conceptual approach that stimulate able scholars that failed to ponder carefully on dual-role conflict among female primary school teachers. Of course, female primary school teachers are experiencing dual-role conflict. Also, presently female primary school teachers has dominated our primary schools teaching our children, on the same vain experiencing dual-role conflict which needed urgent attention from all stakeholders. The essence of this paper was due to the relevance of work and family matters. Scholars are really trying their best for enlightening all stakeholders on the issue of work-family role conflict in many discipline. In Education, related researches are always carrying on but the background level of education primary school is somehow been put aside with little concern. Considering this will help in making the work-life balance of female primary school teachers more sustainable. With this teaching and learning of our younger children would be efficient and effective. The researcher has proposed a conceptual framework in studying dual-role conflict among female primary school teachers. However, the qualitative interpretivist approach using case study or grounded theory would be applicable in conducting such type of research respectively.

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.

Social bonding and children’s collaborations as citizen-peers at primary school

2021 ◽  
pp. 174619792110404
Author(s):  
Caitríona Fitzgerald
Keyword(s):  
Primary School ◽  
Social Action ◽  
School Environment ◽  
Primary Schools ◽  
Peer Group ◽  
Social Bonding ◽  
Social Strategies ◽  
Social Hierarchies ◽  
The Republic ◽  
Active Citizen

This qualitative research explored 9- to 12-year-old children’s citizenship participation at primary school in the Republic of Ireland. During 2016–2017, 160 children from 6 co-educational primary schools participated. Through a process of grounded analysis, children are identified as active citizen-peers of their peer groups. As citizen-peers, children used social strategies to assert their agency and autonomy within the adult-controlled school environment. Social bonding between children also influenced the ways citizen-peers negotiated peer group social hierarchies. Inductive analysis of observational data identifies children’s social strategies as covert and overt forms of Collective Social Action ( CSA); motivated by competition and/or protest against the activities children did not want to participate in at school. This research found that low social bonding between children affects peer solidarity, which suggests that social bonding is an important aspect of children’s collaboration as citizen-peers at school.

“Road to School: Primary School Participation in Korea, 1911–1960”

2017 ◽  
Vol 24 (2-3) ◽  
pp. 184-208
Author(s):  
Dae Hyung Woo ◽  
Howard Kahm
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Land Reform ◽  
Primary Schools ◽  
School Enrollment ◽  
Universal Primary Education ◽  
Colonial Era ◽  
Colonial Legacy ◽  
Japanese Colonial ◽  
The Republic

This article situates South Korea’s economic success in the latter part of the 20th Century within the framework of the emergence of universal primary education. In particular, it examines the history of primary school enrollment in Korea from the onset of Japanese colonial rule in 1910 until the emergence of universal primary school education in the early 1960s. A high enrollment rate was unusual for countries that had an annual income similar to South Korea, which was about one hundred u.s. dollars per person in 1960. Although income was a factor in shaping the access of Koreans to primary education, especially in the colonial era, the authors conclude that it was only one and not the most important factor that determined this process. Other important issues that the article assesses are the Japanese colonial legacy, children’s access to schools, Korea’s Confucian legacy, industrialization, and land reform. Of these factors, the authors argue, the colonial legacy had a mixed impact on access to primary schools, while land reform played a significant role in influencing the movement toward universal primary education in the Republic of Korea.

scholarly journals An examination of imagery used to represent fundamental British values and British identity on primary school display boards

2019 ◽  
Author(s):  
Marlon Moncrieffe ◽  
Audrey Moncrieffe
Keyword(s):  
National Identity ◽  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Individual Liberty ◽  
Primary School Teachers ◽  
The Rule Of Law ◽  
British Identity ◽  
Original Contribution ◽  
Depth Interviews

It is observable that display boards are being applied widely by primary schools as visual representations for teaching and learning about the stated fundamental British values of democracy, the rule of law, individual liberty and the mutual respect and tolerance of those with different faiths and beliefs. The research presented by this article is based upon analysis of 27 display boards from primary schools across England, including findings from in-depth interviews with three primary school teachers. We wanted to identify and to understand how discourses of British national identity such as monoculturalism and multiculturalism are reified by schools and teachers through the imagery used on primary school display boards in the representation of fundamental British values. Our research makes an original contribution to the debate on teaching and learning about national identity, by offering empirical evidence both of representations of fundamental British values and of teacher interpretations of the policy.

TEACHING AND LEARNING IRISH IN PRIMARY SCHOOL: A REVIEW OF RESEARCH AND DEVELOPMENT. John Harris and Lelia Murtagh. Dublin: Instituid Teangeolaiochta Eireann, 1999. Pp. 515. Ir £8 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 438-439
Author(s):  
Vera Regan
Keyword(s):  
Curriculum Development ◽  
Research And Development ◽  
Primary School ◽  
Language Policy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Language Planning ◽  
Research Report ◽  
Minority Languages

This volume is an extremely comprehensive research report. It speaks principally to language planning, language policy bodies, and curriculum development units in Ireland, as well as to teachers of Irish in primary schools. Although it targets a quite specific audience, it has many elements of interest to policymakers internationally, especially in relation to minority languages, and to researchers in SLA interested in areas such as bilingualism, immersion, the role of instruction, and input in the classroom.

scholarly journals A critical realist approach to literacy acquisition and development, with specific application to teacher traning and support in primary education in KwaZulu-Natal

2012 ◽  
Author(s):  
◽  
Rookumani Govender
Keyword(s):  
South Africa ◽  
Teacher Training ◽  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Formal Education ◽  
Literacy Acquisition ◽  
The Government ◽  
Training And Support

In adopting a critical realist approach, this study offers a view of the complex social and contextual factors impacting on literacy acquisition and development in primary education, which is thought to be its main contribution to the field. The study‟s focus was on reading because reading is a fundamental part of literacy acquisition and development in primary education. Its purpose was to establish the state of current literacy teaching and learning practices in formal education so that, ultimately, recommendations could be made for teacher training and support. In the changing face of education in post-apartheid South Africa, provision has been made by the government to democratise education, and, in particular allow all students equity of access to key competences such as literacy. However, there are signs that all is not well at the level of implementation, for example, the low learner pass rate. In particular, teachers do not appear to be coping with the new dispensation, and are generally demoralised and demotivated. It must be stressed that the issue of literacy acquisition and development is complex and multi-layered, and not just a simple question of applying linguistic knowledge or skills. While literacy is a key competence for schooling and a key life skill, education is an essential variable in literacy acquisition and development. However, there are indications that the South African educational system is failing to deliver quality education to its learners. It has been estimated that illiteracy is costing the government as much as R550 billion a year. The fact remains that the main responsibility for teaching literacy rests with schools. Currently there is a literacy crisis in South Africa. This means that large numbers of children are not acquiring the high level skills in reading and writing that will enable them to take part in the new knowledge economy. The general aim of this project was to investigate the process of literacy acquisition and development in primary schools. The investigation focused specifically on how learners acquire literacy, and the involvement of teaching training and support for educators. It was anticipated that the investigation would identify gaps in the acquisition and development of literacy, as well as iii provide recommendations for teacher training and support: the findings might then feed specialist knowledge on the current state of literacy acquisition in formal education into the area of teacher training as to address the problem of lack of preparedness of teachers to deal with literacy acquisition. The project involved an investigation of literacy teaching and learning practices in three different types of public school in the Ethekwini Region, comprising ex-Model C, semi-urban and rural schools. The scope of the study was confined to three primary schools in KwaZulu Natal. The selected research sites were Joel1 Primary School (urban) in the Pinetown area, Milo Primary School The semiurban) in the Mariannhill area, and John Primary School (rural) in the Ndwedwe District. No attempt was made to generalise on the acquisition of language and development, and the provision of teacher training and support at these selected primary schools with reference to schools in the rest of South Africa. However, it is thought that the findings might well be relevant to some schools to enable them to cope and understand the role and function of language acquisition and development. The social factors which negatively impact on literacy acquisition and development were found to include features of the local social context, security for literacy resources and other physical challenges. Factors impacting negatively on teacher performance were inadequate teacher training, the impact of teacher unions, and the effects of poverty and HIV/AIDS. Some of the clearly intertwined challenges experienced at the Intermediate Phase education level include the problems of insufficient teaching staff numbers and insufficient numbers of competent and trained staff; lack of sufficient support for African language learners; large class sizes; lack of resources; and lack of quality leadership in schools. These challenges are the shaky ground upon which we build education for some of our learners, especially those in rural and poor areas.

scholarly journals Gramática lúdica y creativa. Una experiencia para hacer más accesibles los contenidos gramaticales en Educación Primaria

2021 ◽  
Vol 39 (3) ◽  
pp. 187-208
Author(s):  
Sergio Suárez Ramírez ◽  
Marta Mateos Núñez ◽  
Miriam Suárez Ramírez
Keyword(s):  
University Students ◽  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Written Expression ◽  
Curricular Practices ◽  
Linguistic Code ◽  
Education Degree ◽  
Educación Primaria ◽  
Teaching Grammar

La enseñanza de la lengua y la literatura ha de ser una experiencia lúdica y sensorial para el alumnado, sobre todo a la hora de desarrollar contenidos curriculares referidos a la reflexión sobre la propia lengua y la gramática. Este trabajo expone una investigación empírica llevada a cabo mediante el trabajo de campo y la realización de actividades lúdicas en torno a los usos del lenguaje, desarrollada primero con 18 alumnos del Grado de Maestro de la Facultad de Educación de Soria (Universidad de Valladolid) y, después, con 274 escolares de seis centros de Educación Primaria de la ciudad donde desarrollan sus prácticas curriculares. La experiencia consistió en la realización, bajo la supervisión de sus tutores, de actividades a modo de juegos creativos en tres niveles lingüísticos: letras, palabras y textos. Los objetivos planteados fueron: despertar la curiosidad y el sentido critico del alumnado participante en la experiencia, tanto universitario como de la etapa de Educación Primaria; propiciar la reflexión sobre el código lingüístico para mejorar la expresión oral y escrita de los escolares; y facilitar la asimilación de diversos contenidos curriculares de forma libre, autónoma y cooperativa. Al presentarse como juegos, pudieron aplicarse con igual rendimiento en estas dos etapas educativas (Primaria y Universidad). En su realización, los errores se contemplaron como una oportunidad creativa. Los resultados obtenidos confirman el valor de la enseñanza de la gramática de forma lúdica y creativa. La mayoría de los escolares de Educación Primaria mejoró los resultados en cuanto a esfuerzo, corrección lingüística o lectura en voz alta; por su parte el alumnado universitario apreció la importancia de incluir recursos lúdicos en los procesos de enseñanza y aprendizaje, al repercutir sobre una mejor actitud afectiva del alumnado, reforzando la importancia de la sugestopedia como metodología en la enseñanza lingüística. Este trabajo expone una experiencia basada en actividades lúdicas que han sido desarrollada primero con 18 alumnos del Grado de Maestro de la Facultad de Educación de Soria (Universidad de Valladolid) y, después, con 274 escolares de seis centros de Educación Primaria de la ciudad donde desarrollan sus prácticas curriculares. La experiencia consistió en la realización, bajo la supervisión de sus tutores, de actividades a modo de juegos creativos en tres niveles lingüísticos: letras, palabras y textos, con el objetivo de despertar la curiosidad y el sentido crítico, propiciar la reflexión sobre el código y mejorar la expresión oral y escrita de los escolares, al tiempo que se asimilaban de forma libre, autónoma y cooperativa diversos contenidos gramaticales. Al presentarse como juegos, pudieron aplicarse con igual rendimiento en diversas etapas educativas. En su realización se contempló el error como una oportunidad creativa (Rodari, 2008). Los resultados obtenidos confirman el valor de esta metodología, al tiempo que se destaca la ayuda que pueden ofrecer al profesorado para el tratamiento de contenidos académicos que, con enfoques más tradicionales, presentan más dificultades de asimilación entre el alumnado, debido a su escasa capacidad para motivarle y para despertar su interés, pero necesarios para desarrollar la competencia lingüística y comunicativa. Teaching language and literature should be a ludic and sensorial experience for students, especially when it comes to developing curricular content targeting students’ own reflection about their language and grammar. Data were obtained through the completion of creative and playful activities about language, developed first with 18 students of Education Degree in Soria (University of Valladolid) and, later, with 274 students from six Primary schools where university students developed their curricular practices. The experience consisted of the design and conduction, under school tutors’ supervision, of creative games which targeted three linguistic levels: letters, words and texts. More specifically, the objectives included: to awake learners’ curiosity and critical thinking; to promote reflection on the linguistic code for improving oral and written expression; and to facilitate the assimilation of several grammatical contents freely, autonomously and cooperatively. Since these activities were presented as games, they were applied with the same performance levels at university and at primary school settings. Mistakes were considered opportunities for creativity. The results obtained confirm the value of teaching grammar in a playful and creative way. Most of the Primary students improved their results in terms of effort, linguistic correction and reading aloud. University students highlighted the importance of including recreational resources in teaching and learning processes as this had a positive effect on primary school learners’ affective attitude. The results obtained reinforce the importance of suggestion-pedagogy as a method in language teaching. This work exposed an experience with 18 university students from Education Degree in Soria (University of Valladolid) who have been involved as part of their own university training and later they have applied this experience to 274 students from six schools of the city, during its curricular practices. This experience consisted, under the supervision of their tutors in Schools, in several activities applied as creative games with three linguistic levels: letters, words and texts, with the aim of awakening curiosity and critical sense, promoting reflection on the linguistic code and improve oral and written expression, while assimilating various grammatical contents freely, autonomously and cooperatively. When activities are presented as games, they could be applied with equal performance in various educational stages. In its realization, error was seen as a creative opportunity (Rodari, 2008). The results confirm the value of this methodology, while highlighting the help it can offer to teachers for the treatment of academic content that, with more traditional approaches, presents more assimilation difficulties among students, due to its limited ability to motivate him and arouse his interest, but necessary to develop linguistic and communicative competence.

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