scholarly journals Illustrative Techniques in the Primary School

2021 ◽  
Author(s):  
Cestmir Serafin
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Educational Practice ◽  
Past Research ◽  
Current Trends ◽  
Current State ◽  
Education Theory ◽  
Practical Reality ◽  
General Training

The goal of this chapter is to contribute to the area of teaching about technology, especially by using illustrative aids, kits as didactic training tools in contemporary schools, and to define what is required by this field in view of the goals of the teaching process, especially of the education theory. The study summarises the issue of illustrative aids, from the view of their application to the area of general training, and formulates answers to some related practical issues of the relevant subject didactics. The chapter presents the results of past research surveys which were conducted in relation to incorporating illustrative aids - kits into education, and of the effectiveness of the implemented education in the practical reality of teaching. One subject of discussion also includes the condition/the current state of implementing education in the primary school environment. The aim of this chapter is to provide a comparative and analytical insight into the teaching of general technical subjects in primary schools in the context of technical kits, defining current trends and approaches to the implementation of educational activities. The broader intention is thus to contribute to the development of a sectoral didactics of technical subjects, targeted at lower school levels and educational practice.

scholarly journals Visual Social Publications in the Newspapers of Greek Primary Schools: A Semiotic Analysis

2013 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Lina P. Valsamidou
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Semiotic Analysis ◽  
School Life ◽  
Social Content ◽  
Research Material ◽  
The Social ◽  
Social Messages

In the present study we investigate, record and discuss icons with asocial content, their type, their signifieds and ideological significations,wishing to extract useful conclusions regarding the use of icons in schoolnewspapers as vehicles of social messages. The research material comprises intotal 252 images with a social content found in the columns of schoolnewspapers, whereas the collection of the sample was based on the study of 64school newspaper issues coming from 32 titles of primary school newspapers fromall over Greece that were published in 2004-2006. All in all, it appears that social iconic publications create theeditors’ vivid interest, as they find their way mostly in the inside pages ofnewspapers. The analysis of the icons as to their signifieds places emphasis onthe dominant ideological forms: the signifieds of historic anniversaries,school life and environmental education come before the others, which in turnsuggests the dominant ideological trends, history-school-environment/ecology:a triptych that emerges through the social-iconic choices of those involved inpublishing school newspapers.Keywords: visual social publications, schoolnewspapers, semiotic analysis, students-journalists

scholarly journals Influence of Socially Disadvantaged Environment on Aggressiveness of Pupils at Primary Schools

2018 ◽  
Vol 8 (1) ◽  
pp. 104-115
Author(s):  
Dáša Porubčanová ◽  
Lenka Pasternáková
Keyword(s):  
Primary School ◽  
Social Environment ◽  
School Environment ◽  
Aggressive Behaviour ◽  
Primary Schools ◽  
Social Environments ◽  
Socially Disadvantaged ◽  
Research Findings ◽  
Observation Method ◽  
Aggression Level

AbstractIntroduction: The study deals with occurrence of aggressiveness of pupils from socially disadvantaged environment. It describes the socially disadvantaged environment and the level of aggression of pupils from such environments. The text describes the most important results of the research.Methods: Within the research, a survey was carried out, monitoring the level of aggression of the majority pupils compared to the pupils from socially disadvantaged environment. The survey was carried out personally based on a monitoring scheme of aggression of the pupils from socially disadvantaged environment. The research has been made by direct observation within 60 teaching hours at the level of 1st and 4th grade.Results: The findings, which we have acquired through observation, showed that the age and maturity of younger pupils’ organisms adapts to the model of social environment. Pupils from less stimulating social environments may become the victims of aggressive attacks in various forms more frequently. Types, forms and manifestations of aggression, equally subject to influence of the environment, in a school environment at the level of 10-year-old students are perceived as some form of entertainment. They join the attack on the victim for acceptance or they have the same preferences as the group. It often happens without consequences or attempts to eliminate these signs, because the seriousness of the attack is not ascribed.Discussion: We were interested in the differences of aggression level of the majority pupils compared to the pupils from socially disadvantaged environment in the first and the fourth year of a primary school.Limitations: The results apply only to students in the first level by using of the observation method.Conclusions: As substantial and significant for pedagogic experience, we consider implementing the research findings as well on the higher level of pupils’ education and to define further correlations between aggressive behaviour and socially disadvantaged environment.

Interrater Reliability of the ENERGY Photo-Rating Instrument for School Environments Related to Physical Activity and Eating

2016 ◽  
Vol 13 (4) ◽  
pp. 433-439
Author(s):  
Teatske Altenburg ◽  
Saskia te Velde ◽  
Kai-Jan Chiu ◽  
George Moschonis ◽  
Yannis Manios ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Interrater Reliability ◽  
Overweight And Obesity ◽  
School Environments ◽  
Cohen’S Kappa ◽  
Cohen's Kappa ◽  
Rating Instrument

Background:The school environment can play an important role in the prevention of childhood overweight and obesity. Photos of the school environment may contribute to more adequate measurement of the school environment, as photos can be rated by different assessors. We aimed to examine the interrater reliability for rating characteristics of primary school environments related to physical activity and eating.Methods:Photos taken at 172 primary schools in 7 European countries were rated according to a standardized protocol. Briefly, after categorizing all photos in subsections of physical activity or eating opportunities, 2 researchers independently rated aspects of safety, functionality, aesthetics, type of food/drinks advertised, type/variety of foods provided. Interrater reliability was assessed using the intraclass correlation coefficient (ICC) and Cohen’s kappa.Results:Six subsections of the photo-rating instrument showed excellent (ICC or Cohen’s kappa ≥0.81) or good (ICC or Cohen’s kappa 0.61 to 0.80) interrater reliability. Outdoor physical activity facilities (ICC = 0.54) showed moderate, and school canteens (Cohen’s kappa = 0.05) and vending machines showed poor (Cohen’s kappa = 0.16) interrater reliability.Conclusion:Interrater reliability of the ENERGY (EuropeaN Energy balance Research to prevent excessive weight Gain among Youth) photo-rating instrument was good-to-excellent for 6 out of 9 characteristics of primary school environment components related to physical activity and eating.

scholarly journals Pembentukan Karakter Murid (Studi terhadap Sekolah Dasar Islam Terpadu Al-Fityah Pekanbaru)

2018 ◽  
Vol 15 (2) ◽  
pp. 63-83
Author(s):  
Yenni Yunita
Keyword(s):  
Primary School ◽  
Character Education ◽  
School Environment ◽  
Primary Schools ◽  
Field Research ◽  
School Students ◽  
Moral Foundation ◽  
Character Formation ◽  
Daily Lives ◽  
Education Today

Character education is essentially required to be applied in educational institutions and in the teaching system of education today. Without character education, it means permitting the mix of clarity of understanding of moral values ​​and ambiguous nature which prevent students from making decisions based on a strong moral foundation. This study is a field research  which aims to determine the formation of character and factors that influence the formation of character of students at the Al-Fityah Integrated Islamic Primary School Pekanbaru. The type of research is qualitative research. The subject of this study was  teachers at the Alfityah Pekanbaru Integrated Islamic Primary School, amounting to 42 people. While the objects in this study were Al-Fityah Islamic Primary School Students totaling 439 people. Data collection techniques in research are observation, interviews, and documentation. Based on the results of this study, it showed that the Formation of students' Characters in the Al-Fityah Integrated Islamic Primary Schools Pekanbaru essentially teaches andimplements Islamic manners to students and then refuses them in their daily lives both in the school environment and in the home environment with reference to 10 muwasafat. Character formation is good in the school environment and it directly guided and cared for by the teachers, while at home the character formation of the children is guided by both parents through the Adab Monitoring Book (BMA) and then evaluated by the teacher at school. There are several factors that influence character formation, namely: family or parents, friends, environment, and the influence of television and other electronic media including the internet.

scholarly journals School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria

2021 ◽  
Author(s):  
Rose Jummai MUSA ◽  
Adeyemi Abiodun ADEYINKA
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Language Skills ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Location ◽  
Montessori Method ◽  
Edo State ◽  
Primary School Pupils

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

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.

Some Noncognitive Effects of Streaming and Tracking in the Primary School

1979 ◽  
Vol 23 (1) ◽  
pp. 64-69
Author(s):  
Penny Nicholson ◽  
L. B. Brown ◽  
C. P. Kenna
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
School Organization ◽  
Self Esteem ◽  
Self Concept ◽  
Random Allocation ◽  
Sociometric Choice

Children in primary schools can be horizontally grouped by ability and achievement, or by random allocation to classes. The present study aimed to explore some noncognitive concomitants of these two methods of school organization specifically in relation to self-esteem, academic self-concept, sociometric choice and attitude to the school environment. A significantly lower self-esteem was found among pupils streamed in lower socio-economic areas, but a higher self-esteem for those in streamed classes in higher status areas. In both of these areas social choices were less widely diffused in streamed than in tracked classes.

scholarly journals ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA

2020 ◽  
Vol 11 (2) ◽  
pp. 429-443
Author(s):  
LUCIÁNA HOPTOVÁ
Keyword(s):  
General Education ◽  
Primary School ◽  
Primary Schools ◽  
Slovak Republic ◽  
Historical Context ◽  
Educational Practice ◽  
Science Research ◽  
Educational Programme ◽  
Grammar School ◽  
State Educational

Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools. Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history. Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.

scholarly journals Effect of Intelligence Mindsets on Math Achievement for Chinese Primary School Students: Math Self-Efficacy and Failure Beliefs as Mediators

2021 ◽  
Vol 12 ◽  
Author(s):  
Aoxue Su ◽  
Shuya Wan ◽  
Wei He ◽  
Lianchun Dong
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Primary Schools ◽  
Math Achievement ◽  
Educational Practice ◽  
Primary School Students ◽  
School Students ◽  
Mediating Role ◽  
Underlying Mechanisms ◽  
The Relationship

This study examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship. Participants included 466 fifth graders (231 boys and 235 girls) from two Chinese primary schools. Results indicated that boys had significantly higher mean levels of growth mindsets and math self-efficacy than girls, whereas boys had no statistically significant differences to girls on failure beliefs and math grade. Further, intelligence mindsets had a significant positive effect on math achievement, and failure beliefs and math self-efficacy played a full mediating role in the relationship between intelligence mindsets and math achievement. Moreover, intelligence mindsets affected math achievement through the chain mediating role of failure beliefs and math self-efficacy. These above findings contribute to advance our knowledge about the underlying mechanisms through which intelligence mindsets affect math achievement, which are of great significance to students' growth and current educational practice.

scholarly journals Pesten op ‘De Gezonde Basisschool van de Toekomst’: een exploratief onderzoek

Pedagogiek ◽  
2020 ◽  
Vol 40 (1) ◽  
pp. 97-117
Author(s):  
Saskia van Run ◽  
Onno van Schayck ◽  
Eline Urlings ◽  
Karien Coppens ◽  
Bjorn Winkens ◽  
...  
Keyword(s):  
Primary School ◽  
Lifestyle Intervention ◽  
School Environment ◽  
Primary Schools ◽  
School Setting ◽  
Well Being ◽  
Conflict Behavior ◽  
Positive Side ◽  
The Future ◽  
Health Promoting

Abstract Bullying on ‘the Healthy Primary School of the Future’: An explorative studyTo improve the well-being and health of students, several Dutch schools currently implement health promoting lifestyle interventions. To which degree these interventions influence bullying behavior in the school setting is unknown. This mixed methods study examines the influence of a lifestyle intervention at four primary schools (The Healthy Primary School of the Future; HPSF) on bullying. A longitudinal survey among 6th grade students indicated some decrease in bullying at intervention schools compared to control schools (p = .041). Interviews and focus groups conducted with school staff of the intervention schools reveal a decrease in conflicts between children, which most likely also affects bullying. According to the staff, the structural aspects of HPSF create a safer school environment with less opportunity for conflict behavior. This study demonstrates a possible positive (side) effect of a lifestyle intervention on conflicts and bullying. Further research is needed to confirm these observations.

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