The Mystery of Physics 101

Hertz and his scientific contemporaries correctly viewed conceptual disharmony as the inevitable product of the evolutionary manner in which an initial descriptive practice gradually enlarges its applicational outreach, pragmatically guided by the discovery of fresh opportunities for calculating results in a useful manner. As a side effect of this increasing accumulation of technique, component words will become naturally pulled into subtly different forms of localized referential attachment. These discordant alignments create difficulties when a straightforward exposition of “fundamental principle” is wanted, as arises within an elementary class in classical mechanics (this is the “mystery” of the chapter’s title). Hertz, in particular, noticed that the word “force” behaves in a diverging manner, according to the comparative scale size of the object under consideration. This structural insight is crucial to unraveling the resulting conceptual tensions, but the axiomatic corrective that Hertz proposed leads to very unfortunate results, because such a scheme must artificially choose which of these usages of “force” should be favored as “primary.” Nonetheless, Hertz’s faulty presumption that axiomatics represents the proper vehicle for rectifying conceptual tangles of this character has turned into a widely accepted methodological dogma. It constitutes the foundational basis of the theory T thinking of which this book complains. Again the finer details outlined in this chapter are not essential for following the main argument of this work, but they nicely illuminate its motivational background.

Primary School Extracurricular Music Activities in Covasna and Harghita Counties

Arts education, including music teaching (Dohány, 2010) in elementary schools is getting less and less importance in our present day education system, accordingly we find quite relevant to investigate the situation of music teaching in Romania among the Hungarian minority educationís elementary classes. This present study would like to map the extracurricular fields of music teaching in Covasna and Harghita counties in Hungarian classes through a questionnaire research made among teachers. Our objective is to investigate extracurricular musical education in elementary classes, where we would like to find out what kind of musical activities exist in this area and how intensively do pupils take part in these activities. The self-made questionnaire was sent out online in Covasna and Harghita counties, based on the teachers ‘database at the end of January in 2020. 78 elementary school teachers took part in this research. All the collected data was processed with the help of a statistical data analysing software, examining the descriptive statistical indicators. The analysis shows that few elementary class students take part in extracurricular activities.Romanian music pedagogy research do not extend to Hungarian minority classes, thus we see it important to investigate the extracurricular activities in counties where Hungarian minorities live.

Teacher Self-Assessment of their Science and Technics Competences and Professional Development

In this paper, the authors present the results of an empirical study that formed part of the broader research project, "Culture of Educational Institution as a Factor in Co-Construction of Knowledge," at the University of Rijeka. The research was conducted on a sample of 317 elementary class teachers from Croatia and Slovenia. The authors sought to establish how class teachers assess their professionalism in practice; whether they show statistically significant differences in assessing their professionalism and professional development in practice at different stages of their careers.

La progression d’un objet partagé par une classe du primaire dans un environnement d’apprentissage en réseau en contexte d’éducation artistique

Résumé : Cet article traite du travail d’une classe du primaire qui a utilisé un espace numérique de collaboration (Knowledge Forum) pour la création d’un objet d’art lors d’un projet intitulé De jeunes artistes sans frontières. Nous avons observé l’évolution de la création de cet objet en analysant le discours de la classe qui l’a réalisé. Nos résultats montrent qu’en interagissant entre eux à l’écrit ou par la création d’une variété d’artéfacts, les élèves se sont engagés dans une démarche qui leur a permis de faire progresser leurs interactions de manière à créer un objet partagé. Ils ont aussi également utilisé un langage artistique propre à leur culture. Mots-clefs : Éducation artistique; environnement d’apprentissage en réseau; primaire; objet partagé. Abstract: An elementary class of the Remote Networked School initiative used Knowledge Forum for the creation of an art object during the Young Artists Without Borders projects. We observed the evolution of the creation of this object by analyzing the class’s discourse. Our results show that by interacting with each other in writing and/or by creating a variety of artifacts, students engaged in a process that allowed them to interact in a way to create a shared object. They also used an artistic language specific to their culture. Keywords: Arts Education; Networked Learning Environment; Primary; Shared Object.

PENERAPAN LATIHAN MOTORIK HALUS UNTUK MENINGKATKAN KEMAMPUAN MENULIS HURUF SISWA TUNAGRAHITA KELAS DASAR III DI SLB. NEGERI 2 MAKASSAR

The aims of this study were to find out the writing ability and writing activeness of Elementary Class III tunagrahita students at SLB Negeri 2 Makassar through the application of fine motor training. This study used a classroom action research. The research subjects were two students with tunagrahita in Elementary Class III SLB Negeri 2 Makassar with data collection through test, documentation, and observation. Data analysis was performed by using descriptive-qualitative and quantitative analysis technique. The results showed that the ability to write letters of the Elementary Class III tunagrahita students at SLB Negeri 2 Makassar with the application of the fine motor training had a significant increase qualitatively from cycle I to cycle II. The application of this fine motor training showed the better result from cycle I to cycle II. The increase of student activities included the overall activities given to the students. Keywords: Fine Motoric, Writing Letters, Tunagrahita

Improved Learning Achievement About How to Introduce Oneself Through the Scientific Approach of Video Media

<p><em>The purpose of this study was to improve the learning achievement of students in Indonesian Language Mupel in Elementary Class 1 through a scientific approach with video media. The research conducted was a Classroom Action Research (CAR )in three cycles, which each cycle consisting of one meeting.The stage of each cycle </em><em>are planning, implementing, observing and reflecting. Each meeting is carried out a pre test and post test to determine the progress of students. In the first cycle students who completed after carrying out the post test were 50%. In the second cycle students who completed after carrying out the post test were 85, 71%. In the third cycle students who completed after carrying out the post test were 92,85%. These results indicate that learning through a scientifik approach with video media can improve student learning achievement, especially Mupel Indonesian Language on How to Introduce Yourself in Class 1 SDN Plosogede 1.</em></p>

Use of computer technologies in primary schools

Information technology has a lot of dynamics. Technical software and algorithm tools are being updated and developed. New methods are introduced for information technology. During the transition to information society, it is necessary to prepare people for rapid adoption and processing of very large volumes of information. Key words: elementary class, computer, information, software, technology, training

Some applications of new information technology

The application of Information Technology saves the teacher from the weight of technical work. It allows him to devote more time to the creative side of activity. As a result, various theoretical tools that are not complicated for the verification of knowledge of the actual material are successfully applied. It provides students with very visual new knowledge and information about facts and events, objects and subjects that cannot be brought to the class or seen with the ordinary eye. Key words: elementary class, computer, information, software, technology, training

Recursive enumerability and elementary frame definability in predicate modal logic

We investigate the relationship between recursive enumerability and elementary frame definability in first-order predicate modal logic. On one hand, it is well known that every first-order predicate modal logic complete with respect to an elementary class of Kripke frames, i.e. a class of frames definable by a classical first-order formula, is recursively enumerable. On the other, numerous examples are known of predicate modal logics, based on ‘natural’ propositional modal logics with essentially second-order Kripke semantics, that are either not recursively enumerable or Kripke incomplete. This raises the question of whether every Kripke complete, recursively enumerable predicate modal logic can be characterized by an elementary class of Kripke frames. We answer this question in the negative, by constructing a normal predicate modal logic which is Kripke complete, recursively enumerable, but not complete with respect to an elementary class of frames. We also present an example of a normal predicate modal logic that is recursively enumerable, Kripke complete, and not complete with respect to an elementary class of rooted frames, but is complete with respect to an elementary class of frames that are not rooted.