The Effect of Robotics-Based Storytelling Activities on Primary School Students’ Computational Thinking

Robotics is needed as education keeps up with challenges students are facing in a technological environment. A long-term research project focuses on developing a feasible robotics-based learning environment that enables primary school teachers to introduce computer science education. This paper shows educational robotics combining storytelling to promote computational thinking through the method of Tell, Draw, and Code. The study was conducted via pre–post test, using the Beginners Computational Thinking test (BCTt), with third and fourth graders (N = 40) to determine if the integration of robotics-based storytelling activities enhances computational thinking skills. Results show that an increase in computational thinking is evident after the intervention is implemented. The approach of combining stories, texts, and literature with educational robotics seems to be a promising concept to equip students with the required skills.

INTERCONNECTION OF INFORMATICS AND MATHEMATICS IN SCHOOL AT AN EARLY STAGE OF STUDY

The relevance of the chosen research topic is to highlight the issue related to the formation of algorithmic thinking in primary school students in computer science lessons. The aim of the article is to identify the role of computer science and mathematics in the formation of algorithmic thinking style. To achieve this goal, the following methods were used: analysis, comparison, observation, synthesis. Statistical data processing was also used. The article states that the basis for algorithmic thinking is the formation of mathematical competence of junior high school students. In computer science lessons, students apply the acquired knowledge of mathematics by practical methods. Therefore, the appropriate level of students’ knowledge of mathematics is important. The article presents a table of success levels in mathematics and computer science for third and fourth graders of one of the primary schools in Uzhhorod. The level of success in studying mathematics was compared with the level of success in studying computer science by third-graders and similarly by fourth-graders. When comparing the two empirical distributions, we used the two-sample Kolmogorov-Smirnov agreement criterion. We have shown that the selected general populations are stochastically equivalent. Comparing the results of educational achievements in computer science and mathematics of students of 3rd and 4th grades, we came to the conclusion that the formation of mathematical competence helps in solving problems in computer science lessons that require logical thinking and algorithmic skills. We believe that more attention should be paid to the study of the basics of programming in school, the development of logical and algorithmic thinking in mathematics and computer science, as well as in elective classes.

Screening for Giftedness Using a Reading Curriculum Based Measure

The psychometric integrity of a curriculum-based measure to screen for academic giftedness (Monitoring Instructional Responsiveness: Reading [MIR:R]) was evaluated by examining its ceiling, item gradient, and predictive capacity using 460 fourth grade students. Eighty fourth graders (17.39%) scored one standard deviation above the MIR:R mean. Ten fourth graders (2.17%) scored two or more standard deviations above the mean, indicating an adequate ceiling. Item gradients were sufficient, that is, one raw score change produced less than one-third of a standard deviation change in standard deviation units. The MIR:R accurately screened students who performed in the “advanced” range on an end-of-the-year measure (i.e., Tennessee Comprehensive Assessment Program [TCAP]). Results of a chi-square indicated that 78.3% were identified as non-gifted by both the TCAP and MIR:R and 5.9% were identified as gifted.

Music for a Boss Fight: Creating for the Context of Video Game Worlds

Creating music increases student engagement, and drawing on students’ background knowledge is a respectful way to value students’ lived experiences. By challenging students to create music for the context of a video game world, teachers can build on students’ previous knowledge and bridge that knowledge to the elements of music and creating music for specific contexts and purposes. This column outlines a project for fourth graders to create video game music for specific contexts within the game.

The effect of Merle-Tenson and Klosmayr educational models on the acquisition of scientific concepts in science for fourth graders of primary school

The current research aims to know the effect of Merle Tenson - and Clausmayer educational models on the acquisition of concepts by primary school students in the science subject for the fourth grade of primary school. The researcher adopted the experimental method with partial control for two experimental groups and a control group. The researcher chose Al-Faraged Primary School for Girls located in Baghdad - Al-Rusafa Third. The sample of the research was 92 students, with 30 students in the first experimental group who studied according to the Merle Tenson model, 31 students in the second experimental group who studied according to the Clausmeier model, 31 students in the control group that studied in the traditional way. The researcher was statistically rewarded in some variables, including (parents' academic achievement and intelligence test). The researcher formulated 40 behavioral objectives for the subjects studied during the experiment. As for the research tool, the researcher prepared a test of acquiring scientific concepts, as the number of its paragraphs reached (40) paragraphs of a type of multiple choice in light of the acquisition of the three basic elements of the concept, namely (definition - discrimination - application). Experiment with the three research groups. The research resulted in a set of results, including the superiority of the two experimental groups using the Merle Tenson and Clausemyr educational models over the control group that studied the same subject in the traditional way. In light of the results, the researcher made a number of conclusions, recommendations and suggestions. Keywords : acquisition, concepts.

Oscillatory electroencephalographic patterns of arithmetic problem solving in fourth graders

Numerous studies have identified neurophysiological correlates of performing arithmetic in adults. For example, oscillatory electroencephalographic (EEG) patterns associated with retrieval and procedural strategies are well established. Whereas fact retrieval has been linked to enhanced left-hemispheric theta ERS (event-related synchronization), procedural strategies are accompanied by increased bilateral alpha ERD (event-related desynchronization). It is currently not clear if these findings generalize to children. Our study is the first to investigate oscillatory EEG activity related to strategy use and arithmetic operations in children. We assessed ERD/ERS correlates of 31 children in fourth grade (aged between nine and ten years) during arithmetic problem solving. We presented multiplication and subtraction problems, which children solved with fact retrieval or a procedure. We analyzed these four problem categories (retrieved multiplications, retrieved subtractions, procedural multiplications, and procedural subtractions) in our study. In summary, we found similar strategy-related patterns to those reported in previous studies with adults. That is, retrieval problems elicited stronger left-hemispheric theta ERS and weaker alpha ERD as compared to procedural problems. Interestingly, we observed neurophysiological differences between multiplications and subtractions within retrieval problems. Although there were no response time or accuracy differences, retrieved multiplications were accompanied by larger theta ERS than retrieved subtractions. This finding could indicate that retrieval of multiplication and subtraction facts are distinct processes, and/or that multiplications are more frequently retrieved than subtractions in this age group.

Impacts of Total Physical Response on Young Learners’ Vocabulary Ability

This study aimed to investigate the impacts of total physical response (TPR) method on the fourth graders’ vocabulary ability and their perceptions toward this method. This study was conducted at Luong The Vinh Primary school. There were 30 students participating in this study and they were divided into two groups: 15 students in experimental group (EG) and 15 students in control group (CG). The students in the experimental group were taught with TPR while students in the control one with grammar translation method. A mixed method was employed consisting of quantitative and qualitative approaches. Qualitative data were from the interviews to get feedback of students’ perception and advantages and disadvantages they faced when TPR was implemented in teaching vocabulary in their classroom. Quantitative data were from the questionnaire, scores of the pretest and posttest to check the impact of TPR on students’ vocabulary ability. The study revealed that the EG had better vocabulary learning ability than the CG. They not only remembered vocabulary better but also understood the meaning of the words more easily. It also showed that students had positive perceptions in learning vocabulary through TPR. In addition, the result from the interviews also revealed a limitation that it was sometimes not suitable especially for some outstanding students in the class. The results shed light on the impact of TPR on young learners’ vocabulary ability and perceptions toward TPR and provide some valuable features for further research studies that relate to TPR method in teaching vocabulary for young learners.

Flexibility in partitioning strategies of fourth graders

This study combines the concepts of flexibility and partitioning, and aims to probe fourth grade students’ flexibility in partitioning strategies. Seven students participated in this descriptive case study. Students were given three partitioning tasks. Forty-eight answers produced by students were evaluated and classified based on the strategies defined in the taxonomy developed by Charles and Nason (2000). Results showed that students could easily change their strategies both within and across tasks. Namely, they displayed both inter- and intra-task strategy flexibility to a large extent even though they did not have any intervention on partitioning. Another point that findings have implicated was that the fourth graders’ flexibility in partitioning strategies may be utilized to introduce concepts of equivalent fractions and mixed numbers. Results are discussed in terms of their implications related to mathematics education, and some recommendations aimed at learning environments and future studies are presented.

“The-World-Around-Us” Lesson in the Fourth Grade: “Poisonous Animals. Poisonous Mushrooms”

The article discusses the structure and methodology of conducting a lesson with fourth-graders on the natural history topic “Poisonous animals. Poisonous Mushrooms “within the framework of mastering the content of the training course “The-World-Around-Us”. The teacher implements the set goals of the lesson on the basis of the use of problem situations, comparison of drawings with the corresponding texts, the widespread use of visual material and works of art. Simultaneously with the expansion of knowledge about poisonous animals and mushrooms, younger schoolchildren develop ideas about the

Features of Studying the Topic “Feast of the Transfiguration of Jesus Christ” Within the Framework of the Module “Fundamentals of Orthodox Culture”

The article reveals the experience of an Orthodox school teacher in teaching the course “Fundamentals of Orthodox Culture.” In accordance with the Federal State Educational Standard of Primary General Education, fourth-graders get acquainted with the Orthodox holiday of the Transfiguration of Jesus Christ. The methodology of organizing education allows younger students to form an awareness of the spiritual meaning inherent in any Orthodox holiday. The teacher uses both traditional teaching methods (retelling, essay, educational dialogue) and methods that reflect the originality of Orthodox culture: assessing religious texts, looking at the icon and listening to church chants dedicated to the feast of the Transfiguration of the Jesus Christ.