Steamsational Writing

Providing young children with rich environments for writing has been a continuing quest for teachers in the early grades. This chapter investigates the use of Bee-bot robots as a means of creating a stimulating environment that engages second graders in the writing process and learning story grammar elements. Researchers met with the students weekly for an hour over six weeks. In the first week, students wrote an initial story and learned the basics of programming a Bee-bot robot. In subsequent weeks, students listened to a story set in the context of the Bee-bot mat, reviewed vocabulary words, planned a path for their robot, wrote a short story, and executed their robot program. There was a significant difference overall between the baseline story and the final story, and between the initial rating of each of the story grammar elements and the final rating of the elements, with the exception of Character.

The Use of Diary to Improve the Writing Ability of the English Second Graders at Hamzanwadi University

The research aimed at finding out the use of a diary in improving the writing ability of the English students of Hamzanwadi University. The problems formulated in this research were (1) Is the use of diary effective in teaching writing for the English students of Hamzanwadi University? (2) How effective is using a diary in teaching writing for the English students of Hamzanwadi University? The research design of this study was one group pretest and posttest. The population of this research was the second-semester students of Hamzanwadi University, which consisted of 105 students in 4 classes. The present researcher took class D as the sample that consisted of 20 students. The present researcher generated a simple random sampling by obtaining an exhaustive list of a population and then randomly selecting a certain number of individuals to comprise the sample. A pretest and a posttest were given to the students to collect the data. The result of the data analysis indicated that the mean score of the pretest was 34.86 while in the posttest was 48.00. In testing the hypothesis, the result of the t-test was -9.706. The null hypothesis was rejected, and the alternative hypothesis was accepted. So, it can be said that using a diary was significantly effective in teaching writing.

PENINGKATAN KEMAMPUAN SISWA MEMAHAMI BERIMAN KEPADA ALLAH DAN BERIMAN KEPADA RASUL ALLAH PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN MENERAPKAN METODE PEMBELAJARAN CARD SORT

The aim of the study was to improve the students' ability to understand Belief In God And Believing The Apostle Of God phrases through sort-term learning. The method used is class action research. The study population was 72 second graders at SDN 01 Haduyang Natar with the sampling technique using multistage random sampling, so the research sample was 24 students. Data collection techniques using tests and observations. Qualitative and quantitative data analysis techniques. The results of the study are that sort card-based learning methods can improve students' ability to understand Belief In God And Believing The Apostle Of God In Islamic Religion.

Explosive Leg Power and Flexibility in School Children Aged 6–8 Years

This pilot study has been carried out on a sample of 51 participants – children aged 6–8 years, pupils in grades 1 and 2 at Elementary School Dimkata Angelov-Gaberot in Vatasha, Kavadarci, Republic of North Macedonia. The main objectives were: 1) to assess explosive leg power and flexibility of lower back and hamstring muscles; 2) to compare these parameters by age and sex. Measurement of anthropometric characteristics (height, weight and BMI) and assessment of explosive leg power and flexibility of lower back and hamstring muscles were performed in the school. In order to examine whether data have a normal distribution, skewness and kurtosis values and Kolmogorov–Smirnov test were used. Basic mathematical and appropriate statistical methods were used to calculate descriptive statistical parameters. Student’s t-test was applied to test the difference between groups formed based on age and sex. Boys in grades 1 and 2 showed better results than girls in standing long jump (SLJ) test, while girls in Grade 1 performed better in flexibility test (FT). Second graders who have been involved in Physical Education classes longer than first graders, have shown better results in SLJ test than first graders. The reason for this outcome is that second graders have practiced more and have a better performance technique that influenced the jump distance.

Ice Is Hot and Water Is Dry

To monitor students’ progress and adapt instruction to students’ needs, teachers increasingly use repeated assessments of equivalent tests. The present study investigates whether equivalent reading tests can be successfully developed via rule-based item design. Based on theoretical considerations, we identified 3-item features for reading comprehension at the word, sentence, and text levels, respectively, which should influence the difficulty and time intensity of reading processes. Using optimal design algorithms, a design matrix was calculated, and four equivalent test forms of the German reading test series for second graders (quop-L2) were developed. A total of N = 7,751 students completed the tests. We estimated item difficulty and time intensity parameters as well as person ability and speed parameters using bivariate item response theory (IRT) models, and we investigated the influence of item features on item parameters. Results indicate that all item properties significantly affected either item difficulty or response time. Moreover, as indicated by the IRT-based test information functions and analyses of variance, the four different test forms showed similar levels of difficulty and time-intensity at the word, sentence, and text levels (all η2 < .002). Results were successfully cross-validated using a sample of N = 5,654 students.

Psychophysiological Regulation and Classroom Climate Influence First and Second Graders’ Well-Being: The Role of Body Mass Index

This study examines the associations between physical and emotional well-being and classroom climate, cardiac vagal response, and body mass index (BMI) in a sample of 6- to-8-year-olds. Specifically, we expected a direct link between classroom climate, vagal withdrawal, BMI and children’s physical and emotional comfort. Furthermore, we explored whether these individual and environmental characteristics influenced well-being in an interactive fashion. Participants were 142 (63 boys, 44%) first and second graders living in the North of Italy who were interviewed on their emotional and physical comfort. Heart rate and a measure of vagal influence on the heart (cardiac vagal tone) were recorded at rest and during an oral academic test. Height and weight were collected. Classroom climate was positively linked with physical well-being, whereas emotional well-being was negatively related with BMI. In addition, an inverted U-shaped effect of cardiac vagal withdrawal (i.e., cardiac vagal tone during stress minus resting vagal tone) on emotional well-being was found. Two regression models highlighted the role played by BMI when interacting with vagal withdrawal in predicting children’s physical and emotional well-being. The interplay between BMI and cardiac vagal withdrawal played an important role in primary school children’s well-being. From a clinical perspective, preventive training to improve autonomic regulation in concert with interventions promoting healthy eating attitudes might be critical for supporting primary school children’s emotional and physical health.

THE EFFECT OF FLIPPED CLASSROOM STRATEGY IN LEARNING SOME BASIC ‎FOOTBALL SKILLS FOR JONIOR INTERMEDIATE SCHOOL STUDENTS

The search aims to: ‎ ‎- Recognize the effect of the inverted grade strategy in learning some ‎of the basic skills of football for second graders. ‎ ‎- Identify the differences between the past and subsequent tests of ‎the two groups of research in learning some of the basic skills of ‎football for second grade students.‎ ‎- Identify the differences between the subsequent tests of the two ‎groups of research in learning some of the basic skills of football for ‎students of the second grade literary.‎ The researchers used the experimental approach to suitability and the ‎nature of the research. The research society consisted of students of ‎the second grade intermediate school in Al-Malwia for boys in the ‎district of Baqubeh in the province of Diyala. The total number of ‎students was (43) and (30) students were randomly chosen to be the ‎sample of the research and divided into two experimental and ‎experimental groups (15), And the two experimental design ‎researchers، called (equal group design، random selection with pre-‎test and post-test) were used to achieve parity between them.‎ and then the main experiment was applied by two units a week for six ‎weeks. After that the post tests were applied. After the data collection ‎and unloading) And test (t) for associated and independent samples، ‎arithmetic mean and standard deviation. After the statistical treatment ‎and the appearance of the results, the researchers concluded the ‎following: ‎- The flipped classroom strategy has the effect of learning some basic ‎football skills for a sample search.‎ ‎- The advantage of strategic inverted grade on the traditional style of ‎the article teacher in learning some basic football skills for sample ‎research. ‎ Therefor, the researchers recommended using this strategy in ‎learning other skills for other. activities.‎

Assessment of the Development of Fine Motor Skills, Balance Function and Static Kinetic Stability in Elementary Schoolchildren

Background: Assessment of the development of fine motor skills (FMS), static balance (SB), and static kinetic stability (SKS) in elementary schoolchildren reflects the extent of their school readiness. Objective: To evaluate the development of children at the initial stage of systematic learning. Materials and methods: Fine motor skill tests were conducted in 117 children using a modified “Little House” technique; static balance was tested in 150 children using the stork pose balance test, and static kinetic stability was tested in 147 children by analyzing stability of the body standing while rotating around the vertical axis. Results: We established that fine motor skills were age appropriate in only 19.0 % (95 % CI: 8.9–29.1 %) of first and 17.0 % (95 % CI: 7.4–26.5 %) of second-year pupils. Low static kinetic stability was observed in 37.5 % (95 % CI: 25.6–49.4 %) of first graders and 38.8 % (95 % CI: 30.9–46.7 %) of second graders. The level of static balance was below the average in 65.7 % (95 % CI: 54.3–77.0 %) of first graders and 37.3 % (95 % CI: 26.9–47.8 %) of second graders. Developmental delays in FMS, SB and SKS were 1.2–3.9 times more frequent in boys than in girls. Conclusion: Our findings demonstrate that the development of FMS, SKS and SB in contemporary elementary schoolchildren is below the average level. The results may become the basis for elaboration of appropriate preventive programs and technologies in order to improve school readiness in children.