Methods And Tools For Making Student `S Creative Activity In Elementary Technology Classes

In elementary classes using creative activities is the most vital part of the lesson. They learn everything easily by creativity. In technology classes of elementary level learners it can help their creative skills and impression. In addition to this, teacher should enhance their creativity during the lesson. To improve these kinds of skills instructor should apply different methods and tools. In this article, methods and tools of improving learners creativity are stressed.

Teachers’ role and learners’ responsibility in teaching and learning science and elementary technology in Rwanda

The aim of the present study is to reveal teachers’ role in teaching and learners’ responsibility in learning Science and Elementary Technology in Rwanda. The source of information is the classroom observation (Upper Primary) from 6 schools purposively selected in Kayonza District. The Flanders Interaction Analysis Categories System analysis research tools revealed that: The instructors’ role in the learning was found, information giver. Teachers had low facilitation to learning and were deciding alone on the content to be taught; concerning the learners’ responsibility and their encouragement for learning, it was found that the results are far from the expectations related to a learner-centred situation: low pupils’ participation, lacking initiatives from pupils and teachers not motivating/encouraging them. The learners were found passive in the classroom interaction, and only responding to teachers’ questions. From the above findings, we affirm that the “teacher-centred approach” dominates in the science classrooms in Rwanda.

Introducing Complex Situations in Primary Education:Their Impact on Student’s Results in Terms of Equity

<p>This paper examined the equity of using complex situations in teaching Science and<br />Elementary Technology in 20 primary schools, 38 classes (only fourth years), located in Huye<br />district in Rwanda. The sample was divided into four groups: 9 classes practiced the “teaching<br />situations”, 9 dealt with “integration situations”, 9 mixed “teaching and integration situations”<br />and 11 classes made a “reference group” that did not use any of those approaches.<br />One pre-test and three post-tests have been done by learners from those classes during the 2012<br />school year. Every test had a “resource” test and a “situation” test with a similar level of<br />difficulties. The analysis indicated progressive increase of marks, especially, for the classes<br />which practiced the “integration situations”. The findings showed a priority of starting with the<br />“integration situations” for the development of the learner’s autonomy and of a cognitive<br />development.</p>

Is primate tool use special? Chimpanzee and New Caledonian crow compared

The chimpanzee ( Pan troglodytes ) is well-known in both nature and captivity as an impressive maker and user of tools, but recently the New Caledonian crow ( Corvus moneduloides ) has been championed as being equivalent or superior to the ape in elementary technology. I systematically compare the two taxa, going beyond simple presence/absence scoring of tool-using and -making types, on four more precise aspects of material culture: (i) types of associative technology (tools used in combination); (ii) modes of tool making; (iii) modes of tool use; and (iv) functions of tool use. I emphasize tool use in nature, when performance is habitual or customary, rather than in anecdotal or idiosyncratic. On all four measures, the ape shows more variety than does the corvid, especially in modes and functions that go beyond extractive foraging. However, more sustained field research is required on the crows before this contrast is conclusive.

Material Culture in Primates

This article focuses on the idea of material culture in primates. The ascription of culture to non-human animals has been controversial and a source of much debate. Much of this debate hinges on the definition of culture. This article cites the classic definition by Tylor which says that culture as ‘that complex whole which includes knowledge, belief, art, morals, custom, and any other capabilities and habits acquired by man as a member of society’. The term ‘culture’ was first used in relation to non-human primates by Kummer. This article explains elementary technology among primates which concerns predominantly subsistence behaviours, expressed in, often complex, foraging techniques. Elementary technology among wild primates is typically based on natural materials, whether vegetation or non-organic matter. The various processes involved in the transmission of material culture are explained in detail. An in-depth analysis of the conditions of material culture followed by a study of culture among primates concludes this article.