Prospective Primary Teachers’ Professional Noticing in Non-formal Learning Environments: The Case of a Mathematics Fair

Research around mathematics teachers’ professional noticing has been largely contextualised by the formal setting of the classroom. In addressing the lack of relevant studies in non-formal learning environments, this paper draws on student teachers’ observations within a Mathematics Fair, which was part of a mathematics methods module of a primary education undergraduate programme. Working in pairs, 64 student teachers designed interactive mathematical games which upper primary school pupils had the opportunity to play in an event having taken place at our university. In this study, we analyse student teachers’ individual reflective essays written after the Fair, where they discussed important, in their view, incidents and observations. Employing a thematic analysis approach, we identified four themes discussed by students: the task; learning; teaching; non-formal environment. We conclude with the implications for teacher education and suggestions for future research.

The proficiency Level of Female Primary School Pupils in Reading Comprehension Skills from the Viewpoint of their Teachers: مستوى تمكن تلميذات المرحلة الابتدائية من مهارات فهم المقروء من وجهة نظر معلماتهن

The current research aims to identify the level of proficiency of upper-grade female primary school pupils in the elementary stage in reading comprehension skills from the viewpoint of their teachers, to detect the teachers, viewpoints about their pupils, level of proficiency in reading comprehension skills that are due to the difference in the grade, and to identify a list of reading comprehension skills that are necessary for upper grade’s students. The author used the descriptive survey method and applied the research tool (questionnaire) on a sample of (261) teachers out of (815) at a percentage of (32%), having verified their validity and reliability. She also used a set of statistical methods including: Alpha Cronbach, Pearson Correlation Coefficient, repetitions, percentages, arithmetic means, standard deviations, single analysis of variance (ANOVA) test, and Scheffe post hoc difference test. The author found that that the proficiency level of female primary school pupils in those skills is great in general as well as in the skills of direct, deductive, and creative comprehension, while it was moderate in the skills of appreciation and critical understanding. There are statistically significant differences at the level of (0.05) in direct comprehension skills due to the teaching grade variable, as it came in favor of the fourth and fifth grades. There are no statistically significant differences in the rest of the skills. Finally, in light of the research findings, a set of recommendations were made.

Effective Pedagogy in Primary Education: A Review of Current Literatures

The implementation of effective pedagogy in instructional strategies is an interesting discussion among educationists due to the rapidly transformation in educational context. The aims of this study is to identify the current literature related to effective pedagogy in primary education and highlights its categories in teaching learning situation. The method used in this study is literature approach by reviewing 15 current journal articles in five years, from 2017 to May 2021. The study shows that several characteristics of effective pedagogy still attract the researchers to discuss in their papers during the current five years. The fundamental characteristics of effective pedagogy frequently highlighted in primary education are: classroom management, teachers` competences, instructional strategies, valuable learning, and students` achievement. The conclusion of this study, several current literatures highlight that the effective pedagogy is the general view of teachers to specify their action to carry out the new strategies, approaches, and methods to fostering primary school pupils.

Study on Standard of English in Primary School Pupils with Special Reference to Teachers Professionalism

First and foremost, the goal of this research is to determine the level of English proficiency among primary school students. Secondly, this study looked into the professionalism of the teacher. Thirdly, this study looks into the factors that may have a negative impact on the standard of English among primary school students. Fourthly, it examines the teacher's ability to teach English to primary school children in the pursuit of quality education. To ensure efficient and effective data collection, this study relied solely on the non-experimental design-descriptive survey method with a quantitative approach. Pre-testing of survey questionnaires was carried out to ensure consistency and reliability.This study was based on researcher classroom experiences. The research was mostly carried out in Bhutan under the auspices of the Department of School Education. The research began on the 18th of December, 2020, and ended on the 18th of May, 2021. The findings, recommendations, and limitations of the study were totally based on the 60 sample collections. The researcher used SPSS and the Microsoft Excel sheet for tabulations and interpretation of data. For the data analysis the researcher used the SAS software and Microsoft Excel.

Teaching scientific method to primary school pupils by using the example of adaptation of secondarily aquatic animals to the marine environment

Science classes in public schools are usually strictly linked to several subjects and taught by reference to the reading-listening model. Non-formal educational institutions and events such as ‘children universities’ and science fairs (and to some degree also some private schools) implement elements of interdisciplinary teaching of science and learning through experiments and the use of scientific methods. Workshops conducted within non-formal educational structures prove that only is this method engaging and understandable to primary school pupils, it also is possibly much more effective than the traditional learning style for coding information and explaining common misconceptions in teaching evolution, palaeontology and biodiversity. The example of a scenario for science classes presented here (the so-called ‘aquatic problem’, i.e., adaptations of primarily terrestrial animals – amniotes – to the aquatic environment) uses simple props, such as everyday items, to address the problems that teachers in public school face. Thus, it can be implemented independently of school budgets and availability of school equipment.

Physical Activity and BMI before and after the Situation Caused by COVID-19 in Upper Primary School Pupils in Czech Republic

Regular physical activity is a very important factor in the healthy development of an individual and an essential part of a healthy lifestyle. However, today's population still suffers from insufficient amount of exercise caused mainly by technical progress and often inappropriate conditions for practicing sports. In relation to this, we are grappling with a steady increase in obesity. During the COVID-19 pandemic, conditions for regular physical activity became even more unfavourable, with the declaration of a state of emergency and anti-pandemic measures leading to the closure of sports grounds and sporting competitions. In our research survey, we attempted to determine whether there would be changes in physical activity and BMI before and after the situation caused by the COVID-19 disease in upper primary school pupils in the Czech Republic. Using a questionnaire survey of a sample of children (n =1456), we found that already before the pandemic, 69% of the observed sample had not met the recommended amount of physical activity and only 67% of the sample was of normal weight. After the end of the anti-pandemic measures, the observed values deteriorated even more. There was a significant decrease in children with normal weight (by 7.5%) and an increase in children with Class 1 obesity. At the same time, we saw a significant decrease in children doing sports.

The Benefits of Cooperative Learning of Language in Different Subject Lessons as Seen by Primary School Pupils: The Case of One Lithuanian City School

Contemporary educational theory and practice promote the development of subject-specific and generic competences. Cooperative learning is a generic competence whose development is recommended in all subject lessons/activities. The development of fundamental individual values that rely not only on individual achievements but also on empathy and helping others, the ability to listen, mentor, and assist is integral to primary education. Such education is supported by positive inclusion in the process and good-willed communication within the group to achieve a common result. It is through achieving common goals and witnessing the variety of activity approaches that certain activities become a success. The study aimed to include all students in the development process on the basis of cooperative learning and improve each and every student’s individual learning of language performance in all subjects. The study is based on 186 first-to-fourth-year students from one major city school, representing a total of 8 classes. After the school-wide activities on cooperative learning, all pupils took part in a questionnaire survey halfway through the school year. The survey used a written questionnaire. The questions in the questionnaire were designed to explore pupils’ attitudes towards school and language-related aspects of successful group cooperation. The collected data were analysed using SPSS version 20. The data analysis used a descriptive approach, calculating the answers chosen by the pupils. An analysis of the survey results shows that the majority of pupils in years 1 to 4 think they can work in groups and cooperate because they are willing to listen to others, explain and help others, are not bored, are interested in working together, and are interested in learning new subjects.