scholarly journals Gender differences in the acquisition of technical knowledge, skills and attitudes in Dutch primary education: the need for technology education

1991 ◽  
Vol 2 (1) ◽  
pp. 37-47 ◽  
Author(s):  
B. G. Doornekamp
Keyword(s):  
Gender Differences ◽  
Technology Education ◽  
Primary Education ◽  
Technical Knowledge

scholarly journals Relationship between Social Skills and Happiness: Differences by Gender

2021 ◽  
Vol 18 (15) ◽  
pp. 7929
Author(s):  
Carlos Salavera ◽  
Pablo Usán
Keyword(s):  
Gender Differences ◽  
Social Skills ◽  
Social Interactions ◽  
Primary Education ◽  
Subjective Happiness ◽  
School Students ◽  
Related Factors ◽  
Subjective Happiness Scale ◽  
Social Settings ◽  
The Relationship

This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

scholarly journals Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences

2020 ◽  
Vol 11 ◽  
Author(s):  
Alicia Muñoz-Silva ◽  
Cecilia De la Corte de la Corte ◽  
Bárbara Lorence-Lara ◽  
Manuel Sanchez-Garcia
Keyword(s):  
Gender Differences ◽  
Prosocial Behavior ◽  
Primary Education ◽  
Psychosocial Adjustment ◽  
Behavioral Problems ◽  
Sampling Technique ◽  
Sociometric Status ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Public And Private

The acceptance or rejection of classmates is one of the most widely recognized determinants of wellbeing in childhood. This study analyses psychosocial adjustment and sociometric status in primary education pupils, and possible differences by gender. A cross-sectional survey was undertaken in Huelva (Spain). The surveyed schools were selected using a stratified random sampling technique with both public and private elementary schools. Sample was composed of 247 4th grade students. Data revealed gender differences in psychosocial adjustment, particularly in terms of prosocial behavior in girls and behavioral problems in boys. Popular and rejected statuses presented opposing adjustment profiles, particularly in hyperactive symptoms and behavioral problems. When the sample was separated by gender, the differences between the types of status in emotional symptomatology and prosocial behavior disappeared. In addition, the differences between statuses were greater in boys, and were defined mainly by hyperactivity, whilst for girls these differences were more apparent in behavioral problems.

scholarly journals Analysing Probability Teaching Practices in Primary Education: What Tasks Do Teachers Implement?

Mathematics ◽  
2021 ◽  
Vol 9 (19) ◽  
pp. 2493
Author(s):  
Claudia Vásquez ◽  
Ángel Alsina
Keyword(s):  
Primary Education ◽  
Educational System ◽  
Teaching Practices ◽  
Technical Knowledge ◽  
Observation Instrument ◽  
Use Of Resources ◽  
Probabilistic Knowledge ◽  
Cognitive Challenge ◽  
Physical Materials ◽  
Probability Teaching

This study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the ”probability tasks” dimension from the “Observation Instrument for Probability Classes” (IOC-PROB), which includes five components: use of resources, probabilistic contexts, cognitive challenge, procedures and strategies, and probability meanings. The results show that probability tasks focus mainly on technical knowledge, causing the probability class to become an arithmetic class in which only formulas are applied, mechanically and with no meaning. As a result, we see no use of technological resources, a low use of physical materials, and an absolute predominance of solving decontextualised exercises. We conclude that it is necessary to enhance the probability teaching practices based on lesson plans that consider a wide variety of resources and contexts to gradually advance towards a representation of probabilistic knowledge that relies on conventional procedures and notations.

scholarly journals GENDER DIFFERENCES WITH RESPECT TO NUTRITION STATUS AND PHYSICAL ACTIVITY LEVEL INDICATORS

2018 ◽  
Vol 28 (4) ◽  
pp. 1201-1207
Author(s):  
Mateja Kunješić Sušilović
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Gender Difference ◽  
Body Mass ◽  
Primary Education ◽  
Body Fat ◽  
Body Height ◽  
Nutrition Status ◽  
Upper Arm ◽  
Percentage Of Body Fat

Because of today's lifestyle, more and more children have problems with excessive body mass from the earliest age. The reasons for this are poor diet, but also insufficient physical activity. Historically, mostly girls had a slightly higher percentage of body fat and had a lower level of physical activity, but trends are changing. So, the aim of this research was to determine whether there is a gender difference in the indicators of nutrition status and the level of physical activity (PA) of primary education students. The survey was conducted on 107 students (59 girls and 48 boys) over period of four years. The measurement was carried out for 4 years in a row in February. To determine nutritional status of students, the body height, the body mass, the skin folds of the upper arm and the back were all measured. Body mass index was calculated as a ratio of body mass and the square of body height, while the percentage of body fat was calculated from the sum of skin folds on the back and upper arm. The circumference of the upper arm and the circumference of the forearm were also measured. The level of PA was tested by Fels survey questionnaire for children and adolescents. ANOVA for repeated measurements was performed to see if gender differences existed in nutrition status and body activity levels over a period of four years. Research has shown that there is no difference by gender in the level of physical activity, but there are some differences in indicators of nutritional status. More precisely, there is a significant gender difference in body height variable and it is seen that boys throughout the primary education are slightly higher than girls. In the variables of the body's volume, there was a significant gender difference in the circumference of the forearm, while in the upper arm there was no difference. During the first three grades, girls had a significantly higher percentage of body fat. However, in the fourth grade the percentage of body fat of the boys has increased so in the end, there was no gender difference. There were no significant gender differences in the physical activity variables. It can be concluded that at the time of primary education, sexual dimorphism is not as pronounced as in puberty. This is one of the reasons why a lot more research was conducted on adolescents.

scholarly journals Do boys and girls learn the same way? A preliminary study in Primary Education analyzing gender differences

2018 ◽  
Vol 16 (46) ◽  
pp. 537
Author(s):  
Estíbaliz Aragón ◽  
Noemí Serrano ◽  
Jose Ignacio Navarro
Keyword(s):  
Gender Differences ◽  
Primary Education ◽  
Preliminary Study ◽  
Educación Primaria

Introducción. Las diferencias en el aprendizaje de las matemáticas entre niños y niñas son controvertidas según diferentes estudios. Sin embargo, esas divergencias no siempre son respaldadas por estudios empíricos. Uno de los aspectos específicos de dificultad es el aprendizaje en la fluidez de cálculo: ser capaz de calcular con precisión y rapidez. El presente estudio analizó las diferencias de género en la fluidez de cálculo.Método. Los participantes fueron estudiantes de segundo ciclo de educación primaria (n =138), con edades comprendidas entre 101-133 meses (8 años y 4 meses a 11 años). Los participantes fueron 50 niñas y 88 niños.Resultados. Los análisis estadísticos no mostraron diferencias entre niños y niñas en el 3er grado de educación primaria. Sin embargo, en el 4° grado, las diferencias se mostraron significativas en la tarea de fluidez de cálculo. Estos resultados fueron respaldados por el análisis multivariante y el cálculo del tamaño del efecto.Discusión and Conclusión. Los datos sugieren una brecha de género en torno a los 9 años entre niños y niñas, que beneficiaría a los niños en las puntuaciones de fluidez de cálculo. Se discuten los resultados, las limitaciones y las futuras líneas de investigación.

scholarly journals Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

2021 ◽  
Vol 13 (18) ◽  
pp. 10234
Author(s):  
Dolors Cañabate ◽  
Remigijus Bubnys ◽  
Lluís Nogué ◽  
Lurdes Martínez-Mínguez ◽  
Carolina Nieva ◽  
...  
Keyword(s):  
Gender Differences ◽  
Cooperative Learning ◽  
Primary Education ◽  
Instructional Approaches ◽  
Guided Discovery ◽  
Qualified Teachers ◽  
Immigrant Background ◽  
Group Processing ◽  
Positive Interdependence ◽  
Individual Accountability

This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities. In this study, formulated through instructional approaches delivered in four medium- to very high-complexity schools (the number of students with an immigrant background ranging from 30% to 100%), 376 pre-service teachers and 43 qualified teachers were asked to analyze the instruction that they gave to 1658 pre-school and primary students over two consecutive years. Instruction was defined in terms of contextualized physical education challenges that included cooperative psychomotor physical challenges, guided discovery activities and psychomotor problem-solving. The analysis was based on reflective narratives on both gender differences and inequalities, which evinced 792 comments regarding gender (618 by the pre-service teachers and 174 by the schoolteachers) and 627 comments for inequalities (363 by the pre-service teachers and 264 by the schoolteachers). The analysis produced categories based on critical reflection—on both individual and classroom scales—from the pre-service teachers and the schoolteachers. Each of the cooperative learning dimensions, i.e., positive interdependence, individual accountability, promotive interaction, social skills, and group processing, were investigated to produce a set of principles and competencies that best promoted education for sustainable development. The research produced 42 principles that operated under the tenet of leave-no-one-behind, with positive interdependence and promotive interaction providing the higher number of principles that are best suited to tackle, through cooperation processes, equity and inclusivity issues in pre-school and primary education classrooms.

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