Tenth Graders' Naive Theories of the Seasons

AbstractText generation—the mental translation of ideas into language at word, sentence, and discourse levels—involves oral language abilities. However, oral language skills are rarely a target of writing interventions. We ran an intervention to improve fifth and 10th graders’ written production through the development of oral sentence generation (grammatical and syntactic) skills. One hundred and fifteen students—68 fifth graders (four classrooms) and 47 tenth graders (four classrooms)—participated in a stepped-wedge cluster-randomized controlled trial. Two fifth-grade classrooms (n = 35) and two 10th-grade classrooms (n = 20) received nine 90-min sessions (3 weeks, three sessions a week) of oral language intervention immediately after the pretest (experimental groups); the two other fifth- (n = 33) and 10th-grade classrooms (n = 27) received business-as-usual writing instruction and received a delayed oral language intervention after the posttest (waiting list group). The intervention consisted of team-based games to improve oral sentence generation and sentence reformulation skills. We assessed written sentence generation, written sentence reformulation, written text quality (macrostructure and language), and text writing fluency before (pretest) and after (posttest) the intervention and 5 weeks after the intervention (follow-up). The results showed that training on oral sentence generation skills can lead to significant gains in both sentence generation and sentence reformulation skills and text macrostructural quality. Improvement at the sentence level was, however, significant only for the younger writers (fifth graders).

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The Communication of Naïve Theories of the Social World in Parent–Child Conversation

Journal of Cognition and Development ◽

10.1080/15248372.2014.949722 ◽

2014 ◽

Vol 16 (5) ◽

pp. 719-741 ◽

Cited By ~ 8

Author(s):

Lisa Chalik ◽

Marjorie Rhodes

Keyword(s):

Social World ◽

Naive Theories ◽

The Social ◽

Parent Child

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Fertőzésekhez kapcsolódó immunológiai jelenségek: a szürkezóna jelentősége

Orvosi Hetilap ◽

10.1556/650.2021.32222 ◽

2021 ◽

Vol 162 (38) ◽

pp. 1526-1532

Author(s):

András Zóka ◽

Béla Kádár ◽

Eszter Vad

Keyword(s):

Infectious Diseases ◽

Clinical Picture ◽

Grey Zone ◽

Diagnostic Challenge ◽

Individual Basis ◽

Persistent Infections ◽

Naive Theories ◽

Focal Infection ◽

The Creation ◽

The Impact

Összefoglaló. A fertőzésekhez kapcsolódó immunológiai kórképekre különösen jellemző, hogy mind etiológiai tényezőikben, mind klinikai képükben rendkívül heterogének. Az átfedő és inkomplett megjelenési formák nem ritkák, ami a diagnosztika standardizálását nehezíti. Egyes, a fertőzésekhez opcionálisan kapcsolódó tünetek megfigyelése már több mint egy évszázaddal ezelőtt elvezetett a gócelmélet megszületéséhez, amely eredeti formájában leginkább elnagyolt és naiv feltételezéseken alapult. Folyamatosan bővülő ismereteink ugyanakkor egyre több esetben támasztják alá, hogy az átvészelt, esetleg krónikus vagy perzisztáló fertőzések, illetve a mikrobiom összetétele számos ponton lehet befolyással immunológiai, metabolikus és endokrin homeosztázisunkra. A jelen munkában az ismert összefüggéseket, illetve a meghaladott feltételezéseket is röviden érintve megkíséreljük a rendelkezésre álló ismereteken keresztül áttekinteni a fertőzésekhez kapcsolódó immunológiai jelenségek szürkezónáját, azon kórtani folyamatokat és tüneteket, amelyek létezése igazolható, de terápiás következményeik az egyén szintjén egyelőre bizonytalanok. Orv Hetil. 2021; 162(38): 1526–1532. Summary. Immunologic phenomena related to infections are well known to be truly heterogeneous, both regarding their etiology and the clinical picture. Overlapping symptoms and incomplete presentations are not seldom, which often constitute diagnostic challenge. Certain, optional complications of infectious diseases led to the creation of the focal infection theory more than a century ago, although only on the basis of assumptions derived from elusive and naive theories. However, an expanding body of evidence ever since did underline the impact of previous and persistent infections on the immunologic, metabolic and endocrine homeostasis. Besides briefly touching the well-defined diseases, as well as the outdated theories of this field, we aim to provide an overview of the grey zone of infection-related immunologic phenomena, the existence of which is biologically well established, however, their true significance on an individual basis remains uncertain. Orv Hetil. 2021; 162(38): 1526–1532.

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Number Head Together (NHT) in Teaching Writing in EFL Classroom

Anglophile Journal ◽

10.51278/anglophile.v1i2.102 ◽

2021 ◽

Vol 1 (2) ◽

pp. 22

Author(s):

Hidayatul Hamdiah ◽

Nik Mohd Rahimi Nik Yusoff

Keyword(s):

Quantitative Research ◽

Teaching Writing ◽

Vocational High School ◽

Significance Level ◽

Tenth Graders ◽

Writing Test ◽

Before And After ◽

Post Test ◽

Efl Students ◽

The Mean

This article focused on the effectiveness of Number Head Together in teaching writing in the EFL Classroom. The aim of the study was to improve EFL students’ writing. This study was quantitative research and used an experimental design. The population was 30 students and the sample was 15 students. Purposive sampling was used in determining the sample of the study. The writing test was the instrument used to collect the data. The data were analyzed by using descriptive statistics and paired sample t-test to test the hypothesis. The students' instrument was an essay-informed descriptive text. Furthermore, the researchers used pre and post to compare scores before and after implied Number Head Together. The mean score of the pre-test was 49.06 at p = 1.364 and the post-test was 78.40 at p = 1.576 which was higher than 0.05 (as the standard significance level in SPSS). This value showed the differences before and after implementing Number Head Together. Hence, it can be concluded that Number Head Together was significantly effective in teaching writing in the tenth graders of Public Vocational High School (SMKN) 1 Janapria, Indonesia. However, The student's writing improves because in grouping the students able to help each other. Keywords: Number Head Together (NHT), EFL Classroom, Teaching Writing

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Applying shadowing technique to improve students' listening achievement

Language and Education Journal ◽

10.52237/lej.v5i1.155 ◽

2020 ◽

Vol 5 (1) ◽

pp. 47-56

Author(s):

Fitri Maini ◽

Rachmanita

Keyword(s):

Null Hypothesis ◽

Sampling Method ◽

Critical Value ◽

T Test ◽

Control Group ◽

Tenth Graders ◽

Tenth Grade ◽

Quasi Experimental ◽

The Mean ◽

Experimental Group

This study tried find the students’ improvement in listening achievement after having taught by using the shadowing technique. The method used was a quasi-experimental that involved two groups, namely the control group and experimental group. The population of this study was all the tenth graders of SMA Negeri 3 Unggulan Kayuagung with a total number of 198 tenth graders. Purposive sampling method was applied to select the sample involved 72 tenth graders. In collecting the data, try out the test was used to get the desirable questions that would be used in the pretest and posttest to both groups in the control and experimental group. To verify the hypothesis, the normality and homogeneity of the data were firstly analyzed before being continued to be analyzed by using a t-test. Based on the result of data analysis in an independent sample t-test, there were some findings found. First, the mean score of a posttest (75.56) in the experimental group was higher than the pretest (69.03) in the control group. Secondly, the value of tobtained was 2.77 at the significant level of p<0.05 in two-tailed testing with df = 70, the critical value of ttable was 1.99. Since the value of tobtained was higher than ttable, the null hypothesis (Ho) was rejected and the research hypothesis was accepted. In conclusion, it showed that the shadowing technique could improve the tenth-grade students’ listening achievement at SMA Negeri 3 Unggulan Kayuagung.

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Pupils' attitude to school geography and motivational factors of its study

Geographical Education and Cartography ◽

10.26565/2075-1893-2020-31-05 ◽

2020 ◽

Keyword(s):

Positive Attitude ◽

Eighth Graders ◽

Sixth Graders ◽

Motivational Factors ◽

Educational Institutions ◽

Motivating Factors ◽

Tenth Graders ◽

School Subjects ◽

Rural And Urban ◽

Academic Year

The purpose of the article is to diagnose the attitude of pupils to geography classes at general educational institutions and identify the main motivating factors of its learning, depending on the pupils’ age and place of residence. Main material. The diagnosis of motives for studying geography was preceded by a clarification of the attitude of pupils to this subject. Pupils were asked to name their favourite school subjects and the results of the survey were used to calculate the rating of disciplines. For sixth-graders in rural and urban schools, geography ranked first, for seventh– and eighth-graders, and for rural ninth- and tenth-graders, it ranked second. For city ninth- and tenth-graders, geography took third place in the ranking of school subjects. The article presents the rating of school geography among other subjects on the basis of a questionnaire survey conducted in 2018/2019 academic year among 1163 respondents, who are the pupils of 6-11 grades at general educational institutions in Lviv region. The research analyzes positive and negative motivational factors of learning geography, depending on age and place of pupils’ residence. The results are interpreted in the context of the popular theory of self-determination developed by E. Deci and R. Ryan. Conclusions and further research. The research, conducted among the pupils studying geography at school, in a particular region of Ukraine, showed the highest rating of this subject among other school disciplines and the positive attitude towards it (more than 75% of the pupils who participated in the study). The degree of interest in geography is affected by the age of the pupils and the type of area in which the pupils live: the highest rank of favourable attitude to the subject was shown by rural pupils and pupils who are studying natural courses of the discipline (grades 6–7). The leading factors of a positive attitude to geography depend on the content of this subject and modern forms of studying it, which ultimately contributes to the formation of internal motivation for cognition. The results of an empirical study can be used to develop psychological, pedagogical and methodological models for teaching geography in different classes of general educational institutions.

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