scholarly journals Development of Design Elements of Teaching Strategies for Promoting Argument Skills With Rebuttals: A Case Study on “Properties of Aqueous Solutions” in Sixth-Grade Elementary School

2015 ◽  
Vol 56 (3) ◽  
pp. 309-324 ◽  
Author(s):  
Shinichi KAMIYAMA ◽  
Tomokazu YAMAMOTO ◽  
Etsuji YAMAGUCHI ◽  
Miki SAKAMOTO ◽  
Keita MURATSU ◽  
...  
Keyword(s):  
Elementary School ◽  
Aqueous Solutions ◽  
Teaching Strategies ◽  
Sixth Grade ◽  
Design Elements

scholarly journals The Flipped Classroom: A Twist On Teaching

2016 ◽  
Vol 9 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Stacy M. P. Schmidt ◽  
David L. Ralph
Keyword(s):  
Elementary School ◽  
Graduate School ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Advantages And Disadvantages ◽  
Preparation Work ◽  
At Home

The traditional classroom has utilized the “I Do”, “We Do”, “You Do” as a strategy for teaching for years.  The flipped classroom truly flips that strategy.  The teacher uses “You Do”, “We Do”, “I Do” instead.  Homework, inquiry, and investigation happen in the classroom.  At home students participate in preparation work including watching videos, PowerPoint’s, and completing readings.  After completing the preparation work, students arrive in class ready to start solving problems, analyzing text, or investigating solutions.  The flipped classroom is fairly new in the teaching field as a strategy for teaching.  It has been used by teachers from elementary school to graduate school.  As with most strategies, the flipped classroom has a variety of ways to implement in the classroom.  This article is a case study of the flipped classroom.  It reviews and provides research on the implementation of the flipped classroom.  In addition, the article provides a variety of implementation methods and tools to be utilized in a flipped classroom.  As with all teaching strategies there are advantages and disadvantages to the flipped classroom which are explained as well.

scholarly journals How do Teachers Apply Computational Thinking Activities in Elementary School? From Continuing Education to the classroom

2020 ◽  
Vol 3 (1) ◽  
pp. 50
Author(s):  
Suéllen Rodolfo Martinelli ◽  
Luciana Martinez Zaina ◽  
Tiemi Christine Sakata
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Continuing Education ◽  
Teaching Strategies ◽  
School Children ◽  
Classroom Practices ◽  
Computational Thinking ◽  
Primary School Children ◽  
Common Base

INTRODUCTION: There is no consensus of what skills can be developed from the learning of Computation Thinking (CT). However, teachers and researchers agreed that by the learning of CT individuals can acquire and expand many abilities. Courses have been carried out in Brazil and in other countries with the aim of motivating teachers on adding CT to classroom practices. OBJECTIVE: This article to present a case study that investigated the feasibility of introducing activities of CT for primary school children. Such activities were created and mediated by the teachers of Primary School. METHOD: First, a continuing education course about Computational Thinking was conducted with the participation of 14 teachers. The participants could understand the fundamentals of CT, and consequently, became able to planning and conducting CT activities by themselves in their classrooms. After, we analyzed the data gathered during the course under the quantitative and qualitative lenses. RESULTS: The results showed that the participants had a degree of agreement between 56% and 71% regarding the understanding and applicability of CT to developing skills in Primary School. The qualitative findings revealed that the participants could prepare activities that linked CT to topics presented in the subjects of Primary School. Besides, we could identify three patterns of shaping the activities in which this "computational think" were incorporated. CONCLUSION: Practices to stimulate the CT in students are mediated by using different teaching strategies as such Gamification and Culture Maker. These activities also enable the development of skills related to the National Curricular Common Base

The Implementation of Tahfiz Qur’an Juz 29 and 30 (Study in SD Islam Al-Mujahidin Cilacap)

2016 ◽  
Vol 1 ◽  
pp. 214-223
Author(s):  
Muhdir Muhdir
Keyword(s):  
Elementary School ◽  
Program Implementation ◽  
Time Management ◽  
Descriptive Analysis ◽  
Sixth Grade ◽  
Analysis Technique ◽  
Data Collection Process ◽  
Sixth Grade Students ◽  
Qualitative Descriptive

The background of this study the authors look at the implementation of programs of interest Tahfiz Elementary School. After examining various virtues and benefits of both the primacy of the world and the Hereafter, it is known that a great many virtues if Tahfiz be a program at the elementary school, there are still many elementary schools that have not implemented the program Tahfiz. From this background, giving a boost to the author to explore in order to reveal the subject matter regarding 1) how the implementation of the program Tahfiz Al-Quran Juz 29 and 30 in SD Islam Al Mujahidin Cilacap 2) how the factors supporting and hindering the implementation of programs in SD Islam Tahfiz Al-Mujahideen Cilacap. This study used qualitative methods, with the strategy case study. In this experiment the data collection process using the method of observation, interviews, and documentation. While the analysis used qualitative descriptive analysis technique. While the theory used in this research is the Program Implementation Tahfiz Al-Quran.Based on research that has been done, it is known how the implementation of the program Tahfiz Al-Quran Juz 29 and 30 in SD Islam Al Mujahidin Cilacap is good, because it has met some of the things that support the success memorize the Qur'an including curriculum program has become typical Tahfidz , Tahfidz programs implemented in class VI were allocated for 2 hours of lessons a week, this curriculum is developed independently. For children of sixth grade students are expected smoothly semeter I memorize Juz 29, while the second half is expected to smoothly memorize Juz 30. And there is an evaluation program every week, tests Tahfiz the end of each semester. From the memorization process is good then memorizing dihasilkanpun also be good, factors that affect the implementation of the program Tahfidz Qur'an grouped into two parts, namely supporting and inhibiting. Factor Tahfidz program supporting the Qur'an is the interest, motivation of students and teachers qiro'ah, while the factors inhibiting the implementation of the program Tahfidz Qur'an include; lack of skills in time management, lack of support from parents, and the environment.

scholarly journals Las prácticas de justificación en el aula de matemáticas

2011 ◽  
Vol 5 (3) ◽  
pp. 93-103
Author(s):  
Mirela Rigo ◽  
Teresa Rojano ◽  
François Pluvinage
Keyword(s):  
Elementary School ◽  
Empirical Study ◽  
Mathematical Knowledge ◽  
Mathematics Classroom ◽  
School Teacher ◽  
Sixth Grade ◽  
Elementary School Teacher ◽  
Classroom Setting ◽  
Longitudinal Case Study

En este artículo se exponen los resultados parciales de un estudio centrado en el análisis del papel que juega el convencimiento en la construcción del conocimiento matemático que se da en el aula. Se describen los resultados de una investigación empírica, centrada en el análisis de un estudio de caso longitudinal, en el que se examinan las prácticas de justificación y promoción de convencimiento a las que sistemáticamente recurre una profesora de sexto grado de primaria. Además de describir los patrones de racionalidad identificados en las clases observadas, se muestra que en el aula pueden converger, en un mismo recorrido discursivo, argumentos por razones y argumentaciones por motivos y que estas justificaciones son acumulativas, suelen ser implícitas, tienen límites borrosos y carecen de una estructura lineal. Justification Practices in the Mathematics Classroom The paper contains the partial outcomes of a study focused on analyzing the role played by convincingness in building mathematical knowledge in the classroom setting. The paper describes the findings of an empirical study that is centered on the analysis of a longitudinal case study, in which we analyze the justification practices and convincingness promotion systematically resorted to by a sixth-grade elementary school teacher. In addition to describing the patterns of rationality identified in the classes observed, this paper serves to show that in the classroom setting, reasons-based arguments and motive-based lines of argument can converge within one discursive path. Consequently the justifications are cumulative, apt to be implicit, with blurred outer borders and lack a linear structure.Handle: http://hdl.handle.net/10481/14598

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

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