scholarly journals Influence of problem-based teaching and learning of grammar on pupils’ attainment in primary school

2010 ◽  
Vol 42 (2) ◽  
pp. 247-262
Author(s):  
Zorica Jocic
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Positive Influence ◽  
The Third ◽  
Intellectual Abilities ◽  
The Difference ◽  
Primary School Age ◽  
Grammar Knowledge ◽  
Insight Into

With the purpose of getting an insight into the effects of problem-based teaching and learning, an experiment was carried out by using the method of parallel groups on the sample of 204 pupils in the third and sixth grade of primary school. The results of final knowledge assessment showed that problem-based teaching and learning of grammar had positive influence on pupils' attainment comparing to the usual way of learning grammar. A significant improvement has been achieved in the field of reproductive and productive grammar knowledge on the whole sample of pupils as well as on the subsamples of pupils in the third and sixth grade. Because of the limited time left for this experimental programme, the reproductive knowledge of pupils was bigger than the productive knowledge. It has been noticed that regarding the successfulness of solving the grammatical problems, there was no difference between the pupils of younger and older primary school age, in the situation when these problems were decided on according to their age and intellectual abilities. All pupils had made an improvement, but they remained within the range of their marks in Serbian language. In addition to this, better progress was made by the pupils with better marks in Serbian language. Girls were more successful than boys, but the difference between boys and girls was smaller regarding the reproductive knowledge than the productive knowledge.

Use of Social and Pedagogical Potential of Done Outside of Class Hours Activity for Adaptation of Young Schoolchildren to Study

2018 ◽  
Vol 6 (2) ◽  
pp. 43-47
Author(s):  
Ирина Иванова ◽  
Irina Ivanova
Keyword(s):  
Primary School ◽  
New World ◽  
Educational Practice ◽  
Positive Influence ◽  
School Age ◽  
The Social ◽  
Pedagogical Orientation ◽  
New Type ◽  
Kaluga Region ◽  
Primary School Age

In the article, the positive influence of done outside of class hours activities on the process of adapting children of primary school age to study as a new type of activity is considered on the example of the experience of Kaluga and Kaluga region schools. The description of the author’s program of done outside of class hours activities of the social and pedagogical orientation “My New World” is given, which can be widely used in regional educational practice when organizing done outside of class hours classes with younger schoolchildren.

scholarly journals Using the Web for Science in the Classroom: Online Citizen Science Participation in Teaching and Learning

2019 ◽  
Author(s):  
Cathal Doyle ◽  
Rodreck David ◽  
Jane Li ◽  
Markus Luczak-Roesch ◽  
Dayle Anderson ◽  
...  
Keyword(s):  
Primary School ◽  
Citizen Science ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
School Science ◽  
School Age Children ◽  
School Age ◽  
Primary School Science ◽  
Primary School Age ◽  
The Impact

Introduction: Citizen involvement in scientific projects has become a means of encouraging curiosity and greater understanding of science whilst providing an unprecedented engagement between professional scientists and the general public. In this paper we specifically focus on the impact of online citizen science (OCS) participation in the science education of primary school age children in New Zealand. Methods: We use four exploratory cases within a broader research project to examine the nature and impact of embedding OCS projects that use web-based online crowdsourcing and collaboration tools within classroom environments of primary school science learners.Results & Discussion: Our findings provide insights into primary school teachers’ perception of OCS. They offer initial insights into how teachers embed OCS in a classroom environment, and why this improves science learning aptitudes, inquisitiveness and capabilities in primary school age children. We also notice that successfully embedding OCS projects in education is affected by the project context, how the results are disseminated, and inclusivity in socio-cultural aspects.....................................................................................................................................................................This paper is a preprint of a paper accepted at the 11th ACM Conference on Web Science 2019 (https://websci19.webscience.org/).

scholarly journals PENGEMBANGAN BAHAN AJAR PERKEMBANGAN ANAK USIA SD SEBAGAI SARANA BELAJAR MANDIRI MAHASISWA

2010 ◽  
Vol 22 (XIII) ◽  
pp. 183-193
Author(s):  
Kasina Ahmad ◽  
Ika Lestari
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
School Teacher ◽  
School Age Children ◽  
Primary School Teacher ◽  
State University ◽  
Text Book ◽  
Main Text ◽  
Primary School Teacher Education ◽  
Primary School Age

Instructional material is one of teh important learning resources in teaching and learning process. However, the course of The Development of Primary School Age Children at the Department of Primary School Teacher Education, School of Education, State University of Jakarta, has not a reference which can be used as a main text book. This research, therefore, developed a text book to meet the need. Applying research and development method introduce by Borg and Gal and tried out, this research has produce a main text book that has proved a high readability and signifiacnt to the course. It was also found out that the text book produce is able to motivate the students to learn and has improved the students’ learning achievement.

scholarly journals PELATIHAN METODE TPR UNTUK MENINGKATKAN KEMAMPUAN BERBICARA DAN KREATIVITAS SISWA DI TINGKAT SMP, DESA JALANCAGAK, KABUPATEN SUBANG

2019 ◽  
Vol 2 (2) ◽  
pp. 155
Author(s):  
Dewi Listia Apriliyanti ◽  
Cynantia Rachmijati ◽  
Anita Anggraeni
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
School Level ◽  
School Age Children ◽  
Physical Response ◽  
Response Method ◽  
Primary School Age ◽  
Insight Into

ABSTRAKPendidikan bahasa Inggris diberikan di Indonesia kepada siswa diawali dari tingkat Sekolah Dasar hingga Perguruan Tinggi. Karena karakteristik anak-anak sebagai pembelajar berbahasa berbeda dan unik dibandingkan dengan pembelajar dewasa sehingga dibutuhkan metode yang berbeda. Level pendidikan di Desa Jalancagak, Subang yang masih belum merata membutuhkan penyegaran metode pembelajaran, terutama terkait dalam pembelajaran bahasa Inggris Pengabdian kepada masyarakat yang berjudul “Penerapan metode TPR untuk meningkatkan kemampuan berbicara dan kreativitas siswa” ini bertujuan untuk memberikan wawasan pengetahuan kepada para guru TK tentang penerapan metode TPR serta memberikan bekal kemampuan untuk mengajar pada anak usia sekolah dasar. Metode TPR (Total Physical Response) merupakan suatu metode pembelajaran bahasa yang disusun pada koordinasi perintah (command), ucapan (speech) dan gerak (action); dan berusaha untuk mengajarkan bahasa melalui aktivitas fisik (motor). Penyampaian materi pengabdian antara lain meliputi pengertian, manfaat, implementasi dan adaptasi dari metode TPR. Diharapkan para guru bisa menerapkan metode ini dalam kegiatan belajar mengajar sehingga bisa meningkatkan kemampuan berbicara dan kreativitas siswa sekaligus memberikan pengetahuan terkait metode mengajar baik secara konvensional maupun menggunakan teknologi.Kata kunci: TPR, bahasa, kreativitas, siswaABSTRACTEnglish education is given to students in Indonesia starting at the elementary school level to university level. However, the characteristics of children as language learners are different and unique compared to adult learners therefore different methods are needed. The level of education in Jalancagak, Subang Village which is still uneven requires a refresher in learning methods, especially related to learning English. Community service entitled "The application of the TPR method to improve the ability to speak and creativity of students" aims to provide insight into kindergarten teachers about the application of TPR methods and provide the ability to teach primary school age children. The TPR (Total Physical Response) method is a method of language learning that is structured in the coordination of commands, speeches and actions; and trying to teach language through physical activity (motoric). The materials that were delievered regarding to the understanding, benefits, implementation and adaptation of the TPR method. It is hoped that teachers can apply this method in teaching and learning activities so as to improve students' speaking abilities and creativity while providing knowledge related to teaching methods both conventionally and using technology.Keywords : TPR, language, creativity, students

scholarly journals Neurodynamic indicators of the sensorimotor response of primary school age children with orthophoria and hetero-tropia

2020 ◽  
pp. 85-90
Author(s):  
O. V. Larionova ◽  
L. V. Dravitsa
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Primary School ◽  
School Age Children ◽  
School Age ◽  
Low Velocity ◽  
Flicker Fusion Frequency ◽  
The Central Nervous System ◽  
The Difference ◽  
Primary School Age

Objective: to analyze the neurodynamic indicators of the sensorimotor response of primary school age children with orthophoria and heterotropia. Material and methods. 51 children (102 eyes) aged 6-11 were examined. 2 groups that could be compared in terms of age and sex were formed. The first group consisted of 20 patients (40 eyes) with orthophoria associated with moderate hypertropia of Hm 3.5 (2.3; 5.3) diopters, the second group included children with concomitant convergent strabismus associated with moderate hypertropia of Hm 4.25 (2.0; 6.5) diopters - 31 patients (62 eyes). To study the properties of the nervous system (NS), the computer appliance «NS-Psychotest» (LLC «Neurosoft», Ivanovo, http://neurosoft. com/ru) was used. The neurodynamic indicators of the sensorimotor response were identified with the techniques «Simple Visual Motor Response» (SVMR), «Discrimination reaction» (DR), «Moving Object Response» (MOR), «Critical Flicker-Fusion Frequency» (CFF). Results. Concomitant strabismus in the children of the second group reliably leads to an increase in the time of SVMR, DR by 65.5 ms and 42.4 ms, respectively (p < 0.05), in comparison with the group of the children with orthophoria. The difference between the indices of DR and SVMR in the children of group 1 - 51.5 ms, of group 2 - 28.4 ms, verifies a decrease of the rate of the neurodynamic processes of the NS in the children with heretotropia. In the study with the MOR technique, the time of response in the first group was - -31 (-127; 50) ms, in the second group - 22 (-29; 94) ms (р = 0.000008), a positive value of the indicator of the response time in the children of the second group is a consequence of the prevalence of inhibition processes in the central nervous system in most the examined patients. Conclusion . The obtained results show that the presence of heterotropia in the children of the second group reliably leads to decreased mobility of nervous processes and predominance of inhibition processes in the central nervous system. The combination of the low velocity of the response and expressed inertness of nervous processes in the children of the second group are indicative of a lack of coordination of the interrelations between the centers of the visual and motor analyzers.

scholarly journals Methods of Strength Development in Boys of Primary School Age Using Active Games

2016 ◽  
pp. 19-27
Author(s):  
С. І. Марченко ◽  
В. А. Іщенко
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Third Grade ◽  
Second Grade ◽  
Strength Development ◽  
School Age ◽  
Primary School Teachers ◽  
The Third ◽  
Effective Development ◽  
Primary School Age

The research objective is to analyze the effect of games on the dynamics of strength development in boys of the second-fourth grades. Research methods: theoretical analysis and collation of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics. Research results. The paper addresses the feasibility of further scientific substantiation for the effect of the number of games, the number of repetitions, the intervals of rest and their interrelation on the change in the strength indicators for boys of primary school age. The study has revealed that strength development requires that the pupils of the second and the third grades perform four games, while the pupils of the fourth grade — five games. The number of repetitions for the pupils of the second grade is one and two, for the pupils of the third grade — two, and for the boys of the fourth grade — three, with 40-second intervals for rest. The most effective development manifests in the second and the fourth grades during 20 classes, and in the third grade —during 30 classes. After that, it is advisable to use other means. The game duration varies from two to five minutes. Conclusions. The results obtained during the experiment give reason to recommend that primary school teachers, coaches and parents use active games in physical education, sports training and individual motor activity of boys of primary school age. These games should aim at developing strength abilities, both purposefully and in complex with regard to the duration and pace (intensity) of their performance.

scholarly journals UPAYA MENINGKATKAN PRESTASI BELAJAR IPA DENGAN METODE PEMBELAJARAN PENEMUAN (DISCOVERY)

2021 ◽  
Vol 13 (1) ◽  
pp. 92-101
Author(s):  
Ngatono Ngatono
Keyword(s):  
Teaching And Learning ◽  
Sixth Graders ◽  
Positive Influence ◽  
Discovery Learning ◽  
Learning Activity ◽  
Science Lesson ◽  
Learning Method ◽  
The Third ◽  
The Subject ◽  
Planning Action

The study aimed to know (1) the improvement of students achievement after applying the Discovery learning method, (2) the influence of the students achievement after  applying  the  Discovery  learning  method.  The  study  used  classroom  action research with three cycles. Each cycle consisted of four phases, those are planning, action and observation, reflection, and revision. The subject was the sixth graders of the odd semester at the first state senior high school Kranji, Paciran District, Lamongan Regency. The data collection was from the result of formative test, the observation sheet of teaching and learning activity. The analysis result showed that the students achievement has improved from the first cycle antil the third cycle, the first cycle (58,33%), the second cycle (75%), the third cycle (91,33%). The conclusion of the study was he discovery learning can give the positive influence to the students achievement on the Science lesson in the first state elementary school Kranji, Paciran District, Lamongan Regency.

scholarly journals Models or metaphors?: Remarks on ‚tranference’ in philosophy and science

2013 ◽  
Vol 24 (4) ◽  
pp. 121-138
Author(s):  
Borislav Mikulic
Keyword(s):  
Language And Thought ◽  
The Third ◽  
Rational Discourse ◽  
Fourth Part ◽  
Recent Philosophy ◽  
Linguistic Functions ◽  
The Difference ◽  
Insight Into

Dealing with the presumed universality of metaphor and its role in the discourse of philosophy and science, the article discusses, in the first part, the theses on metaphor as ?all pervading means? of language and thought, raised by romantic and post-romantic philosophers of language, and its impact on the meta-discourse on philosophy and science in recent contemporary contributions by epistemologists of science and language philosophers. The aim of the article is to show, on one side, that this universalisation of metaphor has been operative in the recent philosophy rather as a tacit confusion of metaphors with models and analogies than as elaboration of the presumed constitutive role of the so-called genuin metaphor in the rational discourse. On this ground, the article tries to provide, in the second and the third part, additonal and different arguments than those raised by ?friends of metaphor? for locating the presumed ?irrationality? of metaphor so as to reexamine the relevance of the difference between the literality of the underlying linguistic functions and the emphatic assertion by metaphorical expressions. As a result, in the fourth part, a different model has been suggested for estimating metaphors as universal, legitimate, and epistemically innovative in the rational discourse of philosophy and science. Such a view allows for conceiving of the presumed ?all-pervading? character of transference in language and thought as based on the universality of linguistic functions and yet enables to consider metaphors as what they actually are - a particular, but peculiar, intralinguistic phenomenon without which no insight into the differential and material character of language and speech seems to be possible at all.

scholarly journals Tahlil al-Jinsi fi Kitab al-Lughah al-‘Arabiyyah min I’dadi Wizarati asy-Syuun ad-Diniyyah

2021 ◽  
Vol 3 (01) ◽  
pp. 101
Author(s):  
Khoirul Huda ◽  
Ida Rusnita
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Arabic Language ◽  
Gender Analysis ◽  
Primary School Students ◽  
School Students ◽  
The Third ◽  
Library Research ◽  
Fourth Grade Students

In the Arabic language book Curriculum 2013 for fourth-grade students, in the third lesson, the profession of gender-biased vocabulary was found: In that lesson, various types of professions for females and males are mentioned, such as the word (employee - female employee) except in the word “policeman - soldier - driver) it is mentioned for males only. And in the word (sewing - nurse) it is mentioned for females only. Based on what the researcher mentioned in the background of the research, the researcher’s problems are: How does gender analysis in the Arabic language book for primary school students based on the 2013 syllabus look from the context of the word and the presentation of images? How are disadvantages and advantages in the Arabic language textbook for primary school students based on the 2013 syllabus viewed from a gender context? The type of research used by the researcher in this research is library research. A gender analysis in the Arabic language book for primary school students based on the 2013 syllabus looks from the context of the word and the presentation of the images, and is done by counting the word used in the third, fourth, fifth and sixth grade book. Most of the words found in the Arabic language book are chapters that indicate that they are gender-responsive.  

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