THE LESSON FOR CONTINUITY – AN OPPORTUNITY FOR A PAINLESS TRANSITION FROM PRIMARY TO LOWER SECONDARY STAGE AT SCHOOL

2020 ◽  
Vol 11 (2) ◽  
pp. 307-310
Author(s):  
Angelina Markova ◽  
Keyword(s):  
New Teachers ◽  
Creative Thinking ◽  
Strong Relationship ◽  
Home School ◽  
Primary Teacher ◽  
Fifth Grade ◽  
Fourth Grader ◽  
Secondary Stage ◽  
Life Lessons

Every transition in a child’s life is associated with several difficulties, which are a kind of life lessons. Such a transition is the transition from fourth to fifth grade. The student must part with his favourite primary teacher, who has taught him to read and write, to count, and is ready to respond at any time. A new stage of life awaits him, new fears, new dreams and hopes. It strives for greater independence and leadership. New teachers, serious lessons, challenges await him. All these factors, combined, arouse fear and uncertainty in the fourth grader, and when you add the „legends“ told by the bigger boys and girls, the picture becomes scary. What can be done to make this transition more painless and calmer? One good solution is the lesson of continuity. This form of education allows students to develop their creative thinking, responsibility for their own behaviour in society, empathy and respect for others, teamwork, building a strong relationship with the home school, confidence in their own abilities and desire to express themselves. These lessons give the opportunity to be prepared by one teacher or to be interdisciplinary, in this option the children meet more teachers and get to know them in a different way.

Improving Students’ Creative Thinking and Achievement through The Implementation of Multiple Intelligence Approach with Mind Mapping

2016 ◽  
Vol 5 (3) ◽  
pp. 246 ◽  
Author(s):  
I Wayan Widiana ◽  
I Nyoman Jampel
Keyword(s):  
Multiple Intelligences ◽  
Creative Thinking ◽  
Performance Test ◽  
Multiple Intelligence ◽  
Fifth Grade ◽  
Learning Science ◽  
Mind Mapping ◽  
Fifth Grade Students ◽  
Intelligence Approach ◽  
Planning Action

This classroom action research aimed to improve the students’ creative thinking and achievement in learning science. It conducted through the implementation of multiple intelligences with mind mapping approach and describing the students’ responses. The subjects of this research were the fifth grade students of SD 8 Tianyar Barat, Kubu, and Karangasam. The objects of this research were multiple intelligence, achievement in science and students’ response. The research was conducted in two cycles and every cycle consisted of planning, action implementation, observation, and reflection. The data of students’ creative thinking were collected by performance test; the data of students’ achievement in learning science were collected through questionnaire. After the data were collected, then they were analyzed descriptively and quantitatively. The results of the study showed that (1) the implementation of multiple intelligence approach improved the students’ creative thinking and achievement in learning science. The improvement in the students’ creative thinking from cycle I to cycle II is 16.56%. (2) The improvement of the students’ achievement in learning science from cycle I to cycle II is 11.46%. (3) The students’ response to the implementation of multiple intelligence with mind mapping fell into category positive.The students felt happy in learning science through the implementation of multiple intelligences with mind mapping.

Intelligence, Creative Thinking, and Sociometric Choice Among Fifth-Grade Children

1966 ◽  
Vol 34 (3) ◽  
pp. 83-89 ◽  
Author(s):  
Kaoru Yamamoto ◽  
Marlene L. Lembright ◽  
Ann M. Corrigan
Keyword(s):  
Creative Thinking ◽  
Fifth Grade ◽  
Sociometric Choice

Creative Thinking Abilities of Intellectually Superior Children in the Regular Grades

1966 ◽  
Vol 18 (2) ◽  
pp. 335-341 ◽  
Author(s):  
Robert M. Smith ◽  
John T. Neisworth
Keyword(s):  
Creative Thinking ◽  
Fifth Grade ◽  
Classroom Setting ◽  
Statistical Control ◽  
Dependent Variables ◽  
Economic Position ◽  
Bright Students ◽  
The Way

This study was designed to determine on which of 18 creativity factors a group of 60 intellectually bright students in regular fifth grade classes would differ from a group of intellectually normal Ss (matched on sex, race, socio-economic position, school, and classroom setting) when variables of possible influence were either not controlled or were covaried in different ways. Eight Guilford-type tests were used to assess factors of creativity. Without statistical control, the gifted exceeded significantly the normals on 8 of 14 verbal factors but on none of the non-verbal dimensions. When different variables were controlled singly and in combination, significant differences appeared on the dependent variables. Separate correlations for gifted and normal Ss indicated differences in the way intelligence and achievement related to creativity factors for the groups.

scholarly journals The Effect Of Blended Learning Approach On Fifth Grade Students’ Academic Achievement In My Beautiful Language Textbook And The Development Of Their Verbal Creative Thinking In Saudi Arabia

2015 ◽  
Vol 11 (4) ◽  
pp. 253-260
Author(s):  
Feras Mohammed Al-Madani
Keyword(s):  
Blended Learning ◽  
Creative Thinking ◽  
Study Groups ◽  
Thinking Skills ◽  
Fifth Grade ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Approach ◽  
Fifth Grade Students ◽  
Significant Difference

This study aims at investigating the effect of Blended Learning approach compared to the traditional learning approach on fifth grade students’ achievement in My Beautiful Language Textbook and the development of their verbal creative thinking. The study consisted of 49 students among which 25 are males in the Experimental Group and 24 females in the Control Group. The study found a statistical significant difference (α ≤ 0.05) between the mean scores of the two study groups in achievement posttest and verbal creative thinking post application test. The experiment group which was taught using the blended approach of learning outperformed the Control Group in both tests. Thus, learning My Beautiful Language Textbook using the blended approach is more effective than the traditional method in terms of achievement and the development of verbal creative thinking skills. In light of this, the study recommends the adoption of blended approach in learning My Beautiful Language Textbook, the curriculum computerization, holding series of training courses, and workshops for teachers in school districts on how to effectively implement the blended approach. 

scholarly journals The development of a STEM-based e-Module to help fifth-grade pupils strengthen their creative thinking skills in the topic of My Blood Circulation

2021 ◽  
Vol 1 (3) ◽  
Author(s):  
Desak Ketut Rani Astiti Asih ◽  
Sunyono Sunyono ◽  
Dwi Yulianti ◽  
Doni Andra
Keyword(s):  
Online Learning ◽  
Blood Circulation ◽  
Creative Thinking ◽  
Data Gathering ◽  
Thinking Skills ◽  
Instructional Materials ◽  
Fifth Grade ◽  
Need Analysis ◽  
Grade 5 ◽  
Module Development

Technology and education are now required for the development of 21st century skills. The purpose of this study was to determine 1) the practicality of STEAM-based e-Modules in online learning, 2) the importance of STEAM-based e-Modules in online learning, and 3) the improvement of students' creative thinking skills in fifth grade on the content "My Blood Circulation is Healthy." A total of 16 students were employed in the study. Questionnaires and tests were utilized as data gathering instruments. Problem and need analysis, literature review, product design, validation, and practitioner testing were the stages of development. The findings revealed that pupils' low creative thinking abilities were attributed to teachers' failure to adequately embrace technology and their continued usage of traditional instructional materials. The STEAM-based e-Module development improved creative thinking skills of Grade 5 students.

scholarly journals Mathematics Play, Problem Solving, and Perseverence

2016 ◽  
Vol 4 (10) ◽  
pp. 149-156
Author(s):  
Terrie T. Poehl
Keyword(s):  
Problem Solving ◽  
Student Development ◽  
Classroom Teacher ◽  
Strong Relationship ◽  
Posttest Score ◽  
Fifth Grade ◽  
Test Statistic ◽  
Benchmark Testing ◽  
High Stakes ◽  
The Difference

The research presented in this article focuses on the effect of student use of problem solving apps on a tablet PC either prior to (motivation) or immediately after (reward) a classroom assessment. The classroom teacher developed the assessment. Continued practice throughout the school year is measured by collecting d ata on benchmark testing completed by fifth grade students in the fall, winter, and spring administrations. The team of the researcher and classroom teacher wanted to study the effect of using tablet computers in the fourth and fifth grade classrooms. Spec ifically, they wanted the answer to “Does using problem solving apps either as a motivator or reward help students perform differently on classroom assessments and high stakes tests?” This is an important question to answer for student development and the yearly evaluation of the classroom teacher.The two variable groups for the analysis includes the Pretest scaled score and the Posttest scaled score. The purpose of this analysis was to determine if using the problem solving apps helped the students throug hout the year with the three administrations of the benchmark testing. Scores for the fall administration represent the Pretest score (PreScale) and the Posttest score (PostScale) were gathered using the spring administration.Descriptive statistics on the two variables show that the posttest score has a much larger standard deviation. However, the difference does not show it as statistically significantly different. The pairedt test showed a calculated test statistic value of 0.000. The use of p=0.05 indi cates a rejection of the null hypothesis.The paired sample correlation values concurred with a statistically significantly difference. The correlation value of 0.691 indicates a significance of probability at 0.000. Since the variable change is a positive correlation value, then it is a direct correlation. The correlation value indicates a strong relationship between the variables.

scholarly journals Model Pembelajaran CTL Berbantuan Media Pop-Up Book untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa SD

2019 ◽  
Vol 1 (2) ◽  
pp. 90-99
Author(s):  
Anis Zulfatin Nihayah ◽  
Fina Fakhriyah ◽  
Much Arsyad Fardhani
Keyword(s):  
Elementary School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
School Level ◽  
Fifth Grade ◽  
Thinking Skill ◽  
School Students ◽  
Reflection Data ◽  
Contextual Teaching ◽  
Creative Thinking Skill

Creative thinking belongs to high-order thinking. It is important to see various possible solutions to a problem. Students with various possibilities of solving a problem will be more creative. It is necessary to foster the creative thinking skill since elemenetary school level. This research has intended to find out the improvement of the students’ creative thinking by using the model of contextual teaching and learning assisted by pop-up book media. This research is conducted in fifth grade of elementary school with 26 students. The researcher used classroom action research method in 2 cycles. Each cycle consisted of planning, implementation, observation, and reflection. Data collection techniques that the researcher used are interview, observation, pre-test, and documentation. The researchers used quantitative and qualitative data analysis. The result of this research show that there is improvement of student’ creative-thinking on 6th theme “Heat and Its Displacement” from 54% in the cycle 1 then improve to be 85% in the cycle 2. So, from this research the researchers can conclude that the model of contextual teaching and learning assisted by pop-up book media can improve elementary school students’ creative thinking skill.

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