scholarly journals The Implementation of History Curriculum in Primary School with Environmental Influence and Knowledge in Enforcing Self-Identity as a Malaysian

2019 ◽  
Author(s):  
Zunaida Zakaria ◽  
Abdul Razaq Bin Ahmad ◽  
Mohd Mahzan Awang
Keyword(s):  
Primary School ◽  
Environmental Influence ◽  
Self Identity ◽  
History Curriculum

scholarly journals Approaching mythology in the history curriculum of compulsory education in Greece

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Maria T. Vlachaki ◽  
George Kokkinos ◽  
Zeta Papandreou
Keyword(s):  
Primary School ◽  
Methodological Approach ◽  
Compulsory Education ◽  
Third Grade ◽  
Historical Period ◽  
Cultural Elements ◽  
History Curriculum ◽  
Aim Of Science ◽  
Man And Nature ◽  
The Relationship

Myth can be a first step in historicizing the past and at the same time in appreciating ancient cultures and developing the essential skill of empathy. A main objective of the history curriculum for the third grade of primary school in Greece is for children at 8 and 9 years old to familiarize themselves with the basic cultural elements of the origins of Greek, European and global civilization. Ancient Greek myths are taught using references and links to the myths of other peoples and cultures, and by identifying similarities and differences in the interpretation of the world within the framework of a multi-perspective, intercultural approach. Myths also depict the relationship between man and nature. They constitute man's attempt to interpret the physical and social environment. In addition, myths present the relationship between man and the divine in the early stages of cultural evolution, and at the same time provide evidence of the culture of a historical period. Pupils become aware of the fact that myths used to have a symbolic and ritualistic function, which aimed to initiate younger members into the acceptable practices and values of their community. Myths provided meaningful models of action (exempla) through their allegorical nature. Moreover, myths facilitate the analysis of human behaviour by introducing the schema of cause and effect. Mythical thought seeks to understand causality, which is also the primary aim of science. In this sense, mythical discourse is connected to scientific discourse. Within the framework of a methodological approach based on these theoretical assumptions, this paper also includes a presentation of educational activities and pupils' perceptions as part of a survey conducted in a third-grade primary school class in Greece.

Perceived over-qualification of primary school teachers and its impact on career satisfaction—A empirical study based on the survey data

2021 ◽  
pp. 002072092110032
Author(s):  
Yawen Su ◽  
Moyan Li ◽  
Guofu Chen
Keyword(s):  
Primary School ◽  
Career Satisfaction ◽  
Negative Impact ◽  
Mediating Effect ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Identity ◽  
Educational Qualification ◽  
Negative Effect ◽  
The Relationship

Based on the Personality-Job Fit Theory (PJFT), the mismatch of personality-job may cause over-qualification, and perceived over-qualification (POQ) may have a negative impact and affect career satisfaction (CS). This study conducted a questionnaire survey of 404 elementary school teachers in Fujian Province, China, and used the Two-way ANOVA and hierarchical multiple regression analysis to research primary school teachers’ POQ and the relationship between POQ and CS. The results of empirical research show that primary school teachers’ POQ is at the medium level. POQ of primary school teachers has a negative effect on CS, while professional self-identity (PSI) has the mediating effect on the relationship between POQ and CS. In addition, the study also found that new primary school teachers with high educational qualification have a relatively higher POQ, while older primary school teachers with low educational qualification have a relatively lower POQ.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Personal Goals of Older Female Twins

2009 ◽  
Vol 14 (2) ◽  
pp. 160-167 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Sanna Read ◽  
Jari-Erik Nurmi ◽  
Markku Koskenvuo ◽  
Jaakko Kaprio ◽  
...  
Keyword(s):  
Physical Exercise ◽  
Independent Living ◽  
Environmental Effect ◽  
Close Relationships ◽  
Environmental Influence ◽  
Genetic Effect ◽  
Additive Genetic Effect ◽  
Personal Goals ◽  
Cultural Activities ◽  
The Individual

This study examined genetic and environmental influences on older women’s personal goals by using data from the Finnish Twin Study on Aging. The interview for the personal goals was completed by 67 monozygotic (MZ) pairs and 75 dizygotic (DZ) pairs. The tetrachoric correlations for personal goals related to health and functioning, close relationships, and independent living were higher in MZ than DZ twins, indicating possible genetic influence. The pattern of tetrachoric correlations for personal goals related to cultural activities, care of others, and physical exercise indicated environmental influence. For goals concerning health and functioning, independent living, and close relationships, additive genetic effect accounted for about half of the individual variation. The rest was the result of a unique environmental effect. Goals concerning physical exercise and care of others showed moderate common environmental effect, while the rest of the variance was the result of a unique environmental effect. Personal goals concerning cultural activities showed unique environmental effects only.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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