scholarly journals Monitoring the Own Spatial Thinking in Second Grade of Primary Education in a Spanish School: Preliminary Study Analyzing Gender Differences

2020 ◽  
Vol 10 (9) ◽  
pp. 237
Author(s):  
María José Contreras ◽  
Chiara Meneghetti ◽  
David H. Uttal ◽  
Laura M. Fernández-Méndez ◽  
Antonio Rodán ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Confidence Judgment ◽  
Spatial Task ◽  
Primary School Children ◽  
Educational Approach ◽  
Confidence Judgments ◽  
Spatial Tasks ◽  
Spatial Performance ◽  
Preliminary Study

Previous studies on metacognitive performance have explored children’s abilities during primary school (7–11 years) in abstract and mathematical reasoning tasks. However, there have been no studies evaluating the metamemory processes with spatial tasks in primary school children, and even more generally, only a few studies have explored spatial metacognition in adults. Taking as a preliminary study a Spanish school, the present work explores the validity of the confidence judgment model when thinking about one’s own performance in a spatial test, for boys and girls in Second Year of Primary Education (mean age of 7 years). A total of 18 boys and 15 girls applied a 4-point scale to evaluate, item by item, the confidence of their responses in the Spatial aptitude test “E” of the EFAI-1 (Factorial Assessment of Intellectual Abilities to mentally process visual stimuli). Accessibility and Accuracy Indexes were calculated for each item of the spatial task. The effect of gender was analyzed too. The tasks were administered in small groups; at the end examiners interviewed each participant, performing the confidence judgment task, item by item, of the EFAI-1 previously answered. The results (analyses carried out by SPSS) showed a high mean confidence (3 mean points out of a maximum of 4), without finding any significant differences either in the spatial performance or in the mean confidence rating between boys and girls. A significant relationship between confidence judgments and spatial task performance accuracy was found. The relationship between confidence judgments and spatial performance cannot be confirmed. The procedure adapted for testing spatial judgments about the own responses has been useful for showing the well calibrated perception about performance at this stage. The implications of the results of this exploratory study and the potential of the application of the procedure to promote thought about one’s own spatial performance and the development of strategies that modulate the effective approach of this type of spatial tasks are discussed within an educational approach.

scholarly journals THE USE OF LEGO TECHNOLOGIES IN MATHEMATICS LESSONS IN PRIMARY SCHOOL: A THEORETICAL APPROACH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Lіudmyla Romanenko ◽  
◽  
Natalia Volovenko ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Approaches To Learning ◽  
Later Life ◽  
State Standards ◽  
Primary School Children ◽  
Technology In Teaching ◽  
Comprehensive Development ◽  
New Ideas

The first step in the reform of education in Ukraine at the current stage was the "New Ukrainian School". It is a platform for reforming secondary education, which begins with primary school. The decisive changes in this reform are the need for new approaches to learning, with the help of which competencies will be formed in younger school children through modeling and research actions, and not through theoretical material. It is the integration of knowledge, skills and abilities, as well as methods of thinking, values and other individual qualities, which enables children to achieve success in regular training activities and in their future. State standards for primary education orient teachers towards humanizing the education process and creating conditions for viewing the content of primary education, forms, methods, teaching technologies in order to activate the educational and cognitive activities of applicants for primary education and increase their motivation, contributes to the development of key and subject competencies. The article clarifies the concept of "LEGO-constructor", "LEGO-elements", LEGO-technology and considers the main provisions concerning the application of LEGO-technology in teaching of primary school children. Scientific approaches to the use of LEGO technology in primary education are characterized; the general characteristics of the concept of LEGO technology as a variant of educational technologies, the influence of LEGO technology on the development of younger school children, advantages and directions of application are analyzed. The use of LEGO-technology in mathematics lessons contributes to the comprehensive development of primary school children, the formation of a holistic picture of the world, the development of constructive skills, ideas about spatial relationships, geometric shapes, numbers, arithmetic operations, symmetry and so on. Working with LEGO educational constructors potentiate the younger student to learn many important ideas in the form of a cognitive game and develops the skills of a socially active, creative personality necessary in later life, independently generates new ideas and makes non-standard decisions. The use of LEGO technology in mathematics lessons in primary school is an efficient tool for the formation of key and subject competencies.

scholarly journals PRIMARY SCHOOL TEACHERS’ APPROACH TO ADVANTAGES OF ICT USE IN EDUCATION

2017 ◽  
Vol 3 ◽  
pp. 439
Author(s):  
Rasa Braslauskienė ◽  
Gražina Šmitienė ◽  
Reda Vismantienė
Keyword(s):  
Primary School ◽  
Information And Communication Technologies ◽  
Primary Education ◽  
Professional Competence ◽  
Primary School Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
Advantages And Disadvantages ◽  
Study Results ◽  
Ict Tools

The article reveals primary school teachers’ approach towards advantages and disadvantages of information and communication technologies, their influence to children education as well as teacher experience in the application of ICT technologies in primary education and opportunities of teachers in the development of professional competence. Qualitative study (structured interview) was carried out which involved the teachers of 1 – 4 forms more than four years actively using ICT in the classroom. According to the teachers, Content analysis of the study results revealed essential  factors and potential ways of more efficient use of ICT in primary education, i. e .improvement of teachers’ special professional competence (knowledge, skills and ability to use various ICT tools in the classroom, identification of special needs of primary school children, linking the development of formal and informal needs, etc.), personal viewpoint to ICT in social life, the shortage of ICT tools in primary school.

Differentiation and Individualization of Primary School Education Abroad

2021 ◽  
pp. 41-48
Author(s):  
Irina Artyuhova
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary School Children ◽  
Gifted Children ◽  
School Students ◽  
Education Abroad ◽  
Global Trend ◽  
The Us ◽  
Approach To Teaching ◽  
High Level

The article presents the main results of a critical analysis of the global trend, which is aimed at implementing an individual approach to teaching younger students. The characteristics of the features of primary education in the leading countries, whose primary school students demonstrate a high level of educational achievements in the course of international monitoring studies and occupy corresponding places (Finland and Singapore) are given. Attention is paid to the approach to selection, current forms of work and encouragement of especially gifted children in the US primary education system, which may turn out to be interesting and useful for domestic teachers. Methods of organizing the process of individually differentiated education of primary school children based on proven experience of working with them are considered.

scholarly journals Changing minds at the earliest opportunity

2004 ◽  
Vol 28 (6) ◽  
pp. 213-215 ◽  
Author(s):  
Nisha Shah
Keyword(s):  
Mental Illness ◽  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Primary School Children ◽  
Teaching Staff ◽  
Older Children ◽  
Negative Attitudes ◽  
Mixed Responses ◽  
Lack Of Knowledge

Stigmatising attitudes towards mental illness are reinforced by lack of knowledge, and it would seem logical to tackle this from the earliest possible age. A series of talks about mental illness to primary school children were enthusiastically received by the pupils, and revealed that negative attitudes were already present among the older children. The mixed responses of teaching staff supported the idea that increasing awareness of mental illness may have a place in primary education.

scholarly journals FEATURES OF THE USE OF THE WORD CLOUD IN THE LINGUISTIC AND LITERARY FIELD OF PRIMARY EDUCATION

2021 ◽  
Vol 2 (36) ◽  
pp. 45-52
Author(s):  
S. Palamar ◽  
L. Nezhyva
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Cognitive Activity ◽  
Main Idea ◽  
Primary School Children ◽  
Problem Situation ◽  
Literary Field ◽  
School Students ◽  
Work Of Art ◽  
Word Cloud

The study reveals the possibilities of using the word cloud in the linguistic and literary field of primary education. The authors consider the possibility of using a cloud of words to visualize important educational information on the Ukrainian language and emphasize the semantic categories, the main idea, the features of the images of the work of art in the lessons of literary reading in primary school. The aim of the study is to substantiate the importance of using the word cloud as a didactic tool in the language and literature of primary education, to develop methodological support for reading activities of primary school students by intensifying their work with visualized keywords in the weighted list. The study implemented the following tasks: analyzed scientific sources on the problem of using the word cloud in education; the possibilities of using the word cloud in work with junior schoolchildren in Ukrainian language and reading lessons are characterized. The authors suggest using the word cloud from the standpoint of didactic heuristics, in particular for conducting a heuristic conversation, presenting the results of a school project, as a means of identifying the lesson topic, as visual material for associations, as accentuation of key words to explain new material. The article characterizes the didactic tool “cloud of words”, proves its effectiveness in the development of speech of primary school children, in particular in compiling descriptions, stories, arguments, as well as in editing their own tests. Visualization of language material, as well as images and the main idea of the work of art with the help of a cloud of words helps to establish associative connections, create a problem situation in the classroom, activate critical thinking and creativity of students. Reproduction of keywords in the form of a weighted list on a symbolic image on a certain topic contributes to the success of solving educational tasks, activates the cognitive activity of junior high school students, promotes the easy acquisition of knowledge.

scholarly journals Student Teachers and Kindergarten Children Talking about Picturebooks Focusing School in Didactic Research Labs at University

2021 ◽  
pp. 260
Author(s):  
Jeannette Hoffman
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Primary Education ◽  
Kindergarten Children ◽  
Primary School Children ◽  
Education Student ◽  
Literacy Studies ◽  
Primary School Student ◽  
Teaching Learning ◽  
Selection Of

Within the project“Lehren, Lernen und Forschen in Werkstätten” (Teaching, Learning and Researching in Laboratories) from 2016-2019, German didactic seminars were held in the “Lern- und Forschungswerkstatt Grundschule” (LuFo) (Primary Education Research Lab) at the Technische Universität (TU) of Dresden. The seminars, which were attended by primary education student teachers, dealt with telling stories to wordless picturebooks, reading aloud picturebooks about school or other literary themes. The student teachers dealt with selected picturebooks from the perspective of literature didactics, visual literacy studies and empirical research on reception of literature. They designed didactic arrangements in the sense of inquiry-based learning and invited kindergarten and primary school children to the LuFo to explore the stories told in the picturebooks together with them. The study is based on the student teachers' seminar papers in which they describe their projects, give didactic reasons for the selection of literature and analyse their interactions with the children around the picturebooks. Using the example of picturebooks about school, the study uses the Key Incident Analysis to ask which books the student teachers choose and how they receive them, in what form they discuss them with the children and how they shape the reading situations and finally, how they reflect on their own learning processes. The results give an insight into both the processes of reflection of the primary school student teachers and the processes of literary learning of the children.

scholarly journals CONTINUITY IN SPEECH DEVELOPMENT CHILDREN OF PRESCHOOL AND YOUNG SCHOOL AGE

InterConf ◽  
2021 ◽  
pp. 126-131
Author(s):  
Lutfiya Imatova ◽  
Rohila Nurahmadzoda
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Continuous Process ◽  
Speech Development ◽  
Primary School Children ◽  
School Age ◽  
New Approach ◽  
One Stage

Innovations in preschool and primary education require a new approach and define the essence of the continuous process of transition from one stage to another. The author explores a new approach to the implementation of the principle of continuity and offers theoretical and practical foundations for its implementation in the speech development of preschool and primary school children.

The Mozart Effect and Primary School Children

2003 ◽  
Vol 31 (4) ◽  
pp. 405-413 ◽  
Author(s):  
Vesna K. Ivanov ◽  
John G. Geake
Keyword(s):  
Primary School ◽  
School Children ◽  
School Setting ◽  
Spatial Task ◽  
Primary School Children ◽  
Natural Setting ◽  
Mozart Effect ◽  
School Aged Children ◽  
Musical Background ◽  
Paper Folding

This study found some evidence for the existence of a Mozart Effect with upper-primary school-aged children in a school setting. Scores on a Paper Folding Task (PFT) for a class which listened to Mozart during testing were significantly higher than the PFT scores of a control class. Moreover, a similar result was obtained for another class which listened to Bach during testing. The musical educational experience of the children, ascertained by a Musical Background Questionnaire, did not significantly contribute to the variance in PFT scores. We believe that this study is the first to find a Mozart Effect for school children in a natural setting, in contrast to the original study of Rauscher, Shaw and Ky (1993) who examined the effects of listening to Mozart on the spatial task performance of university students in a laboratory.

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