scholarly journals Production systems in primary education

Politehnika ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 39-46
Author(s):  
Igor Vitrih
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Production Systems ◽  
School Curriculum ◽  
Primary School Curriculum ◽  
The Subject ◽  
Wood Machining ◽  
Insight Into

In the article I try to present the contents of production systems (general theoretical starting points and concrete examples from practice) in connection with the contents of the Slovenian primary school curriculum in the subject Technic and Technology and its elective subjects (Processing of materials - wood). I sought these connections mainly from the curriculum in the primary school curriculum, which relates to learning about wood, wood semi-finished products, wood machining and tried to connect them with the previously mentioned contents of production systems and thus give students a broader insight into such content.

Of Ditties, Needs and Amnesia–Music and Primary Education in Anambra State, Nigeria

1989 ◽  
Vol 6 (3) ◽  
pp. 289-303 ◽  
Author(s):  
Richard C. Okafor
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Curriculum ◽  
The State ◽  
Traditional Society ◽  
Colonial Era ◽  
Anambra State ◽  
Nigerian Child ◽  
Primary School Curriculum ◽  
Music Play

This paper is an attempt to see whether lofty ideals of sound education are being achieved in primary education since music is a sine qua non. It defines primary school in Nigeria and the general objectives of primary education. It reflects on the type of education the Nigerian child received both in the traditional society and in the colonial era, and the methods used. What role did music play? Furthermore, it looks at the state of music now, and how things went wrong in the middle. It underscores the importance of music in the primary school curriculum and makes recommendations on improvement.

To what extent Iranian primary school textbooks mirror the philosophy of heritage education?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rabeeh Barghi ◽  
Aswati Hamzah ◽  
S. Mostafa Rasoolimanesh
Keyword(s):  
Content Analysis ◽  
Primary School ◽  
School Curriculum ◽  
Heritage Preservation ◽  
Content Type ◽  
The Sustainable Development ◽  
Heritage Education ◽  
Key Points ◽  
Primary School Curriculum ◽  
The Subject

PurposeThis paper evaluates the content of Iranian primary school textbooks – as the fundamental educational tool in transmitting of key components – to highlight to what extent the content pursues the philosophy of heritage education. Heritage preservation, known to be fostering of the sustainable development, is successfully achieved through the education of young people. The philosophy of heritage education is to cultivate the sense of responsibility toward heritage preservation through the approaches of education through heritage, about heritage and for heritage in which students obtain knowledge, understand the value and develop their attitudes.Design/methodology/approachThis study applies the content analysis approach to evaluate the subject textbooks of the Iranian primary school curriculum. The content analysis was conducted for 51 textbooks across nine subjects and the teacher guidebooks for the art and physical education subjects. Historic country of Iran with a rich local and world cultural and natural heritage is significant context for this study.FindingsThe findings show that, however, heritage elements are applied for conveying the content of some subjects, there is the lack of clarifying of the concept and importance of heritage and cultivating the sense of responsibility toward its preservation.Originality/valueThe results contribute significantly in the heritage education literature as well as improving heritage education in Iran by highlighting the key points which should be considered to design heritage education programs.

scholarly journals PRANCŪZIJOS PRADINĖ MOKYKLA: KO GALIME PASIMOKYTI? [FRENCH PRIMARY SCHOOL: WHAT CAN WE LEARN FROM IT?]

2016 ◽  
Vol 8 (2) ◽  
pp. 50-54
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Primary School ◽  
Civic Education ◽  
School Curriculum ◽  
Living Environment ◽  
Work Organisation ◽  
Creative Imagination ◽  
Interest In Science ◽  
Good School ◽  
Primary School Curriculum ◽  
Key Words Development

The article presents experiences from the visit to a French primary school (L'école élémentaire). Education of six-year old children is discussed as well as their life at school. It is also considered why the Lithuanian “Good School Conception” functions perfectly in that country, while in Lithuania this does not happen always. The goals of French primary school are to develop learner independence and responsibility; to develop their observation, curiosity, creativity; to develop communication skills; to help a child to develop physically. The core of the primary school curriculum includes civic education and lessons of “discoveries“. The author of the article discusses the variety of learners’ activities in the classroom, the teacher’s work and issues of work organisation, learning environment. It should be emphasised that primary learners discover the scientific truths through experimenting, development of motor skills and creative imagination as well as reflections. The teacher’s activity is directed towards development of the learner’s personal ability to reason, evoking of the learner’s interest in science, learning of living environment as well as perception of space and time. Key words: development of ability to reason, primary school, school learners’ activities.

scholarly journals Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria

2019 ◽  
Vol 6 (9) ◽  
pp. 39-47
Author(s):  
Iroegbu Victoria Ihekerenma
Keyword(s):  
Local Government ◽  
Primary School ◽  
Job Training ◽  
School Curriculum ◽  
Local Government Area ◽  
School Teachers ◽  
Research Instrument ◽  
Methods Of Evaluation ◽  
Chi Squared ◽  
Primary School Curriculum

This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers and proprietors in their various schools and collected by the researcher and assistants on the same day. The resulting data were analyzed using the Chi Squared statistics. The results showed that in 28 cases out of 32, the Chi squared obtained was not significant at the .05 level. It was concluded that preprimary school teachers and proprietors had similar perceptions of preprimary curriculum process. It was recommended that preprimary school teachers and proprietors be given regular on-the-job training in this regard.

scholarly journals Analysis of Social Studies Material in Primary School Curriculum

2018 ◽  
Vol 5 (4) ◽  
pp. 4573-4576
Author(s):  
Asnawi . ◽  
Bunga Mulyahati ◽  
Ronald Fransyaigu
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Fourth Grade ◽  
School Curriculum ◽  
The Social ◽  
Primary School Curriculum ◽  
Concrete Operational ◽  
School Selection ◽  
Thematic Learning ◽  
Selection Of

This study aims to assess the Social Studies material contained in the book of integrated thematic curriculum in 2013 the fourth grade of primary school. Selection of the fourth grade of primary school due to the initial implementation of integrated thematic learning in curriculum 2013 in a high-class curriculum. This study used a qualitative approach with a particular method of discourse analysis and content analysis of the data obtained through text analysis and documentation. Which is the object of this research is the book of integrated thematic curriculum fourth grade of primary school in curriculum 2013. Social Studies material is organized from the teaching materials and simple close around the child to a more extensive and complex. Depth presentation of the material in the textbook Social Studies  the fourth grade of primary school thematic curriculum is associated with students' knowledge. The level of difficulty of the material adapted to the development of learners who are at the stage of "concrete-operational", giving the students in understanding the material.

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