Psychological and pedagogical bases of visualization of educational information for younger schoolchildren

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Anastasia Avdina ◽  
◽  
Anastasia Lavrinova
Keyword(s):  
Visual Perception ◽  
Primary School ◽  
Educational Material ◽  
Primary School Students ◽  
School Students ◽  
Educational Information

The question of the significance of the process of visualization of educational material by younger students is considered in the article. The concept of “visualization” is described. Types of visualization are characterized. The analysis of the visual perception of primary school students done. Methodical recommendations for the use of visualization with the aim of qualitative and informed perception of information by primary school students have been made.

Singing Resources to Help Teach Foreign Language at Primary School

10.12737/1748 ◽  
2013 ◽  
Vol 1 (6) ◽  
pp. 23-26
Author(s):  
Саакян ◽  
Sona Saakyan
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Communication Skills ◽  
Educational Material ◽  
Real Case ◽  
Primary School Students ◽  
School Students ◽  
Musical Culture ◽  
Teaching Resource

Educating potential of singing resources in teaching foreign language to primary school students is revealed. Emphasized are phonetic, lexical and grammatical aspects of teaching resource of songs. It is pointed that songs as educational material also help students to develop communication skills, give them linguistic and countryspecific knowledge, improve general and musical culture and strengthen motivation. The author outlines a real case where pupils have successfully mastered some Englishlanguage grammatical units, pretty difficult for perception of lower-grades students, based on the song, involving different grammatical forms of the verb “to be”.

scholarly journals Formation of content modules for teaching artificial intelligence in the basic school

2021 ◽  
Vol 18 (3) ◽  
pp. 227-237
Author(s):  
Irina V. Levchenko ◽  
Polina A. Merenkova
Keyword(s):  
Artificial Intelligence ◽  
General Education ◽  
Primary School ◽  
School Curriculum ◽  
Learning Opportunities ◽  
Educational Material ◽  
Primary School Students ◽  
School Students ◽  
Grade 5 ◽  
Basic School

Problem and goal. The problem of insufficient substantive provision of training of primary school students in the field of artificial intelligence (AI) is considered. The goal is to identify and describe the basic didactic elements within the content modules, as well as to identify the intrasubject and intersubject connections that are realized in the course of teaching the elements of AI in the main school. Methodology. A set of methods was used: analysis of international experience (USA, China, England, Germany, Israel, Russia); analysis of documents defining requirements for the implementation of basic educational programs; analysis of textbooks; research of ready-made software solutions applicable in the process of teaching the basics of AI to primary school students; reflection of the content of the knowledge gained. Results. The study made it possible to identify learning opportunities in the field of AI for students starting from grade 5, regardless of the availability of teaching hours allocated for compulsory informatics education, due to the variability of general education. An analysis of informatics textbooks for basic school showed that teaching the basics of AI should be implemented taking into account intrasubject connections with informatics. This approach will make it possible to carry out a supporting, expanding or propaedeutic function of teaching AI elements in relation to the main course of informatics. In the process of forming meaningful modules for teaching the elements of AI to primary school students, starting from grade 5, didactic elements were identified, the development of which must be organized taking into account interdisciplinary connections with general education disciplines. The content of educational material in the field of AI should be mastered through the most expedient types of activity in the context of the system-activity approach, which will allow to form personally significant know- ledge and skills of students, to develop their creative abilities. Conclusion. The results of the study made it possible to substantiate the expediency of teaching the elements of AI to primary school students, starting from grade 5. Various options for including in the basic school curriculum issues related to the basics of AI, taking into account the existing experience of teaching schoolchildren in the field of informatics, were identified.

scholarly journals Material educativo computarizado (MEC) en el proceso de enseñanza y de aprendizaje de la geometría / Computerized Educational Material (MEC) in the Teaching and Learning Process of Geometry

2019 ◽  
Vol 6 (1) ◽  
pp. 29-33
Author(s):  
Yuliana Andrea Lince Loaiza
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Material ◽  
The Other ◽  
Fifth Grade ◽  
Primary School Students ◽  
School Students ◽  
Educational Work ◽  
Fifth Grade Students

ABSTRACTIn this work we report results of the research that references the title. The project was developed with fifth grade students; starting from the importance of mathematics in the training of primary school students, the great interest they have in ICT, the difficulties detected during the exercise of educational work. Important information was collected through a survey that was applied to the other teachers in charge of the orientation of the area of mathematics, which was reflected in the creation and application of a tool that allowed the student to assimilate assertively and motivating the learning of concepts Basic geometry in topics such as plane figures, angles, perimeters, area and volume.RESUMENEn este trabajo se reportan resultados de la investigación que referencia el título. El proyecto se desarrolló con estudiantes del grado quinto; partiendo de la importancia que tiene la matemática en la formación de los estudiantes de la básica primaria, del gran interés que ellos presentan hacia las TIC, las dificultades detectadas durante el ejercicio de la labor educativa. Se recolectó información importante mediante una encuesta que se aplicó a los demás docentes encargados de la orientación del área de matemáticas, lo que se vio reflejado en la creación y aplicación de una herramienta que permitió al estudiante asimilar de forma asertiva y motivadora el aprendizaje de conceptos básicos de la geometría en temas como las figuras planas, ángulos, perímetros, área y volumen.

scholarly journals The Effects of Mind Games and Games Containing Physical Activity on Attention and Visual Perception Levels of Primary School Students

2019 ◽  
Vol 8 (6) ◽  
pp. 72
Author(s):  
Meryem Altun
Keyword(s):  
Physical Activity ◽  
Visual Perception ◽  
Primary School ◽  
Test Scores ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Letter Form

The aim of the research is to investigate the effects of mind games and games containing physical activity on the attention and visual perception levels of the primary school students. In this research, experimental design with pretest-posttest control group was used. The population of the study consists of seven-year-old children, and the sample consists of 160 volunteer students, who are chosen through purposeful sampling method and involved in game and physical activity group, mind games group, both physical activity and mind games group, and control group, studying at the Primary School in Kırşehir province in the 2017–2018 academic year. The data were collected by “Bourdon Attention Test (Letter Form)” and “Frostig Developmental Visual Perception Test”. A 14-week program was applied to the students in the experimental group and the students were given two hours of practice per day for three days a week. In the analysis of the data, arithmetic mean and standard deviation values of the pre-tests were calculated according to the group variables. The dependent sample t test was used to examine the differences of measurements within the group, one-way analysis of variance was used to make comparisons between the groups and the Tukey HSD analysis was used as a post-hoc analysis to determine the difference between the groups. According to the findings of the study, the attention and visual perception pre and post-test scores obtained from the experimental groups indicate that there is a significant difference in favor of the post-test scores. As a result, all experimental groups showed a significantly higher difference in visual perception and attention when compared to the control group. This result shows that applying mind games, games containing physical activity, both mind games and games containing physical activity together are effective in developing visual perception and attention.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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