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Iwashita, Noriko, und Irene Liem. „Factors affecting second language achievement in primary school“. Australian Review of Applied Linguistics 28, Nr. 1 (01.01.2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.
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Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.
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Salavera, Carlos, Pablo Usán, Irene Chaverri, Nerea Gracia, Paula Aure und Mercedes Delpueyo. „Emotional Intelligence and Creativity in First- and Second-year Primary School Children“. Procedia - Social and Behavioral Sciences 237 (Februar 2017): 1179–83. http://dx.doi.org/10.1016/j.sbspro.2017.02.176.
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Varich, L. А., und Yu V. Sorokina. „PSYCHOPHYSIOLOGICAL ADAPTATION FEATURES OF PRIMARY SCHOOL PUPILS“. Bulletin of Kemerovo State University, Nr. 2 (29.06.2017): 117–22. http://dx.doi.org/10.21603/2078-8975-2017-2-117-122.
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The article presents the studying of psychophysiological adaptation features results of primary school age pupils, enrolled in innovative educational institution. Comprehensive survey of elementary school students, which was held during two years of study (the first to the second year of study), presupposed a research of psychophysiological indicators and assessment of the regulatory systems of the body. It was found that by the second year of study the students are improving developmental quotient of cognitive performance by increasing the pressure in the cardiovascular system regulation. Those students who had low performance indicators in the beginning of the education program showed more prominent dynamics of psycho-physiological functions during the two years of study, compare to their peers with ‘good" or "excellent" marks. The boys had greater dynamics in the amount of attention compared to girls. Adaptation process of students with high academic performance, accompanied by increased sympathetic activity in heart rate regulation, is accompanied by a greater physiological "cost" that the body pays for the effectiveness of implemented activities.
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Lerkkanen *, Marja-kristiina, Helena Rasku-puttonen, Kaisa Aunola und Jari-erik Nurmi. „Predicting reading performance during the first and the second year of primary school“. British Educational Research Journal 30, Nr. 1 (Februar 2004): 67–92. http://dx.doi.org/10.1080/01411920310001629974.
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Knezevic, Ranka, Ivana Skrobic, Branka Celic und Nina Zubovic. „Preventive programme for improving oral health in primary school children in Banjaluka“. Serbian Dental Journal 56, Nr. 3 (2009): 123–29. http://dx.doi.org/10.2298/sgs0903123k.
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Introduction. Dental caries and periodontal disease are the most frequent oral diseases and therefore determine oral health condition. The aim of this study was to assess the efficiency of the preventive programme for improving oral health in primary school children from first to fourth grade in Banjaluka. Material and methods.. Triennial study started in 2005 and included 911 second grade and 1491 fourth grade pupils in primary schools in Banjaluka. The study was completed in 2008. In the school year of 2007/08, 885 fourth grade pupils (examined in 2005. as second grade pupils) who were comprised by prevention program were reexamined. Dental check-ups were conducted by dentists on daylight using dental mirror and dental probe. Caries prevalence was analyzed using the DMFT index while oral hygiene was assessed using oral hygiene index (OHI). Results. The structure of DMFT among the second grade pupils (in the school year 2005/06) showed that the dominant component of DMFT was for healthy teeth (81%), followed by decayed (14%) and filled teeth (5%). The average value of OHI was 1.47 for this group of pupils. The structure of DMFT in the fourth grade pupils (in the year 2005/06) showed that the dominant component of DMFT was also for healthy teeth (75%). The next were decayed (18%) and filled teeth (7%). The average value of OHI was 1.60. Data analyses in the school year 2007/08 from the fourth grade pupils (who were second grade pupils during the school year 2005/06) and were comprised by preventive programme, showed that DMFT had the dominant component of healthy teeth (81%) followed by 10% of decayed teeth and 8% of filled teeth. Extracted teeth were only 1%. OHI was 0.95. Conclusion. The preventive programme applied in primary schools in Banjaluka since 2005. decreased the number of oral diseases and improved oral hygiene among the children who participated in this program.
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Pappas, Marios A., Fotini Polychroni und Athanasios S. Drigas. „Assessment of Mathematics Difficulties for Second and Third Graders: Cognitive and Psychological Parameters“. Behavioral Sciences 9, Nr. 7 (12.07.2019): 76. http://dx.doi.org/10.3390/bs9070076.
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Mathematical achievement during the first years of primary school seems to be a reliable predictor of students’ later performance. In addition, cognitive, metacognitive, and psychological parameters are considered to be factors related to mathematical achievement. However, in the Greek educational system, there is a shortage of valid and reliable tools for the assessment of mathematics difficulties and as a consequence, identification of children with these difficulties does not take place before the last years of primary school. This study aims to investigate the relationship between working memory, sustained attention, executive functions, and math anxiety with mathematical achievement in 2nd and 3rd graders. The design of the study was based on the parameters of mathematics difficulties, as they arise from the literature review. Ninety-one Year 2 and Year 3 primary school students (mean age 8.06 years) from three public schools situated in Attica, Greece participated in the study. The students completed three different scales including educational, cognitive, and psychological tasks. Results showed that mathematical skills were significantly correlated with sustained attention, inductive reasoning, math anxiety, and working memory. Moreover, mental arithmetic ability, sustained attention, and working memory predicted mathematical achievement of second and third graders. The study’s outcomes verify that sustained attention, inductive reasoning, working memory, and math anxiety are correlated with young students’ mathematical performance. The implications of the results for the development of an assessment tool for early detection of mathematics difficulties will be discussed.
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HOPTOVÁ, LUCIÁNA. „ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA“. Journal of Education Culture and Society 11, Nr. 2 (11.09.2020): 429–43. http://dx.doi.org/10.15503/jecs2020.2.429.443.
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Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools.
Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history.
Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.
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Wendt, Janine, Martina F. Schmidt, Jochem König, Rainer Patzlaff, Michael Huss und Michael S. Urschitz. „Young age at school entry and attention-deficit hyperactivity disorder-related symptoms during primary school: results of a prospective cohort study conducted at German Rudolf Steiner Schools“. BMJ Open 8, Nr. 10 (Oktober 2018): e020820. http://dx.doi.org/10.1136/bmjopen-2017-020820.
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ObjectivesYoung age at school entry (ASE) for students has been related to their impaired mental health in higher grades. To avoid the negative health consequences of young ASE, preschool examinations and individual school entry deferral for young children are routinely performed by some school authorities. We aimed to investigate whether ASE was associated with attention-deficit hyperactivity disorder (ADHD)-related symptoms in pupils attending schools using a selective school enrolment procedure.DesignProspective open cohort study with baseline assessments at school entry and two follow-ups in the second and fourth grades.SettingUp to 128 Rudolf Steiner Schools (Waldorf Schools) located within Germany.ParticipantsOf the 3079 children from whom data were gathered in the second or fourth grade, 2671 children born between 1 July 2001 and 31 October 2002 (age at baseline: mean 6.7, min 5.91, max 7.24 years, 50% girls) were selected for analysis to avoid bias introduced by individuals at the edges of the ASE distribution.Main outcome measuresADHD-related symptoms were assessed at school entry and second and fourth grades by parent-reported and teacher-reported versions of the Strengths and Difficulties Questionnaire (Hyperactivity-Inattention Subscale).ResultsThe agreement between parent-reported and teacher-reported symptoms was poor (intra-class correlation: 0.41 and 0.44 in second and fourth grade assessments, respectively). Regarding teacher reports, ASE was negatively associated with ADHD-related symptoms in the second grade (regression coefficient β=−0.66 per year, P=0.0006) and fourth grade (β=−0.56, P=0.0014). Associations remained after adjusting for potential confounders and pre-existing symptoms at baseline. Regarding parent reports, associations were markedly weaker in both grades (second grade: β=−0.22, P=0.12; fourth grade: β=−0.09, P=0.48).ConclusionsUsing a prospective study design and comprehensive adjustment for confounding and baseline symptoms, we confirmed prior evidence of the association between young ASE and teacher-reported ADHD symptoms in primary school.
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Britton, Una, Johann Issartel, Jennifer Symonds und Sarahjane Belton. „What Keeps Them Physically Active? Predicting Physical Activity, Motor Competence, Health-Related Fitness, and Perceived Competence in Irish Adolescents after the Transition from Primary to Second-Level School“. International Journal of Environmental Research and Public Health 17, Nr. 8 (21.04.2020): 2874. http://dx.doi.org/10.3390/ijerph17082874.
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Physical activity (PA) decreases with age. The school transition is noted for significant changes in PA behaviour. Motor competence (MC), health-related fitness (HRF), and perceived competence (PC) are generally positively associated with PA. The aim of this study was to examine longitudinal cross-lagged relationships between PA, MC, HRF, and PC across the school transition from final year of primary school to first year of second-level school in Irish youth. PA (accelerometery), object-control and locomotor MC (TGMD-III), PC (perceived athletic competence subscale of the Self-Perception Profile for Adolescents), and HRF (20 m shuttle run, horizontal jump, vertical jump, push-ups, curl-ups) were measured in final year of primary school (6th class) and first year of second-level school (1st year). In the sixth class, 261 participants (53% female; mean age 12.22 ± 0.48 years) were tested. In first year, 291 participants (48% female; mean age: 13.20 ± 0.39 years) were tested. In total, 220 participants were involved in the study at both timepoints. Cross-lagged regression in AMOS23, using full information maximum likelihood estimation, was conducted to test reciprocal and predictive pathways between variables. The full cross-lagged model showed acceptable fit (χ2 = 69.12, df = 8, p < 0.01, NFI = 0.93, CFI = 0.94). HRF was the strongest predictor of future PA (β = 0.353), and also predicted PC (β = 0.336) and MC (β = 0.163). Object-control MC predicted future PA (β = 0.192). Reciprocal relationships existed between object-control MC and PA, and between object-control MC and PC. HRF was the strongest predictor of PA. Object-control MC also predicted PA. PA promotion strategies should target the development of HRF and object-control MC in primary school to reduce the decline in PA frequently observed after the school transition.
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De Villiers, Anniza, Nelia Steyn, Catherine E. Draper, Jillian Hill, Nomonde Gwebushe, Estelle V. Lambert und Carl Lombard. „Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)“. Ethnicity & Disease 26, Nr. 2 (20.04.2016): 171. http://dx.doi.org/10.18865/ed.26.2.171.
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<strong>Objectives</strong>: This study aimed to evaluate the effects of HealthKick(HK), a healthy lifestyle intervention, on nutrition knowledge, behavior, and dietary selfefficacy of school children in the Western Cape Province of South Africa.<br />Design: A three-year cluster randomized control trial at primary schools in low socioeconomic settings with a baseline study in 2009 and follow-up in 2010 and 2011.<br /><strong>Participants:</strong> Participants were Grade four children (n=500) at eight schools in the intervention group and at eight schools in the control group (n=498).<br /><strong>Methods:</strong> An action planning process was followed with educators whereby they identified their own school health priorities and ways to address them. Schools were provided with nutrition resources, including curriculum guidelines and the South African food-based dietary guidelines. Children completed a questionnaire comprising nutrition knowledge, self-efficacy and behavioral items.<br /><strong>Results</strong>: The intervention significantly improved the knowledge of the intervention group at the first (mean difference =1.88, 95%CI: .32 to 3.43, P=.021) and second follow-up (mean difference=1.92, 95%CI:<br />.24 to 3.60, P=.031) compared with the control group. The intervention effect for self-efficacy was not significant at the first follow-up (mean difference=.32, 95%CI: -.029 to .94, P=.281) whereas a significant<br />effect was observed at the second followup (mean difference=.71, 95%CI: .04 to 1.38, P=.039). There were no significant differences between the intervention and control groups for nutritional behavior scores at any of the follow-up time points.<br /><strong>Conclusion</strong>: The HK intervention improved nutrition knowledge and self-efficacy significantly in primary schoolchildren; however, it did not improve their eating behavior. <em>Ethn Dis.</em> 2016;26(2):171-180;<br />doi:10.18865/ed.26.2.171<strong></strong>
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Greer, Bev, und Elizabeth Partridge. „Genre Approach to Written Language: Classroom Report“. Aboriginal Child at School 21, Nr. 3 (Juli 1993): 3–8. http://dx.doi.org/10.1017/s0310582200005708.
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Carlton Primary School in Port Augusta has an enrolment of approximately 200 students in years R - 7. Over 50% of these students are Aboriginal and a large number of our Aboriginal students have been identified as having English as a second language. This year is the first year an E.S.L. teacher has been appointed to the school. I work in the school for one day a week as E.S.L teacher and the following report is from one of the targeted classes.
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Prykhodko, Iuliia, und Maryna Lukianenko. „THE DYNAMICS OF PRIMARY SCHOOLCHILDREN’S VALUE-MEANING ORIENTATION“. PSYCHOLOGICAL JOURNAL 7, Nr. 2 (28.02.2021): 59–69. http://dx.doi.org/10.31108/1.2021.7.2.5.
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Modern economic, cultural, political and social-psychological changes in Ukrainian society, European integration and the national revival are evidence of transformational processes that cause changes in the hierarchy of values and influence young people’s value orientations. Thus, the study of modern primary schoolchildren’s value-meaning orientations is important for psychological science and pedagogical practice. The article purpose is to analyze the implemented empirical study on the hierarchy and dynamics of value-meaning orientations in the primary school age. The article describes the methodology for studying the value- meaning sphere and the essence of the concepts of “values” and “value orientations”. The value- meaning sphere is the core of a personality; it covers an individual’s value orientations and personal meanings. Value orientations are a form of inclusion of social values into an individual activities and behavior; they are formed on the basis of interiorization of the society values . The following methods were used in our empirical study: “Three desires” for first-year schoolchildren (L. Bozovic), “Flower - seven-colors” for second-year schoolchildren (I. Vitkovskaya) and “Unfinished sentences” for third-forth-year schoolchildren (J. Nuttin). The sample consisted of 217 primary schoolchildren in rural areas. Statistical analysis of the obtained ata was carried out using SPSS (v. 25.0). To compare the studied different classes, the Mann-Whitney U-test and the Kruskal-Wallis test (H-test) were used. The hierarchy and dynamics of value orientations at primary school were studied. The upper part in the Table of Value Ranks included: material, hedonistic, nature and altruistic values for first-year schoolchildren; material, family, hedonistic and altruistic values for second-year schoolchildren; altruistic, material, ego-values and values of learning for third-year schoolchildren; altruistic, affiliate and learning values for forth-year schoolchildren. The lower part in the Table of Value Ranks included: existential, affiliate, civic, aesthetic values for first-year schoolchildren; ego-, future profession, civic and aesthetic values for second-year schoolchildren; nature, profession, civic and aesthetic values for third-year schoolchildren; profession, nature, civil and aesthetic values for forth-year schoolchildren. The statistical criteria used in the study found that the value orientations changed depending on primary schoolchildren’s age. Values, which rank increased significantly with age, were: altruistic, existential, civic, affiliate, ego- and learning values. With age, ranks of such values as family, nature, profession, and hedonistic values decreases statistically. The rank of material values somewhat decreases with age, while the rank of aesthetic values remains unchanged throughout the primary school age. They occupy the lower part in the Table of Value Ranks, which, in our opinion, indirectly indicates insufficient attention to aesthetic education, both at school and in family. Thus, the results of our research allow us to assert that primary schoolchildren’s value-semantic orientations change as for their priority during primary school education. These changes are consistent with the patterns of mental development of children at this age and with the changes occurring with the approach of adolescence. Further studies on schoolchildren’s value-meaning sphere are seen in the study of the influence of the locus of control and gender characteristics on its formation, as well as the influence of family education and the media.
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Moodie, Marj, Michelle M. Haby, Boyd Swinburn und Robert Carter. „Assessing Cost-Effectiveness in Obesity: Active Transport Program for Primary School Children—TravelSMART Schools Curriculum Program“. Journal of Physical Activity and Health 8, Nr. 4 (Mai 2011): 503–15. http://dx.doi.org/10.1123/jpah.8.4.503.
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Background:To assess from a societal perspective the cost-effectiveness of a school program to increase active transport in 10- to 11-year-old Australian children as an obesity prevention measure.Methods:The TravelSMART Schools Curriculum program was modeled nationally for 2001 in terms of its impact on Body Mass Index (BMI) and Disability-Adjusted Life Years (DALYs) measured against current practice. Cost offsets and DALY benefits were modeled until the eligible cohort reached age 100 or died. The intervention was qualitatively assessed against second stage filter criteria (‘equity,’ ‘strength of evidence,’ ‘acceptability to stakeholders,’ ‘feasibility of implementation,’ ‘sustainability,’ and ‘side-effects’) given their potential impact on funding decisions.Results:The modeled intervention reached 267,700 children and cost $AUD13.3M (95% uncertainty interval [UI] $6.9M; $22.8M) per year. It resulted in an incremental saving of 890 (95%UI −540; 2,900) BMI units, which translated to 95 (95% UI −40; 230) DALYs and a net cost per DALY saved of $AUD117,000 (95% UI dominated; $1.06M).Conclusions:The intervention was not cost-effective as an obesity prevention measure under base-run modeling assumptions. The attribution of some costs to nonobesity objectives would be justified given the program’s multiple benefits. Cost-effectiveness would be further improved by considering the wider school community impacts.
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Trombetta, C., G. Savoca, S. Siracusano und E. Belgrano. „Prevalence and incidence of enuresis before puberty“. Urologia Journal 63, Nr. 1 (Februar 1996): 9–15. http://dx.doi.org/10.1177/039156039606300101.
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— A mixed study of prevalence and incidence of enuresis carried out at schools in the province of Sassari was planned over a 2-year period. 734 children aged between 3 and 11 years from 3 schools representative of the urban, suburban and rural areas of Sassari, were selected by “cluster” sampling. In this first stage of the project a study of prevalence on children aged 3, 6 and 9 years was carried out. The second stage encompassed a 2-year longitudinal study on those selected in the first stage and provided incidence data pertinent to children aged 4, 7 and 10 years. At the end of the second year of follow-up incidence data relative to children aged 5, 8 and 11 years will be available. Information about children's families and possible urologic disease was collected by means of a questionnaire. Urologic examination then followed. Cross sectional study. In the 73 children aged 3 years, who attended nursery schools, 7 cases of enuresis (9.6%) were ascertained. In the 306 6-year-old children of the first year of primary school, 22 cases of enuresis (7.2%) were observed. In the 355 9-year-old students of the fourth year of primary school, 10 cases (2.8%) were reported. Focusing on the geographical origin of the students, we observed 11 cases of enuresis (5.2%) in cluster I (suburban quarter), 11 cases (6.3%) in cluster II (urban area), and 17 cases (4.9%) in cluster III (rural area). Follow-up. No case of enuresis was observed among the nursery school children (aged 4 years); 2 new cases (0.7%) were ascertained in the 7-year-old group. In the group of children aged 10, only 1 new case (0.57%) was encountered. Taking into account the results of every single cluster, we observed 2 new cases (0.99%) in cluster I, one (0.61%) new case in cluster II and no cases in cluster III. Prevalence of enuresis reached 5.3% in the whole sample, showed a progressive decrease from the younger to the older age group (9.6% in 3-year-olds; 7.2% in 6-year-olds and 2.8% in 9-year-olds), with a clear though not significant male predominance. When data were analysed according to geographical “clusters” a higher prevalence of enuresis was observed among subjects living in the urban area (cluster II). Our results did not differ significantly from those collected by other Authors in similar surveys (Bloom 1993).
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Simó-Gil, Núria, Antoni Tort-Bardolet, Montse Barniol und Teresa Pietx. „Learning democracy in a new secondary school“. Power and Education 10, Nr. 2 (14.06.2018): 166–80. http://dx.doi.org/10.1177/1757743818756912.
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This article presents, first, the theoretical framework developed in a three-year research project that was designed to enable the authors to analyse the characteristics and quality of democracy in 10 centres (five primary schools for children aged from 3 to 12 and five secondary schools for children aged from 12 to 16). Second, students and teachers of one of the participating schools in the region of Barcelona explained their experience of participation as a way of living democratic citizenship education. Last, the article analyses what the authors have learned from this secondary school, as well as a number of research conclusions that allow one to understand some of the important aspects of how students live their condition of democratic citizenship in the school itself.
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Cahyani, Indah. „Efforts to Improve The Understanding of Mathematics Concepts of Two-Dimentional Figures Materials Using Powerpoint Media in Primary Schools“. Social, Humanities, and Educational Studies (SHEs): Conference Series 3, Nr. 3 (26.11.2020): 565. http://dx.doi.org/10.20961/shes.v3i3.46030.
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<em>This article is intended to understand the mathematical concept of the two-dimentional figure data for the second grade students of elementary schools of Kalisari for the year of Caliology in 2020/2021. This study uses two cycles. Each cycle begins with planning, execution, observation, and reflection. The results of the study in first cycle showed 62% complete education and in second cycle an increase of first cycle, 81% students has complete among 21 education participants in the second cycle. The results showed that the PowerPoint media improved the understanding of the concept of students in Elementary School of Kalisari second grade level intangible architectural mathematical ability</em>
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Diaz Gomez, Cristina, Alain Morel, Isabelle Sedano und Henri-Jean Aubin. „The Efficacy of Primavera, a Prevention Programme on Alcohol and Tobacco Use among 10–12-Year-Old Schoolchildren: A Randomized Controlled Cluster Study“. International Journal of Environmental Research and Public Health 18, Nr. 8 (07.04.2021): 3852. http://dx.doi.org/10.3390/ijerph18083852.
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Alcohol and tobacco use is a major health problem and one of the first causes of the burden of disease and mortality. School-based alcohol and tobacco use prevention programmes that have demonstrated efficacy are most often based on psychosocial skill development, individuals’ experiential learning strategies, and community resources. Furthermore, early and prolonged interventions have been recommended. Primavera is a pluri-annual, generic, multimodal, experiential-oriented prevention program. It runs over a three-year period from the last year of primary school to the second year of secondary school. This randomized controlled cluster study aimed at assessing the effects of the Primavera programme compared to a control prevention intervention among schoolchildren from 10 to 12 years in eight secondary schools in a particular French geographical area. The primary outcomes were lifetime tobacco use and past-month alcohol use. Data were collected at baseline and over three follow-up time points. In all, 287 and 266 questionnaires, respectively, were collected at baseline from the Primavera group and from the control group. Attrition was 45% and 41%, respectively. The SARS-COV2 pandemic crisis made it impossible for questionnaires to be collected during the final year. After adjustment, children from the Primavera group were less likely to report current alcohol use at the end of the first year (odds ratio = 0.39, 95% CI: 0.18–0.78) and past-month alcohol use at the end of the second year (odds ratio = 0.07, 95% CI: 0.01–0.66) compared to those from the control group. The results for psychosocial skills and alcohol and tobacco use denormalization were contrasted. Primavera is shown to be effective in reducing alcohol use among schoolchildren.
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Mukherjee, Swarup, Lye Ching Ting Jamie und Leong Hin Fong. „Fundamental Motor Skill Proficiency of 6- to 9-Year-Old Singaporean Children“. Perceptual and Motor Skills 124, Nr. 3 (04.04.2017): 584–600. http://dx.doi.org/10.1177/0031512517703005.
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Fundamental movement proficiency (FMS) is most successfully acquired during early school years. This cross-sectional study assessed FMS proficiency in Singaporean children at the start of and following 2.5 years of primary school physical education (PE). Participants were 244 children from Primary 1 and 3 levels. Fundamental movement skills (FMS) were assessed with the Test of Gross Motor Development–Second Edition (TGMD-2) that includes locomotor (LOCO) and object control (OC) subtests. Most children were rated “average” and “below average” for LOCO skills but “poor” and “below average” for OC skills without significant gender differences on either subtest or overall FMS proficiency and without FMS mastery. These young Singaporean children failed to exhibit age-appropriate FMS proficiency despite early PE exposure, and they demonstrated lags in FMS compared with the TGMD-2 U.S. normative sample. We discuss implications for sports competence perception, difficulty in coping with later movement learning expectations and reduced later motivation to participate in PE and play. We also discuss implications for preschool and lower primary school PE curricula with a particular focus on both OC skills and LOCO skills requiring muscular fitness like hopping and jumping.
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Pham, Van Han, Sara Wawrzyniak, Ireneusz Cichy, Michał Bronikowski und Andrzej Rokita. „BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam“. International Journal of Environmental Research and Public Health 18, Nr. 3 (01.02.2021): 1290. http://dx.doi.org/10.3390/ijerph18031290.
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The purpose of this study was to evaluate the impact of the BRAINballs program on second graders’ gross motor skills in a primary school in Vietnam. A total of 55 students (23 boys and 32 girls) aged seven years participated in the study. The research used the method of a pedagogical experiment and parallel group technique (experimental and control group) with pre- and post-testing. The study was conducted in the school year 2019/2020. The gross motor skills performance was assessed by the Test of Gross Motor Development—2nd Edition. The BRAINballs program was conducted twice a week and combined physical activity with subject-related contents by means of a set of 100 balls with painted letters, numbers, and signs. The results showed that the experimental and control groups improved their motor skills after one school year (p < 0.001). However, the analysis of covariance demonstrated that students from the experimental group, compared to students from the control group, showed significantly better scores in both subtests: locomotor (p = 0.0000) and object control skills (p = 0.0000). The findings of this study show that the BRAINballs program had a positive effect on children’s motor performances and may help to better understand the development of basic motor skills of seven-year-old students in Vietnam.
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Shitov, A. K. „State Policy in the Field of General Education and the Problems of Compulsory Seven Year Education in the Urals in the Second Half of the 1940s – the End of the 1950s“. Prepodavatel XXI vek, Nr. 2, 2020 (2020): 236–54. http://dx.doi.org/10.31862/2073-9613-2020-2-236-254.
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The article deals with the history of Soviet secondary school in the context of the Ural region in the second half of the 1940s and the late 1950s. The appeal concerning this problem is due to the fact that in the worst conditions of post-war time, the transition to general seven-year education was to be completed in the country. In this regard, the author set the goal — to identify the main directions of implementing the state policy aimed at the introduction of seven-year general education in the territory of Perm, Sverdlovsk, and Chelyabinsk regions. On the basis of a thorough analysis of historical sources, represented mainly by previously unpublished archival materials, the author concludes that the number of primary schools increased in the first post-war years in the Ural, contrary to State regulations. The existence of certain financial difficulties in the field of school construction in the Ural region forced the public education authorities to increase the number of general education institutions by clearing school buildings used for the wrong purpose and at the same time adapting to the educational classes of individual premises. Focusing on the fact, that the so-called “completion of seven years of education” was largely supported by the command-administrative methods, the author comes to the conclusion that one of the results of the school reform, was a growing problem of lack of training areas. As a result, the main efforts of the Soviet Party leadership of the Ural regions were aimed at increasing the number of seven-year schools. The main conclusion of the author is that even with the growth of the network of seven-year-education schools observed in the late 1950s, the problem of involving students in grades 5-7 in the territory of the Ural remained quite relevant.
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Kain, Juliana, Barbara Leyton, Ricardo Cerda, Fernando Vio und Ricardo Uauy. „Two-year controlled effectiveness trial of a school-based intervention to prevent obesity in Chilean children“. Public Health Nutrition 12, Nr. 9 (September 2009): 1451–61. http://dx.doi.org/10.1017/s136898000800428x.
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AbstractObjectiveObesity prevalence among Chilean children is 19·4 %. The present study aimed to assess the effectiveness of a school-based obesity prevention programme.DesignNon-randomized controlled study. The intervention included activities in nutrition and physical activity, fully applied the first year and partially in the second one. Primary outcomes were BMI Z-score (BMIZ) and obesity prevalence; secondary outcomes were waist circumference and triceps skinfold thickness. Time effects were assessed by changes in BMI-related variables by gender and period (ANOVA and Tukey test), while intervention effects were determined by comparing changes in (i) obesity prevalence by gender and period (PROC GENMOD) and (ii) BMIZ according gender, age and period (PROC MIXED).SettingPrimary schools in the Chilean cities of Casablanca (intervention group) and Quillota (control group).SubjectsOne thousand seven hundred and fifty-nine children from three schools (intervention group) and 671 from one school (control group).ResultsOver the two years, obesity prevalence and BMIZ declined significantly in the intervention group; from 17·0 % to 12·3 % and 14·1 % to 10·3 % in boys and girls, respectively, and from 0·62 to 0·53 and 0·64 to 0·58, respectively. In the control group, obesity remained stable at about 21 % and 15 %, while BMIZ increased significantly in the second year. BMIZ declined in both genders and all age categories in the intervention group during the first year (significant only in younger boys). No changes occurred during the summer, while during the second year, BMIZ increased in boys and girls from both groups (significant only in the younger control boys). Obesity declined significantly only in boys during the first year.ConclusionEffectiveness was greater in the first school year and more evident in younger boys.
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Lewis, Elaine, Simone Volet, Catherine Baudains und Caroline Mansfield. „Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking“. Australian Journal of Environmental Education 28, Nr. 2 (Dezember 2012): 162–64. http://dx.doi.org/10.1017/aee.2013.8.
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AbstractThis research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a 20-year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS.Three school-based issues in EfS were studied. First, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Second, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first 5 years of participation in AuSSI. Third, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period.A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants’ lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a 5-year period. The total participants included 11 teachers and 75 students.The research identified particular antecedents of EfS in the Montessori method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after 3 years, when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial 3 years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after 3 years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice.Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognises the complex, dynamic interplay of issues involved in a school's EfS journey. It is strongly recommended that improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.
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Ershova, Irina B., und Yuliya V. Glushko. „Incidence of primary school age children with post-trumatic stress disorder“. Pediatrician (St. Petersburg) 8, Nr. 4 (15.08.2017): 26–31. http://dx.doi.org/10.17816/ped8426-31.
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Presents the results of evaluations of morbidity 123 primary school children suffering from post-traumatic stress disorder (PTSD), caused by the military actions in the Donbass region. By us the data analysis was conducted patient cards (f. 112/u) and medical statements (f. 027/u) children study groups, over the period of appealability throughout the year. Revealed an increase the incidence of somatic pathologies in children survived the military events that were recorded in 2.5 times more likely than in the comparison group (children who have not experienced combat operations). The first place in the structure meets pathology occupied somatoform dysfunction of the autonomic nervous system, recorded in 100% of children, who experience the stress of combat operations. Second place among children 7-9 years with PTSD, occupied acute respiratory diseases, with a prevalence frequencies of of developing complications after them 2.1 times, which was interpreted as lowering infectious resistance of the organism under the influence of strong stress factor. By the multiplicity of handling of children to the doctor by us highlighted a group of frequently ill children. Is noted that the the number of younger schoolboys for a long time and frequently ill in the main group predominated вy 2.3 times. Among children 7-9 years with PTSD was not a single child who during the school year never would not been sick. Additional psychoemotional load on the body caused by adaptation to school loadings can exacerbate the health conditions and increase the incidence rates of primary school children.
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Sotnikova-Meleshkina, Zhanna V., Nataliia Н. Mikhanovska und Hanna E. Ostrovska. „A LONGITUDINAL STUDY OF HEALTH-RELATED QUALITY OF LIFE IN PRIMARY SCHOOL CHILDREN“. Клінічна та профілактична медицина 4, Nr. 14 (20.12.2020): 62–69. http://dx.doi.org/10.31612/2616-4868.4(14).2020.05.
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Background. The modern medical community considers the quality of life assessment as the main and reliable tool for population-based health surveys, which are extremely relevant in the context of the persistence of the negative trend of its deterioration among school children. Most of the questionnaires are designed for children with pathological conditions, and studies of relatively healthy children are few and relate mainly to aspects of the level of physical activity and sports, and do not take into account the impact of the educational process.
Aim: to determine the dynamics of changes in the quality of life associated with the health of primary school children in the learning process by quantitative and qualitative characteristics
Material and methods. A prospective study was conducted over four school years through a survey using an adapted Ukrainian-language questionnaire for primary school students (624 children aged 7-11) and their parents (616 people). T-test, multiple correlations and one-way analysis of variance in the licensed software package IBM SPSS Statistics v.20.0, graph-models of correlation structures and their system analysis were used for statistical data processing.
Results. The influence of gender, age, and year of study on the scale of relationships with peers, the probable increase in the 4th grade of school activity according to children, and vice versa, its decrease according to the parental version were revealed. The highest level of quality of life is set on the scale "Emotional activity", and the lowest - on school activities and relationships with adults. During the first two years of study, the main system-forming structures were emotional and physical activities, and in old age, school activity became more important. The largest qualitative differences like the links between the second and third year of the study indicated that this period of study was critical for children, and the reduction in the labilization rate indicated sufficient compensation.
Conclusions. According to the study of the quality of life associated with health in the 4-year dynamics of learning, the most critical period was the transition from the second to the third grade with the preservation of a synchronized system of self-assessment of their condition. The level of physical, emotional and social functioning had certain gender and age characteristics and depended to a greater extent on the period of the educational process. The scales of school activity and socialization in their age group were especially influenced. The study found inconsistency in the perception of school life and satisfaction with communication between children and adults.
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Noronha, Silvana Aparecida Alves Corrêa de, Linda Bernardes, Samuel Marcos Ribeiro de Noronha, Fernanda Amorim de Morais Nascimento und Lydia Masako Ferreira. „SOCIAL INCLUSION AND SOLIDARITY IN STRICT POST-GRADUATION: EXPERIENCING THE LABORATORY "SCIENTIFIC WAKE FOR THE FUTURE" (PRIMARY AND SECONDARY EDUCATION)“. Revista do Colégio Brasileiro de Cirurgiões 42, suppl 1 (2015): 44–47. http://dx.doi.org/10.1590/0100-69912015s01016.
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Objective: To stimulate and awakening the interest of students of high school or elementary public schools in research and science through scientific initiation stages in the Postgraduate Program in Translational Surgery. To stimulate and awakening the interest of students of high school or elementary public schools in research and science through scientific initiation stages in the Postgraduate Program in Translational Surgery. Method: The target audience for the development of scientific activities were students enrolled in mid-level course (second year initially) and have approval of their participation in this project by the school and by legal guardians. The inclusion criteria were: physical proximity to the higher education institution, signing the consent form by the legal responsible for the students, and for the board of the school unit and the researcher. Initially, students performed diagnostic evaluation about the prior knowledge of biology, science and scientific research. From there, the classes were prepared based on the result of this test, then started the activities of Junior Scientific Initiation in basic education. Results: The school chosen for this initial phase of the pilot project was the State School Rui Bloem which has 13 classrooms for the second year of medium education in a total of 390 students. Of these, 160 (41%) were interested but only 16 (10%) were eligible to start the pilot project in Translational Surgery Laboratory of Unifesp. These students showed average yield of 50% in diagnostic test and should start the next training in cell and molecular biology laboratory and also to attend scientific meetings. Conclusion: In the initial phase of the project, was observed the great student interest in scientific career, but at the same time, a great need for improvement. The choice of public school was for access to university and proximity. In addition, these students have more shortcomings and deficiencies. But this does not mean that the fascination for scientific career cannot turn them into great researchers thus contributing to the economic, social and intellectual growth of our country through scientific research.
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Hasram, Syafiqah, M. Khalid M. Nasir, Maslawati Mohamad, Md Yusoff Daud, Mohd Jasmy Abd Rahman und Wan Muna Ruzanna Wan Mohammad. „The Effects of WordWall Online Games (WOW) on English Language Vocabulary Learning Among Year 5 Pupils“. Theory and Practice in Language Studies 11, Nr. 9 (01.09.2021): 1059–66. http://dx.doi.org/10.17507/tpls.1109.11.
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In the effort to upgrade pupils' vocabulary learning experience, the potential of interactive educational games is increasingly explored as supplementary teaching and learning materials. While the eagerness to integrate mobile technology into English language education is noticeable, there is a lack of evidence on Malaysian English as Second Language (ESL) learners' views of the feasibility of online games in vocabulary learning. This study aims to determine the degree of improvement in pupils' vocabulary performance. The quantitative data was analysed using descriptive and dependent t-test analysis. The cross-sectional survey was adapted from the ACRS-V model. The questionnaire was distributed to Year 5 pupils from a national primary school in Negeri Sembilan who are using the syllabus of The English Language Curriculum for Primary Schools (KSSR). The findings show a moderate level of Satisfaction, Attention, Relevance, Confidence and Volition. In addition, a paired sample t-test indicates a significant improvement in the pupils’ vocabulary scores after using WordWall (WOW) as a vocabulary learning supplementary material. The effect size demonstrated is also larger regarding its effects in behavioural sciences. This study provides important insights as a guide for primary school English teachers in integrating online games as a learning tool for English language learning, especially in developing pupils’ English vocabulary repertoire.
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Wheldall, Kevin. „Reading recovery in Sydney primary schools“. Australasian Journal of Special Education 17, Nr. 2 (Januar 1993): 51–63. http://dx.doi.org/10.1017/s1030011200022910.
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This paper reviews the findings from a controlled experimental study of the effectiveness of the Reading Recovery Program undertaken in ten primary schools in Sydney, during the second year of its implementation. Children, selected by their teachers as low progress readers after one year at school, were randomly allocated to either Reading Recovery or to a control condition in which they received only the resource support typically provided to at-risk children. Low progress children from five schools of similar socio-economic level, but without a Reading Recovery Program, also took part in the study. All children were pre-tested on a number of norm and criterion referenced reading related literacy measures, post-tested on the same measures fifteen weeks after the Program commenced, and once again after a further fifteen weeks to assess maintenance effects. Results indicated that Reading Recovery students clearly outperformed students in the control group condition on most measures but, at this early stage of Reading Recovery implementation, there appeared to be no spill-over effects to other low progress students and their teachers in Reading Recovery schools. Furthermore, the practice of matching children to appropriate book level in the regular classroom, which is necessary to ensure maintenance of the Reading Recovery intervention, was not being adopted in most schools. Finally, because of the extremely low book level scores found among all Year 1 children in the ten Reading Recovery schools at the commencement of the study, serious implications arise about the selection of students for Reading Recovery in metropolitan New South Wales, their most appropriate point of entry into the Program, and the maintenance of their skills at discontinuation when they return to regular classes where average book levels continue to be low.
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Syamsudin, Amir, Budiyono Budiyono und Sutrisno Sutrisno. „Model of affective assessment of primary school students“. Research and Evaluation in Education 2, Nr. 1 (30.06.2016): 25. http://dx.doi.org/10.21831/reid.v2i1.8307.
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This study aims to develop an instrument of affective assessment to measure the social competence of elementary school students in the learning process in schools. This study used the development model of Borg & Gall’s approach which was modified into five phases, including the need analyses, developing draft of the product conducted by experts, developing an affective assessment instrument, trying out the affective assessment instrument conducted by teachers of primary education in Yogyakarta, and the dissemination and implementation of the developed affective assessment instrument. The subjects were elementary school students whose school implemented Curriculum 2013 in the academic year of 2013/2014. The validity and reliability of each construct of the affective instrument were established using the PLS SEM Wrap PLS 3.0 analysis program. The study finds the following results. First, the construct of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing has been supported by empirical data. Second, the validity of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing meets the criteria above 0.70 for each indicator of the loading factor and the criteria below 0.50 for each indicator score of the cross-loading factor. Third, the reliability of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in limited, main, and extended testing meets the criteria above 0.70 for both composite reliability and Cronbach’s alpha scores. Fourth, the number of indicators at preresearch was 53, and 10 indicators were rejected in the limited testing, and four indicators were rejected in the main testing, and one indicator was rejected in the extended testing.
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Peker, Ramazan, und Salih Ceylan. „Environmental Perceptions of Primary School Fourth Grade Students“. Journal of Educational Issues 6, Nr. 1 (28.06.2020): 422. http://dx.doi.org/10.5296/jei.v6i1.17153.
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This study aims to identify environmental perceptions of primary school fourth grade students. The population of this study, which is designed as a descriptive survey model, consists of 97 male and 142 female 239 fourth grade students who are attending public primary schools in Kocaeli Province in the second term of 2018-2019 academic year. Data of research were evaluated by content analysis and descriptive analysis methods. Inter-rater reliability was evaluated by inter-rater reliability formula and Cohen’s Kappa Coefficient. According to the findings of the research, inter-rater reliability was high and acceptable in both statistics. Fourth grade students created 45 different and acceptable metaphors about the environment. These metaphors were analyzed in terms of their common features and were collected under 5 different conceptual categories. It was revealed that fourth grade students mostly referred to the environment with the metaphors of ‘Life’, ‘Home’, ‘Paradise’, and that students’ perceptions of the environment are related to a good world. The majority of students perceived the concept of ‘Environment’ as ‘Environment as Expression of Vitality’. As a result of research, in the process of teaching environmental issues, it can be said that emphasizing that ‘Environment as a Liveliness Expression’, factor of environment supporting the vitality can increase the rate of educational access on environmental issues.
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Konijnenberg, Carolien, und Per Morten Fredriksen. „The effects of a school-based physical activity intervention programme on children’s executive control: The Health Oriented Pedagogical Project (HOPP)“. Scandinavian Journal of Public Health 46, Nr. 21_suppl (Mai 2018): 82–91. http://dx.doi.org/10.1177/1403494818767823.
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Aims: To assess the effects of a large school-based physical activity intervention on children’s ability to resist distractions and maintain focus, known as executive control. Methods: A quasi-experimental design with seven intervention and two control primary schools. The Health Oriented Pedagogical Project (HOPP) intervention consisted of 45 min of physical activity a day during school time for 6–8 months in addition to the regular weekly physical education lessons. A total of 1173 children, spanning from second grade (age 7 years) to sixth grade (age 12 years) were included in the analysis. Main outcome measures were executive control was measured at baseline and 1 year after using a modified Eriksen flanker task for the younger children (second and third grades) and a computerised Stroop task for the older children (fourth, fifth, and sixth grades). Results: Both the intervention and control group showed improvements in executive control after 1 year. However, the children in the intervention group did not improve their performance more than those in the control group. Conclusions: No positive effect of the physical activity intervention programme on children’s task performance was found, suggesting that the intervention did not affect children’s executive control.
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Köksalan, Bahadir, und Hikmet Zelyurt. „DEVELOPMENT OF THE “PERCEIVED TEACHER BEHAVIOURS” SCALE IN PRIMARY SCHOOL“. Research in Pedagogy 9, Nr. 1 (30.06.2019): 95–106. http://dx.doi.org/10.17810/2015.94.
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The study is aimed at developing a valid and reliable measurement instrument intended to identify the perception of the third and fourth grade primary school pupils in relation to their teachers’ behaviour throughout their education. The analysis of the related literature and the draft version of the scale were prepared after obtaining expert opinion and trials conducted in the second term of 2015-2016 school year in different state primary schools under the jurisdiction of the provincial directorate of national education in Malatya on the sample of the third and fourth grade pupils. Expert opinion was obtained to determine the content and face validity of the scale and for construct validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were also conducted. For statistical operations, studies on 25 items were carried out. Findings obtained based on EFA and CFA analyses suggested that fit indices of the structure of the scale of perceived teacher behaviour were sufficient. The Pearson Correlation Coefficient between the obtained scale and the scores of the test-retest method was also found to be at reasonable level. Based on these findings, it was concluded that the scale of perceived teacher behaviour is an instrument that produces valid and reliable measurements and it could be used to measure the pupils' perception of teacher behaviour.
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Baraliuc, I., V. Manolachi, A. Polevaia-Secareanu und A. Cotorcea. „Particularities of Initial Selection of Primary School Age Sambo Wrestlers Based on the Study of Psychomotor Abilities“. Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, Nr. 1 (26.02.2021): 345–51. http://dx.doi.org/10.26693/jmbs06.01.345.
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The purpose of the study was to identify the particularities of psychomotor abilities in 8-9 years old sambo athletes in the process of initial sport selection. Material and methods. The research presents an algorithm of the leading factors of the step-by-step selection of 165 8-9-year-old pupils for sambo wrestling. The first stage of selection was a thorough checkup, which determined that more than 50 % of the total number of pupils had disturbance of morphology and functionality of different body systems, there remained 68 examinees. At the third stage of selection the identification of intellectual abilities showed that only 73.53 % of pupils out of 68 (i.e. 50 pupils) had an average level of attention stability. According to the appreciation of psychomotor abilities of pupils we identified a decrease on the examinees number with 20 % out of 50 pupils. At the special stage of selection 17.5 % of 8-9 years old pupils, in 70 % of cases (i.e. for the majority of tests) failed to execute the requirements for motor abilities and coordination capacity. The basic experiment was elaborated and realized on the basis of an yearlong pedagogical experiment for which we organized two experimental study groups of sambo wrestlers in their first year of sport training: control group, that included 15 pupils that did not undergo any special selection, and the experimental group, consisting of 15 8-9 years old pupils that were specially selected. We created identical conditions for the learning and training process throughout a year for both groups. However, only in the experimental group we included the experimental methodology of sport diagnostics that contained a complex of scientifically based criteria and conditions. Results and discussion. During the experiment we identified the indices of “timely” reaction of the sambo wrestlers in the control group which improved only by 6 %, compared to the experimental group (57% more compared to the indices at the beginning of the experiment). It presented the dynamics of the tapping test of the sambo wrestlers in the control and experimental groups, from the first to the fourth period. The dynamics showed the local tiredness of the nervous and muscular system of the body, caused by the depression of their brain motor centers, which increased in both groups, but had a visible tendency of aggravation to the fourth period in the control group (from the first to the fourth period – within the limits of 62.80 %) compared to the experimental group, where the speed of elementary movements of children in the tapping test decreased inconclusively in every time period. Thus, at the end of the second period the results of the experimental group decreased by 11.25 %, to the end of the third period they lowered by 36.62 %, to the end of the fourth period they decreased by 15.55 % of the data of the previous period, which in conclusion comprised the decrease from the first to the fourth period up to 63.42 %. Conclusion. Thus, the veridically relevant situation of psychomotor development in the experimental group of sambo wrestlers, in our opinion, became possible due to their preliminary readiness (selection results) and the active experimental training action on them
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Ng, Kwok W., Fiona McHale, Karen Cotter, Donal O’Shea und Catherine Woods. „Feasibility study of the secondary level Active School Flag programme: Study Protocol“. Journal of Functional Morphology and Kinesiology 4, Nr. 1 (26.03.2019): 16. http://dx.doi.org/10.3390/jfmk4010016.
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Taking part in regular physical activity (PA) is important for young adolescents to maintain physical, social and mental health. Schools are vibrant settings for health promotion and the complexity of driving a whole-school approach to PA has not been tested in the Irish school context. The feasibility of the pilot programme of the Department of Education and Skills second level Active School Flag (SLASF) is needed. SLASF is a two year process that consists of the Active School Flag (ASF) certificate programme (year 1) and the ASF flag programme (year 2). This protocol paper is specific to the first year certificate process. Three schools around Ireland were recruited as pilot schools to carry out the year-long SLASF programme with 17 planned actions involving the entire school. Students in the transition year programme have a particular role in the promotion of PA in SLASF. Data collection consists of physical measures, accelerometers, survey data and interviews at the beginning and the end of the academic year. The primary focus on the feasibility of the programme is through process evaluation tools and fidelity checks consisting of implementation of the SLASF programme through whole-school surveys, focus group discussions of key stakeholder groups, as well as one-to-one interviews with a member of management at each school and the SLASF coordinator of the school. Secondary outcomes include PA levels and its social cognitive theories based correlates through physical health measures, surveys carried out pre- and post-intervention, as well as focus group discussions of the students. The results of this study are needed to improve the development of the SLASF through a predetermined stopping criteria and inclusion into systems thinking approaches such as the Healthy Ireland Demonstration Project. Trial Registration: https://osf.io/keubz/register/5771ca429ad5a1020de2872e; Registered 24th September 2018; Clinical Trial Registration: NCT03847831.
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Lukyanova, Inna, Evgeniy Sigida, Svetlana Utenkova, Svetlana Dmitrieva und Maria Chibrikova. „Unformed lateralization of the brain hemispheres regarded as a neuropsychological feature of primary school children“. E3S Web of Conferences 210 (2020): 19026. http://dx.doi.org/10.1051/e3sconf/202021019026.
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The purpose of the study is to identify the neuropsychological features of primary school children (unformed lateralization of the brain hemispheres) that substantiate the necessity for changes in the organization of their learning process. The data of the research demonstrated the need to classify children of primary school age in accordance with the characteristics of their perception and the type of thinking. In the system of interactions between the brain hemispheres, signal systems and the type of thoughts, 7-8 year old pupils displayed the priority of reflecting the world through the first-signal system, stimulating the dominance of the activity of the right hemisphere, which determines the dominance of visual thinking. Children who are from 9 to 10 years old are characterized by the reflection through a second-signal system, a shift of the brain lateralization to the left hemisphere, and the development of abstract thinking. The results described above suggest that only at the age of 9-10, modern primary school children are ready to learn within the existing educational system; 7-8-year-old children are much worse at perceiving information transmitted through the words and are not ready for a learning pattern based on the use of abstract thinking; forced switching of children of this group from the right-hemisphere lateralization of the brain to the left-hemisphere leads to a state of hemispheric dysfunction and, as a result, to neurotic disorders. The education of primary school children must be approached in a differentiated way. The education system of 7-8 year old pupils, whose thinking needs to complete the development of visual thinking (not to leave the process incomplete) and to proceed to the formation of a second-signal system with the dominance of the left hemisphere, which determines the transition to abstract thinking, needs to be rebuilt by excluding the factors that traumatize neuro-physiological structures from it.
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Carro-Olvera, Adriana, José Alfonso Lima-Gutiérrez und María Elza-Eugenia Carrasco-Lozano. „Los consejos técnicos escolares para la inclusión y equidad educativa en la educación básica de Tlaxcala, México“. Revista Electrónica Educare 22, Nr. 1 (22.11.2017): 1. http://dx.doi.org/10.15359/ree.22-1.8.
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Technical School Councils are chartered organizations responsible for the achievement of students’ learning, and the identification of challenges that schools have to face to promote their improvement. Thus, this article aims to analyze, based on follow-up and evaluation, the performance of schools and what they have developed to guarantee an inclusive education. A participatory research-action proposal was designed in two stages to reach this aim. The first stage related to the preparation of a situational diagnostic with participants from different levels and modalities (which included basic education: primary and secondary schools), in the areas of educational quality, inclusion, and equity. The second one related to a pedagogic intervention proposal during the school year 2015-2016 in 214 technical school councils, selected among 1,222 schools in the state. In addition to imprecise strategies to avoid situations of risk and educational exclusion, the results obtained identified school planning, collaborative work, technical pedagogic counseling, and leadership as themes to be consolidated.
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MURPHY, VICTORIA A., ERNESTO MACARO, SONIA ALBA und CLAUDIA CIPOLLA. „The influence of learning a second language in primary school on developing first language literacy skills“. Applied Psycholinguistics 36, Nr. 5 (15.05.2014): 1133–53. http://dx.doi.org/10.1017/s0142716414000095.
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ABSTRACTThis study investigated whether learning a second language (L2) has a facilitative effect on first language (L1) literacy and whether there is an advantage to learning an L2 with transparent grapheme–phoneme correspondences. One hundred fifty Year 3 children were randomly assigned into one of three groups: L2 Italian, L2 French, and control. Children were pretested on measures of English (L1) spelling, reading and phonological processing. The L2 groups then received 15 weeks of L2 instruction in Italian or French, respectively. The L2 groups outperformed the control group on posttest measures of English reading accuracy and different aspects of phonological processing. In addition, there was an advantage for the L2 Italian group as their scores were higher than the L2 French group on English reading accuracy and phonological processing.
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Stevanovic, Jelena, und Emilija Lazarevic. „On certain aspects of the semantic development of younger primary school-age children“. Zbornik Instituta za pedagoska istrazivanja 46, Nr. 2 (2014): 299–319. http://dx.doi.org/10.2298/zipi1402299s.
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The ability to understand the meaning of words and sentences is an important determinant of the language development, which also indicates the development of the ability to learn. Bearing this in mind, the research was aimed at studying the level of semantic development of younger primary school-age children. Semantic development was studied from the aspect of understanding the meaning of words and their use in the following lexical relations: homonyms, antonyms, synonyms and metonyms. The research was conducted in three Belgrade primary schools during the school year 2013/2014. The sample was convenient and included 431 second- and third-grade pupils. The Semantic test (by S. Vladisavljevic) was used in the study. Research results showed that none of the pupils had provided the correct answer to all administered tasks. The best scores were achieved on the part of the test referring to antonyms, while the pupils were least successful on the tasks referring to metonyms. Additionally, third-grade pupils were more successful than younger participants, while there were no differences according to gender. The results indicated that it was necessary to devote more attention to different lexical and semantic exercises at preschool and early school age, considering the link between semantic development, the acquisition of reading and writing skills and the (un)successful mastering of the school curriculum in the majority of subjects.
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Yeşilyurt, Mustafa, Mukadder Ozdemir Balakoğlu und Mustafa Erol. „The Impact of Environmental Education Activities on Primary School Students’ Environmental Awareness and Visual Expressions“. Qualitative Research in Education 9, Nr. 2 (28.06.2020): 188. http://dx.doi.org/10.17583/qre.2020.5115.
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The aim of this research is to improve environmental awareness in primary school students. For this purpose, the study was carried out within the scope of action research pattern from qualitative research patterns. The study group was determined by selecting easily accessible samples. The study group consisted of second year students attending a state primary school in Gungoren District of Istanbul in the 2018-2019 academic year. The data of the study were obtained by the students’ environmental pictures, observation forms and semi-structured interview forms. The data obtained were analyzed by content analysis. According to the findings of the research, it is determined that students who received environmental education, draw pictures enthusiastically and reflecting environmental awareness, also after interviews students gain awareness toward environment, empathized with nature and draw highly esthetically appreciated pictures.
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Kashyap, Rashmi, Deepesh Barall und Saligram Mazta. „Comparative assessment of Industrial air pollutant exposure on pulmonary function and respiratory symptoms among primary school children, Kala Amb, Sirmour, Himachal Pradesh, India“. International Journal of Research in Medical Sciences 8, Nr. 8 (24.07.2020): 2909. http://dx.doi.org/10.18203/2320-6012.ijrms20203436.
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Background: Outdoor air quality has been connected with the prevalence of allergic respiratory infections in children. The impact of industrial pollution on respiratory health during early years of life in school children is a major concern. Pulmonary function tests can be used to assess the impact of air pollution and the degree of airway reactivity.Methods: A cross sectional comparative study was conducted between Primary school children aged 6 to 10 years in the industrial area and non-industrial area. Structured questionnaire based data was recorded from the students regarding respiratory symptoms. Spirometric parameters recorded were Forced Vital Capacity (FVC), Forced Expiratory Volume at one second (FEV1), Maximal Midexpiratory flow (FEF 25-75%) and Peak Expiratory Flow Rate (PEFR).Results: Data from 102 students from each of the two primary schools revealed mean forced expiratory volume in 1 second (FEV1) as 1.01±0.31 L/sec in industrial area and 1.12±0.34 L/sec in non-industrial area (p=0.01). Four or more episodes of allergic rhinitis in the last year were present in 24/84 (28.5%) children in the industrial area as compared to 8/90 (8.8%) in the non-industrial area (p=0.002). Point prevalence of allergic rhinitis was 36 (35.3%) students in industrial area and 22 (21.6%) students in non-industrial area (p=0.03).Conclusions: Industrial air pollution has impact on the lung function tests of school children in the age group of 6 to 10 years with significant difference in spirometric parameters of FEV1, frequency of episodes of allergic rhinitis and point prevalence of allergic rhinitis.
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Windhiyanti, Windhiyanti. „MENINGKATKAN HASIL BELAJAR IPS TENTANG KEDUDUKAN DALAM KELUARGA DENGAN PENDEKATAN PAKEM“. Perspektif Ilmu Pendidikan 23, Nr. XIV (29.04.2011): 58–65. http://dx.doi.org/10.21009/pip.231.5.
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The purpose of this study was to obtain empirical data on learning achievement in Social Sciences on the position in the family. The study was conducted in Grade 2 of State Primary School 01, Morning School, in Cilandak Timur. The study applied active, creative, effective, and joyfull learning (PAKEM) approach. The subjects were Grade 2 students in the second semesterof 2008/2009 school year. As an action research, the spiral model or S cycle introduced by Kemmis and Mc Taggard was used. The steps included planning, acting, observing, reflecting, and evaluating, as the bases for the following cycle. The result of the study showed there is a significant learning achievement improvement of the students at the end of the second cycle. The study indicates PAKEM approach can be applied as one of the solution of improving the students’ learning achievement in Social Sciences particularly in Grade 2 of Primary School.
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Teoh, Sian Hoon, Siti Syardia Erdina Mohamed, Parmjit Singh und Liew Kee Kor. „IN SEARCH OF STRATEGIES USED BY PRIMARY SCHOOL PUPILS FOR DEVELOPING FRACTION SENSE“. Malaysian Journal of Learning and Instruction 17, Number 2 (31.07.2020): 25–61. http://dx.doi.org/10.32890/mjli2020.17.2.2.
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Purpose – Most literature has focused solely on either knowledge about number sense or understanding of fractions. To fill the research gap, this study examined pupils’ abilities in both number sense and fractions. In particular, it investigated Year 4 and Year 5 pupils’ use of strategies in developing their fraction sense. Methodology – This study adopted a descriptive research design, utilising a mixed approach in data collection. An instrument called the Fraction Sense Test (FST) and a clinical interview were used to collect data. The FST comprised 3 strands: fraction concept, fraction representation and effect of operation. A two-stage cluster sampling method was employed to select 396 Year 4 and Year 5 pupils. The sampling involved random selection of the primary schools in the first stage, followed by pupils within the selected schools in the second stage. In addition to descriptive statistics, content analysis of interview transcripts was conducted to identify the presence of concepts and strategies applied among the pupils. Findings – The study found that the pupils scored lowest in effect of operation. It was also revealed that there were four strategies which helped the pupils to develop fraction sense, namely (1) comparing fractions using benchmark fractions of common fractions such as ½, ¼, zero and 1, (2) understanding denominators to determine the size of equal parts, (3) comparing fractions using unit fraction, and (4) applying the strategies in (1) and (2) to manipulate fractions in effect of operation. Significance – The findings provide useful input to facilitate the development of fraction sense ability.
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Komljanec, Katja, und Lara Šebalj. „Encouraging Learner Autonomy Development in Distance Teaching in Primary School“. Journal for Foreign Languages 12, Nr. 1 (28.12.2020): 277–94. http://dx.doi.org/10.4312/vestnik.12.277-294.
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The central topic of the article is the development of learner autonomy and how teachers in Slovenian primary schools encourage it.
The first part of the article presents and explains what learner autonomy is, the factors important for its development, and other significant concepts connected to it. The key aspects of learner autonomy are intrinsic motivation, learning strategies, collaborative learning, and self-evaluation. The theory of learner autonomy is then related to the context of distance learning that we were able to observe this year, during the COVID-19 pandemic. The article also discusses the use of technology in teaching EFL/ESL and suggests it helps in the development of learner autonomy.
The second part presents an analysis and discussion based on the results of interviews conducted with primary school English teachers and questionnaires that were given to primary school students. The purpose of the research was to explore how learner autonomy was manifested during the time of the pandemic, when the learning process had to be moved online. By analysing the results, we were able to confirm or reject five hypotheses.
The results show that teachers use many activities that promote the development of learner autonomy. The research shows that in distance teaching the main factors that influence the development of learner autonomy are quality, attractive, and engaging materials, as well as good explanations. Teachers also reported that the home environment was one of the key aspects contributing to a successful or unsuccessful learning process.
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Herlina, Herlina. „MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN BAHASA INGGRIS MELALUI METODE SQ4R“. JIV-Jurnal Ilmiah Visi 11, Nr. 1 (25.06.2016): 29–35. http://dx.doi.org/10.21009/jiv.1101.4.
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This research aims at obtaining data on improving English reading comprehension skill in Grade III, Labschool Primary School, Setiabudi, South Jakarta. The research subjects were the students of Grade III in the second semester of 2014/2015 school academic year. The research model used Kemmis and Mc. Taggard model covering planning, implementation, observation, and reflection. The data of reading comprehension evaluation showed that in the first cycle 55.5 % of the students gained >75 and in the second cycle 83.33 % of them gained >75. While based on the monitoring data, the activities of the teacher and the students were 55 % in the first meeting of the cycle I and increased to 85 % in the first meeting of the cycle II. Therefore, SQ4R method can improve English reading comprehension skill of the Grade III students in Labschool Primary School, Setiabudi, South Jakarta.
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Iconomescu, T., A. Berdilă und L. Talaghir. „THE INFLUENCE OF MOTION GAMES IN THE IMPROVEMENT OF PSYCHOMOTRICITY DURING THE PHYSICAL EDUCATION LESSON IN PRIMARY SCHOOL EDUCATION“. Human Sport Medicine 19, S2 (19.03.2020): 65–73. http://dx.doi.org/10.14529/hsm19s209.
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Aim. In the present paper we aim at highlighting the influence of motion games in improving the components of psychomotricity in the physical education lesson in primary school education (the preparatory school year) and in shaping, among pupils, the belief that the physical education activity is a personal necessity. Methods. During the 2018–2019 school year, within the physical education classes we implemented a program of 20 motion games, for the first semester, and 17, for the second semester, meant to improve the psychomotor components. The research was carried out within the secondary school no. 1 Matca, Galati County, on a group of 50 preparatory school year pupils – the control group (24 subjects – 10 girls and 14 boys) and the experiment group (26 subjects – 13 girls and 13 boys), aged 6–7 years. For the evaluation of psychomotricity, we used the Bruininks-Oseretsky battery of tests, for segmental coordination and upper limb coordination, and the Motorin Test for general coordination. Results. In the final test, due to the implementation of motion games specific to the components of psychomotor activity, we noticed an ease of execution in the experiment group as compared to the control group, which still showed awkwardness and uncertainty in executing certain components of psychomotor activity by repeating the errors made in the initial test. Conclusions. After the creation and application of the training program in the school teaching activity, we reached the conclusion that it led to the acquisition of a high-level psychomotor components, and that it was qualitatively more valuable than the simple use of methods based on simple strength, sprint or endurance running, or dexterity exercises
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Kasmaienezhad-Fard, Sara, Tajularipin Sulaiman, Nor Hayati Alwi und Ahmad Fauzi Mohd Ayub. „An Evaluation of the Colors in Primary School English Textbook through Students’ Perceptions“. Journal of Studies in Education 7, Nr. 4 (21.11.2017): 141. http://dx.doi.org/10.5296/jse.v7i4.11966.
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The Malaysian education system has transformed from the traditional to the modern, albeit keeping to textbooks as the main teaching material. Among the factors determining the quality of textbooks, color is an important one, especially in primary school textbooks. Suitably applied, it will enrich classroom instruction and aid the learning process. This research was designed to run in two phases, and the data collected were analyzed by SPSS software. In the first phase, the colors used in the pictures of Year-4 English textbook were evaluated. Next, the color preferences of 384 students in the fourth grade of national primary schools were collected. Data from the first phase show that out of 901 textbook pictures, 792, 733, and 412 respectively use primary, secondary, and tertiary colors. Data from the second phase show the students highly interested in tertiary colors. The results of this study reveal important points for textbook quality improvement. Knowing what colors students like allows illustrators to consider age levels, not only when illustrating textbooks but also when creating pictures for other materials.
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Bánfai, Bálint, Attila Pandur, Bence Schiszler, Emese Pek, Balazs Radnai, Henrietta Csonka und József Betlehem. „‘The (second) year of first aid’: a 15-month follow-up after a 3-day first aid programme“. Emergency Medicine Journal 36, Nr. 11 (20.07.2019): 666–69. http://dx.doi.org/10.1136/emermed-2018-208110.
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AimFirst aid education in early childhood can be an effective method to increase the number of trained bystanders. Our aim was to evaluate the long-term effects of a 3-day first aid programme for all primary school-age groups (7–14 years old).MethodsThis study was a 15-month follow-up of our previous investigation. Five-hundred and twenty-four primary school children were involved in this study. Measurements were made on the following topics: adult basic life support, using an automated external defibrillator (AED), handling an unconscious patient, managing bleeding and calling the ambulance. Data collection was made with a self-made questionnaire and skill test.ResultsKnowledge and skills were significantly higher after 15 months than before training (p<0.01). However, these results were significantly worse than immediately and 4 months after training (p<0.01). Based on the questionnaire, more than three-quarters knew the emergency phone number 15 months after training. Approximately two-thirds of the children could use the correct hand position in cardiopulmonary resuscitation, the correct compression-ventilation ratio and an AED, and half of them could perform correct recovery position at 15 months. Correct assessment of breathing was similar in a situation game than before training. Self-efficacy improved significantly after training (p<0.01) and remained improved after 4 and 15 months when compared with before training (p<0.01).ConclusionParticipants could remember some aspects of first aid long term. However, knowledge and skills had declined after 15 months, so refresher training would be recommended. Self-efficacy towards first aid improved after training and remained high after 15 months.
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Mostafa, Mahmoud Kamal Ibrahim. „Digital Storytelling or Traditional Storytelling to develop EFL Students’ Oral Communication?“ Children and Teenagers 3, Nr. 1 (18.02.2020): p33. http://dx.doi.org/10.22158/ct.v3n1p33.
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The present study investigated the effect of storytelling versus digital storytelling on developing fifth year EFL primary school pupils’ oral communication performance. The study adopted the quasi-experimental design. Sixty pupils of Dr. Ahmed Zewail primary School were distributed into two experimental groups. One group served as the first experimental group (n=30) who was taught in digital storytelling, whereas the second experimental group (n=30) was taught in traditional storytelling. The experiment lasted for six weeks. The instruments of the study included an oral communication skills test, an oral communication checklist, a semi-structured interview and a reflective log. They were approved by a panel of jury. Results indicated that there was a statistically significant difference between the mean scores of the first experimental group and that of the second one on the post-administration of the oral communication test for the first experimental group. Moreover, results revealed that there was a statistically significant difference between the responses of the first experimental group and that of the second one on the post-administration of the semi-structured interview favoring the first experimental group. As such, it was concluded that storytelling versus digital storytelling had a positive effect on developing fifth year EFL primary pupils’ oral communication performance.
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Cetin, Baris. „Academic Motivation And Approaches To Learning In Predicting College Students' Academic Achievement: Findings From Turkish And US Samples“. Journal of College Teaching & Learning (TLC) 12, Nr. 2 (01.04.2015): 141–50. http://dx.doi.org/10.19030/tlc.v12i2.9200.
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The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and fourth-year students at Georgia Southern University’s Early Childhood Education Department during the 2014 spring semester. The second group of participants included 455 third- and fourth-year students who study at Canakkale 18 Mart University’s Primary School Education and Preschool Education Departments during the 2013 spring semester. It was found that approaches to learning and academic motivation together did not predict GPA of students who studied in Turkey or the US.
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Fokides, Emmanuel. „Students Learning to Program by Developing Games: Results of a Year-long Project in Primary School Settings“. Journal of Information Technology Education: Research 16 (2017): 475–505. http://dx.doi.org/10.28945/3893.
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Aim/Purpose: The purpose of this study was to examine whether the authoring of computer games in a mainstream primary school setting can support the learning of game design and programming concepts. Background: Despite the benefits for students when they learn how to program and the significant body of research regarding this matter, these benefits are still under debate, and the teaching of programming has a relatively undeveloped pedagogy. With this in mind, a project was designed and implemented, having constructionism as its theoretical framework. Also, Microsoft’s Kodu Game Lab was used for the development of students’ games. Methodology: The project lasted for almost a school year (fifty two-hour sessions) and the target group was fifth-grade students (ages 10-11). A total of 138 students participated, coming from five schools in Athens, Greece. Students were divided into three groups. While all groups worked in pairs, to the first there was no teachers’ guidance, to the second there was limited teachers’ guidance, and to the third, a combination of teacher-led and pair work was used. Each group developed three games of escalating complexity and a total of 207 games were analyzed. Data were collected by analyzing students’ games and with a short questionnaire. Contribution: The study contributes to the debate surrounding the pedagogy of computer game authoring as a tool for teaching programming. That is because few studies have examined the above in mainstream settings, having as a target group primary school students. Furthermore, the present study is in contrast to most studies which involved intensive research projects, since it lasted for almost a school year. Findings: It was found that the most commonly used programming concept was conditions, followed by variables and loops, while Boolean logic and functions were the least used ones. The most problematic concepts proved to be Boolean logic and loops, closely followed by functions. The least problematic concepts were conditions and variables. Also, the number of programming concepts that were used was increasing in each game, while the errors were decreasing. All in all, students’ final games fall into the relational level according to a modified version of the SOLO taxonomy. While the findings indicated that, as well as learning some basic programming concepts, students enjoyed the activity and demonstrated positive attitudes to learning programming by developing games; it was also found that the teaching method did not have any effect on the learning outcomes nor in their views for game authoring. Recommendations for Practitioners: Extended projects can be considered for teaching programming to primary school students, using visual programming tools that allow the development of games. The classes’ teachers can undertake the task to teach programming if they are properly trained. The SOLO taxonomy can be used for assessing students’ games. Future Research: Future studies can examine a variety of game-like programming environments and the target group can be older or younger students. The assessment of students’ games is also an interesting topic. Finally, research can be conducted by using other devices and compare the results.
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Zajac, Ian T., und Nicholas R. Burns. „Measuring Auditory Inspection Time in Primary School Children“. Journal of Individual Differences 28, Nr. 1 (Januar 2007): 45–53. http://dx.doi.org/10.1027/1614-0001.28.1.45.
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This study investigated the relationship between visual inspection time (VIT) and a new measure of auditory inspection time (AIT: see Parker, Crawford, & Stephen, 1999 ). The purpose was twofold: first, to understand the generality of the mechanism underpinning performance on visual IT tasks (VIT); second, to evaluate the efficacy of this new auditory task. Participants were 80 primary school children aged 10–12 years. They each completed AIT, VIT, and a marker test for each of general speediness (Gs), fluid ability (Gf), and crystallized ability (Gc). AIT and VIT were positively correlated with each other, and they both correlated with the marker of Gs. However, the data suggest that the nature of IT tasks changes as task difficulty increases. Thus, IT appears to be a purer measure of processing speed at longer exposure durations. These findings are discussed in relation to the methodology employed in IT estimation and in light of recent comments concerning the psychological complexity of IT.