Journal articles on the topic 'Elemental imagination'
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1
de Roo, Ludo. "Elemental Imagination and Film Experience." Projections 13, no. 2 (June 1, 2019): 58–79. http://dx.doi.org/10.3167/proj.2019.130204.
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In an age of ecological disasters and increasing environmental crisis, the experience of any cinematic fiction has an intrinsic ethical potential to reorient the spectator’s awareness of the ecological environment. The main argument is that the spectator’s sensory-affective and emphatically involving experience of cinema is essentially rooted in what I call “elemental imagination.” This is to say, first, that the spectator becomes phenomenologically immersed with the projected filmworld by a cinematic expression of the elemental world, and second, much like there is no filmworld without landscapes, the foundational aspect of elements are revealed as preceding and sustaining the narrative and symbolic layers of film experience. While suggesting the existential-ethical potential of this fundamental process of film experience, the second aim of this article is to show that this form of elemental imagination complements more mainstream “environmentalist” films, such as climate change documentaries and blockbuster apocalyptic genre films.
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Estok, Simon C. "The Slimic Imagination and Elemental Eco-Horror." Zeitschrift für Anglistik und Amerikanistik 70, no. 1 (March 1, 2022): 59–74. http://dx.doi.org/10.1515/zaa-2022-2049.
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Abstract Slime—elemental to life and to eco-horror—is conceptually entangled with many things, some very unsavory. It is an utterly indifferent element, but for millennia in the popular imagination, it has been an elemental intruder, a border-crosser, an agent with bad intentions. Raced, classed, and gendered, slime is unpredictable and uncontainable. Its very elementality is ambivalent. Scholars have grappled usefully with slime as a theoretical concept, but little has appeared linking specific examples of the raced, classed, and gendered slimic imagination with eco-horror. “The Slimic Imagination and Elemental Eco-horror” begins such a discussion, based on specific literary and filmic examples from a range of historical periods, to show that slime is elementally transmorphous, is liminal in many senses, and that it moves freely across the borders of the living and the dead, the solid and the liquid, the dangerous and the necessary, evoking responses as varied as terror and horror, on the one hand, and joy and excitement on the other. Slime appears in variously devious forms in texts from Dickens to Swift, from Brontë to Stevenson, from Roth to Machen, and from Kenneth Branagh to Ridley Scott—never in the same way, but always in ways that demand political engagement.
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Freydberg, Bernard. "Mathematical and Elemental Coordinates: The Role of Imagination." Research in Phenomenology 44, no. 2 (July 31, 2014): 161–69. http://dx.doi.org/10.1163/15691640-12341283.
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Both in Force of Imagination: The Sense of the Elemental (2000) and in his very recent Logic of Imagination: The Expanse of the Elemental (2012), John Sallis enacts a reconfiguration of the relationship of geometry to elementology, which might be regarded more generally as a rethinking of the relation of mathematics to philosophy. The paper will trace this reconfiguration in two ways: (1) as it lies present but concealed in the history of philosophy, for example, in Descartes’ so-called “dualism” and in Kant’s pure productive imagination, and (2) in its present creative evolution in fractal geometry, as Sallis interprets it. Sallis draws together the mathematical affinity with a fundamental aesthetic drive, likening mathematical patterns to choreographic ones. I conclude by following this strain as it points to specific dance companies, and to my own sense of aesthetic homecoming as presented in my Imagination in Kant’s Critique of Practical Reason.
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Freydberg, Bernard. "Force of Imagination: The Sense of the Elemental (review)." Journal of Nietzsche Studies 23, no. 1 (2002): 97–99. http://dx.doi.org/10.1353/nie.2002.0004.
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Krell, David Farrell. "The force and logic of imagination: on elemental self-showing." Continental Philosophy Review 47, no. 2 (January 7, 2014): 217–31. http://dx.doi.org/10.1007/s11007-013-9282-9.
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Nikiel, Julia. "Airing The Jade Cabinet: Aerial Imagination in Rikki Ducornet’s Fourth Elemental Novel." Roczniki Humanistyczne 67, no. 11 (2019): 109–20. http://dx.doi.org/10.18290/rh.2019.67.11-9.
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Masson, Robert. "Rahner's Primordial Words and Bernstein's Metaphorical Leaps: The Affinity of Art with Religion and Theology." Horizons 33, no. 2 (2006): 276–97. http://dx.doi.org/10.1017/s0360966900003431.
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ABSTRACTKarl Rahner's notion of primordial words and Leonard Bernstein's conception of music as intrinsically metaphorical are engaged to suggest that there is a fundamental affinity between artistic and religious imagination. The affinity is grounded, in part at least, in metaphoric process—an elemental cognitive act in which the human spirit is stretched so that its expressions can address what lies beyond them.
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Bnin-Bninski, Anđelka, and Maja Dragišić. "Scale on paper between technique and imagination: Example of Constant's drawing hypothesis." SAJ - Serbian Architectural Journal 8, no. 3 (2016): 322–39. http://dx.doi.org/10.5937/saj1603322b.
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The procedure of scaling is one of the elemental routines in architectural drawing. Along with paper as a fundamental drawing material, scale is the architectural convention that follows the emergence of drawing in architecture from the Renaissance. This analysis is questioning the scaling procedure through the position of drawing in the conception process. Current theoretical researches on architectural drawing are underlining the paradigm change that occurred as a sudden switch from handmade to computer generated drawing. This change consequently influenced notions of drawing materiality, relations to scale and geometry. Developing the argument of scaling as a dual action, technical and imaginative, Constant's New Babylon drawing work is taken as an example to problematize the architect-project-object relational chain.
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Schiller, Britt-Marie. "The Primitive Edge of Creativity: Destruction and Reparation in Louise Bourgeois’s Art." Journal of the American Psychoanalytic Association 65, no. 2 (April 2017): 221–50. http://dx.doi.org/10.1177/0003065116687081.
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Viewed within the psychic geography of Thomas Ogden’s modes of generating and organizing experience, in particular the autistic-contiguous mode, Louise Bourgeois’s creative imagination can be seen as originating on what Ogden (1989) has called the primitive edge of experience. This mode, dominated by the sensory, is characterized by chaos, fragmentation, and a loss of boundaries. In dynamic movements between the depressive and the autistic-contiguous positions, between destructive and reparative impulses, Bourgeois transforms experiences of chaos, as well as destructive aggression, into aesthetic order and form, into works of art. She is able to delve into the most elemental and presymbolic modes of psychic experience and artistically harness raw feelings and sensations on what can be called the primitive edge of creativity.
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Tamburini, Dyer, Davit, Aceto, Turina, Borla, Vandenbeusch, and Gulmini. "Compositional and Micro-Morphological Characterisation of Red Colourants in Archaeological Textiles from Pharaonic Egypt." Molecules 24, no. 20 (October 18, 2019): 3761. http://dx.doi.org/10.3390/molecules24203761.
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When the imagination conjures up an image of an Egyptian mummy, it is normally one of a human body wrapped with undyed linen bandages. However, the reality was much more colourful, as shown by the set of red mummy shrouds and textile fragments from Pharaonic Egypt considered in this work. The textiles were subjected to scientific investigation with the main aim of shedding light on the sources of red colour and on the possible reasons for the different levels of colour fading. The red colourants were investigated using various non-invasive and micro-invasive approaches. The results pointed towards the presence of three sources of red colour, which, in increasing order of lightfastness, are safflower (Carthamus tinctorius), madder (Rubia spp.), and red ochre. Micro-morphological observations and elemental analyses also enabled some hypotheses to be formulated regarding the application of these colourants to the textiles. The results not only deepen our knowledge of dyeing technologies in ancient Egypt and shed new light on the function of red shrouds and textiles as part of the funerary practices of Pharaonic Egypt, but are also essential in planning the display and future preservation of these mummies and their associated textiles.
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Brițchi, Aliona. "The Role of Fine Arts Activity in the Development of Artistic Thinking of Schoolchildren." Review of Artistic Education 22, no. 1 (June 1, 2021): 186–89. http://dx.doi.org/10.2478/rae-2021-0023.
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Abstract This article deals with the development of artistic and imaginative thinking, imagination and the creation of an artistic image in fine arts lessons using a graphic image. An example of a lesson for elementary school students on creating a mysterious tree image is given, which will help the teacher develop the ability of his students to see and creatively realize their ideas.
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Gustina, Susi. "Pendekatan Orff-schulwerk: Meningkatkan Kemampuan Mengajar Calon Guru di Taman Kanak-Kanak." Resital: Jurnal Seni Pertunjukan 20, no. 2 (August 29, 2019): 96–107. http://dx.doi.org/10.24821/resital.v20i2.2591.
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Topik dalam artikel ini akan memfokuskan pada penerapan pendekatan Orff-schulwerk bagi mahasiswa sebagai calon-calon guru di sekolah, termasuk TK. Orff-schulwerk dapat dipandang sebagai suatu pendekatan dalam pendidikan musik. Dalam hubungannya dengan pendidikan dasar, pendekatan ini memfokuskan pada kebutuhan anak dan menumbuhkembangkan musikalitas setiap anak melalui aktivitas-aktivitas dasar (elemental) dalam musik dan gerakan. Pertanyaan yang dikemukakan dalam artikel ini adalah: 1) pendekatan Orff-schulwerk seperti apa yang digunakan calon guru untuk pembelajaran di TK?, 2) manfaat apa saja yang dapat diperoleh calon guru melalui penerapan pendekatan Orff-schulwerk dalam proses pembelajaran?, dan 3) bagaimana calon guru memahami peranan guru dalam pembelajaran di tingkat TK dengan pendekatan Orff-schulwerk?. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan. Penemuan dalam penelitian ini adalah para calon guru memahami bahwa: 1) pendekatan Orff-schulwerk yang dapat digunakan berhubungan dengan eksplorasi – imajinasi – kreasi yang melibatkan musik dan gerakan, 2) pendekatan ini bermanfaat untuk menumbuhkembangkan musikalitas siswa dalam proses pembelajaran di TK, dan 3) calon guru yang menerapkan pendekatan ini berperan sebagai fasilitator yang dapat menciptakan suasana pembelajaran yang menstimuli imajinasi dan kreasi siswa. Kesimpulan dari penelitian ini adalah pendekatan Orff-schulwerk sebaiknya dikuasai oleh para calon guru yang mengajar di sekolah, termasuk TK. Dengan dimilikinya pemahaman atas pendekatan ini, baik secara teoretis maupun praktis, para calon guru tidak hanya meningkatkan pengetahuan mereka untuk menstimuli imajinasi dan kreativitas siswa TK dengan musik dan gerakan, tetapi juga mendukung tercapainya tujuan pendidikan nasional, yaitu pembentukan karakter siswa di sekolah.The Approach of Orff-Schulwerk for Prospective Music Teachers in Kindergarten Schools. The topic in this article focuses on the application of Orff-schulwerk for university students as prospective teachers in school, including kindergarten. Orff-schulwerk can be seen as an approach to music education. In related to primary education, this approach focuses on the children needs and develops children musicality through necessary activities (elemental) in music and movement. Some questions in this article are: 1) what kind of Orff-schulwerk that can be used by prospective teachers in the learning process at kindergarten? 2) what benefits can be obtained by teacher candidates through the application of the Orff-schulwerk approach? And 3) how do prospective teachers who use this approach can understand their role in learning? The method used in this study is action research. The findings in this research are prospective teachers understand that: 1) Orff-schulwerk can be used in related to exploration – imagination – creation that involving music and movement; 2) this approach is useful for developing student musicality in the learning process in kindergarten; and 3) in this approach, prospective teachers are acted as facilitators who can create an atmosphere of learning that stimulate students’ imagination and creation. This study concludes that the Orff-schulwerk approach should be mastered by prospective teachers who teach in schools, including kindergarten. By having an understanding of this approach, both theoretically and practically, prospective teachers not only enhance their knowledge but also support the national education goals, namely the students’ character building in schools.Keywords: Orff-Schulwerk; music education; kindergarten teachers
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Warnek, Peter. "On the Ground of Images: Sacred Dogs and Monstrous Truth." Research in Phenomenology 49, no. 1 (March 4, 2019): 49–64. http://dx.doi.org/10.1163/15691640-12341410.
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Abstract The article takes up the question of the “truth” of images by means of a somewhat playful reflection upon our human kinship with canine life and by considering the (perhaps surprisingly) recurrent images of dogs of all shapes and sizes within the philosophical tradition. Here there is occasion to consider both Socrates and Confucius, who had a special fondness for dogs and who were at times compared to dogs themselves. The paper begins with a reading of Kant’s schematism in the First Critique, as an operation that would establish a mediating relation between the concepts of the understanding and sensible intuitions, and ends with a meditation upon the dog-themed painting, “Dark Room,” by the contemporary artist, Alan Loehle. Kant accounts for our ability to grasp that we see a dog (his example!) by introducing a mysterious distortional skewing or Verzeichnung, which as a power of the imagination is able to freely sketch what appears for it within the sensible. The sense of this Kantian skewing or sketching thereby anticipates what Heidegger names the essential Verunstaltung belonging originally to the event of truth. The last half of the paper turns to Jean-Luc Nancy’s difficult but provocative work on the abysmal ground of images and attempts to show in this way how our human kinship with canine life exposes us to what Nancy would think, following Heidegger, as the elemental strife between earth and sky.
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Supiarza, Hery, Deni Setiawan, and Cece Sobarna. "Pola Permainan Alat Musik Keroncong dan Tenor di Orkes Keroncong Irama Jakarta." Resital: Jurnal Seni Pertunjukan 20, no. 2 (August 26, 2019): 108–20. http://dx.doi.org/10.24821/resital.v20i2.2459.
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Penelitian ini mendiskusikan pola permainan alat musik keroncong dan tenor serta penerapannya pada lagu “Cente Manis” dan “Sambel Cobek”. Kedua alat musik ini merupakan identitas keroncong gaya Jakarta. Penelitian dilakukan dengan pendekatan kualitatif deskriptif dan data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian ditemukan bahwa asal mula istilah alat musik keroncong berasal dari bunyi alat musik itu sendiri. Istilah tenor merujuk pada istilah suara laki-laki tertinggi. Ditemukan juga teknik permainan alat musik keroncong dan tenor yaitu teknik rasguaedo (prung), strumming, arpeggio dan dengan cara dipetik satu-satu pada setiap senar. Teknik memainkan alat musik keroncong dan tenor tersebut meliputi pola permainan dobel engkel, dobel balik, format dan gaya lama. Permainan keempat pola tersebut bergantung pada lagu yang akan dibawakan dan kesepakatan para personilnya. The Approach of Orff-Schulwerk for Prospective Music Teachers in Kindergarten Schools. The topic in this article focuses on the application of Orff-schulwerk for university students as prospective teachers in school, including kindergarten. Orff-schulwerk can be seen as an approach to music education. In related to primary education, this approach focuses on the children needs and develops children musicality through necessary activities (elemental) in music and movement. Some questions in this article are: 1) what kind of Orff-schulwerk that can be used by prospective teachers in the learning process at kindergarten? 2) what benefits can be obtained by teacher candidates through the application of the Orff-schulwerk approach? And 3) how do prospective teachers who use this approach can understand their role in learning? The method used in this study is action research. The findings in this research are prospective teachers understand that: 1) Orff-schulwerk can be used in related to exploration – imagination – creation that involving music and movement; 2) this approach is useful for developing student musicality in the learning process in kindergarten; and 3) in this approach, prospective teachers are acted as facilitators who can create an atmosphere of learning that stimulate students’ imagination and creation. This study concludes that the Orff-schulwerk approach should be mastered by prospective teachers who teach in schools, including kindergarten. By having an understanding of this approach, both theoretically and practically, prospective teachers not only enhance their knowledge but also support the national education goals, namely the students’ character building in schools.Keywords: Orff-Schulwerk; music education; kindergarten teachers
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García-González, Dora Elvira. "Ética, creatividad e imaginación: elementos esenciales para la construcción de culturas de paz." Araucaria, no. 48 (2021): 303–24. http://dx.doi.org/10.12795/araucaria.2021.i48.14.
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En este artículo se postulan tres elementos que se consideran fundamentales para la construcción de culturas de paz desde una convivencia con dignidad y en marcos justos. La ética, la creatividad y la imaginación en conjunción dan pie para encarar y desafiar las variadas situaciones de violencia que se presentan en los constructos sociales, en tanto son realidades que entrañan graves oprobios para la humanidad. Pensar en un mundo más humano será posible solo si estamos en él activamente desde postulados éticos y mediante procedimientos que exigen creatividad e imaginación que se franquean en diversas situaciones tales como la escucha y el diálogo, al implicar respeto mutuo. Imaginarse en el lugar de los otros como categoría ética y al articularse con formas creativas permite aspirar a situaciones otras y diversas a las vividas, para lograr con ello, la construcción de la paz.
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Kusmaryono, Imam, and Hevy Risqi Maharani. "Imagination And Creative Thinking Skills Of Elementary School Students In Learning Mathematics: A Reflection Of Realistic Mathematics Education." ELEMENTARY: Islamic Teacher Journal 9, no. 2 (December 27, 2021): 287. http://dx.doi.org/10.21043/elementary.v9i2.11781.
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<p align="center"><strong><em>Abstract</em></strong><strong><em></em></strong></p><p><em>This research is a qualitative research based on classroom reports. The purpose of the study was to investigate the effect of the RME approach on the imagination and creative thinking abilities of elementary school students in solving math problems. The method of data collection was done through written tests, observations, and interviews. The participants in this study consisted of a class teacher, 36 grade 6 elementary school students, and an observer. The results showed that the application of the realistic mathematics education (RME) learning approach had a positive effect, namely encouraging the development of students' imaginative power and creative thinking skills in solving problems. The principles of RME are in line with the objectives of learning mathematics, namely to equip them with the ability to think logically, realistically, analytically, systematically, critically, and creatively.</em></p>
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Pei, Yanna. "Let Fairy Tales Enter the Elementary Science Class with Wings of Imagination." Education Reform and Development 1, no. 1 (January 31, 2020): 22–24. http://dx.doi.org/10.26689/erd.v1i1.1034.
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Abstract: Science is a very rigorous course. If elementary science classes have been treated seriously and rigidly for a long time, children will feel that science classes are unfriendly. In the past, this will limit students' imagination and exploration. This article starts with the fairy tales that elementary children like, breaking the stereotype of science teaching in primary school, inspiring students' imagination and creativity, so that children can both like science and develop rigorous scientific habits of exploration.
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Karimovich, Khalimov Mokhir. "ELEMENTS OF STUDENT SPACE IMAGINATION IN THE TEACHING OF GRAPHIC SCIENCES AND METHODS OF USING IT." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 02 (February 1, 2022): 103–16. http://dx.doi.org/10.37547/pedagogics-crjp-03-02-19.
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The article describes the elements of the development of students' spatial imagination in teaching graphic sciences and methods of its use, in particular, the apparatus of spatial imagery for use in the science of descriptive geometry and methodological recommendations for its use.
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Anggoro, Subuh, Ari Widodo, Ng Khar Thoe, and Nelson Cyril. "Promoting Nature of Science Understanding for Elementary School through Joyful Learning Strategy." Journal of Pedagogy and Education Science 1, no. 02 (September 1, 2022): 63–76. http://dx.doi.org/10.56741/jpes.v1i02.77.
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Most of students, teachers and preservice teachers has not understood the nature of science by. Even though the teacher's understanding of the nature of science that properly and mastery will affect students' the ability to do open mind, imagination, and creativity. The purpose of this study is to implement a learning plan that develops open mind, imagination, and creativity using Joyful Learning Strategy. The mixed methods used and the participants were 223 preservice elementary teachers (41 males and 182 females) and 32 elementary school students (10 males and 22 females). The questionnaire of NOS and joyful learning observation worksheet were validated. Data analysis used descriptive with percentage and qualitative descriptive. The results showed many preservice elementary teachers have misunderstanding about science as product, process, attitude and social interaction. Through joyful learning can develop students' students' the ability to do open mind, imagination, and creativity. Some suggestions are Joyful Learning with integrated learning will be able to generate students' the ability to do open mind, imagination, and creativity when the teacher understands the nature of science properly. The learning environment of the classroom and school facilities and non-physical interaction between teachers and students become important factors of joyful learning success.
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Marzec, Robert P. "Securing the future in the anthropocene: A critical analysis of the millennium ecosystem assessment scenarios." Elem Sci Anth 6, no. 1 (May 18, 2018): 42. http://dx.doi.org/10.1525/elementa.294.
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This commentary analyzes the ontological character of the United Nations’ Millennium Ecosystem Assessment (2005) and its attempt to imagine business-as-usual and transformative human-environmental futures. The Millennium Ecosystem Assessment (MA) constitutes the first and most significant attempt by an international political body to incorporate environmental concerns into the field of imaginative scenario building. In addition to its lengthy report on the threatened status of planetary ecosystems, the MA contains extensive “future scenarios” that imagine how human-environmental relations might unfold over the course of the twenty-first century. These scenarios arise out of the lineage of military scenarios generated during the Cold War, and continue to inform UN assessments in the present. This commentary explores how a politico-military concern for security informs the framework of the scenarios, and limits how the MA characterizes the fundamental human act of narration. In the process, the commentary explores alternative ontologies of narration and how these may lead to more transformative narratological interventions.
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Сильченкова, Л., L. Sil'chenkova, А. Страдова, and A. Stradova. "The Problem of the Formation of Recreational Imagination by Primary School Readers." Primary Education 7, no. 5 (November 14, 2019): 13–21. http://dx.doi.org/10.12737/article_5dafffb74c8007.70818885.
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The article is devoted to the urgent problem of modern primary education - the formation of recreating imagination by schoolchildren as an essential prerequisite and a necessary component of reading literacy. Imagination is considered as a synthesis of ideas, thinking, memory, attention, intuition during the perception of the text. It completes this synthesis. Taking into account the conclusions of specialists in the field of psychology and great pedagogical experience, the examples and the work of schoolchildren with literary and artistic works reveal the possibilities and conditions for the formation of their readers’ recreational imagination in the educational practice of elementary schools.
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Constable, Paul A., Melanie Ring, Sebastian B. Gaigg, and Dermot M. Bowler. "Problem-solving styles in autism spectrum disorder and the development of higher cognitive functions." Autism 22, no. 5 (May 8, 2017): 597–608. http://dx.doi.org/10.1177/1362361317691044.
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The Vygotsky Blocks Test assesses problem-solving styles within a theoretical framework for the development of higher mental processes devised by Vygotsky. Because both the theory and the associated test situate cognitive development within the child’s social and linguistic context, they address conceptual issues around the developmental relation between language and thought that are pertinent to development in autism. Our aim was to document the performance of adults with autism spectrum disorder on the Vygotsky Blocks Test, and our results showed that they made more errors than the typically developing participants and that these errors correlated with performance IQ. The autism spectrum disorder group also required more cues than the typically developing group to discern the conceptual structure of the blocks, a pattern that correlated with Autism Diagnostic Observational Schedule–Communication and Imagination/Creativity sub-scales. When asked to categorize the blocks in new ways, the autism spectrum disorder participants developed fewer principles on which to base new categorizations, which in contrast to the typically developing group correlated with verbal IQ and with the Imagination/Creativity sub-scale of the ADOS. These results are in line with a number of existing findings in the autism spectrum disorder literature and confirm that conceptualization in autism spectrum disorder seems to rely more on non-verbal and less on imaginative processes than in typically developing individuals. The findings represent first steps to the possibility of outlining a testable account of psychological development in autism spectrum disorder that integrates verbal, non-verbal and social factors into the transition from elementary to higher level processes.
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Hsieh, Chia-Yen. "Predictive analysis of instruction in science to students’ declining in-terest in science-An analysis of gifted students of sixth - and seventh-grade in Taiwan." International Journal of Engineering Education 2, no. 1 (January 27, 2020): 33–51. http://dx.doi.org/10.14710/ijee.2.1.33-51.
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Students’ interest in science declines substantially in the transition from elementary to secondary education. Using students’ ratings of their instruction on the topic of oxidation-reduction reaction, we examined if changes in instructional practices accounted for differences in situational interest in science imagination instruction and enduring individual interest in science imagination between elementary and secondary school classrooms. Multilevel regression analyses were conducted for a sample of 162 sixth - and 161 seventh-grade gifted classrooms. The use of student experiments, the elicitation of student explanations, and lack of clarity accounted to varying degrees for disparities in science interest between grade levels. The impact of instructional practices on individual interest was mediated by situational interest.
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Yusupova, Munira J. "DEVELOPING MUSICAL SKILLS IN ELEMENTARY SCHOOL STUDENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 120–26. http://dx.doi.org/10.55640/eijmrms-02-06-23.
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This article discusses developing musical skills in elementary school students. Abilities are formed in life, based on talents. Therefore, the question of the compatibility of innate and acquired abilities is widely discussed. The anatomical and physiological features of the organism, the structure of the nervous system, the mobility of neural processes, the characteristics of brain activity play an important role in the development of abilities. All of these conditions, which have been passed down from generation to generation, serve as a source of talent for the development of abilities. Musical skills include understanding music, listening to music, musical memory, as well as attention, imagination, and special performance skills.
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Lee, Shi-Eun, Mi-Ae Kim, and Byung-Gee Byung-Gee Bak. "Analysis on the Structure of Elementary School Students´ Imagination." Korean Society for Child Education 26, no. 1 (February 25, 2017): 105–34. http://dx.doi.org/10.17643/kjce.2017.26.1.06.
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Chandra, Chandra, Muhammad Habibi, Ari Suriani, and Annisa Kharisma. "The Role of Imaginative Fairy Tales in Reading Literacy." Jurnal Basicedu 5, no. 6 (October 25, 2021): 5386–96. http://dx.doi.org/10.31004/basicedu.v5i6.1516.
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The School Literacy Movement program in Indonesia which has been run in elementary schools was still minimal with current reading resources, less inviting students to think ahead, and developing a monotonous attitude. It was necessary to produce the latest children's reading books such as imaginative tales that present stories related to technological developments. Producing imaginative fairy tales was the aim of this research. The study was conducted using a mixed-method with the Plomp development model. The Plomp development model has three steps: preliminary research, prototyping phase, and assessment stage. The research results at the preliminary research that students like imaginative tales and need new stories every morning before learning begins. In the prototyping phase is produced a valid and practical imaginative fairy tale book. Imaginative fairy tale book was designed using the Adobe Photoshop program. The imaginative fairy tale book that was developed was able to provide new ideas for students who read it. Besides, the development of a positive attitude is also included in the story, making it easier for teachers to educate students in elementary school
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Ren, Fujun, Xiuju Li, Huiliang Zhang, and Lihui Wang. "Progression of Chinese Students’ Creative Imagination from Elementary Through High School." International Journal of Science Education 34, no. 13 (September 2012): 2043–59. http://dx.doi.org/10.1080/09500693.2012.709334.
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Febriyanto, Budi, and Ari Yanto. "Media Photo Story dalam Pembelajaran Bahasa Indonesia di Sekolah Dasar." Proceedings of the ICECRS 2, no. 1 (July 28, 2019): 123. http://dx.doi.org/10.21070/picecrs.v2i1.2394.
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At present the use of learning media is not optimal. Media that is widely used is only limited to visual print media so that learning still cannot bring out the curiosity of students during learning. Even though learning media is one of the most important elements to support the success of the learning process. In the process of Indonesian language learning in elementary school, students are required to be able to develop four language skills, listening, speaking, reading, and writing. The photo story media includes audio visual media that can help students master the four language skills. Photo story media is a picture of a story that has meaning, displayed through video shows using a computer or laptop device. The use of photo story media can stimulate the imagination of students and increase motivation in learning Indonesian. Thus, learning Indonesian in elementary schools by utilizing photo story media is able to accommodate learning to be more meaningful, stimulate the imagination of students, motivate learning activities and of course help students develop their language skills.
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Горбаткина and Irina Gorbatkina. "Facts and Myths About Animals." Primary Education 4, no. 4 (August 17, 2016): 35–37. http://dx.doi.org/10.12737/21360.
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The article gives an interesting encyclopedic material about animals (real and fantastic stories of their lives), which can be used at the World Around Us lessons in the elementary school, as well as in extra-curricular work with younger schoolchildren. These classes are aimed to develop children’s interest in nature, their ecological education, and thinking and imagination.
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Eti, Eti. "Increasing imagination creativity students’ of indonesian langauge learning through cloze dilition technique (tcd) in poetry at sixth grade students’ in sd negeri no. 27 sungai tawar kecamatan koto xi tarusan." Jurnal Ilmiah Pendidikan Scholastic 2, no. 1 (March 6, 2018): 12–19. http://dx.doi.org/10.36057/jips.v2i1.304.
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Poetry is a literary material in the elementary school. Because poetry is a literary work that is forgotten spontaneously by using imagination as a guide of the mind, then in the presentation of poetry on the students should use a proper way or technique so that students can imagine as done by the author with a strong imagination to poetry.
Through Indonesian Learning to Use Technique Cloze Dilition (TCD) in Poetry To Enhance Creativity Learning Imagination Indonesian Lesson In Grade VI SD Negeri No. 27 Fresh River District of Koto XI Tarusan. Research methods that the authors use to achieve the above objectives is a classroom action research Through Learning Indonesian to Increase creativity imanjination. This study is done in sixth grade students at SD Negeri No. 07 Sungai Tawar Kecamatan Koto XI Tarusan
Based on the results of the analysis can be concluded that Through Learning Indonesian language showed improving starting from the results of formative tests. This means that Through Learning Indonesian language managed to improve creativity of students' imangination.
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Zwart, Hub. "Iconoclasm and Imagination: Gaston Bachelard’s Philosophy of Technoscience." Human Studies 43, no. 1 (November 13, 2019): 61–87. http://dx.doi.org/10.1007/s10746-019-09529-z.
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Abstract Gaston Bachelard (1884–1962) occupies a unique position in the history of European thinking. As a philosopher of science, he developed a profound interest in genres of the imagination, notably poetry and novels. While emphatically acknowledging the strength, precision and reliability of scientific knowledge compared to every-day experience, he saw literary phantasies as important supplementary sources of insight. Although he significantly influenced authors such as Lacan, Althusser, Foucault and others, while some of his key concepts (“epistemological rupture,” “epistemological obstacle,” “technoscience”) are still widely used, his oeuvre tends to be overlooked. And yet, as I will argue, Bachelard’s extended series of books opens up an intriguing perspective on contemporary science. First, I will point to a remarkable duality that runs through Bachelard’s oeuvre. His philosophy of science consists of two sub-oeuvres: a psychoanalysis of technoscience, complemented by a poetics of elementary imagination. I will point out how these two branches deal with complementary themes: technoscientific artefacts and literary fictions, two realms of human experience separated by an epistemological rupture. Whereas Bachelard’s work initially entails a panegyric in praise of scientific practice, he becomes increasingly intrigued by the imaginary and its basic images (“archetypes”), such as the Mother Earth archetype.
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Ula, Naila Nur Niswatul, Panca Dewi Purwanti, Tri Agung Prasetya, Woro Sumarni, and Putut Marwoto. "Teacher's Perception of the Synectic Model and Problem-Based Learning on Poetry Writing Skills in Class IV Elementary School." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (September 23, 2022): 4619–28. http://dx.doi.org/10.35445/alishlah.v14i3.2228.
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Indonesian language lessons are often underestimated as difficult, but in reality, many students do not understand Indonesian language learning, one of which is writing poetry. Writing poetry cannot be done through conventional methods because writing poetry requires a very high imagination. One of the innovations that can be done in poetry writing is the synectic model and the problem-based learning model. The purpose of this research is an exploratory study of synectic models and problem-based learning on poetry writing skills for class IV. The method used in this research is an exploratory qualitative conducted in elementary schools in the Kanjengan Cluster, Central Semarang. The results of the analysis show that teachers need innovation in learning to increase students' imagination which will later be poured into the form of poetry. One of the innovations that can be applied is to use synectic models and problem-based learning in the process of learning to write poetry.
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Rozentsvit, I. "Revolutionary Education: Fostering Emotional Intelligence and Empathic Imagination Across The Mainstream Curriculum. Interdisciplinary Inquiry." European Psychiatry 33, S1 (March 2016): S438. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1591.
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If fostering emotional intelligence and empathic imagination and solving ethical dilemmas were discussed openly and taught methodically in K-12 mainstream (“typical”) classrooms, would we need metal detectors at the inner city schools’ entrances, and would we need special anti-bullying programs, which intend to correct bullying culture, rather than build a new one, based on kindness, openness, and consideration for others?Will we learn lessons from the Columbine High School and the Sandy Hook Elementary School massacres, and radically change educational system, to incorporate empathic imagination and emotional intelligence into mainstream K-12 curriculum – as a mandatory discipline – instead of leaving this important part of learning and character formatting only to the special education sphere?This symposium represents a collaborative effort of four educators from various disciplines who crossed boundaries to emphasize and foster emotional intelligence and empathic imagination throughout the K-12 curriculum.The following are the parts of the proposed multidisciplinary panel:– multidisciplinary approach to revolutionary education, or paradigm shift towards fostering emotional intelligence and empathic imagination across the mainstream curriculum;– Descartes’ error, the triune brain, and neurobiology of emotional intelligence;– changing our consciousness: imagining the emotional experience of the other;– teaching social skills and play therapy in schools: report from the trenches of special education;– examining cultural artifacts, tools for personal, emotional, and academic development;– growing kind kids: mindfulness and the whole-brained child;– Emotional Imprint™ at the street squash: ‘If you talk, you don’t kill.’Disclosure of interestThe author has not supplied his declaration of competing interest.
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Rengganis, Ira. "ANALISIS GAMBAR KARYA ANAK SEKOLAH DASAR (KARAKTERISTIK GAMBAR ANAK USIA 7 – 9 TAHUN)." PEDAGOGIA 15, no. 1 (April 1, 2017): 48. http://dx.doi.org/10.17509/pedagogia.v15i1.6562.
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The writing is motivated by the author's interest in the work of drawings made by children. In this paper, the image being analyzed is the work of drawings made by children aged 7 to 9 years of age or elementary school students grades 1 to 3. This research aims to know the functions and characteristics of the child in learning colleges Arts. In this study used methods of art criticism. Art criticism method consists of several stages, namely the stages of description, formal analysis, interpretation and final stage of assessment. Through the process of analysis methods of art, criticism can be concluded that the draw for children is as a medium to develop a proper sense, expression, imagination and visual communication. Arts education; Arts in children's education has an important role as an introduction and training efforts the power of expression, imagination, creativity, and artistic taste esthetics in an atmosphere of creative play. Stock images of children aged 7 to 9 have the unique characteristics of various types and properties of different images. In order to achieve the purpose of art education in elementary schools, in addition to the necessary active learning, innovative, creative, effective and fun, in the learning activities of art is in need of a teacher who understands its function in performing the procedure of learning and understanding the characteristics of children's drawings.
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Dolphijn, Rick. "What Matters in Macao." Critical Gambling Studies 3, no. 2 (July 27, 2022): 145–51. http://dx.doi.org/10.29173/cgs53.
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In contrast to the dominant ideas of how 'game and play' work, which I label 'transcendentalist' and 'sedentary', my study on Macao proposes an alternative, 'materialist' and 'nomadic', perspective. This comes down to thinking 'game and play' not as an 'artificial' activity that takes place in a safe, enclosed environment, but as an elementary part of life, crucial to how imagination works, and to how imagination is entangled in the materiality of the urban sphere. After mapping an alternative history of how to think 'game and play' differently, working with anthropologist Karl Goos, architect Aldo van Eyk, artist Constant, and in the end philosopher Gilles Deleuze, I engage with the city of Macao, its architecture, its politics, and its gambling practices. I use fiction authors Leslie T Chang and Louis Borges to show, finally, how Macao, in contemporary China, equals the infinite game of chance, materialized; the much needed other in its contemporary urban landscape.
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Lee, Bridget Kiger, and Patricia Enciso. "The Big Glamorous Monster (or Lady Gaga’s Adventures at Sea): Improving Student Writing Through Dramatic Approaches in Schools." Journal of Literacy Research 49, no. 2 (March 23, 2017): 157–80. http://dx.doi.org/10.1177/1086296x17699856.
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Drawing on assets-oriented, sociocultural theories of imagination and learning, the authors argue that the improvisational qualities and expanded resources of dramatic approaches to teaching make a positive difference in the quality of and persistence in students’ story writing. The authors describe findings from a controlled quasi-experimental study examining the outcomes of an 8-week story-writing and drama-based program, Literacy to Life, implemented in 29 third-grade classrooms in elementary schools with and without Title I funding located within the same urban school district in Texas. Pre- and post-measures of writing self-efficacy, story building, and generating and revising ideas showed significant positive results, especially for students in schools that receive Title I funding. Research findings and the sociocultural theoretical framework argue for increased resources in support of opportunities for students to practice combinatorial imagination and use cultural knowledge for creative writing, as was made possible through the Literacy to Life program.
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Perdana, Ryzal, and Meidawati Suswandari. "LITERASI NUMERASI DALAM PEMBELAJARAN TEMATIK SISWA KELAS ATAS SEKOLAH DASAR." Absis: Mathematics Education Journal 3, no. 1 (March 20, 2021): 9. http://dx.doi.org/10.32585/absis.v3i1.1385.
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The purpose of this study was to describe numeracy literacy in the thematic learning of senior elementary school students. This writing is done through literature study. The object of this research is numeracy literacy and thematic learning. The research subjects were elementary school upper class students. The data collection tool in this research is to search journals contained in several electronic media such as digital libraries, the internet, through Google Scholar. The data analysis technique used in this study was annotated bibliography analysis. The results showed that numeracy literacy in thematic learning of upper grade students of elementary school Numeracy literacy in thematic learning of upper grade elementary school students can be done by providing stimulus to students. To stimulate student curiosity, the availability of facilities and infrastructure, the capacity of school residents, and the capacity of stakeholders, a numeracy literacy work program twice a week before learning hours takes place, a mathematics and non-mathematics teacher training for thematic learning based on numeracy literacy is held, and fostering love reading to students and learning experiences that are fun while stimulating the imagination.
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Winarni, Retno, St Y. Slamet, Jenny IS Poerwanti, Muhammad Ismail Sriyanto, Septi Yulisetiani, and Ahmad Syawaludin. "An Analysis of Preservice Elementary Teacher Ability in Creative Writing Containing Character Education with Local Wisdom Persepective." Jurnal Ilmiah Sekolah Dasar 5, no. 3 (August 11, 2021): 498. http://dx.doi.org/10.23887/jisd.v5i3.37069.
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Poetry can be an integrative media for character education in learning in elementary schools. However, the important role of poetry has not been matched by the results of writing poetry in elementary schools. This study aims to analyze the ability of preservice elementary teacher ability in poetry writing containing character education with local wisdom persepective. Mix method research approach is used with research design is triangulation design. The research subjects were 35 students of the elementary school teacher education program. The data were obtained through the technique of writing poetry tests and interviews. The analysis of the test used aspects of poetry writing skills. The research findings provide views that students have been able to write poetry with their own imagination, include the meaning of poetry, the advice, and are able to integrate character values with local wisdom. Mastery of the diction aspect is the lowest among other aspects that need to be improved. Recommendations of this research to educators and future research as a review for developing effective Indonesian language learning in the elementary school teacher education program, especially in productive language skills, namely creative writing with character education and local wisdom.
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Piirto, Jane. "Organic Creativity for 21st Century Skills." Education Sciences 11, no. 11 (October 25, 2021): 680. http://dx.doi.org/10.3390/educsci11110680.
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This article contains 15 “takeaways” about how to teach organic creativity, from actual teachers with several hundred total years of experience. Teachers of English, physics, Advanced Placement Calculus, science, theater, the visual arts, dance, school administration, school counseling, educational psychology professing, world languages, mathematics, the education of the gifted and talented, social studies, music, and elementary education describe their strategies for teaching for intuition, imagination, insight, imagery, risk-taking, openness to experience, feeding back, improvisation, and other aspects of creativity that arise from the subject matter.
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최상철. "Creative Dance Program Development Based on the Imagination for Elementary School 5th-6th Graders." Korean Journal of Dance Studies 44, no. 5 (September 2013): 159–79. http://dx.doi.org/10.16877/kjds.44.5.201309.159.
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Fucili, Leonarda. "Implementing the Astronomy Education Research." Highlights of Astronomy 13 (2005): 1032–36. http://dx.doi.org/10.1017/s1539299600018049.
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I think there is nothing like the study of astronomy to capture the imaginations of our students, to make them understand phenomena, and to introduce them to the fundamental ideas and methods of science and mathematics. In my presentation, I will examine my research on effective teaching and learning of astronomy at the elementary school level, and how I have implemented my research in my work with students, teachers, and curriculum.
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Averin, Sergey, Natalia Murodhodjaeva, Marina Romanova, Yulia Serebrennikova, and Andrey V. Koptelov. "Continuity in Education in The Implementation of The STEM Education for The Children of Preschool and Elementary School Age Modular Program." SHS Web of Conferences 79 (2020): 01002. http://dx.doi.org/10.1051/shsconf/20207901002.
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The article reveals the potential of introducing the STEM Education for the Children of Preschool and Elementary School Age authorial program as a means of managing the continuity process in the modern educational organization. The specific continuity content at the level of educational modules of the program is shown along with the results of monitoring the effectiveness of system implementation of the program at educational establishments. The study has been aimed at the theoretical justification and empirical verification of the effectiveness of the STEM Education for the Children of Preschool and Elementary School Age modular program as one of the means for ensuring the continuity of the preschool and general elementary education levels. During the study, the methods of analysis, theoretical modeling, pedagogical diagnostics, and mathematical statistics (U-Mann-Whitney test) have been used. Studying the effectiveness of the STEM Education for the Children of Preschool and Elementary School Age program based on three years of testing in preschool education has allowed detecting positive dynamics of the indicators in the experimental group. Given the identified level of the development of intellectual operations, imagination, and social intelligence of the children involved in the program at kindergartens, the STEM education program has been developed for the elementary school, the modules of which are shown in this article
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Sabardila, Atiqa, Markhamah Markhamah, Zainal Arifin, Hari Kusmanto, Lathifah Nurul Hidayah, Anita Dewi Kurniasari, and Duwi Saputro. "Mapping Television Shows that are of Favored by Elementary School Students." Jurnal Ilmiah Sekolah Dasar 5, no. 4 (November 8, 2021): 588. http://dx.doi.org/10.23887/jisd.v5i4.36693.
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The various television shows can now be easily accessed by children for 24 hours without the need for parental controls. Television shows that are presented are of various types, ranging from educational shows, cartoons to soap operas. This article aims to map out television shows that are of favored by elementary school students. The approach of this research is qualitative descriptive. The subjects of this study were elementary school students from grade I to grade VI. The data of this study were collected by using interview and observation methods. The data analysis of this study used an interactive method. The results of this study shows that television shows that are of favored by elementary school students are: Spongebob, Upin & Ipin, Kamen Rider Ex-Aid, Doraemon, Munki and Trunk, Si Bolang, On The Spot, Anak Langit, Tukang Ojek Pengkolan. It can be concluded that television shows that are favored by elementary school students are cartoon shows that have the power of imagination and creativity. There is a need for parental control when children watch television, especially on television shows in which the are elements of violence and bullying.
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Strawhacker, Amanda, Amanda Sullivan, Clarissa Verish, Marina Umashi Bers, and Orit Shaer. "Enhancing Children's Interest and Knowledge in Bioengineering through an Interactive Videogame." Journal of Information Technology Education: Innovations in Practice 17 (2018): 055–81. http://dx.doi.org/10.28945/3976.
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Aim/Purpose: Bioengineering is a burgeoning interdisciplinary learning domain that could inspire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study presents the BacToMars videogame and accompanying curricular intervention, designed to introduce children (aged 7-11) to foundational concepts of bioengineering and to the interdisciplinary nature of scientific endeavors. Background: This pilot study explores the bioengineering-related learning outcomes and attitudes of children after engaging with the BacToMars game and curriculum intervention. Methodology: This study drew on prior findings in game-based learning and applied them to a videogame designed to connect microbiology with Constructionist microworlds. An experimental comparison showed the learning and engagement affordances of integrating this videogame into a mixed-media bioengineering curriculum. Elementary-aged children (N = 17) participated in a 9-hour learning intervention, with one group of n = 8 children receiving the BacToMars videogame and the other group (n = 9) receiving traditional learning activities on the same content. Pre- and post-surveys and interview data were collected from both groups. Contribution: This paper contributes to education research on children’s ability to meaningfully engage with abstract concepts at the intersection of science and engineering through bioengineering education, and to design research on developing educational technology for introducing bioengineering content to elementary school children. Findings: Children in both groups showed improved knowledge and attitudes related to bioengineering. Children who used BacToMars showed slightly stronger performance on game-specific concepts, while children in the control condition showed slightly higher generalized knowledge of bioengineering concepts. Recommendations for Practitioners: Practitioners should consider bioengineering as a domain for meaningful, interdisciplinary learning in elementary education.. Recommendation for Researchers: Design researchers should develop playful ways to introduce bioengineering concepts accurately and to engage children’s imaginations and problem-solving skills. Education researchers should further investigate developmentally appropriate ways to introduce bioengineering in elementary education. Impact on Society: BacToMars introduces a meaningful scenario to contextualize complex con-cepts at the intersection of science and engineering, and to engage children in real-world, interdisciplinary problem solving. Future Research: Future research should explore BacToMars and bioengineering curricula for elementary-aged children in larger samples, with longer intervention times.
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Connery, M. Cathrene, and Vera John-Steiner. "The Power of Imagination: Constructing Innovative Classrooms Through a Cultural-Historical Approach to Creative Education." LEARNing Landscapes 6, no. 1 (June 1, 2012): 129–54. http://dx.doi.org/10.36510/learnland.v6i1.579.
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All children have a need for and a right to educational programs that foster their creative ingenuity. This article presents a cultural-historical approach to creative education (CHACE) to cultivate K-5 students’ higher order thinking, critical inquiries, and imaginative proficiencies. The text illustrates the application of Vygotskian theory in elementary, bilingual classrooms where interdisciplinary, collaborative, and apprentice initiatives in the arts, humanities, and sciences facilitate the acquisition of literacy, numeracy, and content knowledge. Relationship, affect, and cognitive pluralism are discussed as theoretical cornerstones in a system of activities to nurture children’s novel interpretations, enhanced understandings, imaginative problem solving, critical innovations, and artistic creations within a supportive teaching-learning community
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Cieslak, Renata. "Vom Text zum Bild – Dramapädagogische Methoden im DaF-Unterricht." Scenario: A Journal of Performative Teaching, Learning, Research IV, no. 1 (January 1, 2010): 84–96. http://dx.doi.org/10.33178/scenario.4.1.6.
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In zahlreichen Lehrwerken für Deutsch als Fremdsprache werden Lesetexten Bilder und Bildercollagen mit dem Ziel vorangestellt, durch die vorausgehende Beschäftigung mit den Fotos das Textverständnis zu erleichtern und es durch die wiederholte Betrachtung der Fotos nach der Lektüre zu festigen. Solch eine Vorgehensweise schränkt die Imagination der Lernenden ein, die in der Didaktik als elementare Voraussetzung für das Lesen und Textverstehen anerkannt ist. Dramapädagogische Methoden können zur Förderung der Vorstellungsbildung eingesetzt werden. An einem Beispiel aus dem Lehrwerk Tangram 2B für den DaF-Unterricht soll in diesem Beitrag gezeigt werden, wie die Lernenden mithilfe der Techniken des szenischen Spiels angeregt werden können, beim Lesen des Textes eigene Bilder, Vorstellungen und Assoziationen zu entwickeln und diese sichtbar und kommunizierbar zu machen. Der Weg führt hier also vom Text zum Bild. In zahlreichen Lehrwerken für Deutsch als Fremdsprache werden Lesetexten Bilder und Bildercollagen mit dem Ziel vorangestellt, durch die vorausgehende Beschäftigung mit den Fotos das Textverständnis zu erleichtern und es durch die wiederholte Betrachtung der Fotos nach der Lektüre zu festigen. Solch eine Vorgehensweise schränkt die Imagination der Lernenden ein, die in der Didaktik als elementare Voraussetzung für das Lesen und Textverstehen anerkannt ist. Dramapädagogische Methoden können zur Förderung der Vorstellungsbildung eingesetzt werden. An einem Beispiel aus dem Lehrwerk Tangram 2B für den DaF-Unterricht soll in diesem Beitrag gezeigt werden, wie die Lernenden mithilfe der Techniken des szenischen Spiels angeregt werden können, beim Lesen des Textes eigene Bilder, Vorstellungen und Assoziationen zu entwickeln und diese sichtbar und kommunizierbar zu machen. Der Weg führt hier also vom Text zum Bild.
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Lim, Hye Suk. "A Study of imagination on the activities of elementary music appreciation based on Hume’s theory." Korean Music Education Society 50, no. 2 (May 31, 2021): 133–52. http://dx.doi.org/10.30775/kmes.50.2.133.
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Yeoman, Elizabeth. "'How Does It Get into my Imagination?': Elementary school children's intertextual knowledge and gendered storylines." Gender and Education 11, no. 4 (December 1999): 427–40. http://dx.doi.org/10.1080/09540259920492.
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Syarif, Ahmad. "PEMBELAJARAN LITERASI MEMBACA SISWA SEKOLAH DASAR KELAS I." As-Syar'i : Jurnal Bimbingan & Konseling Keluarga 1, no. 2 (October 15, 2019): 125–38. http://dx.doi.org/10.47467/as.v1i2.88.
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ABSTRACT
This study aims to understand deeply the learning of literacy reading in elementary school class I. The research problem is based on the low student interest in learning, low literacy reading skills, and the teacher is too focused on the 2013 curriculum without facilitating student needs. The research method uses a qualitative approach to the design of phenomenology with the stages of essence deepening, variations in imagination, and reduction of phenomenology. The time and place of the study were conducted at Cijambu Elementary School in Elementary School I class, located at Jln Cigombong Station, Bogor Regency. The study was conducted for six months. The results were obtained that reading literacy learning uses Curriculum 2013 with the aim of reading comprehension. Learning media use word cards and learning strategies use the phonic approach for those who cannot read and the direct approach for those who have mastered phonemic awareness. Evaluation of learning is carried out formally according to the curriculum without an innovation development in the form of literacy assessment. Recommendations namely, this research should be developed in other aspects of language to be more comprehensive.
Keywords: Learning, Reading Literacy, Grade I Students
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Syarif, Ahmad. "Pembelajaran Literasi Membaca Siswa Sekolah Dasar Kelas I." As-Syar'i: Jurnal Bimbingan & Konseling Keluarga 3, no. 2 (October 15, 2020): 239–52. http://dx.doi.org/10.47467/as.v3i2.88.
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This study aims to understand deeply the learning of literacy reading in elementary school class I. The research problem is based on the low student interest in learning, low literacy reading skills, and the teacher is too focused on the 2013 curriculum without facilitating student needs. The research method uses a qualitative approach to the design of phenomenology with the stages of essence deepening, variations in imagination, and reduction of phenomenology. The time and place of the study were conducted at Cijambu Elementary School in Elementary School I class, located at Jln Cigombong Station, Bogor Regency. The study was conducted for six months. The results were obtained that reading literacy learning uses Curriculum 2013 with the aim of reading comprehension. Learning media use word cards and learning strategies use the phonic approach for those who cannot read and the direct approach for those who have mastered phonemic awareness. Evaluation of learning is carried out formally according to the curriculum without an innovation development in the form of literacy assessment. Recommendations namely, this research should be developed in other aspects of language to be more comprehensive.
Keywords: Learning, Reading Literacy, Grade I Students