Bibliografie tematiche / Robotics – Study and teaching (Elementary) – Activity programs

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Letteratura scientifica selezionata sul tema "Robotics – Study and teaching (Elementary) – Activity programs"

Autore: Grafiati

Pubblicato: 29 luglio 2024

Ultima modifica: 1 agosto 2024

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Articoli di riviste sul tema "Robotics – Study and teaching (Elementary) – Activity programs"

Mussina, D., e l. Rakhimzhanova. "Interactive workbooks as a method for developing cognitive activity in the process of learning robotics". Bulletin of the National Engineering Academy of the Republic of Kazakhstan 91, n. 1 (15 marzo 2024): 83–92. http://dx.doi.org/10.47533/2024.1606-146x.09.

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Technology is increasingly present in the learning process. In recent international reports analyzing the main trends of technology integration in the educational context, robotics is indicated as one of the new technologies with the greatest potential for application in teaching and as a didactic tool. The purpose of this study is to find out whether the use of notebooks in robotics in the process of teaching elementary school children, increases students’ cognitive activity, motivation, in relation to the content of learning, whether it contributes to a better learning of the material. The study was conducted in the subject of Robotics with 108 students, school education, 8-9 year old children, and used a quasi-experimental design based on two natural groups grouped into a control group and an experimental group. The only difference between the two groups was that the experimental group used robotics with traditional methods, while the control group used only practice in the form of design. The results showed that the use of robotics with traditional methods in school education classes increased students’ motivation, learnability and positive communicative socio-emotional relationships. The results indicate the need to improve teacher training in this method in order to maximize their use in the teaching process.

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Adijaya, Nuryansyah. "Teaching Pantomime for Elementary Students". ARDU: Journal of Arts and Education 1, n. 2 (31 gennaio 2021): 59–65. http://dx.doi.org/10.56724/ardu.v1i2.70.

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Background: The development of digital teaching materials is sought to help teachers in the learning process. solitary materials were selected and believed to be able to be teaching materials that could facilitate teachers in the learning process both synchronously and asynchronously. The learning material referred to in the research is mime material. Purpose: this study aims to determine the extent of mime learning efforts for elementary school students. Design and methods: This research belongs to the category of literature study research considering that the data sources mostly refer to document analysis. Documents were collected through various sources, including journals, books, online news media, and video documents related to pantomime. Results: Pantomime learning for elementary school children is embedded by the government through a number of activity programs on the content of learning arts and culture.

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Chae, Changmok, e YoungSik Kim. "Study on High Jump Learning with a Variety of Activity Programs by Stages". Korean Association For Learner-Centered Curriculum And Instruction 10, n. 1 (30 aprile 2010): 429–43. http://dx.doi.org/10.22251/jlcci.2010.10.1.429.

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The purpose of this study was to seek an efficient teaching method for high-jump learning by proper application of various activity programs by stages to physical education class. The teaching was proceeded in the following order: theory lecture utilizing cartoons, step-by-step high-jump activities focusing on skills, and bookmaking activities. Efficiency of the teaching method was confirmed by analyzing students' self-evaluation, task concentration, and actual learning time. Theory lecture utilizing cartoons was effective in encouraging students to actively participate in high jump learning class and step-by-step high-jump activities focusing on functions led to increase of the actual academic learning time in elementary physical education classes. Finally, bookmaking activity was helpful in reviewing what students learned during classes.

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Jang, Kyunghwan, e Kyubin Park. "A Systematic Review on Teaching Physical Activity in Elementary School Physical Education". Korean Journal of Sport Science 34, n. 4 (31 dicembre 2023): 717–27. http://dx.doi.org/10.24985/kjss.2023.34.4.717.

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PURPOSE This study analyzed research on physical activities for elementary school students 1st and 2nd-graders to explore teachers’ perceptions and instructional practices in physical activity classes.METHODS Twelve studies published in academic journals conducted between 2000 to 2022 were selected for analysis.RESULTS The research articles were categorized into three domains: perception of physical activity in lower grades, operational features, and factors influencing practices from a didactic perspective. Challenges identified include dilemmas between curriculum documents and actual practice, a lack of practical teaching expertise, and a teaching culture discouraging physical activity in lower grades. Operational patterns were restructured into “avoidance-style classes,” “ad-hoc classes,” “textbook-dependent classes,” and “textbook-reorganization classes.” Factors influencing physical education for early elementary students included “teacher support factors,” “environmental factors,” and “administrative factors.”CONCLUSIONS In conclusion, this study advocates for policies that systematically improve perception, administration, and support classes for activating physical activities in lower elementary school students. The findings suggest the need for strategies such as adapting integrated curricula, creating training programs and educational materials, ongoing professional development activities for teachers, and specific research focused on physical activities for lower grade elementary students.

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Hamsani. "Management of Teacher Working Group in Elementary School". Jurnal Pendidikan Islam Al-Affan 1, n. 2 (28 aprile 2021): 235–46. http://dx.doi.org/10.69775/jpia.v1i2.37.

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This article aims to see the management functions of the implementation of the Teacher Working Group (TWG) program. Where in the implementation of these activities the management function is indispensable in the implementation of the activity itself. Researchers are motivated to conduct research by describing all planning, organizing, implementation and control activities in the TWG in cluster 5 of Palangka Raya city in Jekan Raya Subdistrict. With this TWG, educators can improve professionalism by discussing, the practice of making Lesson Plan, the preparation of annual programs (Prota), semester programs (Promes), analysis of lesson materials, teaching unit programs, learning methods, evaluation tools, teaching materials, the creation and utilization of teaching media can also be reviewed in this forum. This study used qualitative approach with descriptive design, to illustrate the management of TWG in Palangka Raya. The research object is Teacher Working Group (TWG) cluster 5 in Palangka Raya City. The research subjects were head of TWG Cluster 5, and Madrasah Supervisor. Study found planning of Teacher Working Group (TWG) cluster 5 based on Work programs which includes: General work program, principal program and meeting time and schedule which aims to optimize the activities, so that the activities carried out can run smoothly in realizing the professionalism of an educator. Organizing conducted by the TWG cluster 5 conducted at each activity in accordance with the area of expertise of each member. Implementation contained in the TWG cluster 5 is a meeting of activities that they do once a month to discuss the issue of learning in schools. Controlling is carried out by the chairman of the TWG cluster 5 is by identifying problems in the field, then formulating the solution of each problem that exists, so that each member can do the work according to the plan. Keywords: Teacher Working Group, Management of Teacher, Management Education

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Andriichuk, Viktoriia. "TEACHING FINANCIAL LITERACY IN PRIMARY SCHOOL STUDENTS: INTERNATIONAL EXPERIENCE". Continuing Professional Education: Theory and Practice, n. 1 (2021): 81–87. http://dx.doi.org/10.28925/1609-8595.2021.1.10.

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The article is devoted to international experience in teaching financial literacy in elementary school students. The state of research is analyzed in the theory and practice of elementary education. This article reacts to the current situation in our society and the need for financial education in schools. The modern world requires financial and economic literacy. The essence of the concept and importance of financial literacy is considered. Appearances of scientists to interpret the concept of «financial literacy» are revealed. The author proposes an actual definition of financial literacy, which is understood as human skills to dispose of their own funds, possessing the basic financial knowledge, which will rationally take financial decisions. An analysis of international experience in teaching financial literacy and organization of educational process aimed at developing financial skills of elementary school students is carried out. Financial literacy and financial education are not new categories for the world experience of young education. The number of countries that implement financial literacy programs increases annually. So, in Europe there are more than 180 such programs. The study showed that it is extremely important to include financial literacy in the educational process in the elementary school an important role in learning students of the elementary school of financial literacy play relevant programs developed by ministries of finance, national banks, public organizations, charitable foundations, etc. that exist in different countries of the world (USA, Great Britain, Netherlands, Turkey and others). The author concludes that there is a need for mastering young competencies in various types of financial activity due to the peculiarities of the development of Ukrainian society. From these grounds for key competencies that should form into school students, financial literacy includes.

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Pang, Dangfeng, Shigang Cui e Genghuang Yang. "Remote Laboratory as an Educational Tool in Robotics Experimental Course". International Journal of Emerging Technologies in Learning (iJET) 17, n. 21 (15 novembre 2022): 230–45. http://dx.doi.org/10.3991/ijet.v17i21.33791.

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A remote lab is a technology that allows participants to efficiently conduct experimental teaching where users can connect to lab equipment from anywhere without being in a specific physical location. The COVID-19 pandemic affects all areas of human activity. As a result, students did not receive face-to-face instruction, and access to the laboratory was limited or practically impossible, and access to laboratory facilities has been limited or nearly impossible. Especially in engineering education, students’ practical abilities cannot be developed comprehensively. In this paper, this paper built an online remote robotics experiment system using digital twin (DT) technology and IoT technology and adopted ADDIE (Analysis, Design, Development, Implementation, and Evaluation) teaching method. With these measures, students can design and debug robot programs at home, just like in the laboratory. This study sent questionnaires to 64 students, and 58 were returned. The results show that more than 80% of students believe that the remote labs for industrial robotics courses have improved the efficiency and quality of students' skills training as opposed to virtual simulation and watching videos on the computer.

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Jung, Dajin. "2015 Revised Curriculum Development of Elementary Social Studies Veterans Education Status and Learning-Related Activity Program". Korea Association of Yeolin Education 31, n. 2 (30 marzo 2023): 23–42. http://dx.doi.org/10.18230/tjye.2023.31.2.23.

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The purpose of this study is to analyze the current status of social studies and veterans education in the 2015 revised curriculum and to develop learning activity programs linked to the curriculum. Specifically, it presents the direction of veterans education that can cultivate both knowledge, skills, values, and attitudes from a social and historical perspective. In consideration of social and historical perspectives, the learning topics related to veterans are linked to the social studies curriculum. In addition, by analyzing and organizing the current status of veterans education, a learning-linked activity program that considers the characteristics of the grade is developed. Accordingly, a regional-centered learning-linked activity program was developed for 3rd and 4th graders, as well as an experience-oriented learning-linked activity program for the 5th and 6th graders. Specific teaching and learning materials of the developed learning-linked activity programs are presented to provide materials that can be used as a reference when teachers select or plan veterans' classes. By deriving the positive effects of the learning-linked activity program developed in this study, the importance of the learning-linked activity program that utilizes the approach to veterans education from a social and historical perspective is raised. The development of learning programs for efficient veterans education remains a consistent research task.

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Nikmatillah, Murni, Fika Megawati e Yuli Astutik. "The Implementation of English Conversation Program in Elementary School at Rural Area". Education of English as A Foreign Language 6, n. 2 (30 dicembre 2023): 145–66. http://dx.doi.org/10.21776/ub.educafl.2023.006.02.04.

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This article discusses how to participate in Teaching campus programs and implementing English conversation programs in rural areas. Because English is one of the subjects considered difficult by elementary school students, especially in rural areas, teachers need to be active and communicative in giving instruction. This research was conducted in an elementary school at rural areas, This study used the self-study method, in which data are taken from observations and interviews with and English teacher in the school to find out the difficulties or challenges in teaching and learning in rural areas at Tulungagung East Java, Therefore, the self-study researcher is not the self who does the research, but rather the self being studied, not that the self is the only focus. This progression in self-study characterizes teaching as well. So after that, the author compiled this conversation program. The method used in the implementation of this conversation program was the appropriate TPR (Total Physical Response) method to support challenges or difficulties in teaching and learning. This program was carried out once every 2 weeks and was only attended by class 5. And to find out the improvement of students after joining this program, the researcher give assessment. When this activity was carried out the students were very enthusiastic and understood the lessons that I given, many improvements were obtained by them such as word pronunciation, word spelling, vocabulary knowledge, and word composition. This study strongly recommended that TPR is needed to learn English in rural area.

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Ahn, Kyungja. "Novice elementary teachers’ experiences and perceptions of English teacher education and English language teaching." Korea Association of Primary English Education 30, n. 2 (30 giugno 2024): 5–31. http://dx.doi.org/10.25231/pee.2024.30.2.5.

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This study aimed to explore elementary teachers’ experiences and perceptions of English in-service teacher education and English language teaching. Fifty elementary English teachers took part in the survey. Of these, ten teachers were involved in the focus group research. Their interviews, reflection journals, and lesson observations and analyses were collected. Data were analyzed through a mixed-method approach, primarily qualitative with quantitative methods as needed. The results are as follows: First, novice teachers found that the provision of English courses in novice teacher training was insufficient, but they felt in-service teacher training, graduate programs, teacher learning communities, and mentoring helped improve their teaching abilities. Second, when teaching, novice teachers in the focus group concentrated on phonics and basic language skills and activity- and learner-centered instruction, and they developed effective materials in their English classes. They experienced difficulties teaching English in English and teaching students at different levels. However, they made progress through various trials and errors. Third, for the professional development of novice English teachers, suggestions were made in the areas of teacher education programs, teacher learning communities, schools and administrations, and policies on teachers and teacher education, as well as the novice teachers’ efforts. Significant implications concerning novice English teacher education will be explored in greater detail.

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Tesi sul tema "Robotics – Study and teaching (Elementary) – Activity programs"

Malde, Millie. "The enjoyment factor : examining the relationship between enjoying and understanding science". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112505.

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The investigation conducted for this thesis endeavoured to determine to what extent a relationship exists between pre-service elementary school teacher enjoyment of participating in science laboratory activities in a university-level background science course and their understanding of the science involved in those activities. A student enjoyment score for two science laboratory activities was generated from survey data. A student understanding score was generated from responses to relevant questions on the final exam of the course. A step-wise logistic regression was then conducted on the student enjoyment and understanding scores. Within the scope of the investigation described in this thesis, the findings lead to the conclusion that enjoyment appears to be unrelated to understanding.

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Glock, Gina. "Mountain habitat activity guide". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/41.

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Lake, Gillian. "Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b.

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An intervention, which targeted three- and four-year-old children's oral language, was developed for this study. The intervention was run over twice-weekly sessions, for ten weeks. Incorporating good Early Years practice, the first session in the week was a group shared storybook reading session with a puppet, where dialogic discussion took place and the children practised sequencing the story using visual prompts. The second weekly session consisted of planning, acting out and reviewing a planned pretend play episode based on the storybook which was read in that week's first session. Ninety-four children were randomly assigned to a control or treatment group and were tested at pre- and post-test on a battery of vocabulary and narrative assessments. The results of a Randomised Control Trial were positive in favour of the intervention. The most important of these results was a statistically significant effect on the receptive vocabulary of the children in the treatment group, with a large effect size, as measured by the standardised British Picture Vocabulary Scales (Dunn et al., 1997). There was also a significant effect on productive vocabulary, as measured by a Researcher-Designed Vocabulary Test (RDVT). This test was devised for the purpose of this study, testing one-word vocabulary, taken directly from the storybooks in the intervention. As this is not a norm-referenced, standardised test, caution is advisable in the interpretation of this result. A further positive effect concerned the narrative skills of the children in the treatment group, when compared to the children in a control group - the Mean Length of Utterance (MLU) score was higher in the treatment group, with a medium effect size. By examining the intervention by Randomised Control Trial, this study responds to the call from Lillard et al (2013) for more experimental research on pretend play and narrative. The acknowledgement of the role of the adult in the intervention coupled with the positive effect on the children's MLU and receptive vocabulary mean that the intervention, with further development, has the potential to be used as a Professional Development tool for supporting language development in the Early Years in the UK, in the future.

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Jones, Sandra Joyce. "How an after school environmental science club can increase environmental knowledge: Awareness and sensitivity towards the environment for third and fourth grade students". CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3377.

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Children today are disconnected from the natural environment around them, sometimes finding it annoying, lacking in excitement, and little use to them. Their attention and focus are spent inside watching TV, playing games on computers or a variety of other electronic devices. The purpose of this project was to see if after-school exposure to an Enirovnmental Science Club on the school grounds can impact student attitudes toward our local environment and to increase these third and fourth grade students' knowledge and awareness of their environment.

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Shetler, Pamela A. "Keeping our habitat healthy: A thematic unit for teaching environmental awareness for grades 3-5". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1090.

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There are many curriculum guides that address environmental education. Classroom teachers do not have the time to obtain and search all of these guides. This curriculum was developed by searching numerous manuals for appropriate lessons, developing a cohesive unit, and field testing the lessons on students in two classrooms. The project, as a whole, offers teachers a thematic, multi-disciplinary, hands-on, literature based method of developing students' appreciation and understanding of the world in which they live.

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Shamansky, Amy Helene. "Use of crafts, games, and children's literature to enhance environmental education". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1335.

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Karr, Jolanda Tracie. "Environmental education: The equalizer". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.

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Staas, Gretchen L. (Gretchen Lee). "The Effects of Visits by Authors of Children's Books in Selected Elementary Schools". Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331813/.

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Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.

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Snow, Brian Craig. "No place like home: Using local surroundings and history to implement environmental education". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2713.

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This project is designed to use the strategies of environmental education to teach fourth grade curriculum. By learning about the San Bernardino Mountain's ecology, the hope is that students will discover the importance of these natural systems and stimulate their interest and awareness of the natural world.

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Abrams, Robert. "Combating social differences within institutions: The need for a curriculum based on social awareness in our schools". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2781.

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To combat social, economic and racial inequality in the United States, the author advocates for 'social awareness' education to be built into the curriculum of the public school system. The purpose of the curriculum is to create a society that respects people and recognizes each individual's worth regardless of gender, socio-economic status, race, ethnicity, age, cultural confines, or religious beliefs. The author suggests a course of action on how to institute a social awareness course into the public school curriculum.

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Più fonti

Libri sul tema "Robotics – Study and teaching (Elementary) – Activity programs"

Heidi, Jayne, a cura di. ICT without a PC: ICT with cameras, floor robots and more : for ages 3-5. Leamington Spa: Scholastic, 2007.

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Diane, Tunnell, a cura di. Elementary P.E. teacher's survival guide. West Nyack, N.Y: Parker Pub., 1994.

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Beckmann, Sybilla. Mathmatics for elementary teachers. 2^a ed. Boston: Pearson Addison Wesley, 2008.

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Sheets, Charlene. Elementary mathematics in context. Charlotte, NC: Information Age Publishing, Inc., 2013.

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Publishers, Delmar, e American Chemical Society, a cura di. The best of WonderScience: Elementary science activities. Albany: Delmar Publishers, 1997.

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Beckmann, Sybilla. Mathematics for elementary school teachers. Boston: Addison-Wesley, 2005.

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1966-2005, Clark Anthony, a cura di. What's your STEM?: Activities to discover your child's potential in science, technology, engineering, and math. Avon, Massachusetts: Adams Media, 2017.

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F, Provenzo Eugene, a cura di. Place-based science teaching and learning: 40 activities for K-8 classrooms. Thousand Oaks: SAGE Publications, 2012.

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Thompson, Pamela. Squeak's spring activity book: Jesus and us. Birmingham: Partners in Learning, 1998.

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Triffitt, Ruth. Bubble's autumn activity book: Seasons and saints. A cura di Matthews Joan, Hart Kathleen e Jamieson Catherine. Birmingham: Partners in Learning, 1998.

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Capitoli di libri sul tema "Robotics – Study and teaching (Elementary) – Activity programs"

Olson, Christine, e Erica Scharrer. "Media Literacy Facilitation as Service Learning and Public Engagement". In Research Anthology on Service Learning and Community Engagement Teaching Practices, 626–48. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3877-0.ch035.

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This chapter offers insights from a 15-year partnership between a public university and local K-12 schools to explore how the facilitation of media literacy education (MLE) programs by university students can offer rewarding outcomes for both research and learning. The MLE program that serves as the case study for this chapter takes place at local elementary schools each spring in conjunction with an undergraduate communication course and includes interactive media analysis discussions as well as a culminating creative production activity. Reflections and written feedback from participating graduate, undergraduate, and elementary students emphasize the strengths of this pedagogical model for collaboration and learning while also acknowledging the practical constraints of such a partnership. By detailing the institutional-level support, instructional design, and practical implementation of this MLE program, the chapter enumerates the benefits and challenges of engaged research and service learning for advancing media literacy goals.

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