Articoli di riviste: "Study and taching (Elementary)"

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Silva, Fabrício Oliveira da, e Charles Maycon de Almeida Mota. "TRIGONOMETRY IN RURAL SPACE: implications of contextualized mathematics education". Revista Baiana de Educação Matemática 1 (22 dicembre 2020): e202022. http://dx.doi.org/10.47207/rbem.v1i.10363.

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This text aims to understand how the experiences with pedagogical workshops on taching mathematics in rural areas favored the teaching and learning of geometry by undergraduate in Pedagogy and by elementary school students. The text reflects the contexts of the countryside, showing how this can be enhanced as a locus for valuing actions in teaching that go beyond the school walls and expand by the contexts of life of their students. The methodology of this work comprises the realization of a pedagogical workshop with a course load of 12 hours, held at Sítio Mata da Lua by graduates of the Pedagogy Course in the Teaching of Mathematics discipline, given to students of the 9th grade of Elementary School II and the High school. The workshop was the research device used to enable reflections on the development of teaching practices that aim to theorize and value the students' context through a study on the concepts of trigonometry, plane geometry and surface measurements in situations and experiences in the fields. We take the reports of teachers and students who participated in this workshop as an element of analysis. It is concluded that the teaching of mathematics generates meanings for the student when the context in which he lives is taken into consideration for the construction of school knowledge. The countryside was understood as a locus of teaching in mathematics, enabling students to create connections between th knowledge of the countryside and the knowledge of trigonometry, in a construction of significant learning about mathematical knowledge. Keywords: Mathematics teaching. Initial formation. Contextualized education. Teaching in the country.

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Nurhaliza, Erisma. "Penerapan Model CTL (Contextual Teaching And Learning) Melalui Alat Peraga Torso dalam Peningkatan Hasil Belajar Pada Mata Pelajaran IPA Kelas V di SDN Muara Bumban 1 Kabupaten Murung Raya". Al-Mudarris (Jurnal Ilmiah Pendidikan Islam) 2, n. 2 (1 novembre 2019): 220–40. http://dx.doi.org/10.23971/mdr.v2i2.1837.

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So that the formulation of this problem is 1) How is the application of the CTL (Contextual Teaching and Learning) model through the Torso Props Class V at SDN Muara Bumban 1, Murung District, Murung Raya District. 2) Is there an increase in student learning outcomes after the application of the fifth grade CTL (Contextual Teaching and Learning) model at SDN Muara Bumban 1, Murung District, Murung Raya Regency. This study aims to determine: 1) The application is carried out using the CTL (contextual taching and learning) learning model using torso props in the fifth grade natural science subjects at SDN Muara Bumban 1, Murung District, Murung Raya District. 2) To find out the increase in student learning outcomes after using the CTL (Contextual Teaching and Learning) model class V at SDN Muara Bumban 1, Murung District, Murung Raya Regency. This study uses a mixed methodology (mixed methodology). The population and sample data in this study were 15 students. Data collection techniques used in this study were observation, objective tests (pre-test and post-test) and documentation. The results of this study indicate that: 1) The application is carried out using the CTL (contextual taching and learning) learning model using torso teaching aids that students tend to be active during learning and listening to what is explained and conveyed by the teacher. 2) There is an increase after is 43,733 receiving treatment (treatment) with an average post-test value that is equal to 87.2 and N-gain value of 0.767 with moderate criteria.

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Anas, Arif, Askar Askar e Hamlan Hamlan. "The Roles of Islamic Education Teachers Strategy in Embedding Multicultural Values". INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 3, n. 2 (31 ottobre 2021): 1–19. http://dx.doi.org/10.24239/ijcied.vol3.iss2.36.

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The objective of the paper is to find out the strategy of Isalamic education teachers in embedding multicultural values at a senior high school in Palu. The study used a qualitative case study method. Data were gathered through direct observation, un-depth interviews with the school’s teachers, and written material analyses. This study found that the teachers of the school embedded multicultural values through humanistic approach in taching and daily school’s interaction. Students were given tolerance understanding to respect religion and ethnicity differences. The curriculum of the school was also redusugned by integrating multicultural values. Intolerance attitudes were strongy prohibited and stric rules to respect each other were imposed. Islamic education teachers were imposed to teached moderate Islamic teachings which respect multicultural values. Radical Islamic views were prohibited to teach in the school. Muslim and non-Muslim students were treated equally regarding their views and beliefs.

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Rohmah, Saniatur, Ni Made Dwi Widyastuti, Apriani Sulu Parubak e Christiana Niken Larasati. "PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH (MAM) TERHADAP HASIL BELAJAR KOGNITIF DAN MOTIVASI PESERTA DIDIK". Arfak Chem: Chemistry Education Journal 2, n. 2 (12 dicembre 2019): 155–65. http://dx.doi.org/10.30862/accej.v2i2.292.

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AbstractThis study aims to determine whether there are differencas in cognitive dan motivation students’ learning out comes or to determine the percentage effect of using coooperative learing model Make A Match (MAM) X grade in SMK Negeri 2 Manokwari the study usen quasi exsperimental method. This study was conducted during three meetings, inckuding pretest before taeching the subject andthe postest after taching the subject. This research began on februari to may 2016. The sample of this study divided into two gruops they are 15 students in eksperimental class by using Make A Match (MAM) inadel and 15 students as a control class usinf conventional method.The instrument was used instrumen test. Based on analysis data, in uji deskriptif, uji normalitas , uji homogenitas and uji hypothesis Non-parametric test (Mann-Withney U-test). From Mann-Withney U-test in pretest, with significance level sig 0,025 obtained Asymp.Sig 0,916 and in posttest obtained Asymp.Sig 0,001. Keywords: Make A Match (MAM), student learning outcomes cognitive, Motivation, Elektrokimia

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Atsuwe, B. A., S. A. Adeniran e A. I. Iortyom. "Effect of Multimedia Teaching Technology on SSS 1 Student’s Interest and Achievement in Mechanics in Gboko, Benue State, Nigeria". International Journal of Advance Research and Innovation 7, n. 3 (2019): 40–48. http://dx.doi.org/10.51976/ijari.731905.

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This work was carried out to determine the effect of multimedia teaching technology on SSSI student’s interest and achievement in mechanics. 160 students were randomly selected from two secondary schools in Gboko Local Government Area of Benue State. The research design employed for this study was Quasi-Experimentation research of two groups pre-test, post-test control design. The study lasted for the period of one week due to the experimental nature of the research, the pre-test was administered to all the participants in order to sure of their equivalent entry behavior. The treatment was administered to the experimental class with the use of multimedia teaching approach. The pre-test and post-test scores of the students in the conventional and multimedia teaching group were used for the purpose of data analysis. The result were analysed using T-test, four hypothesis were postulated. The result showed that (a) tcal (8.91)>tcritcal (2.83) where the hypothesis is rejected which confirmed that there is no significant difference in the academic interest of student taught mechanics with multimedia method against the students taught mechanics with conventional method. (b) tcal (0.56) tcritcal(2.09) hence the hypothesis is not rejected, this implies there is no significant difference between the mean interest ratings of male and female student taught mechanics using multimedia teaching approach. (c) tcal (9.01) >tcritcal (3.02) the hypothesis is rejected, which implies that there is a significant difference in the academic achievement of student taught mechanics with multimedia method against the students taught mechanics with conventional method. (d) tcal (0.60) tcritcal (2.10) hence hypothesis is not rejected, this implies that there is no significant difference between the achievement scores of male and female student in mechanics who were taught using multimedia. All at 0.05 level of significance. The findings therefore revealed that there is significance difference in the interest and achievement of students exposed to multimedia teaching approach than those that were conventionally taught and also there was no significant difference in the interest and achievement of male and female students taught using multimedia taching approach. It was therefore recommended that the use of multimedia taching approach should be adopted to encourage so as to complement other methods of teaching science in schools and colleges.

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Pandey, Ravish, e Maneesha Kaushik. "An Elementary Study of Query Optimization". SKIT Research Journal 12, n. 1 (4 gennaio 2022): 99–102. http://dx.doi.org/10.47904/ijskit.12.1.2022.99-102.

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kim BongSu. "Study method of elementary history focused". Studies on History Education ll, n. 14 (novembre 2011): 71–106. http://dx.doi.org/10.16976/kahe.2011..14.71.

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Peterson, Penelope L. "The California Study of Elementary Mathematics". Educational Evaluation and Policy Analysis 12, n. 3 (settembre 1990): 241–45. http://dx.doi.org/10.3102/01623737012003241.

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The purpose of the California Study of Elementary Mathematics is to examine the effects of state education reform in elementary mathematics curriculum on teaching and learning in elementary mathematics classrooms. In this article, we describe the methodology used in the study. We begin by providing an overview of the state policy that is aimed at realizing anew vision of mathematics teaching and learning. Then we describe participants and data collection procedures at each of four levels—state, school district, school, and classroom (teachers and students). We conclude with a description of methods used to collect the classroom-level data from which we constructed the cases in this issue.

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Jørgensen, Karsten Juhl, e Peter C. Gøtzsche. "Elementary flaws in the FH01 study". Lancet Oncology 12, n. 3 (marzo 2011): 215. http://dx.doi.org/10.1016/s1470-2045(11)70047-x.

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Pratiwi, Dewa Ayu Anom. "Policy Study Early Childhood Education to Elementary School Transition". International Journal of Multidisciplinary Sciences 2, n. 2 (29 gennaio 2024): 122–32. http://dx.doi.org/10.37329/ijms.v2i2.2314.

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There has been a wide gap between the approach to education in kindergarten/early childhood education and elementary school. It has contributed to the suboptimal children's learning process when they are in elementary school. This research aimed to provide an understanding and steps to be taken to eliminate the gap between educational approaches in early childhood education and elementary school. Researchers chose literature review as the research method, which went through the stages of designing, conducting, analyzing, and writing the reviews. The research showed that the fundamental thing about the learning transition from kindergarten/early childhood education to elementary school was that all parties had the same understanding and perception that children aged 7 – 8 years in elementary school were still in the early childhood phase. At that age, they should learn in a fun way to introduce various basic concepts taught through games. Furthermore, collaborative sharing between kindergarten/early childhood education and elementary school teachers so that everyone could understand each other’s position. Furthermore, the will to change following the learning pattern with kindergarten/early childhood education – elementary school transition strategy, which in this case was more dominant in intervening with teachers at the elementary education level. It means that elementary teachers had to learn more from kindergarten/early childhood education teachers in terms of organizing fun learning.

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Simamora, Roy Martin. "Analyzing Multiple Intelligence Theory in Taiwan Elementary School: Tongmen Elementary and Tabalong Elementary School". Studies in Learning and Teaching 3, n. 1 (30 aprile 2022): 1–15. http://dx.doi.org/10.46627/silet.v3i1.82.

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This study aimed to investigate the implementation of multiple intelligence theory in Taiwan Elementary School. The research conducted in Tongmen Elementary School and Tabalong Elementary School. According to Gardner's theory of multiple intelligences, the multiple intelligence perspective on learning, teaching, curriculum, and assessment are briefly described. In this study, the researcher chooses an observation as a research approach. Observation is appropriate for collecting data on naturally occurring behaviors in their usual contexts. The observation showed that both of the two schools has implemented and integrated the theories of MI in their learning process. The principals has completed students to be independent, how student will live in the community, school, knowing their own culture, learned directly in nature, how student control the weather, humidity, temperature, and how later when student study it further in the level.

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Jiaxin, Li. "A Narrative Study of Professional Growth of Outstanding Elementary School Music Teachers". IRA International Journal of Education and Multidisciplinary Studies 18, n. 2 (13 luglio 2022): 53. http://dx.doi.org/10.21013/jems.v18.n2.p3.

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Outstanding elementary school music teachers are outstanding representatives of the elementary school music teacher community, and they are the objects of study and emulation for general elementary school music teachers. Their professional growth experiences can provide inspiration for teacher education institutions to train elementary school music teachers and for general elementary school music teachers to grow professionally on their own. The narrative study of the outstanding elementary school music teachers revealed that the factors affecting their professional growth were from four aspects: personal, family, school and society, and the basic ways of their professional growth were professional learning, teaching and research activities and reflective summaries. It is pointed out that social opinion and encouragement are the key prerequisites for the professional growth of elementary school music teachers, government support and guidance are the important conditions for the professional growth of elementary school music teachers, and school service and management are the basic guarantees for the professional growth of elementary school music teachers, and independent learning and reflection are the inexhaustible motivation for the professional growth of elementary school music teachers.

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Frank Zimpel, André, e Alfred Christoph Röhm. "A Study of Imitation Ability inPeople with Trisomy 21". Zeitschrift für Neuropsychologie 29, n. 4 (1 novembre 2018): 223–35. http://dx.doi.org/10.1024/1016-264x/a000232.

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Abstract. Since the first description of Down syndrome, imitation has been a reputed strength of persons with trisomy 21. The question is: How many elementary movements can persons with trisomy 21 imitate simultaneously and successively? As a baseline, we developed elementary movements that are easy to imitate separately. They are combined such that there are no recognizable repetitions or other regular patterns. In all of the 713 test subjects there was a limit to the number of correctly imitated elementary movements. Whereas neurotypical subjects reached their limit by imitating four elementary movements, persons with trisomy 21 could imitate only two elementary movements. Diagnostic and learning methods currently need to be reassessed, because they do not consider these special imitation limits.

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Brešar, M., e P. Šemrl. "Elementary operators". Proceedings of the Royal Society of Edinburgh: Section A Mathematics 129, n. 6 (1999): 1115–35. http://dx.doi.org/10.1017/s0308210500019302.

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We introduce the concept of an elementary operator between two algebras, and thereby extend the study of operators of the formwhere ai, bi are fixed elements in an algebra. Elementary operators on some classes of algebras are considered and their general form is described in some special cases.

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Jannah, Yunita Miftahul, e Vinta Angela Tiarani. "RME Learning Model in Urban And Rural Elementary Schools: A Comparative Study". AL-ISHLAH: Jurnal Pendidikan 15, n. 4 (7 dicembre 2023): 4821–32. http://dx.doi.org/10.35445/alishlah.v15i4.3583.

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This study aims to (1) determine the application of Realistic Mathematics Education (RME) learning model in urban and rural elementary schools, (2) describe the comparison of the application of RME learning model in urban and rural elementary schools. The research was conducted at urban and rural elementary schools. The research participants were school principals, class teachers, and students. Data collection techniques were participatory observation, interviews, and document analysis. The validity of the data in this study was carried out by testing the credibility, transferability test, dependability test and confirmability test. Data analysis uses the Miles and Huberman models. The results showed that the application of the RME learning model at urban and rural elementary schools applied almost the same aspects. The difference is that urban elementary schools emphasize the principle of guided discovery, and rural elementary schools put forward the principle of connecting informal knowledge to formal mathematical knowledge. The implementation characteristics of the RME learning paradigm were similar in both Elementary Schools. Those elementary schools underwent the same four stages during the implementation phase. The application element exhibited the most notable disparity. The urban primary school extensively utilised contemporary and readily available media, equipment, and teaching resources. Meanwhile, the rural primary school implemented environment-based media and other instructional materials. The mathematics learning outcomes in both elementary schools were equitable. The RME learning concept is applicable in both urban and rural schools.

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Joana, Charvet, Jennifer Yuri e Kho Crosbie. "The Study of Arabic Conversation Skills was carried out at elementary school". Lingeduca: Journal of Language and Education Studies 1, n. 2 (15 aprile 2023): 50–64. http://dx.doi.org/10.55849/lingeduca.v1i2.61.

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This study aims to train students' Arabic conversation skills at the elementary school level. The conversation skills of students at the elementary school level are very low, so students at the elementary level are awkward to communicate using Arabic. With Arabic-based conversational learning aimed at encouraging, guiding, developing and fostering abilities and cultivating a positive attitude towards Arabic conversation skills, both receptively and productively, students at the elementary school level can learn Arabic conversation skills. So that these students can communicate using Arabic conversation through the study. The method used by the researcher in conducting this research was a survey method and in-depth interviews, in which at this stage the researcher conducted interviews with elementary level students by asking questions to these students, so that with these answers the researcher could collect data from students at the elementary level. the basis. The researcher hopes that with this research on Arabic conversation skills study, students can add knowledge and insight about the Arabic conversation skills. Therefore, in order to increase the insight and knowledge of elementary level students about the study of conversational Arabic skills, researchers can conduct research related to the study of conversational skills of Arabic students at the elementary school level.

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Kim, Mi-Kyong, e Sung-chul Kim. "A Comparative Study on Job Satisfaction between Elementary School Teachers and Elementary Special Education Teachers". Korean Association For Learner-Centered Curriculum And Instruction 23, n. 5 (15 marzo 2023): 535–46. http://dx.doi.org/10.22251/jlcci.2023.23.5.535.

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Objectives This study aims to investigate intrinsic and extrinsic job satisfaction in elementary school teachers and elementary special education teachers and compare them in differences in each component. Methods The subjects include 150 elementary special education teachers teaching a special class and 150 elementary school teachers teaching a common class randomly sampled around the Jeonnam Province. A total of 300 questionnaires were distributed to them via a school visit under the permission of the principal and via mail, and 248 returned questionnaires were analyzed. For data treatments, the study conducted a t test to figure out differences in job satisfaction between the two groups of elementary special education teachers and elementary school teachers. Results There were significant differences in overall job satisfaction between the two groups(t=2.02, p=.05). While there were significant differences in intrinsic job satisfaction between elementary special education teachers and elementary school teachers(t=2.03, p=.05), there were no differences in extrinsic job satisfaction between them. Conclusions Elementary special education teachers had higher intrinsic job satisfaction than elementary school teachers with no differences in extrinsic job satisfaction between them. These findings might be used in diverse satisfaction and needs surveys with teachers in schools.

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MNATSAKANYAN, EVA. "STUDY OF LITERARY ELEMENTARY KNOWLEDGE IN PRIMARY GRADES". Scientific bulletin 1, n. 43 (24 agosto 2022): 107–22. http://dx.doi.org/10.24234/scientific.v1i43.9.

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The article discusses the need to analyze literary elements of children literature in teaching of native language in elementary classes: the level of perception and application of junior schoolchildren’s elementary literary knowledge in native language teaching process is studied and presented. Teaching of literary elements in elementary school is mostly practical. When teaching any literary or folklore work, a lot of work and effort is required: a teacher must pay attention to basic literary knowledge based on standards defined by elementary school curriculum. The comprehensive study and practical perception of elementary literary knowledge and its assimilation help schoolchildren understand the thematic-ideological basis of works, due to which educational, teaching and cognitive significance of a literary work increases. Literary knowledge effects on child's thinking, worldview, communicative skills, evaluation of phenomena. Literary characters’ actions, relationships, feelings, speech influence on pupils relating to their self-recognition, self-expression. During individual and group activities, friendly relationships are formed among classmates, which impacts on a person’s development and formation of values. The direct way to achieve goal is to use targeted and effective methods.

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Choi, Hwa-sook. "A study on the design direction of Learner-centered Curriculum in Elementary School Teacher Training College". Korean Association For Learner-Centered Curriculum And Instruction 22, n. 20 (31 ottobre 2022): 1093–107. http://dx.doi.org/10.22251/jlcci.2022.22.20.1093.

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Objectives The purposes of this study were to analyze the educational purpose, goal, vision, and current status of the curriculum of the elementary school teacher training college, based on this, to explore the learner-centered curriculum design direction of the elementary school teacher training college. Methods In order to achieve this objective, the researcher analyzed the educational purpose, goal, vision and curriculum status of 10 elementary school teacher training colleges in Korea, literature review, and then extracted keywords using the word cloud analysis method. Based on the extracted keywords and the results of literature review, the learner-centered curriculum design direction of the elementary school teacher training college was derived. Results The learner-centered curriculum design direction of the elementary school teacher training college explored through the research process is as follows. ① re-establishment of curriculum document system for elementary school teachers training college, ② elementary school teacher training college curriculum design based on core competency, ③ learner participation as the main body of curriculum development for elementary school teachers training college, ④ the intrinsic value and specificity of elementary school teacher training college curriculum balance design Conclusions Through these research results, it was concluded that the learner-centered curriculum design direction of the elementary school teacher training college should be a holistic direction that can simultaneously include the changes of the times and the essential value of the elementary school teacher training college. In addition, it is meaningful in that it provided a direction for the problem situation faced by elementary school teachers, and provided a theoretical basis for the development direction and design of the curriculum of the elementary school teacher training college.

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Park, Hyeonjin, Hyunkook Ko e Dongtaik Kwon. "A Comparative Study on Ecological Worldview of Elementary School Students and Pre-service Elementary Teachers". Korean Association For Learner-Centered Curriculum And Instruction 23, n. 1 (15 gennaio 2023): 311–29. http://dx.doi.org/10.22251/jlcci.2023.23.1.311.

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Objectives The purpose of this study is to investigate the ecological worldview of elementary school students, who are the future society’s main pillars, along with pre-service elementary teachers who will educate them. For this study, a questionnaire that has been verified by many people and is widely used was used. Methods The subjects of this study were 352 elementary school students and 92 pre-service elementary teachers. To elementary school students, the questionnaire ‘NEP Scale for Elementary School Students in Korea’ was printed and distributed. In addition, ‘The New Ecological Paradigm Scale’ was distributed online to pre-service elementary teachers. A total 336 questionnaires for elementary school students and 92 questionnaires for pre-service elementary teachers were collected. The data was analyzed using the SPSS statistical program. Results The results of this study are as follows. First, there was no statistically significant difference in the average values of the ecological worldview of elementary school students and pre-service elementary teachers. However, the average value of elementary school students in two sub-factors was higher than the average value of pre-service teachers. Second, as a result of analyzing the ecological worldview by background variables of elementary school students, there was no significant difference in average values according to grade level. However, the average values of some of the sub-factors showed significant differences according to gender. Third, as a result of analyzing the ecological worldview by background variables of pre-service elementary teachers, there was no significant difference in average values according to grade level. But there was a significant difference in the overall average value of ecological worldview and some of its sub-factors according to gender. Conclusions The conclusions of this study are as follows. First, an individual's ecological beliefs may be independent of age. Therefore, instructors should consider these characteristics when designing education related to ecological worldview. Second, children and adults may have different processes for constructing an ecological worldview. Thus, pre-service teachers and teachers must understand children’s ecological worldview. Third, the ecological worldview of elementary school students and pre-service teachers differ according to gender. Therefore, efforts are needed to clarify the cause from various aspects.

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Lee, Yong-seob. "A Study on Perception Survey of Preservice Elementary Teachers on Teaching Methods in Astronomy — A Secondary Publication". International Education Forum 2, n. 1 (27 febbraio 2024): 1–11. http://dx.doi.org/10.26689/ief.v2i1.6509.

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This study was conducted on 115 students from four classes of 2nd-year intensive courses at B University of Education. Preservice elementary teachers were surveyed on what teaching methods they were aware of regarding the subject of elementary science astronomy. Recognition data of 80 people from whom the questionnaire was collected were analyzed. For this study, a 5-day survey was conducted. Preservice elementary teachers complained of difficulties in teaching methods in the astronomy area of the science department. The purpose of this study was to find out what difficulties preservice elementary teachers have in teaching elementary science astronomy topics and to explore more efficient teaching methods for teaching astronomy topics. The topic of the survey was set by discussing with the preservice elementary teachers about what kind of survey to use in teaching the subject of elementary science astronomy. There are many topics for elementary science astronomy, but two questionnaires were prepared focusing on the unit on the Earth and the moon: “What does the Earth look like?” in Unit 4 (1/10) of the 3rd year, 1st semester; in Unit 2 (1/11) of the 1st semester of the 6th grade, it was set as “What does the moon look like?” The surveys candidly described how to teach the subject of astronomy to elementary school students by mobilizing all the background knowledge of preservice elementary teachers. The results of these surveys were visualized and displayed using NetMiner as a language analysis method, and the contents of the responses to the actual surveys by preservice elementary teachers were described and interpreted. Based on these results, preservice elementary teachers tried to suggest a more efficient teaching method for the subject of elementary science astronomy. In addition, basic procedures and methods for lecturing on the subject of elementary science astronomy were presented. A more efficient teaching method for teaching elementary science astronomy subjects to preservice elementary teachers was suggested.

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Darmayanti, Mella, e Ramalis Hakim. "PENGARUH PENGGUNAAN MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP HASIL BELAJAR MENGGAMBAR MODEL SISWA KELAS VIII SMP NEGERI 1 SAWAHLUNTO". Serupa The Journal of Art Education 9, n. 4 (25 dicembre 2020): 459. http://dx.doi.org/10.24036/stjae.v9i4.110743.

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The background in this study is based on the low completeness od student learning outcomers because the models and the methods taught by the teacher in the learning are less effective. This is influenced by educators who usually use old methods such as the lecture methods rather than participation and guidance so that teachers or educator play a more expert role in taching which make students less active during learning. The problems solving to outcome it is by applying a project based learning model. This study aims to determine the learning outcomes od students using the PJBL model (project based learning) with the learning outcomes of studenst using picture and picture at State of Junior High School 1 Sawahlunto. The population on this study were 142 students from grade 8 in the academci year 2020/2021. The sampling using random sampling obtainde from the experimental class (VIII2) totaling 28 students and from the control class (VIII3) totally 28 students. This research using a Normality test, homogenity test and hypothesis test were applied using SPSS 16. The results of this study obtainde the average of the experimental class, namely 83.39 and 81.64 for the control class. In this research, hypothesis testing is used: if t-count>t-table the Ho is rejected. And Ha is accepted. After testing the one way hypothesis, it is obtained t-count<t-table (0.941<2.004), ho Ho is Accepted and Ha is Rejected. So teh learning outcomes using a project based learning are no differennt with teh picture and picture in state of junior high school 1 Sawahlunto.Keywords :Student Learning Outcomes, Project-based learning models, picture and picture models.

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Yli-Panula, Eija, Eila Jeronen, Heidi Seiko-Ahlströn e Elsa Ruotsalainen. "Important Biological Issues for Elementary Pupils – A Study of Elementary Pre-service Teachers’ Conceptions". Nordic Studies in Science Education 13, n. 2 (4 settembre 2017): 180–96. http://dx.doi.org/10.5617/nordina.2579.

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This study aimed to investigate what kind of conceptions pre-service teachers have concerning the issues they find important in teaching and management of biology in order to be able to provide adequate learning to Finnish elementary school pupils. A questionnaire survey was conducted over three years in a Finnish university. Answers were subjected to content-based analysis. As background information, the pre-service teachers’ self-evaluation estimations of their biological content knowledge and management were measured.The important issues mentioned by pre-service teachers were mainly knowledge and skills, also experiences, attitudes, teaching, and some other matters concerning the Finnish National Core Curricula were mentioned. The conceptions of pre-service teachers were discussed in connection with subject content knowledge and pedagogical content knowledge. The implications for science educators were also presented.

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Kim, Hye-Ran, e Sun-Young Choi. "A Study of Elementary Teachers Perceptions on the Online Science Class in Elementary School". Institute for Education and Research Gyeongin National University of Education 41, n. 3 (30 settembre 2021): 21–37. http://dx.doi.org/10.25020/je.2021.41.3.21.

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Heo, Hyejung, e Sang-Ki Lee. "A Study on the Perceptions of Elementary School Teachers on Elementary English Education Policies". Korean Association For Learner-Centered Curriculum And Instruction 20, n. 9 (1 maggio 2020): 1011–31. http://dx.doi.org/10.22251/jlcci.2020.20.9.1011.

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신승재 e Kee Dae Kim. "A Study on the Analysis of Elementary School Texts for Elementary Soil Environmental Education". Teacher Education Research 54, n. 2 (giugno 2015): 255–72. http://dx.doi.org/10.15812/ter.54.2.201506.255.

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Rice, Diana C., e Anita Roychoudhury. "Preparing More Confident Preservice Elementary Science Teachers: One Elementary Science Methods Teacher's Self-Study". Journal of Science Teacher Education 14, n. 2 (maggio 2003): 97–126. http://dx.doi.org/10.1023/a:1023658028085.

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Kainat, Rimsha, Dr Muhammad Aamir Hashmi e Dr Ambreen Siddique. "Elementary Students’ Difficulties in English Learning: A Case Study of Elementary Schools in Pakistan". VFAST Transactions on Education and Social Sciences 11, n. 1 (31 marzo 2023): 192–201. http://dx.doi.org/10.21015/vtess.v11i1.1452.

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The study explored the elementary school student’s perception of improvement in the English language. The research was quantitative. The main objective is to investigate what techniques students use to improve their English. Moreover, find the difference of opinion between males and females regarding English improvement. Moreover, find the differences of opinion among public and private elementary school students. The study's population was elementary school students in Lahore, selected by a convenient sampling method. The study sample was 300 male and female elementary school students from Lahore. The researcher uses a self-developed questionnaire for students. For data collection, a questionnaire was used. The questionnaire was adapted to explore secondary school students' perception of improvement in the English language. The tool consisted of a six-point Likert scale. The questionnaire was divided into two parts; the 1st part consisted of demographic variables (gender, types of schools, and age). Data were analyzed through SPSS by applying descriptive frequency distribution, one-way ANOVA, and t-test. Based on data analysis, it was found that a significant percentage of students engage in various self-directed English learning activities, such as reviewing their work (29.3%), seeking opportunities to use English outside of class (22.8%), and practicing pronunciation through reading aloud (26.7%). Additionally, many students use strategies such as looking up words in dictionaries (24.4%) and paying attention to errors when writing or speaking (26.4%) to improve their language skills. Moreover, there was no significant difference between secondary students categorized on a gender basis and also not found a significant difference between students of private and public schools. However, significance was found between different groups of ages

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Méndez-Morse, Sylvia, e JoAnn Franklin Klinker. "Case Study of Above Average Elementary School". Journal of Cases in Educational Leadership 8, n. 3 (settembre 2005): 49–57. http://dx.doi.org/10.1177/1555458905281002.

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Appova, Aina K. "Engaging Prospective Elementary Teachers in Lesson Study". PRIMUS 28, n. 5 (28 marzo 2018): 409–24. http://dx.doi.org/10.1080/10511970.2017.1388311.

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Hesjedal, T., e G. Behme. "Study of elementary surface acoustic wave phenomena". Europhysics Letters (EPL) 54, n. 2 (aprile 2001): 154–60. http://dx.doi.org/10.1209/epl/i2001-00289-y.

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Crespo, Sandra. "Elementary Teacher Talk in Mathematics Study Groups". Educational Studies in Mathematics 63, n. 1 (settembre 2006): 29–56. http://dx.doi.org/10.1007/s10649-005-9006-0.

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Farah, Rahmawati, e Patang Patang. "Elementary School Development Model: A Case Study". Journal of Research and Innovation 1, n. 1 (7 giugno 2023): 37. http://dx.doi.org/10.59562/jorein.v1i1.43768.

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Abstract The purpose of this research is to 1) find out internal factors (strengths and weaknesses) and external factors (opportunities and threats) in improving the quality of SD Kemala Bhayangkari 01 Panaikang school. 2) To find out the model that needs to be done to improve the quality of SD Kemala Bhayangkari 01 Panaikang school based on SWOT analysis. The research approach used is qualitative and quantitative with the SWOT analysis method. Data collection techniques used are observation, interviews, questionnaires, and documentation. Data collection techniques used were descriptive analysis, SWOT matrix analysis, and IFE (internal factor evaluation) and EFE (external factor evaluation) matrix analysis. The results of the SWOT analysis for Kemala Bhayangkari Elementary School are in quadrant 1 where the IFE and EFE scores are (2.76 and 2.9). Which position supports the model in school development. Based on the results of the study, it can be concluded that the models used to improve the quality of SD Kemala Bhayangkari 01 Panaikang schools are the Reform school model and the Branding School model.

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Lee, Kyoungjin, e Seohyun Park. "A Case Study on the Teachers’Experience in Operating a Curriculum Linked to Kindergarten and Elementary School". Korean Comparative Education Society 33, n. 6 (31 dicembre 2023): 35–50. http://dx.doi.org/10.20306/kces.2023.12.31.35.

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[Purpose] The purpose of this case study was to get implications for operating a curriculum linked to kindergarten and elementary school by exploring the experiences and meanings of first-grade elementary school teachers in operating the kindergarten-elementary curriculum. [Methods] For this purpose, in-depth interviews were conducted with three first-grade elementary school teachers through class observation, analysis of related documents, and semi-structured questions from March 2022 to December 2022. [Results] First, elementary school teachers began to recognize the necessity and value of the kindergarten-elementary curriculum after operating it. Second, a teacher learning community joined by kindergarten and elementary school teachers was utilized to design and operate a linked curriculum between kindergarten and elementary school. Third, when designing a curriculum linked kindergarten and elementary school, the emphasis was placed on emotional expression and emotion regulation educational content rather than on learning aspects such as connection between educational contents. Fourth, expectations were higher for a cooperative education program with parents. Conclusion: In order to operating this curriculum, it was suggested to increase the interest of school administrators, support the teacher learning community, building a safe communal play area, and preparation of teacher pool for prospective parent education.

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Arnone, Kathryn Annie, e Deborah Hanuscin. "An Exploratory Cross-Sectional Survey Study of Elementary Teachers’ Conceptions and Methods of STEM Integration". Journal of Research in STEM Education 4, n. 2 (1 dicembre 2018): 159–78. http://dx.doi.org/10.51355/jstem.2018.43.

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Because elementary teachers are typically responsible for teaching all subjects, there is a unique opportunity for integrative approaches to teaching iSTEM Education at the elementary level (Becker & Park, 2011). However, there is a need for professional development if teachers are to be successful in teaching iSTEM Education (NRC, 2011), as elementary teachers may lack strong content knowledge in STEM disciplines (Ginns & Watters, 1995; Trygstad, 2013; Honey et al., 2014; Fulp, 2002; Ma, 1999; Hanover, 2012). Elementary teachers are prepared as generalists--they take few courses in STEM content, and experiences with iSTEM Education in their teacher preparation programs are rare (Fulp, 2002). Beyond the need for professional development related to STEM content knowledge, however, we know very little about the unique needs of elementary teachers regarding instructional approaches to iSTEM Education. This study examines and describes the ways in which elementary teachers conceptualize iSTEM Education and the integrative approaches they use when teaching STEM content, with the intent to inform the development of elementary specific iSTEM Education professional development.

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Karimi, Asadollah, Esmaeil Fatehifar, Reza Alizadeh e Hadi Soltani. "Kinetic study of the regeneration of spent caustic via the genetic algorithm method". Environmental Health Engineering and Management 5, n. 4 (7 novembre 2018): 231–29. http://dx.doi.org/10.15171/ehem.2018.31.

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Background: Spent caustic contains noxious components such as sulfide species and also high chemical oxygen demand content (COD). Oxidation of these materials to caustic and sulfate species is mostly the rate-controlling step within catalytic oxidation of spent caustic. Methods: In this study, the kinetics of catalytic oxidation of spent caustic and the regeneration methodology of the sulfidic spent caustic were investigated. The kinetics of catalytic oxidation of spent caustic was studied in the presence of a heterogeneous catalyst. The developed mathematical model was verified via the batch bubble column reactor. The elementary and non-elementary models based on the genetic algorithm were used to obtain the rate coefficient and kinetic order. Results: The experiments were carried out at various conditions. The results indicated that the error of objective function of the non-elementary and elementary models was 3.01% and 134.96%, respectively. Conclusion: According to the results, the non-elementary model had rational outcome compared to the elementary one. Also, non-elemental model is more concordance with experimental results.

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Tolibas, Mae Caroline, e M. Morante Lydia. "Beyond the Instructional Functions of Teachers: A Phenomenological Study". American Journal of Multidisciplinary Research and Innovation 1, n. 5 (28 ottobre 2022): 33–43. http://dx.doi.org/10.54536/ajmri.v1i5.765.

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This study explored the lived experiences of elementary teachers with multiple ancillary functions and how they are coping with their multiple assignments. A qualitative-transcendental phenomenology method of research was utilized, and the informants were selected using a purposive sampling technique. Findings of the study revealed the experiences of elementary teachers with multiple ancillary functions such as time management, work stress, and teacher productivity. Meanwhile, in terms of how they cope with the challenges of having multiple ancillary functions, the elementary teachers specified that planning ahead of time, collaborating with colleagues, and being positive in the workplace are the ways they used to alleviate the challenges and pressure that they are experiencing. Lastly, the elementary teachers uttered that building a harmonious relationship with colleagues, having a positive mindset, offering financial support, and coming up with a working schedule could help address the challenges of having multiple ancillary functions

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Mishra, Dr Sabita. "ATTITUDE OF ELEMENTARY SCHOOL TEACHERS TOWARDS INCLUSIVE CLASSROOM AT ELEMENTARY STAGE". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 15, n. 2 (20 maggio 2024): 147–54. http://dx.doi.org/10.61841/turcomat.v15i2.14703.

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The present study has made an attempt to find out the attitude of elementary school teachers towards inclusive classroom. Teacher’s attitude has a significant role in implementing the inclusive education in classroom.The populationof the study comprised of all the elementary teachers of Puri district. Out of this, 70 teachers were selected through incidental sampling from 20 schools of Nimapara Block of Puri district. Teachers’ attitude towards inclusive classroom was studied on the basis of three demographic variables i.e. locality, qualification and experience. The study was descriptive in nature and two tools (attitude scale and questionnaire) were used for data collection. The findings of the study revealed that (i) There is no significant difference in the attitude of rural and urban teachers towards inclusive classroom (ii) No significant difference is foundin the attitude of more qualified and less qualified teachers towards inclusive classroom and (iii)No significant difference isfoundin the attitude of more experienced and less experienced teachers towards inclusive classroom. Moreover, 90 percent teachers’ perceived inclusion is a desirable educational practice as inclusive classroom facilitates participation, encourage cooperation and enhance learning achievement of students. Only 10 percent teachers perceived inclusion negatively. The study has analysed some of the barriers to the development of successful inclusive practices and suggested the ways for overcoming these difficulties and to reconsider the roles, responsibilities and identities of teachers.

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Rahmadhani, Desri, Zetra Hainul Putra e Eddy Noviana. "A Comparative Study of First and Third Year Prospective Elementary Teachers’ Attitude Towards Technology-Based Mathematics Assessment". AL-ISHLAH: Jurnal Pendidikan 13, n. 1 (1 giugno 2021): 462–72. http://dx.doi.org/10.35445/alishlah.v13i1.488.

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This study aims to determine how prospective elementary teachers' attitudes about technology-based mathematics assessment determine whether there are attitude differences between first and third-year prospective elementary teachers about technology-based mathematics assessment. This research is a comparative study with quantitative methods. The research data was conducted through an online survey, namely a questionnaire using Google Form. The populations of this study were 236 prospective elementary teachers with a sample size of 70 prospective elementary teachers. We use the proportion stratified random sampling technique to select the sample of this study. The results showed that the prospective elementary teachers have good attitudes toward technology-based mathematics assessment. This study also shows no difference between first and third-year prospective elementary teachers' attitudes towards the technology-based mathematics assessment.

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Hong, Joo-hee, e You-hee Kim. "A Study on Elementary Schoolteachers’ Consciousness about Gugak Education - focus on elementary schoolteachers in Jeju -". Institute for Education and Research Gyeongin National University of Education 40, n. 1 (31 marzo 2020): 223–37. http://dx.doi.org/10.25020/je.2020.40.1.223.

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Mohanty, Sankar Prasad. "Classroom Practices in Rural Elementary Schools: A Case Study of an Elementary School in Odisha". Educational Quest- An International Journal of Education and Applied Social Sciences 4, n. 3 (2013): 175. http://dx.doi.org/10.5958/j.2230-7311.4.3.015.

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김봉건 e 이종목. "Case Study of Elementary School Teachers’ Understandings of the 2007 Elementary School Physical Education Curriculum". Journal of Research in Curriculum Instruction 15, n. 1 (marzo 2011): 203–22. http://dx.doi.org/10.24231/rici.2011.15.1.203.

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Sahudra, Tengku Muhammad, Ary Kiswanto Kenedi, Racmatsyah Racmatsyah, Hamimah Hamimah e Ciptro Handrianto. "The Importance of Elementary Teacher Understanding: A Study of Perceptions of Disaster Education Models in Indonesia". JAMBURA GEO EDUCATION JOURNAL 5, n. 1 (30 marzo 2024): 44–53. http://dx.doi.org/10.37905/jgej.v5i1.24613.

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This research is motivated by the need for efforts to teach disaster principles to elementary school students so that scientific foundation is needed regarding disaster education models for elementary school students. This qualitative descriptive research describes elementary school teachers' perceptions of the disaster education model for elementary school students. The sampling technique uses purposive sampling technique. Data was obtained through questionnaires and interviews with 30 elementary school teachers from different schools. The data analysis technique uses data reduction, presentation, and conclusion. The data validity process is carried out using triangulation techniques. The research results show that the teacher's perception of aspects of the teaching material is in the poor category, the teacher's perception of the learning interaction aspect is in the poor category, the teacher's perception of elements of the learning environment is in the poor class, and the teacher's perception of the learning model aspect is in the poor category. This result show that teachers need a better perception of the disaster education process for elementary school students. The finding of this research can be used as a basis for developing appropriate disaster education processes for elementary school students.

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Nam, mi, e Dongtaik Kwon. "A Study on the Innovational Factors of Play Space in Elementary School". Korean Association For Learner-Centered Curriculum And Instruction 22, n. 15 (15 agosto 2022): 879–91. http://dx.doi.org/10.22251/jlcci.2022.22.15.879.

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Objectives As an exploratory study for elementary school play space innovation, this study aims to prepare basic data for school play space innovation research by figuring out the factors of elementary school play space. Methods For this purpose, a survey was conducted on 164 incumbent elementary school teachers in 6 districts nationwide. The data collected through the survey were statistically processed using the SPSS WIN (18.0) program. Results As a result of the analysis, a total of 6 factors were derived. The factors were named adventurous, child initiative, safety, child characteristics, accessibility, and sufficiency according to their characteristics. Conclusions In order to innovate the elementary school play space, first, it is necessary to take a physical approach that reflects the factors of adventurous, safety, accessibility, and sufficiency. Second, a child-centered approach that reflects factors such as child initiative and child characteristics is required. Through this, it is expected that it will be possible to configure a practical and specific play space suitable for elementary school.

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Yim, Bo Hyun, e Keun Huh. "A Study on the Elementary English Class Using the Virtue Project". Korean Association For Learner-Centered Curriculum And Instruction 23, n. 22 (30 novembre 2023): 379–91. http://dx.doi.org/10.22251/jlcci.2023.23.22.379.

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Objectives The purpose of this study was to propose an English and character education integrated lesson for third-grade students using the Virtue Project. Methods The researchers analyzed the learning objectives presented in the 3rd and 4th-grade English textbooks from the 2015 revised curriculum. Based on the character-related language materials provided by the curriculum and the key character elements suggested by scholars, final ten virtues were selected. The picture books used as teaching materials were chosen based on the selection criteria for picture books suitable for elementary learners while reflecting the language materials presented in the elementary English curriculum. Results The research results are as follows: First, an English class plan for third grade elementary school students was derived using the Virtue Project, which is effective in character education. Second, a specific class structure that can be applied on a semester basis was designed. In addition, classes using the Virtue Project were designed with various activities and group compositions to increase interaction between students. Conclusions Utilizing the Virtue Project for elementary English classes not only enhances English communication skills but also effectively applies to various elementary English education settings.

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Lew, Kyoung-Hoon. "A study on the effectiveness of creativity and emotion confluence program for upper elementary school students". Korean Society for Creativity Education 24, n. 1 (30 marzo 2024): 1–12. http://dx.doi.org/10.36358/jce.2024.24.1.1.

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The purpose of this study is to determine whether the creativity and emotion integration program for upper elementary school students is effective in improving the creativity and emotional abilities of elementary school students. The subjects of the study were a total of 63 upper-grade students from elementary schools in the metropolitan area, and 10 classes were conducted for 33 students in the experimental group. The effectiveness of the program was confirmed using Creativity Standardization Test (Lee, 2014) and Emotional Intelligence Test(Moon, 2001). The collected data was used to check the homogeneity of the two groups using the t-test in the SPSS 25.0 program, and then the results of the post-test were compared. The research results are as follows. First, the creativity-emotion integration program for upper grades of elementary school was effective in improving students' creative abilities among integrated creativity. Second, there was no statistically significant difference in the emotional intelligence scores of upper elementary school students. Accordingly, implications for improving the creative abilities and emotional intelligence of elementary school students using this program were discussed.

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Lyu, Lin, e Guanglei Lu. "A STUDY OF TOURS AS AN ELEMENTARY EDUCATIONAL TOOL: EFFICIENCY AND DIRECTIONS TO IMPROVE". EUrASEANs: journal on global socio-economic dynamics, n. 4(41) (27 luglio 2023): 18–25. http://dx.doi.org/10.35678/2539-5645.4(41).2023.18-25.

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Study tourism is a kind of transformation of the traditional campus space, which has the characteristics of open space and students' exploratory and experiential learning. This is a new way and new method for the implementation of quality education which plays an important role. The benefits of conducting study tours in elementary school cannot be underestimated. Study tour is a good innovative practice method for elementary school curriculum reform, and it also helps young people to shape a correct outlook on life, world view and values, cultivate core literacy and achieve all-round development in the process of acquiring knowledge and understanding the world. Although study tour has been developing for 6 years, the implementation of study tour in elementary schools in Kunming is still in the early stage of exploration. This paper examines barriers to conducting study tours in Kunming elementary schools, and puts forward corresponding optimization countermeasures, in order to effectively promote study tours in elementary schools in Kunming to play its corresponding role.

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Fenanlampir, Albertus. "Emotional Skills with Homogeneity Psycho Cognition Strategy: A Study of Physical Education in Elementary Schools". Retos 54 (2 aprile 2024): 850–56. http://dx.doi.org/10.47197/retos.v54.104283.

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The emotional skills of elementary school students in physical education subjects are still minimal. Therefore, a deeper exploration in this study was conducted to uncover it. This study aims to analyze the relationship of emotional intelligence with homogeneity psycho cognition strategies in physical education students in elementary schools. This study aims to analyze the relationship between emotional skills and homogeneity psycho cognition strategies in the physical education of elementary school students. The results showed a relationship between emotional skills and homogeneity psycho cognition strategies in physical education subjects. Some factors cause the absence of a relationship between physical education and homogeneity psycho cognition strategies of elementary school students. The results showed a relationship between emotional skills and homogeneity psycho cognition supported by adequate collaboration and emotional by all students. Other factors are reduced or limited interaction between students and the learning environment, aggravated by an economic burden that causes parents' emotional problems that impact children's emotions. Therefore, homogeneity psycho cognition can be recommended in physical education learning to improve the emotional skills of elementary school students. Key words: Emotional Skills; HPC; Physical education; Elementary schools

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Park, heejin. "Study on the Factors Which Inhibit the Teaching Practices as Perceived by Elementary School Teachers". Korean Association For Learner-Centered Curriculum And Instruction 24, n. 8 (30 aprile 2024): 529–49. http://dx.doi.org/10.22251/jlcci.2024.24.8.529.

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Objectives This study focused on the factors which inhibit the teaching practices as they were perceived by elementary school teachers. Methods Thirty-five elementary school teachers were interviewed, and research materials were analyzed using a concept map approach. From the interview, 44 key sentences were extracted as a final statement, and the concept mapping was completed using the Multidimensional Scaling and Hierarchical Cluster Analysis method. 970 elementary school teachers were asked to answered the 5-point Likert scale questionnaires to check which statement could affect the teaching practices. Results First, the elementary school teachers recognized the factors inhabiting the teaching practices in the “job performance-relationship formation” and “inside-outside the school” dimensions. Second, elementary school teachers recognized the inhabiting factors in 8 clusters; “formalism of educational administration,” “inefficiency of school work,” “lack of trust between teachers and parents,” “lack of efficiency in business processing,” “lack of administrators’ leadership,” “lack of teaching support,” “negative teaching culture,” and “lack of professionalism and teacher’s philosophy” appeared in that order. Conclusions This study will help to identify ways to improve the teaching expertise by identifying the inhibiting factors as perceived by elementary school teachers.

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Putra, Mulya, Ismawati Ismawati e Muhammad Afifuddin Afandi. "Teacher Recruitment System: Case Study of Amanah Integrated Islamic Elementary School of Sungai Penuh City". Sustainable Jurnal Kajian Mutu Pendidikan 5, n. 2 (29 novembre 2022): 310–19. http://dx.doi.org/10.32923/kjmp.v5i2.2899.

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The Amanah Integrated Islamic Elementary School (SDIT) of Sungai Penuh City is one of the long-established private elementary schools in Sungai Penuh City. This school is a private Islamic elementary school that has an A accreditation in Sungai Penuh City. As an institution known for its high level of discipline and strict administration, in reality there is an imperfect recruitment system. This study aims to identify and describe the implementation of the teacher recruitment system at the Amanah Integrated Islamic Elementary School (SDIT) of Sungai Penuh City. The method used in this research is qualitative method. Collecting data in this study are interviews, observation and study of documents. The data analysis technique used is by condensing data, presenting data and drawing conclusions. The results of the study showed that the teacher recruitment system implemented by the Amanah Integrated Islamic Elementary School (SDIT) of Sungai Penuh City was quite good.

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