6th Grade Research Articles

Refractive Profiles in Children Receiving School-Based Eye Exams Following Vision Screening from a Large School-Based Vision Program in 2016 to 2022

ABSTRACT Purpose To describe refractive error findings and associated factors in students who received school-based eye exams following vision screenings. Methods Cross-sectional study of pre-kindergarten through 12th grade students who failed vision screening and underwent a school-based eye exam in the Northeast region of the United States during 2016–2022. Non-cycloplegic autorefraction and visual acuity measurements were used to categorize refractive error by type and severity. Main outcomes included any refractive error (at least −0.50D myopia, +0.50 hyperopia, 1.00D astigmatism, or 1.00D anisometropia), clinically significant refractive error (CSRE; more severe refractive error with decreased vision), and refractive amblyopia risk (RAR). Multivariable mixed-effects logistic regression was used to determine student- and school-level characteristics associated with refractive error outcomes. Results Of 103,159 included students who failed screening, 95,875 (92.9%) were analyzed. Overall prevalence of any refractive error was 94.2%, with 81.7% having CSRE. Pre-kindergarten & kindergarten students had the highest prevalence of CSRE (85.7%), which dropped to 77.0% by 3rd and 4th grade before rising with each higher grade level thereafter. Prevalence of RAR was 60.9% overall and highest in pre-kindergarten and kindergarten students (73.8%). Myopia was the most prevalent refractive error, followed by astigmatism, anisometropia, then hyperopia. The odds of hyperopia, astigmatism, and anisometropia decreased with higher grade level. Conclusion Over 80% of students who failed vision screening at a large school-based vision program had CSRE, and over 60% had RAR. Pre-kindergarten and kindergarten students had an especially high prevalence of RAR. Refractive error remained common in every grade level.

Co-Designing and Implementing a 4th Grade Robotics and Coding Event: Preservice and Inservice Teacher Perspectives

Co-Designing and Implementing a 4th Grade Robotics and Coding Event: Preservice and Inservice Teacher Perspectives

Investigating the Effect of Internet-Based Applications on Secondary School Students' Academic Achievement in Science, Motivation and Awareness of Web 2.0 Tools

In this study, the effect of internet-based applications on the academic achievement, motivation, and awareness of Web 2.0 tools of 6th grade middle school students on "Matter and Heat" was examined. The study group consisted of 73 (experimental: 50, control: 23) 6th grade students from a public school in Istanbul, Turkey. The study was conducted with an experimental design with pretest-posttest control group among quantitative research models. In the experimental group, science lessons were taught with the support of web 2.0 tools such as Nearpod, Canva and Quizizz, while in the control group, no additional application was made and the lessons were taught as specified in the curriculum. The data of the study were collected with the “Motivation Scale in Science Education”, “Matter and Heat Achievement Test” and “Awareness Scale for Web 2.0 Tools”. T-test and one-way factor analysis (ANCOVA) test were used to analyze the data. The results of this study showed that the academic achievement test scores of the experimental group students were higher than the control group and there was a significant difference between the academic achievement test scores of the experimental and control groups. The results showed that the science motivation scores showed a significant difference in favor of the experimental group and the science motivation scores of the experimental group students who were supported with web-based applications were higher than the control group. In addition, according to the results of the one-way analysis of covariance regarding the awareness of web 2.0 tools, there was a significant difference between the experimental group and the control group in favor of the experimental group in the post-test scores. In this study, the importance of planning and implementing science lessons supported by internet-based applications at the secondary school level was revealed.

Fostering Critical Digital Literacy Through Podcasting, Collaborative Work, and Oral Interaction

Introduction: Mastering a second or foreign language, especially oral communication, is complex and challenging, influenced by external pressures as seen in Colombia's education and language policy reforms, which compel teachers and institutions to address how to develop language skills with students. Objective: This study aimed to explore how collaborative podcast development, as a critical digital literacy practice, can enhance 11th graders' oral and critical interaction in English. Methodology: Conducted in a public school, the research employs a qualitative approach within a case study methodology. Although quantitative techniques like checklists and questionnaires were used for data collection, the study maintains a qualitative design. Through semi-structured interviews with a subgroup of five students, participants reflect on their experiences of collaborative learning and interaction in English while constructing a podcast. Data was analyzed using a triangulation method. Findings: Thematic analysis revealed that collaborative podcast development promoted English oral interaction among participants, fostering collaboration, exchange of thoughts and feelings, and increased language confidence. Discussion and Conclusions: The study advocates for a reexamination of digital practices in the classroom to promote English oral interaction from a critical perspective. It recommends collaborative podcast development as a digital practice to enhance oral interaction, empowering students to use English in social and academic contexts.

The Impact of Using the Brainstorming Method on the Listening Skills of Tenth Grade Students

This study explored the impact using the brainstorming method on the listening skills of tenth grade students. To meet the study’s goals, the researchers adopted the experimental approach. They developed an instrument (i.e. listening skills test). This test consists from twenty (20) multiple choice items. The sample consists from 143 female and male 10th grade students. Those students were chosen from Marka, Amman. The researchers chose the sample through using the cluster random method. The data were collected during the first semester of the academic year (2023 / 2024). The sampled students were chosen from four sections. Two sections serve as the experimental group and two sections serve as the control group. It was found that there are significant differences between the experimental and control groups in terms of the mean score on the post-test. It was found that there are significant differences between the scores of the respondents which can be attributed to gender for the favor of males. Based on the results, the researchers recommend using the brainstorming method in curricula and the teachers’ guidebook. They recommend conducting further studies to identify the impact of the brainstorming method on other language skills and other students. Received: 14 July 2024 / Accepted: 27 October 2024 / Published: 05 November 2024

The Role of Using P-BT (Process-based Technique) on Teaching Reading Skill in Iraqi Primary Schools

This study intends to explore the role of process-based techniques in teaching reading to the 5th grade primary school learners. This technique aims to teach pupils the appropriate strategies for identifying different kinds of texts depending on the interaction between the information presented in the text and pupils’ background knowledge. To achieve the aims of the present study, the hypothesis proposes that there is no statistically significant difference in the performance of pupils who are taught by the Process-based Technique and those who are taught by the traditional teaching technique. To fulfill the aim of the study, an experiment was designed where two groups, each of 135 pupils, were randomly chosen from the 5th grade primary school. One group was assigned as the control group, while the other functioned as the experimental group, with both groups matched in age, parental education level, and prior achievement in English based on previous exam results. The scores obtained in the experiment were tested statistically, and it was seen that the experimental group achieved higher than the control group. A T-test formula was conducted for the independent samples. The obtained “t” value displayed the significant difference between the two groups, and more especially, the experimental group, instructed using the Process-Based Technique, outperformed the control group, which followed the conventional method. Consequently, the null hypothesis was rejected.

Аналіз змагальної діяльності юних спортсменів на 38-му дитячому турнірі «Ванпаку сумо»

Purpose: to analyze the competitive activity of young athletes at the 38th «Wanpaku Sumo» Children's Tournament. Material and methods. The following methods were used in the study: analysis of scientific and methodological information and Internet sources; generalization of best practices; analysis of protocols and video recordings of matches. A total of 293 fights were analyzed (92 fights among fourth graders, 94 among fifth graders, 107 among sixth graders). For the analysis, a specialized computer program «Martial Arts Video Analysis» was used. Results: the analysis of competitive activity allowed us to identify the groups of techniques most often used by athletes during competitions. The most frequently used techniques of the group kihon waza (57,65 %). Athletes of all age groups actively used the basic technique (4th grade – 57,60%, 5th grade – 57,44 %, 6th grade – 57,94 %). The most common techniques in all age categories were yorikiri and oshidashi. Actions that occurred during the competition and belong to the hiwaza group and are not kimarite indicate that young athletes do not yet have perfect control over their bodies and can lose balance even without the intervention of an opponent. The analysis of technical actions allowed us to observe the progress of technique by grade. Thus, in the fifth grade, more complex techniques (harimanage and chongake) appear. This indicates that children are gradually mastering more complex techniques that require better coordination and tactical thinking. In the upper grades, the use of complex techniques such as tsukiotoshi and sotogake is observed. This indicates that participants are becoming physically stronger and more coordinated, which indicates a gradual mastery of more complex techniques. Conclusions. The analysis of the competition during the 38th «Wampaku Sumo» Tournament revealed some characteristic features. First, the competitions were highly intense. The yorikiri technique is the most effective, so it is very popular among young athletes. Although yorikiri dominates, the presence of other techniques such as koshinage and makiotoshi shows that participants have a diverse arsenal of techniques. In high school, participants begin to demonstrate better physical fitness, which helps them to use more complex techniques and endure bouts longer. Psychological pressure also plays a role, as participants are forced to make quick decisions and choose techniques that are most effective under pressure.

Validity and Reliability Assessment of a Food and Physical Activity Questionnaire for Adolescents From Low-Income Communities

ObjectiveDevelop and validate an evaluation questionnaire for sixth-12th grade Expanded Food and Nutrition Education Program (EFNEP) participants. DesignFive-step process: domain concept prioritization, question generation, question pretesting, reliability testing, and criterion validity testing. SettingCommunity sites in 4 states and New Jersey EFNEP secondary program data. ParticipantsNineteen sixth-12th graders were interviewed; secondary data included 164 ninth-12th graders. Variables MeasuredContent, face, and criterion validity; internal reliability. AnalysisIterative template analysis to gauge conceptual understanding; exploratory factor analysis with orthogonal Varimax rotation, interitem correlations, and Cronbach α; Spearman correlations and Bland-Altman plots against the Physical Activity Questionnaire for Adolescents and Youth Risk Behavior Survey questions. ResultsFourteen questions with acceptable face validity were developed. One item (handwashing) had a ceiling effect and was removed. Eleven of the remaining 13 items were loaded onto 4 factors. The remaining 2 items were kept because of conceptual relevance. The questionnaire demonstrated acceptable reliability and validity overall, but subscale Cronbach α values ranged from 0.53–0.75. Conclusions and ImplicationsThis 13-item questionnaire was presented to national EFNEP program leaders and was implemented by EFNEP in October 2023. Further research could establish temporal reliability and gold standard criterion validity estimates with a multistate sample of sixth through 12th graders.

Knowledge of and access to contraceptive information and services among teenagers with child welfare involvement: A descriptive study across the transition to high school

Despite disproportionate rates of childbearing among youth with child welfare involvement, few studies have examined whether this population receives contraceptive information and knows how to access services. This longitudinal study examines responses from 245 youth with child welfare involvement (i.e., youth with an open child welfare case due to maltreatment) before and after the transition to high school. The same youth were interviewed at the end of 7th or 8th grade and roughly 2.5 years later about whether they received contraceptive information or education, if they knew how to access contraceptive services, if they received services, and sources of that information/services. By 10th /11th grade, most participants reported knowing how to access contraception and over half of females had received contraception. However, 18 % of females and 54 % of males had never received contraceptive education or information by 10th/11th grade. Schools were the dominant (often only) source of contraceptive education or information for males, while medical providers and schools were more common for females. Males were less likely than females to receive contraceptive education or information, know how to access services, or receive services. Contraception was perceived as, and in many cases was, accessible once youth were in high school. However, contraceptive information and education was received late and was incomplete for many youths irrespective of biological sex; for males, it was often never received. Implications for adults working with this population are discussed.

The Relationship Between Social Media Addiction and Perceived Stress in Adolescents.

The study was conducted to determine the relationship between social media addiction and perceived stress in adolescents. The study was conducted in a descriptive and cross-sectional design between September and December 2022 in secondary education institutions of the Provincial Directorate of National Education in a city center in eastern Turkey. The sample of the study consisted of a total of 716 adolescents who were studying in the ninth grade (145), 10th grade (198), 11th grade (216), and 12th grade (157) who met the inclusion criteria of the study at the time the study was conducted. The sample comprised individuals with diverse sociodemographic characteristics, including ages, genders, school success levels, parents' education levels, parents' job status, socioeconomic status, time spent on daily social media, and purposes of social media use of the adolescents. The "Sociodemographic Characteristics Form," "Social Media Addiction Scale for Adolescents (SMASA)," and "Perceived Stress Scale (PSS)" were used as the data collection tools. Ethical principles were fulfilled in the study. It was found that the average age of the adolescents who participated in the study was 15.71 ± 1.22, 58.1% were females, 41.1% had good school success, 90.5% had a mobile phone, 90.2% used WhatsApp, 56.8% said that their daily social media use time was between 1 and 3 h, and 64% said that their purpose of using social media was for entertainment and leisure. The mean SMASA score was 18.49 ± 6.98, and the mean PSS score was 42.11 ± 7.54. It was found in the study that the mother's employment status, phone ownership status, use of Instagram, Facebook, Twitter, WhatsApp, Snapchat, YouTube, TikTok, and LinkedIn accounts, daily social media use, time and purposes of using social media affected the mean SMASA score. Age, gender, school success, use of Instagram and Snapchat accounts, daily social media use time, and purposes of using social media affected the mean PSS score (p < 0.05). As a result of the study, a positive and low-level significant relationship was detected between social media addiction and perceived stress levels (p < 0.01). As the levels of social media addiction increase in adolescents, the perceived stress levels also increase. It was also found that some variables affected the social media addiction and perceived stress levels of adolescents.

Which reference groups matter for Taiwanese high school adolescent smoking? A card sorting study

BackgroundAdolescence represents a pivotal period for the initiation of smoking behaviours. While family, peer and social groups serve as significant reference groups influencing adolescents’ decision-making process, there remains a paucity of research that examines how diversified reference groups influence their smoking decisions.ObjectiveThe objective is to compare normative and informative influences given by different reference groups on adolescents’ smoking decision-making.DesignThis study applied reference group theory and used the card sorting technique. Adolescents were presented with 16 cards portraying various reference groups and 27 cards portraying different types of reference group influences. They were asked to construct sentences as smoking-elicited and smoking-inhibited cues and ranked these influences based on their relevance to their smoking decision-making.ParticipantsThe participants were recruited from four cities in the North, Central, South and East regions of Taiwan. The study sample consisted of 297 Taiwanese 11th graders drawn from high schools, vocational high schools and night schools.Primary outcome measuresThe most influential reference group among smokers, former smokers and never smokers.ResultsOur results of multivariable logistic regression show that for current smokers, having a smoking best friend (aOR=7.58,p&lt;0.01), having a smoking colleague (aOR=3.83,p&lt;0.01) and participating in ceremonial dance performances (aOR=4.62,p&lt;0.01) are more likely to smoke. Peers play an important role in providing smoking-elicited cues for current smokers. Families provided the most smoking-inhibited cues for former and never smokers. Normative influences such as encouraging adolescent smoking provided more cues for adolescents than informative influences such as releasing stress by smoking.ConclusionsAdolescent smoking behaviour was influenced by peer norms, while former and non-smoking behaviours are associated with family norms. Therefore, tobacco prevention efforts should focus more on family-level interventions to discourage smoking initiation. Smoking cessation programmes for current smokers should address the reduction of peer pressure to smoke. Moreover, schools and community partners should collaborate to develop effective smoking cessation strategies, particularly for high-risk groups such as adolescents who involved in ceremonial dance performance.

The effects of self-explanation on game-based learning: Evidence from eye-tracking analyses

The purpose of this study was to examine the effect of self-explanation prompts on game performance using eye-tracking techniques. We adopted an experimental design for the study. A total of 40 4th graders participated and were randomly assigned to either the experimental or control group. While the experimental group played a computer game with self-explanation prompts, the control group played the same game without any prompts. A Tobii 4C eye tracker with a sampling rate of 90 Hz was used to record the eye movements of the participants while they were playing the game. A pre-test and post-test were used to assess the participants’ understanding of the target concepts of the game before and after their game-playing, respectively. The results indicated an interaction effect between self-explanation and prior knowledge on the learning outcomes. Regarding the participants with lower-level prior knowledge, the experimental group gained significantly better scores on the posttest than the control group. In contrast, with respect to the participants with higher-level prior knowledge, the self-explanation prompts did not demonstrate a positive effect on the experimental group. Moreover, the results of the lag sequential analysis provide solid evidence of the differences in visual transitional patterns between the participants with different levels of prior knowledge while they were reacting to the self-explanation prompts. These results could account for the different learning outcomes achieved by the participants with different levels of prior knowledge in the experimental group.

Bibliometric analysis of augmented reality in chemistry education over the past decade

Numerous studies have delved into the application of augmented reality (AR) in chemistry education, focusing on specific topics, equipment requirements, and advantages. However, there remains a notable dearth of research examining the evolutionary characteristics of AR in this context. This study, employing bibliometric analysis on 66 articles spanning from 2012 to 2022, reveals that research primarily revolves around pedagogical approaches and AR technology development, particularly in kindergarten to 12th grade (K-12) education. Despite the United States exhibiting the highest publication frequency, there is a significant absence of studies addressing emotions, cognition, and physiological changes. Shedding light on these research gaps, this study underscores the need for further exploration into the cognitive, emotional, and physiological aspects of AR integration in chemistry education. Ultimately, the insights gleaned from this study offer valuable guidance for researchers, educators, and practitioners alike, facilitating the advancement and effective application of augmented reality in chemistry education (ARCE).

Покращення рухової активності в учнів 5 класів засобами рухливих ігор

The purpose of the work is to substantiate theoretically and verify experimentally the effectiveness of the method for improving 5th grade students’ motor activity by means of mobile games. Material and methods. The pedagogical experiment was carried out on the basis of the Krolevets Lyceum No. 1 of the Krolevets City Council of the Sumy Region. It enrolled 32 students of 5th grade from the main medical group. They were divided into a control group (CG, n=16, 5-A grade) and an experimental group (EG, n=16, 5-B grade). The term of the pedagogical experiment was September-November, 2023. Pupils of CG and EG studied according to the Model curriculum "Physical culture. 5-6 grades" for institutions of general secondary education. During Physical Education lessons in the CG, the teacher followed the planned tasks and work plan. A developed method of improving motor activity by means of mobile games was implemented in EG. Research methods: theoretical analysis of scientific and methodical literature, pedagogical experiment. The level of motor activity was determined on the basis of a set of indicators: the time of students’ motor activity with a reflection of its content and quality at different moments of the regime, which was determined with the method of individual timing; the amount of motor activity using the pedometry method for quantitative assessment of motor activity; the intensity of motor activity by the pulsometry method (calculation of heart rate in bpm) when various types of muscle activity were performed; methods of mathematical statistics. The results. At the ascertaining stage of the pedagogical experiment, the following indicators of the 5th grade students’ motor activity level were obtained: in CG, 3 students (19%) had a high level, 7 students (44%) had an average level, and 6 students (37%) had a low level. In EG, 3 students (19%) had a high level, 6 students (37%) had an average level, and 7 students (44%) had a low level. It is necessary to note that the indicators of CG and EG were at the same level. At the formative stage of the pedagogical experiment, a method for improving the motor activity of 5th grade students by means of mobile games was developed and implemented. The developed method was implemented into all forms of physical culture and health work in institution of general secondary education. Its content included mobile games directly during Physical Education lessons and during other forms. The developed method was implemented in three directions, in particular with students, teachers and parents. At the control stage of the pedagogical experiment, the following indicators were obtained: in CG, 4 students (25%) had a high level of motor activity, 7 students (44%) had an average level, and 5 students (31%) had a low level. In EG, 6 students (38%) had a high level of motor activity, 7 students (44%) had an average level, 3 students (18%) had a low level. Thus, in CG there is a significant percentage of 5th grade students who have a low level of motor activity, while in EG there are high and average levels of motor activity among 5th grade students. This fact proves the effectiveness of developed method for improving 5th grade students’ motor activity by means of mobile games. Conclusions. The method we had developed for improving 5th grade students’ motor activity by means of mobile games confirmed its effectiveness during the experimental test and can be recommended for use in the practical activities of a Physical Education teacher.

School Poverty Level Moderates the Effectiveness of a Physical Activity Intervention.

To explore whether school poverty level and funding modified the effectiveness of an evidence-based Comprehensive School Physical Activity Program called Health Empowers You! implemented in elementary schools in Georgia. Secondary data analysis of a multi-level, cluster-randomized controlled trial. 40 elementary schools in Georgia in 2018-2019. 4th grade students in Georgia. Intervention schools implemented the Health Empowers You! program to increase school-day physical activity. The outcome was average daily moderate-to-vigorous physical activity, school free-reduced price lunch (FRPL) percentage and per pupil expenditures were effect modifiers. Separate linear mixed regression models estimated the effect of the intervention on average daily moderate-to-vigorous physical activity, with interaction terms between intervention status and (1) school FRPL percentage or (2) per pupil expenditures. The effect of the intervention was significantly higher in schools with higher FRPL percentage (intervention*school % FRPL β (95% CI): .06 (.01, .12)), and was modestly, but not statistically significantly, higher in schools with lower per pupil expenditures. Findings support the use of the Health Empowers You! intervention, which was effective in lower income schools, and may potentially reduce disparities in students' physical activity levels.

초등학교 5학년 일반 학생과 발달성 난독 학생의 영어 수행력 프로파일링

Objectives Most Korean students learn English as a second language from 3rd grade in public school curriculum. Despite receiving the same instruction in schools, there are concerns about the individual differences in English abilities among Korean students. Students with developmental dyslexia, who have difficulties in reading and writ-ing in their native language, also struggle with reading and writing in English. This study aimed to confirm the strengths and weaknesses of students through individual profiling of English abilties. Methods This study focused on two typical development students(TD who are A and B) and two developmental dyslexic students(DD who are C and D) in 5th grade. We developed the tests to profile English abilities, focusing on word reading, word writing, vocabulary, and meta-linguistic awareness abilities. Results In word reading and word writing, the TD showed higher performance than DD. In vocabulary, A, B, and C showed similar high performance, while D showed lower performance. In meta-linguistic awareness abilities, including phonological awareness(PA), syntactic awareness(SA), and orthographical awareness(OA), TD showed high performance in all abilities. Among the DD, C had weaknesses in SA compared to PA and OA, while D showed weaknesses in all abilities. Conclusions This study highlights the profiling of diverse English abilities among four 5th grade students. While DD showed different profiles in this study, they commonly demonstrated lower performance in reading and writing compared to TD, as well as lower metalinguistic awareness. It suggests that DD may require individualized educa-tion plan(IEP) based on their strengths and weaknesses.

간호대학생의 표준주의 지식과 인식, 간호전문직관이 감염관리 표준주의 수행도에 미치는 영향

The purpose of this study was to identify the factors influencing nursing students' performance of taking standard precautions and which is a descriptive research study. The subjects of the study were 163 students(3rd and 4th grade) with clinical practice experience. Data collection was conducted from September to December 2023, and SPSS/WIN 27.0 was used for the collected data. As a result of the study, the average knowledge level of the subjects about standard was 38.91 out of 42 points and the average correct answer rate was analyzed as 92.6%. The average of the awareness of standard precautions was 4.81 points out of 5 points, the nursing professionalism was 4.03 points out of 5 points, and the average of the performance was 4.45 points out of 5 points. The results of the performance of taking standard precautions according to general characteristics were significantly different from satisfaction with major and clinical practice. And awareness of standard precautions and the nursing professionalism had a significant positive correlation with performance of taking standard precautions The factors influencing the performance of taking standard precautions were awareness of standard precautions and the nursing professionalism, which showed 16.5% of explanatory power. In order to improve the performance of infection control standard precautionsof nursing students, education related to infection control awareness as well as application of programs that can improve nursing professionalism are needed.

보편적 학습설계와 증거기반교수를 적용한 수학 수업이 초등학생의 곱셈·나눗셈 성취도와 수학적 학습 태도에 미치는 효과

Objectives The purposes of this study was to examine the effects of mathematics instruction, incorporate Universal Design for Learning(UDL) and evidence-based instruction, on the multiplication and division achievement and mathematical learning attitudes of 4th grade elementary school students with typical or low achievement in mathematics. Methods The study involved 46 subjects, comprising students from two 4th-grade classes in a public elementary school in Seoul. The subjects were divided into experimental and control groups, with each group further subdivided based on their level of mathematics achievement. The experimental design employed a pretest-posttest control group design along with a repeated measures design. Improvements in students’ multiplication and division achievements were analyzed using a hierarchical linear growth model, while differences in attitudes towards mathematical learning were assessed using paired samples t-tests and analysis of covariance(ANCOVA). Results First, the rate of change in multiplication and division achievement among students with typical math performance in the experimental group was statistically significantly higher than that in the control group. Second, the rate of change in multiplication and division achievement among students with low math performance in the experimental group was significantly higher than that in the control group. Third, within the experimental group, students with low math performance demonstrated a significantly greater rate of improvement in achievement compared to students with typical math performance. Fourth, students in the experimental group showed statistically significant improvement in most areas of mathematical learning attitudes. Finally, there was no statistically significant difference in mathematical learning attitudes between the two subgroups of the experimental group, except for their level of confidence in multiplication and division. Conclusions First, mathematics instruction incorporating Universal Design for Learning (UDL) and evidencebased instruction was effective in improving multiplication and division achievement as well as mathematical learning attitudes among 4th grade elementary students. Finally, it can be inferred that this approach could be an effective method for ensuring foundational academic skills and bridging achievement gaps in general education settings with diverse student characteristics.

Participatory Digital Mapping, Dynamic Data, and Children’s Emergent Science Argumentation About Local Socio-Ecological Systems

Abstract Over the last two decades, there has been an increasing focus on spatial technologies in teaching and learning, revealing the potential to support new forms of youth sensemaking across varied settings and modalities. Recent scholarship has shown the possibilities of participatory digital mapping technologies, enabling young people to collect data within community settings and create interactive data-rich maps about complex phenomena and processes that build from their local expertise and inquiries. Yet to date, these technologies and related pedagogies remain less researched within K-5 educational contexts. In this article, we examine the most recent iteration from a multi-year design research project that centered 5th grade students’ learning about socio-ecological systems by engaging in participatory digital mapping to study their schoolyard soil ecosystems underfoot. We examine the possibilities of centering digital participatory map making as a basis for modeling and argumentation in elementary science. Analyzing whole class discussion video within the 10-week curriculum, we show how children authored their collective maps in numerous ways, making visible their social and ecological knowledge of the schoolyard, as well as their experiences defining, producing and visualizing qualitative and quantitative data. As part of this broader design-based research project, we find that children were able to reason about complex socio-ecological systems across spatial, temporal, and relational dimensions in inventive ways, often considered out of reach for elementary aged students, while also expanding what could count as data and what ways of knowing were valued within the science classroom. Implications for science education, place-based education, and emerging geospatial technologies are discussed.

Transformative Sustainable Education Approach as Environmental Literacy Transformation: Case Study of Ecosystem Material in Elementary Schools

The adiwiyata program has been implemented in several elementary schools in Indonesia, but its implementation has yet to be integrated into learning. The objectives of this research are: 1) To find out the implementation of the Transformative Sustainable Education (TSE) approach in Natural and Social Science (NSS) learning; 2) To find out whether the implementation of the TSE approach is effective in improving students' environmental literacy. This TSE approach is implemented in natural and social sciences learning. This research used an experimental method with pretest-posttest control group design. The population of this study were 5th grade students of MIN 2 Bantul which consisted of class A and class B. The sample was selected by cluster random sampling and the students were selected. The sample was selected by cluster random sampling and class A of 29 was selected as the experimental class and class B of 28 as the control class. The instruments used in this study include observation sheets of learning implementation with the TSE approach and environmental literacy observation sheets. The results showed that: 1) The TSE approach was implemented with a percentage of 95% in the very good category; 2) The TSE approach was effective in improving environmental literacy in the medium category.