6th Grade Research Articles

평면도형의 이동에서 모양과 방향의 변화에 대한 학생의 이해

This study analyzes how the shape and direction of figures are addressed in relation to transformations (translation, reflection, and rotation) in elementary school textbooks from the 7th curriculum to the 2015 revised curriculum, and investigates 5th-grade students' understanding of shape and direction through a test. The results revealed that students interpreted the meaning of shape inconsistently, varying their understanding based on the given context. In tasks requiring students to identify whether the shape or direction of a figure remained unchanged after reflection or rotation, their responses were influenced by the symmetry of each figure. Based on these results, this study discusses the issues inherent in the linguistic expressions and activities related to shape and direction in the textbooks. The conclusion suggests that, for 3rd and 4th graders, the focus should be on observing various combinations of translation, reflection, and rotation, and engaging in art-related activities or interesting problem-solving tasks. Activities that involve identifying whether shapes are the same should be more thoroughly addressed in the 5th and 6th grades, alongside the concept of congruence.

The Attitudes of 8th Grade Students Towards the Republic of Turkey Revolution History and Kemalism Course

This study is quantitative research that aims to examine the attitudes of 8th graders towards the T.R. History of Revolution and Kemalism Course. The study population consists of 6.650 students studying in the 8th grades of Samsun province central district secondary schools in the 2022-2023 academic year, while the sample consists of 1424 students. A stratified sampling method was used in sample selection, and simple random sampling was used to draw units from the sub-populations of the sample. A survey form, the first part of which includes demographic information of the participants and the second part of which provides for the T.R. History of Revolution and Kemalism Course Attitude Scale, was used as a data collection instrument. Descriptive statistics and hypothesis tests were used in data analysis. The range width of the scale was interpreted based on the formula "range width/number of groups.” Whether the scale scores showed significant differences between demographic groups was tested with hypothesis tests, an independent sample t-test was used to compare independent demographic variables with two groups, and a one-way ANOVA test was used for independent variables with more than two groups. The difference in test scores between these groups was interpreted using the post hoc test, Scheffe. As a result of the study, it was found that the attitude scores of the study sample towards the course were undecided. There were significant differences between participants' attitudes towards the course and the variables of gender, nationality, school type, parental educational status, place of residence, number of people in the household, and course achievement.

“It’s Good to Have a Voice”: What Do Students Think about the Impact of a Flexible Curricular Implementation of Student-Centered Pedagogies on Their Own Learning Experiences?

While there is extensive evidence that student-centered pedagogies (SCPs) develop multidimensional (motor, cognitive, social) outcomes in students, the coalesced use of some of the core pedagogies of student-centered models (SCMs) can facilitate the achievement of more than one educational theme in the same intervention and may facilitate student engagement in more representative physical education (PE) experiences. In this study, students’ voices are explored concerning the impact of a flexible and coalesced curricular implementation of SCPs on their own PE learning experiences. An insider action-research design was implemented for one entire school year (50 lessons of 90 min each) with 25 students aged 16–17 years, enrolled in the 12th grade at a high school in Portugal. A qualitative data collection source was used (semi-structured focus-group interviews), analyzed through a mixed inductive–deductive thematic analysis. The findings emphasize that a flexible and coalesced curricular implementation of various SCPs over an extended period of time, considering the sport content, the context, and the skill level of students, seems to contribute to the development of more positive learning experiences for students. In summary, these learning experiences require that teachers learn to listen and respond to students’ voices.

Investigation of Academic Perseverance Levels of Gifted Students in Terms of Some Variables

With positive psychology, more focus is placed on the strengths of individuals. Thus, in recent years, it has been seen that features such as courage, optimism, hope, forgiveness, gratitude and perseverance have been the subject of more research. However, features associated with positive psychology have not been adequately studied in gifted students. In this study, perseverance, one of the positive psychology concepts, was discussed and academic perseverance in gifted students was examined. In this context, it is aimed to examine the academic perseverance levels of gifted students in terms of various variables. The study group of the research consists of 152 gifted students attending the 5th and 6th grades. The data in the study were collected with the Academic Perseverance Scale. Descriptive statistics and t-test were used in the analysis of the data. As a result of the analysis, when the findings of the study were examined, it was determined that the academic perseverance levels of the gifted students were above the average and high. It was observed that the academic perseverance levels of gifted students did not differ significantly according to gender and school type, but differed significantly according to grade level. The findings were discussed together with the studies in the current literature and suggestions were presented to researchers and practitioners.

Transformando la convivencia escolar: estrategias de innovación educativa para abordar el acoso entre agresores y víctimas en educación primaria (España)

The development of assertiveness and empathy in the school environment contributes to creating a positive atmosphere, preventing bullying, promoting socio-emotional development, and improving academic performance. Therefore, the objective of this study is to analyze the level of assertiveness and empathy in aggressors and victims in school coexistence in primary education in an urban municipality in the province of Granada (Spain), with the aim of proposing an innovative teaching practice in response to this coexistence environment and improving the quality of education. The approach was quantitative, with a descriptive design. The sample consisted of 47 participants from the 6th grade, aged between 11 and 13 years (M = 11.43; SD = 0.50), to whom the Assertive Behavior Scale for Children (CABS) and the Interpersonal Reactivity Index were applied to measure assertiveness and empathy, respectively. The results revealed that students who act as aggressors or consider themselves victims show lower levels in both competencies (3.90% aggressors, 30.30% victims, 69.70% non-victims). Therefore, assertiveness and empathy are not only independent skills but are interrelated and mutually reinforcing. Thus, to reduce aggressive behaviors and situations of victimization, it is essential to promote both assertiveness and empathy. It is concluded that by developing these skills, more effective and respectful communication is promoted, which can decrease conflicts and improve school coexistence.

Learning Effects of Mechanical Ventilator/Tracheal Suctioning XR Simulators and Extracting Decision Making Criteria to Introduce a Novel Simulator

Researchers have developed Simmar+ESTE-SIM, a XR simulator that can train the multitask of “endotracheal suctioning for a patient with a mechanical-ventilator’’ as part of support for Technology-dependent children in the community. In this study, we conducted a questionnaire after using the simulator with the aim of extracting the learning effects of the simulator and judgment indicators when introducing a new simulator, based on feedback from 4th grade university students and the faculty members. As a result, both groups tended to score low on the question of whether the content was appropriate for learning in the third year, but the scores were generally high, at 3.0 or higher. The training task “endotracheal suctioning for a patient with mechanical respirator” was slightly early in 3rd grade students, and the appropriate timing was shown to be for 4th grade students. Principal component analysis extracts two principal components: “Balance between learning content difficulty and motivation (Achievability)” and “Balance between learning time, cost, and learning effect (Feasibility)”. These two factors were thought to be the promoting and inhibiting factors when introducing a simulator. The future challenge is to popularize the simulator education program which is both achievable and feasible to improve the quality of care for children with home-ventilators and their families.

초등 고학년의 자기주도성과 성격특성이 질문행동에 미치는 영향 분석: 혁신학교 사례 중심으로

Objectives This study aims to develop instructional strategies to enhance questioning behavior, a fundamental active learning activity. It examines the impact of self-directed learning variables, validated in prior research, and the often-overlooked personality traits on questioning behavior. Methods This study examined 129 fifth and sixth graders in a metropolitan city, assessing their questioning behavior, self-directedness relating to goal orientation and growth mindset, and BIG 5 personality traits including openness, conscientiousness, neuroticism, and agreeableness. T-tests analyzed gender and grade differences, while correlation and step-wise regression analyses determined the impact of independent variables on the questioning behaviors across different subgroups. Results Significant higher scores in self-directedness were observed in fifth graders compared to sixth graders with no notable gender differences. Except for agreeableness, no significant differences in BIG 5 personality traits were noted between grades or genders. Influential variables on questioning behavior included conscientiousness, openness, and goal orientation, varying significantly across different grade and gender groups. Influential variables on questioning behavior varied; for 5th graders, the order was conscientiousness, openness, and goal orientation, for 6th graders, it was goal orientation, conscientiousness; for boys, it was conscientiousness, openness, and goal orientation, and for girls, it was goal orientation, conscientiousness, openness, and neuroticism. Conclusions This research highlights the importance of motivational and personality factors in influencing students' questioning behaviors and suggests targeted educational strategies to enhance inquiry-based learning. The findings pave the way for further studies into effective teaching and learning methods that foster critical questioning skills.

The Effect of Sample Weighting on Hierarchical Linear Modeling in the Large-Scale Assessment Data

This study examines how the different uses of sampling weights in the analysis of TIMSS 2019 data affect the ratio of variance in student achievement explained by schools and the estimation of standard errors. The research sample comprises 227,345 8th grade students from 7,636 schools in 39 countries. Mathematics achievement and science achievement are considered separately as dependent variables in all 39 countries. All plausible values are included in the analysis. Four weighting scenarios are examined: no weighting, weighting at only level 1, weighting at only level 2, and weighting at both levels. In total, 312 models are established and examined. According to the research results, the coefficients, standard errors, reliabilities, and χ^2 estimations change depending on how the weighting variable is handled in the models, and as a result, the ratio of variance in the dependent variable arising from the differences between schools also changes. The ratio attributable to between-school differences can reach up to 20% in some countries. Therefore, researchers modeling hierarchical data using HLM are suggested to plan how they handle the weighting variable prior to conducting the study.

Rekonstruksi Kalimat pada Teks Berita di Laman CNN Indonesia Edisi Desember 2023 sebagai Bahan Ajar Membaca Kritis Siswa Kelas 12 SMA

News is a text that has an important role in disseminating information. News text is so useful that it has become a literacy material for students due to the development of advanced technology. Although it has become one of the sources of student literacy, online news texts are still classified as having syntactic errors such as a lack of understanding of the language used in compiling a sentence in the news. The purpose of this study is to describe sentence errors in the news contained in the old CNN Indonesia news, such as "December Sky Phenomena: Geminid Meteor Shower to Solstice", "Mandalika Circuit's Important Role in Bringing Indonesian Drivers to Success in Asia", "Solar Storms Raining on Earth, RI Safe?", "The First Candidate Debate will be Held at the KPU Office on December 12", and "When HIV Tests Become a Scary Scourge Because of People's Scorn". This research uses a descriptive method with a qualitative approach. The results of this study found several findings such as effective sentences, ineffective sentences, spelling errors according to EYD, errors in the use of diction, and sentences that are not clear to the reader. The most common error found in the five news articles is ineffective sentences. The benefit of this research is to provide knowledge insights in the form of understanding sentence writing systematically, which will be useful in improving understanding of authorship in news texts and preventing errors from occurring again in the same news so that it is worthy of being a literacy material for 12th grade high school students.

Transition readiness assessment in Portuguese adolescents and young adults with pediatric-onset rheumatic diseases: a single-center study.

In this study, we aimed to assess the transition readiness levels amongst patients with childhood-onset rheumatic diseases. Additionally, we sought to identify and analyze predictive factors associated with better transition readiness skills in adolescent and young adult (AYAs) patients. This is a monocentric cross-sectional study that includes patients between 14 and 26 years of age who attended outpatient pediatric and young adult rheumatology appointments between October and December of 2023 and that were diagnosed with an immune-mediated rheumatic disease before reaching 18 years of age, with at least 1 year of disease duration. Patients were presented with a questionnaire that contained demographic and clinical questions, TRACS (Questionário de Preparação da Transição para a Autonomia nos Cuidados de Saúde) questionnaire - a validated Portuguese version of the Transition Readiness Assessment Questionnaire (TRAQ), and Hospital Anxiety and Depression Scale (HADS) questionnaire. Data was analyzed to assess the significant associations between the different variables and transition readiness outcome measured by the TRACS. Descriptive statistics, statistical comparisons and logistic regression analysis were performed. A total of 69 patients with a median age of 20 [17.5-22.5] were included in this study. The median TRACS score was 4.41 [4.09-4.74]. Significantly higher TRACS scores were observed in patients who were female, 18 years of age or older, had a higher level of education, were employed, had active disease or that belonged to middle-class (when compared to patients belonging to upper- middle class). The logistic regression analysis demonstrated that being a female or having an educational status equal to 12th grade or superior emerged as predictors of higher transition readiness levels. Our study identified female sex and higher level of education as predictors of increased transition readiness levels. Therefore, healthcare providers should consider these variables when assessing patients for transition readiness and focus on improving transition process, especially in male and less educated AYAs.

An Analysis of the Relationships between Reading Abilities and Socio-emotional Behaviors of School-aged Children: The Mediation Effect of Pragmatic Language Abilities

Objectives: School-aged children with poor reading abilities face a variety of challenges in their lives. They may be at risk of having learning difficulties and behavioral or emotional problems in school. The purpose of this study is to analyze the relationships among reading abilities, pragmatic language abilities, and socio-emotional behaviors and the mediation effect of pragmatic language abilities in the relations between reading abilities and socio-emotional behaviors of school-aged children. Methods: The participants in this study are 124 elementary school children (from 2nd to 6th grade). To examine the relationships among reading abilities, pragmatic language abilities, and socio-emotional behaviors, correlations were used. To analyze the mediation effect of pragmatic language abilities in the relations between reading abilities and socio-emotional behaviors, SPSS PROCESS Macro (ver. 3.5) analysis method was used in Model 4. Results: The main findings of this study are as follows. First, reading abilities were significantly correlated with pragmatic language abilities and socio-emotional behaviors. Also, the pragmatic language abilities were significantly correlated with socio-emotional behaviors. Second, pragmatic language abilities mediated the relations between reading abilities and socio-emotional behaviors (emotional difficulties and strengths). Conclusion: The significance of this study lies in verifying that reading abilities and pragmatic language abilities play an important role in alleviating socio-emotional problems and in increasing emotional strengths. These results can be used as important basic data for reading and practical language intervention to reduce emotional difficulties and to increase emotional strengths.

Tanulási zavarral küzdő tanulók érdemjegyei és tantárgyaik kedveltsége

In the study, based on the 2017 6th grade National Competence Measurement (NCM), we examine the average of the end-of-semester and end-of-the-year subject marks, as well as the diligence and behavior marks of children with learning disorder. In the research, we also discuss how children like different subjects depending on the existence of each learning disorders. In the research, we created seven categories (dyslexia, dysgraphia, dyscalculia, dyslexia-dysgraphia, dyslexia-dyscalculia, dysgraphia-dyscalculia, and all three together) depending on how much and what kind of learning disorder the child suffers from. Based on our results depending on the learning disorders, there is indeed a difference in the child's subject performance as well as in his/her liking of the subject, so treating the learning disorders themselves in this way in a uniform manner based on the above-mentioned is not necessarily lucky. In relation to subject preferences, the majority of children do not like those subjects in which the particular learning disorder causes problems for them.

Interactive Learning Media: Bilingual Science Flipbook For Solar System

This study aims to develop interactive media flipbook bilingual solar system material, describe the feasibility and effectiveness of interactive media, and familiarize English vocabulary to students. The research method used is the research and development method with the ADDIE development model. The subjects of this research were 6th grade students of SD N Kandri 01 Semarang City conducted from April to May 2024. The methods used in this research are interview, observation, questionnaire, test, and documentation. The instruments used were interview guides, documentation, needs and response questionnaires, pretest and posttest questions, and validation sheets. Data analysis was done with a normality test, t-test, and n-gain test. The results of this study show that bilingual flipbook media is feasible to use with a percentage of feasibility from media validators 96%, material validators 91%, and language validators 95%. The result of the small-scale normality test is 0.068, and the large-scale 0.035 means that the data distribution is normal. The results of the small-scale n-gain test were 0.511, a large scale of 0.549, it included a moderate category. The conclusion of this study is that bilingual flipbook media is feasible and effective to use as a medium for learning science in class

The Effect of Engineering Design-Based Science Instruction on 6th-Grade Students’ Astronomy Understandings

Astronomy education is essential for STEM education in primary schools, and integrating engineering design-based science education enhances student engagement and achievement in the field of space science. Integrating engineering design into science education is essential for students to excel in astronomy and to meet the requirements of contemporary society. This study investigated the effect of engineering design-based instruction (EDBI) on the understanding of astronomy concepts among sixth-grade students. The study included a cohort of 37 sixth-grade students from a public school. It was carried out using a one-group pre-test, post-test experimental design. All participants received EDBI that was based on the objectives of the 6th grade “Solar System and Eclipses” unit. Statistical analyses were employed to ascertain the effect of astronomy instruction based on engineering design on students’ comprehension of astronomy concepts. The results indicated a significant difference in the average scores of students’ understanding of astronomical concepts before and after being taught using EDBI.

Phonological Error Analysis in Reading Arabic Texts by Ninth Grade Students at the Wustha Level, Nurus Salam Islamic Boarding School, Mentayan, Bantan Subdistrict, Bengkalis Regency

This study attempts to identify the causes that led to the phonological mistakes of the stressing side, pauses, tones, and intonations in the Arabic text read by students at the Nurus Salam Mentayan Resident House's 9th grade Wustha level. The error analysis approach is used in this investigation to track the development of Arabic text reading abilities. In addition to recording techniques, freely engaged dialectical methods and observation are used in data collection. The study's findings demonstrated 50 errors in the stressed speech in both the speech and the sentence. The pause happened when one spoke the ma`rifat phrases in a sentence or number when one spoke the word Qaul and the phrase that came from it, and when one spoke the words and responses. 43 reading tones do not match the word's meaning; 4) 32 intonations on the intonation tune do not match the sentence or number's context. Since intonations are uttered consistently without regard to meaning, they cannot convey the structure and meaning of numbers. Several variables contribute to the incidence of mistakes, such as: 1) When it comes to suprasegmental sounds, particularly stressing, pauses, tones, and intonation, teachers pay insufficient attention to them. 2) In theory, no subjects like ashwat can accept the super-segmental sound element. 3) The mother tongue heavily impacts the use of this suprasegmental noise, as the students' reading habits of Indonesians are also flat, meaning they ignore tone, intonation, stressing, and pauses.

The Russian Language Textbook as a Multimodal Object

The school textbook has always been the most important tool for organizing the educational process. Many studies by Kazakhstani scholars have been devoted to the issue of the quality of Kazakhstani textbooks. However, most of the research primarily focuses on the verbal component of textbooks, while their visual design is often underestimated. This suggests that the school textbook is not considered a holistic multimodal object, each element of which (both verbal and non-verbal) is intended to contribute to developing students' multimodal literacy. Since the development of educational literature today is carried out not only by scholars but also by practicing educators, there is a need to study teachers' professional attitudes toward the multimodality of textbooks. The article employs a survey method to investigate teachers' evaluative perception of the visual design of Russian language textbooks for the 5th grade from the publishers “Mektep” and “AEO NIS”. The authors found out that teachers transfer their negative attitude towards the verbal component of the textbook to its non-verbal aspect, poorly understanding the didactic potential of the multimodality of the textbook, which hinders their successful work in shaping and developing students' multimodal literacy. In light of the insufficiently high ranking of Kazakhstani students in international studies such as PIRLS and PISA, the results obtained in the article acquire special relevance. Based on the conducted analysis, the authors propose recommendations for solving the identified problem.

Does Primary School Teachers Resilience Have a Correlation With Students Reading Comprehension Skills

The psychological resilience of teachers refers to their capacity to cope with the challenges teachers face and their ability to prevent burnout. Teachers' psychological resilience can help them teach students more effectively and maintain their profession in the long term. To date, studies on teacher resilience have generally focused on teachers' characteristics, socialization, and behavior. However, very few studies investigate teacher resilience and its reflections on education through the relationship between teachers' resilience, students' transformation of educational behaviors into skills, and reading comprehension skills. Henderson and Milsteins’ study (2003) suggests that if teachers, who are the main source of role models in education, lack resilience, it is not a realistic expectation for students to be educationally resilient and indirectly demonstrate educational skills. So this study investigated the relationships between teachers' resilience and students' reading comprehension skills. This study was designed with the relational survey model, one of the quantitative research methods. The relationship between primary school students and their teachers was investigated. Numerical quantities representing the universe were calculated to question the existence of the relationship. In this regard, a total of 761 students and their teachers from the 2nd, 3rd, and 4th grades of primary school constitute the participants of the research. A total of 31 classes and their teachers from public and private primary schools were involved in the process. This study found a positive but low-level relationship between teachers' professional resilience and their students' reading comprehension skills. While teacher resilience contributes to students' reading comprehension, its impact is relatively limited, suggesting that other factors also play a significant role in students' academic success.

Effect of Cyberbullying and Sexting on Adolescents in Jordan; Exploratory Research

Objective: Bullying of school-aged children is not new and has been well-established as a common and serious problem in society. The aim of the current study is to explore the nature of cyberbullying in a sample of Jordanian adolescents. Method: The study used the quantitative approach and opted for the Delphi Technique, an online survey of adolescents, and an interview-based research approach following with the reviewing of the responses in order to identify the trends and nature of cyberbullying in a sample of Jordanian adolescents. The population sample consists of adolescents from two private schools in Jordan in the Middle East. The combined Adolescents sample of both schools totals approximately 6,000 students. Results: The results of this study reveal that significant numbers of adolescents are sending or receiving sexually explicit photos. The results also suggested that prevalence rates are high in four main categories of cyberbullying. Also, there is a difference in gender and educational level as females are subjected to more incidences of cyberbullying, and 4th grades students have a more significant value of cyberbullying involvement. Conclusion: It is essential to activate the role of the media and education systems in training youths about the risks of cyberbullying to improve adolescent feelings about the value of treating others well and engaging in objective cultural dialogue with them, as well as the strategies for avoiding it.

Recreational screen time and obesity risk in Korean children: a 3-year prospective cohort study

BackgroundStudies have shown that prolonged television watching increases obesity risk among children. However, few studies examined the associations with other types of screen time, such as computer and smartphone use, using a prospective cohort study design. Further, little is known about the specific non-screen time activity that may yield the most benefits when reallocating screen time to other activities.MethodsWe conducted a prospective cohort analysis using 3-year follow-up data from the Korean Children and Youth Panel Survey 2018 (n = 2,023; 4th grade elementary students who were not obese at baseline). Average time spent watching television, using computer and smartphone, and other after-school activities were self-reported at baseline. Weight and height were also self-reported at baseline and follow-up surveys through 2021. We performed multivariable logistic regression models to estimate odds ratios (ORs) and 95% confidence intervals (CIs) for the associations between screen time and obesity incidence, adjusting for potential confounders. We also performed isotemporal substitution models to examine the associations of reallocating screen time to other non-screen time activities (physical activity, sleeping, hanging out with friends, reading, studying, and chatting with parents) in an equal time-exchange manner.ResultsLonger combined screen time (≥ 240 vs. <120 m/d) was statistically significantly associated with an increased obesity risk (OR [95% CI] = 1.68 [1.03, 2.73]). The direction of associations with television watching (≥ 180 vs. <60 m/d: OR [95% CI] = 2.86 [1.58, 5.20]), computer use (≥ 120 vs. <60 m/d: 1.38 [0.52, 3.64]), and smartphone use (≥ 180 vs. <60 m/d: 1.42 [0.76, 2.65]) were all positive, although the association was most apparent and statistically significant for television watching only. The associations did not change after additional adjustment for other lifestyle factors, including physical activity, sleep, and breakfast skipping. In the isotemporal substitution models, reallocating 1-hour of screen time to reading (OR [95% CI] = 0.67 [0.48, 0.93]) was associated with a decreased obesity risk. Reallocating 1-hour of screen time to physical activity was only marginally significantly associated with obesity risk (0.79 [0.62, 1.01]).ConclusionsOur data suggest that more efforts should focus on reducing screen time and increasing time for other non-screen time activities, particularly reading, for obesity prevention in children.

Primary School 4th Grade Students’ Attitudes Toward Socioscientific Issues and Question Asking: Philosophy for Children

In this study, the effect of philosophy for children on primary school 4th-grade students’ attitudes toward socioscientific issues (SSIs) and asking questions will be examined. Aquasi-experimental design will be used in the study. In the study, 48 (experimental group [EG]: 24, control group [CG]: 24) primary school 4th-grade students studying in a primary school in the Derince district of Kocaeli province were included in the study with convenient case sampling. The data in the study were collected with the “Question Asking Attitude Scale” and “Children’s Attitudes Toward Socioscientific Issues Scale.” The post-test scores of the experimental and CG students’ attitudes toward SSIs and asking questions were analyzed by the Mann–Whitney U test and the change between the pre- and post-test scores of the students in the experimental and CG s was analyzed by the Wilcoxon signed-rank test. As a result of the analyzes, it was revealed that although both the philosophy for children intervention (EG) and the traditional reading intervention (CG) increased the primary school 4th-grade students’ attitudes toward SSIs and asking questions, it was not at a statistically significant level. However, students in the EG discussing SSIs through the philosophy for children application significantly increased their awareness of SSIs and asking questions compared to the students in the CG.