Basic Education Schools Research Articles

Situación actual de la formación ética y ciudadana en las escuelas primarias del norte de Santa Cruz

La definición de un área de Formación Ética y Ciudadana supuso, en la década de los noventa, un intento de orientar desde los diseños curriculares oficiales las prácticas de educación moral que tradicionalmente han integrado el currículo implícito de las escuelas. Esta investigación procura evaluar el impacto efectivo de aquel intento en escuelas de educación básica de la Patagonia argentina, a través de la exploración de sus actores en tres localidades del norte santacruceño (Caleta Olivia, Pico Truncado y Cañadón Seco).

The Barriers of Employing the Internet in Teaching Social Studies in the Sultanate of Oman from the Viewpoint of Teachers

This study aimed to reveal the barriers of employing the internet in teaching social studies in the Sultanate of Oman from the viewpoint of a sample of teachers. In addition, the study attempted to examine the effect of a set of variables including, gender, specialization and teaching experience. To achieve objectives of study the researchers prepared a questionnaire that consisted of 30 items that measure four components. The instrument was administered to a sample of 85 social studies teachers from basic education and post-basic education schools in governorates of Al-Sharqia South and Al-Dakaliah. The result of the study showed that degree of barriers of employing the internet in teaching social studies was moderate with a mean score of 3.39. In addition, the results also indicated no statistically significant differences (p. < 0.05) due to gender, specialization and experience in how they evaluate the barriers of employing internet in teaching social studies in all components.

The Barriers of Employing the Internet in Teaching Social Studies in the Sultanate of Oman from the Viewpoint of Teachers

This study aimed to reveal the barriers of employing the internet in teaching social studies in the Sultanate of Oman from the viewpoint of a sample of teachers. In addition, the study attempted to examine the effect of a set of variables including, gender, specialization and teaching experience. To achieve objectives of study the researchers prepared a questionnaire that consisted of 30 items that measure four components. The instrument was administered to a sample of 85 social studies teachers from basic education and post-basic education schools in governorates of Al-Sharqia South and Al-Dakaliah. The result of the study showed that degree of barriers of employing the internet in teaching social studies was moderate with a mean score of 3.39. In addition, the results also indicated no statistically significant differences (p. < 0.05) due to gender, specialization and experience in how they evaluate the barriers of employing internet in teaching social studies in all components.

From a virtuous cycle of rural-urban education to urban-oriented rural basic education in China: An explanation of the failure of China’s Rural School Mapping Adjustment policy

This paper explores the historical transformation of the rural education system and the mapping of rural schools in ancient, modern and contemporary China to explain the problems of the Rural School Mapping Adjustment (RSMA) policy. The value and purpose of the rural basic education system and school mapping adjustment are “urban priority and urban oriented”, which is the fundamental reason for the failure of the RSMA. A diachronic study of the history of China’s urban-rural relationship indicates that the relationship of traditional China’s urban-rural education was a virtuous cycle in which the city and the countryside were completely equal and reinforced each other. The promotion of modern education in the late Qing Dynasty severely undermined that virtuous cycle, leading to an urban-oriented rural education and the destruction of traditional values and a loss of the traditional ways of teaching. Although China has attempted to reduce the disparity between cities and the countryside by increasing the public financial investment in rural basic education after achieving a universal basic education, our case study in a village in North China demonstrates that the urban-oriented school mapping adjustment takes a toll on the rural area and exacerbates the problem of educational inequality, which actually increases the gap between urban and rural areas and between the rich and the poor. The conclusion is reached that the Chinese government should strive to develop a rural-oriented and rights-based rural basic education system and school mapping adjustment.

مدى اسهام مديري مدارس التعليم الأساسي في اكتشاف ورعاية الطلبة الموهوبين في مدينة المكلا- الجمهورية اليمنية

Abstract: This research aimed at investigating The contribution of the basic schools principals in identifying and caring for the gifted students in Mukalla city. The researcher used the quantitative and qualitative approach to achieve the aims of the research, and used two tools; the first tool is the questionnaire which was prepared by the researcher, The second one is the open ended interview. The researcher took all the members of the research community who are the principals of the basic schools in Mukalla city. In the open ended interview, the researcher selected two schools, one is governmental and the second is private. The open ended interviews were conducted with group of teachers, students, and two principals, the results are as follows: The knowledge of the characteristics of gifted students and The knowledge of methods of identifying and caring for the gifted students by the principals of basic schools in Mukalla city was high. The contribution of the basic schools principals in Mukalla city in identifying and in caring for the gifted students was average . The administrative and financial obstacles which face the principals of basic schools in Mukalla city in identifying and caring for the gifted students were high. The results of quantitative research part showed that there were no differences in the significance level (α ≤ 0.05) in the responses of a search community whether the school is ( governmental , private ) in identifying and caring for the gifted students. While the results of qualitative research showed that there are differences in favor of the private school. Key words: The Gifted Students - Principals of Schools- Basic Education Schools

Evaluating the Accredited Basic Education Schools in the New Valley Governorate

Evaluating the Accredited Basic Education Schools in the New Valley Governorate

I feira de ciências da cidade de Salvaterra (Pará): um exemplo de educação não formal em ciências naturais

No biênio 2014/2015 foi realizado a primeira Feira Municipal de Ciências de Salvaterra que abordou a temática da sustentabilidade socioambiental do Marajó, e como resultado impulsionou a implementação de feiras de ciências nas escolas da educação básica nesta localidade. Além de formação de 20 docentes da UEPA e 19 alunos universitários treinados e capacitados em orientar trabalhos de iniciação cientifica voltados a popularização e divulgação das ciências e em realização de Feiras de Ciências em escolas públicas. A culminância das ações realizadas nas escolas, a execução da Feira Municipal, ocorreu apresentação de trabalhos elaborados e desenvolvidos por alunos e professores do ensino fundamental, médio e técnico. O título do trabalho ganhador do nível de ensino fundamental foi“a implantação da coleta seletiva na comunidade de Passagem Grande como alternativa de fonte de renda e qualidade de vida” e o trabalho ganhador do nível de ensino médio e técnico foi “aproveitamento integral dos alimentos”. A realização deste projeto possibilitou criar um importante local de divulgação cientifica, possibilitando compartilhar informações cientificas e tecnológicas com a comunidade escolar da região do Marajó. As ações realizadas durante a execução deste projeto proporcionou formação acadêmica complementar dos discentes, os quais passam a ter a possibilidade de aplicar à sociedade seus conhecimentos e, consequentemente, aprender na prática aquilo que só se aprende em atividades desse cunho.

The contribution of the Principals of Basic Education Schools in Identifying and Caring for the Gifted Students in Mukalla City- Republic of Yemen

The contribution of the Principals of Basic Education Schools in Identifying and Caring for the Gifted Students in Mukalla City- Republic of Yemen

Chinese Education and Learning Activities Outside of Class: What Lies Beyond Basic Education?

<p class="apa">A considerable number of studies have investigated students’ learning in class and outside of class across subjects such as English, mathematics, and physical education in China and other countries. Scholars have found that students’ activities in class and outside of class are closely related to their learning outcomes, self-regulated learning and future development of transition strategies. However, the relationship between Chinese basic education and students’ choices of activities outside of class has rarely been addressed. Using mixed research methods, this paper examines the relationships between Chinese students’ basic education and their choices of English activities at university. The results showed that the participants’ basic education and senior high school rankings had significant influences on their choices of learning activities out of the class at university level. The paper also highlights occurrences beyond the classroom in the 21st century China.</p>

EDUCAÇÃO DE JOVENS E ADULTOS

Esse artigo tem o objetivo socializar uma proposta de trabalho na Educação de Jovens e Adultos oferecido pela Fundação Municipal para Educação Comunitária – FUMEC, integrada com o Centro de Educação Profissional de Campinas - CEPROCAMP.O CEPROCAMP oferece um programa denominado EJA Profissão, através de Dupla Docência, nas Escolas Municipais do Ensino Fundamental – EMEF. Nesse programa são oferecidos cursos em Dupla docência, um especialista da área trabalha em conjunto com o professor da sala de aula do ensino fundamental, uma vez por semana. Neste artigo pretende-se apresentar como ocorreram as aulas da EJA/Profissão em dupla docência.

Risk Factors for Incident and Redetected Chlamydia trachomatis Infection in Women: Results of a Population-Based Cohort Study.

To investigate risk factors for incident and redetected Chlamydia trachomatis (CT) infection in women, including the role of high-risk human papillomavirus (HPV). In this population-based, prospective cohort study conducted in Copenhagen, Denmark, 10,729 women aged 20 to 29 years were tested for CT and HPV DNA and provided information on sexual and health behavior at baseline. Of these, 7998 (74.5%) participated in a follow-up visit 2 years later with identical data collection. We used logistic regression to investigate risk factors for incident and redetected CT infection at follow-up. Among CT DNA negative women at baseline (n = 7529), 106 (1.4%) were CT DNA positive at follow-up (incident infection). Increasing number of sexual partners during follow-up (odds ratio [OR], 1.07 per partner; 95% confidence interval (CI), 1.02-1.11), low educational level (OR, 1.69; 95% CI, 1.11-2.56; for basic education vs. high school or higher), and high-risk HPV positivity at baseline (OR, 1.66; 95% CI, 1.06-2.58) were risk factors for incident infection, whereas older age (OR, 0.86 per year increase; 95% CI, 0.80-0.93) and condom use (OR, 0.60; 95% CI, 0.38-0.94) were associated with reduced risk. Among CT DNA positive women at baseline (n = 469), 108 (23.0%) tested positive at follow-up (redetected infection). We found no statistically significant associations between age, educational level, sexual behavior, smoking, or high-risk HPV status and the risk for redetected CT. Young age, low educational level, high number of sexual partners, failure to use condoms, and high-risk HPV positivity are associated with increased risk for incident CT infection. These findings may guide the development of targeted CT prevention strategies, including screening and information campaigns.

Universidade e escola trabalhando juntas na formação de uma nova geração docente: a de professores-pesquisadores / University and school boards working in the formation of a new generation teacher: the teacher-as-researchers

This article, an descriptive experience report of qualitative approach, reflects a partnership between the university and the Basic Education School. As agents of formation, forge a new teachers profile: the teacher-as-researcher, through a Brazilian scientific initiation program called PIBIC/EM (Institutional Program of Scholarships of Scientific Initiation for high school), which is aimed at high school students, where one of the authors worked as co -advisor. It also seeks to describe the new teacher profile that it is required to the knowledge of the society and information. As a result of our investigation, was found that policies of scientific initiation are allies in the work of constructing this new identity intended for the educator, the results are very encouraging.

ОРГАНИЗАЦИЯ ПРЕДПРОФИЛЬНОЙ И ПРОФИЛЬНОЙ ПОДГОТОВКИ СТАРШЕКЛАССНИКОВ

The process of formation of professional identity of the students by means of professional work at school includes three age groups: primary education, basic school education and secondary education. The paper describes the profile education at high school, in particular, for the 10th–11th grades, when students choose their future profession. The authors present the methods and forms of organization of preprofile and profile training of high school students. The areas of improvement of their professional self-determination are highlighted. Analyzing the reasons students choose an occupational area for the future, the authors come to the conclusion, that the individual system of values defines the motives, plans and objectives (including the aims of education) of the individual. The article gives a detailed description of the role of school (headmaster, class teacher, educational psychologist, subject teachers, implementing specialized elective courses, etc.) in the implementation of psycho-pedagogical support of graduates at the stage of professional selfdetermination. The authors analyze their own experience of the organization of pre-profile and profile training of high school students at the secondary schools of the city of Ishim situated in Tyumen region. The results show that the system of psychological and pedagogical support of adolescents at a stage of professional self-determination decreases worry and anxiety, the number of wrong choices and disappointments in the future.

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This work had as objectives to know the way in which basic education school councils understand and implement the policy of social participation, as well as analyze the senses and representations that it has on the educational community. Through the study in specific cases, we chose three municipal councils and six school. We conducted interviews with members of the educational community, and since social representations (SR), have used two basic instruments: the elaboration of phrases and words free association. The results show us, on the one hand, the great weight that has representation of the councils at various levels under the figure of the formality of procedures, simple procedures that do not seem to have substantive impact and material in social participation. And on the other hand, a misunderstanding or distance between the SR of participation and education. How to reference this article Estrada Ruiz, M. J., & Sanchez Parra, O. A. (2016). Representaciones sobre la participacion social en la educacion en consejos escolares en el norte de Mexico . Foro de Educacion , 14(20), 383-403. doi: http://dx.doi.org/10.14516/fde.2016.014.020.019

Editorial for EAIT 2016, Issue 1

There is no doubt of the still rapidly growing importance of teaching about, and the use of information technology in education at all levels from pre-school to university. Although beginning over two decades ago this area of research continues to attract a great deal of interest. Due to this, as well as the growing demand for research publications in this area, from this year on Education and Information Technologies (EAIT) will appear in six issues rather than in its previous four. As in previous issues of EAIT, the articles presented in this issue cover a wide range of IT and Education issues from different levels of education, from authors in many different countries around the world. To begin the new-year the first article, contributed by Ali Al Musawi, Abdullah Al Hashmi, Ali Mahdi Kazem and Fatima Al Busaidi from Sultan Qaboos University, Muscat, Sultanate of Oman and Salim Al Khaifi from the Ministry of Education, Muscat, Sultanate of Oman is: Perceptions of Arabic language teachers toward their use of technology at the Omani basic education schools. Their article reports on part of a 3-year strategic research project to measure the effectiveness of the design and use of new software for learning Arabic. Its particular objective was to evaluate the use of technology in Omani basic education schools as it is perceived by Arabic language teachers. The research did this by using descriptive methods with a questionnaire as the main instrument. The study found that teachers mostly use computer software and presentation devices to introduce and explain their lessons, but that significant differences were found among teachers in terms of teaching experience in favour of the 1– 3 years category. There were however, no significant differences attributed to technological expertise. The next article: Professionalizing inservice teachers’ focus on technological pedagogical and content knowledge is by Seyum Tekeher Getenet, Kim Beswick and Rosemary Callingham from the University of Tasmania, Australia. The article notes that in Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology into their teaching as a means of Educ Inf Technol (2016) 21:1–4 DOI 10.1007/s10639-015-9454-9

Entre teoria e prática: a formação docente e a apropriação da lei 10.639/2003 no cotidiano escolar

<p>Com a aprovação da Lei 10.639/2003, tornou-se obrigatório nas escolas de Educação Básica, públicas e privadas, o ensino da História da África e a Cultura Afro-Brasileira. O presente trabalho tem por objetivo verificar a apropriação e aplicabilidade da Lei 10.639/2003 pelos professores no ensino de História da Escola Estadual Senador João Câmara/2013, na cidade de Bento Fernandes/RN, no que se refere à formação dos professores para o trabalho com essa temática. Utilizamos a pesquisa de caráter qualitativo, tendo como técnica de coleta de dados a aplicação de um questionário semi-estruturado aos docentes. Verificou-se que o ensino de história da África e Cultura Afro-brasileira requer um trabalho prático de formação de professores no decorrer da formação inicial para que possam conhecer as determinações da lei e os fatores necessários a serem considerados na sua aplicação.</p>

Meio ambiente, dialética da agroecologia e hortaliças não convencionais como tema transversal no ensino de ciências

O ensino de Ciência é muitas vezes baseado na mera transmissão de conteúdos, uso de livro didático, giz e quadro negro. Esta postura por parte dos professores desanima os estudantes à aprender, sendo de primordial importância a utilização de propostas metodológicas que incentivem os estudantes tanto a aprenderam de forma significativa e contextualizada, quanto se tornem cidadãos críticos e identifique as inter-relações dos conceitos específicos das ciências da natureza para o entendimento dos fenômenos do mundo que o cerca. Desta forma, o presente trabalho relata uma experiência de uma aula dialogada sendo realizada na Escola Municipal de Ensino Fundamental e Educação Infantil “Professora Maria Villany Delmondes, com alunos da turma 7° ano, com o tema meio ambiente, agroecologia e hortaliças não convencionais, no qual foram trabalhados conteúdos que condizem com a realidade dos estudantes, contribuindo com a aprendizagem e com o Ensino de Ciências, na tentativa de mostrar que é possível ensinar conteúdos de ciências, de forma atrativa e motivadora, e ainda que permita que os conceitos aplicados se tornem concretos e contextualizado à realidade do aluno. Os resultados forma positivos e inspiram os professores a continuar trabalhando nesta perspectiva.

O PIBID de Ciências Sociais da Universidade Federal de Mato Grosso e a formação de professores de Sociologia para a Educação Básica

This article analyzes the contributions of the Institutional Scholarship Program for Initiation (PIBID) of Social Sciences of the Federal University of Mato Grosso in the training of Sociology teachers for basic education in Cuiaba (Mato Grosso State). The main objective of this paper is to discuss the scope and the limitations that the conceptions and practices prevailing in the public schools of basic education and higher education institutions that train teachers, on the one hand, and the factors that influence recruitment for the teaching career, on the other, may bring to the purposes of the recent Institutional Scholarship Program for Initiation into Teaching (PIBID-CAPES). This is a qualitative investigation that has as its main techniques bibliographical review, ethnography at the PIBID schools and interviews with scholarship holders and supervisors. Since the Program is part of a wider set of actions that aim to establish a public policy for teacher training and basic education, the first part of the article describes the goals and principles that give support to the proposal. The second part is devoted to the assessment of the impact of training actions of the PIBID of Social Sciences at the Federal University of Mato Grosso on students (both scholarship holders and non-scholarship holders) and to the contextualization of the experience in the more general framework of this teacher training course. Finally, in the light of the experiences described in the second part, the article presents an assessment of current features of the educational systems that can prevent, if they not changed, the objectives pursued by the Program, viz. fostering the improvement of training and the enhancement of the teaching career, integrating the theoretical and practical training in the curriculum of the courses with the inclusion of schools as loci of training. Keywords: teacher training, sociology, PIBID.

BIOCHEMISTRY APPROACH IN BOOKS APPROVED BY THE NATIONAL BOOK TEACHING PROGRAM 2015

INTRODUCTION: Collections of textbooks are distributed every three years to basic education schools and represent a source of knowledge to students and a reference to the pedagogical work of teachers. Biochemistry is an area that studies the chemical processes occurring in living organisms, with their concepts present in both chemistry textbooks as in biology. It is necessary that the present approach in these books are interesting to students, to recognize the importance of understanding these processes. OBJECTIVES: To analyze as it has been crafted in biochemistry textbooks high school approved by PNLD 2015. MATERIALS AND METHODS: We investigated how the biochemical area-related content are described in the book "Bio - Volume 1", authored by Sonia Lopes and Sergio Rosso, and in the book "Chemistry - Volume 3" by Martha Reis with regard to clarity of concepts, context, illustrations and interdisciplinarity. RESULTS: Both books have chapters devoted especially to describe on this area, with plenty of catchy titles, but one in the first year and the other in the final year of high school. In biology textbook chapter called "The chemistry of life" brings in its approach clear and succinct concepts, contextualizes the issues on current information of figures and tables, features lots of illustrations that range from photographs to represent chemical structures and is mainly interdisciplinary in test questions. In chemistry textbook chapter "Introduction to Biochemistry" shows clear and detailed concepts, contextualizes with curiosities and everyday issues of students, has auxiliary illustrations in understanding and is interdisciplinary. CONCLUSIONS: We realize that there is a gap between the disciplines to work biochemistry during high school, but the form of presentation used for books is clear and present use of languages in the daily lives of students, making learning interesting and attractive.

Can mission predict school performance? The case of basic education in Oman

ABSTRACTThis article reports on a study that examined the relationship between the mission statements and performance of Basic Education Schools in Oman. The process of mission statement framing was also investigated. A sample of 161 school mission statements was randomly collected from the Ministry of Education school mission portal database representing 19% of the total population. A sequential mixed method of analysis was chosen. The mission statements being classified with respect to 12 themes of which the most frequently of them appearing Academic Achievement (74.5%) and the least frequent Scientific Research Methods (26.1%).Results show that Learning Outcomes Excellence significantly correlated with a theme around Reconstructing School Environment (r = 0.243). Also, Islamic Values and Ethics significantly correlated with Scientific Research Methods (r = 0.221). It was also appeared that school principals spent great efforts on designing school mission statements that directed schools towards achieving their purpose and improving their performance.