Elementary School Classes Research Articles

PENINGKATAN KETERAMPILAN BERPIKIR KRITIS DENGAN MODEL DISCOVERY LEARNING BERBANTUAN GOOGLE MEET

The problem of th is research is less innovation learning during pandemic crisis, it makes the student critical thinking skill became low than before. The general purpose of the research is to improve student critical thinking skills by using discovery learning model assisted by google meet on 5 th class elementary school in science subject content. the type of research is classroom action research by using 2 cycle instrument test, assesment rubric critical thinking skill, and observation sheet. The percentage of student learning outcomes in Cycle I was 74.07% and cycle II was 85.18%. Meanwhile, the analysis of critical thinking skills in the first cycle was 84.6% high category and the second cycle was 88.9% very high category.

Encouraging Autonomous English Learning in Overcrowded Online Class of Elementary School during Pandemic

<p><em>During the Covid-19 pandemic, most schools have been closed by the government to prevent Coronavirus spread. It mandates students to learn and teachers to teach from home. This condition is also illustrated in the English classes for the first, second, and third grades of SDN Sedatigede 1. With more than 80 students in one class, it can be assumed that each English session is overcrowded. A pupil may have a slim chance to learn with a teacher’s guidance in an overcrowded class. Therefore, this analysis attempts to discover a way for students to learn a language independently using language learning program accessible on the internet. This research then reveals three language learning services believed to be suitable for elementary school students. From these results, this study provides solutions for the teachers to motivate their students to apply these resources for learning English autonomously and with minimal teacher guidance. Further research is required to find autonomous learning ways in offline media for students with no access to the internet and proper ways for teachers to fulfil their role as a motivator in this pandemic era.</em></p>

Research on the Application of Educational Incentive Mechanism in Class Management in Primary Schools

Improving the level of primary school class management can effectively adapt to the development of modern basic education in China; as an efficient means of class management, educational incentives are effective for students’ academic progress, teacher professionalism, class management efficiency, friendly teacher-student relationship, and school innovation and development. There’s important meaning. Through the analysis of the current situation of the application of educational incentive mechanism in elementary school class management, in view of the problems of teachers who have not fully mastered the incentive mechanism, the incentive strategy does not meet the needs of students and the single incentive model, etc. It is proposed that re-education improves teachers’ comprehensive ability in class management, teaching students in accordance with their aptitude to strengthen communication between teachers and students, changing the way of thinking to promote the diversification of incentive methods.

Development of matemathic media games education based on e-learning in the Planting of Basic Concepts in Numeracy

The purpose of this research is to design and create an educational game based on e-learning Matemathic on the Basic Concept of Counting. The method of this research is research and development. This research was conducted in DKI Jakarta Elementary School class V and the object of research was an educational game based on e-learning Matemathic in the Counting of Basic Concepts as a medium of mathematics learning. The method used in data collection is observation and documentation, and the method of data analysis is quantitative descriptive analysis techniques. The results of this study are in the form of an educational game based on e-learning Matemathic in the Numeracy Basic Concept Planting as a learning media for class V. Material expert validation of learning media material based on the quality of the material and the usefulness of the material gets a percentage of eligibility of 76, 56%. The assessment of media experts on the quality of instructional media is based on the characteristics of the media in learning multimedia gets a percentage of eligibility of 86, 68%. The results of the assessment on product trials are divided into three aspects, namely aspects of screen display design, program operation, navigation, and expediency. Overall assessment results of 68 grade V students obtained a percentage of eligibility of 92,94 % so that this learning media is appropriate to be used as grade V mathematics learning.

학급 차원의 기능기반 중재 팀 적용 연구 동향 및 프로그램 특성 고찰

This study aimed to analyze the trends and the program characteristics of international research applied to the class-wide function-related intervention team (CW-FIT). In total, 16 papers were selected according to the inclusion and exclusion criteria through the search of articles published in English from 2010 to 2020. Research trends were examined through the analysis of general characteristics(publication year, research subject, research method) of the study, and the characteristics of the program by support level (primary support, secondary support) were analyzed in detail. The results of the study are as follows. First, in foreign studies, most of the CW-FIT programs were conducted in general elementary school classes, and in a number of studies, class task performance behavior was measured through the implementation of primary support using frequency recording method and time sampling method through reversal design. Second, positive results were showed in the student's task performance behavior and disturbance behavior, class task performance behavior, and teacher's praise, which represent behavioral problems through social skills teaching and group reinforcement, which are the main components of the CW-FIT program. Third, it was shown that the primary and secondary support was more effective than the primary support. Based on the results of the study, the direction of further research and plans for application in the educational field were discussed.

Technology Education ofArtiGcial Intelligence Education, by ArtiGcial Intelligence, for Artificial Intelligence, shall not perish from Korea?

Background/Objectives: The Korean Ministry of Education is planning to introduce artificial intelligence education into the 2022 revised curriculum, which will be applied from 2025. To this end, it has been announced that related learning materials will be developed starting next year to expand AI education in Elementary, Middle and High school classes. To this end, it has been announced that related learning materials will be developed starting next year to expand AI education in Elementary, Middle and High school classes. It is said that high schools will be opening new AI-related courses from next year. As everyone calls artificial intelligence technology, there is no technology education anywhere else in artificial intelligence education. But this scene is very familiar. It's like watching a deja vu. It was the same when SW education was introduced into the 2015 revised curriculum. Although SW is an area of technology, there was no technology education in SW education. As a result, technology teachers are facing big and small difficulties in the school field. But wouldn't it be possible to experience the same situation again like Deja Vu? At first, I didn't know how to suffer so far, so even if I did, I couldn't go through the same thing twice. So, what should our respected technology teachers prepare for?

Expression of Amount of Electric Current in Classes of Elementary and Lower Secondary School

Expression of Amount of Electric Current in Classes of Elementary and Lower Secondary School

FORMATION OF THE COMMUNICATIVE SPEECH SKILLS FOR PRIMARY SCHOOL AGE CHILDREN IN THE CONDITIONS OF INCLUSIVE EDUCATION

The state of the problem under study in the psychological and methodological literature is analyzed in the article. The content of the definitions: “communicative skills”, “communicative-speech skills” and “communicative-speech development” has been clarified. The developmental features of communication and speech skills for primary school children in inclusive educational conditions are considered. The methodological techniques for the formation and development of communicative-speech skills in inclusive classes of elementary school are determined.Effective types of corrective assistance for children with special educational needs in the lessons of the subject “I explore the world”are the actualization of the motive of communicative action, the creation of emotional play situations, the organization of attention and increased speech control, and a decrease of the volume and the rate of work. For children of primary school age with special educational needs, long-term types of assistance are advisable for the formation of arbitrary forms of communication activity.In order to develop communicative speech skills, it is recommended to use in classrooms such methodological techniques as working with a terms dictionary, explaining the meaning of concepts, introducing new terms into one’s own statements, analyzing natural objects, composing stories on a given topic using the studied concepts.Organizational forms and methodological techniques for the formation of communicative speech skills are analyzed – a system of differentiated tasks, conversations based on illustrative material, role-playing games, group work, research projects, excursions, multimedia methods etc. The pedagogical conditions for the formation of communicative speech skills for primary school age children in inclusive classes at the lessons of the subject “I explore the world” are determined and characterized.In order to develop the communicative speech skills of schoolchildren studied in an inclusive learning environment, it is necessary to provide the early inclusion of primary schoolchildren with special educational needs in the process of systematic correctional and developmental work.
 Keywords: communicative speech skills, speech development, communicative speech development, inclusive education, inclusive class, special educational needs, pedagogical conditions, primary school age children, educational process.

ANALYSIS OF CLASSROOM TEACHERS’ ONLINE CLASS - DISTANCE EDUCATION EXPERIENCES DURING COVID-19 PANDEMIC

The World Health Organization has declared the spread Covid-19 virus as a pandemic shortly after its rapid spread. There have been many preventive actions taken in order to control the spread in our country as well as in the world in general. These preventive actions have affected every aspect of life. In education, schools have been shut down due to Covid-19 pandemic, and online classes and distance learning have been established. The purpose of this article is to demonstrate the experiences and perspectives of classroom teachers regarding distance learning and online class processes. This research is a case study based on a qualitative approach. Data was collected from semi-structured interview forms that were created by the researcher and it was analyzed for the content. When distance education and online class experiences of classroom teachers who educate the youngest classes of elementary school were analyzed, it was concluded that the classroom teachers who joined the case study had no prior experience regarding distance education and online classes. In addition to this, as the distance education process started, most of the teachers who joined the case study participated in training offered and improved their knowledge and skills. Another conclusion is that teachers mostly organized their classes via EBA which is the IT Network of the Ministry of Education and Zoom during the online class and distance education process. Teachers who joined the case study have expressed that there have been similarities between the face to face education and distance learning in terms of curriculum and role of the teacher. In addition to this, they communicated that the process of method / technique have been different and certain aspects of evaluation have been missing. Teachers also expressed that the most frequent problems they experienced have been the lack of computers and internet connection. Another finding was distance education and online classes have been more exhausting compared to the face to face classes. Regardless, it was clear that online classes and distance education have created efficiency in terms of time and space, and by reducing mobility, it made it easier to be protected from the pandemic. Keywords: Distance education, online class, pandemic, Covid-19, classroom teacher

Peningkatan Aktivitas dan Kemampuan Mengajar Melalui Pembinaan Konsepsi Model Up Grading Learning bagi Guru Kelas Sekolah Dasar

<p>The purpose of this research is describing the 1 Waru Elementary School Class<br />Teachers’ ability in teaching on the First Semester and 2019/2020 Year Acedemic through the<br />coaching conception of Up Grading Learning model. This research is School Action Research<br />(SAR). The action of this research is the coaching. This research takes on 2 cycles, which are<br />First Cycle and Second Cycle. This research takes place on the 1 Waru Elementary School.<br />Meanwhile this research takes time on the First Semester and 2019/2020 Year Academic. The<br />subjects of this research are 6 persons. The technique of collecting data is using non test<br />technique. The tool of collecting data is using the sheet of observation. The technique of data<br />analyzing is using comparative descriptive. The result of this research is the 1 Waru<br />Elementary School Class Teachers’ ability in teaching increased through the coaching<br />conception of Up Grading Learning model from Not Good category into Good category.</p>

Physical activity during physical education in elementary school in China: the role of teachers

ABSTRACT Background: Many studies find that physical education (PE) classes in elementary schools rarely meet the recommendation to engage students in moderate and vigorous physical activity (MVPA) at least 50% of the class time. PE teachers are responsible for engaging students in MVPA during PE classes. Therefore, identifying teacher-related factors associated with student in-class MVPA in elementary PE classes is necessary. Purpose: This study focused on students’ MVPA during PE in elementary schools in China. The study aimed the following: (a) investigate MVPA of students in PE, teacher characteristics, and teaching behavior; (b) identify differences in teaching behavior through teacher characteristics; and (c) determine the association among teaching behavior, teacher characteristics, and MVPA of students in PE. Methods: A total of 56 teachers from 10 elementary schools in Shanghai, China, provided personal data on teacher characteristics via questionnaire. Data on teaching behaviors were collected from 210 lessons using the System for Observing Fitness Instruction Time (SOFIT), whereas data on MVPA of students were collected using accelerometers. Teacher characteristics, teaching behavior, and students’ MVPA time are described using descriptive statistics. Moreover, differences in teaching behavior were tested on the basis of teacher characteristics through multivariate analysis of variance. The associations among teacher characteristics, teaching behavior, and students’ MVPA were examined through hierarchical regression analyses. Findings: The teachers’ lessons failed to reach the recommended 50% MVPA time in PE. Compared with PE teachers with 6–10 years and more than 10 years of teaching experience, teachers with 1–5 years of teaching experience spent significantly more time managing classes and less time observing their students. Teacher gender was found to be negatively related to students’ MVPA, that is, students spent significantly more MVPA time in male- than female-led lessons (B = −3.105). Teaching experience of 6–10 years (B = 2.726) and more than 10 years (B = 3.036) were positively associated with students’ MVPA, which indicated that students taught by these two groups of teachers spent significantly more time in MVPA than teachers with 1–5 years of teaching experience. With regard to teaching behavior, promoting (B = 1.207) and observing (B = 1.567) were positively correlated with students’ MVPA during PE classes. Regression analysis revealed that 17.3% of the variance for students’ MVPA was explained by teacher characteristics and behavior. Conclusion: Results suggested that all teachers should be targeted to increase MVPA level of students in PE, especially female teachers and teachers with 1–5 years teaching experience. PE interventions should target the teaching behavior of promoting and observing to increase students’ PA level during PE classes.

Διερεύνηση γεωμετρικών γνώσεων μαθητών με ήπιες εκπαιδευτικές ανάγκες

Geometry is a structural component of mathematics, with increased spatial and design requirements that cannot be easily met by students with mild disabilities. Systematic investigation of the difficulties encountered by students with mild disabilities in their effort to learn Geometry is a prerequisite for the implementation of effective intervention programs. However, research on this issue is relatively scarce. The aim of the present study was to assess the geometric knowledge of 54 students with mild disabilities (learning disabilities or ADHD) who attended the two last classes of elementary school. Participants were asked to recognize, describe and categorize geometric shapes and solid bodies that were presented in tactile mode and through pictorial representations. Semi-structured clinical interviews were used for gathering the data in the context of Curriculum Based Assessment and the Van Hiele’s model of geometrical thinking. Participants of both categories of mild disabilities presented difficulties in distinguishing shapes and bodies, properly using the terminology, and formatting inductive geometrical reasoning. Participants with learning disabilities had higher achievement when dealing with haptic relative to pictorial representations of geometric shapes and bodies. Sixth graders performed better than fifth graders. Results are discussed in terms of the differences between the two categories of mild disabilities as well as with regard to the implementation of intervention programs.

Investigar e formar

Este artigo é um recorte de um trabalho dissertativo desenvolvido no Mestrado Profissional em Letras – UERN/CAWSL. Trata-se de uma pesquisa-ação, de natureza qualitativa, realizada em uma escola pública da cidade de Assu/RN, junto a uma turma de nono ano do Ensino Fundamental. Centra-se nas práticas de ensino-aprendizagem do gênero artigo de opinião, focalizando a coerência textual. Objetiva apresentar e analisar práticas de letramento referentes à constituição de argumentos reflexivos de opinião em notícias jornalísticas. Teoricamente é embasado nas ideias de estudiosos como Anhussi (2009), Cabral (2016), Gonçalves (2004), Koch e Travaglia (2011). A análise dos dados demonstrou melhoria nas práticas de ensino-aprendizagem da Língua Portuguesa. Os discentes mostraram-se mais interessados, criativos e autônomos na construção de significativos conhecimentos, especialmente no tocante à produção textual do artigo de opinião, à coerência, exposição de ideias e defesa de argumentos.

自閉症・情緒障害特別支援学級における自閉症スペクトラム児の 不適切な発言に対する機能的アセスメントに基づいた指導:教師と保護者の連携を通して

自閉症・情緒障害特別支援学級における自閉症スペクトラム児の 不適切な発言に対する機能的アセスメントに基づいた指導:教師と保護者の連携を通して

A GESTÃO ESCOLAR E O OLHAR PEDAGÓGICO NO COTIDIANO DA ESCOLA: UMA EXPERIÊNCIA DE SUPERAÇÃO DA NÃO APRENDIZAGEM DA LEITURA E DA ESCRITA

O presente artigo descreve as ações conjuntas entre professoras e gestora escolar para possibilitar que estudantes superassem a não aprendizagem da leitura e da escrita. Face ao índice de reprovação, divulgado em 2018 no município, demonstrando que cerca de 300 alunos reprovaram no 3º ano do Ensino Fundamental, surge a preocupação nas escolas em melhorar esse resultado. Nesse cenário, apresenta-se a experiência de uma escola municipal, descrevendo os procedimentos adotados para auxiliar nessa aprendizagem. A partir de grupos de discussão, debatiam-se alternativas e ações a serem implementadas para preencher lacunas na alfabetização de 13 crianças, de dois 3ºanos do Ensino Fundamental que, ao final do primeiro trimestre de 2019, apresentavam-se, ainda, não alfabetizados. No projeto, professoras e gestora escolar acompanharam de perto o processo pedagógico, planejando e desenvolvendo estratégias que possibilitaram a aprendizagem das crianças; promoveram reflexões e mudança acerca da metodologia utilizada para alfabetizar na escola e a prática colaborativa.

Online Distance Learning (ODL) Storytelling: Improving Attention, Activity Level and Related Behavior of Autism Pupil

Several researches confirmed the cognitive importance of digital storytelling in supporting learning. The study aimed to observe the behavioral changes of autism pupils specifically their attention, activity and other related behaviors through online distance storytelling. The participant of the study belong to the Online Distance Learning (ODL) Grade 6 class of a local elementary school. Descriptive research designed was used. In gathering the data the teacher rated the pupil before and after the storytelling in terms of the behavior being observed. A standardized Behavior Checklist was used a research instrument. In over one month of session of online storytelling, the pupil's behavior improve in terms of focus, level of action, and related actions. Based on the findings, storytelling delivered through ODL positively affect the behavior of the pupil. The consequence of these examinations show that the use of storytelling as a teaching and learning method modifies the behavior of autism pupil. The results further indicated that when learner is exposed to storytelling even in the online platform, they are most likely to engage themselves in the learning process and practice reflective learning as he processes information on a deeper, more meaningful level. Furthermore, the participant displayed evidence of transformational learning in terms of attention, activity level and related behavior. Presently with the development and openness of interactive media devices, the act of narrating as an advising device with kids can be extended using innovation.

Mathematical Proficiency Profiles of Elementary School Student: Preliminary Study

The purpose of this study was to analyze the mathematical proxies of elementary school class students in Tasikmalaya. This research uses a descriptive-qualitative approach with an exploratory method. The subjects of this study were 100 elementary school students in Tasikmalaya City who were selected using purposive sampling. The data collection techniques used were test techniques, interviews, questionnaires, and document studies. The data analysis technique of this research uses an interactive analysis model with the stages: data validity, data collection, data reduction, data presentation, and drawing conclusions. The results showed: (1) 66.4% of students had mastered the understanding of the concept of fractions; (2) 62.33% of students have mastered the fluency of the procedure; (3) 64% of students have mastered strategic competencies; (4) 62.5% have mastered productive dispositions; and (5) as many as 74.33% of children’s productive dispositions can be easily seen. The conclusion of this research is the mathematical proficiency of elementary school students in Tasikmalaya must be improved immediately. Based on the results and conclusions of the research that has been done, the theoretical implications of this study strengthen the theory which states that mathematical proficiency are very important to be developed and have an impact on students.

MOTIVATION AND PHYSICAL SELF-CONCEPT AS INDICATORS OF STUDENTS’ PHYSICAL ACTIVITY IN PHYSICAL EDUCATION CLASSES

The main purpose of this article is to determine which motivational orientation (MO) of primary school students (n=240) and their physical self-concept (PSC) contribute to the intensity of students' physical activity and volume of physical activity in a physical education (PE) class. They were estimated using the pedometer and heart rate sensor. MO is measured using a modified Self-Regulation Questionnaire. PSC was measured using subscales of the Self-perception Profile for Children. In boys, PSC and motivation present better predictors of physical activity in PE elementary school classes (p<0.01), than in girls. Intrinsic Motivation and Athletic Competence have a high predictive function. Boys with a higher level of sport competence and intrinsic motivation are physically more active in a PE classes. PE classes could enhance MO and PSC by supporting basic different psychological aspect of children.

Evaluating the Kindergarten Instructional Materials: Inputs for Materials Production

Instructional materials are tools necessary in making the teaching-learning process effective and meaningful for the learners. They help enhance instruction thereby uplifting the students’ knowledge, skills and abilities. However, teachers experience problems pertaining to lack of appropriate and rich resource of instructional materials, thereby limiting their capacity to provide meaningful learning opportunities. This is a qualitative research which aimed to find out the availability of teaching materials in the Kindergarten classes of a public elementary school. It is grounded on the experiential learning theory in using instructional materials through concrete experience. Employing the single-case study design, it further tried to determine the challenges experienced by the teachers in the production of instructional materials. The purposive sampling technique was employed to select the participants, who are all Kindergarten teachers. The findings revealed that the Kindergarten classrooms lacked developmentally appropriate materials necessary for effective teaching and learning, and teachers are burdened in the production of teaching materials due to some factors. Results of this study will provide inputs in the production of instructional materials for Kindergarten.

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

The purpose of this study was to investigate the effect of blended learning on students’ academic achievement, to study teachers’ perception of working in the unconventional blended atmosphere, and finally to infer on its potential in underprivileged elementary classrooms. Since this study was conducted in an unconventional set up with researchers acted as agents of change, design-based research methods were used with 50 children from a fifth standard class in an Indian elementary school. These methods included gathering and analyzing data in two cycles—preblended implantation stage and postblended stage. A mixed-method approach was followed for data collection. Quantitative data were collected through an achievement test and qualitative data were gathered from interviews with the teachers. Findings revealed that there were significant differences in achievement level between the two cycles, in favor of the postblended implantation stage, and this difference was found gender-neutral. Interviews with three teachers were also conducted to collect information about their experiences of introducing and implementing blended learning in their classrooms. The study concludes that blended learning ambiance increases students’ academic achievement levels in elementary classrooms when teachers were supported with necessary policies and proficiencies. Overall, the time spent in blended learning had a positive effect on children’s achievement irrespective of gender and these effects emerged during 10 weeks even in a school with poor technological infrastructure and underprepared yet willing teachers.