Cycle Of Basic Education Research Articles

Invisible learning in the investigative competence of Lima schoolchildren

The present study, developed under a quantitative approach, explanatory scope and causal correlational design, aims to determine the influence of invisible learning on the research competence of high school students in two private schools in the city of Lima, Peru, whose educational models seek to develop autonomous learning and research through discovery learning and experimentation. Two questionnaires were applied to 120 students of the VII cycle of basic education, one to measure the perception regarding invisible learning with 20 items and the other to measure investigative competencies with 21 items; both instruments underwent the corresponding validity and reliability tests before their application. Among the main findings, descriptive results were obtained at a medium level for both variables, the correlations found were significant and moderate, and as for influence, the coefficient of determination R2 yielded a value of 0.13, suggesting that 13% of investigative competence is predicted by invisible learning. These results show that autonomy, the use of digital technologies, metacognition and other aspects that are part of invisible learning prepare students to solve problems of varying complexity, allowing them to face the challenges of contemporary knowledge in an innovative and effective manner.

Compulsory kindergarten education and early teenage literacy in the Philippines

We assessed the impact of compulsory kindergarten education on early teenage basic and functional literacy skills achievement using a large-scale natural experiment in the Philippines. In 2012, the Philippine government mandated compulsory kindergarten attendance for children aged five years or older prior to enrolling in the country’s basic education cycle. This created a non-trivial discontinuity in the propensity of kindergarten school attendance among different cohorts of children, which we exploited in this study. We find that children who were exposed to the policy were no more likely to be able to read, write and calculate by age 11–13 years when contrasted with comparable peers who were not compelled to attend kindergarten. However, those who were exposed to the policy were more likely to reach full functional literacy by early teen-age, which is likely due to dynamic complementarities in skills formation. While other children were able to eventually catch up with basic literacy skills in later childhood, children who attended kindergarten were more likely able to read and write before entering primary school, which likely allowed them to develop further skills later.

Reading processes of public and private middle school and high school students

IntroductionReading has been widely discussed, mainly due to the published results of international performance tests of schoolchildren. The gaps generated in literacy hinder the development of basic skills necessary for reading, which will have a negative impact on the teaching-learning process from elementary school to high school. This study aimed to compare the reading performance of the students in public and private schools through tests of the Brazilian reading processes-PROLEC-SE-R.MethodsCross-sectional study. The Brazilian adaptation of the PROLEC-SE-R was administered to 436 students: 221 from the state school (G1 6th year, n = 30; G2 7th year, n = 33; G3 8th year, n = 35; G4 9th year, n = 31; G5 1st year, n = 32; G6 2nd year, n = 30; G7 3rd year, n = 30) e 215 private schools (G8 6th year, n = 31; G9 7th year, n = 31; G10 8th year, n = 30; G11 9th year, n = 31; G12 1st year, n = 30; G13 2nd year, n = 31; G14 3rd year, n = 31). Tools of descriptive and bivariate analysis were used.ResultsSuperior performance of the private school students on spelling tests helps their reading as evidenced by their scores for syntactic and semantic processes. When the knowledge of the use of the word in text, extraction of meaning and its understanding was needed, the difficulty of access to the mental lexicon of the studied population became evident.ConclusionThe PROLEC-SE-R, in addition to establishing the reading profile of elementary and high school students, shows that the gaps in teaching and learning, which exist between public and private education in the literacy period, accompany students throughout the basic education cycle. Knowing the reading profile and in which process there is a disruption is important so that the teaching of specific strategies can be promoted throughout the entire schooling process, especially in primary and secondary education.

The Effects of Implementing the Strategy of Semantic Feature Analysis (SFA) in Promoting Vocabulary in School-Aged Portuguese Children in Inclusive Schools

Background: The purpose of this study was to apply and analyze the impact of the semantic feature analysis (SFA) strategy on vocabulary development and comprehension of texts and theoretical concepts in Portuguese school-age students with and without special educational needs (SEN) attending inclusive schools. Method: The research design was quasi-experimental. The SFA was administered in ten sessions of approximately 60 min each. The sample was a convenience sample and consisted of selecting three classes in each school: (i) in the first cycle of basic education, 65 students were divided into a control group, an experimental group and a structured teaching group; (ii) in the second cycle of basic education, 55 students were divided into an experimental group, an online virtual school and a control group. Results: (1) The SFA strategy is motivating, appealing, inexpensive, flexible and easy to implement; (2) learning the SFA strategy is easy and can be successfully taught in any classroom; (3) the performance of the students assigned to the experimental groups was significantly higher in both cycles compared to all the other groups; (4) the effect sizes were 0.87 in the first cycle and 0.88 in the second cycle. Conclusion: The SFA strategy effectively promotes the development of vocabulary, concept knowledge and text comprehension in school-age children, being more effective than regular teaching.

The Effect of a Program Based on Electronic Educational Games in Developing the English Speaking Skill for Pupils of the First Cycle of Basic Education in Language Schools

The Effect of a Program Based on Electronic Educational Games in Developing the English Speaking Skill for Pupils of the First Cycle of Basic Education in Language Schools

Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination

Theoretical foundations in recent years emphasize that a significant number of students globally continue to exhibit a lack of commitment and motivation in school activities, leading to diminished proficiency levels in specific areas of study. The magnitude of this phenomenon, coupled with its evident social implications, suggests that we are facing restlessness and a growing demand for urgent answers and results. In the educational context, the sociocognitive perspective conceives the construct of self-regulation for learning as the management and mastery of a set of factors that emerge as crucial elements for high-quality learning and, predictably, academic success. To achieve this successful learning, it is crucial to manage and control variables such as volitional control strategies, planning of academic time management, and procrastination. The purpose of this study is to demonstrate, through the technique of structural equation modelling, that these variables impact students' self-regulation and predict academic performance. A sample of 565 students (Mage=12.97) from the 3rd cycle of basic education (7th, 8th, and 9th grades) participated, responding to a set of validated scales for the Portuguese context. The results indicated that students who employ more volitional control strategies and plan academic time management more effectively demonstrate higher levels of self-regulation for learning. However, those exhibiting higher levels of procrastination in school activities show a lower propensity to self-regulate their learning. Deepening the understanding of the elements that influence the learning process is crucial to promoting the quality of education and the development of autonomous, self-regulated, and competent students. A student who values school tasks, adopts self-regulatory strategies in their learning process, and manages their time dedicated to school activities appropriately and insightfully will undoubtedly be moving towards academic excellence.

Children’s Literature: A Contribution to the Emergence of Science in the Early Years

Children’s natural curiosity by everything around them is a premise for discovery. Natural phenomena such as the alternation between day and night, elements of nature such as the tree’s leaves and their shapes and colors, daily routines as sorting waste, raise many questions in children, stimulating them towards scientific literacy trough what is familiar to them and their personal life experiences. In the science children’s books, the concepts’ approach sometimes difficult its understanding by children, due to the used vocabulary, the lack of an appealing narrative, among other aspects. In turn, children’s literature books without any intention of promoting or developing ideas of science can, through their narrative and illustrations, in a more meaningful context for children, motivate the inquiring and the concepts’ exploration. This work results from a presentation session of the children’s book “From the outside to inside and from the inside to outside” to children of a Portuguese school of the 1st Cycle of Basic Education, by the authors which are also the researchers, having as aim create an environment based on questioning activity, supported in the story narrative, and develop children’s divergent thinking in a context involving scientific ideas.

Values Education: An Educational Approach to Train Students in the 1st Cycle of Portuguese Basic Education for Citizenship

Education in values develops in the family, in schools and in society in general, through human coexistence and interpersonal relationships. The cementing of this education is necessary today to overcome many problems, conflicts and inhumane situations. Values are statements and/or principles that each human being internalizes and converts into valued actions and everyday experiences (Ballester & Calvo, 2007, p. 34-39). The transmission of a set of essential values to the current society characterizes the mutual relationship between adult-child/youth in training, covering up, disguising and reinforcing existing egocentrism (Andrade, 1997). The problem of education for values constitutes a transversal theme across the curricular areas of the 1st Cycle of Basic Education (1st CEB). According to Zabalza (2000, p. 21): “the theme of values was and will be a key theme in any process of action and reflection on people and their actions”. Educating for values in students' compulsory education is contributing to their formation as people and citizens (Ortega & Mínguez, 2003). The purposes of this education are to encourage students to develop daily the application of values in coexistence and the construction of peace, solidarity and tolerance. It is also important for 1st CEB teachers to develop teaching strategies to promote values in students, in any learning context; for the formation of future citizens in a democratic society.

“O mundo aos nossos olhos e pelas nossas vozes”: o que crianças dizem sobre direitos, discriminações e diferenças, género e pobreza

ABSTRACT In the context of the project SMOOTH - Educational Common Spaces, Passing through enclosures and reversing Inequalities (Horizon 2020, European Commission) and the subproject RED - Rights, Equality, Difference - as well as an epistemological, theoretical, methodological and ethical position, that puts in dialogue the Sociology of Childhood and Education Sciences, a qualitative research was carried out with children attending the 2nd Cycle of Basic Education, in a public school in Lisbon, within the subject of Citizenship and Development. A central aim of the Project, which is presented in this paper, is to analyse, from an active listening of the children, their conceptions about rights, discriminations and differences, gender, and poverty, and their lived/attributed subjective meanings. Methodologically, through observation, semi-structured interviews and focus groups, their voices, and by their proposal, materialised in the publication of a podcast episode. Qualitative content analysis enables us to exercise an understanding of what children say about these themes, what they have prioritised, reflected upon, and ignored. Their views about the world must be understood from their biographies and contexts.

Escala de aprendizagem cooperativa: validação para estudantes universitários de Portugal e do Brasil

ABSTRACT The aim of this study was to adapt and validate the Spanish version of the Cooperative Learning Scale (CAT) for Portuguese and Brazilian higher education students. The study included 493 higher education students aged 17-45 years from a university in northern Portugal and 414 Brazilian university students aged 14-52 years from different universities in Brazil. To this adaptation, the original instrument, designed and validated for Spanish contexts and for students from the 3rd cycle of basic education and secondary education, went through several phases: a) evaluation by experts; b) pilot study; c) confirmatory factorial analysis; and d) determination of convergent and divergent validity. Both the Portuguese and the Brazilian versions of the CAT present a good adjustment model and include five factors with three items each: positive interdependence, interpersonal skills, promotive interaction, individual accountability, and group processing.

CIÊNCIA CIDADÃ: DESENVOLVIMENTO DO PENSAMENTO CRÍTICO EM CONTEXTO NÃO FORMAL

Nowadays, we find ourselves adapting to emerging situations, with marked connections with Science and Technology, and which cause political, social, economic and health instability, redefining the economy and the work dynamics. Therefore, it became imperative that, throughout their education, children and young people develop intellectual tools that allow them to face the uncertainty of the present-future and being agents of sustainable social cohesion. Such tools involve thinking critically about the world, mobilizing knowledge regarding Science and Citizenship. Within this framework, a study was carried out with the aim of developing (conceiving, elaborating, implementing, and evaluating) activities, oriented towards the promotion of Critical Thinking, focusing on issues involving Science and socially relevant, for an active and enlightened citizenship. Such activities, aimed at students in the second cycle of basic education, were implemented within the scope of a project, in a non-formal context, of curricular enrichment. The paradigm of this investigation is interpretative, and its nature is qualitative, since a case study is studied and described, being this the group of students of the second cycle of basic education (10-12 years old) involved in the project. During the implementation of the activities, data were collected using instruments within the scope of various techniques, including documental analysis of the students' written productions. Following the analysis of the collected data, using statistical and content analysis procedures, the results obtained an improvement in their critical thinking level. In terms of conceptions about Science and Citizenship, most of the students involved showed an interest in scientific themes, attributing a decisive role to science and technology in solving problems that affect Society. Such results provide scientific evidence to support the contribution of activities developed in promoting students' critical thinking

The Degree to which Teachers of the Second Cycle of Basic Education apply the Dimensions of Educational Security from their Perspective

Recently, many undesirable behaviors have spread in our daily life in society, whether from the teacher to his students or from the students among themselves as a result of the absence of educational security and the decline in the role of socialization institutions in general and the school in particular in training students on values. Positive social, Thus, the study was descriptive. Theory by adopting information about educational security and the nature of teachers’ practice thereof. The descriptive analytical approach was used and a questionnaire was administered to (48) male and female teachers at this stage. Therefore, the aim of the current research is to identify the degree to which teachers practice the dimensions of educational security, based on the theoretical framework and previous studies prepared in this regard, and accordingly, the curriculum was used, it came in first place with an arithmetic average of (2.26 and after education Dialogue learners ranked second with a arithmetical average of (2.19( while it came after providing a positive, supportive place for learners in the third and final rank with a low arithmetical average of (1.56). There were differences in the average scores of male and female sample members applying the dimensions of educational security in favor of female teachers in the three dimensions where the arithmetic mean for the dimension of using modern technologies is (48.40), for the dimension of educating learners in dialogue (75.35), and for the dimension of providing a positive, supportive place for learners (38.33). Differences were found. In the teachers’ scores on the questionnaire in favor of a diploma. qualification or above in the three dimensions, there were no differences in the teachers’ scores on the questionnaire in favor of 10 years of experience or more in the three dimensions.

The effect of using the abacus program in developing mental math skills and logical intelligence among students of the second cycle of basic education

هَدفت الدراسة إلى التعرف على أثر برنامج المعداد في تنمية مهارات الحساب الذهني والمنطقي الرياضي لدى تلامذة الحلقة الثانية من التعليم الأساسي بأمانة العاصمة، وقد استخدمت الباحثة المنهج شبه التجريبي القائم على تَصميم المجموعة الواحدة ذات الاختبار (القبلي والبعدي)، وتَكونت عينة الدراسة من(31) تلميذة من تلميذات الصف السادس الابتدائي بمدرسة صفية بنت عبدالمطلب التابعة للمنطقة الثانية بمديرية السبعين، أمانة العاصمة صنعاء، للعام الدراسي ( 2022/2023م). تَم تَدريب التلميذات على البرنامج خِلال أسبوعين بعد اخضاعهن للاختبارات القبلية، حيث أعدت الباحثة اختباراً لكل من (الحساب الذهني، الذكاء المنطقي)، يحتوي كل اختبار منهم على (30) فقرة، ولقد بَلَغ مُعامل الثبات باستخدام ألفا كرونباخ لكل من الاختبارات السابقة(79%، 80%) على التوالي، وللحصول على النتائج تَمت مُعالجة البيانات باستخدام البرنامج الإحصائيSPSS وبأساليب إحصائية مُتَمَثِلَة بالمتوسطات الحسابية اختبار(t-test) لعينتين مترابطتين، وقد أكدت النتائج أن هناك أثراً للبرنامج في تنمية مهارات الحساب الذهني والذكاء المنطقي لدى التلميذات، حيث أظهرت تلك النتائج أن هناك فروقاً ذات دالة إحصائية بين متوسطات الاختبارين (القَبلي والبَعدي) لكل من مهارات الحساب الذهني والذكاء المنطقي، وذلك لصالح الاختبار البَعدي، كما أظهرت النتائج أيضاً مُساهمة البرنامج في زيادة سرعة الأداء لدى التلميذات. وفي ضوء النتائج السابقة أوصت الباحثة بضرورة تدريب التلاميذ على المعداد لما له من أهمية في تنشيط مَلَكَة التفكير وزيادة معدل الذكاء والتخيل والحسابات الذهنية لديهم.

HOW TO GET HIGHER QUALITY SCHOOL PHYSICAL EDUCATION WITH A RETROSPECTIVE ON STANDARDS IN EDUCATION?

There is no improvement in the quality of school physical education without establishing standards in education. Basic problems, questions, and models of effective teaching of physical education (PE) are presented. The goal of this topic is that after the adoption of the standards, the professional public gets to know, prepare, and activate them for their application in practice. Through a comparative analysis of the valid goal and program of physical education for primary education, recommendations for the way of implementation, and characteristics of educational standards for primary education and upbringing, educational goals and tasks are made concrete through student achievements - visible outcomes in behavior and reasoning. This is the answer to the question of how to achieve better effects and increase the quality of physical education, the capacities we have at our disposal. Focus on: competence in skills, knowledge in physical exercise and physical education and evaluation of physical exercise and physical education by students, standards that objectify assessment and grades, make them comparable and provide a basis for developing instruments for self-evaluation. One of the significant contributions to the achievement of teaching in accordance with educational standards is the activation of teachers, students, parents, the school and the local community. Dilemmas were raised in connection with specific problems in the educational field of physical education, and above all the conditions for the implementation of the physical education program, as well as the implementation of teaching content, within the first cycle of basic education, which directly reflect on the possibility of reaching the standard by the end of the mandatory of education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0075/a.php" alt="Hit counter" /></p>

Developing a Scientific Literacy Assessment Instrument for Portuguese 3rd Cycle Students

Teachers and researchers, in accordance with the main Portuguese curriculum documents in the area of Physical and Natural Sciences, agree that the development of scientific literacy is an integral part of basic education and report that the teaching of these skills is taking place in schools. However, few scientific literacy assessment instruments are available to assess students’ proficiency in using these skills. In this article, we describe the design and processes for gathering validity evidence for the development of the Avaliação da Literacia Científica Essencial (ALCE) instrument. The ALCE assesses scientific literacy skills of students at the end of the 3rd cycle of Basic Education, in the cognitive domains of understanding; analysing and evaluating phenomena; problems and everyday situations involving content knowledge and skills developed in the subjects of Natural Sciences and Physical Chemistry. Our validity argument, which includes the gathering of evidence based on the content and internal structure of the instrument and is grounded in the current literature on the validation of assessment instruments, supports the use of the instrument for the assessment of students’ scientific literacy level at the end of the 3rd cycle of Basic Education. The ALCE may be a useful tool to identify possible gaps between the teaching objectives and the students’ scientific literacy proficiency and reflect on the methodologies, lesson plans and strategies used in the classroom in order to change them to better develop the students’ scientific literacy.

Promotion of Functional Foods in a School Context: Evaluation of Food Education Sessions Involving Cooking Skills

ABSTRACT Food education through cooking programs have been identified to promote healthy eating among individuals, especially among the youngest. It was intended to evaluate the impact of a set of food education sessions in students of the 3rd cycle of basic education (from the 7th to the 9th grade) to promote the consumption of functional foods and improve their cooking skills. A pre- and post-session questionnaire and a global assessment of the sessions were applied. Twenty-three students aged between 13 and 14 participated in the activity, mostly male (60.9%). About 95% of the students had a normal weight and 4.8% were overweight. There was an improvement in the cooking skills of the students, especially in their confidence in making sauces and soup. About 70% of students are very/very willing to increase the frequency of meals prepared by themselves and consider it important to introduce themes related to functional foods in the syllabus in the 3rd cycle of basic education.

Fear in children: what is the importance of gender

IntroductionWhen we were children we all remember hearing expressions like: “Do not be afraid.”, “What are you afraid of?”, “You are strong, you are not afraid!”. This primary emotion is introduced in our development associated, most of the time, with a negative connotation. However, we know that fear, as a normal response to a real or imagined threat, is an integral part of human development (Sequeira, 2011).The existence of research on fears is relevant for the definition of developmental patterns, characteristics such as frequency and intensity, but also for the identification of risk factors that may be at the genesis of the development of anxiety disorders (Ollendick, King & Murris, 2002).ObjectivesIn Portugal, studies on fears are scarce, contrary to what happens in other countries (Sequeira, 2011).MethodsThe study sample consists of 121 students from the 1st cycle of basic education, 65 (53.7%) attending the 3rd year of schooling and 56 (46.3%) attending the 4th year of schooling, 66 ( 54.5%) were female and 55 (45.5%) were male, aged between 7 and 10 years old (M=8.5; SD=0.61).For each child, an adult, parents or parental figures also participated in the study, most of which were the mother (89.3%) and the remaining participants were the father (7.4%), father and mother (1.7%), grandmother (0.8% ) and brother (0.8%).ResultsFears are more frequent in females than males.ConclusionsIn general, anxiety disorders tend to be more prevalent in girls than in boys (Ollendick, King & Murris, 2002).Disclosure of InterestNone Declared

Playing in urban green spaces according to two generations

Purpose: the evolution of technology and the appearance and access to new toys, replacing popular games, in which children could observe and learn about the natural environment while playing. The present work analyses Urban Green Spaces (UGS) as play spaces. Methodology/Approach: students from the First Cycle of Basic Education were asked through an anonymous questionnaire, as well as their parents/guardians, about the use of UGS to play, in order to obtain a comparison between generations. Findings: UGS are important as spaces for playing, since they provide free space in the city and are enhancers of more popular games that promote physical exercise. In addition to enrich contact with the natural environment, the UGS also promote learning and socialization. Research Limitation/implication: More than half of the world's population lives in urban areas and it is estimated their growth, by 2050, 68% of Humans will live in cities. As cities grow and become denser, the population tends to have less contact with Urban Green Spaces, however several studies point out that UGS are a provider of health and well-being. Originality: the UGS are now important in providing a service to the inhabitants of cities, to which it is very difficult to substitute.

Literacia Científica e a Reorganização Curricular em Ciências em Portugal

ABSTRACT The study analyses the curricular reorganisation in science teaching in the Portuguese 3rd cycle of basic education, explores how scientific literacy is embraced in the curriculum and analyses the evolution in the students’ results in the external assessments PISA and TIMSS. The curriculum reforms have culminated in two documents in force in science education: Essential Apprenticeships and Profile of Students Leaving Compulsory Schooling. In both, the development of scientific literacy is one of the main goals to be achieved. During the curricular changes, the emphasis on the importance of scientific literacy for the students’ education has increased, which is reflected in the relevant growth of Portugal’s results in external assessments.

Proposta Didática para Abordar os Conflitos Socioambientais na América Latina a partir de uma Perspectiva Geográfica Feminista no Segundo Ciclo da Educação Básica no Chile

This paper presents a didactic proposal to be applied in the second cycle of basic education in Chile, in which a feminist geographical perspective is integrated into the approach to some socio­environmental conflicts in Latin America. This is the result of an investigation focused on the articulation between geography teaching, feminism, and socio­environmental conflicts in the context of the Chilean curriculum. To achieve this aim, some theoretical discussions are developed around feminist geography, socio­environmental conflicts, and geographical education. Next, a didactic proposal addressing different socio­environmental conflicts is presented. Finally, some initial conclusions are shared regarding the potentialities and challenges to be tackled.