Cycle Of Basic Education Research Articles

متطلبات اعتماد برنامج إعداد معلم اللغة العربية بالحلقة الأولى من التعليم الأساسى

هدف البحث إلى التعرف على متطلبات اعتماد برنامج إعداد معلم اللغة العربية بالحلقة الأولى من التعليم الأساسى . وتحقيقا لهدف البحث استخدم الباحث المنهج الوصفي، واعتمدت على استبانة طبقت على عينة من أعضاء هيئة التدريسومعاونيهم بکليات التربية بلغ عددهم 3769 عضوا . وتوصل البحث إلى العديد من النتائج منها: إن التکامل بين جوانب إعداد معلم اللغة العربية أصبح ضرورة ملحة ؛ لتحقيق الأهداف التربوية المنشودة ، و ربط الخطط والمقررات الدراسية بالميدان التربوي والتفاعل مع مشکلاته وظواهره وخاصة فى مقررات الإعداد التربوى وذلک من خلال الاهتمام بالجوانب العملية لتلک المواد وربطها بما يحتاجه معلم اللغة العربية فعليا فى الميدان ، و الالتزام بمعايير الاعتماد والمؤشرات اللازمة لضمان جودة إعداد معلمى اللغة العربية لمواجهة تحديات العصر ، و استخدام أدوات ومؤشرات لتحقيق فاعلية نواتج التعلم ، ووضع معايير موضوعية معلنة لتقييم عضو هيئة التدريس . وجاءت استجابات أعضاء هيئة التدريس بکليات التربية لتعبر عن وجود فروق ذات دلالة إحصائية في جميع العبارات لصالح البديل (موافق)، حيث جاءت قيم کا2 دالة إحصائيا عند مستوى دلالة 0.05، 0.01 . وأسفرت الدراسة عن تصور مقترح لتدعيم اعتماد برنامج إعداد معلم اللغة العربية ، واستحداث برامج جديدة ومتميزة وفق متطلبات سوق العمل المحلية والعربية . Abstract: The research aimed to identify the requirements for accrediting the Arabic language teacher preparation program in the first cycle of basic education. In order to achieve the research goal, the researcher used the descriptive approach, and adopted a questionnaire that was applied to a sample of faculty members and their assistants in the faculties of education, who numbered 3769 members. The research reached many results, including: The integration between aspects of preparing the Arabic language teacher has become an urgent necessity; To achieve the desired educational goals, and to link the plans and academic decisions to the educational field and interact with its problems and phenomena, especially in educational preparation decisions, by paying attention to the practical aspects of these materials and linking them to what the Arabic language teacher actually needs in the field, and adherence to the accreditation standards and indicators necessary to ensure the quality of the preparation of language teachers Arabic to face the challenges of the times, and to use tools and indicators to achieve the effectiveness of learning outcomes, and to establish objective and stated criteria for the evaluation of a faculty member. The responses of faculty members in colleges of education to express the presence of statistically significant differences in all phrases in favor of the alternative (OK), where the values ​​of Ca 2 statistically significant came at the level of significance 0.05, 0.01. The study resulted in a proposed vision to support the accreditation of the Arabic language teacher preparation program, and the development of new and distinguished programs according to the requirements of the local and Arab labor market مقدمة :

O conhecimento de futuros professores sobre os processos de raciocínio matemático antes e depois de uma experiência de formação

This article is part of the Mathematical Reasoning and Teacher Education Project (REASON) which aims to study the mathematical and didactical knowledge that teachers need to carry out a practice that promotes students’ mathematical reasoning and to study ways to support their development, through a design research methodology. We propose to discuss the knowledge that future teachers have about mathematical reasoning and its processes, before and after a teacher education methods course. To achieve this goal, we analyzed data related to reasoning processes present in two questions of a task, used as a pre-test and post-test, and applied in a class of 1st year of the Master of Teaching in the 1st Cycle of Basic Education and Maths and Science in the 2nd Cycle of Basic Education. The reasoning processes discussed in this article are generalizing, justifying, exemplifying and classifying. Quantitative analysis of the students’ responses was carried out, as well as content analysis of how they understand the reasoning processes. The results show that most students have an adequate knowledge about mathematical reasoning, as well as the reasoning processes analyzed, in the two moments of application of the task. There is greater clarity in explaining what they understand to be the reasoning processes, after the teacher education course.

تأثیر استخدام المصادر التاریخیة فی تنمیة مهارات التفکیر التاریخی من خلال مادة الدراسات الاجتماعیة لدى تلامیذ الحلقة الأولى من التعلیم الأساسی

هدف البحث إلى معرفة تأثير استخدام المصادر التاريخية في تنمية مهارات التفکير التاريخي من خلال مادة الدراسات الاجتماعية لدى تلاميذ الحلقة الأولى من التعليم الأساسي. ولتحقيق هدف البحث تم إعداد مواد المعالجة التجريبية وفقا للمصادر التاريخية، کما تم إعداد أداة البحث: اختبارا لمهارات التفکير التاريخي. وقد طبق البحث على عينة مکونة من (40) تلميذا وتلميذة بالصف السادس الإبتدائي مثلت المجموعة التجريبية. وأسفرت النتائج إلى وجود فرق دال إحصائيا عند مستوى (01,0) بين متوسطي درجات تلاميذ المجموعة التجريبية في التطبيقين القبلي والبعدي لاختبار مهارات التفکير التاريخي لصالح التطبيق البعدي، ويرجع ذلک إلى؛ أن استخدام المصادر التاريخية ساهم في تنمية مهارات التفکير التاريخي، ويوصي البحث بالعمل على استخدام المصادر التاريخية في تدريس الدراسات الاجتماعية في المراحل التعليمية المختلفة. Aim of research Measuring effect of using historical sources on developing historical thinking skillsThrough The Social Studies for pupils of the first cycle of basic education. To implementing the aim of the research, experimental treatment materials were prepared according to historical sources, and the research tool was prepared: a test of historical thinking skills. The research was applied to a sample of (40) male and female pupils in the sixth grade of primary school, representing the experimental group.The field experiment result: there are statistical semantic dissimilarities at the level α ≥ 0,01 between the grade-point averages (testing historical thinking skills) for pupils of experimental group, due to the fact that the use of historical sources contributed to the development of historical thinking skills, and the research recommends working on the use of historical sources in Teaching social studies at different educational levels.

Anisometropia in the 5th and 6th school years

Abstract Introduction Anisometropia is characterized by a refractive inter ocular difference greater than 1.00 dioptre (D). It is the main cause of amblyopia and loss of binocular vision. Its prevalence depends on several factors, being different values in different geographical areas of the world and in different age groups. Objectives To estimate the frequency of anisometropia in children of the 2nd cycle of Basic Education. Methodology A total of 519 children attending the 5th and 6th school years, from Covilhã schools, from urban and rural areas, aged between 9 and 14 years (10.8 ± 0.8 years) were enrolled in the study. The refractive error was measured with a paediatric auto refractometer (Plusoptix), without cycloplegic and in binocular conditions. Anisometropia was defined as the inter ocular difference in spherical equivalent or cylindrical, greater than 1.00 D and a separate analysis for values greater than 2.00 D. Results The sample was symmetrically divided into genders (50.9% Male), between school grade (53% 5th year) and higher in urban areas (70.1%). The prevalence of anisometropia with cut-off points of 1.00 D and 2.00 D was 12.3% and 5.0%, respectively. There was a higher prevalence among males, in rural areas and in 6th grade. The Chi-square test (□2) shows that the difference is statistically significant only between years of schooling, with a higher prevalence in the 6th grade (p = 0.001). Conclusion There was a slightly higher prevalence of spherical and cylindrical anisometropia (5% and 12.3%) than is reported in the literature (rates between 4.4% and 9.4%). The 6th school year presented rates significantly higher than the 5th year, which points out that anisometropia increases with age, as was also advocated by other authors. Visual screening programs in adolescence for the detection of anisometropia are fundamental, since their timely correction allows to safeguard the binocular vision.

A relação pedagógica a partir do olhar de futuros professores: implicações do(s) ambiente(s) de ensino e aprendizagem

The learning environment clearly expresses the intentions of the teacher who, using planning, conceives and develops the curriculum and circumscribes activities, with the aim of facilitating the construction of new learning by children. The environment involves wide dimensions (temporal, spatial, relational, resources and strategies) that, taken as a whole, can contribute to making the educational space more appealing and facilitating motivation and participation. The present study involved 8 students of the 2nd year of the Master's course in Pre-school Education and Teaching of the 1st Cycle of Basic Education (1st CEB), from a Higher School of Education in the Northeast of Portugal. Its aim was to understand the importance that students (future teachers) attach to the learning environment and the influence that it may have, both in disciplinary promotion and in the construction of a positive, participatory and complicit pedagogical relationship. The collection of information was based on the survey technique, through the application of a questionnaire with open questions. The study followed the paradigm of qualitative research and data content analysis. It should be noted that these students value innovative and significant learning environments, seeking to stimulate positive behaviours through a good management of the pedagogical relationship.

Fauna and conservation in the context of formal education: a study of urban and rural students in the semi-arid region of Brazil

BackgroundIn addition to playing a key role in the dynamics of ecosystems, animal diversity, especially that of wild vertebrates, is intimately linked with human evolutionary history, which has resulted in diverse interactions that must be emphasized in formal education processes. We analyzed several methods of approaches used for biological education in order to teach about wild vertebrates and their conservation in urban and rural schools in the semi-arid region of Brazil.MethodsData were obtained via questionnaires applied to 990 students, of which 528 were urban and 462 rural, distributed among the seven grades/years that comprise the last two cycles of basic education in Brazil. The richness and diversity of the animals cited by the students were calculated, being the diversity using an adaptation of the equation for the Shannon-Weaver Index (H′). Data were analyzed using non-parametric descriptive statistics.ResultsMammals and birds had the greatest richness and diversity of animals cited as most-studied in science/biology classes, and also the most indicated as occurring in the studied region. Among mammals, large carnivores with a showy appearance and utilitarian value had the highest citation frequencies, while there was a tendency for limited recognition of faunistic diversity in the other groups mentioned. Almost 70% of the students stated that their schooling processes dealt with the conservation of wild animals; however, about 50% of the students in both urban and rural contexts did not express conceptual understanding about the conservation of nature.ConclusionsThe recognition of animal diversity, especially vertebrates, beyond just mammals and birds, as well as conceptual clarity about the conservation of nature, are fundamental factors for the development of critical awareness of fauna and its conservation, and where the processes of schooling have a preponderant role. Finally, the study contributes to the legitimization of Ethnobiology as an interdisciplinary field of knowledge, especially in its interface with education, in addition to pointing out the importance of optimizing efforts in approaches to biodiversity conservation in formal educational processes.

Patrones de consumo de alcohol en adolescentes ecuatorianos: ¿Estilo mediterráneo o anglosajón?

Introducción: Se conoce una práctica del consumo generalizada de alcohol en adolescentes, aunque no el patrón o tipo de consumo más representativo. Objetivo: Identificar por sexo los niveles y los patrones de consumo de alcohol en una muestra de adolescentes ecuatorianos. Metodología: Estudio descriptivo, categórico y comparativo a través del uso de la prueba AUDIT. Participantes: 1260 adolescentes (55,3% hombres), de 12 a 19 años (M = 15; DE = 1,56), estudiantes de 11 centros (86% públicos), en ciclo de Educación Básica General (30.2%) y Bachillerato (69.8%) de las provincias de Cotopaxi y Tungurahua. Resultados: El consumo de alcohol se encuentra extendido en la muestra, la abstinencia es del 43% y el 49% en hombres y mujeres, el tipo de consumo no presenta riesgos significativos. El patrón de consumo de alcohol es mayoritariamente moderado; la prevalencia del estilo intenso es del 15.7 y el 22.2% en hombres y mujeres. El sexo es invariante. Conclusiones: Hay una práctica generalizada de consumo de alcohol moderado y un patrón de consumo del tipo mediterráneo

Educação sexual e legitimadade do professor de ensino básico: um estudo comparativo entre Brasil e Portugal

Being part of a wider PhD research, this paper aims to present initial reflections about the regulation of Sex Education (ES) and the legitimacy of the teacher in Early Years of Elementary School, in Brazil, and 1st Cycle of Basic Education (1st CEB), in Portugal, for their approach to children, particularly on issues related to sexuality and gender. In Portugal, Sex Education is compulsory from the 1st CEB since the approval of Law No. 60/2009 of August 6. Otherwise, in Brazil, with the approval in 2018 of the Common National Curriculum Base (Base Nacional Comum Curricular – BNCC), the terms Sexual Orientation and gender were suppressed. The suppression of these terms becomes problematic since it makes invisible discussions on issues related to sexuality and gender, such as body awareness and respect for diversity, which are also covered by the BNCC. Being a comparative study based on a qualitative methodology, at this stage will be made a documentary analysis of the Sexual Education guiding documents in both countries. This article will specifically address the diagnosis step of the research regarding the first results of documentary analysis of legislation and official documents in relation to the topics of this research. The compulsory sexuality education in Portugal made possible a systematic and specific work in dealing with sexuality and gender issues, with monitoring and evaluation of work in schools. In relation to the Brazilian reality, the challenges are different. It is also believed that not explaining the work in Sexuality Education in the Early Years of Elementary School hurts the right of access to information and the knowledge building on the subject.

Desarrollo de habilidades para el aprendizaje de la geometría de los estudiantes del séptimo ciclo de educación básica, 2019

El estudio tuvo la finalidad de determinar la relación entre las habilidades y el aprendizaje de la geometría en los estudiantes del séptimo ciclo de educación básica; donde la población estuvo conformada por 120 estudiantes. El método empleado en la investigación fue el hipotético deductivo, diseño experimental de clase cuasi experimental, de tipo explicativo; la técnica empleada fue el pre y post prueba y el instrumento una evaluación el cual fue sometido a la validez y confiabilidad respectivamente. Los resultados mostraron que los efectos son significativos en el aprendizaje de la geometría en los estudiantes.

Juegos antibullying. La percepción de los profesores y educadores portugueses

The objective of this study is to verify if the teachers of the first Cycle of Basic Education and the childhood educators, in Portugal, consider the use of specific games to prevent bullying as pertinent. The study involved 276 first cycle teachers and 276 early child¬hood educators of both genders. The instrument used is a questionnaire inspired by Olweus (1989), although adapted by the author to the adult population of the study. Analysis of the results shows that most teachers and educators believe that it is pertinent to initiate bullying prevention during preschool education. One part knows at least one type of instrument or protocol to act in cases of bullying, in the institution where they work, and most defend the use of the playful nature of games as a preventive and sensitizing strategy in the early levels of formal education. The information obtained encourages the use of primary bullying pre¬vention measures through the recreational dimension. When the game is well planned and tested, it is a tool that helps the developing of children’s knowledge and skills, enabling them to gain autonomy and learn to respect the rules, providing moments of motivation, communi¬cation and positive and correct attitudes towards others.

Motivacija za branje s kratko prozo

The paper introduces the conceptual framework of motivation for reading and its placement in the context of reading literacy. The goal of the contribution is, among other things, to form specific reading recommendations within the framework of the age levels of the third cycle of basic education at primary and secondary schools, as well as recommendations for reading according to the approved cornerstones for reading literacy. In this context, it is necessary to select the appropriate content of the reading material in terms of subject matter, topics and motives, as well as the informative aspect and cross-curricular connectivity. However, it is also important to take into account the length of text, which is why short prose texts (especially novellas and short stories) are suggested for reading motivation for selected age levels and for different subjects, as they can be read in one reading.

STRESS OCUPACIONAL: PERCEÇÃO SOCIAL DA PROFISSÃO DOCENTE E SEU DESGASTE

A discussão sobre o stress na sociedade tem vindo a aumentar por parte dos especialistas. O stress ocupacional é um conjunto de reações emocionais, cognitivas, comportamentais e fisiológicas face às adversidades no trabalho, caracterizadas por elevados níveis de excitação e perturbação, normalmente acompanhadas por sentimentos de incapacidade (Comissão Europeia, 2002). Através da aplicação do questionário de stress nos Professores (QSP) de Gomes, Montenegro, Peixoto e Peixoto (2010), procuramos compreender quais os níveis de stress nos professores do 2º e 3º ciclo do ensino básico. Desta forma, foram inquiridos 50 professores com média de idades e tempos de serviço compreendidos entre 43.9 e os 17.38 respetivamente. Realizou-se uma comparação de médias através do t-test de amostras independentes entre as variáveis, ciclo de ensino do professor e situação profissional (contratados e quadro). Os resultados não demonstraram diferenças estatisticamente significativas, porém, pode-se referir que os níveis de stress dos professores se situam entre o “moderado stress” e o “bastante stress”. Os professores sentem mais stress quando os alunos revelam comportamentos inadequados enquanto que a falta de motivação e de capacidades dos alunos se revela como fator pouco relevante para o aumento de stress dos professores.

Flexibilidade de cálculo aditivo suportada por relações numéricas

This article aims to discuss how students in the first cycle of basic education develop the additive calculation flexibility, interconnecting it with the evolution in the construction of number concept. Two tasks are presented, one explored in a first grade and another in the second grade in the same class, with the same teacher. The data were collected through participant observation, supported by video recording and subsequent transcription of the activities developed. In the data analysis we try to understand how the students approach each of the situations in order to solve the problem and how this is intertwined with their conceptual development and the additive calculation flexibility. In both classes, the students began by exploring the tasks autonomously, followed by a moment of collective discussion. The data show an evolution in the students' flexibility of calculation interconnected with their conceptual development. Students establish numerical relationships, namely, in the first grade, the various possibilities of decomposition of 13 and the understanding of the commutative property of addition, and in the second grade, the relationships between different decompositions of the numbers that are used to deduce unknown values.

Compreensão de textos expositivos: quanto valem as imagens ou os esquemas?

The main objective of the study was to analyze the influence of text characteristics, namely the integration of images and schemas, in interest and understanding perceived by students. Three types of different expository texts (simple expository text, expository text with schema and expository text with image) were elaborated. Participants were 69 students of classes of the 2nd cycle of basic education and were asked to read the text and answer to a survey that included questions about their interest and comprehension. The results showed that the expository text with image is what obtains higher levels of interest and understanding.

Educational Platform SOLL with the IoT

The Internet of Things (IoT) is a network composed of various objects and devices connected to the Internet, which emerge with great potential for education. Thus, in order to verify the potential of IoT in an interdisciplinary approach of the science curriculum in the 3rd Cycle of Basic Education emerges project SOLL: Intelligent Objects Linked to Learning, which is an interactive, dynamic and interdisciplinary learning platform, supported by a set of technologies that collect and store data from a greenhouse for later interdisciplinary analysis. In this article, the platform’s architecture is exposed and, from a mixed methodology - student questionnaires, teacher focus group interviews and continuous observation of participants recorded in the researcher’s diary - the data obtained show that this platform respond to the new learning community structure, by adopting a different learning model, with exploration of interests and enrichment of educational experiences.

Young readers and a portuguese sonnet of the 18th century: a viable alliance? A trial in the 2nd Cycle of Basic Education

The program of the 2nd cycle of Basic Education in Portugal contains several guidelines on the teaching of the poetic text, not only in terms of contents and objectives, but also concerning the suggestion of texts to read. These proposals are always supported by the lists included in the National Reading Plan. Now, regarding the poetic text, inserted in the field called literary education, will it be useful to make available texts that deviate from the trajectories that the textbooks outline? Is it possible to embark on texts traditionally read by a more mature student audience? Will students be able to meet this challenge of reading and understanding without compromising their learning and tastes? This article aims to describe a trial carried out with students from the 2nd cycle of primary education in Portugal, in which it is proposed the reading of a text commonly read and /or studied years later in secondary education. It is the sonnet " O colchão dentro do toucado " by Nicolau Tolentino, an author from the XVIII Century. We will examine how this text can captivate the students and spark their interest for poetry through an extraordinary stylistic simplicity, a rhetoric stripped of adornments and an almost colloquial and graphic language that knows how to mix naivety, the unforeseen and some surprises, features so pleasing to these young readers. Can this text contribute to the purpose of literary education of the reader of the 2nd cycle of basic education? In what way and by what means will we propose the reading of an eighteenth-century text to young people of the twenty-first century? These are the questions we will try to answer next.

Youth Start Social Entrepreneurship Program for Kids: Portuguese UKIDS-Case Study

Abstract Today’s society has valued entrepreneurship in various sectors of personal and professional life, but the school seems to forget this reality. Aware of this fact, the Portuguese Ministry of Education has created a program, from early childhood education to basic and secondary education, to develop the concept of social entrepreneurship in schools. The Porto Polytechnic Higher School of Education, as an educator of teachers and teachers of the First and Second cycle of Basic Education, joined the European UKIDS project to integrate this theme in the initial and continuous teacher training. In this article we will analyze the data obtained from a UKIDS Portuguese Partner School in the context of continuing teacher education and present some conclusions. The qualitative methodology used allowed us to conclude that the UKIDS project enhanced the valorization of individual capacities, such as creativity, self-confidence, the power of argumentation, as well as the construction of social competences, in interpersonal and group relationships, which are crucial in the formation of a child’s personality in the basic school learning process.

PERFIS DE ESTAGIÁRIOS NA PRÁTICA DE ENSINO SUPERVISIONADA EM PORTUGAL

Resumo Este artigo apresenta a identificação de três perfis exploratórios de padrões de práticas reflexivas de 115 estudantes-estagiários/as que frequentam os mestrados de formação de educadores/as de infância e professores/as do 1º e do 2º ciclo do ensino básico, em Portugal continental, em relação à prática de ensino supervisionada (PES). Os dados apresentados, resultantes da análise estatística baseada na análise de correspondências múltiplas (ACM), permitem identificar dois perfis diferenciados pelo impacto das reflexões escritas durante a PES e respetiva justificação, pelo subsistema de ensino superior que frequentam, pela natureza jurídica do subsistema e pelos modelos adotados, bem como um terceiro grupo diferenciado pelo modelo pedagógico adotado e pelo subsistema frequentado.

Analog and Digital Games as a Pedagogical Tool in the Teacher Training Context

This article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which children play influences learning; ii) develop activities in contexts, using games (analog and digital); (iii) understand, to what extent, playing games encourages the development of multiple skills. The study is part of a descriptive, interpretive, and reflexive process, framed in a qualitative approach. For data collection, we used participant observation, observation log grids, field notes, photographic records, and interviews with the children. After analyzing the data, these tend to reveal, among other aspects, a remarkable improvement in motivation of children, perceiving that the game is an excellent teaching/learning strategy that allows the development of social and communication skills of children, predisposing the child for learning. As far as the type of game support is concerned, we found that although digital is more appealing to children born in the Digital Age, we verified that both the game in analog and digital support, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.

Modeling and Simulation in an Educational Context: Teaching and Learning Sciences

In science education, there is a need to evaluate the behavior of dynamic systems. Representing and explaining processes through educational models or simulations enables students to perform activities where it is easier to understand these processes and discover the essential properties of a system. Performing modeling or simulation activities that promote interpretation and understanding of systems are learning activities in which students have the ability to create and test their own perceptions of a given phenomenon. Although such activities enhance the development of skills such as reflection, decision making, creativity and generalization, the use of these activities in educational contexts is very sporadic. The difficulties teachers experience in using this type of activity relate to the types of models that are usually used to represent a system, the specificities needed to represent them, the degree of complexity of modeling and simulation tools to do so, and the lack of preparedness to implement practical research activities. In this research, we present the Modeling for Kids methodology to support the development of georeferenced multisensory modeling and simulation activities for the first cycle of Basic Education. This methodology lists a set of norms that aim to advise the teacher and the student in the accomplishment of these activities. The methodology identifies the strategies, contexts of use, and curriculum areas where these activities can be inserted. It also identifies the processes of analysis and representation of dynamic systems. Due to the importance and advantages of georeferenced multisensory information in learning, the methodology also prescribes that teachers and students use this type of information in modeling and simulation activities.