Elementary Course Research Articles

Effects of nutrition knowledge, personal health and self-efficacy on food-related teaching practices of elementary school pre-service teachers

Objective: This study aimed to determine the impact of personal health, body mass index (BMI), nutrition knowledge and self-efficacy on classroom food-related beliefs and practices. Design: A cross-sectional design evaluated BMI, personal health index (PHI), nutrition knowledge, self-efficacy and food-related beliefs and practices of pre-service teachers. Setting: Pre-service teachers were recruited from upper division elementary education courses at a university in the southeast region of the USA. Participants ( n = 94) were Hispanic (65%), White (60%) and female (93%). Method: Participants completed a survey composed of validated questionnaires. Descriptive statistics and structural equation modelling were used to examine the relationships between pre-service teachers’ personal nutrition factors and food-related teaching beliefs. Results: Results indicate that personal health factors, nutrition knowledge and self-efficacy for teaching nutrition contribute to pre-service teachers’ beliefs about the school food environment and food-related teaching practices. Conclusion: Interventions focusing on student teachers’ personal health behaviours and nutrition knowledge may be helpful, as pre-service teachers develop their nutrition-related classroom behavioural intentions.

Encouraging continued university foreign language study: a self-determination theory perspective on programme growth

ABSTRACT Between 2006 and 2016, American universities experienced a significant decrease in student enrolment in foreign language (FL) courses. This decrease corresponded with the dissolution of over 650 foreign language programmes between 2013 and 2016. Using self-determination theory (SDT) as its theoretical framework, this study sought to advocate for the growth of university FL programmes by identifying differences in the motivational orientations, levels of basic psychological need satisfaction, reasons for learning a new language and course enrolment plans of 236 American undergraduate students enrolled in elementary and intermediate level FL courses. Results indicated that competence- and relatedness-supportive learning environments that support students’ autonomous, integrative and altruistic motivations for language learning have a strong, positive relationship with undergraduate FL learners’ decisions to enrol in an unrequired language course in the next semester. The findings recognise all FL programmes as agentic forces in language advocacy and programme growth. Recommendations for language educators are discussed.

Analysis of preservice teachers’ lesson plans to determine the extent of transfer of argumentation

ABSTRACT Argumentation research often addresses the nature of argumentation as a complex set of procedures that can aid learning of complex scientific knowledge and practices. Thus, studies might look at transfer of knowledge and processes to specific science domains or to other types of procedural knowledge, such as teacher implementation in the elementary classroom or attention to argumentation procedures. This study explored the extent of transfer of the procedures and knowledge of argumentation to preservice teachers’ lesson plans. Participants were four African American female preservice graduate students enrolled in an elementary science methods course. The students engaged in argumentation exercises in science from segments of the IDEAS project [Osborne, J., Erduran, S., & Simon, S. (2004). Ideas, evidence and argument in science (IDEAS) project. University of London Press], then participated in a socioscientific crime scene investigation. Students’ capstone unit plans were analysed to explore the extent of transfer of argumentation knowledge and procedures to students’ lessons. Schema theory as an analytic framework shows the nature of psychological and architectural features consistent with students’ abstractions and attention to argumentation. The research has implications for understanding the importance of considering transfer of learning in relation to students’ prior knowledge, especially when it comes to understanding the connections that African American students make to science pedagogy and content.

Reading rate in Spanish-speaking students: A meta-analysis

Reading rate is a measure related to reading comprehension, especially in languages ​​with a transparent orthography such as Spanish. In spite of its potential for the follow-up of student reading learning or for the detection of dyslexia, there are few references that indicate the reading speed in Spanish in the different grades. In this work a meta-analysis is carried out to synthesize the available information and to detect which variables influence the reading speed. In this meta-analysis 45 publications are located that offer 113 measures of reading aloud and 54 of silent reading. The grade accounts for around 70% of the variance of reading rate results. The results are very heterogeneous and none of the variables chosen as moderators can explain this heterogeneity. However, moderator analysis show results that indicate a lower reading speed in Spanish American students than in Spanish students, lower speed in correct word per minute measurements than in word per minute measurements, and differences, at least in the early Elementary courses, according to the term in which the measurement is made. The meta-analysis offers the combined reading rate data aloud and silently from the first Elementary Education course to High School Juniors. In a few cases, these references can be broken down by terms. In comparison with other sources, it is surprising that those obtained here indicate slower speeds than those estimated in English.

Velocidad lectora en alumnado hispanohablante: un metaanálisis

Reading rate is a measure related to reading comprehension, especially in languages with a transparent orthography such as Spanish. In spite of its potential for the follow-up of student reading learning or for the detection of dyslexia, there are few references that indicate the reading speed in Spanish in the different grades. In this work a meta-analysis is carried out to synthesize the available information and to detect which variables influence the reading speed. In this meta-analysis 45 publications are located that offer 113 measures of reading aloud and 54 of silent reading. The grade accounts for around 70% of the variance of reading rate results. The results are very heterogeneous and none of the variables chosen as moderators can explain this heterogeneity. However, moderator analysis show results that indicate a lower reading speed in Spanish American students than in Spanish students, lower speed in correct word per minute measurements than in word per minute measurements, and differences, at least in the early Elementary courses, according to the term in which the measurement is made. The meta-analysis offers the combined reading rate data aloud and silently from the first Elementary Education course to High School Juniors. In a few cases, these references can be broken down by terms. In comparison with other sources, it is surprising that those obtained here indicate slower speeds than those estimated in English.

A proposal for a new symbolism to indicate phasors

Even in the most elementary courses on introductory physics at university level, the use of \textit{rotating vectors} (or \textit{phasors}) is of great help to solve problems related to alternating current circuits and to light interference. In this work I propose a novel notation to indicate a physical quantity that can be represented by a phasor. The symbolism of this new notation appears simple and easily understandable, as testified also by the outcomes of a questionnaire I distributed to students. Furthermore, the results of objective tests made on two samples of students, one trained with and the other one without the new notation, show the potential impact that the new notation can have on the understanding of phasors.

Methods and tools for teaching parallel and distributed computing in universities: a systematic review of the literature

As computer hardware becomes more and more parallel, there is a need for software engineers who are experienced in developing parallel programs, not only by “parallelizing” sequential designs. Teach students a parallelism in elementary courses in computer science this is a very important step towards building the competencies of future software engineers. We have conducted research on “teaching parallel and distributed computing” and “parallel programming” publications in the Scopus database, published in English between 2008 and 2019. After quality assessment, 26 articles were included in the analysis. As a result, the main tool for teaching parallel and distributed computing is a lab course with a C++ programming language and MPI library.

Интеграция математики и информатики средствами геометрии в начальной школе

The article outlines the relevance of using geometric material as a means of integrating elementary school mathematics and computer science education. Peculiarities of teaching junior schoolchildren elements of geometry are considered. The analysis of mathematics and informatics programs in terms of geometric material content in the elementary mathematics course is carried out. The criteria for selecting the content of geometric material aimed at integrating elementary mathematics and computer science selected in the research process have been illustrated. A set of geometric tasks is presented, aimed at optimising the learning process and improving the quality of knowledge in the subject area of „Mathematics and Computer Science” when integrating primary school mathematics and computer science teaching. The study was based on an analysis of the psychological, pedagogical and methodological literature on the problem under study. The possibility of integrating mathematics and informatics by means of geometry in primary schools to make inter-subject connections was theoretically justified and practically confirmed. The integration of mathematics and computer science contributes to the implementation of inter-subject connections, since the student simultaneously uses knowledge from the field of mathematics, computer science, and computer knowledge. This leads to the formation of a scientific worldview.

Shifting preservice teachers’ beliefs: toward critical connected learning

PurposeThe purpose of this paper is to explore how preservice teacher’s beliefs change over time in a literacy methods elementary licensure course that encourages critical literacy and connects learning. The authors were interested in the interplay among identity, agency and structure within this process and how this connected with other literature on teacher beliefs and technology use.Design/methodology/approachUtilizing data from a larger ethnographic study and mediated discourse analysis (Scollon and Scollon, 2004), this paper follows preservice teacher’s use of digital tools and beliefs about using digital tools in the classroom over a semester-long hybrid course.FindingsFindings show changes in preservice teacher’s beliefs about technology use, interest-driven learning and her own agency. These changes were influenced by the framework of the course and course practices.Research limitations/implicationsThis research study offers practical ways to support preservice teachers’ implementation of digital tools with an emphasis on equity. Ultimately, preservice teachers’ experience shapes the opportunities students have with digital tools in schools.Practical implicationsRecognizing the competing discourses and pressures preservice teachers’ experience, the results of this study offer tools to support preservice teachers’ agency through the implementation of connected learning principles and critical literacy theories in preservice education courses, leading to the potential to expand equity in school settings.Originality/valueWhile there is research around connected learning in classrooms, there is limited research on a connected learning framework in preservice education programs. Additionally, this paper brings a new perspective on how pairing an emphasis of equity to a connected learning framework supports teachers’ implementation of digital tools.

Examining the Intersection of Social Justice and State Standards with Elementary Preservice Teachers

ABSTRACT This investigation considered the social justice perspectives and coursework of 19 preservice teachers enrolled in an elementary education program. An elementary education course required students to complete a social justice project on a current issue in education and design a lesson for their future classrooms that met a state standard. Upon completion of the project, students completed a personal reflection and engaged in a class discussion on social justice education. Three categories of projects were identified through an inductive and deductive thematic analysis. Some participants created lesson plans on their topic but ignored social justice; some participants created lesson plans infused with social justice that contradicted their personal views, and some participants created social justice lesson plans that aligned with their personal views. The analysis exposed gaps between participants’ perceptions of themselves and how they would integrate social justice topics into their classrooms. Most participants viewed themselves as social justice educators, but their social justice values did not translate into anticipated actions. Implications for teacher education are discussed.

О РАЗВИВАЮЩЕМ ОБУЧЕНИИ ПРИ ВВЕДЕНИИ ПОНЯТИЯ ВЕЛИЧИНЫ В НАЧАЛЬНОМ КУРСЕ МАТЕМАТИКИ

О РАЗВИВАЮЩЕМ ОБУЧЕНИИ ПРИ ВВЕДЕНИИ ПОНЯТИЯ ВЕЛИЧИНЫ В НАЧАЛЬНОМ КУРСЕ МАТЕМАТИКИ

Exploring Canadian and American pre-service teachers’ self-efficacy and knowledge of literacy instruction

ABSTRACT Based on previous work related to pre-service teachers’ self-efficacy for literacy instruction, this study examined their knowledge of literacy instruction and classroom-level contextual factors (i.e. coursework and fieldwork experiences). Pre-service teachers from two distinct contexts (Canada and USA) were given surveys (TSELI and Literacy Instruction Knowledge Scales) at the beginning and end of an elementary literacy methods course. Results indicated a significant difference in pre-service teachers’ total knowledge, and specifically knowledge of reading comprehension instruction from the beginning to the end of the course. As well, there was a relation between pre-service teachers’ knowledge at the end of their course and their literacy-based volunteer experiences. By examining cross-national teacher preparation programmes, we have shed light on pre-service teachers’ literacy knowledge and efficacy beliefs, which may contribute to changes in programmatic curricula.

Peer coach during field experiences: cultivating teacher candidates’ peer feedback and reflective practices

ABSTRACTDesigning field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing.

Formando futuras investigadoras: introduciendo la ciencia ecológica y ambiental al mundo escolar

Canals, R.M., Duran, M., Mugica, L., San Emeterio, L. 2019. Training future researchers: introducing ecological and environmental science to the school. Ecosistemas 28(2): 116-119. Doi.: 10.7818/ECOS.1794 Despite its growing social relevance, ecological and environmental science is declining in high-school educational programs in Spain. In many schools, this matter does not exist in higher courses and, in elementary courses, the teaching methods used do not promote student motivation for learning. Due to the limited value that this science is receiving in the formal education, a low number of students is opting for a career related to the natural sciences. This article describes an educational experience carried out by the Ecology and Environment research group of the Public University of Navarra (UPNA) and funded by the Department of Education of the Government of Navarra, in which we introduced the work of an environmental scientist to 12 girls from four schools. The aim was to raise their interest in this scientific field, to convey through them this science to their classmates, and finally to deepen with the school teachers in this educational problem.

초등과정 인공지능 학습원리 이해를 위한 보드게임 기반 게이미피케이션 교육 실증

초등과정 인공지능 학습원리 이해를 위한 보드게임 기반 게이미피케이션 교육 실증

Perspectives on flipped L2 classes: implications for learner training

This manuscript contributes to the existing body of literature on learner training in computer-enhanced learning environments by examining how students conceptualize and experience their roles as learners in flipped Spanish courses and how these interpretations shape their behaviors and beliefs about learning under this new instructional approach. The goal of this study is to better understand learners’ attitudes toward flipped instruction (FI) and use that knowledge to identify areas in the training that could be developed to more effectively prepare lower-level Spanish students for FI. Participants (n = 431) completed an online survey. Confirmatory factor analysis (CFA) was conducted to determine the reliability of the instrument and a logistic regression was used to explore the variables associated with having a positive attitude toward FI. Our findings indicate that the main predictors of liking FIs are (i) being enrolled in an elementary course, (ii) having taken flipped courses in other subject areas, (iii) having a clear understanding of how the online platform works, and (iv) understanding the philosophy behind flipped courses. These results allow us to outline specific initiatives in the design of a learner training program for FI.

Reflecting on Action: Implications from the Child Mathematics Inquiry Portfolio

This article examines how the Child Mathematics Inquiry Portfolio (CMIP), a semester-long field experience project attached to an elementary mathematics methods course, can impact preservice teachers’ understanding about teaching and learning mathematics and set them on more positive mathematics teaching journeys as they prepare to enter the field. This action research study, grounded in reflective practice, was contextualized in undergraduate and graduate elementary mathematics methods courses with 92 participants over two academic years. Data came from preservice teachers’ written reflections on the child mathematics inquiry process. Findings reveal that the CMIP impacted the preservice teachers’ mathematics teaching and learning in four major areas: bridge between mathematics methods course, textbook, and actual classroom experience; mathematical confidence; greater understanding of how teachers shape students’ mathematics dispositions; and personal. Implications for mathematics teacher education are discussed.

THE AWARENESS OF AUDIOVISUAL AND CULTURAL REALITY OF FUTURE ELEMENTARY EDUCATION TEACHERS

Current cultural paradigm, founded on audiovisuality, creates new hierarchy, sets its own rules, brings dislocation on the stage of social communication, institutes new semiotic code, redefines the anthropological interpretation of a human being, at the same time generating different possibilities and different needs of a child at the elementary level of education. If one is to accept the assertion, that the organized process of education should be incorporated in cultural and civilizational context, and if one took into consideration the scientific research, claiming that as a result of new media expansion school pupils and students get to know the world mostly outside their schools, then cultivating teachersʼ awareness in the field of audiovisual culture consequences, especially within the system of elementary education, becomes the urgent need. Meanwhile, university courses, dealing with youngest pupils educational activities, very rarely offer lectures on anthropology, culture or media science, thus the knowledge which is absolutely necessary to run a reflective practice. Present article is by extension the comparison of research, which aimed at becoming acquainted with the amount of information on the subject of audiovisual culture and its implications, acquired by university students of elementary education courses. The method of diagnostic survey was applied in the research carried out in the year 2018, and the results demonstrate clearly the respondentsʼ weak uptake of modern world regularities, which, by overpraising audiovisuality, brings changes in every area of our life.

How Preservice Elementary Teachers Develop Their Personal Philosophies About Science Teaching: The Role of Informal Science Approaches

The purpose of this case study was to explore how (if in any way) three informal science approaches as part of a teacher preparation program could shape preservice teachers’ personal philosophies of science teaching and learning. Data were collected in a period of two academic semesters in the context of an elementary methods course through the following sources: science autobiographies, personal philosophies about science teaching, drawings about their most memorable and least memorable experiences of science, three reflective journals about the three informal science experiences (i.e., working with scientists, field, science festival), lesson plans, responses to final exam questions, observations, and semi-structured interviews. The participants were 16 preservice elementary teachers, seven males and nine females. Open coding techniques were used to analyse the data in order to construct categories and subcategories and eventually to identify emerging themes. The outcomes of the analysis showed that the inclusion of informal learning in teachers’ preparation has the potential to support preservice teachers’ in reconstructing their ideas about science and science teaching in ways that are aligned with reform efforts emphasizing student engagement, working with scientists, and utilizing out-of-school spaces for learning.

Visualizing and Understanding Hypothesis Testing Using Dynamic Software

This article illustrates ways that dynamic software using some sophisticated techniques in Excel can be used to demonstrate fundamental ideas related to hypothesis testing to increase student understanding of the concepts and methods in elementary statistics courses. The article considers hypothesis tests for the population mean with large or small samples, for the population proportion, for the difference of means, and for the difference of proportions. In each instance, spreadsheets are used that draw repeated random samples of selected sizes from a variety of underlying populations and display the sample means or sample proportions graphically. In the process, students come to see how the decision of rejecting or failing to reject the null hypothesis clearly depend on the sample drawn, which in turn depends on the size of the sample and the shape of the underlying population.