Elementary School In Order Research Articles

The robinsonnade: a "pre-text" for reading and writing about nature in elementary school

Literature not only contributes to the formation of a literary culture, but also to the construction of the reader’s personality and the expression of his or her sensibility. While nature has always been strongly represented in children’s books, ecological concerns are now finding their way into the most recent works aimed at this readership. The robinsonnade genre, born of countless rewritings of Daniel Defoe’s novel Robinson Crusoe, is undoubtedly the literary genre that offers the most direct way of seeing and thinking about nature. This contribution explores the robinsonnades and their power to evoke the living. Works are read in class by pupils at the end of elementary school in order to produce texts. The aim is to describe nature, but also to initiate reflection on the relationship between human beings and their environment.

Penerapan Practical Experience untuk Memperkenalkan Sains pada Lingkungan SD Negeri Jember Lor 01 Jember

Science is a system obtained through the scientific method of research. The application of scientific knowledge can be found in various fields such as agriculture, medicine, pharmacy, and technology. The development of scientific knowledge in various fields is the role of the academic community. Community service is one of the three main duties of higher education institutions. Community service activities are carried out by conducting visits to Jember Lor 01 Public Elementary School in order to enhance young generations' knowledge of science through primary schools. The method used in community service is practice experience, which is a learning process that provides practical experiences to facilitate students' understanding of the subject matter. The practices conducted include telekinetic and lava lamp experiments using easily accessible materials. The practices are done in groups and accompanied by one person from the community service team. Based on the enthusiasm of the participants, this activity has been very beneficial in increasing the interest in learning about science from an early age. The synchronization of this community service activity with the natural science subjects is necessary to help students understand the theoretical lessons taught by teachers.

The Use Of ICT By Teachers In Implementing A Competency-Based Curriculum At Elementary School

Implementation of the curriculum in elementary school based on the use of ICT by educators. Nowadays, ICT has developed from time to time, this requires all educators to be able to use ICT. As educators, of course, they must be able to master technology, especially for the learning process for students. This ICT learning does not only exist in public schools, but also in elementary school By learning to use ICT, and educators who use it can also master it, learning will be easier for both educators themselves and students. The purpose of this research itself refers to how the use of ICT by educators in elementary school in order to implement the competency curriculum in elementary school. The research was conducted using in-depth interviews with educators at elementary school through the WhatsApp application with a qualitative method. The results of the research are that the use of ICT for educators is quite developed, even ICT is very helpful for educators in providing material that is easily understood by students. The use of ICT in elementary school is very beneficial for educators and for students, with ICT in learning it makes it very easy for students to understand the material provided, moreover students are very happy with things that attract their attention so that the material provided will be easier to understand. The limitations of this research are that the researcher did not make a report on what percentage of educators can use ICT, as well as the extent to which educators and researchers have only studied one elementary school. Therefore, it is hoped that future researchers can conduct better and more complete research

Qisshotul Qur’an: Upaya Penguatan Literasi Keagamaan Bagi Siswa SD Al-Qur’an Ummul Quro Pamekasan

Literacy has become a problem in the context of Indonesia. Data showed that 71% of 34 provinces are categorized as having a low literacy index. Currently, another kind of literacy appears and seen as a very important kind of literacy to face the challenges of the 21st century called religious literacy. Religious literacy seen as a kind of literacy that aims to develop religious insight. Some researches argued that this kind of literacy is rarely noticed by academicians especially at the elementary school level. So, this research is an attempt to describe one of the efforts of teacher in elementary school in order to strengthen this religious literacy through Qisshotul Qur’an Subject as local content subject. Using the case study technique of qualitative research, this study showed that this subject is trying to strengthen student’s religious knowledge by providing Qur’anic stories based on 25 prophets written in the Qur’an. The material is presented in the form of story to make student interested. While student interest to the material, their understanding also will increase. One of the student’s interest shown by their enthusiasm. This kind of subject proven to be able to strengthen student’s religious literacy through their development on understanding of exemplary stories of the prophets as well as the exemplary application in student’s daily life. Every teacher has ensured the lesson content internalization through exemplary control inside and outside the classroom.

Strategy for Internalizing the Value off Character Education Based on Aswaja in Elementary School

The problem of attitudes and moral decadence of learners is increasingly widespread, making it important to optimize character education from an early age. This research aims to describe the strategy of planting Aswaja-based character values in students in elementary school in order to become a strong foundation. The research method used is descriptive qualitative with a case study. This research was conducted at the Integrated Primary School (SD) Jepara. Collecting data entailed methods of observation, interviews, and documentation. The results of the study show that the strategy of internalizing character values based on Aswaja can be carried out by schools with application in micro contexts and macro contexts. First, the micro context includes: integration with each subject, planting tasamuh, tawazun, ta’adul and tawasuth through habituation of attitudes in daily life, habituation of amaliah Aswaja such as Barzanji activities, Qur'an recitations, grave pilgrimages, and tahlil. Second, the macro context refers to collaboration between schools, parents, and the community. Cooperation with parents lies in the synergy of attitude application at school and at home and doing reflections together; cooperation with the community is carried out through a partnership program to support the quality and character of educational output.

The Positive Contribution of School Adjustment Activities to the Transition of First Grade Students: A Case Study in Ankara

The importance of programs that facilitate the transition of students to elementary school in order to support both their academic success and healthy development is undeniable. Therefore, the Ministry of National Education developed the School Adjustment Program in cooperation with UNICEF for first graders and implemented it in all elementary schools in Turkey. The aim of the present study is to examine the contribution of this program to school adjustment, student-teacher relations, peer relations, and various behaviors of elementary school students in first grade. The participants of the study, which is based on ex-post facto design, include 110 classroom teachers working in schools in Ankara during the 2015–2016 and 2016–2017 academic years. While 48 of these teachers implemented the adjustment program activities in their classrooms in 2015; others did not implement these activities in their classrooms in 2016. All the teachers filled in the School Adjustment Teacher Rating Scale, Student–Teacher Relationship Scale, and Child Behavior Scale (683 students engaged in the activities and 520 students did not) to evaluate how various aspects of their students’ transition were affected by the program. One-way MANOVA analysis showed that the study group had higher mean scores for collaborative participation, liking school, self-directedness, and closeness to the teacher than the comparison group. Although the aggressive and prosocial behavior scores towards peers were higher in the study group, the partial effect sizes were found to be insignificant. While the scores of school avoidance and conflict with teachers were lower in the study group than in the comparison group, there was no difference between the groups in their scores for asocial behaviors towards peers, hyperactivity/distraction, anxiety/fear, and exclusion by peers. It was concluded that the program contributed to the establishment of close student–teacher relationships in the selected schools and the adjustment of the students to the schools.

Bayesian Approach to Analyze Reading Comprehension: A Case Study in Elementary School Children in Mexico

In the educational field, reading comprehension is connected to learning achievement, and through it, one can interpret, retain, organize and value what has been read. It is an essential ability for the understanding and processing of information in learning. Furthermore, it is an essential skill to developing sustainable education. In this sense, sustainable development needs an advanced reading comprehension ability at elementary school in order to teach and learn future knowledge areas such as climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. Nevertheless, there have been few works focused on analyzing reading comprehension, particularly in Mexico, where the reference is the Programme for International Student Assessment (PISA) test on how well the Mexican students have developed this skill. Hence, this article shows the usefulness of employing Bayesian techniques in the analysis of reading comprehension at elementary school. The Bayesian network model allows for the determination of the language and communication level of achievement based on parameters such as learning style, learning pace, speed, and reading comprehension, obtaining an 85.36% precision. Moreover, the results confirm that teachers could determine changes in lesson planning and implement new pedagogical mechanisms to improve the level of learning and understanding contents.

FOSTERING STUDENTS’ LOGICAL THINKING ABILITY AS ONE OF THE 21ST CENTURY SKILLS THROUGH THE BLENDED LEARNING AIDED BY GOOGLE CLASSROOM

The 21st Century skills are a challenge in the science and technology sector in addition to just being excelled in academic performance. Therefore, it is important to innovate the learning process of natural science into learning that refers to the development of 21st-century skills. Digital Age Literacy is one of the 21st Century skills, which requires the ability to have logical thinking ability as the core of digital-age literacy. Then, this study aimed to analyze the influence of natural science learning aided by google classroom media to fostering students’ logical thinking ability. This study was conducted by using a quasi-experimental study with a pretest-posttest non-equivalent control group design. Sampling was done using a simple random sampling technique. There were two classes in this study which had 77 participants consisting of 38 students as an experimental class and 39 students as a control class. The researcher collected the data of logical thinking ability using the instrument of logical thinking ability that has been tested for its validity and reliability. The analysis of data employed a t-test using SPSS 21. The results indicated that t-count > t-table (2.67 < 1.99) and p-value = 0.021 <0.05. It could be concluded that the natural science learning aided by google classroom media resulted in a significant influence on students' logical thinking ability. The result of the analysis could be used by educators for evaluating natural science learning, especially in elementary school in order to encourage the quality of students' logical thinking ability.

Perceptions on the General Guidelines for the Sale of Food and Beverages at an Elementary School in Mexico City

Abstract Objectives To document the perceptions of an elementary school director in Mexico City concerning the implementation of guidelines for vendors of food and beverages in schools (the Guidelines). Methods We interviewed the director of an elementary school in order to document his perceptions of the Guidelines, his experience –including the day-to-day difficulties encountered– while implementing them, the actors involved in this process and the food and beverages sold at his school. Data analysis was performed through Atlas-ti ® software. Results The level of information reported by the director on the origins of the Guidelines was adequate. Among the causes he referenced for their introduction was the growing prevalence of obesity and diabetes, which he indicated warranted the regulation of food and beverage sales in schools. With regard to the foods and beverages permitted for sale, the information reported was only partial; he recognized that restricted foods were in fact being sold. Information on the Guidelines had been transmitted to him orally by the school district supervisor, and he was provided no list of permitted and prohibited foods and beverages. There were no documents or teaching materials available in the school which could be used for disseminating this information and for training the members of the school committee in charge of supervising the implementation of the Guidelines. To ensure compliance with the Guidelines, the director advised that a specific committee composed of parents and the school district supervisor was monitoring the quality, hygiene and nutritional value of the food. The director believed that prohibiting sugary drinks in schools had produced a substantial and positive change: students had reduced their consumption of soda with favorable health results. In addition, he affirmed that, owing to the implementation of the Guidelines, the students had access to nutritious and quality food. Conclusions Although the school director is a key actor for ensuring Guideline compliance, he lacks the necessary information for implementing the Guidelines correctly given a lack of teaching material and adequate training. Funding Sources National Institute of Public Health.

Field Trial Analysis of Teaching Material Civic Education Based on Problem Based Learning (PBL) to Improve Student’s Outcome

<p style="text-align:justify">This research is part of developing study on the Civic education teaching material based on PBL. This research aims to determine the process of developing the teaching material of Civic education based on PBL for the fourth-grade of elementary school in order to improve students’ learning outcome. The result of the previous study shows that the teaching material does not currently fulfill the students’ need. Method of research used is a descriptive qualitative and quantitative. This research consists of two activities namely the composing of extensive and limited test. In the implementation, the extensive test has a broader scope than limited test. Methods of collecting data in this research are interview, observation, expert assessment and test. The instruments of this research are interview guide, field notes, expert assessment sheet and test sheet of the student learning outcome. Stages in this activity include the preparation of teaching material Civic education based on PBL, experts’ validation of Civic education teaching material based on PBL, and field trials. The result of this research is a draft of teaching material of Civic education based on PBL including introduction, content and closing. It is eligible used by nine experts. The student learning outcome that uses the teaching material Civic education based on PBL is improved.</p>

Evaluating reading fluency behavior via reading rates of elementary school students reading e-books

As technology advances, paper-based text is transitioning to e-books, and this affects every aspect of educational practices. Fostering student literacy is critical to success. Reading ability is an important skill that allows young students to acquire knowledge. Several researchers have noted that fluency is highly correlated with reading comprehension ability. In the past, however, it was difficult to track students' reading behavior during a paper-based learning process.In this study, we establish an e-book-based detection system to record the reading process of students in the lower grades of elementary school in order to evaluate reading fluency. This study's goals are as follows: (1) to design and implement a suitable reading assessment tool which can better assess student's reading literacy, and (2) to compare the e-book system with the traditional paper-based manner of assessing reading fluency. The e-book-based detection system gives teachers the ability to evaluate reading fluency using real-time data during the reading process.

Relevance of videogames in the learning and development of young children

Introduction. The study was carried out with children of 2nd, 4th and 6th grades of elementary school in order to explore what and how will children learn from a completely new videogame.Method. We organized children from 2nd, 4th and 6th grades of elemental school , giving them chance to play a freshly released videogame by that time. We formed small groups of 4 players with 2 boys and 2 girls in each group. We offered them a console and only 2 controllers. With this design, we would like to observe and analyze the differences between these players according to their age and gender. This process of learning and playing videogames lasted for 11 weeks.Result. The results have shown the capacity of learning without adult’s intervention among all the players in this study. It also shows the coordination of cooperation of each group in order to learn to play the video game. We’d like to highlight their autonomy in learning and their ability to solve different conflicts happened during the process in their group, from the beginning and during the play time, their way of regulate each player’s play time and also their capacity of create meanings in the game’s virtual world, characters or concrete actions.Discussion. Complex and important capacities were displayed during the learnig process by the children: leadership, caring for other players, control of the process, etc.

Effect of integrating children’s literature and SQRQCQ problem solving learning on elementary school student’s mathematical reading comprehension skill

The aim of this research was to examine the effect of learning application of SQRQCQ problem solving with children’s literature toward the reading comprehension skills of elementary school students. This research involved 105 fifth grade students in three intact classes in Bandung. The quasi-experimental research with control class without pre-test was done, but previously prior math knowledge test was conducted to find out the equality of each class ability and grouping them into high, medium, and low. The research data was obtained from test on the prior knowledge in math and written post-test based on two mathematical texts, and each text contain four questions. Data were analyzed using one-way ANOVA and two-way ANOVA. The results from the research show that 1) the learning of SQRQCQ problem solving with children’s literature leads to higher effect on the achievement of mathematical reading comprehension skill if compared to both student groups getting other learning, 2) students with high prior math knowledge has higher mathematical reading comprehension skill if compared to two other level of prior knowledge, and 3) there is no interaction effects between the learning done and prior knowledge on the mathematical reading comprehension skill. The research recommended that SQRQCQ problem solving learning with children’s literature can be used on mathematics learning in elementary school in order to supporting mathematical reading comprehension skill.

EduRobot: Intelligent Humanoid Robot with Natural Interaction for Education and Entertainment

This paper presents a research on intelligent humanoid robots for education focused on natural interaction for teaching basic mathematics and entertainment for students. Previously, humanoid robot focused on the architecture of body and ethical issues, but later, it is predicted that humanoid robots should consider teaching behaviour, student’s interest and speech understanding. They are expected to conclude the answer through conversation under noisy environment. We propose speech recognition systems based on Google translator and basic Natural Language Processing (NLP) techniques such as stemming and tokenization. We do teach modules for elementary school in order that the robot can interact with students naturally based on psychological aspects. We also discuss about our recent humanoid robot for education in elementary school that has ability to detect user’s face and accepts commands in sentences from the user to do any actions such as giving tutorial and answering questions. The average accuracy for correct recognition is 73.3% and correct answer is 63.3%. Our speech recognition system is more promising compared with NAO robot.

Élaboration des analogies en cours de mathématiques à l’école élémentaire

According to experimental studies, analogical reasoning play a central role in mathematics learning and problem solving. However, little is known about how analogy is used in everyday instructional contexts. The aim of this study is to characterize the analogies naturally used in mathematical lessons in elementary school in order to highlight the mechanisms of generation of these analogies. Twenty mathematical lessons were videotaped, 10 sessions in first and second degrees (“cycle 2”, 6–8-year-old), 10 sessions in third, fourth and fifth degrees (“Cycle 3”, 8–11-year-old). Qualitative codes proposed by Richland et al. (2004) were used for the analysis: the study examines patterns of teacher–learners’ participation, source and target construction, and contexts for analogy production. These data show that verbal analogies are spontaneously generated from the first to the fifth degree. They are mainly generated by teachers and completed by children. These analogies are both used to discover mathematical concepts and to apply procedures. The nature of analogy generated differs according to the level of children. In first and second levels, sources are concrete familiar situations. In higher levels, most of sources are decontextualized problems. Context of use analogies also varies depending on the level of children. In higher level, source and target construction is more often related to whether the analogy is in response to students’ needs for help. These results are discussed in a developmental perspective.

초등학교 병설유치원의 건축계획요소 및 공간위계에 관한 연구 - 경기도 화성지역사례를 중심으로 -

This study analyzes the domestic kindergarten attached to elementary school, and that is to present the basic data to be established in the future on the basis of the problems seen in kindergarten attached to elementary school analysis of construction planning. For this study, selecting 10 kindergartens in Hwaseong, Gyeonggi-do, and the selected spatial configuration of kindergarten. And then, analyzes Space Organization, Circulation Plan, Area Distribution, Spatial Hierarchy of them. The results were as follows. 1) The current kindergarten attached to elementary school is associated with the most elementary building planes are independent. 2) Most of them don't have space for secondary activities such as playroom or hallway space between the classrooms and the entrance. 3) Interior space is composed of educational space, service space, administrative space. 4) Kindergarten attached to elementary school should plan increase the area because it is small scale there are a lot of dead space. 5) The main users of kindergarten children should be planned simultaneously in a space that is used along with the teacher. Such a kindergarten attached to elementary school in order to be implemented in construction and environmental characteristics of the kindergarten curriculum developers and juxtaposition of kindergarten teachers and architects such exchanges should be made a doctor of the tripartite briskly.

지속가능한 도시 구현을 위한 초등학교 주변 보행환경의 범죄 위험 실태조사 연구 - 일산 다세대 주택지에 위치하는 5개 초등학교 주변 보행로를 중심으로-

This study provides the basic resource for establishing the environment design policies around elementary school for the students and analyzes the actual pedestrian environment conditions of elementary school in order to improve safety of from crime for them. For this, the field survey are conducted on risk of from crime in 10 sidewalks of 5 elementary schoolin Ilsan new town. The result of this are the followings ;1) There are schools which have difference between the height of road and the height of pedestrian path. 2) There are schools which are insufficient distance for securing front sight because of shape of pedestrian path. 3) In entrance there are facilities interfering with natural surveillance within school boundaries such as stone written school motto, storehouse, wash room, doorpost. 4) In entrance there are schools with no security office, emergency bell and CCTV. 4) The openness in the bottom of fence is lower than that of upper because of shrubs and material of fence. 5) There are concealed places and cars in back gate area interfering with natural surveillance.

Teachers’ professional discourse in a Japanese lesson study

PurposeThe purpose of this paper is to report on a case study that was conducted in a Japanese elementary school in order to examine what kinds of teachers’ discourse support the professional development of teachers in lesson study.Design/methodology/approachThis research employed an intensive case study design that primarily focused on teachers’ discourse in post‐lesson conferences held at the school. In addition, it relied on a variety of ethnographic data obtained over a two‐year period. To scrutinise teachers’ professional development, the authors selected two cases where the research lessons were conducted by the same teacher.FindingsThe teachers’ discourse in the lesson study can be classified into the following six discursive modes: (A) Simple question and answer (B) Is the alternative teaching approach better? (C) What is the best way of teaching X? (D) Did the children learn what the teacher intended them to? (E) Did the teacher teach what the children actually learned? and (F) What did the teacher learn from watching the children learn? The research teacher’s tasks for developing as a teaching professional were elicited from her colleagues’ discourse, which was characterised by the discursive modes (E) and (F).Originality/valueThis study illuminated the nature of teachers’ professional discourse from the viewpoint of discursive modes in a Japanese lesson study. The discursive modes (B), (C) and (D) were classified as problem‐solving discourse in the context of given problems; the discursive modes (E) and (F) were classified as problem‐setting discourse.

Student–teacher relationships and classroom climate in first grade: how do they relate to students’ stress regulation?

The present study involved 105 German students at the end of their first semester in elementary school in order to explore the stress that students may experience within the school environment, and how the relationship with the teacher buffers or exacerbates the stress. Student–teacher relationships were explored on both classroom and individual interaction levels. Classrooms were described by external observers in terms of teachers’ support and classroom organization. Teachers reported on the relationships with their students regarding closeness, conflict, and dependency, which determined four specific patterns of student–teacher relationships. Furthermore, saliva samples were taken on a Monday and a Friday of the same week (four times each day) to display diurnal cortisol profiles. These profiles were later evaluated by means of slopes and intercepts, reflecting students’ daily stress regulation. Comparisons between Monday and Friday profiles of the same student served as an estimate for the stress regulation throughout the week. Finally, associations between the profiles and the specific relationship patterns provided information on significant environmental conditions for students’ stress. Students in non-supportive, as compared to supportive, classrooms had flatter cortisol profiles, suggesting that classrooms of low quality hindered sufficient down-regulation of cortisol levels at both the beginning and the end of the week. Moreover, students with conflict-loaded relationships with their teachers were less able to appropriately down-regulate stress (especially on Fridays) than students with proximal-balanced relationships, showing the most optimal cortisol profiles.

School Placement of Children With Nonspecific Developmental Delays

Eighty-seven children with developmental delays identified in the preschool years (CA 3-4) were followed through elementary school in order to document regular or special education placement, child characteristics associated with placement, and preschool characteristics associated with placement. More than 3/4 of the children were in special education programs through the primary grades, and over 1/2 remained in separate placements throughout their elementary school years. Regular and special education placed groups differed on cognitive, communication, and daily living scores assessed in preschool and at entrance to elementary school. Groups also differed in teachers' perceptions of competencies and problems gathered over the elementary school period. Differences among special education placed groups were limited primarily to cognitive and learning abilities rather than to social/behavioral characteristics.