Pupil Involvement Research Articles

DIGITAL GAME-BASED LANGUAGE LEARNING IN PRIMARY EDUCATION: EXPLORING MOTIVATIONAL FACTORS AND EDUCATIONAL OUTCOMES

The objective of this study was to assess the efficacy of Digital Game-Based Language Learning (DGBLL) in promoting greater pupil involvement in language acquisition at the primary school level. Three groups of grade four students were examined in this study: a control group that received conventional teaching strategies, an experimental group that utilized Kahoot and Quizizz, and a second experimental group that played the digital games competitively. The researchers evaluated students' motivation and attitudes towards the use of gamification in language learning via pre-tests, post-tests, and questionnaires. The experimental groups showed superior performance and increased motivation, with the strongest performance experienced in the second experimental group that added competition to the learning process. The findings suggest that the integration of DGBLL and peer competition with gamified formative assessment tools significantly enhances language learning by introducing a captivating, efficient, and flexible method for language instruction. This study offers useful insights into the possibilities of gamification in language learning and evaluation, emphasizing its importance in modern educational practices.

The involvement of primary school pupils with visual impairment in extracurricular activities: Teachers’ perceptions and practices in Tanzania

This qualitative study used a multiple case study to explore teachers’ perceptions and practices of involving visually impaired pupils in extracurricular activities in Tanzania’s special and inclusive primary schools. Data collected from teachers and pupils with visual impairments (VIs) using interviews, focus group discussions and observations were subjected to thematic analysis in accordance with the research objectives. The study found that teachers had similar views on the benefits of involving pupils with VI but varied perceptions of the modality of involving them. Moreover, the teachers performed several practices that do and that do not support the involvement of pupils with VI in extracurricular activities. It emerged that teachers’ perceptions inform their practices, which are vital in involving pupils with VI in school-based extracurricular activities. As such, it is pertinent for teachers to avoid negative statements that discourage pupils with VI from active participation in school-based extracurricular activities. Instead, they should establish inclusive plan amenable for pupils with VI to engage in these activities.

Design and Integration of Intelligent Classroom for Preschool Education Majors Based on Computer Visual Recognition Technology Computer

Childhood development students may greatly benefit from the creation and implementation of a cognitive smart lesson that utilizes computer vision technologies. By analyzing and interpreting visual information gathered during lessons in real time, this equipment may be utilized to improve instruction while giving pupils more opportunities for individualized education. Participants' existence, gestures, and movements may be detected in interactive classrooms by installing many sensors and analyzing the resulting pictures via artificial intelligence techniques. This information is then utilized to give pupils more specific input, modify the learning method, and pinpoint problematic areas for improvement. Implementation of such devices in school settings has the potential to raise educational standards by promoting greater pupil involvement and engaged study. In addition to tracking learner growth, instructors may utilize such equipment to pinpoint areas of struggle so they can better customize the material for every learner. One objective of such a study is to create an engaging picture-based study and teaching platform tailored to preschoolers by using intelligent sensing' picture-of-image technologies. Utilizing the algorithm for BP neural networks and the ImageNet, Microsoft Common Objects in Context (MS COCO) , Modified National Institute of Standard and Technology (MNIST), and Chars74K datasets, this article creates a photograph recognition framework that can carry out the majority of its identification acts and integrates it into the educational program using an imagine for pictures. The picture machine learning algorithm has a high precision rate, with a total precision rate of 85.16%. The system offers an improved identification rate, greater instructional effectiveness, and more interactive features than the conventional approach to early childhood education. It has an excellent dynamic impact on learning because it can identify nearly every one of the items kids touch. Early childhood children may benefit greatly from an extra dynamic and individualized educational setting made possible by the introduction of technological vision technologies into a smart teaching. The adoption of computerized visual identification technologies within intelligence classrooms may not only improve the educational and learning experience but also provide vital data for research. Researchers and instructors may learn more about students' learning styles and most beneficial methods of instruction via real-time monitoring of pupil conduct and educational patterns. This information may be utilized to better improve the field of pediatrics by informing the creation of new methods of instruction, resources for learning, and technological tools.

‘Level the playing field’ – pupils’ experiences of inclusion and social justice in physical education and health

ABSTRACT School physical education and health (PEH) has an important role to play in the physical, cognitive, emotional and social development of young people [Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797–813] which, in turn, can enhance interpersonal relations and help build more socially cohesive and just societies [Benn, T., Dagkas, S., & Jawad, H. (2011). Embodied faith: Islam, religious freedom and educational practices in physical education. Sport, Education and Society, 16(1), 17–34; Smith, W., Philpot, R., Gerdin, G., Schenker, K., Linnér, S., Larsson, L., Mordal Moen, K., & Westlie, K. (2021). School HPE: Its mandate, responsibility and role in educating for social cohesion. Sport, Education and Society, 26(5), 500–513]. Unfortunately, research continues to highlight the inability of PEH to realize these important outcomes and the pervasiveness of practices that instead contribute to exclusion and inequality. The aim of this study was to add our understanding of school PEH practices by exploring pupils’ experiences of inclusion and social justice. Data were generated through a survey, observations, interviews and critical reflective texts. Participants in the study were pupils from three different upper-secondary schools (age 16–19) located in southern Sweden. The analysis of data involved a six-phase thematic analysis approach [Braun, B., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage] informed by theories of critical and dialogical pedagogy [Freire, P. (1970). Pedagogy of the oppressed. Seabury]. The results are presented in relation to four central themes: (1) care and relationships, (2) pupil involvement, (3) use of modified and non-traditional activities and spaces; and (4) learning about and acting on social inequities. In order to promote more inclusive and socially just PEH practice, a [Freire, P. (1970). Pedagogy of the oppressed. Seabury] analysis of the pupils’ experiences draws attention to the importance of: establishing horizontal teacher–pupil relationships built on trust and love: engaging pupils in an ongoing dialogue where the pupils practice choice and decision-making with their peers; inviting the pupils into critically reflecting on issues of positionality and power and; pupils learning to act on social inequities. To conclude, the paper calls for future studies where teachers and pupils collaborate to develop PEH practices underpinned by inclusion and social justice.

Parental Involvement in School Leadership and Influence on Pupils’ Performance in Kenya Certificate of Primary Education in Public Schools, Nyamira County

Parental involvement plays a significant role in the educational sector, as the involvement works to influence pupils’ academic success. Despite the role of parental involvement in School Leadership to ensure learners’ academic success, the existence of harmonious relationships between parents and teachers remains a challenge both internationally and locally. The purpose of this study was to find parental involvement in school leadership and its influence on performance in the Kenya Certificate of Primary Education in public schools in Nyamira County, Kenya. The study was guided by the objective Parental Involvement in School Leadership and Influence on Pupils’ Performance in Kenya Certificate of Primary Education in Nyamira County, Kenya. The study adopted a convergent parallel mixed-methods design and employed the Epstein theory of family, school, and community partnerships. The target population for the study consisted of 2364 respondents from 394 targeted schools. These consisted of 394 head teachers, 394 class eight teachers, 394 parents, and 1182 pupils. These were drawn from 394 public primary schools in Nyamira County. Stratified random sampling was used to stratify schools in their respective sub counties, and purposive sampling was used to select single-streamed schools. Then head teachers were sampled on the basis of schools. Parents were not only sampled on the basis of schools; but they were also sampled purposefully to select chairpersons for parents’ associations. Teachers were sampled purposefully, and pupils were sampled using simple random sampling, purposeful sampling techniques and stratified sampling. The sample size for the study consisted of 354 respondents. Interview schedules were used to collect data from head teachers and parents, while questionnaires were used for teachers and pupils. Qualitative data were captured, organised, and analysed into themes, thereby reporting the views of respondents thematically. Quantitative data were analysed statistically using frequency, means, percentages, and standard deviation. The Pearson product moment was used to relate independent variables to dependent variables. The study found that parents’ involvement in school leadership influences performance at a significant level (p = 0.0001). However, the study found that parental involvement in school leadership in Nyamira County was weak. The study concluded that parental involvement in pupils’ learning influences academic performance, but parents and schools have not embraced parents’ involvement in pupils’ learning. Therefore, parental involvement in pupils’ learning in Nyamira County was weak.

PDF CHAT_BOT USING GENERATIVE AI (LLMS&RAG)

This paper delves into the increasing craziness of planting chatbots and artificially intelligent systems (AI) in academia and disquisition. Chatbots are employed even more frequently to deliver adapted backing, attack enterprises, and develop fascinating spaces for knowledge. Chatbots empower directors to hone education while delivering actual-time support for pupils with assignments and examinations and issue explanations by outsourcing executive tasks. The creation of a PDF chatbot using Large Language Models (LLMs) in generative AI is one example of such an application. This project uses prompt-based querying, tokenization, and a vector-based component to store PDF inputs. The chatbot uses LLMs to build embedded prompts and pull text snippets from a knowledge base to respond to user inquiries. Chatbots' accessibility and flexibility enhance pupil involvement and expedite learning objectives.

Home and School Relationship: Role to Kindergarten Pupils’ Developmental Domains

This study explores the impact of home and school relationships on the developmental domains of kindergarten pupils in the Municipality of Candaba during the implementation of modular distance learning for School Year 2021 – 2022. Employing an explanatory sequential mixed methods design with 44 teachers and 591 parents as respondents; the findings indicate consistent parental and teacher involvement in kindergarten pupils’ learning. Parents strongly affirmed their children’s mastery across various domains including gross motor, fine motor, self-help, receptive language, expressive language, cognitive, and social-emotional. The study concludes that a significant correlation exists between home and school relationships and kindergarten pupils’ mastery of learning domains. Specifically, an increase in the level of home and school relationships, concerning both teachers’ and parents’ involvement, corresponds to an elevation in the kindergarten pupils’ proficiency across learning domains. Keywords: Home and School Relationship, Modular Distance Learning, Learning Domains, Teachers’ Involvement, Parents’ Involvement

The divided town of Český Těšín/Cieszyn as the most integrated part of the Czech-Polish borderland: A life in the cross-border educational togetherness or side by side?

Abstract The (non)contribution of schools towards cross-border integration in the divided town of Těšín/Cieszyn, located on the Czech-Polish border, is analysed in this article. The pandemic-related border closures revealed a substantial level of togetherness in this town, manifested by various social activities. Moreover, a part of these (during the pandemic restricted) cross-border social practices were those in education. We applied a mix of quantitative and qualitative methods to diagnose the directions of cross-border educational flows, the approach of schools towards the identified joint cross-border social practices, and the possible level of togetherness. As a result, one-sidedness (Polish pupils attending schools in the Czech Republic) of cross-border flows was identified – which also follows the direction of a cross-border workforce. Except for the schools with Polish as the instruction language, located in the Czech part of the town, primarily serving Polish speakers living in the Czech Republic, we can mention hardly any mutually shared feeling of togetherness and an actual place-based approach towards educational governance in this divided town. We observe some ties in education between the autochthonous Polish minority in the Czech Republic and the Poles in Poland, without the involvement of pupils or teachers of Czech ethnicity, who do not reflect opportunities behind the border.

Miller Fisher Syndrome without ataxia with pupil involvement

Miller Fisher Syndrome without ataxia with pupil involvement

Czech and Finnish Primary School Teacher in the Background of Inclusive Education

The paper discusses the issue of primary school teachers in the conditions of inclusive education in the Czech Republic and Finland. The aim of the thesis is to create and compare real profiles of Czech and Finnish primary school teachers with an emphasis on finding out what is behind the quality of inclusive education in Finland and how these findings can improve inclusive education and the teaching profession in the Czech context. The key aim is to create an ideal profile of a first grade teacher in inclusive education, i.e., a conception of the teachers’ own learning processes, competences and real conditions that a teacher needs for his/her work in a heterogeneous classroom. In order to achieve the goal, the comparative nature of the work and the design of the qualitative case study was chosen, where the case is understood as a primary school teacher against the background of inclusive education — the total number of participants is 20 teachers (10 Czech and 10 Finnish). The main methods for securing data were content and thematic analysis of Czech and foreign sources. The findings became the basis for further reflection and the creation of semi-structured interviews and observations. The first round of data processing used case studies of individual participants, which were subsequently supplemented by data obtained by axial coding. Real profiles of both Czech and Finnish teachers were then created. These profiles were compared and a draft ideal profile of a primary school teacher in inclusive education was created, which reflects the data obtained by the research of this thesis with the data from the thematic analysis and was created from below, based on the opinions and experiences of the teachers themselves. The results show that the professional primary school teacher has a positive attitude towards inclusive education; uses a variety of teaching strategies leading to active involvement of pupils; is involved in his/her own professional development and the development of the school as a community; uses individualisation and differentiation in his/her work and is part of a multi-professional team. Conditions must be created for the teacher to do his/her job where other teaching staff are available to take away from the teacher’s high demands for specific knowledge of special education and legislation; lower class sizes; the introduction of pupil assessment criteria and the use of appropriate forms of assessment.

Parental Involvement and Reading Performance of Pupils

This study focused on the extent of parental involvement and reading performance of the Grade VI pupils in Villanueva South District for the School Year 2022-2023. This study answered the following questions: the extent of parental involvement in terms of Parenting, Communication, and Learning at Home the level of pupils reading performance when categorized as Independent, Instructional, Frustration, and Non-reader the relationship between parental involvement and the level of pupils reading performance. This study used an adapted and modified 4-Point Likert questionnaire of Epstein (1993) as cited by Yuliante et al. (2018) and the components of Phil-IRI that served as the second instrument because this was the dependent variable in this study. The researcher utilized the descriptive–correlational research design to justify and realize the studys objectives. Results revealed that the pupils agreed that parents must be involved in their reading practices specifically in parenting, communication, and learning at home. Additionally, results showed that more pupils belonged to the Instructional Level of Reading Performance. The study conveyed the significant relationship between the extent of parental involvement and the reading performance of the pupils. Therefore, parents should understand that parenting, communication with the teachers, and learning at home have significant impacts on how well school-aged children read. It is recommended that the school must introduce various school programs and projects that involve the parents to foster a strong relationship between the teachers and the parents and parents and pupils.

Internal carotid artery aneurysm with incomplete isolated oculomotor nerve palsy: a case report

BackgroundOculomotor nerve palsy is a common and well-described disease with diverse etiologies. Clinicians should quickly and correctly diagnose and treat oculomotor nerve palsy according to its characteristics and the accompanying symptoms and signs. Intracranial aneurysm is an important and frequent cause of oculomotor nerve palsy. Considering the catastrophic consequences of rupture, the possibility of an urgent, life-threatening disease should always be considered.Case presentationA 63-year-old Chinese woman presented with intermittent left ptosis and diplopia and painless incomplete oculomotor nerve palsy without pupil involvement. She manifested no mydriasis or extraocular muscle weakness, and the light reflex was normal. Other cranial nerves and somatosensory and somatomotor examinations were normal. The neostigmine experiment and electromyography were normal, so the diagnosis of myasthenia gravis was excluded. Brain magnetic resonance angiography showed a 4-mm aneurysm located at the cavernous segment of the left internal carotid artery. Unfortunately, the patient refused digital subtraction angiography and was discharged home without further treatment.ConclusionNeuroimaging must be performed to exclude intracranial aneurysms in oculomotor nerve palsy regardless of whether the pupils are involved, as aneurysm rupture carries substantial morbidity and mortality.

Open Citizen Science: fostering open knowledge with participation

Citizen Science or community science has been around for a long time. The scope of community involvement in Citizen Science initiatives ranges from short-term data collection to intensive engagement to delve into a research topic together with scientists and/or other volunteers. Although many volunteer researchers have academic training, it is not a prerequisite for participation in research projects. It is important to adhere to scientific standards, which include, above all, transparency with regard to the methodology of data collection and public discussion of the results, and open educational resources (OER). Hereby, Citizen Science is closely linked to Open Science. In our contribution, we will introduce two projects, both developed within the Wikimedia Fellowship Freies Wissen. The top-down approach: ERGo! An Entomology Research Tool to raise awareness of biodiversity protection. Inclusion in academia and pressing social problems such as climate change are fundamentally social justice issues. To facilitate early participation in the scientific process on the part of people holding underrepresented identities in science, we develop a Citizen Science initiative based on a low-cost open-source platform (ERGo!) to perform a technique for electrical recordings from insect eyes known as electroretinograms (ERGs) while presenting visual stimuli. Pasadena Unified School District High School students pilot ERG experiments to test the feasibility of this technique as a large-scale Citizen Science initiative. With ERGo!, future Citizen Scientists contribute data to cutting-edge research that monitors insect biodiversity, adaptation, and health in rapidly changing environments caused by monocultures, pesticides, and climate change. The bottom-up approach: Open cultural data collection. A Citizen Science initiative for regional knowledge curation. We catalogued the 18th century German magazine ‘Die Gartenlaube’ (in Wikisource) with bibliographic metadata in Wikidata in a project called ‘Die Datenlaube’. We develop collaborative approaches for linked open data methods to produce data sets about historical knowledge. The concept of ‘Open Citizen Science’ offers a methodological baseline for Open Science practises in fields of digital humanities. Scanned documents and structured open metadata revealed open access to historic collections. Through the Wikimedia platforms 'Die Datenlaube' creates possibilities to edit entries, to design own investigations, and to contribute to OER. Based on the elaboration of the two rather different projects (natural and social sciences, involvement of pupils vs citizens, top-down vs bottom-up), we will discuss similarities and hence the challenges and lessons learned for using and developing Open Science elements in Citizen Science and mutual learning. Furthermore, we will conclude by focusing on the opportunities resulting from the integration of societal expectations in science and vice versa.

CHARACTERISCTICS OF PROFESSIONAL GROWTH OF FUTURE EARLY CHILDHOOD EDUCATORS IN USA

The article describes the process of professional growth of future early childhood educators in USA. The concept of “professional development”, “early childhood educator”, “teacher’s self-efficacy” in the context of the professional growth of preschool teachers is revealed. The importance of the process of professional growth of future educators is formulated as a significant factor in improving the educational process in preschool education institutions.In this article, we clarified the main goals of the professional growth of future early childhood educators, directions of work of preschool education institutions with the aim of improving the educational process. It has been investigated that the process of self-efficacy of a teacher includes the involvement of pupils in the educational process, knowing as classroom management, pupils’ engagement, and instructional practices. The importance of teaching future early childhood educators how to work with digital technologies in the aim of professional growth is characterized. Prepared the information of formal and informal activities, that early childhood educators can use in order to improve their professional skills. The study of scientists, who worked on the issue of professional growth of future early childhood educators was analyzed and summarized.The need for continuous education of future preschool teachers with the aim of modernization of educational process and improving its results is summarized in this article. Professional growth contributes to the progressive mastery of theoretical and practical knowledge, abilities, and skills of an future educator. As well, it has a strong impact on development of the preschool teacherʼs creative abilities, his/her critical thinking, and expanding professional horizons.
 Keywords: professional growth; professional preparation; early childhood educator; institution of higher education; preschools; educational process; preschoolers; digital technologies; continuing education.

Isolated Third Cranial Nerve Palsy: Aetiology - Clinical Profile and Recovery at a Tertiary Neuro-ophthalmology Centre on the East Coast Peninsular of Malaysia

Objective: This study aimed to study the aetiologies, clinical profile and recovery of isolated third cranial nerve palsy (ITCNP) patients, at a tertiary neuro-ophthalmology center on the East Coast Peninsular of Malaysia. Material and Methods: This was a retrospective study, involving 33 patients with newly diagnosed ITCNP, who were treated at the Hospital of the Universiti Sains, Malaysia; from January 2018 to December 2019, with a follow up period ranging from 18 to 24 months. The demographic data, clinical features and aetiologies of the patients were analysed. Results: Patients’ ages ranged from 14 to 79 years (mean: 48, 50 years of age). The main aetiology was microvascular ischemia (39.4%), followed by trauma (30.3%), aneurysm (15.2%), tumour (9.1%) and undetermined cause (6.1%). Neuroimaging was performed for those indicated cases; with either computed tomography (CT), CT angiography, digital subtraction angiography, magnetic resonance imaging (MRI) with contrast or MRI angiography. Two-thirds of the patients (66.7%) had periorbital pain, which included 30.8% of patients with microvascular ischemia and 60.6% had pupil involvement; which was also found in 23.1% of patients with microvascular ischemia. Complete external third nerve palsy occurred in 18.2% of patients, and aberrant regeneration was observed in 36.4% of patients. Complete recovery occurred in 48.5%, of all patients, having microvascular ischemia and undetermined causes. Conclusion: The aetiologies, clinical profile and recovery of ITCNP patients in our institution are comparable to those reported in other previous studies. Patients with microvascular ischemia may also demonstrate periorbital pain and anisocoria. Neuroimaging remains the gold standard and the best tool via which to exclude other sinister and lifethreatening aetiologies.

Barking up the Right Tree: Using Tree Bark to Track Airborne Particles in School Environment and Link Science to Society.

Children's exposure to air pollution affects both their health and learning skills. Fine and ultrafine particulate matter (PM2.5, PM1), notably issued from traffic sources in urban centers, belong to the most potential harmful health hazards. However their monitoring and the society's awareness on their dangers need to be consolidated. In this study, raising teacher and pupil involvement for air quality improvement in their schools environment is reached through developing a passive monitoring technique (bio‐sensors made of tree bark). The experiment was implemented in two urban elementary schools situated close to a main traffic road of the city of Toulouse (South of France). Magnetic properties, carbonaceous fraction measurements, and scanning electronic microscopy (SEM‐EDX) investigations were realized both on passive bio‐sensors and filters issued from active sampling. We find that traffic is the main PM1 source for both outdoors and indoors at schools. Higher levels of outdoor PM in the school's environments compared to urban background are reached especially in the cold period. The schools proximity to a main traffic source and lack of ventilation are the main causes for observed PM1 accumulation in classrooms. The co‐working experiment with educational teams and pupils shows that the use of bio‐sensors is a driver for children empowerment to air pollution and therefore represents a potential key tool for the teachers though limiting eco‐anxiety. As PM accumulation is observed in many scholar environments across Europe, the proposed methodology is a step toward a better assessment of PM impact on pupil's health and learning skills.

Parental Involvement and Pupils’ Academic Performance in English Language

This cross sectional survey investigated the extent to which parental provision of required text and work books, expression of concern towards academic work, support with homework and level of literacy influenced pupil’s academic performance in English language in Tubah Sub-Division, North-West Region of Cameroon. The target population of this study consisted of the 631 class six pupils and their respective parents in the 20 state-approved primary schools within Bambili and Bambui in Tubah Sub-Division. Data were obtained from a sample of 80 parents of pupils of four primary schools obtained through purposive and simple random sampling techniques. The pupils’ scores in English language were used to compare with respective parental responses. The Chi Square test (χ2) was used to verify the hypotheses given that data were non parametric. The findings showed that a significant relationship exists between parental involvement and pupils’ academic performance in English language. It showed that the more parents provided the required text books (χ2=6.401; P=0.011), assist their children directly or indirectly in the completion of their homework (χ2 test P<0.001) and express concern towards their academic progress (493.84, P<0.001), the higher their academic performance. It was also found that illiteracy is not a limitation to parental involvement in pupils’ academic work (χ2=0.001; P=0.970). Significant recommendations were made from the findings. Parents should be proactive towards their pupils’ academic work, provide recommended text and workbooks, verify their books constantly, offer assistance in the completion of homework, attend parent-teacher association meetings and maintain contact with school to monitor pupils’ progress. Teachers and school authorities should encourage parents to set attainable standards for their children, reinforce their commendable achievements, encourage the use of English language at home, and regulate and monitor study time at home. The findings are meaningful within the theories of Lev Vygotsky (1978), Gonzalez-Pienda et al. (2002), Fan and Chen (2001) and Van Voorhis (2003).

Time for change? Recurrent barriers to music education

AbstractThis article reports findings from a study that sought to identify barriers to music and music education in the UK. Emerging from empirical research involving n = 723 participants and clarified by an evidence base of over 10,000 research participants, the key findings presented in this paper relate to pupil and participant voice and involvement, location as a sub-theme of diversity and inclusion, collaboration and transition points. The research is contextualised by twenty years of policy initiatives seeking to address barriers to music learning. The article provides an overview of the research study before presenting the rich data that emerged within each theme reported. Research participant voice is used as much as possible to enable the reader to consider, reflect and interpret the data in a way that is meaningful for their own context. The paper concludes by asking why after 20 years of policy initiatives, research and evaluation the same barriers still exist and, as we emerge from the pandemic, suggests that this research provides a compelling case that now is the time for change.

Citizen science and its potential for science education

ABSTRACT Citizen science is an expanding field in public education and learning and can bridge the gap between science and society. This benefits not only just citizen learning and scientific research, but also earlier learning in formal science education. Citizen science can foster an understanding of engagement with science as well as the perception of the relevance of scientific topics. Based on a review of several citizen science projects in school contexts, potential learning outcomes are identified, showing that citizen science can enhance aspects including pupils’ motivation, interest and knowledge as well as their scientific and communication skills. Project designs with a high level of pupil involvement are found to be particularly promising in terms of achieving learning objectives. However, curricular standards require the thorough preparation of citizen science projects to enable the development of their full potential for all participants.

HIGHER ORDER THINKING SKILLS APPROACHES IN TEACHING OF TAMIL AS A SECOND LANGUAGE IN NATIONAL SCHOOL [TĒCIYAPPAḶḶIT TAMIḺĀCIRIYARKAḶIṈ KAṞPITTALIL UYARNILAIC CINTAṈAIYAIT TŪṆṬA UTAVUM AṆUKUMUṞAIKAḶ

Tamil language teachers in national school are implementing the Higher Order Thinking Skills (HOTS) through teaching and learning activities. Involvement of pupils are significant using the various methods and strategic during the lessons. Methods and strategic highlighting Higher Order Thinking Skills are incorporated through communication, collaboration, creativity, research thinking and ethics. The activities such as hot seat, gallery walk, round table are described with evidence are tailored to suit the Higher Order Thinking Skills of the pupils in their respective classes. The implementation of 21-century teaching and learning approaches unable pupils to fully participate in all activities especially in promoting the Higher Order Thinking Skills in classroom.