Primary Education Pupils Research Articles

Self-efficacy and self-esteem in the subject of Nature Sciences in Primary Education

Son cuantiosos los contextos en los que las actitudes, creencias, emociones y su uso inteligente, son fundamentales para el desarrollo integral del sujeto. En el ámbito educativo, el interés hacia las ciencias va deteriorándose a medida que avanza la escolaridad. Despertar emociones y actitudes positivas hacia las mismas es fundamental para garantizar un nivel adecuado de autoeficacia y autoestima en el alumnado. Por ello, esta investigación, tiene como objetivo conocer la percepción y utilidad que posee el alumnado de Educación Primaria sobre la asignatura de Ciencias de la Naturaleza, así como analizar el nivel de autoeficacia y autoestima en dicha asignatura, comprobando si existe relación entre ambas variables. La muestra está compuesta por 327 alumnos/as de 5º y 6º curso de Educación Primaria de diferentes colegios públicos de Extremadura. En cuanto a la metodología, se ha utilizado un diseño no experimental, ya que no se ha trabajado con ninguna variable independiente, además de transversal, ya que se pretende analizar el nivel de distintas variables de estudio en un punto determinado del tiempo. Entre los resultados más notables destacan niveles adecuados de autoeficacia y autoestima en el alumnado de Educación Primaria en la asignatura de Ciencias de la Naturaleza, además de una relación positiva y estadísticamente significativa entre ambas variables de estudio.

Multiple Victimization (Bullying and Cyberbullying) in Primary Education in Spain from a Gender Perspective

Studies show that face-to-face aggression extends to other types of bullying behaviours through digital technologies. Current research is limited in primary education and contradictory in terms of gender. This study looked at the prevalence of bullying and cyberbullying in Spain at an early age, identifying groups of victims from a gender perspective. It also associated school variables (sense of belonging at school, absenteeism or student confidence in STEM subjects) to the most vulnerable profile. In a second analysis, 4756 Spanish 4th grade Primary Education pupils completed the TIMMS 2015 standardized survey. The results showed four groups of victims, two characterized by multiple victimization (bullying and cyberbullying). There were significant gender differences between the groups. The percentage of girls in the profile of victims of severe harassment was higher. However, overall there was a greater presence of boys across the different groups of victims. The school variables considered were associated differentially according to gender. The student sense of belonging at school was not the same for girls and boys, nor did they have the same attitude towards absenteeism. The results are discussed in relation to other studies together with conclusions regarding the design of educational interventions and future research.

Translating a Portuguese poem in LIBRAS. Linguistic considerations and form-focused tasks.

Abstract
 The teacher of deaf children in primary education is called to apply sign bilingualism in his/her teaching, and hence to use sign language - such as LIBRAS - as the first language during in-class time, and as a school subject. This again means that all other subjects - among them Portuguese - need to be taught in SL. In fact, Portuguese is taught as the second language of deaf children. In such educational setting, the teacher needs to develop learning materials for LIBRAS. Current research lacks recording such practices, although, unofficially, it is common knowledge that teachers translate existing school materials that have been developed for Portuguese and for hearing pupils in primary education. In this paper, a LIBRAS translation is presented of the poem “As abelhas” by Vinícius de Moraes, with the scope to demonstrate its linguistic use for the teaching of LIBRAS as a first language. Apart from its target vocabulary items, form-focused tasks are demonstrated, indicating their implementation for the development of deaf children’s receptive and productive skills. In doing so, the poem is presented following the A-level descriptors (A1, A2) of the Common European Framework of Reference for Sign Languages.

Aktivity na rozvoj geometrických predstáv žiakov mladšieho školského veku

Geometrické poznatky sú nepochybne veľmi dôležité pre každého človeka. Pri ich nadobúdaní v školskom prostredí môžeme začleniť do vyučovania rôzne úlohy a aktivity, ktoré žiakov zaujmú najmä hrovou formou. V príspevku uvádzame návrhy aktivít zameraných na rozlišovanie, pomenovanie a kreslenie rovinných a priestorových útvarov. Niektoré z aktivít sme realizovali so žiakmi prvého stupňa základnej školy. Popisujeme výsledky získané pozorovaním žiakov pri práci a analýzou ich činnosti.

Teachers’ perceptions of behavioral problems in Dutch primary education pupils: The role of relative age

A growing number of studies suggest that relatively young behavior of pupils gives them a much greater likelihood of being diagnosed with a disorder such as ADHD. This ‘relative age effect’ has also been demonstrated for special educational needs, learning difficulties, being bullied, and so on. The current study investigated the relationship between relative age of pupils in primary education and teachers’ perception of their behavior. The study sample included 1973 pupils, aged between 6 and 12. Six linear mixed models were carried out with birth day in a year as predictor variable and ‘total problem score’, ‘problems with hyperactivity’, ‘behavioral problems’, ‘emotional problems’, ‘problems with peers’ and ‘pro-social behavior’ as dependent variables. Random intercepts were added for school and teacher level. Cluster-mean centering disaggregated between-school effects and within-school effects. We found no associations between relative age of pupils and teacher perceptions of their behavior. Several explanations are postulated to account for these findings which contradict prior studies on relative age effects.

Physical Preconception of Primary Education Pupils

During their preschool age children discover natural phenomena in their environment. In their consciousness, they form the basic physical concepts based on experience. Their ideas can be right, but they can also be wrong because they take into consideration only what they see and thus, they come up with wrong ideas or misconceptions. At the very beginning of their primary education, teachers of class teaching directly witness their ideas related to basic physical concepts through various subjects: mathematics, natural sciences, art and physical education. Frequently, neither teachers nor their pupils consider these notions, thus their wrong ideas remain firmly rooted and present a barrier to the adoption of the correct physical ideas. Research of basic concepts related to motion, space and time was carried out as part of the workshop Class Teaching Course Open Days at the Faculty of Natural Sciences, Mathematics and Education of the University of Mostar. The sample consisted of pupils of primary education of Herzegovina-Neretva and West-Herzegovinian Cantons. It has shown that pupils have the correct ideas about many physical phenomena, but it has also shown the presence of intuitive ideas which are not in accordance with physical ideas and need to be corrected in time

Perceived violence, sociomoral attitudes and behaviours in school contexts

Identifying what factors modulate personality development during childhood and adolescence is an interesting topic for scientific community. This research study aimed to: 1) analyze the influence of educational level, school context (rural or urban) and existence of one culture or more on students’ personal and social responsibility, sportspersonship, school violence and disruptive behaviours in Physical Education classes; and 2) examine the relationship between these dependent variables in a sample of 734 students aged 11 to 17. For this purpose, data collection was done combining Personal and Social Responsibility questionnaire, Quotidian School Violence questionnaire, Multidimensional Sportsmanship Orientations Scale and Observation checklist of Conducts that Alter the Cohabitation during Physical Education Lessons. The results showed a higher development of values and less prevalence of school violence among primary education pupils, students in schools in rural contexts and Spanish-only classes. Moreover, there was a negative correlation between a) sportspersonship and personal and social responsibility levels and b) school violence and disruptive behaviours in Physical Education classes.

Cardiorespiratory fitness in primary education pupils: the association with anthropometric characteristics

The goal of this research was to determine cardiorespiratory fitness (CRF) among primary school male and female pupils and its association with their anthropometric characteristics. The sample consisted of 112 boys and 136 girls, primary school pupils, age d 7 to 10. The Eurofit test battery was used to evaluate anthropometric characteristics (body height, body mass, body mass index (BMI)) and CRF (Beep test to estimate maximal oxygen uptake). The results indicate stagnation in the CRF with chronological age , in both sexes. A statistically significant association (p = 0.001) was shown for all CRF variables and anthropometric variables except for body height, which was not significantly associated with CRF. An increase in body mass and BMI was associated with a significant (p = 0.001) decrease in male and female pupils' CRF.

Formative peer assessment in primary school: the effects of involving pupils in setting assessment criteria on their appraisal and feedback style

This experimental study is aimed at examining the effect of involving pupils in primary education in setting assessment criteria and standards on their appraisal of a peer’s work and their peer feedback style. It is expected that our intervention will lead to (1) a criteria-referenced appraisal and (2) more final vocabulary, which is associated with a more authoritative style. In total, 95 sixth grade pupils from The Netherlands were randomly assigned to one of two conditions. In the experimental group, the pupils first received an exemplar, which was followed by a group discussion about appropriate assessment criteria and standards. In the control group, the pupils provided peer feedback without this discussion. Their peer appraisal was measured with a questionnaire and feedback style was determined by analysing the written feedback using a person-oriented approach (cluster analysis). Results showed that the chance that pupils in the experimental group had an authoritative style was three times higher than in the control group. Theoretical and practical implications of the study are discussed.

Teachers’ Perceptions of the Standard-based English Language Curriculum in Malaysian Primary Schools

Standard-based English language curriculum (SBELC) was fairly a new curriculum in Malaysian primary schools. The implementation of SBELC is a phenomenon affecting all teachers and pupils in primary education. Since curriculum implementation occurs mostly in the classroom and teachers are the key players in the implementation process, the initial concern should be teachers’ perceptions towards the new language curriculum. Teachers’ perceptions towards the curriculum determine their acceptance and readiness. Therefore, a multiplecase study was carried out that involved five teachers from five national primary schools to investigate teachers’ perceptions towards the implementation of the SBELC and data were analysed from classroom observations, semi-structured interviews, and corresponding documents. The findings suggested the participants had positive perceptions towards the new language curriculum which were the early indicator of their acceptance and readiness to implement the standard-based English language curriculum. This paper attempts to discuss teachers’ perceptions of the standard-based English language curriculum as progressive, pragmatic and outcome-based curriculum in Malaysian primary schools.

Investigação sobre a transversalidade social, disciplinar e geográfica de um modelo de ensino-aprendizagem da história através de fontes objetuais e criação de museus de aula

O artigo parte da problemática da percepção e compreensão histórica, indispensável para construir uma cidadania crítica, dos cidadãos do futuro (o aluno da educação primária), assim como dos futuros professores que vão ensinar os alunos no futuro (estudantes de licenciatura de educação primária). Apresenta-se dois modelos de ensino-aprendizagem de história implementados nos dois estudos de caso adaptados a idades e contextos geográficos distintos (caso 1: estudantes de magistério de uma universidade espanhola e no caso 2 alunos de educação primária portugueses). Apresenta-se os resultados dos modelos em ambos os contextos e destaca-se a transversalidade social, disciplinar e geográfica do modelo de ensino-aprendizagem proposto.

The development of spatial orientation and laterality in physical education classes from the countryside - pilot test

The article aims to present a pilot test on the development of space orientation and laterality in pupils in primary education in the physical education lesson. Testing of psychomotricity components was performed by the Piaget Head and Harris test. The differences between the two initial and final tests have shown that through the physical movement of the physical education we have improved the two components of psychomotricity.

Long-term effects of primary schools on educational positions of students 2 and 4 years after the start of secondary education

ABSTRACTAlthough the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined the long-term effects of schools over the past decades. In the present study, long-term effects of primary schools on the educational positions of students 2 and 4 years after starting secondary education are investigated. Moreover, it is examined which school factors play a role in this process. We specifically investigated whether effective primary schools make a difference in the long term. This study uses data from the longitudinal SiBO project, which followed 6,000 pupils in primary education in Flanders, Belgium, and has follow-up data during secondary education. Two-level models and cross-classified multilevel models show that primary schools have long-term effects on the educational positions of students in secondary education.

INFORMATION AND COMMUNICATION SKILLS OF ELEMENTARY SCHOOL STUDENTS IN BELGIUM (FLEMISH COMMUNITY): GENERAL APPROACH TO THE CONTENT AND ASSESSMENT

The article deals with the problem of development of information and communication competence of primary education pupils in the Kingdom of Belgium (Flemish Community). There is presented an analysis of the experience of national institutions such as the Ministry of Education and Training of Flanders, the Agency for Quality Assurance in Education and Training, Pedagogical Advisory Services relating to the development of common approaches and assess the content of information and communication competence of elementary school students in Belgium. There are identified peculiarities, common trends and future development.

Physical education in content and language integrated learning: successful interaction between physical education and English as a foreign language

The aims of this study were to identify specific physical education in content and language integrated learning (PE-in-CLIL) teaching strategies that improve oral communication and to check that meaningful improvements occur in both oral comprehension and oral interaction. Action research (AR) was chosen because teaching practice can be improved during such research. Elliot’s practice model was used as the basis for the study. The participants were 26 primary education pupils aged 10–11. Data were gathered from teacher diaries and video recordings, and analysed at three levels. Complementation and triangulation techniques were used to integrate evidence and thus to answer AR questions. There were significant improvements in oracy using the PE-in-CLIL approach. In addition, specific teaching strategies that improve oral communication were identified. This study therefore demonstrates how a PE-in-CLIL programme can be used not only to enhance oracy, but also to improve teaching.

An investigation of factors affecting early foreign language learning in the Netherlands

The most recent data available on language teaching in Europe indicate that the number of pupils in primary education that are being taught at least one foreign language is on the rise, with pupils being offered foreign languages at an increasingly younger age (Eurydice Network, Eurostat, and Education, Audiovisual and Culture Executive Agency, 2008). The teaching of English in Dutch primary schools has been mandatory in the (pen)ultimate year of schooling since 1986 (Thijs et al. 2011). However, schools also have the option of introducing a foreign language earlier in the curriculum. Currently, an estimated 850 primary schools—approximately 12 per cent of the total number of primary schools in the Netherlands—offer a foreign language from age 4 years, that is, the first year of primary school, and while there are a number of schools opting for French or German, the vast majority choose English (Europees Platform, n.d.).

1420 Examination of the Relation of Diet and Physical Activity with the Appearance of Obesity at Greek Students

BackgroundChildhood obesity increases the likelihood of several consequences for a child (precocious puberty, polycystic ovary syndrome, diabetes mellitus type 2, etc) and also later in adulthood (increased mortality due to...

Prevalence of obesity in children aged 6-12 years in Greece: nutritional behaviour and physical activity

IntroductionDuring the last two decades, obesity has proved to be one of the most important problems of public health, and it is considerably more frequent in developed countries, not only in adults, but in children, too. The aim of the current study is to evaluate the prevalence of overweight and obesity in children.Material and methodsTwo thousand three hundred and seventy-four pupils in primary education were considered for the study (1206 boys and 1168 girls).ResultsIn the population-based study, the proportion of overweight children was 23.9%, of obese children 7.3%, and of those with central obesity 35.5%. The boys were obese in a higher percentage than the girls (9.2% vs. 5.3%, p < 0.05). The obesity rates were gradually reduced as the children were growing older. The nutritional habits which were identified to have a positive association with obesity were the following: skipping breakfast, not consuming fruits and vegetables, and consuming bread and soft drinks. Children's healthy nutrition in school was related to lower rates of generalised and central obesity, while the hours spent watching TV were positively associated with all types of obesity.ConclusionsResults from the study suggest that a high proportion of children are overweight or obese. Therefore, it is important to adhere to a healthy lifestyle which emphasizes healthy food choices and habits, regular physical activity, and limiting screen time.

Internet en la educación intercultural: cambio de actitudes y valores tras la aplicación de un programa en alumnado de educación primaria

Esta investigación tiene como objetivo evaluar los efectos que el Programa “E-Culturas” ha tenido en alumnos de 6º curso de Educación Primaria. El programa de contenido intercultural está basado en un enfoque constructivista de aprendizaje y el uso de la red internet. Para evaluar los efectos del programa se ha utilizado el método cuasi-experimental a través de un diseño pre-postest, por medio del “Cuestionario de Educación Intercultural E-Culturas”. La aplicación del programa ha producido efectos satisfactorios en relación a la integración, la convivencia, la tolerancia, el mejor conocimiento cultural y el respeto a otras culturas.

The Roles of Self-Efficacy, Peer Interactions and Attitudes in Bully-Victim Incidents

This study examines the relationship between both bullying and victimization (as a whole and in its different forms) and: (a) self-efficacy measures; (b) peer-interactions and (c) attitudes towards bullying and victimization. It also examined whether bully/victims are a distinct group in terms of the above-mentioned variables. The sample consisted of 448 4th to 6th grade primary education pupils (206 girls, 242 boys). The results of the study clearly indicate that self-efficacy measures, peer interactions and attitudes are associated with both bullying and victimization. In particular: (a) high self-efficacy for aggression is associated with both bullying and victimization, whereas high-self efficacy for assertion and for intervening in bully/victim situations is associated with lower scores on physical victimization for boys and girls respectively; (b) higher scores on positive interactions with peers are associated with lower scores on victimization and (c) higher scores on pro-bully attitudes are associated with higher scores on both bullying and victimization. Bully/victims seem to be a distinct group in terms of their strong pro-bully attitudes and their lack of positive interactions. They are also found to be similar to bullies with respect to self-efficacy for aggression but similar to victims with respect to self-efficacy for assertion. The results of the study are discussed in terms of their implications for school practice and intervention policy.