School Children's Understanding Research Articles

Edukasi Sapta Pesona Dan Peduli Lingkungan Pada Anak-Anak Sekolah Dasar Daerah Pesisir

The potential for natural resources that are widespread on the coasts of Indonesia, the potential for pollution of the coastal and marine environment also has considerable opportunities. This opportunity can be caused by Indonesia's dense population, relatively high tourist activity including transportation, and large development. For this reason, the purpose of this community service activity is to foster awareness and increase elementary school children's understanding of the importance of caring for the environment and sapta charm. This community service activity is educational in nature by dividing small groups, where the children of SD Negeri Empan are directly taught about Sapta Pesona and caring for the environment and practice the waste sorting process directly. The expected result is the understanding of SD Negeri Empan children about Sapta Pesona and caring for the environment. Community service activities can then be directed to the practice of how to manage and carry out waste recycling and the symbolic installation of eight Sapta Pesona points in coastal environments, especially tourist attractions

EKSISTENSI GURU SEKOLAH MINGGU DALAM MENINGKATKAN DIGITAL QUOTIENT KEPADA ANAK

The development of human life today has been significantly influenced by the rapid advancement of technology. Behind the convenience and advancement of technology, it is not uncommon to have an unfavorable impact on its users. Nowadays, not a few children and teenagers are trapped in gadget abuse, for example; visiting pornographic sites and forgetting time to study because of addiction to online games. These events often result in the degradation of the child's character and spirituality. In addition, other factors that make children less controlled in using gadgets are due to the presence of some parents who do not provide guidance to children regarding the use of gadgets properly and regularly. The purpose of this writing is to explain the existence of Sunday school teachers in providing guidance and direction to increase Sunday school children's understanding of the use of gadgets by providing parenting guidance, teaching slowly the benefits of gadgets, utilizing the parental control features available on gadgets and determining sanctions for children if they violate the boundaries that have been given. The method used in writing this article is a qualitative method and a literature research approach. The results received in this study are that the more existence of Sunday school teachers in increasing the digital quotient for children, the more responsible Sunday school children will be for the gadgets they have.

Knowledge Improvement After Dental Health Education for Elementary School Students in Surabaya, East Java

Background: During the coronavirus disease-19 (COVID-19) pandemic, many people were afraid to go to the dentist, which affected their dental and oral health conditions. Dental cavities may hamper children's growth and development; if this condition continues, it will affect the children's dietary intake, which may impact their quality of life and, if allowed to, cause stunting. Although in this condition, we still have to take preventive precautions with dental health education in school-age children. This required increasing dental health knowledge and understanding of dental disorders, particularly. Purpose: To describe oral and dental health knowledge improved following dental health education at Muhammadiyah 4 Elementary School, which is located in Pucang, Surabaya City, East Java. Methods: Two surveyors were responsible for data collecting. This study's sample size was 105 people ranging from third to fifth grade. The seminar covered dental and oral health via a hybrid method. The participants were asked to fill out a questionnaire form for the pre-and post-test to determine the improvement of oral and dental health knowledge for the dental health education evaluation. Results: Most oral and dental health participants understood the presentation on oral and dental health education. The post-test percentage was higher (89.14%) than the pre-test rate (60.29%). Conclusion: The program findings demonstrated that oral and dental health education with a hybrid method effectively increased elementary school children's understanding of dental and oral health status.

Dental Health Status and Knowledge Improvement After Dental Health Empowerment at Elementary School Student in Gresik, East Java

Background: Dental caries is the most common dental and oral health condition. Children's growth and development may be hampered by dental cavities. Furthermore, it may raise the risk of stunting owing to a lack of dietary intake, which may have an impact on quality of life. Oral and dental health empowerment is required to increase dental health knowledge and understanding of dental disorders, particularly during the corona virus disease-19 (COVID-19) pandemic. Objective: to describe oral and dental health knowledge improved following dental health empowerment at Madrasah Ibtidaiyah Miftahul Ulum Elementary School in Melirang, Bungah Distric, Gresik City, East Java. Material and Methods: Three surveyors were responsible for data collecting. This study's sample size was 150 people ranging from fourth to sixth grade. The seminar covered dental and oral health and was provided via teledentistry. The participants were asked to fill out a Google form for the pre- and post-test to determine the improvement of oral and dental health knowledge for the dental health empowerment evaluation. Result: The majority of oral and dental health participants understood the presentation on oral and dental health empowerment. The post-test percentage was higher (93.59%) than the pre-test rate (56.81%). Conclusion: The program findings demonstrated that oral and dental health empowerment via teledentistry was an effective medium for increasing elementary school children's understanding of dental and oral health status.

Simalungun Batak Culture Learning Based On Multimedia Applications Using The Computer Assisted Instruction (Cai) Method

Simalungun Batak culture is a custom inherited from previous generationsthat still exists today. Still, the influence of the development of the current era is the lack of community knowledge of Simalungun Batak cultures such as Batak scripts, Batak traditional houses, musical instruments, and others, this due to the lack of education given to the community especially to school children so that the knowledge of the Simalungun Batak culture becomes less. The introduction of Simalungun Batak culture is applied with a multimedia-based learning model to be more practical and more comfortable to understand, where this learning uses multimedia-based instruction that is on the computer that is said to be Computer-assisted Instruction. The development of schoolchildren's understanding of the teaching of the Simalungun Batak culture has become faster.

«Следуй за мечтой!», или несказочная история о мальчике Феде

The article describes how you can use the story composed by the teacher about the life of a peer with the purpose of formation by younger
 schoolchildren understanding of the need of learning for successful future life. A brief scenario of the lesson or class hour is given, in which the
 basis for discussions with children on the theme of adult about the choice of target life priorities laid teacher’s told history.

The use of narrative to promote primary school children's understanding of evolution

This study explores learning about evolution when information is presented in either a narrative or an expository text (ET). Narratives engage the imagination, and consequently may allow children to overcome conceptual constraints that make evolution difficult to comprehend. Participants were 16 Year One, 21 Year Two and 25 Year Three pupils from a British primary school. Expository and narrative texts about evolution were read with children before assessing participants' understanding. Those reading the narrative showed a greater understanding of the book's contents about evolution than those reading the ET. Implications for using the imagination and narrative in the science classroom are discussed.

Elementary school children's understanding of lying

Elementary school children's understanding of lying

Experience-Based Education about Fuel Cells for Elementary School Children by University Engineering Students : Aimed at Enhancing the Communication Skills of University Engineering Students in Toyota Monozukuri Festival 2006, 2008, and 2009

We experimented with experience-based education, asking our university engineering students to teach elementary school children about fuel cells. Our instructors first prepared educational materials, and then, in the educational program "Toyota Monozukuri Festival," taught how fuel cells generate electricity, and helped elementary school children assemble and test fuel cell kits. Finally, we polled all elementary school children and instructors, and found that in 2006, 2008, and 2009, our experience-based education improved instructor communication skills, while increasing the elementary school children's understanding of, and interest in, fuel cells.

“AIDS is rape!” gender and sexuality in children's responses to HIV and AIDS

This paper examines young African school children's understanding of HIV and AIDS. Based on focus group interviews with children aged 7-8 in KwaZulu-Natal province, South Africa, it explores the ways in which gender and sexuality feature in their responses to the disease. Data were collected between 2003 and 2004 through 26 focus groups involving 55 boys and 64 girls. The paper argues that younger children are active agents in giving meaning to the disease. Their agency is negotiated within complex social processes involving sexual violence, highly unequal gender/age inequalities, but also sexual expression. Those expressions are subsumed however under a regime of violence and fear catapulting men, albeit with contestation, as chief vectors in the spread of the disease and a source of girls' anxieties. Children's responses to the disease are the effects of material, symbolic and discursive forces effectively constraining the opportunities available to them and creating patterns of vulnerability especially for young girls. Interventions aimed at scaling up efforts to address young children responses to the disease must be situated in parallel efforts to end poverty, sexual violence and pervasive gender inequalities in order to foster more comprehensively the exercise of young children's agency.

A study of research on children's information behaviour in a school context

This study examined research bearing on the relationship between information seeking and use and learning in a school context. Studies examined included research on how school assignments, reading ability, access tools and children's understanding of information seeking and use influence their information behaviour and learning outcomes. Library catalogues and databases covering several disciplines were searched and the results were correlated with the findings of a bibliometric study in order to locate relevant research. The results indicate that little research has focused specifically on the relationship between information seeking and use and learning outcomes, although all research taken up in the study elucidates aspects that touch upon the relationship. Taken together, research shows that a strong relationship exists between schoolchildren's understanding of information seeking and use, the nature of school assignments, the quality of access tools and children's experience and knowledge of them. It...

Error Matters: An Initial Exploration of Elementary School Children's Understanding of Experimental Error

Error is a pervasive and inescapable aspect of empirical science, and it often plays a causal role in experimental outcomes. But little is known about children's understanding of the causes and consequences of experimental error. In this article, we propose a new framework for characterizing experimental error and we use that framework to guide an empirical assessment of elementary school children's understanding of error, their use of theory and evidence in guiding this understanding, and the role of context in reasoning about error. We found that 2nd- and 4th-grade children could both propose and recognize potential sources of error before they could design unconfounded experiments. They used evidence to guide their reasoning, making predictions and drawing conclusions based on the design of their experiments, and they were sensitive to the context of reasoning: They differentiated the role of error in relative and absolute measurements. Long before children have acquired the formal procedures necessary to control error, they have a surprisingly rich-albeit unsystematic-understanding of its various sources.

Understanding Greek Primary School Children's Comprehension of Sun Exposure

The purpose of this study was to assess Greek primary (1st to 6th grade) school children's understanding of sun exposure during summer vacation. Our results show that children know the damaging effects of long time exposure and the precautions that should be taken during sun bathing (sun glasses, hat, umbrella, sunscreen, etc). Nevertheless, they do not seem to avoid being exposed between 12.00 A.M. and 15.00 P.M., which is the most dangerous time. The socioeconomic status of father has no effect on the attitude of children towards taking protection measures when exposed to the sun, however, the educational status of the mother appears to influence children's reported knowledge and behaviour. Place of residence (urban or rural areas) and gender does not influence their knowledge on the sun's damaging effects and the precautions they should take. Finally, as children grow older they seem to gradually reduce the protective measures they take.

The development of children's understanding of intensive quantities

Researchers have been aware for some time of the differences between extensive and intensive quantities but the significance of these differences has not been recognized in mathematics curricula. In England children are provided with many opportunities in their first few years in school to manipulate, measure and reason about extensive quantities but have virtually no opportunity to do the same with intensive quantities. This paper contrasts extensive and intensive quantities and describes the obstacles to primary school children's understanding of intensive quantities: the need to consider two variables simultaneously and the difficulty of understanding inverse relations between variables. Study 1 shows that children have considerable difficulty in using inverse relations reasoning. Study 2 shows that this form of reasoning is more difficult in the context of intensive than extensive quantities problems. Implications for education are considered and examples of experiences with intensive quantities that could provided in school are presented.

Developing Primary School Children's Understanding of Energy Waste

This was an interview study of 34 primary school children's understanding of five aspects of energy waste, and the ways in which these conceptions develop following teaching. The aspects covered were: (i) saving energy by ‘using less’; (ii) saving energy by using ‘just enough’; (iii) energy waste through unintended transfers; (iv) energy waste in a household device; and (v) the meaning of the term ‘efficiency’. It was found that this group of primary school children had good prior awareness of some behaviours which save (or conserve) energy, but their reasons for thinking this were based largely on intuitive ‘everyday’ ideas which involved human-centred notions of energy in the particular contexts presented or the movement of ‘heat’ or ‘cold’. Notions of waste due to unintended outcomes were seen in only a few pupils initially but after teaching became far more prevalent. The study showed that basic ideas about energy waste which underpin energy conservation (using less energy) and the critically important scientific concept of efficiency were made accessible to an ‘average’ group of primary school children. Moreover, this was done by ordinary practitioners who are not specialist teachers of science but who have had their subject and teaching knowledge enhanced by appropriate training.

Primary school children's understanding of the school

This paper reports a study which examined children's understanding of the primary school as a microscopic society, investigating their acquisition of system concepts such as rules, community, self/system interaction and power, and their comprehension of the interrelationships. A sample of 144 children, aged 5–11 years old, from four schools, responded to a questionnaire which probed their understanding in three main areas: (1) the function of school rules; (2) the organisation and power structure of the school: and (3) their own role in school life. The results revealed developmental trends in the children's comprehension of aspects of school life such as rules, roles and power/authority. In addition, the children's responses displayed a developing knowledge of the system of the school, demonstrating an increasing grasp, with age, of the interconnections between the different parts. Overall, the results suggest a possible model for the children's acquisition of an understanding of the school as a system, beginning with an acknowledgment of the highest point of power and subsequently extending downwards through lower levels in the power hierarchy. The children's path to system‐knowledge therefore proceeds from a recognition of the role of the headteacher, through to an understanding of the intermediate power layers of the teachers, until they finally come to comprehend and value their own part in the school.

Some observations on blind nursery school children's understanding of their world.

(1965). Some Observations on Blind Nursery School Children's Understanding of Their World. The Psychoanalytic Study of the Child: Vol. 20, No. 1, pp. 344-364.