4th Students Research Articles

Science Teachers’ Professional Development about Science Centers

The purpose of this study is twofold: first, to delve into professional development (PD) of science teachers’ views about nature of science (NOS) throughout activities linking NOS aspects to science centers (SCs), and second, to reveal how a science teacher uses NOS aspects while teaching in SCs. An instrumental qualitative case study method with different data sources was used. There were 18 elementary science teachers participating voluntarily in this study. Additionally, one science teacher among the participants was observed two times during her SCs visit with her grade 6th and 7th students. Researchers trained science teachers for using the facilities of SCs and supported their understanding of NOS. Before and after the workshop, open-ended VNOS-C questionnaire was administered, and follow-up interviews were conducted. Observations in SCs were made to check whether the teacher were able to use NOS concepts while teaching science. Findings revealed that the majority of science teachers exhibited improved views about NOS, and improvement was attained particularly on the aspects of tentativeness, methods of scientific investigation, social and cultural embeddedness, and creativity and imagination, while the least improvement was noted for scientific theories and laws. During the SC visits, the teacher employed all aspects of NOS except the theory and law tenet and mostly discuss about the observation, inference, and experiment while teaching. Further PD activities are suggested to support teachers to develop their own teaching plans specific to each exhibit by employing NOS concepts for teaching with/in SCs.

Mathematical Connection Ability of Grade 8th Students’ in terms of Self-Concept in Problem Based Learning

MMathematical connections ability is a demand in mathematics education to develop mathematical ideas and problem-solving in one another. This study aims to find mathematical connection ability patterns in terms of self-concept. The research method used is mixed methods with concurrent embedded design, quantitative research analysis using true experimental design, while qualitative research analysis uses the Miles and Huberman model. The population in this study was eighth-grade students of SMP Negeri 13 Semarang, Indonesia, and sampling was done by random sampling technique. The results showed that the mathematical connection ability pattern in terms of mathematical self-concepts is diverse. It is found that there were two patterns of mathematical connection ability in subjects with high self-concept. In subjects with moderate self-concept, three patterns of mathematical connection ability subjects with low self-concept, three patterns of mathematical connection ability are found

The Accuracy of Dental Students and Dentists Assessing the Total Occlusal Convergence of Crown Preparations.

This study examined the ability of dental students and qualified dentists to visually assess the total occlusal convergence of clinical crowns. 10 working casts of maxillary molar crown preparations were installed in phantom heads in a clinical skills laboratory. 87 participants assessed the buccolingual and mesiodistal total occlusal convergence of the casts. 2nd-year students with no experience in fixed prosthodontics served as a control group with 3rd, 4th and 5th-year students and qualified dentists including specialists in restorative dentistry involved. Differences were calculated between the measured angles and the subject's estimate to assess accuracy. For 8 of the 20 surfaces measured there were significant differences. (p ⟨ 0.05). Differences were not standardized between the groups, with no clear patterns of difference in tooth type or aspect assessed. Differences were primarily between the control group and the more experienced groups. The remaining groups were of similar ability. A minority of participants in each group were highly divergent from their peers. This study found significant differences between participants with no experience of fixed prosthodontics and those with experience, however, the ability to assess total occlusal convergence does not appear to improve significantly with experience.

ASSESSMENT OF DENTAL ANXIETY AMONG A GROUP OF EGYPTIAN DENTAL STUDENTS

Abstract Background: Dental anxiety is a psychological feeling; that can prevent partially or completely a person from receiving dental treatment. Objective: The purpose of this study was to evaluate the level of dental anxiety prevalent among a group of Egyptian dental students and to compare the anxiety levels reported from female and male dental students .Subjects and Methods: This cross-sectional study was performed among the 1st,2nd(pre-clinical years ),3rd and 4th(clinical years ) dental students from Faculty of dentistry, October 6 University in Egypt. Corah’s dental scale of anxiety (DAS) questionnaires in English language, was distributed among the entire dental students present at the day planned for the study (188 students, females: 114, males: 74). DAS had four questions assessing the level of anxiousness with a probable maximum achievable score of 20. For each question five options were available in which scoring was accomplished as A = 1; B = 2; C = 3; D =4 and E= 5. Results:On Comparing DAS scores between males and females students in1st , 2nd as well as 3rdyear students; males showed statistically significant lower median DAS scores than females with no significant difference between both gender in the 4thyear. As regards all years students, males showed statistically significantly lower median DAS scores than females(P-value <0.001).Conclusion: Female dental students showed more anxiety levels as compared to male dental students for both pre- clinical and clinical years

A study of learning disability among students reference to Balasore district, Odisha

The cardinal object of the present study was to investigate the learning disability among 10th students. The present study consisted sample of 60 students subjects (30 male students and 30 female students studying in 10th class), selected through random sampling technique from Balasore District (Odisha). Data was collected with the help of learning disability scale developed by Farzan, Asharaf and Najma Najma (university of Panjab) in 2014. For data analysis and hypothesis testing Mean, SD, and t test was applied. Results revealed that there is significant difference between learning disability of Boys and Girls students. That means boys showing more learning disability than girls. And there is no significant difference between learning disability of rural and urban students.

Evidence of the Impact of Children’s Household Chores and Market Labour on Learning from School Census Data in Brazil

This study analyzes the impact of children’s household chores and market labour on learning using Prova Brazil census data from 2007/2011, 2009/2013, 2011/2015 and 2013/2017. To do that, we created a large panel dataset with students in 5th and 9th Grades. A panel fixed effects model with an instrumental variable approach was applied to control for the endogeneity of child labour. Possible attrition bias was taken into account through inverse probability weights. The work performed by children either in the household, or in the labour market was detrimental to their academic performance. In the 2013/2017 panel, the largest impact was a reduction close to 12.3 per cent in Portuguese and more than 10 per cent in Mathematics test scores when children worked in both places labour market and household. Our results also indicate that household chores, which are often not counted in social statistics and not considered dangerous, should be included in policies designed to combat child labour.

Penerapan model pembelajaran SQ3R untuk meningkatkan keterampilan membaca pemahaman peserta didik kelas IV sekolah dasar

The purpose of this research is improving reading comprehension skills problems by applying SQ3R model. This research has two cycles in Classroom Action Research. The students of the 4th students at SDN Pajang IV Surakarta in the 2019/2020 academic year are the subjects, totalling 26 students. Data collection techniques in this research are interviews, observation, test, and documentation. Data analysis in kuantitative used content validity and triangulation. Qualitative analysis data using the Miles-Huberman interactive model. Research result in the first cycle in a percentage of 53.84% in classical, and the research continued with the second cycle and the result are in percentage are 88.46% in classical. Based on the result of the research, it can be conclude that reading comprehension skill on 4th students of SDN Pajang IV Surakarta in the 2019/2020 academic year can be improved through the SQ3R model.

Penerapan model pembelajaran SQ3R untuk meningkatkan keterampilan membaca pemahaman peserta didik kelas IV sekolah dasar

The purpose of this research is improving reading comprehension skills problems by applying SQ3R model. This research has two cycles in Classroom Action Research. The students of the 4th students at SDN Pajang IV Surakarta in the 2019/2020 academic year are the subjects, totalling 26 students. Data collection techniques in this research are interviews, observation, test, and documentation. Data analysis in kuantitative used content validity and triangulation. Qualitative analysis data using the Miles-Huberman interactive model. Research result in the first cycle in a percentage of 53.84% in classical, and the research continued with the second cycle and the result are in percentage are 88.46% in classical. Based on the result of the research, it can be conclude that reading comprehension skill on 4th students of SDN Pajang IV Surakarta in the 2019/2020 academic year can be improved through the SQ3R model.

Penerapan model pembelajaran discovery learning untuk meningkatkan keterampilan berpikir kreatif dalam pembelajaran IPS pada peserta didik kelas V sekolah dasar

&lt;div&gt;Abstract. The goal of this research is to increase creative thinking skills in social science learning by applying Discovery Learning model. This study is Classroom Action Research and have two cycles. The subjects of this study were students of the 5th students at SD Negeri 01 Papahan Karanganyar in the 2019/2020 academic year, totalling 24 students. This study uses data collection techniques in the form of interview, observation, and tests, with data analysis of content validity and triangulation. 42% of classical completeness is obtained in the 1st cycle, and the research continued in the 2nd cycle with a result of 81% in classical completeness. Based on the result of the study, it can be concluded that the creative thinking skills in social science learning on 5th students of SD Negeri 01 Papahan karanganyar in the 2019/2020 academic year can be improved through the Discovery Learning model. This research is expected to make teachers more skilled in applying the Dicsovery Learning model to improve student’s creative thinking skills.&lt;/div&gt;&lt;div&gt; &lt;/div&gt;&lt;div&gt;Keywords: creative thinking skills, social science learning, discovery learning model, elementary school&lt;/div&gt;

Penerapan model pembelajaran discovery learning untuk meningkatkan keterampilan berpikir kreatif dalam pembelajaran IPS pada peserta didik kelas V sekolah dasar

Abstract. The goal of this research is to increase creative thinking skills in social science learning by applying Discovery Learning model. This study is Classroom Action Research and have two cycles. The subjects of this study were students of the 5th students at SD Negeri 01 Papahan Karanganyar in the 2019/2020 academic year, totalling 24 students. This study uses data collection techniques in the form of interview, observation, and tests, with data analysis of content validity and triangulation. 42% of classical completeness is obtained in the 1st cycle, and the research continued in the 2nd cycle with a result of 81% in classical completeness. Based on the result of the study, it can be concluded that the creative thinking skills in social science learning on 5th students of SD Negeri 01 Papahan karanganyar in the 2019/2020 academic year can be improved through the Discovery Learning model. This research is expected to make teachers more skilled in applying the Dicsovery Learning model to improve student’s creative thinking skills. Keywords: creative thinking skills, social science learning, discovery learning model, elementary school

Oficina de malabares como estratégia para estimular a prática de atividade física e qualidade de vida no Programa Saúde na Escola: relato de experiência

Objetivo: Relatar a experiência de intervenção com a oficina de malabares junto aos escolares do 4º e 5º ano de uma Escola Municipal de Maringá/PR a fim de estimular a prática de atividade física e melhora na qualidade de vida. Relato de experiência: A intervenção, foi definida por meio de uma oficina de malabares, a partir de uma proposta metodologia lúdica e pedagógica realizada com escolares do 4º e 5º ano do ensino fundamental de uma escola municipal de Maringá/PR em conjunto ao Programa Saúde na Escola, a estrutura do trabalho foi organizada em três etapas: a) Indicadores Epidemiológicos; b) Planejamento Participativo com Word Café; e c) Oficina de Malabares. Considerações finais: A experiência proporcionou uma prática lúdica e diferenciada de atividade física, contribuindo para a possibilidade de prevenção de doenças crônicas não transmissíveis e ainda, proporcionou integração entre Unidade Básica de Saúde, Escola Municipal e Instituição de Ensino Superior no Programa Saúde na Escola. A aplicação da Oficina de Malabares apresentou como resultados comportamentais diretos a interação social, fortalecimento da criatividade, trabalho em equipe, além da coordenação motora e equilíbrio dos escolares.

Peningkatan nilai karakter disiplin peserta didik kelas V sekolah dasar melalui penerapan model value clarification technique

Abstract. The purpose of this research is improving the character value of educational discipline class of the 5th by applying the Value Clarification Technique model. The subject in this research were class of the 5th students at SDN Totosari No. 102 Surakarta in the 2019/2020. The variable in this research includes a variable learning act by applying the Value Clarification Technique model. Data collection using assessment tools consisting of observation sheets, insterviews, and documentation. The technique of data analysis on research uses data triangulasi technique and descriptions. Based on data processing result, the result is 86,67% that shows that the application of the Value Clarification Technique model is successful to enhance the character value of student discipline.

Penerapan model pembelajaran concept sentence dalam meningkatkan keterampilan menulis karangan narasi pada siswa kelas v sekolah dasar

&lt;p&gt;Abstarct. The purpose of this research is improving the narrative writing skills by applying concept sentence model. The form of this research is a Classroom Action Research with three cycles. The subject is 5th students at primary education school in the 2019/2020 school year, with a total of 31 students. Data collection techniques in this research using interviews, observation, field notes, test, and documentation. Then, data analysis of content by using validity and triangulation.While, the analysis of the data by using descriptive percentage and qualitative analysis technique.. The first cycle gets an average of 45,1%,, and the second cycle gets an average of 90,3%, ended the third cycle gets an average of 87%. Based on the result of the study, it can be conclude that the narrative writing skills of SD N Tunggulsari I in the 2019/2020 school year can be improved through the concept sentence model. The application of the concept sentence model can be applied by a teacher in improving narrative essay writing skills in the class.&lt;br /&gt;Keywords: Concept Sentence, narrative writing skill, classroom action research, primary education school&lt;/p&gt;

Sanal Dünya Risk Algısı Ölçeğinin Ortaokul Düzeyine Uyarlanması

In this study, Virtual World Risk Perception Scale which was developed to determine the virtual risk perception levels of high school students was adapted to the secondary school level. The scale is a five-point Likert type and consists of 23 items divided into five sub-dimensions. The study group consisted of 261 students in 7th and 8th grade in a secondary school in Sakarya. The validity and reliability of the scale were tested and confirmatory factor analysis, internal consistency coefficients and stability analyzes were examined. In the light of the analyzes, it was concluded that the scale is a valid and reliable measurement tool that can measure the virtual risk perceptions of secondary school students. Cronbach Alpha, Guttmann Split Half and Sperman Brown values were calculated for the reliability of the whole scale and sub-dimensions. As a result, Dünya virtual corruption “, “virtual deterioration “, “virtual opportunity “, “virtual opportunity” and “virtual awareness”, the five sub-factors and 23 items, which were judged to be valid and reliable as a result of the analysis, the Virtual World Risk Perception Scale (VWRPS) is expected to be a scale that is open to development, usable and fills the gap in the relevant literature.

The Influence of Learning Model and Learning Independence on 11th Students' Learning Outcomes in Entrepreneurship Subject SMK N 7 Medan

The purpose of this study were to (1) find out and analyze between the Advance Organizer learning model and the Discovery Learning learning model towards learning outcomes in entrepreneurship subjects in class XI SMK N 7 Medan, (2) Knowing and analyzing learning independence using the Advance Organizer learning model with learning independence that uses the Discovery Learning model of learning outcomes on entrepreneurship subjects in 11th Grade Students in SMK N 7 Medan. This research was conducted at SMK N 7 Medan which is located at JL. STM. No. 12 E Medan. The subjects of this study were 71 11th grade Ak students. Data collection techniques and instruments use tests and questionnaires. The results showed (1) the difference in student entrepreneurship learning outcomes taught by using the Advamce Organizer learning model with the learning outcomes of students who were taught using the Discovery Learning learning model with a Fcount score of 4.59 and a Ftable of 3.94. (2) Differences in student entrepreneurship learning outcomes that have high learning independence and entrepreneurial learning outcomes of students who have low learning independence with a Fcount score of 6.04 and Ftable of 3.94. So it can be concluded that the results of student entrepreneurship learning are taught by using the Advance Organizer learning model and have higher learning independence than using the Discovery Learning learning model.

Mainstream and immigrant students’ primary school mathematics achievement differences in European countries

The few studies on the achievement differences of mainstream and immigrant primary school students in large-scale assessments point to an achievement gap in many subject areas, with immigrant students trailing mainstream students. A recurrent methodological problem of these studies is that the two student groups do not come from comparable backgrounds. This study examined the Trends in International Mathematics and Science Study (TIMSS) math achievement of 4th grade mainstream and immigrant students in various European countries. Results showed that there was no systematic difference between first- and second-generation immigrants’ mathematics achievement levels. It was found that after statistically matching the background resources of the mainstream and immigrant students, both groups revealed comparable levels in mathematics. Finally, related to country characteristics that were associated with educational achievement, it was found that immigrant students in countries which had higher human development indicators showed higher educational performance.

Student perception regarding using of MCQ’s (multiple choice questions) as a classroom assessment technique.

Objectives: To find out the students perception on using multiple choice questions as a classroom assessment technique. Study Design: Cross sectional Study. Setting: University of Hail, Saudi Arabia. Period: 6 months from January 2018 to June 2018. Material &amp; Methods: At the end of each scheduled class, students are provided with four MCQ's on the same topic which was delivered in the lecture and 3 minutes were given to solve the MCQ’s. Data was collected from 4th and 6th year MBBS students. A self-structured questionnaire regarding class assessment techniques was also administered, after completion of Surgery and Clinical Skill module. Results: Out of 80 MBBS students, 50% were selected from 4th year and 6th year respectively. Response of most of the students were positive 59 (73.8%) in classroom assessment techniques effects on student discipline. Majority of the student’s 70 (87.5%) respond positive effects on student’s interest to subject and 64 (80%) reported positive effects on student’s assessment. Suggestion about participating classroom assessment technique were found to be positive in 61 (76.2%). Data was analysed by using SPSS version 20. Conclusion: Student’s perception on using multiple choice questions as a classroom assessment technique was found to be more positive.

PENERAPAN MODEL SSCS PROBLEM SOLVING DENGAN METODE HYPNOTEACHING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA

The research was based on concerns about the development of mathematical critical thinking and mathematical communication ability. The purpose of this study was review and compare the differences of enhancing mathematical critical thinking ability between junior high school students who acquire Model of Search, Solve and Share (SSCS) through hypnoteaching method and those who acquire the conventional learning. This study was a quasi-experimental research with non-equivalent control group design consists of classroom experiments which obtain Model of Search, Solve and Share (SSCS) through hypnoteaching method and control class which obtain conventional learning. The population of this study is junior high school students in Tangerang, where the samples are the grade 8th students in one of the state junior high school in Tangerang. Instruments used to collect data in this research consists of mathematical critical thinking test instruments, student’s attitude scale, and observation sheets. The data obtained is analyzed using the mean difference test, which are the t-test, Mann-Whitney, and Rank-Spearman test. The results showed that the enhancement student’s mathematical critical thinking ability who gotten model os Search, Solve, Create, and Share (SSCS) through hypnoteaching method is better than who gotten conventional learning.

Effectiveness of a gamification strategy to prevent childhood obesity in schools: a cluster-randomized controlled trial

AbstractIntroductionSchool-based interventions to prevent obesity have shown heterogeneous results. Recent school-based trials with “negative” have cast doubt on their effectiveness. In the Juntos Santiago trial, we used an innovative, theory-based gamification strategy to increase motivation and participation in healthy behavioural changes. This is the first trial, to our knowledge, to use gamification to prevent childhood obesity.ObjectiveTo examine the effectiveness of a multicomponent gamification strategy to prevent obesity in 5th and 6th-grade schoolchildren in Santiago de Chile.Materials and methodsSchool-based, parallel cluster-randomized controlled trial. 81 schools in two municipalities in Santiago, Chile, with more than 40 students in 5th and 6th grade altogether were eligible. Schools were randomized and sequentially invited to participate. The multicomponent intervention was a gamification strategy with four components: (i) healthy challenges (snacks, steps and healthy activities); (ii) gamification incentives, such as points, levels, leaderboards and badges; (iii) rewards (infrastructure and fun activity) and (iv) an online platform for parents and students to monitor the progress. Participants were followed up at 5 and 8 months. Pre-registered primary outcomes were body mass index (BMI) z-score and waist circumference (WC) at 8 months. Secondary outcomes were BMI and systolic (SBP) and diastolic blood pressure (DBP) at 8 months. Multilevel analysis adjusted for individual and school-level covariates were used.Results24 schools (9 controls) and 2333 students (709 controls) were assessed at baseline and 2264 students (689 controls) were assessed at 8 months. The mean BMI z-score was lower in the intervention group compared to the control group at 8 months (mean difference -0.132, 95% CI -0.249; -0.014), while no difference was observed for WC. Mean BMI and SBP were lower in the intervention arm compared to the control arm (mean difference for SBP -0.139; 95% CI -2.39; -0.40). No difference was observed for DBP.DiscussionThe gamification strategy appears to prevent childhood obesity and reduce systolic blood pressure in school children in Santiago. These effects are larger than the pooled effects from existing meta-analyses. Further research should identify which components of the gamification strategy were more effective.Trial registrationClinicalTrials.gov NCT03459742Funded byMayors Challenge 2016, Bloomberg Philanthropies

Brief antibullying intervention for adolescents in public schools.

To assess the results of a brief antibullying intervention for adolescents in public schools. This was a controlled experimental study whose subjects were 1,043 students in 5th through 9th grades from public schools in Porto Alegre/State of Rio Grande do Sul, conducted between April and November 2015. Adolescents and school teachers randomly assigned to the intervention group participated in two meetings focused on educative aspects of bullying. Outcome was assessed using the Bullying Questionnaire - victim and perpetrator version. Generalized Estimating Equations was used to evaluate the effect of the intervention. Average age of subjects was 12.5 (SD=1.62) years. A total of 613 (58.7%) adolescents participated in interventions. They were compared to 430 (41.3%) participants in the control group. The study did not observe any significant difference in bullying scores after the intervention. This study indicates the usefulness of clarifying precisely what bullying is in schools as part of an initial approach to an educative strategy on this topic.