Primary Education Students Research Articles

Training future engineers: Integrating Computational Thinking and effective learning methodologies into education

AbstractThis article examines the effectiveness and interest generated among primary and secondary education students through activities aimed at developing Computational Thinking skills, in the context of the coronavirus disease 2019 pandemic. The shift to online or hybrid learning models posed a significant challenge for educators, particularly those lacking digital skills. The study sought to answer several research questions, including the impact of online versus in‐person teaching on preuniversity students and gender differences in Computer Science perception, and Computational Thinking skills performance. The study employed a four‐phase methodology, consisting of pre‐ and posttraining measurements of Computer Science perception and Computational Thinking skills development through specific activities delivered in‐person or online. The results indicate that in‐person training is more effective for developing Computational Thinking skills, particularly at the secondary education level. Furthermore, there is a need to focus on maintaining girls' interest in Computer Science during primary school, as interest levels tend to decline significantly in secondary school. These findings have significant implications for Engineering Education in the context of digital transformation and the increasing importance of Computational Thinking skills in various fields of engineering. This study highlights the importance of developing Computational Thinking skills among preuniversity students and the need for effective training methods to achieve this goal and underscore the significance of investing in Engineering Education to prepare the next generation of engineers for the rapidly changing digital landscape.

Violent behavior in primary education: Evolution from 9 to 12 years old as a function of gender

AbstractThe objectives of this study were to establish the frequency of violent behaviors present in primary education (PE), to determine differences based on students' grade and gender, and to assess the evolution of behaviors between the fourth and sixth grades of PE. The research design was a cohort longitudinal ex post facto study with three measures. Data was collected at three different moments across fourth, fifth, and sixth grades of PE. The sample was composed of all the students of three public centers located in three localities of Autonomous Community of Navarra (Northern Spain). The centers had to present similar characteristics to each other and to the population of Navarra. The first three centers contacted agreed to participate. The sample was composed of 236 students (110 girls) in PE. Students completed the instrument School Violence Questionnaire‐Revised. A descriptive analysis, a bivariate analysis, and a logistic regression model were performed. A gradual increase in the perception of different violent behaviors with differences between boys and girls was found. In fourth grade, there was hardly any perception of information and communication technology‐related violence; it then increased until sixth grade. Boys perceived more violence from teachers toward students and among peers. Girls perceived more violent behavior between fourth and fifth grade. Preventive interventions targeting digital violence should be developed at this stage. Considering the differences found according to gender and age, it is highlighted the need to train the educative community in different areas, such as emotional competencies, school coexistence, and the detection and prevention of violent behavior.

Differences in the Quality of Life Relative to the Level of Cardiorespiratory Capacity of Primary School Students

As cardiorespiratory capacity is an important factor of an overall quality of life and a significant indicator of physical fitness, its development should begin from early childhood. The goal of the research is to determine the differences in the quality of life and cardiorespiratory abilities of primary education students. A total of 651 fourth-grade primary school students from the Republic of Croatia participated in the research. The average age of the subjects was 10.38±0.50 years, and the sample was divided in two subsamples according to gender, 316 girls (10.30±0.47 years) and 335 boys (10.34±0.49 years). Body height was measured with a portable altimeter, while body mass, body mass index – BMI, percentage of fat, level of obesity, and muscle mass were measured with a two-frequency body composition analyser (TANITA DC-360P). Waist circumference and hip circumference were measured with a centimeter tape, while the ratio of the waist and hip circumference (WHR index) was calculated based on their ratio. Cardiorespiratory capacity was assessed with a multi-stage 20m-running test (20MSRT Shuttle run test). For assessing the qualty of life, the researchers used a Croatian version of the KIDSCREEN-10 Questionnaire. The research results show a high mean value of the overall life quality assessment (4.33). The identification of individual differences between the researched groups demonstrated that students with a high level of cardiorespiratory capacity rate their quality of life significantly higher than students with a low or moderate cardiorespiratory capacity. According to the results, 41.01% of students have an unsatisfactory level of cardiorespiratory ability. There are statistically significant differences in morphological characteristics and cardiorespiraory capacity among the groups classified according to their level of cardiorespiratory capacity. Children with a higher level of cardiorespiratory capacity report a better quality of life and have better indeces of physical nutrition. Physical exercises used to boost the development of the cardiorespiratory capacity of children indirectly impact the prevention of obesity and can diminish other factors of cardiovascular risk.

A Ability to advise and support students in educational activities of primary school teachers

Background: This study investigates the competencies of primary school teachers in Da Nang city, with a specific focus on their abilities to advise and support students in educational activities. Purpose: This research examines the relationship between teachers' identification of psychological issues, consulting and support skills, and educational topic development to understand and improve student guidance skills. The research conducted in this study involved 312 primary school teachers from 12 primary schools in Danang City, Vietnam. Results: The assessment reveals commendable strengths in teachers’ identification of students’ difficulties in learning activities, with a robust mean score of 3.34. Additionally, proficiency is noted in questioning (M = 3.17, SD = 0.815), observation (M = 3.23, SD = 0.832), and the development of educational topics (M = 3.23). However, the study also illuminates areas for improvement, including communication and self-awareness challenges, empathy skills, instructional and feedback proficiency, and the creation and maintenance of psychological counseling records. Acknowledging the limitations of self-assessment and the regional specificity of the study, the results contribute valuable insights for educators, administrators, and policymakers. Implications: The research not only informs targeted interventions to enhance teacher effectiveness but also adds to the ongoing discussions on effective teaching practices and student support in primary education. By recognizing strengths and areas for improvement, this study serves as a foundation for fostering continuous improvement and enhancing the overall quality of teaching and support for students in primary education in Da Nang City, Vietnam.

Avoiding the Weaknesses that can be seen in Writing According to the Size and Shape of the Handwriting of Fourth Grade Students

Focusing on Sri Lankan education in particular, this research investigates remedial teaching programs to overcome deficiencies in handwriting according to the size and shape of students in primary education. In this study, descriptive research methodology is used to collect information about relevant variables in relation to topic-based objectives. By analyzing the information and presenting conclusions and suggestions. This is a sample survey that falls under the survey research category under descriptive research. This study was conducted by analyzing the data obtained by conducting a six-step remedial teaching program and six evaluations to a selected sample to overcome writing weaknesses in terms of handwriting proper size and shape, which is an academic problem that needs to be solved in the field of education. In particular, the results revealed that there is a significant positive relationship between the remedial teaching program and the correction of handwriting impairments. The strong association and positive relationship between the confirms the need for specific treatment to overcome handwriting weaknesses in Sri Lankan education sector to maximize the achievement levels of all students. Sues of remedial teaching methods to overcome handwriting impairments shows significant impact on the development of the field of education. This is confirmed by data analysis and interpretation. The relevance of this research in teaching the development of handwriting skills in education. This confirms the need for specific treatment to overcome handwriting weaknesses in Sri Lankan education sector to maximize the achievement levels of all students.

Gender in Dance: (Re)Moving Stereotypes in Spanish Schools

Purpose: The study focuses on identifying and changing gender stereotype beliefs associated with sport and physical activity in primary education students. It also examines the influence and usefulness of an applied pedagogical intervention. Method: The study contains a descriptive cross-sectional stage, followed by an intermediate stage describing a pedagogical intervention program, and concludes with an evaluation of the intervention. Results: The students related the male gender with team sports and contact sports, whereas music-assisted and artistic-expressive activities were associated with the female gender. They also related strength with the male gender and flexibility with females. The pedagogical intervention led to a reduction in the students’ stereotyped views on ballet, rhythmic gymnastics, boxing, creative dance, flexibility, speed, and strength. Discussion/Conclusion: The teaching staff held generally positive views on the changes experienced by the students following their participation in the pedagogical intervention.

Применение техник актерского мастерства в условиях формального обучения как часть творческого потенциала будущего учителя начальных классов

This article examines the influence of art and creativity in the process of formal education among undergraduate students of primary education. The use of creative techniques can be the key, which is necessary in the learning process to create conditions for organizing joint teaching activities of the teacher and independent work of students during formal education. The result can be in stimulating creative work, increasing students’ self-esteem and self-awareness, and gaining individuality. Traditional forms of teaching, including lectures and PowerPoint presentations, are no longer sufficient to adequately engage the younger generation in the digital age. So teachers need teaching methods that can engage students in real group settings and simultaneously be tested and approved. The subject of creativity in this study is acting techniques developed by teachers, directors of theatrical work, such as Stanislavsky K.S., Strasberg L., and Chekhov M.A., whose techniques were subjected to our study in the article. The techniques were studied, processed and applied within the framework of the discipline “Children’s Literature with a Workshop on Expressive Reading” in the context of formal education. To conduct research within the framework of the above discipline, practical tasks and SIW based on acting techniques were developed. The problems that students have encountered or will face when they begin to conduct pedagogical activities are indicated. Conclusions and ways of solving problems on the way of becoming future primary school teachers are proposed.

Applying artificial intelligence in teaching music for primary education students at Tan Trao University

Artificial Intelligence (AI) is driving broader and deeper changes in higher education. The application of AI in university teaching includes learner data collection, building learner models, constructing domain knowledge models, and developing teaching models. However, there are still some challenges in applying AI in teaching higher education, primarily concerning the understanding of the relationship between AI and humans, establishing educational goals in AI applications, and ensuring data safety and risks. The article is based on the theory of music teaching and the results of applying AI in teaching to highlight the current situation of music education for primary education students at Tan Trao University. Through an analysis of the current situation, we propose five solutions to apply AI in music education and organize pedagogical experiments to verify feasibility, with the aim of innovating teaching methods and enhancing teaching quality.

Interpretation of «Reading Competence of a Primary Education Student» Definition in the Realities of New Ukrainian School

Interpretation of «Reading Competence of a Primary Education Student» Definition in the Realities of New Ukrainian School

Analýza gradovaných kariet používaných na vyučovaní matematiky Hejného metódou v prvom ročníku

Graded work cards are special cards which contain tasks for primary education students, while each task is specially adapted to different degrees of difficulty. Cards are used in the teaching of mathematics, specifically in the teaching of the Hejný's method, namely in every year in the first grade of primary schools. The purpose of the post is to analyze these cards from the point of view of their content and the possibility of their use also within the framework of differentiated teaching at ordinary mathematics classes.

Педагогічні умови формування інформаційно-цифрових умінь молодших школярів у процесі диджиталізації початкової освіти

The article substantiates the pedagogical requirements for the formation of information and digital skills of junior schoolchildren in the process of digitalization of primary education as a qualitative characteristic of a range of processes during the digital transformation of primary education that influence the effective development of information and digital skills of primary school students. The outlined pedagogical requirements are the following: development of positive motivation and attitudes of primary school students to master information and digital skills; organization of learning and cognitive activities of primary school students when working with digital information; establishment of an educational and developmental environment of primary school for the acquisition of information and digital skills by the students; stimulation of constructive and productive reflection when processing digital information and online communication for primary education students. The article characterizes the pedagogical requirements for the formation of information and digital skills of junior schoolchildren in the process of digitalization of primary education: – the development of positive motivation and attitude of junior schoolchildren to mastering information and digital skills involves the emergence of two new fenomena: positive motivation and value attitude; – the organization of educational and cognitive activity of junior schoolchildren when working with digital information includes the formation of the dialectical unity of two types of activity in primary school students: educational and cognitive; – creating an educational and developmental environment of primary school for the formation of information and digital skills of junior schoolchildren involves a system of influences and conditions for the formation and development of the child’s personality at the following levels: state, regional, institutional and classroom; – the stimulation of constructive and productive reflection while processing digital information and online communication of junior schoolchildren includes the promotion of three types of reflection: retrospective, situational and prospective. Keywords: pedagogical conditions, information and digital skills, positive motivation, value attitude, educational and cognitive activity, educational and developmental environment, constructive and productive reflection, junior schoolchildren, primary school, digitalization of primary education.

“Crianças Leitoras do Mundo”: diversidade, classe, género e participação

ABSTRACT The strategic utilization of postmodern illustrated literature has emerged as a crucial tool in facilitating a profound understanding of how children construct their comprehension of diverse perspectives within the realm of social dynamics. This article rigorously scrutinizes children's conceptualizations pertaining to a wide array of subjects, encompassing diversity, socioeconomic disparities, gender dynamics, and active participation. This examination was conducted within the comprehensive framework of the RED_SMOOTH Project (Horizon 2020, European Union), which involved a qualitative investigation involving a cohort of 22 second-grade primary education students situated in the city of Lisbon. This initiative entailed the deliberate implementation of a read-aloud intervention program, primarily designed to explore the intricate themes under consideration.

Shadow Theatre as a Performative Art for the Development of Uninhibited Corporal Expression and Group Cohesion in Sixth-Grade Students of Primary Education

Shadow theatre is an educational resource based on the use of silhouettes and the body as a means of communication. It allows the incorporation of music and sound effects that help students discover movement possibilities in the stage space. It also encourages collaborative work through the creation of groups. Therefore, the aim of this research is the incorporation of shadow theatre as a performance art for the promotion of uninhibited corporal expression and group cohesion. An action-research methodology is used to define a didactic proposal that incorporates shadow theatre in the field of music education at primary school. The learning situation is carried out in two public schools in the province of Malaga, with a sample of 213 students. The results indicate that shadow theatre effectively improved pupils’ body expression and group cohesion. Some students had initial difficulties, but thanks to the anonymity provided by this resource, fear of ridicule was reduced. It is proposed to compare this resource with theatre in order to define whether the method of incorporating the shadow is really effective.

Development of prose appreciation teaching materials based on experiential learning

Prose appreciation is a mandatory course taken by prospective primary school teacher education students in the first semester with a load of 2 credits. This research was carried out to develop Prose Appreciation teaching materials based on an experiential learning approach and to determine the validity and practicality of Prose Appreciation teaching materials based on an experiential learning approach. This research uses an R&D (research and development) approach, namely the Dick and Carey model. The data collection techniques used were interviews and questionnaires. Data analysis techniques used were interviews and questionnaires conducted qualitatively and quantitatively. The research results show that the Prose Appreciation teaching lesson based on the Experiential Learning approach is valid and practical for use in lectures. The linguistic validation results show that the Prose Appreciation teaching material is very valid for use with a score of 0.89. The validation results of the presentation and graphics obtained a figure of 0.77 in the valid category. Meanwhile, the content/material expert assessment obtained a figure of 0.87, which is in the valid category. Furthermore, the small group trial showed that the Prose Appreciation teaching material was practical to use and the large group trial showed that the Prose Appreciation teaching material was very practical to use.

Multicultural Competence of Elementary Teacher Education Students

Multicultural competence is essential for a country that has diversity, such as Indonesia. At the individual level, multicultural competence helps students appear successful in modern society and achieve personal development to a complete or collective level. People with high multicultural competence can work together to reduce intercultural conflict and build prosperity for all humanity. As elementary teacher candidates, elementary teacher education students are expected to have high multicultural competence. This study aimed to measure the multicultural competence of primary teacher education students. The research method used was a survey by a questionnaire distributed to teacher education students. The data analysis technique used is descriptive statistics. The survey results show that 85 students have very high multicultural competence, 34 students have high multicultural competence, one has medium multicultural competence, and one is very low. Cultural Awareness Competence is 24.57%; understanding of own and others' cultures indicator is 22.52%; Cultural Competence indicator is 24.89%. The Cultural Encounter indicator is 28.02%. It was concluded that elementary teacher education students already have high multicultural competence.

REALITY OF SCIENCE TEACHING CAPABILITY TRAINING FOR PRIMARY EDUCATION STUDENTS IN AT HUNG VUONG UNIVERSITY

This article presents a perspective on the reality of training in Science teaching capacity for primary education students at Hung Vuong University. Research methods used include: theoretical research method and interview method. The results show that the amount of training time devoted to forming and developing Science teaching capacity for students majoring in Primary Education at Hung Vuong University is still modest, with not much change between the different schools. During the review and adjustment of the training program, professional training activities only focused on training skills in lesson planning and organizing teaching of Vietnamese and Math subjects. The research results also provide useful information to help the Hung Vuong University will carry out improvement activities in the future to further improve the effectiveness of training students in the Primary Education major in general and the capacity to teach Science subjects in particular. From there, after graduating, students can perform well in the General education program in 2018.

Eating Habits and School Performance in Students of Primary Education

Background: Maintaining a proper diet is crucial, particularly for children undergoing the critical phases of growth and development. Objective: This study aims to investigate the association between eating habits and academic performance among students in Primary Education. Methods: The research adopts a descriptive-correlational approach with a cross-sectional design, utilizing a sample comprising 427 students (242 boys and 185 girls) in the sixth year of Primary Education. The instrument used is a self-developed ad hoc questionnaire, encompassing dietary habits, food choices at school and home throughout a typical week (including breakfast, lunch, snack, and dinner), and academic performance assessed by the student’s tutor. Results: Significant associations were observed between academic performance and the consumption of pasta, fruit, and meat (P=0.00), as well as pastries and fish (P<0.05). Students with a preference for these foods tend to exhibit higher academic performance. However, no significant correlations were identified for “vegetables”, and there were no discernible associations between food groups and academic performance based on gender or body mass index (BMI). Conclusion: Individuals displaying proper eating habits, such as consuming five daily meals, avoiding food wastage, and incorporating pasta, fruit, and meat into their diet, demonstrate commendable academic performance.

Effectiveness of a Storytelling-Based Program in Developing Reflective Thinking Skills among Fifth-Grade Students in Primary Education in the Republic of Yemen.

هدف البحث إلى الكشف عن فاعلية برنامج قائم على استراتيجية القصة في تنمية مهارات الاستماع لدى تلاميذ الصف الخامس من التعليم الأساسي في الجمهورية اليمنية، واتبع البحث المنهج شبه التجريبي، واقتصرت عينة البحث على (95) تلميذة من تلميذات الصف الخامس الأساسي، وقُسمت العينة بطريقة عشوائية إلى مجموعتين متكافئتين (تجريبية وضابطة)، بلغ عدد المجموعة التجريبية (47) تلميذة، والضابطة (48) تلميذة، ولتحقيق هدف البحث أعدت الباحثتان قائمة بمهارات الاستماع وبرنامجًا قائمًا على استراتيجية القصة، يتضمن دليلا للمعلم وكتابًا للتلميذ، واختبارًا في مهارات الاستماع، وتوصل البحث إلى مجموعة من النتائج أهمها: وجود فروق ذات دلالة إحصائية عند مستوى دلالة (0.05) بين متوسطات درجات تلميذات المجموعتين (التجريبية والضابطة) في اختبار مهارات الاستماع البعدي لصالح المجموعة التجريبية، ووجود فروق ذات دلالة إحصائية عند مستوى دلالة (0.05) بين متوسطات درجات تلميذات المجموعة التجريبية في التطبيقين (القبلي والبعدي) لاختبار مهارات الاستماع لصالح التطبيق البعدي، وكان من أبرز توصيات البحث: توظيف استراتيجية القصة في تنمية مهارات اللغة العربية، وتخصيص منهاج للاستماع لجميع الصفوف الدراسية، وتحديد مهارات الاستماع الخاصة بكل صف دراسي لتدريس الاستماع بوصفه المهارة اللغوية الأولى التي يقوم عليها تَعلم المهارات اللغوية الأخرى.

Psychological and Educational Factors of Digital Competence Optimization Interventions Pre- and Post-COVID-19 Lockdown: A Systematic Review

The rapid development of the ever-changing information and communication society demands skills from its members that allow access to and adapt to the various situations that they may face. To achieve this, it is essential to acquire a set of key competencies throughout different stages of life, among which we find digital competence. This systematic review aims to analyse, through a series of focal points and indicators, the internationally published interventions in the last ten years aimed at improving digital literacy and the acquisition of this competence by students in early childhood education, primary education, and higher education, as well as professionals from various fields. The procedure followed for the selection of the interventions has been documented and graphically represented according to the PRISMA statement, with searches conducted across various databases and journals. In total, 26 studies were selected, covering the period before, during, and after the COVID-19 health lockdown, and the influence of the lockdown on the development of digital competence was examined. The obtained results show the evolution of the selected interventions in terms of general aspects, instructional and evaluative procedures, fidelity, and encountered limitations. The results demonstrate a growing concern for the development of digital competence, amplified by the needs arising during the COVID-19 lockdown and evidenced by an increase in interventions aimed at this goal. It also showcases the relationship between adequate acquisition and the nurturing of other psychoeducational variables like motivation or satisfaction.

Body Mass Index: Influence on Interpersonal Style, Basic Psychological Needs, Motivation, and Physical Activity Intention in Physical Education-Differences between Gender and Educational Stage.

The present research study's main objective was to find out whether there is a relationship between the body mass index (BMI) and the psychological aspects related to motivation, needs such as autonomy, competence, and social relationships, and the intention of being physically active in Physical Education students in Primary and Secondary Education. To achieve this, a total of 574 students (mean = 13.66; standard deviation = 1.96) participated in this study, to whom a series of questionnaires was administered once permission had been obtained from the centers the students attended, alongside the latter's acceptance to participate in the study. The main results showed that the students with a higher BMI were those who had lower self-determined motivation values with regard to the three basic psychological needs observed and the intention of physical activity. In turn, our differential analysis identified that the students attending Primary Education had lower values of BMI, motivation, and intention to be physically active than the students attending Secondary Education, without finding differences based on the gender of the participants. The need to keep on investigating this topic is consequently gathered, using direct techniques for measuring BMI or proposing mixed research designs.