Third Grade Of Primary School Research Articles

The Effect of Story Reading Activity on Attitudes of Typically Developing Students Towards Students with Special Needs

Making children with special needs a part of society depends on others’ accepting them with their differences and supporting them considering their needs. For this reason, various activities can be utilized as tools to develop social tolerance and demonstrate positive attitudes towards children with special needs. Some of these activities include informing, drama, and reading children's books. The purpose of this study is to investigate the effects of the reading storybooks activity on the attitudes towards students with special needs in students who demonstrate typical development. The study utilized a mixed-method design. The study group was composed of 84 third-grade primary school students who received education in the Ağrı city center. Data were collected through the Student Interview Form developed by the researchers and the Social Acceptance Attitude Scale developed by Siperstein (1988); reliability and validity for the Turkish translated form were performed by Civelek (1990). Results showed that Social Acceptance Scale post-test data demonstrated differences in favor of the experimental group students who were exposed to the reading storybooks activity compared to the control group post-test data. Besides, the students reportedly found the activity enjoyable, and at the end of the activity, they stated many positive views about students with special needs.

Children’s exploratory talk: The role of verbal communication during construction

The article presents the results of qualitative research aimed at recognizing the role of exploratory speech in the process of constructing and engaging in conceptual activity. The study involved 22 third-grade primary school students who were involved in designing, constructing and testing products for four months. The data was obtained through observations, photographic documentation and transcription of recorded dialogues. Two areas were analyzed, including interactions (communication in a group, negotiations, dialogues leading to problem solving, argumentation), as well as communication challenges (both vocabulary and communication style). The results of the analysis indicate the role of exploratory talk as a tool for building meanings supporting problem solving during construction. Conclusions may be important for educational practice and contribute to the promotion of students’ conceptual activity.

Do artificial neural networks dream of understanding sentence comprehension? A preliminary study (¿Sueñan las redes neuronales artificiales con entender la comprensión de frases? Un estudio preliminar)

ABSTRACT Artificial neural networks (ANNs) are an emerging field with a positive and encouraging outlook. In education, it is postulated that attention and academic performance could explain reading outcomes. The main goal of this research was to study the predictive capacity of an ANN with a backpropagation algorithm by analysing the relationship between sentence and text reading comprehension efficiency, attentional variables and academic performance in third-grade primary school students (N = 183). A non-experimental approach was adopted, using a cross-sectional and ex post facto design. Ten schools (70% public) located in southeastern Spain participated. Test of Reading Efficacy (TECLE), d2 attention test and TALE-2000 were administered. The results revealed that it is possible to design a network capable of learning by itself to predict sentence comprehension. Students who were good readers obtained better grades, concentrated better, scanned the stimulus more attentively, obtained more correct answers and made fewer omissions. The conclusions concerned the ethical implications of AI and the need to introduce ANNs in initial teacher training.

The effect of online creative drama method on primary school students’ levels of happiness and fun in school: Solomon four-group design

This study examines how the 'online creative drama method' affects third-grade primary school students' levels of happiness and enjoyment at school. The Solomon four-group design, one of the quantitative research designs, was used. The study group of this research consists of a total of 3rd-grade students (n = 100) studying at a public school in Istanbul in the 2020-2021 academic year. Four groups, two experimental and two control groups, were determined through purposive sampling in the research, ‘Happiness Scale for Primary School Students' and ‘The Scale of The Determining the Fun in Life studies Course' were used as data collection tools. The study concluded that the Happiness Level at School and Fun Level post-test scores of the students in the ‘experimental 1-2 groups', in which the ‘online drama method’ was used, were significantly higher than the post-test scores of the control 1-2 groups, regardless of the pre-test application status. Also, post-test Fun Level mean scores increased in the Control 1 group compared to pre-test Fun Level scores. In conclusion, 'online creative drama' activities positively affect the happiness level and fun level of primary school students.

PENDAMPINGAN ANAK DALAM MEMPERTAHANKAN BUDAYA LUHUR MELALUI PERWUJUDAN PROFIL PANCASILA

The definition of a Pancasila profile is the character and competence, or abilities that must be possessed by the Indonesian students of the 21st century. Character and competence are two different but interdependent things. Both are very important for every Indonesian student. Children who do not understand their own culture will feel confused because they cannot distinguish which culture is good and suitable for them when they encounter the influence of different foreign cultures caused by the development of information technology. The way to implement this PKM is through a participatory, question-and-answer approach as well as a reward and punishment method, starting with an introduction to the Pancasila Student Profile, developing Pancasila Student Profile Dimensions, and practicing Pancasila Profile Dimensions No. 2, i.e. Global Diversity through Musical Culture. The last activity produced is that SDN Ngastemi 1 children can foster enthusiasm, learn about noble culture, a sense of tolerance (mutual respect) and religious moderation. This activity can be carried out from Thursday, February 9, 2023 to Wednesday, March 8, 2023 for children of the third grade of primary school, with a total of 32 children. This activity received an enthusiastic response from the students of SDN Ngastemi 1 class 3. Apart from the excited children, the teachers also felt that this activity was important in raising awareness of their students.

Creative Environment in the Classroom and Students’ Satisfaction with School

Creativity is recognized as a cross-cultural requirement for the twenty-first century. Thisarticle aimed to characterize the students’ representations of creative environment andto explore the associations between students’ perceptions of the creative environment at school and the participants’ satisfaction with school. The study population consisted of 526 parents and 526 students from the third grade of primary school, 250 females (47.5 %) and 276 males (52.5%), aged between 8 and 11 years old (m = 8.27, sd = 0.50). The data was collected in school context through a questionnaire built within the scope of thecurrent research and the Climate for Creativity in the Classroom Questionnaire. The analysiswas performed using a quantitative methodology. The parents and students were satisfied with the children’s school and the students perceived the classroom environment as creative. The students’ perceptions of the creative environment in their classroom predicted their satisfaction with multiple aspects of the school analysed. Results were compared with findings from previous research.

Educational Images Included at the Content of Fiqh and Behavior Course for the Third Grade of Primary School in KSA: An Analytical Study

The current study aims at determining the criteria that should be taken into consideration when choosing educational images at the content of Jurisprudence and Behavior course for the third grade of primary school in KSA, and to identify the extent to which those educational images include the standards necessary for them, and how those standards are distributed according to the fields of study. To answer the questions of the study, the researcher used approach of descriptive based on the method of content analysis. The researcher built two tools: the first was the educational image analysis standard, while the second was the card for analyzing the educational images in light of the analysis standard. The study sample included all the educational images mentioned at the content of the course, with a number of (100) educational images. The study has come to a number of results, the most important of which are: the number of criteria that should be considered when choosing educational images at the content of the course reached (14) criteria, distributed into (3) areas, represented at the field of general educational standards for the educational image, the field of colors and attractiveness of the educational image, and the field of design and general output of the educational image. The results showed that the educational images included at the content of the course achieved (65.1%) of the standards necessary for it; meanwhile the field of design and general output of the educational image was the highest in terms of prevalence with a rate of (31.6%). The results of the study revealed the lack of a large number of educational images for a set of criteria, such as clarity of colors, simplicity, modernity and development in the subject it expresses.

To CLIL on Translanguaging or not to CLIL? Exploring Students’ Experiences towards Translanguaging CLIL in an EFL Class

The increased diversity that characterizes today's society necessitates the need for new ways of accommodating cultural differences. Translanguaging and CLIL have contribute enhancing proficiency, communicative competence, and intercultural communication. This study was conducted in a third-grade primary school class in Drama, North-eastern Greece that consisted of 13 students: 8 Greek students and 5 with Albanian backgrounds born in Greece. Interviews, pre-and post-tests, and observations were combined to investigate students’ experiences in a translanguaging CLIL lesson. The findings reveal that students' experiences in a translanguaging CLIL lesson helped to develop intercultural awareness and enhance language competence in English. The study concludes that further teacher training is required, monolingual policies need to be revised and an intercultural approach to learning needs to be implemented.

A Dynamic Evaluation of the Process of Solving Mathematical Problems, according to N.F. Talyzina's Method.

The process of teaching mathematics represents a challenge for primary education, due to the different perspectives and disciplines involved. In addition, as an active and flexible process, it requires feedback on what the students actually achieved. An analysis of the different learning and development outcomes allows the teacher to understand the mathematical content and the method of teaching it in the classroom, with the objective of promoting the students' conceptual development. The objective of our study was to analyze the general skills for problem solving which students developed, by applying dynamic evaluation. A verification method was used to identify the students' abilities and difficulties. A protocol for evaluating the process of solving mathematical problems was organized. The assessment included four simple problems and four complex ones. The participants were 15 students in the third grade of primary school attending a private school located in Mexico City. The results showed that the students identified the types of mathematical operations (addition, subtraction, multiplication, and division) required to solve the problems as their objective. Therefore, their preparation of a solution plan, its execution, and its verification were based only on empirical thinking and quantitative information. We concluded that problem-solving is an intellectual activity that requires conceptual development to carry out a solution plan, execute it, and verify it, in addition to the main objective of answering the question posed by the problem. We propose that these characteristics be included in the organization of mathematics teaching in order to develop mathematical thinking.

Формирование метаязыковой деятельности у младших школьников с общим недоразвитием речи

The article focuses on the theoretical and practical issues of metalinguistic skills in primary school children. Metalinguistic activity is an important parameter of linguistic personality assessment since its analysis can reveal various language impairments. The authors described the metalinguistic level of third-grade primary school students with general speech underdevelopment and specified the phonological, morphological, syntactic, and pragmatic components for each level. The research was based on such cognitive operations as identification, analysis, synthesis, and generalization. The obtained statistics on the interrelation of metalinguistic components made it possible to develop a typology of phonological and morphological exercises based on practicing the corresponding cognitive operations. The article outlines the main directions of speech therapy, which may be of interest to primary school teachers and speech therapists.

Analytical Rubric Development Study for Assessment of the Speaking and Writing Skills at Primary School Level

The purpose of this research is to develop an analytical rubric for the assessment of speaking and writing skills of primary school students. The study was designed according to the survey model. The sample of the study consisted of third-grade primary school students who were studying in Aydın Province, Turkey in the 2020-2021 academic year. 34 primary school third-grade students, 19 girls and 15 boys, involved in the studies carried out throughout the research. Field experts were consulted to define content validity of the analytical rubrics improved for speaking and writing skills. The content validity indexes obtained from the field experts’ opinions on each item show that the content validity of the analytical rubrics is provided. For reliability of the analytical rubrics, analysis of variance and Kendall's W test were carried out. According to the reliability analysis, the rubrics were found to be reliable. These findings are strong evidence showing that analytical rubrics for speaking and writing skills are valid and reliable.

Students' learning growth in mental addition and subtraction: Results from a learning progress monitoring approach.

The purpose of this study was to measure and describe students' learning development in mental computation of mixed addition and subtraction tasks up to 100. We used a learning progress monitoring (LPM) approach with multiple repeated measurements to examine the learning curves of second-and third-grade primary school students in mental computation over a period of 17 biweekly measurement intervals in the school year 2020/2021. Moreover, we investigated how homogeneous students' learning curves were and how sociodemographic variables (gender, grade level, the assignment of special educational needs) affected students' learning growth. Therefore, 348 German students from six schools and 20 classes (10.9% students with special educational needs) worked on systematically, but randomly mixed addition and subtraction tasks at regular intervals with an online LPM tool. We collected learning progress data for 12 measurement intervals during the survey period that was impacted by the COVID-19 pandemic. Technical results show that the employed LPM tool for mental computation met the criteria of LPM research stages 1 and 2. Focusing on the learning curves, results from latent growth curve modeling showed significant differences in the intercept and in the slope based on the background variables. The results illustrate that one-size-fits-all instruction is not appropriate, thus highlighting the value of LPM or other means that allow individualized, adaptive teaching. The study provides a first quantitative overview over the learning curves for mental computation in second and third grade. Furthermore, it offers a validated tool for the empirical analysis of learning curves regarding mental computation and strong reference data against which individual learning growth can be compared to identify students with unfavorable learning curves and provide targeted support as part of an adaptive, evidence-based teaching approach. Implications for further research and school practice are discussed.

Does the English Textbook for Young Learners in Indonesia Promote Gender Equality?

Education is a critical area in promoting gender equality to the young generation of this country. The curriculum that promotes gender equality could be represented in a textbook as a teaching material resource commonly used in Indonesia. This study is a critical discourse analysis that examines the gender representation in the English textbook for the third grade of primary school in order to discover whether or not the textbook promotes gender equality. The data were collected from “Grow With English” English book 3 published by Erlangga Publisher. The data in the forms of pictures, words, phrases, and sentences were then analyzed qualitatively by using Fairclough’s three dimensional frameworks and Halliday’s Systemic Functional Linguistics. The findings revealed that: the examined textbook represents genders equally in terms of the quantity in which females and males are portrayed equally in pictorial representation and names of characters. In terms of social roles of job positions, male and female are also portrayed occupying various professional occupations such as doctors, fire fighters, police officers, and so on. However, the portrayals of male and female in domestic roles and activities are still stereotypical in which females are portrayed doing more domestic activities and less active, while males are portrayed doing more active outdoor activities. These results may have the implication that the English teachers for young learners could improvise by providing more understanding about gender equality while using the textbook.

Al-Al’âb al-Lughawiyyah wa Wazhâifuhâ fî Tanmiyyah Mahârât al-Fahm al-Qirâî ladâ Muta’allimiy al-‘Arabiyyah Lughah Tsâniyyah

The study aims to identify the importance of language games and their use developing reading comprehension skills, which are(reading speed, pronunciation accuracy, understanding the semantic meaning of words and sentences, ability to extract the meanings of words from within the text, ability to correct reading errors, ability to construct error sentences for students of third grade of primary school. In dealing with this issue, the current study adopts the applied descriptive approach in procedure and analysis in order to test the content of the success of language games in developing the reading comprehension skills of learners of Arabic as a second language, in particular at the elementary level. Because language games have educational and psychological benefits that are reflected in the students linguistic and personal performance. It helps them to receive lessons with fun, vitality and entertainment and its use shows children a high spirit of competition and participation, and accustoms them to spontaneity in using language in a natural way. Then the researcher concluded that the use of language games in teaching Arabic is a functional direction, and played an effective role in raising the level of students، comprehensive skills.

Differentiated Instruction and Portfolio Assessment: Motivating Young Greek-Romani Students in the English Class

The socio-cultural changes taking place in Greek classrooms over the last years have rendered the modification and revising of the existing teaching material critical. It is argued that in classes with cultural minorities, students’ needs should be put at the forefront, and teaching objectives should be adapted accordingly. The aim of the present study is to investigate the effectiveness of differentiated instruction and alternative assessment in the teaching of English to diverse population classes within a three-month period. The research focuses on the effect these approaches primarily have on triggering students’ motivation and, secondarily, on their overall linguistic development. In particular, the study examines the outcomes of two groups of diverse population students attending the third grade of primary school. The experimental group was taught through differentiated instruction, while the control group attended the traditional class. The tools employed were a needs analysis questionnaire, a pre- and post-test, portfolio evaluation checklists and semi-structured interviews. The results of the questionnaires showed students’ preference for non-traditional teaching strategies. The findings of the pre- and post-tests revealed that there is a greater progress regarding the skills of the experimental group. However, the statistical analysis (SPSS 26) showed that there are no significant differences. The answers of the portfolio assessment checklists, although scarce, featured the motivating role of portfolios in students’ engagement. The results of the semi-structured interviews showed the student’s positive overall attitude towards the employed strategies. Nevertheless, the wide attendance outflow, the short research period, the limited sample, as well as the lack of equipment provision suggest more extended future research.

Doprinos primene direktne u odnosu na indirektnu hands-on instrukciju na postignuća učenika u početnom obrazovanju u prirodnim naukama

Ensuring the optimal (adequate) level of instructional guidance in teaching natural sciences in primary education is of utmost importance for the proper acquisition and application of knowledge. The goal of this paper is to examine the contribution of direct hands-on instruction relative to an indirect one on student achievement regarding the movement and properties of materials in classes of integrated natural sciences (classes of the World around Us and Science and Social Studies). The research tasks include a comparative analysis of the quality of students' knowledge acquired with the application of direct in relation to indirect hands-on instruction, as well as the analysis of the permanence of that knowledge. The following methods were used in the research: theoretical analysis method, descriptive-analytical method, and experimental method. The research technique is testing, and the instrument is knowledge tests (pre-test, post-test, and re-test). The research sample consisted of 94 students of the third grade of primary school, divided into two groups: E1 (application of indirect hands-on instruction) and E2 group (application of direct hands-on instruction). The results of the research indicate that the students of the E1 group achieved somewhat better and more lasting knowledge about the movement and properties of materials in relation to the students of the E2 group. However, a significant difference between their achievements was observed only at the cognitive level evaluated in the post-test. This leads to the conclusion that both types of hands-on instructions should be applied in the third grade when teaching the content related to the movement and properties of materials. In addition, greater preference should be given to indirect over direct hands-on instruction because it not only provides an opportunity for students to have better achievement, but also it enables a greater degree of independent research and experimental work.

The Effects of Integrated Mathematics and Life Sciences Teaching on Primary School Students' Value Acquisition

A subject worth examining was the interdisciplinary approach’s planning and application of two distinct disciplines around a theme, as well as investigating the value achievement inclinations of students who participated in the interdisciplinary approach. In this context, the problem sentence of the research is that: Does integrated mathematics and life sciences teaching have an effect on primary school 3rd-grade students’ achievement of honesty, respect, love, and helpfulness values?”. In the research, a quasi-experimental design with a pretest-posttest control group which was designed under the theme of “tolerance,” was used to determine the effect of teaching integrated Mathematics and Life Sciences lessons in the third grade of primary school on students’ honesty, respect, love, and helpfulness value tendencies As the data collection tools of the research, the “Honesty Value achievement Scale,” “Love achievement Scale,” “Respect achievement Scale,” and “Helpfulness achievement Scale” were applied to the students in the sample. This research was conducted in three stages: preliminary preparations before application, integration of disciplines, lesson plan preparation, and actual application. There was a significant difference in favor of the experimental group between the primary school third-grade students in the experimental group, who were taught integrated mathematics and life sciences, compared to the control group students, who were taught according to the Ministry of National Education-approved course and workbook. In addition, it was concluded that there was a significant difference in favor of the posttest between the pretest-posttest scores of the honesty, respect, love, and helpfulness values belonging to the students in the experimental group in which integrated mathematics and life sciences were taught.

The association of myopia progression with the morphological changes of optic disc and β-peripapillary atrophy in primary school students.

To study the association of myopia progression with the morphological changes of optic disc and β-peripapillary atrophy (β-PPA) in 8-11years old primary school students. This study was a prospective, school-based investigation. This study included 610 children (1008 eyes) who were continuously observed and had data available from 2016 to 2017 in the Sanhe Cohort Study of the Risk Factors for Myopia (SCSRFM). The children underwent a comprehensive eye examination including measurement of visual acuity, autorefractometry, and posterior segment of the eye. β-PPA regions and optic disc ovality index were identified and measured on the fundus photographs. The prevalence of myopia was 72.62% (732/1008) in 2016. In myopic children, the prevalence of the vertical β-PPA, the horizontal β-PPA, and the oval optic disc were 75.68% (554/732), 75.96% (556/732) and, 11.61% (85/732) respectively. From 2016 to 2017, with the progression of vertical β-PPA, horizontal β-PPA, area of β-PPA, and optic disc ovality index, the myopic diopter and the axial length (AL) were increased. The progression of horizontal β-PPA was significantly correlated with the progression of myopic diopter and AL (all p < 0.05). The analysis on the distribution of progression rate of parameters in different groups found that the progression rate of horizontal β-PPA, area of β-PPA, and optic disc ovality index increased with the increase of the progression of diopter and AL. The progression of horizontal β-PPA, area of β-PPA, optic disc ovality index, and diopter in girls were greater than that in boys, and the progression of optic disc ovality index anddiopter had a statistical significance (all p < 0.05). The 1-year follow-up study of the third-grade primary school students showed that with the progression of myopia and the growth of AL, β-PPA and optic disc ovality index also changed. There was a positive correlation between the change of β-PPA and optic disc ovality index and the progression of myopia diopter and AL.

Caught by surprise: The adaptation of parental expectations after unexpected ability track placement

The study examines the adaptation of educational expectations. It focuses on the expectations that parents have of their children during the transition from primary to secondary school in Germany. During this transition, students are placed into different ability tracks. It is examined whether parents react to this information about their child's achievement by adjusting their educational expectations or whether their expectations are nonreactive to the achievement information conveyed by track placement. It is hypothesized that parents are more likely to adapt their expectations regarding final educational attainment if their child's track placement is not consistent with the expectations that they held before the track placement was known. Furthermore, SES differences in this adjustment process are expected as parents of different social status have different orientations towards achievement information. The study uses data from the National Educational Panel Study (NEPS), Starting Cohort 2 and focuses on the years between the third grade of primary school and fifth grade, which is the first year of secondary school. This means that students and parents can be followed across the moment in the academic career at which track placement happens. Furthermore, the variations in the tracking decisions across the German federal states is used to examine how the adaptation of parents’ expectations is affected based on how much influence parents have on track placement. Two-way fixed effect models are employed to model the change of expectations between the two time points in the data. The results show that low-SES parents do adjust their expectations more strongly downward when their children receive a lower track placement than expected; however, high-SES parents maintain their high expectations even in light of such negative achievement information. High- and low-SES parents do not significantly differ in their expectation adjustment if their children's track placement is higher than their previous expectations.

Lo Sviluppo Sostenibile nel nuovo curricolo di Educazione Civica: un'esperienza didattica nella scuola Primaria

The year 2020 was characterized, primarily, by the pandemic emergency from Covid-19 which generated an unprecedented social, political, economic and justice crisis on a global level, which we are still experiencing today. In this context, in Italy we have seen, however, starting from 2020, a great return in the school curricula of Childhood, Primary, Lower and Upper Secondary: that of Civic Education as a mandatory teaching subject and transversal to teaching, in line with the provisions of the UN 2030 Agenda and the 17 SDGs. The article presents the Civic Education curriculum in Primary school, critically reflecting on the need to educate to an idea of complex sustainability. An educational experience is reported and discussed in a third grade of Primary school, which intended to explore the 2030 Agenda through the How to save the planet project, following an integrated approach that actively involved children, families and teachers.