Third Grade Of Primary School Research Articles

THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN

This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks

RELATIONAL THINKING IN THE SCHOOLING OF THE HIERARCHY OF OPERATIONS AND EARLY ALGEBRA IN ELEMENTARY

El objetivo general de este estudio fue promover el pensamiento relacional en el análisis de expresiones numéricas, utilizando la jerarquía de operaciones, en alumnos de tercer grado de primaria. Se diseñó una secuencia psicoeducativa basada en la representación de propiedades numéricas y expresiones de igualdad por equivalencia, con base en actividades fenoménicas (didáctica fenomenológica) y en la aplicación de la jerarquía de operaciones. Treinta alumnos fueron evaluados a través de múltiples indicadores de su desempeño en dominios tanto procedimentales como conceptuales. El 71.43% de los escolares alcanzaron un nivel muy alto o alto de logro en tareas de la aplicación de la jerarquía de operaciones. Los resultados se discuten en términos de la relación entre el pensamiento relacional y las actividades fenoménicas con el nivel de logro de la jerarquía de operaciones.

Social Problem-Solving Activities in The Life Skills Course: Do Primary School Students Have Difficulty Solving Daily Life Problems?

This study aimed to investigate how a social problem-solving education program implemented in the life skills course affected the social problem-solving skills of third-grade primary school students. For this purpose, using a mixed-methods research design, the participant students received social skills education over 20 class hours. The data collection tools used in the study were the Social Problem-Solving Skills Scale, semi-structured interviews, and document analysis. The study was conducted with 35 students attending a public school on the European side of Istanbul, Turkey. The dependent t-test was employed to analyze the quantitative data and content analysis for qualitative data. As a result, it was seen that the qualitative data supported the quantitative data. According to the quantitative data, after receiving social problem-solving education, the students developed the skills of creating alternative solutions, selecting a suitable solution, and estimating the outcomes of the selected solution. The students were also found to retain these skills four months after the education program. Furthermore, it was determined that the students mostly liked solving social problems, were able to solve the problems clearly and by associating them with the topic, generally enjoyed the problem-solving process, and produced various creative outputs. It is thought that the results obtained from this study will guide teaching practices involving social problem solving-based activities.

Sexual Differentiations of Morphological and Postural Status of Lower Grade Primary School Students

A system of fifteen variables (7 morphological and 8 variables for assessing postural status) was applied to a sample of 284 male and female students from the first to the third grade of primary school, with the aim of determining the differences between boys and girls. The results showed that there were statistically significant differences between the examined samples in the following morphological variables: in the first class (body weight and skin fold of the triceps), in the second class (body height, body weight, skin fold of the triceps and skin fold of the biceps) and in third grade (body height, skin fold of triceps, skin fold of back, skin fold of biceps, and skin fold of lower leg). Statistically significant differences in the variables for assessing postural status exist in the following variables: in the first grade (head posture, shoulder posture, shoulder posture, chest shape and leg shape), in the second grade (shoulder posture, chest shape, and spinal deviation in frontal plane) and in the third grade (deviation of the spinal column in the frontal plane, holding the anterior abdominal wall and the shape of the legs). Based on the obtained results, it can be concluded that in the younger school-age in morphology there is a significant sexual dimorphism and with it in connection with the change of postural status.

Primary School Teachers’ Views on the Implementation of the 4th Class Science Course Curriculum

When it is considered that the basis of the science course is taken in elementary school, the primary school teachers who arealso the practitioners of the science curriculum in this level have great responsibilities in the acquisition of scienceconsciousness. It is thought that updating the science curriculum will cause some changes in practice. Therefore, the opinionsof the primary school teachers about the implementation of the new program are important. This study was carried out inorder to investigate the opinions of the 4th class primary school teachers about the objectives, content, educational statusand evaluation items of the 4th class science curriculum in primary school which was updated in 2018 and implemented as ofthe 2018-2019 academic year. The study group consisted of 5 primary school teachers in the central district of a province inthe Western Black Sea Region, selected from the same primary school according to the criteria sampling. The data werecollected through the semi-structured interview form. There were 10 open-ended questions in the interview form. The datawere analyzed by using a descriptive analysis method. The primary school teachers who participated in the research indicatedthat the science curriculum should be suitable for the level of the students, their simplicity, attractiveness of the subjects,interest and attention, the content in terms of being appropriate for the characteristics of the students and the beginning ofthis course from the third grade of primary school; on the other hand, they stated that the coursebook was not prepared inself-sufficient way, there were too many concepts in the program and too many details were included, the number ofexperiments were low, there was difficulty in providing material for some subjects and there was no laboratory environment.Meeting the equipment needs in schools can increase the effectiveness of the program in practice. Another variable thatincreases the effectiveness of the program in practice is the inclusion of out-of school activities by primary school teachers inscience classes.

Primary school students’ understanding of polygons and the relationships between polygons

The goal of this study was to characterise how third-grade primary school students understand the concept of polygon as well as relationships between polygons. Following a teaching experiment, students answered a questionnaire on the recognition of polygons and relationships between polygons, providing information about how a polygon was understood as an example of a class. Dimensional deconstruction of shapes (Duval, 2017) and Statistical Implicative Analysis (Gras, Suzuki, Guillet, & Spagnolo, 2008) were used to analyse students’ answers. The findings indicated that students’ understanding of the polygon concept depended on how students recognised and modified the relevant attributes considered in the definition of polygon. These results suggest that a progressive complexity underlies the understanding of the concept of polygon. Evidence of this progressive complexity was found in the relationship between recognising a figure as a polygon and transforming a non-example of a polygon into a polygon. Furthermore, the ability to identify a polygon as an instance of a class depended on the attribute that defines the class. That is, the fact of identifying a class of polygons was linked to the non-relevant attribute considered. Instructional implications are finally drawn regarding the key role of dimensional deconstruction to understand polygons and relationships between polygons.

Stilske figure u nastavnim programima za srpski jezik u mlađim razredima osnovne škole

This paper is based on a content analysis of the curriculum for the subject Serbian Language for grades 1-4 of primary school, the purpose of which was to determine to what extent the elements of the curriculum regulating the teaching and learning of figures of speech in the first four grades of primary school are in accordance with contemporary insights into the learning abilities of children of this age, and into the importance of figures of speech for learning. An analysis of the content of the reformed curriculum has shown that the enabling of students to understand the role that figures of speech play in a literary work begins in the third grade of primary school, and that instruction only focuses on two figures, namely, simile and personification. The levels of knowledge specified in the syllabus outcomes include knowledge of the instruction content pertaining to these figures, understanding of this content and its application in the course of analyzing a literary work. Learning about figures of speech is gradual, but there is some inconsistency in terms of the relationship of outcomes-content-instructions from grade to grade. It is not enough for instruction about figures of speech to be limited to only two figures, since understanding of the role of figures of speech is an important segment in the interpretation of literary works and helps improve students' language skills. In addition, work on figures of speech can represent the starting point for internal integration linking literature and stylistics instruction to language, i.e. grammar instruction. It is therefore suggested that enabling students to identify figures of speech in a literary work and to understand their role should start in the second grade of primary school, and that the number of figures of speech that students learn about in the first four grades should be increased.

Comparison of Definitional skills in school-age children with cochlear implants and normal hearing peers.

ObjectiveThe auditory experience is important because makes a major contribution to the development of speech, language, cognitive, and social skills. Knowledge of the lexicon has been increased throughout life. Input factors and linguistic and metalinguistic knowledge are effective factors in the acquisition of definitional skills. This study was done to investigate definitional skills in cochlear-implanted (CI) children and their typically developing (TD) peers.Materials & methodsA total of 46 third-grade primary school children (16 with cochlear implants and 30 their TD peers) were recruited. The verbal definitional task included 14 common high-frequency nouns and 11 common high-frequency verbs. All definitions were scored for both content (semantic) and grammatical forms. Statistical analysis was conducted to compare the definitional skills between the two groups.ResultsThere were significant differences between CI children and their TD peers for word definition skills in both categories of content and form (p<0.001). The results showed the mean scores of content andform aspects of word definition in the TD group were approximately twice higher than the CI ones (M±SD=133±28 and M±SD= 78±23, respectively).ConclusionChildren with CI may have trouble with definitional skills. It seems that the lower scores of CI children in definitional skills were due to a lack of auditory experience. Considering interventions on definitional skills in CI children is suggested.

Assessing the Efficacy of Tier 2 Mathematics Intervention for Spanish Primary School Students

This study explored the efficacy of a Tier 2 intervention within the context of the Response to Intervention (RtI) model implemented by Spanish first- to third-grade primary school teachers to improve at-risk students’ early math skills. Teachers were instructed in the administration of a math curriculum-based measure composed of 5 isolated measures (quantity discrimination, missing number, single-digit computation, multidigit computation, and place value) to identify at-risk students and to monitor their progress; and in the implementation of a systematic and explicit instructional program to improve basic math skills in at-risk students. Implementation fidelity was analyzed using direct observations and self-reports. The intervention was conducted with adequate fidelity and had a significant positive impact on all grades. Significant differences were found between experimental and control students at risk of math failure in the improvement rate of quantity discrimination, missing number, and place value in all grades. Experimental at-risk students showed a monthly improvement, assessed using a combination of screening and progress monitoring measures. In conclusion, Spanish first to third graders at risk of math failure benefited from a Tier 2 intervention based on basic math skills, implemented by in-service teachers.

The Effects of Mindfulness Intervention on the Social Skills of Students with Specific Learning Disability

The aim of the present study was to determining the effect of mindfulness intervention on social skills of the students with specific learning disability (SLD). For this purpose, in a single- subject multiple baseline across subjects, three students with SLD in the third grade of primary school were selected as participants. The instrument for assessment of social skills was social skills rating system (SSRS) by Gresham, &amp; Elliott, in a checklist format that was completed by parents. Mindfulness intervention was conducted in eight 45-minutes’ sessions individually, in a single subject multiple baseline across subjects. The checklist of social skills were completed by the parents during the base line, intervention, and follow-up procedures. Comparing the participants’ performance in the base line, intervention and follow-up procedures demonstrated that the mindfulness intervention had positive effects on the social skills of all the three participants. This study demonstrated that mindfulness intervention improves social skills in children with SLD.

Do serial order short-term memory and long-term learning abilities predict spelling skills in school-age children?

Compared to most human language abilities, the cognitive mechanisms underlying spelling have not been as intensively investigated as reading and therefore remain to this day less well understood. The current study aims to address this shortcoming by investigating the contribution of serial order short-term memory (STM) and long-term learning (LTL) abilities to emerging spelling skills. Indeed, although there are several reasons to assume associations between serial order memory and spelling abilities, this relationship has hardly been investigated empirically. In this study, we hypothesized that serial order STM plays an important role in spelling novel words, for which children are supposed to rely on a sequential nonlexical spelling procedure. Serial order LTL was hypothesized to be involved in the creation of more stable orthographic representations allowing children to spell (regular and irregular) words by using a lexical spelling strategy based on the direct access to orthographic representations stored in long-term memory. To assess these hypotheses, we conducted a longitudinal study in which we tested a sample of 116 French-speaking children at first grade and two years later at third grade of primary school. At first grade, we administered tasks that were specifically designed to maximize STM and LTL abilities for serial order information. At third grade, we assessed spelling abilities using irregular word, regular word, and pseudoword writing-to-dictation tasks. Bayesian regression analyses showed that pseudoword, but also irregular word spelling was best predicted by serial order STM, while regular word spelling was similarly predicted by both serial order STM and LTL.

Model of student in the reports of children finishing the third grade of primary school

The article is a report of research aimed at identifying and describing the educational functions of descriptive assessment, especially in the field of supporting the role of the student as the "creator of actions", the role of a colleague and the role of a person. This was related to an attempt to reach the role model of a student, colleague and person adopted by the teacher, because according to the perspective of symbolic interactionism, the models of perceiving the child in these roles have an impact on the teacher's educational activities. Discourse analysis was used as the main research method. Understanding discourse as a tool for analysing social space allowed for the interpretation of descriptive assessment through a specifically understood language and allowed to look at the assessment as a way of the method of communication between the teacher and the student. The research technique used was the analysis of documents, i.e. the analysis of classification descriptive assessment, which were treated as tools for talking to children and parents. The results of the research lead to the conclusion that descriptive assessment does not have to be a disciplinary tool for the student, a form of control or authority over the student, and the student does not have to be perceived by the teacher as a "performer of activities". Descriptive assessment may become a helpful diagnostic tool in education based on constructivist ideas if teachers are original and pay attention to such features of the student's role that help to develop reflection, independence, creative thinking, intrinsic motivation. Such teachers are able to combine the expectations directed to the "student" with the expectations directed to the "person" and "colleague". In the descriptive assessments they construct, the model of the student as the "creator of actions" is clearly distinguished. For them, the assessment is a helpful work tool, and gives students the opportunity to enter the reflective learning process.

Determination of primary school children’s speech skills in interdisciplinary communication in learning environments

This aims to determine the formation of primary school children’s speech skills in interdisciplinary communication in learning environments in learning environments and verify the effectiveness of a methodology for the improvement of speech skills in interdisciplinary communication in learning environments in learning environments. The theoretical significance of the study allows clarifying knowledge on the issue of the formation of speech skills; practical significance lies in the presentation and testing of a set of productive exercises aimed at developing learners' speech skills in interdisciplinary communication in learning environments in learning environments. Experimental method was used in the study. There were two groups including experimental and control groups. The experimental study involved 113 third-grade primary school children. According to the developed diagnostic technique, the formation of speech skills in interdisciplinary communication in learning environments consists of three components: motivational, substantive and reflective. Based on these components, indicators and levels characterizing the formation of elementary schoolchildren’s speech skills in interdisciplinary communication in learning environments in learning environments are distinguished. During the study, the results of a verifying, forming and control experiment were presented. According to the study, it can be revealed that it is necessary to pay attention to the development of meaningful speech, because it is for this indicator that most children are at a low level of formation. This study revealed that systematic work is needed to form primary school children’s speech skills.&#x0D; &#x0D; Keywords: Speech skills, interdisciplinary communication in learning environments, primary school.

أثر کثافة المثیرات البصریة الرمزیة فی الألعاب الألکترونیة فى تنمیة مهارات التعبیر باللغة الإنجلیزیة لدى تلامیذ المرحلة الأبتدائیة

يهدف البحث الحالي إلى تقصي أثر کثافة المثيرات البصرية الرمزية في الألعاب الإلکترونية في تنمية مهارات التعبير باللغة الإنجليزية لدى تلاميذ المرحلة الابتدائية، ولتحقيق هذا الهدف تم تصميم لعبة ألغاز الکترونية لعلامات الترقيم التي تدرس بمادة اللغة الإنجليزية للصف الثالث الابتدائي. کما تم إعداد أداة البحث، والتي تمثلت في اختبار مفردات اللغة الإنجليزية من إعداد الباحثة. وتکونت عينة البحث من (24) تلميذا، وتم تقسيمها بشکل عشوائي إلى مجموعتين تجريبيتين، مجموعة مکونة من (12) تلميذا يدرسون باستخدام کثافة المثيرات البصرية المنخفضة من خلال العاب الألغاز الإلکترونية ،وآخري مکونة من(12) تلميذا يدرسون باستخدام کثافة المثيرات البصرية المرتفعة من خلال العاب الألغاز الإلکترونية ، ثم تم إعداد اختبارين قبلي، وبعدي ، وتوصلت النتائج إلى وجود فروق ذات دلالة إحصائية عند مستوى (0,05) بين متوسط درجات أفراد المجموعة التجريبية الأولي ذات الکثافة المنخفضة في التحصيل لصالح القياس البعدي، ووجود فروق ذات دلالة إحصائية عند مستوى (0,05) بين متوسط درجات القياس القبلي والقياس البعدي لصالح القياس البعدي. The current research aims to investigate the effect of the density of symbolic visual stimuli in electronic Games in Developing the Primary Stage of Pupils' English Writing Composition Skills; and to achieve this goal, an electronic puzzle game for punctuation marks that is taught in English language for the third grade of primary school was designed. The search tool was prepared, which consisted of an English language vocabulary test prepared by the researcher. The research sample consisted of (24) students, divided randomly into two experimental groups, one group consisting of (12) students using low intensity visual stimuli through electronic puzzle games, another group consisting of (12) students using high density of visual stimuli through electronic puzzle games, then tow tests were prepared: pre, and post for the two groups. The results showed differences between the average scores of the experimental groups in the post-measurement of the achievement test, for the benefit of the experimental group, The results found that there were statistically significant differences at the level of (0.05) between the average scores of the members of the initial experimental group with low achievement intensity in favor of the post measurement, and the presence of statistically significant differences at the level of (0.05) between the average scores of the pre-measurement and the post-measurement In favor of telemetry.

Dependences between the footwear fitting and feet structure in girls of third-grade primary school

Background: The study aimed to study dependences between the footwear fitting and feet structure in girls of third grade of primary school. Material and methods: The research tool was the podoscope CQ-ST. The footwear fitting to the feet of the examined children was tested using the Clevermess device. Results: Statistically significant relationships between the frequency of varus deformity of the Vth toe of the right foot and the width fitting of the outdoor footwear were found (p=0.027). Statistically significant relationships between the length of the indoor footwear and the heel angle (γ) of the left foot have also been noted (p = 0.038). Conclusions: Conclusions: Children with a wider forefoot wear longer shoes, which is why there is a need to take into account differences in the foot width in the production of footwear used indoors. The use of too short footwear, without free space that is necessary for the proper setting of the foot during movement or load, is a factor leading to excessive lateral arching. Wearing too wide shoes affects the formation of varus deformity of the Vth toe of the right foot.

An Action Research on Improving Fluent Reading Skills of Third-Grade Primary School Students

This study aimed to improve the fluent reading skills of third-grade primary school students by developing and implementing action plans based on fluent reading strategies. It employed the participatory action research design, one of the qualitative research approaches. A total of 27 third-grade students attending a state primary school in Konya during the spring of 2017 participated in the study. First, pre-measurements were performed to determine students’ current states regarding the three fluent reading components ( accurate reading, reading speed, and prosody ). Next, ten action plans related to the three components were developed and implemented in 10 weeks. Later, post-measurements were performed, and pre- and post-measurement results were compared. Also, feedback about the implementation process ( qualitative data ) was sought through participant observations, conversation type interviews with the classroom teacher and students, reflective journals, and video recordings. According to the findings, students’ reading mistakes in all the three text types ( narrative, informative, and poetic ) decreased, reading speeds increased, and reading prosody levels enhanced. The use of various technological tools, software programs, and different reading strategies during the implementation process helped students focus more on the activities, raised their interest in them, and made their learning more pleasant. Moreover, the use of grouping strategies such as reading choir, reading theatre, and dart playing affected students positively for learning. It is concluded that the study has great potential to contribute to the research literature by reflecting the practical experiences.

The development of early scientific literacy gaps in kindergarten children

ABSTRACT In times of climate change, worldwide diseases, and the question of sustainable energy, scientific literacy has never been more important. The acquisition of scientific literacy starts in early childhood and depends on children’s experiences in learning environments such as the parental home and kindergarten. The Starting Cohort 2 of the German National Educational Panel Study offers longitudinal data on the scientific literacy of 2,937 children from kindergarten to the third grade of primary school. We used linear latent growth curve models to analyse the data. The results show that the scientific literacy of kindergarten children grew over time and that kindergarten children already differed in their scientific literacy. Especially children from non-German-speaking homes or whose parents had lower levels of education or who came from homes with low cultural capital had a significantly lower level of scientific literacy in kindergarten. A scientific focus in kindergarten, on the other hand, had a positive effect on the scientific literacy of kindergarten children. Moreover, our study did not reveal any interindividual differences in the growth of scientific literacy over time. Thus, our study did not find any evidence to indicate that school had closed the initial gap in children’s scientific literacy.

أثر أنماط التوجیه فی الألعاب الألکترونیة فى تنمیة مهارات التعبیر باللغة الإنجلیزیة لدى تلامیذ المرحلة الأبتدائیة

يهدف البحث الحالي إلى تقصي أثر أنماط التوجيه في الألعاب الإلکترونية في تنمية مهارات التعبير باللغة الإنجليزية لدى تلاميذ المرحلة الابتدائية، ولتحقيق هذا الهدف تم تصميم لعبة ألغاز الکترونية لعلامات الترقيم التي تدرس بمادة اللغة الإنجليزية للصف الثالث الابتدائي. کما تم إعداد أداة البحث، والتي تمثلت في اختبار مفردات اللغة الإنجليزية من إعداد الباحثة. وتکونت عينة البحث من (24) تلميذا، وتم تقسيمها بشکل عشوائي إلى مجموعتين تجريبيتين، مجموعة مکونة من (12) تلميذا يدرسون باستخدام نمط توجيه بالوميض اللوني من خلال العاب الألغاز الإلکترونية ، وآخري مکونة من(12) تلميذا يدرسون باستخدام نمط توجيه بالأسهم من خلال العاب الألغاز الإلکترونية ، ثم تم إعداد اختبارين قبلي، وبعدي ، وتوصلت النتائج إلى وجود فروق ذات دلالة إحصائية عند مستوى (0,05) بين متوسط درجات أفراد المجموعة التجريبية الأولي نمط الوميض اللوني في التحصيل لصالح القياس البعدي، ووجود فروق ذات دلالة إحصائية عند مستوى (0,05) بين متوسط درجات أفراد المجموعة التجريبية الثاني نمط التوجيه بالأسهم في التحصيل لصالح القياس القياس القبلي والقياس البعدي لصالح القياس البعدي. The current research aims to investigate the effect of the scaffolding types in electronic Games in Developing the Primary Stage of Pupils' English Writing Composition Skills; and to achieve this goal, an electronic puzzle game for punctuation marks that is taught in English language for the third grade of primary school was designed. The search tool was prepared, which consisted of an English language vocabulary test prepared by the researcher. The research sample consisted of (24) students, divided randomly into two experimental groups, one group consisting of (12) students using Flash color guidance pattern through electronic puzzle games, another group consisting of (12) students using Arrow Orientation pattern through electronic puzzle games, then tow tests were prepared: pre, and post for the two groups. The results showed differences between the average scores of the experimental groups in the post-measurement of the achievement test, for the benefit of the experimental group, The results found that there were statistically significant differences at the level of (0.05) between the average scores of the members of the initial experimental group with low achievement intensity in favor of the post measurement, and the presence of statistically significant differences at the level of (0.05) between the average scores of the pre-measurement and the post-measurement In favor of telemetry.

فاعلیة إستراتیجیة الأرکان التعلیمیة لتدریس مادة النشاط العلمی لتنمیة بعض عملیات العلم لدى تلامیذ الصف الثالث الإبتدائی Effectiveness of the learning areas strategy to develop science processes for third-grade primary school pupils.

هدف هذا البحث إلى قياس فاعلية إستراتيجية الأرکان التعليمية في تنمية عمليات العلم لدى تلاميذ الصف الثالث الإبتدائي واتبعت الباحثة المنهج الوصفي التحليلي والمنهج شبه التجريبي واشتمل هذا البحث على اعداد کتاب التلميذ ودليل المعلم وکذلک اعداد اختبار عمليات العلم وتم تطبيق تجربة البحث في العام الدراسي 2018 – 2019 على عينة عشوائية بمدرسة علي بن ابي طالب الإبتدائية وعددها 88 تلميذ وتلميذة وتوصل البحث إلى أن استخدام إستراتيجية الأرکان التعليمية أدى إلى تنمية بعض عمليات العلم لدى تلاميذ الصف الثالث الإبتدائي . نتائج البحث: وجود فرق ذات دلالة إحصائية عند مستوى (0.01) بين متوسط درجات المجموعة التجريبية ومتوسط درجات المجموعة الضابطة في إختبار عمليات العلم لصالح المجموعة التجريبية. - وجود فرق ذات دلالة إحصائية عند مستوى (0.01) بين متوسط درجات تلاميذ المجموعة التجريبية في التطبيق القبلي والبعدي لاختبار عمليات العلم لصالح التطبيق البعدي. This research aims to measure the effectiveness of the learning areas strategy in developing science processes for third-grade primary school pupils. The researcher followed the descriptive analytical approach and the semi-experimental approach. This research included preparing the student's book and the teacher's guide, as well as preparing the science processes test. The research experiment was applied in the academic year 2018-2019 on a random sample in Ali bin Abe Talib primary school of 88 students. And the research found that the use of the learning areas strategy led to the development of some science processes for third-grade primary school pupils. Research results: There are statistically significant variance at the level (α= 0.01) between average scores of the experimental group, and the control group, for science processes test, in favour of the experimental group. -there are statistically significant variance at the level (α= 0.01) between average scores of the experimental group for the pre and post application of science processes test, in favour of the post application.

Differences in the Upper-Limb Coordination of Primary School Children

Background. Monitoring the abilities of typically developed children is very important.Methods. This study aimed to determine the levels and differences in motor coordination of the upper extremities between first and third-grade primary school children using the subtest of the Bruininks-Oseretsky Test (BOT-2). The sample included 79 healthy subjects of both sexes, chronological age ranging from seven to nine years, body height 134.51 ± 8.43 cm (Mean ± SD), bodyweight 33.01 ± 8.65 kg (Mean ± SD). The Mann–Whitney U test determined differences between groups, for the benefit of the group of third-grade subjects in all upper extremity coordination variables.Results. The results showed that differences in age and biological growth and development in young children in some variables of upper-limb coordination influenced medium size (2ULC, 6ULC, 7ULC), but in most of the variables examined they had great influence (1ULC. 3ULC, 4ULC, 5ULC, TULC) according to Cohen’s criterion.Conclusion. It can be concluded that well-organized and expertly guided physical activities, as well as regular testing of children when it comes to developing coordination, can influence early detection of movement difficulties and eliminate problems in acquiring new coordination skills, and thus create an appropriate base for engaging in sports activities while growing up. Keywords: motor development, coordination, physical education.