Third Grade Of Primary School Research Articles

Examining the contribution of cognitive flexibility to metalinguistic skills and reading comprehension

The present study aims to examine the contribution of cognitive flexibility to metalinguistic skills and reading comprehension during primary school years. Forty-nine third-grade primary school children completed the measures of cognitive flexibility, metalinguistic skills including syntactic awareness (word order knowledge), morphosyntactic skill and discourse awareness (sentence order knowledge), and reading comprehension. Hierarchical regression analysis results showed that syntactic awareness, morphosyntactic skill, discourse awareness and cognitive flexibility are significantly predictive of reading comprehension. However, cognitive flexibility is a unique predictor of reading comprehension over and above age and all other metalinguistic measures. Cognitive flexibility is insignificantly associated with syntactic awareness, morphosyntactic skill, and discourse awareness. The results extended the understanding of the role of cognitive flexibility in the reading comprehension process.

Limits and Virtues of Educational Technology in Elementary School Mathematics

The vast development and expansion of educational technology has led to the deconstruction of various barriers and challenges that the traditional approaches were incapable of overcoming. However, a field that still holds a great deal of interest and needs to be strengthened concerns the practices that surround mathematics education. Digital learning tools can provide a partial solution to this problem. In this study, we introduce a curriculum-driven digital practicing tool which accommodates diverse learning styles and educational needs. The representative sample of the pilot included 135 third-grade primary school students, randomly split in two groups, who participated in the 8-week experiment. The findings suggest that the digital practicing path can facilitate the development of subject mastery and increase the accuracy of arithmetic fact calculations. In addition, the use of learning analytics tools can facilitate the knowledge acquisition process and prevent learners from developing misconceptions toward the learning subject.

Investigation of the First Spermatorrhea Age of Males in Jiangsu Province, China

Background: The growth of adolescents is affected by economic development and education levels. We investigated the first spermatorrhea age of adolescents in urban area and in rural area of Jiangsu province, China. Methods: The data were obtained through anonymous questionnaire by using cross-sectional methods. From May 2016 to March 2017 in Jiangsu province, China, a total of 2131 Han nationality students were enrolled in cluster. The survey was contained date of birth, age, grade, age of first spermatorrhea and how long ago of the first spermatorrhea, all data were analyzed by Prism 8.0. Results: The questionnaire accounted for response was 97.3%, and the effective rate was 96.3%. The mean age of first spermatorrhea was (13.7 ± 1.5) years old, which included 13.6 ± 1.4 years in urban and 13.9 ± 1.5 years in rural. The first spermatorrhea occurred in the fifth and sixth grade primary school, and 1, 2, 3 grades of junior high school were 3.5%, 13%, 27.4%, 28.5% and 15.1%, respectively. There was 62.3% of first spermatorrhea occurred in summer. The rate of spermatorrhea with natural occurrence accounted for 95.1%, and with active accounted for 4.9%. Conclusions: Compared with rural area, the age of the first spermatorrhea of males in urban area is significant earlier. The adolescent’s first spermatozoa were mostly occurred in summer. The relevant physical and reproductive education should be started from the third grade of primary school. The reproductive health education should be carried out when the youth are 7 years old.

School expectations expressed in testimonies of students finishing third grade of primary school

Descriptive assesme nt is an important element of school practice. The student’s image adopted by the teacher is very important when formulating a descriptive assessment. Unfortunately, the pattern that emerged during the analysis of the testimonials of students completing the third grade is the pattern of the student as “performer of activities”. Teachers realisticall y translate their expectations into the practice of descriptive assessment, so a good descriptive assessment should show the comprehensive development and progress of the child. During its formulation, a balance should be maintained between social, emotional and cognitive development. Unfortunately, the analysis of the certifi cates showed that evaluation of the achievements of nine-year old childern mainly boils down to cognitive development.

Approaching mythology in the history curriculum of compulsory education in Greece

Myth can be a first step in historicizing the past and at the same time in appreciating ancient cultures and developing the essential skill of empathy. A main objective of the history curriculum for the third grade of primary school in Greece is for children at 8 and 9 years old to familiarize themselves with the basic cultural elements of the origins of Greek, European and global civilization. Ancient Greek myths are taught using references and links to the myths of other peoples and cultures, and by identifying similarities and differences in the interpretation of the world within the framework of a multi-perspective, intercultural approach. Myths also depict the relationship between man and nature. They constitute man's attempt to interpret the physical and social environment. In addition, myths present the relationship between man and the divine in the early stages of cultural evolution, and at the same time provide evidence of the culture of a historical period. Pupils become aware of the fact that myths used to have a symbolic and ritualistic function, which aimed to initiate younger members into the acceptable practices and values of their community. Myths provided meaningful models of action (exempla) through their allegorical nature. Moreover, myths facilitate the analysis of human behaviour by introducing the schema of cause and effect. Mythical thought seeks to understand causality, which is also the primary aim of science. In this sense, mythical discourse is connected to scientific discourse. Within the framework of a methodological approach based on these theoretical assumptions, this paper also includes a presentation of educational activities and pupils' perceptions as part of a survey conducted in a third-grade primary school class in Greece.

Alfabetização Quantitativa em Alunos da Terceira Série da Primária por meio de Jogo Sério

The last results of national and international evaluations, show that learning math is complex for Mexican students. Different plans and techniques have been implemented to counter this problem, one of them is the use of different technology in the classroom. During the last two decades, the videogame industry in Mexico has gained great traction among children, teenagers and young people, which is why the advantages of these kind of technologic tools must be harnessed. In this paper, we present a serious game to improve quantitative literacy in children studying the third grade of primary school. To design it, an iterative design model that contemplates four stages was use: planification, development, evaluation and improvement; emphasizing the instruction design. Through a quasi-experiment during a two-month period, the game was tested in a class of 33 morning shift third-grade students. The results obtained demonstrated quantitatively an increase in the students’ skills. It was shown, that out of the three subconstructs that constitute quantitative literacy, two of those (natural numbers and mathematical operations) showed significant improvement after treatment. The students enjoyed and engaged with the serious game, which is why it is expected to use this tool in the future in different Mexican communities.

Prerrequisitos para el aprendizaje académico en niños con alto y bajo rendimiento escolar

El éxito educativo depende de la consolidación de la lectoescritura y matemáticas al concluir tercer grado de primaria (Secretaría de Educación Pública [SEP], 2016), donde alumnos mexicanos puntúan bajo en evaluaciones internacionales. Se analizó el desempeño de habilidades cognitivas implicadas en lectoescritura y matemáticas de 20 niños de tercero y cuarto año de primaria (8-10 años de edad) con bajo y alto rendimiento escolar. Se les aplicó 23 subpruebas de la BANETA y ENI-2. Se establecie-ron cuatro factores de análisis: comprensión lecto-ra, lectura, escritura y matemáticas. Con la U de Mann Whitney hubo diferencias significativas entre los grupos en todos los factores, siendo las más significativas al p=.001: lectura, escritura y mate-máticas. En el factor de comprensión lectora ambos grupos se ubicaron en percentiles debajo de la me-dia (normal bajo y deficiente). Se concluye que la comprensión lectora está afectada en ambos grupos aunque las alteraciones en el grupo con bajo rendi-miento se encuentran en el primer nivel de procesa-miento de la lectura y en el grupo con alto rendi-miento escolar en el segundo nivel.

Is critical thinking (not)available to pupils of early school education?

The modern world needs people who think, those who think critically, who can function well in a rapidly changing reality. In order to educate such people, their education should be started as early as possible, preferably at the early school education stage. Are the pupils at this stage capable of critical thinking? The article presents the results of research on the development of critical thinking of pupils of third grade of primary school. Children from the experimental class during the preliminary tests did not show high mathematical competences related to the ability to solve unusual tasks and thus did not demonstrate the ability to think critically. During the experimental classes, the experimenter constantly provoked pupils to think using atypical tasks with a deficit or contradiction of data, with an ambiguous solution or with an unrealistic content (senseless in life). As a result of these exercises, in final tests children critically analysed the content of the tasks and data and were reflective at the same time: they perceived the data shortage, they saw the contradiction of data, they noticed the ambiguity and looked for any possible solution, they saw the lack of realism, they completed the missing data and corrected contradictory data and they changed the unreal data to the real ones. Therefore, critical thinking is available to pupils of early school education. Only we have to allow them do it.

Morfološke karakteristike i funkcionalne sposobnosti učenika trećeg razreda osnovne škole

Morfološke karakteristike i funkcionalne sposobnosti učenika trećeg razreda osnovne škole

Metodička funkcionalnost integrativnog pristupa u slušanju muzike - Druga rukovet St. St. Mokranjca

The Work of Stevan Stojanovic Mokranjac certainly represents the center of Serbian music history and Serbian musical culture as well. He showed a lot of interest in Serbian folk songs, which were the main inspiration for his creative work. His most significant works are his garlands. Garlands differ from similar musical pieces of other authors because Mokranjac did not reach any extreme when uniting folklore and artistic components in them. Many point out that this is precisely why the garlands represent a real artistic upgrade of folk art, not only their harmonization. Of particular importance is his innovative harmonic language. Therefore, his work must have a special place in the process of teaching music culture, if one considers that acquaintance with the one's own and other peoples' culture is one of the goals set by the teaching program. The analysis of textbooks of music culture for the third grade of primary school showed that Mokranjac and his garlands were approached through the processing of folk song U Budimu gradu - the final song of the Second garland. Since the center of this particular lesson is certainly listening to music, during the analysis we emphasized the importance of asking adequate questions to students during the phase of selective listening (a stage in which special emphasis is placed on the analysis of musical characteristics such as tempo, dynamics, performers, etc., on the basis of which students expand their knowledge of music by listening to music). It turned out that one textbook did not anticipate the processing of this composition at all, and that only three gave students adequate tasks during selective listening. This paper introduces a different approach, which implies that, through a series of five music culture lessons, all five folk songs, which inspired Mokranjac to write Second garland, will be processed and listening to the whole piece will be a natural upgrade to that. Particular emphasis is placed on the polyfunctional potential of folk songs, which implies that the songs of the Second garland have to fulfill some other teaching goals and tasks. The additional tasks that are accomplished during the processing of individual songs arise from the context which songs have in the music piece itself. Noticing the musical characteristics of the songs makes it easier for students to listen to the entire piece at the last of the five lessons. This is primarily related to the insistence on the dynamics and development of interpretive abilities in the song Osu se nebo zvezdama, playing harmonic accompaniment and initial work on the development of harmonic pitch in the song Jesam li ti, setting a new rhythmic figure in the song Smilj', Smiljana and playing a rhythmic arrangement with the characteristics of the rhythm of the baritone section in the song U Budimu gradu. Of course, it is also essential for students to work on reading the sheet music, because it is helping them develop the initial musical literacy. The sheet music is also important because it allows students to connect the sound of music to notes (music's visual representation) and make it easier for them to understand the entire Second garland. This is achieved not only with songs that they can read, but also with those they learn by ear. This way, in addition to getting acquainted with the works of Stevan Mokranjac, students are able to complete other teaching tasks such as the work in initial music literacy, development of musical abilities, all through the framework of the Mokranjac's Second garland.

Digitally-supported language exchanges in primary school: The AlpConnectar project

This article presents the design, implementation and outcomes of AlpConnectar, a Swiss project that exploits technologies for digitally-supported language exchange (LE) in primary schools. Launched in 2013, the project involves three Swiss cantons where different languages are spoken (namely German, French and Italian) and respectively taught as foreign languages since the third grade of primary school. In the first section of the paper the linguistic composition of Switzerland is briefly presented and the current methodologies and approaches in foreign language teaching in the country are introduced. After a literature review of online LE practices, the AlpConnectar project is presented, along with a LE example to illustrate how it works. The final sections present the results of the project, based on data collected from both pupils and teachers. The results seem to suggest that while digital technologies offer significant benefits for LEs, they are no silver bullet, and their impact depends on a number of contextual variables.

English extracurricular game activities for primary school pupils

This work presents eight English themed extracurricular game activities «Help the monsters with their English» to improve third-grade primary school pupils’ vocabulary, grammar, spelling, reading, speaking and writing skills. The suggested activities take approximately 35–45 minutes. The given extracurricular game activities can be also used in English curriculum lessons at primary school.

Effectiveness of a school-based intervention to prevent child sexual abuse-Evaluation of the German IGEL program.

Child sexual abuse (CSA) is a problem with severe consequences for victimized children. A variety of interventions have been developed and implemented over the last decades to prevent CSA. However, most of them have not been systematically evaluated to determine their effectiveness. The IGEL program is a school-based intervention to prevent CSA in third-grade primary school children in Germany. This study was conducted using a quasi-experimental design, in which almost 300 children and their parents from eight intervention and four control schools were surveyed three times (pretest, posttest, 3 months later). In order to measure outcomes, a questionnaire was developed based on validated instruments to assess the knowledge, courses of action and self-protective skills of the children. Furthermore, increased anxiety and generalized touch aversion were examined as potentially harmful side effects of the program. The results clearly demonstrate increased CSA-related knowledge and courses of action in children from the intervention group compared to the control children. These effects were medium-sized and sustained for at least three months after the last session. No meaningful negative side effects were detected in the evaluation for either the children or parents. The outcome evaluation indicates that the IGEL program is an effective intervention in terms of knowledge about CSA and known courses of action, and may therefore contribute to the prevention of CSA in primary schools. Despite this positive core finding of the intermediate outcomes, some adaptations of the program to children with different cultural backgrounds were made prior to further dissemination.

The extent to which the students of the third grade of primary school in Khamis Mushayt have the skills of reading comprehension: مدى تمكن تلاميذ الصف الثالث الابتدائي بمحافظة خميس مشيط من مهارات فهم المقروء

The study aimed at measuring the extent to which the students of the third grade of the primary skills of reading comprehension. The study followed the descriptive method. The researcher designed the study tool, which is a test that was applied to the study sample which consisted of 654 students in the third grade. Of its sincerity and steadfastness. After completion of the application, the researcher used the statistical program (SPSS) including: percentages, arithmetic averages, standard deviations, and alpha kronbach. The researcher found that the level of pupils in the third grade in the reading comprehension skills and their lack of access to the level of proficiency specified in this study was (80%); the average was to enable students to understand reading comprehension as a whole (12.02) of (20) (60.10%). In the light of the results, a number of recommendations and suggestions were put forward to improve reading and increase students' understanding of the reading material.

Important Aspects of Testing Knowledge and Skills of Third Grade Students in Light of Omnibus Survey: Polish Experience

AbstractThis article deals with important aspects regarding the checking and assessment of the knowledge and skills of third-graders (more specifically pupils ending the third grade of primary school). The text makes use of the Omnibus research reports: M. Czajkowska, B. Szurowska (2016). It is worth noting that conducting tests in children of this age should be different than in adults (for example due to their emotional development, motivation, and self-esteem). The article is innovative in nature, because the authors pay attention to certain behaviors of the teachers and the children which have not been considered noteworthy before, such as: preparation of students, consisting not only of the key skills and knowledge determined by the requirements of the obligatory educational program but also providing emotional support, providing a pleasant atmosphere, indicating ways and methods of talking with children and parents about test results and supporting the children’s development in the specific areas that need improvement. The behavior of the children during tests, e.g. the possibility of using the available tools (e.g. ruler, scissors, dictionary, etc.) and the ability to solve the problem and apply different strategies in an emotionally difficult situation. The data presented in the article allows to determine both the amount of skills and knowledge that third grade students have in the field of Polish and mathematics as well as to open a discussion about a new approach to conducting tests among young students (focused on the child, its needs and feelings, and understanding how important teacher-parent cooperation is for the development of children at this age).

تقویم مدى تمکن تلامیذ الصفوف الثلاثة الأولى من المرحلة الابتدائیة بدولة الإمارات العربیة المتحدة من المستویات المعیاریة لمهارتی القراءة والکتابة

تقویم مدى تمکن تلامیذ الصفوف الثلاثة الأولى من المرحلة الابتدائیة بدولة الإمارات العربیة المتحدة من المستویات المعیاریة لمهارتی القراءة والکتابة

The Opinions of Third-Grade Primary School Students on the Value of Openness to Innovation

The Opinions of Third-Grade Primary School Students on the Value of Openness to Innovation

Opinions of Third-Grade Primary School Students on the Value of Patriotism

Opinions of Third-Grade Primary School Students on the Value of Patriotism

THE CONTRIBUTION OF DEMONSTRATION AND STUDENT-LED EXPERIMENTS ON THE STUDENTS’ KNOWLEDGE QUALITY IN THE THIRD GRADE OF PRIMARY SCHOOL

The aim of this research is to establish the contribution of demonstration and student-led experiments on the quality of students’ knowledge about the air-related content in the third grade of primary school. This research included 120 students from Serbia, divided into two groups: control (C) and experimental (E). In group C the experiments were demonstrated by the teacher, whereas those same experiments were independently conducted by the students’ inside smaller groups in group E. The quality of the students’ knowledge was examined after the application of the experiments with the post-test, while the quality of the duration of knowledge was examined with the retest. The students in the group E acquired the knowledge of the higher quality and more durable knowledge about the air-related content then the students’ from the group C on the cognitive levels: analysis, evaluation and synthesis. Therefore, the priority should be given to the student-led experiments over the demonstration, when processed air-related content in the third grade of primary school, because their application contributes to the increase of the students’ knowledge quality. Keywords: demonstration experiments, primary school, student knowledge quality, student-led experiments, third grade.

Promotion of School Children's Invention in Japan.

In the late 1980s an American newspaper reported that by one measure--the number of patents cited by successive inventors--Japan overtook the United States in the number of inventions produced during the 1970s. The reasons for this are not clear, but educational efforts promoting creative behaviors in school children are probably essential and should not be neglected. This document describes two examples of these efforts: (1) the Contest of School Children's Invention and (2) activities in the Inventio.. Clubs for Boys and Girls. The Contest of School Children's Inventions is for primary, middle, and high school students. The Imperial Prize (top honors) was given to primary school students in 1986, 1987, and 1988. The inventions of the Imperial Prize winners for these years are described in detail and a chart listing all the grand prizes from 1986 through 1989 is also provided. The first invention club was opened in 1974 to foster the potential creativity originally possessed by youngsters, to stimulate their imagination, and to help them develop a scientific idea. The largest club (1500 members) is the Kariya Invention Club for. Boys situated in the Toyota Science Research Institute. There are 101 clubs in Japan and they cater mainly to students in the third grade of primary school through second grade in middle school. (PR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Promotion of School Children's Invention in Japan