Years Of Primary Education Research Articles

Prueba colectiva sin producción oral para la evaluación de los procesos de reconocimiento de la palabra escrita. PIPE

El trabajo tiene por objetivo la presentación de una prueba de evaluación de los procesos dereconocimiento de la palabra escrita en estudiantes de tercero de infantil y primer y segundo curso de educación primaria. Esta prueba, de aplicación colectiva, está diseñada para evaluar a todo tipo de alumnado, con y sin discapacidad, con y sin problemas del lenguaje, pues se resuelve sin necesidad de dar una respuesta oral por parte del estudiante. El modelo teórico en el que se basa la prueba establece que la comprensión lectora se define por la combinación de dos habilidades, las no específicas de la lectura, comunes a la lengua oral (sintaxis y vocabulario, principalmente), y las habilidades específicas de la misma, aquellas que solo se ponen en marcha exclusivamente cuando leemos y escribimos palabras, siendo una de las más importantes los Procesos de Reconocimiento de la Palabra Escrita. Para que un lector sea considerado experto, es necesario que el funcionamiento de estos procesos se realice con fluidez, es decir, con precisión, (sin cometer errores), y con automaticidad, esto es, sin consumir demasiados recursos cognitivos en estos procesos y poder usarlos en procesos superiores como la comprenisón. Para evaluar la fluidez en la lectura de palabrasen castellano disponemos de varias pruebas de aplicación individual y que requieren una respuesta oral por parte del estudiante. Por este motivo, la prueba que se presenta se compone de 60 ítems representados por un dibujo y tres opciones de respuesta, la palabra correcta y dos distractrores ortográficos que han de completarse (el mayor número de ellos) en tres minutos. A medida que se avanza en la prueba aumenta la complejidad semántica de los ítems. Finalmente, se discute la importancia de utilizar pruebas como esta para la prevención y diagnóstico tempranos de las dificultades a este nivel.

Schooling and Labor Market Impacts of Bolivia's Bono Juancito Pinto Program

Schooling and Labor Market Impacts of Bolivia's <i>Bono Juancito Pinto</i> Program

Online Diagnostic Assessment in Support of Personalized Teaching and Learning: The eDia System.

The aims of this paper are: to provide a comprehensive introduction to eDia, an online diagnostic assessment system; to show how the use of technology can contribute to solve certain crucial problems in education by supporting the personalization of learning; and to offer a general reference for further eDia-based studies. The primary function for which the system is designed is to provide regular diagnostic feedback in three main domains of education, reading, mathematics, and science, from the beginning of schooling to the end of the 6 years of primary education. The cognitive foundations of the system, the assessment frameworks, are based on a three-dimensional approach in each domain, distinguishing the psychological (reasoning), the application, and the disciplinary (curricular content) dimensions of learning. The frameworks have been carefully mapped into item banks containing over a 1,000 innovative (multimedia-supported) items in each dimension. The online assessments were piloted, and the system has been operating in experimental mode in over 1,000 schools for several years. This paper outlines the theoretical foundations of the eDia system and summarizes how results from research on the cognitive sciences, learning and instruction, and technology-based assessment have been integrated into a working system designed to assess a large population of students. The paper describes the main functions of eDia and discusses how it supports item writing, constructing tests, online test delivery, automated scoring, data processing, scaling and the provision of feedback both for students and teachers. It shows how diagnostic assessments can be implemented in school practice to facilitate differentiated instruction through regular measurements and to provide instruments for teachers to make formative assessments. Beyond its main function (supporting development toward personalizing education), the eDia platform has been used for assessments in a number of areas from pre-school to higher education both in Hungary and in a number of other countries as well. The paper also reviews results from eDia-based studies and highlights how technology-based assessment extends the possibilities of educational research by making more constructs measurable.

Problems in the Implementation of K-12 Curriculum by Grade 11 Students in Aurora Province, Philippines

The K-12 Curriculum is implemented in the Philippines through the virtue of the Republic Act 10533. The new curriculum covers Kindergarten and 12 years of basic education: six years of primary education, four years of Junior High School (JHS), and two years of Senior High School (SHS). Due to abrupt changes in the curriculum, this resulted in different problems which may experience by the students. This research used both descriptive and inferential research design to identify the degree of problems encountered by 364 students. Suggestions of the students based on the problems were also collected together with the relationship of students’ profiles to the different problems identified. Data from the survey questionnaire regarding the degree of problems were subjected to a weighted mean and the relationship of variables were determined through a chi-square test. The study revealed that curriculum implementation caused many problems. Classrooms, tables, chairs, books, a specialized teacher in major subjects, computer laboratory, audio-visual instrument, laboratories, Tech-Voc equipment, tuition fees, home distance to school, and financial matters were enumerated by the students as serious problems (Grand Mean= 3.33). A significant asymptotic value of 0.007 showed that the monthly family income of the students has a significant relationship to the different problems. Findings concluded that as the family income decreases, problems encountered by the students become more serious.

Estandarización por Curso y Género de la Escala de Autoconcepto AF-5 en Educación Primaria

In view of the different existing scales to measure self-concept, one of the most significant scales is the AF-5, also used in the last years of primary education. Given the need to adapt this type of instruments to be able to make judgements based on cultural particularities, the instrument was standardized for the Spanish population. The results point out that the theoretical model of the AF-5 has acceptable reliability and validity indexes for this population. In addition, for the standardization in percentiles, both for the Likert scale and for the z scores, the existing gender and year differences have been considered. Finally, the results obtained and the applicability of the instrument are discussed.

Potentialities of Thermography in Ecocentric Education of Children: An Experience on Training of Future Primary Teachers

Current serious environmental issues, such as deforestation, compel compulsory school education on the need for reflection on pedagogical practices to promote education for environmental sustainability. The educational process about the “tree as living being” requires that content and attitudinal dimensions be deeply integrated. Therefore, meaningful learning of biological similarity—between tree and animal—needs to be prioritised. It will promote the development of tree protection attitudes. Under this approach, an action research was developed to contribute to a future primary teacher education model. A didactic-pedagogical intervention was designed. It was implemented to assess the educational potential of infrared thermography in the development of ecocentric education. A group of students attending the 3rd year of primary education participated in this qualitative case study. The results revealed that ecocentric conceptions were constructed bringing these children closer to scientific knowledge. It resulted in the development of conservation/protection tree attitudinal learning. It is also worth mentioning the contribution of this study to (re)think (re)construction of the formative process of future primary teachers in order to: direct the teaching–learning process to environment real problems; and to promote the necessary debate on the contribution of technology to achieve innovation of pedagogical practices.

An improved model for internal efficiency and financing education in Morocco

The repetition by the child of an education level can be beneficial for him since its aim to reinforce his skills if he is below average. However, the cost of this operation weighs on the budget in Morocco because of the high rate of repetition. In this work, we present an improved model of transition from one level to another higher by involving the internal performance of the Moroccan education system. This model is based on an automatic transition during the first years of primary education with a skill enhancing in parallel. This reinforcement will be carried using ICT and active pedagogies.&#x0D; Keywords: Education model, financing model, internal efficiency, ICT.

Profile of Dame Carol Robinson

Over a quarter century ago, chemist Carol Robinson led research that yielded the first mass spectra of molecular chaperones in complex with protein ligands. The achievement, which defied early scientific dogma concerning the theorized limits of mass spectrometry, inspired a discipline: gas-phase structural biology. Since then, the work of this first female professor of chemistry at Oxford University, who was formerly the first female professor of chemistry at Cambridge University, has advanced mass spectrometry’s utility in uncovering the 3D architecture of macromolecular complexes. Appointed Dame Commander of the Order of the British Empire in 2013, Robinson was elected as a foreign associate of the National Academy of Sciences in 2017. The following year, Robinson and her team accomplished their goal of ejecting protein complexes directly from native membrane fragments into a mass spectrometer. Her Inaugural Article (1) details her path toward this feat, one that holds promise for improving the assessment of numerous therapeutics. Dame Carol Robinson. Image courtesy of Robert Taylor (taylor-photo.co.uk). Born in the county of Kent in Southeast England, Robinson lived with her family in London until they moved to the port town of Folkestone when she was 10-years-old. She says, “I remember being struck by the fact that there was so much wildlife around. I started a nature collection of wildflowers, frogspawn, and stick insects.” She also was fascinated from an early age by the periodic table, which led to an early interest in chemistry. After taking preuniversity O-level science courses and passing the 11-plus examination administered to some students in their last year of primary education, in 1972, at age 16, Robinson left school. Shortly thereafter, she accepted a laboratory technician position with the pharmaceutical firm Pfizer. She was proud of her title, gas liquid chromatographer, but did not initially enjoy the work. “My role …

Comprensión lectora: contribución de la memoria de trabajo verbal en Educación Primaria diferenciada

Los resultados de las pruebas internacionales indican la necesidad de mejorar la comprensión lectora en los estudiantes mexicanos. La memoria de trabajo verbal constituye un proceso cognitivo implicado en la comprensión lectora. El estudio analiza la relación entre la memoria de trabajo verbal y el nivel de comprensión lectora que tienen las alumnas de educación diferenciada durante los primeros cursos de educación primaria. La muestra está formada por 105 alumnas con edades entre 6 y 9 años (M=7.35, DT=1) de un colegio de educación diferenciada de Jalisco (México). Los instrumentos utilizados son la prueba comprensión de textos del PROLEC-R y la prueba Letras y números (WISC-IV) para evaluar memoria de trabajo verbal. Los resultados de la regresión lineal indican que la memoria de trabajo verbal predice la comprensión lectora. Se proponen las implicaciones educativas para potenciar la comprensión lectora durante los cursos de adquisición en educación primaria diferenciada.

Parents' Willingness and Perception of Children's Autonomy as Predictors of Greater Independent Mobility to School.

The present study aimed to examine the factors associated with different forms of independent mobility (IM) to school (IM one way and IM both ways) according to their parents’ opinions. To do so, several variables were evaluated: how parents assess their children’s autonomy, the difficulty they perceive for IM to school, reasons for IM/no IM to school, parents’ willingness for IM to school, frequency of children’s IM for leisure activities, children having house keys and dangers perceived in the neighborhood. Family-related socio-demographic variables were also assessed: number of children, position occupied by them in the family, family composition, living with both parents or just one, and each parent’s nationality, level of education and job status. This study examined the data collected from 1450 parents (mothers and fathers) with children studying Primary Education years 4, 5 and 6 (M age = 10.53, SD = 0.90). The results showed that 42.3% of the schoolchildren did not practice IM to school, 18.1% practiced IM one way (they went to or from school alone), and 39.5% practiced IM both way (they went to/from school alone). These findings underline the importance of parents’ willingness for IM to school, and how the balance between how they perceive their children’s autonomy and difficulty for IM is relevant for greater IM to school.

Métodos de Enseñanza Apoyados en el Microordenador Canaima: Una Alternativa en la Enseñanza de la Historia Nacional

La enseñanza de la historia nacional desde los primeros años de la educación primaria es esencial para forjar los valores inherentes a la identidad nacional, tan necesaria para la formación de ciudadanos críticos, reflexivos y con profundo arraigo a la herencia histórica y cultural de su país. Paralelo a ello, las tecnologías de información y comunicación (TIC), actualmente juegan un papel fundamental dentro del mundo pedagógico, ya que son capaces de aportar gran variedad de actividades, permitiendo enriquecer los procesos de enseñanza y aprendizaje; siendo el microordenador Canaima uno de los recursos tecnológicos de esta índole más extendidos en el país. El propósito de la investigación en curso, de tipo proyecto factible hasta la fase de ejecución, es aportar métodos de enseñanza para fortalecer el abordaje del aprendizaje en la historia por medio del recurso antes mencionado. Asimismo, se pretende propiciar el enriquecimiento de la praxis docente aprovechando la versatilidad que brinda dicha herramienta, para impregnar de significatividad el estudio de la historia nacional. Este compendio de información está enmarcado dentro de un estudio en desarrollo, cuya población serán los docentes y estudiantes de segundo y tercer grado de la Unidad Educativa “Alto Barinas Sur”; aspirando evaluar el nivel de profundidad con el que se desarrollan los contenidos, el grado de comprensión e interés de los estudiantes por los mismos, así como el impacto real que posee este microordenador en la dinamización de los contenidos y en el desarrollo de los métodos. Bajo este enfoque se espera promover en la comunidad docente una revisión de los métodos que se están utilizando, la reconsideración inherente al uso de estas y a la trascendencia que tienen los contenidos para los estudiantes.

Students’ Motivation to Choose Language Itineraries in the Degree of Primary Education

This paper explores the motivation of pre-service teachers to choose a lan-guage itinerary (English or Asturian) in the Degree of Primary Education. The objective is to identify which elements drive students to select among the so-called menciones (tracks) to become language teachers; the study examines if pre-service teachers specializing in the international or the regional language report intrinsic or extrinsic motivation. A survey was answered by 89 students in their 3rd year of Primary Education. Variance analyses confirm the intrinsic motivation of students; no significant differences were found between future teachers of English/Asturian, although some variables render significant results.

Rendimiento Previo e Implicación en los Deberes Escolares de los Estudiantes de los Últimos Cursos de Educación Primaria

It is a common practice to prescribe the same type and amount of homework to all students in the classroom. However, it is very likely that not all students will be in equal conditions to work on homework (previous knowledge, skills, motivation, etc.). Previous academic achievement could be a crucial variable in this regard. Therefore, the main purpose of this work is to analyze the relationship between previous academic achievement (presage variable), the type of work approach used by students when performing homework (process variable), and their behavioral engagement (amount of homework done, time dedicated, and use of time). The sample consists of 516 students of the last three years of Primary Education. The results indicate that as the levels of academic achievement are higher, there is a progressive increase in the amount of homework done and in the use of that time. They also indicate less use of the surface approach. As students progress, a progressive increase in time spent occurs. However, the use they make of that time is decreasing. The type of approach they use in homework as they increase in grade tends to be less deep.

Influence of Shoe Characteristics on the Development of Valgus Foot in Children.

For thousands of years, shoes have been worn to protect the feet from injury, and the proper choice and use of footwear are directly relevant to foot health, especially that of children. The aim of this study was to evaluate the association between shoe-related factors (type and frequency of use) and the prevalence of valgus foot in children. This analytical cross-sectional observational study was carried out on a population of children in the first, second or third year of primary education, to analyzing the frequency and type of shoes worn, and to determining the presence or not of valgus foot. The sample consisted of 132 children (of 642 potential subjects), with an average age of 7.53 years (Standard Deviation (SD) 0.80), which was composed of 61 boys (46.2%) and 71 girls (53.8%). The overall prevalence of valgus foot was 45.5% (n = 60). The use of boots 2–5 days a week was significantly associated, in both sexes, with a lower prevalence of valgus in the left foot (30.5%, p = 0.009). The use of boots could be associated with a lower presence of valgus, depending on the frequency of wear.

SOCIAL SCIENCE LEARNING AND GENDER-BASED DIFFERENCES IN CLIL. A PRELIMIRARY STUDY

This article shows the preliminary results of a longitudinal study that aims to (i) determine the impact of bilingual education on the acquisition of contents related to social sciences, and (ii) its effect on the reduction of gender-based achievement differences. To this end, the results of students in the 4th year of primary education (n = 119) of one bilingual and one nonbilingual school located in an urban area were compared. It was guaranteed that the groups were homogeneous in terms of socio-economic level, that they had received a similar teaching methodology and same amount of social science teaching hours (3 hours a week). The results showed (i) the students who received the subject of social sciences in English had acquired knowledge in a similar manner to those who had received it in their mother tongue and (ii) the bilingual education levelled the gender differences observed in the non-bilingual school in favour of males.

Health promotion and healthy eating habits. Exploratory study in primary education

This paper focuses on the importance of health education in Primary Education and the role of schools in the acquisition of healthy habits, especially in nutrition. The aim of this study is to provide an approximation of what students in the 6th year of Primary Education (11-12 years old) understand by healthy habits related to nutrition. A questionnaire of six openended questions was carried out, with a total sample of 78 children. It should be noted that a large sample confuses healthy eating with good health. We therefore consider the need to favour greater health education in school classrooms, as this would help them to differentiate balanced diets from those that are not and, therefore, to prepare healthy menus appropriately.

Prevención del bullying a través del aprendizaje de la lectoescritura en Educación Primaria

The bullying problematic is not new in the Spanish classrooms, as reported by the results of different investigations. Therefore, teachers need to know information about the phenomenon, as well as the characteristics of those involved or new forms of harassment through the Internet: cyberbullying. Thus, this article proposes an intervention proposal for students in the second year of Primary Education aimed at the prevention of bullying through reading and writing.

Opinions of Prospective Primary School Teachers about Methods and Techniques Suitable for Teaching Science: A Case Study from Turkey

The aim of this study was to determine opinions of a group of prospective Turkish primary school teachers aboutwhat teaching methods and techniques are more suitable to teach science. In addition, their perceived competence inselection of teaching methods and techniques was explored. In Turkey, primary school teachers offer various coursesin the first four years of primary education. Their ability to benefit from teaching methods and techniques suitable forsubjects and courses is considered important in terms of realization of learning. The study was also directed towardsexamining whether third-year university students having taken courses for methods and techniques used to teachdifferent subjects felt competent about selection of suitable methods and techniques.This is a case study using both quantitative and qualitative research methods. Quantitative data were gathered withPerceived Competence Scale for Selection of Teaching Methods and Techniques for Prospective Teachers,developed by Durdukoca et al. (2017). Qualitative data were collected through an open-ended question “Whatteaching methods and techniques do you think you want to use in the future”. All the participants answered thisopen-ended question and completed the scale. Data obtained through the open ended-question were analyzed withcontent analysis.The study sample included 96 third-year students studying in the Department of Primary Education in BucaEducation Faculty of Dokuz Eylül University in the spring term of the 2017-2018 academic year. Quantitative datawere analyzed with SPSS v. 22 and t-test.The prospective primary school teachers were found to plan to use student-centered methods and techniques and tohave high perceived competence concerning selection of teaching methods and techniques. Their perceivedcompetence did not differ between genders and students with different academic performance. Only having apositive perception of competence significantly differed between branches of students.

Students’ Attitude and Motivation in Bilingual Education

Motivation and attitude are two affective factors that can determine the success of students’ learning. The objective of this study is to investigate how attitude and motivation affect students in bilingual teaching programs. This study comprised a total of 159 Spanish students and was conducted in the third and fourth year of primary education in which the level of the L2 corresponds to A2.1 of the CEFR (Common European Framework of Reference). The study involved two schools in the province of Cordoba (Andalusia) in which CLIL (Content and Language Integrated Learning) program is implemented. A quantitative methodology has been used whereby students´ attitude and motivation have been analysed through a questionnaire. The results show that although motivation and attitude are positive in science subjects within the bilingual program, it is necessary to pay greater attention to diversity and to the different pace of learning among students.

The contribution of teaching practices and pupils’ initial knowledge to literacy learning

The learning of written language results from a shared contribution of the literacy knowledge pupils bring and the pedagogical instruction they receive. The aims of the present study were (1) to assess children’s emerging literacy knowledge, in terms of both notational and textual aspects, at the beginning of the third year of preschool education; (2) to obtain a detailed picture of teaching practices in initial instruction of written language in nine regions of Spain; and (3) to determine the relationship between these two factors and learning outcomes at the end of the first year of primary education. In spite of having identified three clearly different profiles of teaching practices, results indicate that children’s performance in written language was more strongly associated with their initial literacy level of knowledge than with what the teacher did.A detailed observation of classroom interactions in the context of specific tasks not only enabled us to look more closely at different learning trajectories but also revealed several socio-affective and attitudinal aspects that appear to explain the differences in learning processes.