Showing papers on "Primary education published in 2022"

Analysis of Computational Thinking in Children’s Literature for K-6 Students: Literature as a Non-Programming Unplugged Resource:

Abstract: As schools and districts across the United States adopt computer science standards and curriculum for K-12 computer science education, they look to integrate the foundational concepts of computatio...

Trends in tools used to teach computational thinking through elementary coding

Abstract: In this study, we attempted to curate a list of tools whose primary intent is to enable and teach children to code. From this list, we developed a framework for the classification of coding tools and reviewed current research to determine how tools are used to teach coding in elementary education. The catalog grew to over 300 specific tools intended to teach coding to children. We subsequently searched Google Scholar for studies of computational thinking in elementary or primary education. This resulted in an analysis of 161 research studies in which there was an intervention intended to teach computational thinking to young children. Through this analysis, we identified patterns in which tools have been used to teach elementary coding, to which audiences, and in what ways.

Attitudes of Primary School Teachers Toward Inclusive Education

Abstract: Background The aims of our study are related to examining the relevance of teachers' attitudes toward the implementation of inclusive education. In addition, its subject is related to the implications on inclusive education policies, limitations of the existing study along with the recommendations for our future research endeavors. Methods The research is a cross-sectional study type. The sample included 64 primary school teachers in the lower grades of primary school (grades 1–4), selected by using simple random sampling, in three primary schools on the territory of Belgrade, Serbia in 2021 (26, 17, and 21 primary school teachers). The Questionnaire for Teachers, which was used as a research instrument, was taken from the Master's Thesis Studen Rajke, which was part of the project “Education for the Knowledge Society” at the Institute for Educational Research in Belgrade. Dependent variables measured in the study referred to the attitudes of primary school teachers toward inclusive education. Categorical variables are represented as frequencies and the Chi-square test was used to determine if a distribution of observed frequencies differed from the expected frequencies. Results One in three teachers (32.8%) thought that inclusion was useful for children with disabilities (29.7%), of them thought that schools did not have the conditions for inclusive education, whereas one in four teachers (25.0%) believed that inclusion was not good. No statistically significant differences were found in the attitudes of professors, when observed in terms of their gender, age and length of service. Conclusion Investing more resources and time in developing and implementing special education policies can promote successful inclusive education.

Syrian Refugee Children's Education in Turkish Public Schools: Primary School Teachers' Experiences

Abstract: This study aims to explain the problems encountered in the education of Syrian children with the experiences of Turkish teachers. A descriptive qualitative research method was used for the study. The participants of the study were 70 elementary school teachers. The participants were selected based on the sampling criterion. The study data were collected through structured interviews. The participants were asked structured questions, and they responded as written to the questions. At the end of the study, the most significant responsibility in Syrian 'children's adjustment to the education system in Turkey falls on the shoulders of primary school teachers. Turkish primary school teachers clearly stated that the main reason for all problems they experienced was the language difference. The study results revealed that not being able to solve the communication problem deepens the problem and creates an emotional pressure on primary school teachers refugee children.

‘We want to, but we can’t’: pre-service teachers’ experiences of learning to teach primary physical education

Abstract: ABSTRACT A growing trend in primary schools in recent times has been to outsource Physical Education (PE) to external sport and activity providers. The impact of this has not yet been examined on new teachers entering the profession. Drawing upon Critical Theory, this paper aims to explore and understand pre-service teachers’ (PSTs) school-based experience of learning and teaching in primary PE. A total of 625 PSTs took part in the study, representing a variety of routes into primary teaching. Quantitative data were obtained, identifying the number of lessons taught by PSTs, and their perceived confidence and willingness to teach. Qualitative data were also gathered to examine the contextual factors influencing PSTs’ development. Findings showed that while PSTs were both willing and confident to teach primary PE, over a third were unable to do so. Reasons were predominantly attributed to curriculum outsourcing and perceived low subject priority in initial teacher education.

The urgency of Sasak local wisdom-based character education for elementary school in East Lombok, Indonesia

Abstract: <span>The study discussed the urgency of character education in East Lombok elementary schools based on Sasak ethnic local wisdom. This study used descriptive qualitative research methods to describe the phenomena of educational activities, learning, and curriculum implementation related to character education based on local wisdom of the Sasak ethnic group in East Lombok elementary schools. Data were collected by using interview techniques, group observation, and documentation. Data analysis was organized into some categories, describing it into units, synthesizing, arranging into patterns, interpreting, and making conclusions. The main problem faced in the implementation of character education in East Lombok elementary school is the absence of a character education model that is appropriate or methodologically adequate for learning process, it is individually developed continuously. The richness and diversity of Sasak culture with the values of local wisdom has potential to be integrated holistically into the curriculum both in co-curricular, intra-curricular and extra-curricular aspects, and even has the leverage to become the basis for character education. So that character education in East Lombok elementary schools based on Sasak ethnic local wisdom is very urgent to be implemented.</span>

“History Is a Way of Building Identity”: How One Independent Neighborhood Elementary School Uses Black Cultural Movements to Engage Children’s Sociopolitical Perspectives

Abstract: This article illustrates how one elementary school centers Black history to amplify children’s role in curricular development and as liberatory literacy pedagogy and practice.

“It Might Be Different from What We Think”: Critical Encounters with Linguistically Diverse Picturebooks in an Elementary Classroom

Abstract: The authors illustrate how critical encounters emerged in an elementary classroom through teacher and student discussions about language and identity with linguistically diverse picturebooks.

The School Library and the Promotion of Reading and Writing: Evaluation of the Reading and Writing Project “Small Readers/Future Writers”

Abstract: The activities promoted by the school library play a fundamental role in promoting reading and writing. This study carried out with a group of 103 children from the 4th year of schooling of primary education of a public school in the North of Portugal, aimed to understand the impact of the school library in promoting reading by students involved in the “Small readers/Future writers”. For data collection questionnaires were applied to students. Five activities were carried out based on the work of potential children's reception The Great Word Factory, with text by Agnes De Lestrade and illustration by Valeria Docampo. The analysis of the collected data suggests that the activities promoted by the school library have an impact on the promotion of students’ reading habits, which in turn, recognize the importance of the practices developed by SL. The results prove the need to assess the impact of the pedagogical practices carried out by the school library on student learning. The results are discussed based on the literature and implications for future research/practices are recovered.

Awareness of Tribal Parents for Enrolling Their Children in Primary Education: Chittagong Hill Tracks

Abstract: Primary education is the constitutional right in Bangladesh and one of the most basic needs on which the nation is built. Nailing this point the paper is aimed to investigate the awareness level of tribal parents to let their children admission in primary schools. The study sets three research questions focusing the awareness of parents and intends to explore the obstacles in path of education. There are 250 tribal parents selected purposively from Khagrachari district of Bangladesh. The sample size consists two areas of tribal parents urban and rural, both areas are entailed literate and illiterate parents of primary school student. The primary data has been collected based on questionnaire survey. The study selects the variables regarding awareness enrollment initiatives while statistical tool (t-test) is used to know awareness level of tribal parents about enrollment of primary education. Finally, the important thing in all scenarios that the researchers have found significant differences in awareness between rural compare to urban as well as literate and illiterate tribal parents about enrollment on primary education of their children. The identified major challenges are the poverty, insufficient infrastructure, unskilled teacher, lack of awareness and proper monitoring for bridging the gap between home and school through mother tongue-based bi or multilingual education in primary school.

Characteristics of High- and Low-Performing Students

Abstract: Many governments are interested in improving the overall attainment of their school students and in delivering quality education for all that improves the life opportunities of their populations. In addition to comparing average student achievement with similar economies, looking in depth at the factors that affect variation in student performance and underlie student achievement gaps can provide important information to support educational improvement. Students that find it difficult to perform even basic mathematical computations or understand elementary scientific concepts may be left behind if they do not receive specific help in the early years of education to lay the foundations for later school years. At the same time, it is also important to foster the talents of students that are gifted in mathematics and science, as this group are likely to become an important part of the future work force. IEA’s Trends in International Mathematics and Science Study (TIMSS) can be used to analyze aspects of student achievement and the background factors that influence how students learn about mathematics and science. Such data can be used to evaluate the proportions, competencies, and characteristics of these groups of high- and low-performing students across the Dinaric region. The competencies of the two groups can be established by analyzing student proficiency levels relative to the TIMSS international benchmarks in mathematics and science. Analyzing the characteristics of these high- and low-performing students revealed that there were considerable differences in the proportions of grade four students lying at either end of the TIMSS achievement distribution across the Dinaric region. For mathematics, boys tended form a higher proportion of the group of high-achieving students in three of the Dinaric systems, but conversely, in science, boys were more often found in the low-achieving group in three systems. The availability of home resources for learning varied significantly across the participating Dinaric education systems and was found to be positively related to student attainment. Student attitudes towards learning the subjects and student reports of their physical wellbeing on arrival at school were also found to be related to student achievement across the region.

Outcome Based Education Design in Elementary School Physical Education Lectures

Abstract: The aim of this research is to develop the concept of the Physical Education Course with the Outcome Based Education concept in the Elementary School Teacher Education Study Program. The Outcome Based Education concept is applied by utilizing technology as a lecture companion. The research method applied is Borg and Gall Design Research and Development. the effectiveness of the results can be explained that the implementation of Outcome Based Education in the Elementary School Physical Education course shows that it has an assessment of 94 which is in the Very Good category. The results of the Outcome-Based Education assessment have the highest score of the test scores carried out, namely in the limited test it gets a score of 66, in the main test it gets a score of 73, and in the operational test it gets a score of 93. The conclusion of the research shows that Elementary School Physical Education lectures can contribute as a rule an outcome-based education-based lecture development model through the application of the case method and team-based project lecture methods within the State University of Medan.

Exploring the Communication of Social Movements in Primary Education

Abstract: There is much controversy today about several factors involved in children’s education. The last decade has also seen a significant change in the way classes are imparted, with teachers giving greater visibility to subjects of current importance. One of these subjects is the issue of social movements. The present study aimed to identify possible communication strategies between primary school teachers and children and identify possible pedagogical strategies to explain, treat and discuss social movements in classrooms. To carry out the objectives, we used a Delphi method, and we drew on the experience of experts in several social and educational fields to identify the communication strategies. This interactive technique, comprising different phases and a range of questions, was used with experts in the psychology of education, media studies, primary education, and parents to reach a consensus on how best to approach social conflicts in the classroom and obtain predictions. The implications for primary education are discussed.

Teachers’ Perceptions of Critical Thinking in Primary Education

Abstract: as practices that promote critical thinking among pupils. However, respondents indicate that despite previous exposure to the concept through project-based learning and ‘Philosophy for Children’, they still need support through peer learning and exchanges of best practices to fully promote critical thinking among pupils.

The Implementation of Integrated Character Education Outcomes in Elementary Schools

Abstract: This study evaluated the implementation of integrated character education in elementary schools in the city of Palembang and measure the achievement of the results. The implementation of integrated character education in several cities in Indonesia has not shown encouraging results. This study is a survey method, conducted at 20 elementary schools in Palembang with descriptive statistics, frequency distribution, and histogram. Data collection techniques were obtained through in-depth interviews, observation, documentation, checklists, and questionnaires. The results showed that the implementation of integrated character education in elementary schools has not been encouraging. Empirical evaluative findings show that in the fifth grade the highest percentage is 36.33% and in the sixth grade, 30.33% of the 600 elementary school students in the city of Palembang studied still in the Good enough category. The presence and role of classroom teachers who are specifically entrusted with the role of the transmitter of character education or heart education are sometimes overwhelmed and the role of guidance and counseling teachers at the elementary school level is not very visible or even not involved at all, as seen in most elementary schools in Indonesia. This paper recommend to provide hours of classical tutoring services.

Trend of maternal education in Bangladesh from 2004–2018: Analysis of demographic surveillance data

Abstract: Background Maternal education is universally recognised as a major factor in positive societal indicators (health, wellbeing, overall education, etc.) and a country’s growth and economic sustainability, yet the underlying factors contributing to maternal education have not been widely investigated, especially in developing countries. Objective This study investigated the 15-year trend of maternal education in Bangladesh (2004–2018) to identify the factors contributing to maternal education. Method This study used publicly available cross-data from five consecutive Bangladesh Demographic and Health Surveys (2004, 2007, 2011, 2014 and 2018). Level of maternal education was grouped as ‘no education’, ‘incomplete primary’, ‘complete primary’, ‘incomplete secondary’, ‘complete secondary’ and ‘higher education’ (reference group). The differences in factors/exposure variables suspected to contribute to maternal education were measured for these groups for 2004–2018, and a survey multinomial logistic regression was performed to estimate the explanatory value of these factors. Results From 2004–2018, there was a 62% gross reduction of the no education group and a 61% gross increase in the higher education group. A gross increase was also observed for complete secondary (49%), incomplete secondary (39%) and complete primary education (14%). In multivariate analysis, in rural areas, in 2018, the probability of a woman being in the complete primary, incomplete primary or no education groups was increased (adjusted relative risk ratio: 1.21, 1.40 and 1.59), compared to 2004 (0.73, 1.09, 1.12), respectively. From 2004–2018, the factor of no television watching reduced the probability of maternal education levels. Having a husband/partner who had no education increased the probability of a woman’s education level. The probability of all maternal education levels decreased across all wealth index groups. Conclusion The data suggest that average maternal education level in Bangladesh increased from 2004–2018. However, an integrated effort is required to improve factors associated with maternal education to both increase maternal education and Bangladesh’s long-term sustainability.

Energy literacy in elementary school textbooks in Mexico

Abstract: Abstract Recognizing the relevance of energy in our lives is essential for ensuring a sustainable future. The lessons offered by education systems could exert an impact throughout the lives of people. This study conducts a review of the content of elementary-level textbooks in Mexico to describe and analyze the scope of these materials and their depth from the perspective of energy literacy. Analysis considers the content of 44 textbooks published in 2014, and identifies 33 topics categorized based on the framework of energy literacy proposed by DeWaters (2011). The results show that energy-related issues were introduced to students earlier than expected by the government educational authority, energy-related contents were more extensive than expected across the textbooks, and offered a rich interdisciplinary perspective previously unrecognized by national educational guidelines. These findings suggest the need to update educational guidelines in Mexico to acknowledge the contents identified in this research, to support them with materials related to SDGs, and to understand better which energy education topics are being covered for future generations in other countries.

The determinants of the quality of primary education in Cameroon

Abstract: This paper investigates the determinants of school acquisition at the end of primary school in Cameroon. To do so, we use a two-level hierarchical linear modeling on data from the 2014 survey of the “Programme d'Analyse des Systèmes Éducatifs” of CONFEMEN (PASEC). We found that the socio-economic level of the student's families, the language spoken at home, the size of the school, the gender of the teachers, and the legal nature of the school explain significantly and positively the level of students' academic achievements. Recommendations for households and education stakeholders to improve the quality of primary education are discussed.

Evaluating the association between various indicators of school quality and educational outcomes in somalia with special reference to puntland state

Abstract: Purpose: the aim of this quantitative study is to highlight the major obstacles associated with the association between various indicators of school quality and educational outcomes that hinder adequate primary education from taking its foothold in Somalia at large and the federal state of Puntland in particular. Methodology: This study used three retrospective data sources from the previous six school years, as well as raw data on the direct and indirect costs of primary education and their impact upon parents' affordability to send their children to school in the first place, which were collected from 27 primary schools using a cross-sectional approach. The study used descriptive and inferential statistics: compare mean ± SD, t-test and analysis of variance (ANOVA). Results: In each considered scholastic year, on average, 30% of the population reached school-year and 167,439 enrolled, and of that, only a mere 5% qualified for the final year-eight exam. The outcome revealed a massive drop out along the way. Of the two types of primary education mise en scene, Alternative Basic Education (ABE) and Primary & Integrated Qur’anic Schools (PIQS), the parents enrolled their children in the latter on a 1:17 ratio. The enrollment rate of female and male pupils in the last six scholastic years has been 55% and 45%, respectively. The public-school regions examined were found to have been over three-fold higher than the private ones, though this doesn’t have an effect on the cost of education per capita. As for the distribution of schools in the nine regions, there is a significant disparity among them, ranging from 32±1 to 128±11. The teacher-student ratio was found to be 36:1±3. The overall average number of teachers over six school-years was found to have been 4,420±458, out of which only 14% (609±104) stood as females, and that is below the 50% sub-Saharan Africa benchmark. Finally, the school cost per child/student in each month has been observed and found to have been $29±7. Consequently, the overall cost for every child per year becomes $234.224 against a background of low family income. Unique contribution to theory, practice and policy: a set of recommendations have been proposed such as: conducting situation analyses on school excellence and educational reforms to be formulated periodically to meet SDG 4 targets; meeting the future needs of education financing; better regulating both public and private schools; closing the gap in teacher-student ratio; the lowest ratio of female teachers in primary education; and for the government to explore in the direction of future education financing in order to better regulate both public and private schools.

From the Classroom to Digital Platforms—A Study with Teachers and Families

Abstract: With the Covid-19 pandemic, classroom teaching activities were suspended and distance learning was seen as an alternative for students at all levels of education, to continue their learning. This study aims to know the perceptions of teachers and families regarding distance learning. The study had the participation of two teachers and two families, from two primary schools in the north of Portugal. Through a qualitative methodology using the interview, as an instrument of data collection, an attempt was made to emphasize the participants’ points of view and the meaning they have on the subject. The main results demonstrate that although distance learning allows flexible management of the timetable and greater autonomy for students, it can be unfavorable in terms of the development of socio-emotional skills. The difficulties felt point to the lack of monitoring by students, time management and the lack of technological skills. The investment in teacher training in this area was considered as a suggestion for improvement.

Is the use of Makey Makey Helpful to Teach Programming Concepts to Primary Education Students?

Abstract: New computer devices such as Makey Makey are proposed for children in primary education to learn computer programming. That way, students can interact with the computer with any conductive material, such as fruits or Play-Doh. The research question is whether playing with fruits as interactive devices can help primary education students learn concepts of computer programming. An experiment has been performed to answer the question with 62 primary education children. The results gathered provide significant evidence that students can learn more without using the fruits. Psychological factors may explain these results.

Mental Health Education for Primary School Teachers in Areas Lacking Environmental Resource Dilemma and Countermeasures

Abstract: With the development of society and the progress of education, primary school teachers in areas lacking in environmental resources were facing many problems, and teachers' mental health problems were facing many challenges. The primary education conditions in the areas lacking in environmental resources were limited, and the education level needs to be improved. Therefore, the primary school teachers in the areas lacking in environmental resources should keep a good psychological state and make greater contributions to the primary education in the areas lacking in environmental resources. As the leader of primary education activities, teachers had a direct and profound influence on the growth and development of pupils in the enlightenment stage. Therefore, it was necessary to change the education and teaching concept, move towards the mental health education concept in the areas with poor environmental resources, strengthen the training of teachers' mental health education literacy, and actively explore the new mode of teacher education.

Principles for AI Education for Elementary Grades Students

Abstract: AI is beginning to transform every aspect of society. With the dramatic increases in AI, K-12 students need to be prepared to understand AI. To succeed as the workers, creators, and innovators of the future, students must be introduced to core concepts of AI as early as elementary school. However, building a curriculum that introduces AI content to K-12 students present significant challenges, such as connecting to prior knowledge, and developing curricula that are meaningful for students and possible for teachers to teach. To lay the groundwork for elementary AI education, we conducted a qualitative study into the design of AI curricular approaches with elementary teachers and students. Interviews with elementary teachers and students suggests four design principles for creating an effective elementary AI curriculum to promote uptake by teachers. This example will present the co-designed curriculum with teachers (PRIMARYAI) and describe how these four elements were incorporated into real-world problem-based learning scenarios.