Search results

1

Nauczanie zdalne z perspektywy uczniów i nauczycieli. Przykład zastosowania modelu wirtualnego w nauczaniu zdalnym w klasach starszych w szkole podstawowej Cogito w Poznaniu

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Abramowicz D., Banasiak Ż., Kędra M., Hoffman P., Pilna D.

Studia Edukacyjne

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2021

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issue 62

87-102

EN

Remote education is not a new issue discussed in the literature, but in the face of the restrictions introduced by the COVID-19 pandemic, this type of education has developed dynamically. In the conditions of technological progress, it seems that particularly interesting in remote education is the virtual model, applied in March-June 2020 at the level of primary education at the Cogito Public Primary School in Poznań. In order to identify and evaluate remote education in the virtual model from the perspective of students and teachers, surveys with the use of an on-line questionnaire were carried out.

2

The Relationship Between Teachers' Evaluations and Students' Learning Outcomes Using Multimedia Drills in Primary Education

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Luik P.

Journal of Teacher Education for Sustainability

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2010

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vol. 12

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issue 2

59-69

EN

The present study highlights the implementation of information and communication technology (ICT) in education via the use of many educational software programs from the Internet, which every teacher can use with their students. Some learning materials are produced by individuals who are not aware of the pedagogical principles and do not know how to produce effective educational software. Therefore, the question arises: Are the teachers competent in choosing multimedia learning materials? And if they compose multimedia learning materials by themselves, are they aware of the features of multimedia which are effective or which hinder learning? The study was carried out to seek answers to these questions and find out the relationships between the teachers' evaluation of software used and the learning outcomes by students in primary education. The results are based on a correlation study where 34 multimedia drills and practice materials were used for learning. Each multimedia drill was evaluated by ten primary teachers, who had used these drills with their students and saw how the students managed with each particular drill. The evaluations by the teachers were gathered by means of questionnaires, using a 10-point scale covering 17 aspects of the drills. Each drill was used by 80 students of the 3rd form from the same schools. The learning outcomes provided by the students were evaluated by pre- and post-tests. The results of the study imply that the teachers were not able to recognise efficient multimedia learning materials.

3

The Use of a Bee-bot in Pre-primary and Primary Education

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Vargová M., Círus L.

Journal of Education, Technology and Computer Science

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2021

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vol. 12

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issue 2(32)

45-50

EN

Modern teaching aids are part of the daily education process. Children, pupils use them to deepen the acquired knowledge. A teacher tries to alternate the teaching methods in an interesting way. The Bee-bot, a didactic toy, has been used in education for several years. The teacher decides at what intervals and in which subject he or she can use the Bee-bot. In this article we present one of a group of micro-outputs. Here we used a heuristic method, a method of discovery and observation. Also, we used the cooperation in the application of a robotic toy.

4

MEMORIZING SONG LYRICS IN PRIMARY EDUCATION DURING THE MUSIC LESSON

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Stramkale L.

Journal of Education Culture and Society

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2020

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vol. 11

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issue 1

273-280

EN

Aim. The aim of the study is to identify what techniques students use to memorise song lyrics, how much time is needed to do that, and whether and in what way their parents help them learn the song. The theoretical part of the study analyses previous researches on memorisation in the context of general psychology, age-related psychology, and music psychology. Method. The empirical study involved 47 (N=47) second-grade students of the comprehensive school (25 girls and 22 boys). Three study questions are raised in this paper: what techniques do students use to learn how to memorise song lyrics? How much time does a student need to learn singing a song by heart? Do parents help students memorise the song lyrics and in what way? To answer these questions, after having sung a song by memory each student was asked to write an essay about his/her thoughts on how he/she had learned this song at home. The content analysis was used in order to process the information contained in the essays and thus obtain a concise and detailed description of the song memorising techniques. Results. As a result of the obtained data analysis, it was determined that the most commonly used memorising techniques were: reading the song lyrics, singing the lyrics, and repeating them several times. The study also revealed that slightly more than half of the students did not get any parental assistance to learn a song by heart. Conclusion. The students who learn to sing a part of a song by heart during music lessons need less time to learn the whole song at home when compared with those students who do not learn parts of the songs in class.

5

Formation of sustainable development competencies in primary school children

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Levchyk I., Chaikovska H., Yankovych O., Kuzma I., Rozhko-Pavlyshyn T.

Journal of Education Culture and Society

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2021

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vol. 12

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issue 2

341-360

EN

Aim. The article provides a new solution to the problem of the formation of sustainable development competencies in primary school students. The objective of the article is to substantiate the method of forming sustainable development competencies in primary school students and to reflect it in the model. Methods. The main research methods are observation, test, interview, questionnaire, analysis of media works, expert evaluation, and pedagogical experiment. A set of diagnostic tools has been specified. Results and Conclusions. The efficiency of the developed technique has been proved with the results obtained from the experiment: the partnership of teachers, students and parents contributes to sustainability competencies formation; implementation of common areas of media education and education for sustainable development evidenced to feasibility of the research, namely: education in legal, economic aspects, creation of media products with a projection to sustainable development, learning critical perception of mass media information, sustainability goals orientation. Due to the introduction of the experimental methodology, the number of students with high (12.07%) and satisfactory (14.65%) levels of the key competencies in the field of sustainable development increased against the background of a decrease in the number of respondents with sufficient (12.93%) and low (13.79%) levels. Originality. Emphasis is placed on the features of the designed methodology: application of partnership pedagogy and pedagogy of empowerment, integration of education for sustainable development with media education, compliance with a number of pedagogical conditions, forms and methods.

6

THE SUBJECTIVE VIEW OF SLOVAK TEACHERS ON DISCIPLINE IN CLASSROOM

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RUŽENA Č., ALENA D.

Scientific Bulletin of Chełm - Section of Pedagogy

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2017

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issue 1

57-63

EN

Disruptive behaviour and lack of (self)discipline can cause significant time losses during lessons. Through the questionnaire intended for Slovak teachers of primary education we have investigated the need and relevance to solve the issue of discipline from the teacher point of view. The research is carried out within the project “Discipline management in the classroom at the primary school”. The basic project objective is to create, apply and evaluate an optimal model of discipline management in primary classroom.

7

Intercultural Primary Education in the Second Half of the Decade

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Osaďan R., Reid E., Belešová M.

Acta Technologica Dubnicae

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2016

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vol. 6

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issue 2

77-86

EN

Intercultural education advances the comprehension of different people and cultures. It emphasizes teaching that accepts and respects that diversity is normal in all areas of life. It attempts to sensitize the pupil to the concept that we all have developed in varied ways and that different does not mean “wrong”. In the presented article, we deal with a term defined in the context of intercultural education. We think about the way of its implementation in primary education, while respecting all the attributes of cultural differentiation. Intercultural education examines forms of xenophobia, trying to diminish them, and advocates equal opportunities for all. Intercultural education works to modify individuals and institutions and so transform the society (What is intercultural education? Do we in the West have the materials to accomplish this in our classrooms?).

8

The Living Things in the Science Education at Primary School - The Video Research on the Current State of Instruction

100%

Petr J.

The New Educational Review

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2014

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vol. 36

131-143

EN

Results of an analysis of 30 biology classes of integrated sciences taught at primary schools are presented in this article. The research investigated the current state of the use of living things or their substitutes in selected thematic units of the educational area Man and His World. Results were obtained by analysing video recordings via the software Videograph.

9

Systematicity in Foreign Language Classroom Communication

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Bratož S., Žefran M.

The New Educational Review

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2018

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vol. 53

71-84

EN

The paper discusses the intrinsic potential offered by classroom interaction for language development. The first part examines several theoretical aspects and characteristics of classroom communication. The second part presents the results of a study which investigates different aspects of classroom interaction in foreign language teaching and the strategies used to encourage classroom communication in the target language. The study, which combines quantitative and qualitative research methods, is based on a survey of Slovene teachers teaching English in primary school. Results suggest that while the respondents are well aware of the benefits of using English in classroom communication, they generally use it in an arbitrary and unsystematic fashion. We would like to argue that we can contribute to the effectiveness of the teaching process by approaching classroom communication with a systematic and consistent format.

10

The Use of Living and Non-living Things during School Practice in Primary Science Education

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Petr J.

The New Educational Review

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2013

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vol. 32

255-263

EN

The goal of this article is to publish the results of research on the level of use of (non-)living things in primary science education. The results of the survey carried out at 28 schools in the region of South Bohemia, the Czech Republic, are being discussed in this article. In total, 203 teachers have reported various ways of using objects in their teaching practice in terms of science education at primary level.

11

Primary School Pupils’ Attitude toward Mathematics and Their Achievement in Mathematics

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Konarzewski K.

The New Educational Review

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2019

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vol. 56

17-28

EN

International data from TIMSS 2015 show a significant negative correlation between the country mean attitude toward mathematics and the mean achievement in mathematics of fourth grade pupils. The aim of the paper is to decide whether it is a statistical artifact or an indication of a real factor operating at the country level. The multilevel regression analysis of the data attests the latter. The factor is hypothetically identified with country typical pressure for knowledge acquisition. Strong pressure is conducive to high achievement but it puts pupils under stress, which lowers the attitude. The reverse holds for weak pressure. Within country, the variability of pressure for knowledge acquisition is restricted, hence pupils may maintain psychological coherence between achievement and attitude.

12

Outdoor education: perspective of Polish primary school teachers

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Michalak R., Parczewska T.

Studia z Teorii Wychowania

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2022

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vol. XIII(2 (39))

83-101

EN

The article presents the results of the research showing Polish teachers’ knowledge and experiences concerning organising outdoor education of children. The research searched for answers to the following questions: How do teachers define outdoor education? Where do they derive knowledge about it from? Do they take into account spaces and places other than the school building in the education process? What methods and forms of work with a child do they prefer? What factors facilitate and which make it difficult for them to practise outdoor education? The relationship between the selected aspects of outdoor education practised by teachers and the location of the school (city and village) was also examined. The research used the diagnostic survey method and the questionnaire technique. A proprietary questionnaire for elementary education teachers was developed. 276 respondents, in response to the questions, revealed their knowledge, their own views, and described their own activities related to the practice of outdoor education. Empirical data have shown that in Polish schools, outdoor education is practised extremely rarely, and its frequency is mainly related to the location of the facility. Incidentally conducted, it is characterised by a predominantly didaskalocentric attitude. Respondents indicate that only occasional education outside the school building results mainly from the lack of acceptance of this type of classes by the headmaster of schools and parents, and also from deficit of teachers’ competence in this area. The undertaken studies are important due to their unique nature in Poland. Moreover, they show directions of changes desired in teacher education curricula and the process of shaping parents’ awareness.

13

Applying Multicultural Education at School, or How to Lead Pupils to Tolerance

88%

Vargová M.

Journal of Preschool and Elementary School Education

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2013

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issue 3

137-149

EN

Multicultural education is a cross-cutting theme in the state educational programme ISCED 1 – primary education. In primary education, multicultural education can be taught as a separate subject or it can be included in other ongoing subjects. When applying multicultural education it is also important that the teacher doesn’t have prejudices against any ethnic group or nationality. He/she should also use appropriate methods that lead to pupils becoming more tolerant.

14

Terminy metalingwistyczne w świadomości uczniów klas trzecich – na przykładzie nazw części mowy

88%

Kamper-Warejko J., Kaproń-Charzyńska I.

Białostockie Archiwum Językowe

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2017

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vol. 17

EN

The aim of this paper is to introduce the results of a pilot study of the metalinguistic awareness of nine and ten-year old children in terms of the comprehension and use of the terms denoting parts of speech. The study was conducted among 73 children. The interpretation of study results includes the connection between defining and the development of the skill of defining. Moreover, the authors take into consideration the fact that the process of becoming independent of perceptive and semantic aspects and the development of the awareness of the linguistic formin children are extended in time. The study shows that children are able to combine a metalinguistic term with its definition to a larger extent if the definition comprises the semantic features of parts of speech. On the other hand, they display smaller awareness of the grammatical features of particular parts of speech. Their receptive and perceptive competence is relatively low, which indicates that many children do not understand the terms discussed in the scope provided in the core curriculum.

15

Space for Media and Digital Literacy in the Context of Primary Education

88%

Karasová M., Uhrinová M.

Journal of Education, Technology and Computer Science

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2021

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vol. 12

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issue 2(32)

23-32

EN

The contribution focuses on current questions and issues in the area of mass media influence on the behaviour of pupils of a younger school age in Slovakia. It offers partial results of research that appeal not only to the importance of implementing media education into primary education, but also show the real status of teachers’ readiness in the area of digital and media literacy. Research was quantitative-qualitative and in addition to the questionnaire method was realised interviews with headteachers of schools and focus interviews with the pupils. The aim of our research probing was to find out the contemporary state of the implementation of the media education into the education process as well as preparation of the teachers in the educational practices in regard to the specific sphere. Research is currently continuing to diagnose the digital literacy of teachers and future teachers in Slovakia.

16

Kompetencje metaforyczne uczniów w wieku wczesnoszkolnym

88%

Sala-Suszyńska J.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2015

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issue 4(19)

201-210

EN

The ability to understand and produce metaphors is thought to reflect an individual’s cognitive level, creativity, abstract reasoning ability and linguistic competence. Unlike early emerging language forms whose acquisition is complete by the time children enter school, the understanding and use metaphors steadily improve throughout childhood, adolescence and into adulthood. Measures od metaphoric competence thus provide a measure of children’s developing conceptual and linguistic abilities throughout the school years (Friemoth, Kamhi 2001: 476). It has been suggested that child metaphors are a reflection on the language of an underlying transfer of knowledge from one conceptual domain to another similar to the kind of transfer of knowledge occurring in adults. Such a view of metaphor is consistent with domain-specific theories of conceptual development which claim that children begin by acquiring knowledge in a few domains which is later differentiated or transferred to other domains (Vosniadou 1986: 52). In the article, I want to present types of metaphors, theories of conceptual development of children and metaphoric competence. Moreover, I emphasize the teacher’s role in forming linguistic competence of pupils.

17

Prawo dzieci do edukacji a jakość nauczania w Afryce Subsaharyjskiej na przykładzie Madagaskaru

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Lendzion K.

Annales Missiologici Posnanienses

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2016

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issue 21

169-182

PL

In 2003 Madagascar joined the UNESCO “Education for All” programme. The primary objective of the programme is to improve accessibility to and the quality of the education system. Although there has been progress in achieving universal primary education, this progress has not been accompanied by the necessary safeguards for ensuring quality of education. According to the UNESCO report “Éducation pour tous. Madagascar 2015" only 79% the Malagasy children who started school went on to complete their primary education. The PASEC (Program on the Analysis of Education Systems) report also shows the low quality of education – children repeating school years together with low educational outcomes in Mathematics and French. This poor quality of education is undoubtedly in violation of the rights of children to their individual development. This article attempts to answer the question about the causes of the low quality of education in Madagascar. According to the author it’s important to note that apart from poverty and child labour the low professional qualifications of teachers is also a contributory factor.

18

Twórczość a szkolne funkcjonowanie dziecka w klasach początkowych

88%

Kaszlińska K.

Kultura i Edukacja

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2013

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issue 4(97)

53-69

EN

Creativeness of children in early school education as well as the means for its stimulation are important issues both for practitioners and theoreticians of early schooling. It can be observed in everyday conversations between teachers of young children, in curriculum requirements and syllabi for the integrated education as well as some academic and quasi-academic works. The reasons for that are, firstly, the growing awareness of the importance of this sphere of children’s development, and secondly, the fact that early school years are particularly important for the child. Ability to think creatively and solve problems determines success in a variety of situations. For this reason is considered to be a desirable feature, worth developing. The article concerns the relationship between creativity and functioning of children in early childhood education; especially between creative attitude and the educational achievement, as well as social relationship. It contains also an analysis of the cognitive components of the creative process and individual determinants of educational attainment and social development of the child. The author also presented the opportunity to develop creative attitudes of pupils in educational practice in classes 1 – 3. Arts, literary and mathematical education is treated here as a special additional tool to support and intensify this process.

19

Historical and Contemporary Context of Primary School Teacher Training

88%

Belásová Ľ., Portik M.

Journal of Preschool and Elementary School Education

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2015

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issue 7

31-52

EN

The paper concentrates on the historical and contemporary context of the teaching profession. The authors focus on the history and present times of primary school teacher training in the former Czechoslovakia, and in Slovakia, particularly at the Faculty of Education, University of Presov in Presov. They detail important factors which influence the profession – especially socio-political situations, opinions of professionals (experts), the structure of study programmes and strategic planning. They point out that there have been significant changes in teacher training in recent years.

20

Questions Hidden in Schoolchildren’s Responses – Structure and Didactic Functions

88%

Kojs W., Gabzdyl J.

The New Educational Review

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2016

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vol. 45

89-101

EN

The aim of the study was to determine the role of structure and functions of ‘hidden’ questions in schoolchildren’s responses to questions posed to them by teachers during lessons. The study sample consisted of 1154 answers of elementary school-age children related to questions formulated by teachers. Observation as well as qualitative and quantitative analysis of data was used. The structure and functions of both answers and questions were determined. The obtained data allowed for specifying the status of a significant part of primary education. The study revealed an important new area of research associated with the fact of what is happening between the phase of creating and formulating questions by the teacher and the phase of understanding and creating responses by the schoolchild.

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Nauczanie zdalne z perspektywy uczniów i nauczycieli. Przykład zastosowania modelu wirtualnego w nauczaniu zdalnym w klasach starszych w szkole podstawowej Cogito w Poznaniu

The Relationship Between Teachers' Evaluations and Students' Learning Outcomes Using Multimedia Drills in Primary Education

The Use of a Bee-bot in Pre-primary and Primary Education

MEMORIZING SONG LYRICS IN PRIMARY EDUCATION DURING THE MUSIC LESSON

Formation of sustainable development competencies in primary school children

THE SUBJECTIVE VIEW OF SLOVAK TEACHERS ON DISCIPLINE IN CLASSROOM

Intercultural Primary Education in the Second Half of the Decade

The Living Things in the Science Education at Primary School - The Video Research on the Current State of Instruction

Systematicity in Foreign Language Classroom Communication

The Use of Living and Non-living Things during School Practice in Primary Science Education

Primary School Pupils’ Attitude toward Mathematics and Their Achievement in Mathematics

Outdoor education: perspective of Polish primary school teachers

Applying Multicultural Education at School, or How to Lead Pupils to Tolerance

Terminy metalingwistyczne w świadomości uczniów klas trzecich – na przykładzie nazw części mowy

Space for Media and Digital Literacy in the Context of Primary Education

Kompetencje metaforyczne uczniów w wieku wczesnoszkolnym

Prawo dzieci do edukacji a jakość nauczania w Afryce Subsaharyjskiej na przykładzie Madagaskaru

Twórczość a szkolne funkcjonowanie dziecka w klasach początkowych

Historical and Contemporary Context of Primary School Teacher Training

Questions Hidden in Schoolchildren’s Responses – Structure and Didactic Functions