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Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and InvolvementCone, Christina Schull 21 November 2014 (has links)
Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom.
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Educators' views on HIV and AIDS and sexuality education in a middle class primary school in the Durban area.Naicker, Minalyoshini. January 2010 (has links)
This study examines how educators in a primary school view the teaching of HIV and AIDS and sexuality in the context of delivering the LO curriculum. It seeks to establish whether the educators are properly trained for and supported in their tasks and further seeks to establish their attitudes towards teaching these sensitive subjects. The study is based on semi-structured interviews with eight Life Orientation (LO) teachers who work at CJ Primary School (CJPS) in Durban. CJPS is a well established school that formerly served only a white learner community. Since the early 1990s its racial demography has changed and it is now racially mixed with Indian learners constituting a slight majority. The school offers classes from Grade 0 to Grade 7. The teachers interviewed for this study were all involved in teaching LO in the senior primary phase and all had delivered lessons on HIV/ AIDS and sexuality. The sample comprised one African, one White and six Indian teachers and was made up of three males and five females. The school timetable includes two LO periods a week (i.e. 2 hours per week is devoted to LO) and evidence suggests that teachers are serious about the teaching they do in these periods. It was found that levels of both pre and in-service training in the areas of HIV and AIDS and sexuality and gender were low. Only 2 out of the 8 teachers had been trained in HIV and AIDS and sexuality education. 5 of the 8 educators had received some form of training, (weeklong workshops, for
example) but many still felt unconfident about teaching sexuality.
Although national policy for teaching HIV and AIDS and sexuality does exist and the school also has its own set of policy documents relating to the LO curriculum, most of the teachers had not seen the national documents and were unaware of the school's policy. HIV and AIDS and sexuality are themes which are taught across the curriculum but rather cramped into one term's allotment of LO lessons which results in a lack of depth being achieved. Understandings of sexuality were basic and generally devoid of 'gender'. It appears as though the female teachers were more enthusiastic about teaching HIV and AIDS and sexuality than were the men and the lone African educator was the most strident in demanding that the school devote more attention to these subjects, possibly because in her own life she had already directly encountered the ravages of the pandemic. There is some competition within the curriculum about which subjects should get the most attention and priority. Generally speaking, language teaching and mathematics were considered more important than the LO. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.
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The Effects of Self-evaluation and Response Restriction on Letter and Number Reversal in Young Children.Strickland, Monica Kathleen 08 1900 (has links)
The purpose of this study was to evaluate the effects of a training package consisting of response restriction and the reinforcement of self-evaluation on letter reversal errors. Participants were 3 typically developing boys between the age of 5 and 7. The results indicated that the training package was successful in correcting reversals in the absence of a model during training and on application tests. These improvements maintained during subsequent follow-up sessions and generalized across trainers. Fading was not always necessary in correcting reversals, but was effective in correcting reversals that persisted during the overlay training procedures. The advantages to implementing a systematic intervention for reducing letter reversal errors in the classroom, as well as directions for future research, are discussed.
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Integrating social studies and literature using folktalesNewton, Susan Sublett 01 January 1990 (has links)
No description available.
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Kaleidoscope: Integrating a third grade curriculum through the use of theme studiesTriepke, Bonnie Jean 01 January 1994 (has links)
No description available.
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Videotaping: A tool for self-evaluation in language arts processesNiblack, Linda Marie 01 January 1994 (has links)
The project represents an ethnographic study of second grade children using video technology to facilitate self-evaluation in the reading/writing processes.
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Key elements of a quality literature programAndrews, Ann E. 01 January 1992 (has links)
3rd grade -- Group discussion -- Literary elements (setting, plot development, characterization) -- Comparison charts, study groups, journals -- Shared meaning.
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The underwater life off the coast of Southern CaliforniaPurkey, Kathie Lyn 01 January 2005 (has links)
This project reviews the basic chemical and geographical features of the ocean, biological classification of marine life, background of the ocean's flora and fauna, and the ocean's environment. These facts are presented through an underwater documentary filmed at various sites along Southern California's coast and complemented with lesson plans designed for grades K - 4.
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Validation of an interdisciplinary mathematics-reading conceptual model through an analysis of interdisciplinary research in mathematics and readingOlson, Kay B January 2011 (has links)
Typescript (photocopy). / Digitized by Kansas Correctional Industries
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Media integration in the teaching of mathematics in the Pre-primary and Primary schoolsSeopo-Sengwe, Mmamapalo Elinah 11 1900 (has links)
The fundamental purpose of this research is to establish whether mathematics can be taught
effectively with the use of appropriate media and to further establish the possible effects of
media in the teaching of mathematics.
The research touched on the principles and guidelines of media selection and the various
methods that could be utilized in conjunction with media in the teaching of mathematics in the
pre-primary and primary schools.
In media selection, the emphasis was that media must be chosen objectively rather than on
the basis of personal preference and that the effectiveness of media is dependent on the
suitability of the physical conditions surrounding it.
The overall findings regarding media utilization is that most educators believe that media
used in conjunction with a suitable or appropriate method should help to actualize what is
expected from the learner.
The research method in this study can be divided into a literature study and an empirical
investigation. The literature study was done with a view to support the introductory
orientation of this study.
The focus was on learning as an active process, it also highlighted how the young learners
acquire knowledge and how their interaction with their environment impacts on their cognitive
development. The research also dealt with concept formation with special reference to the
variety of concepts such as physical sensory concepts, action-function concepts, evaluative
concepts and abstract concepts.
The questionnaire was used to gather data from seventy (70) educators about media
integration in the teaching of mathematics in the pre-primary and primary schools. An
observation guide was also used during the observation of the presentation of twelve (12)
lessons by eight (8) teachers from the pre-primary and primary schools. The lessons
included the nature and characteristics of media employed in the lessons.
The following factors were taken into account:
(a) lesson plan layout
(b) specific outcomes
(c) contact accuracy and relevance
(d) learner variables and interest
(e) the learning environment and
(ij the mediation capabilities of the educator
(g) availability of media in schools
The discussion of data collected was followed by the data analysis and interpretation. The
statistical techniques were used to put the researcher in a position to either reject or accept
the null hypothesis. The techniques used were the Wilcoxon Signed Ranks Test, the
Pearson Correlation coefficient, the NPar Test and Friedman Test.
On the basis of the findings the researcher has sufficient, concrete evidence to conclude that
the results invalidate the null hypothesis tested. Therefore the researcher's conclusion is that:
(a) there is a possible effect of media in the teaching of mathematics lessons in the preprimary
and primary schools.
(b) there is a possible effect of media selection and integration of media in mathematics
lessons. / Psychology of Education / D. Ed. (Psychology of Education)
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