International Journal of Elementary Education最新文献

Investigation of Science Terminology for Grade IV Elementary School Students with Hearing Impairments: A First Step Towards Inclusive Science Education 小学四年级听障学生科学术语调查：迈向全纳科学教育的第一步

International Journal of Elementary Education Pub Date : 2024-11-25 DOI: 10.23887/ijee.v8i4.91789

Made Suparmi, Putu Nanci Riastini, Dewa Gede Firstia Wirabrata

{"title":"Investigation of Science Terminology for Grade IV Elementary School Students with Hearing Impairments: A First Step Towards Inclusive Science Education","authors":"Made Suparmi, Putu Nanci Riastini, Dewa Gede Firstia Wirabrata","doi":"10.23887/ijee.v8i4.91789","DOIUrl":"https://doi.org/10.23887/ijee.v8i4.91789","url":null,"abstract":"Science learning in elementary schools is not equal for the deaf, especially in inclusive schools because there are many science terminologies that do not have sign language. This causes deaf students to have difficulty understanding science terminology, and abstract concepts that are conveyed verbally in the classroom. This study aims to investigate science terminologies that appear in science material for grade IV elementary school and describe the percentage of the appearance of science terminologies in all science material for grade IV elementary school. This type of research is descriptive research. The subjects of this study used 120 sources of science material for grade IV elementary school. Data collection in this study used document study and structured observation methods. The data analysis technique used the corpus analysis method through Voyant Tools. The results of this study indicate that the terminologies that often appear in science material for grade IV elementary school are 506 terms (338 words and 168 phrases). These terminologies include the words \"Water\", \"Leaf\", \"Energy\", \"Photosynthesis\", \"Force\", \"Electricity\", and \"Substance\". In phrases including, “Plant Roots”, “Eyelids”, “Living Things”, “Changes in the Form of Objects”, “Bone Frame”, “Energy Source”, and “Liquid”. For general word terminology, the percentage range of occurrence ranges from 0.01% to 1.03%. For general phrase terminology, the percentage range of occurrence ranges from 0.01% to 1.84%. All terminology findings have been validated by science lecturers and have collaborated with GPK and grade IV teachers to identify frequently used terminology. Based on the research results, research on science terminology in sign language needs to be followed up with further relevant research to realize inclusive science education.","PeriodicalId":512090,"journal":{"name":"International Journal of Elementary Education","volume":"8 4","pages":"618-623"},"PeriodicalIF":0.0,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ejournal.undiksha.ac.id/index.php/IJEE/article/download/91789/32205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147879349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fable Text Teaching Materials in Increasing Reading Interest of Elementary School Students 提高小学生阅读兴趣的寓言文本教材

International Journal of Elementary Education Pub Date : 2024-04-02 DOI: 10.11648/j.ijeedu.20241302.11

Syiffa Chaerunnisa, Suherli Kusmana, Jaja Wilsa

{"title":"Fable Text Teaching Materials in Increasing Reading Interest of Elementary School Students","authors":"Syiffa Chaerunnisa, Suherli Kusmana, Jaja Wilsa","doi":"10.11648/j.ijeedu.20241302.11","DOIUrl":"https://doi.org/10.11648/j.ijeedu.20241302.11","url":null,"abstract":"This research aims to overcome the low interest in reading in elementary school students. The effort made is to develop teaching materials in the form of reading fable texts which can increase students' interest in reading. Fable texts are animal stories that children really like. Teaching materials presented digitally are very popular with millennial children. It is hoped that the development of this teaching material can provide a solution to several problems with interest in reading in schools, namely students' low interest in reading, understanding the moral message of fable texts which is neglected, and limited reading books for fable texts in schools. This research uses the Research and Development (RnD) method which consists of preliminary studies, product development and trials. The results of expert validation show that the teaching materials developed meet the content validity criteria as teaching materials suitable for use in elementary schools. Based on the analysis of the trial results, it is known that the teaching materials are included in the Very Good (suitable) category in increasing elementary school students' interest in reading. Teachers can use moral value messages from fable texts as affective learning and character education for students. Digital teaching materials for fable texts developed can be used by schools to increase students' interest in reading, especially new students.","PeriodicalId":512090,"journal":{"name":"International Journal of Elementary Education","volume":"151 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140754625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

9-10-Year-Old Children’s Understanding of Climate Change 9-10 岁儿童对气候变化的理解

International Journal of Elementary Education Pub Date : 2024-03-20 DOI: 10.11648/j.ijeedu.20241301.13

Mijung Kim, Q. Jin

{"title":"9-10-Year-Old Children’s Understanding of Climate Change","authors":"Mijung Kim, Q. Jin","doi":"10.11648/j.ijeedu.20241301.13","DOIUrl":"https://doi.org/10.11648/j.ijeedu.20241301.13","url":null,"abstract":"Recognizing the need to educate young students about climate change, there is ongoing debate regarding the appropriate age and pedagogical approaches for its introduction. Scholars differ in their views on whether to postpone climate change education until higher grade levels due to concerns about children’s cognitive and emotional readiness or to advocate for earlier involvement as a means of fostering civic engagement. To contribute on this discussion, this small-scale case study engaged 7 Grade 3-4 students to explore their perspectives and understandings about climate change. Over a two-month period, these students actively engaged in five one-hour sessions focused on climate-related topics, including weather, climate, and greenhouse effects. Group conversations and drawing activities were employed to foster an environment where the children could freely express their perspectives and experiences. The collected data included both students’ drawings and video recordings capturing session activities and group interactions. The children in this study demonstrated critical awareness and concerns about climate change. They also expressed diverse conceptual understandings spanning from misconceptions and evolving ideas to sophisticated insights rooted in their experiences. Based on the findings, efforts are made to comprehend whether and how discussions about climate change can be initiated with Grade 3-4 students. The research concludes by highlighting the need for more comprehensive studies to investigate age-appropriate K-6 approaches and curriculum that address both the cognitive and emotional aspects of climate change education.\u0000","PeriodicalId":512090,"journal":{"name":"International Journal of Elementary Education","volume":"30 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the Mechanism of Conducting Benchmark Test for the Infrastructure of Physical Education Curricula in the Age of Artificial Intelligence 了解人工智能时代体育课程基础设施基准测试的机制

International Journal of Elementary Education Pub Date : 2024-03-13 DOI: 10.11648/j.ijeedu.20241301.12

Mayasa Abd Ali Kadhim, Anwar Abd Alkader Mashi, Lamia Hassan Al-Diwan, Mohammed Asim Ghazi

{"title":"Understanding the Mechanism of Conducting Benchmark Test for the Infrastructure of Physical Education Curricula in the Age of Artificial Intelligence","authors":"Mayasa Abd Ali Kadhim, Anwar Abd Alkader Mashi, Lamia Hassan Al-Diwan, Mohammed Asim Ghazi","doi":"10.11648/j.ijeedu.20241301.12","DOIUrl":"https://doi.org/10.11648/j.ijeedu.20241301.12","url":null,"abstract":"The study aims to propose a vision for creating a standardized test according to the development of physical education curricula in the era of artificial intelligence, so that we can be able to measure student achievement and master the new curriculum standards. Based on the results, the following can be concluded: directing the teaching and learning process, and determining levels. For students, students’ teaching performance, students’ level of understanding and knowledge, application and achievement of lesson objectives in physical education. There is a strong correlation between most of the skills, knowledge, and behaviors that were measured in the study. This suggests that these skills, knowledge, and behaviors are related to each other, and that students who are high in one are more likely to have a high level in the other skills, knowledge, and behaviors. This is due to the fact that the students who participated in the study had a good level of performance in all the criteria that were measured. Based on the results, the following recommendations can be made: Focus on developing teaching skills and interaction with students, as they are closely related to the level of understanding and knowledge of students. Focus on developing knowledge and understanding of mathematical concepts, mathematical skills, and sporting values and behaviors’, as these skills and knowledge are closely linked to the application and achievement of lesson objectives in physical education.\u0000","PeriodicalId":512090,"journal":{"name":"International Journal of Elementary Education","volume":"487 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Basic Prerequisites of Primary Schools’ Classrooms Ambience for Excellent Teaching and Learning 小学教室营造良好教学氛围的基本前提

International Journal of Elementary Education Pub Date : 2024-02-21 DOI: 10.11648/j.ijeedu.20241301.11

J. A. Emenike

引用次数: 0