scholarly journals Religious and Moral Education Textbooks in Upper Primary Schools in Botswana – A Question of Relevance

2021 ◽  
Vol 1 (6) ◽  
pp. 25-31
Author(s):  
Baamphatlha Dinama ◽  
Rebecca Khaza Moseki ◽  
Vivian Olesitse
Keyword(s):  
Primary School ◽  
Moral Education ◽  
Primary Schools ◽  
Qualitative Methodology ◽  
Classroom Practices ◽  
School Curriculum ◽  
Primary School Curriculum ◽  
And Performance ◽  
Selection Of

Concerns have been raised about the quality of religious and moral education textbooks used in upper primary school classes in Botswana. Therefore, the main purpose of this study was to assess the appropriateness of these textbooks. The study adopted a qualitative methodology approach, using interviews and also reviewing some documents. Data collected from the study suggest that the content of the prescribed religious and moral education textbooks in the upper primary school curriculum does not address the prescribed syllabus objectives, hence affects the teachers’ classroom practices and consequently students’ learning and performance. Based on these findings, the study, therefore, recommends the involvement of teachers in the selection of the prescribed textbooks for religious and moral education in upper primary schools classes.

scholarly journals Analysis of Social Studies Material in Primary School Curriculum

2018 ◽  
Vol 5 (4) ◽  
pp. 4573-4576
Author(s):  
Asnawi . ◽  
Bunga Mulyahati ◽  
Ronald Fransyaigu
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Fourth Grade ◽  
School Curriculum ◽  
The Social ◽  
Primary School Curriculum ◽  
Concrete Operational ◽  
School Selection ◽  
Thematic Learning ◽  
Selection Of

This study aims to assess the Social Studies material contained in the book of integrated thematic curriculum in 2013 the fourth grade of primary school. Selection of the fourth grade of primary school due to the initial implementation of integrated thematic learning in curriculum 2013 in a high-class curriculum. This study used a qualitative approach with a particular method of discourse analysis and content analysis of the data obtained through text analysis and documentation. Which is the object of this research is the book of integrated thematic curriculum fourth grade of primary school in curriculum 2013. Social Studies material is organized from the teaching materials and simple close around the child to a more extensive and complex. Depth presentation of the material in the textbook Social Studies  the fourth grade of primary school thematic curriculum is associated with students' knowledge. The level of difficulty of the material adapted to the development of learners who are at the stage of "concrete-operational", giving the students in understanding the material.

Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school

2020 ◽  
Vol 16 (4) ◽  
pp. 356-368
Author(s):  
Nadaraj Govender ◽  
Godfrey Mutendera
Keyword(s):  
Primary School ◽  
Indigenous Knowledge ◽  
Primary Schools ◽  
School Curriculum ◽  
Study Data ◽  
Standpoint Theory ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Individual Interviews ◽  
Primary School Curriculum

Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians’ views confirmed that Indigenous Knowledge was significant to their identities, but they were concerned with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical about custodians teaching formally in the classrooms. Several dilemmas arose from the views of participants, which have implication for the integration of Indigenous Knowledge in primary schools.

scholarly journals MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS

ALQALAM ◽  
2010 ◽  
Vol 27 (3) ◽  
pp. 452
Author(s):  
Mansur Akil
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
School Setting ◽  
School Curriculum ◽  
Primary School Teacher ◽  
Language Diversity ◽  
Native Languages ◽  
Cultural Festivals ◽  
Primary School Curriculum

The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.

scholarly journals Traditional and innovative trends in math education in preschoolers in Russia: Do they fit to educational criteria?

2020 ◽  
pp. 166-193
Author(s):  
Margarita S. Aslanova ◽  
Daria A. Bukhalenkova ◽  
Alaksander N. Veraksa ◽  
Margarita N. Gavrilova ◽  
Liudmila N. Liutsko ◽  
...  
Keyword(s):  
Primary School ◽  
School Curriculum ◽  
Preschool Age ◽  
Mathematical Education ◽  
Design Elements ◽  
Joint Activities ◽  
Primary School Curriculum ◽  
Educational Applications ◽  
Google Play

Relevance. There is growing interest in the market for educational applications in Russia. A significant number of these are aimed at preschoolers. Although much is known about the key features of preschoolers learning ( due to the cultural-historical approach as well ), there is still little research analyzing whether these features are taken into account in the design and methodology of mobile applications available on the market. Objective. To analyze math apps for preschoolers from the standpoint of cultural-historical theory. Design. We went to Google Play and AppStore with the query “mathematics for preschoolers” and selected four apps that are most popular among users and recommended by experts. We analyzed them according to the following criteria: (1) adult engagement, (2) quality of the child’s interactions with the application content, (3) types of content, (4) forms of material presentation and the correspondence of the method of number concept formation to the preschool age specifics, (5) the quality of mathematical content, that ensures the principle of continuity with the primary school curriculum. Results. None of the apps was based on developmental learning methodology, and none used opportunities for involving an adult in a dialogue and joint activities with a child. Not all the apps considered the characteristics of the age group in their design of content and the child’s interactions with the app. Only one of the apps provides continuity with the primary school curriculum. Conclusions. Scientific knowledge and practical achievements in the field of mathematical education for preschoolers are not always reflected even in the most popular programs. Our analysis allows to draw the attention of parents, teachers, and developers to important design elements that could make an app really educational for preschool children.

scholarly journals Classroom Pedagogy and the Accomodation of Students’ Cultural Diversity

2016 ◽  
Vol 4 (10) ◽  
pp. 40-52
Author(s):  
PREM JOTHAM HEERALAL HEERALAL ◽  
Francis Muchenje
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
Moral Education ◽  
Primary Schools ◽  
Classroom Interaction ◽  
Data Gathering ◽  
Sampling Technique ◽  
School Curriculum ◽  
Cultural Backgrounds ◽  
Primary School Curriculum

The study explored teachers’ views on classroom pedagogy and the accommodation of cultural diversity in primary schools in Zimbabwe. The study was carried out in five selected primary schools in Chegutu district. Qualitative research was selected as the research method with phenomenology as the research design. The sample comprised twenty teachers (10 male and 10 female) selected through purposive sampling technique. Data gathering instruments consisted of unstructured in-depth interviews and focus group discussions. The study found out that teachers accommodate cultural diversity in a number of ways. Teaching methods employed in the classroom accommodate all learners in terms of varying ability levels. In the teaching of the languages particularly Shona cultural diversity is catered for through providing pupils with equivalent terms in different dialects as well as examples. The teaching of religious and moral education was seen as an area where cultural diversity is addressed through the adoption of a multifaith approach. Teachers were also found to be sensitive to pupils’ diverse cultural backgrounds through utilisation of conducive teacher pupil classroom interaction. The study recommends that accommodation of cultural diversity should transcend all subjects in the primary school curriculum. Teachers need to be sensitised on the ideals of multicultural education through the hosting of seminars and workshops. Book publishers should make an effort to accommodate cultural diversity through provision of examples from a variety of cultures. There is need for teachers to carry out adequate research on pupils backgrounds so as to accommodate all pupils.

scholarly journals IMPLEMENTASI MANAJEMEN PENDIDIK DAN TENAGA KEPENDIDIKAN BERBASIS SEKOLAH DALAM PENINGKATAN MUTU SEKOLAH DASAR DI KOTA BEKASI

2017 ◽  
Vol 29 (2) ◽  
pp. 185-191 ◽  
Author(s):  
Neti Karnati
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Personnel Management ◽  
Primary Schools ◽  
Quantitative Research ◽  
Research Approach ◽  
Public Elementary School ◽  
Education Personnel ◽  
And Performance

The research aims to analyze the implementation of Educator and Education Personnel Management School-Based in improving the quality of Elementary School in the district of North Bekasi.Bekasi City. Quantitative research approach and survey research method. Place of study at State Elementary School in District of North Bekasi. The number of research population is 49 public Elementary School and 35 research samples of public elementary school. The results of the research are: (a) Implementation in the planning needs of Educators and education personnel has been very good, because, as many as 26 schools (74%) are very good, 7 schools (20%) good and 2 schools (6%) enough. (b) Implementation in organizing Educators and Education Personnel Public elementary school has been very good because as many as 23 schools (66%) very good, 12 schools (34%) good. (c) Implementation in the development and development of Primary School Educators and Education Personnel has been very good because, as many as 28 schools (80%) very good, 7 schools (20%). (d) Implementation in the supervision and performance assessment of School Educators and Education Personnel has been very good, because as many as 30 schools (86%) very good, 5 schools (24%) good. (e) Implementation in Dismissal of Primary School Teachers and Education Personnel is good because, as many as 8 schools (23%) very good, 23 schools (65%) good and 4 schools (12%) enough  The implication of this research is that the Implementation of Educator and Education Personnel Management public elementary schools that have been very good need to be maintained. The good implementation of Educators and Education Personnel Management can improve their performance increases. The performance of educators and education personnel is expected to improve the quality of education in primary schools. Abstrak Penelitian ini bertujuan untuk menganalisis pelaksanaan Manajemen Pendidik dan Kependidikan Berbasis Sekolah dalam meningkatkan mutu Sekolah Dasar di Kecamatan Bekasi Utara, Kota Bekasi. Pendekatan penelitian kuantitatif dan metode penelitian survei. Tempat studi di Sekolah Dasar Negeri di Kabupaten Bekasi Utara. Jumlah populasi penelitian adalah 49 siswa SD dan 35 sampel penelitian sekolah dasar negeri. Hasil penelitian tersebut adalah: (a) Implementasi dalam perencanaan kebutuhan pendidik dan tenaga kependidikan sudah sangat baik, karena sebanyak 26 sekolah (74%) sangat baik, 7 sekolah (20%) baik dan 2 sekolah (6%) cukup baik. (b) Pelaksanaan pengorganisasian pendidik dan tenaga kependidikan sekolah dasar negeri sudah sangat baik karena sebanyak 23 sekolah (66%) sangat baik, 12 sekolah (34%) baik. (c) Implementasi dalam pengembangan dan pengembangan Pendidik Sekolah Dasar dan Tenaga Kependidikan sudah sangat baik karena, sebanyak 28 sekolah (80%) sangat baik, 7 sekolah (20%) baik. (d) Implementasi dalam supervisi dan penilaian kinerja Pendidik Sekolah dan Tenaga Kependidikan sudah sangat baik, karena sebanyak 30 sekolah (86%) sangat baik, 5 sekolah (24%)  baik. (e) Pelaksanaan pemberhentian guru sekolah dasar dan tenaga kependidikan baik karena sebanyak 8 sekolah (23%) memiliki kategori sangat baik, 23 sekolah (65%) baik dan 4 sekolah (12%)  cukup . Implikasi dari penelitian ini adalah bahwa implementasi Manajemen Pendidik dan Kependidikan Sekolah Dasar Negeri yang selama ini sangat dibutuhkan harus dijaga. Penerapan Manajemen Pendidik dan Tenaga Kependidikan yang baik dapat meningkatkan kinerja pendidik dan tenaga kependidikan. Kinerja pendidik dan tenaga kependidikan dapat meningkatkan kualitas pendidikan di sekolah dasar.

scholarly journals Rights of Children in the Kenyan Primary School Curriculum

2018 ◽  
Vol 1 (1) ◽  
pp. 241-266
Author(s):  
Karugu A. M.
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Primary School ◽  
Primary Schools ◽  
School Curriculum ◽  
Content Analysis Method ◽  
The Social ◽  
Primary School Curriculum ◽  
Compare And Contrast ◽  
Children Rights

Kenyans today are very conscious and assertive of their rights. They ensured that basic human rights are enshrined in the new Constitution of Kenya 2010 that they passed. Despite all these, it is relevant to question how knowledge about human rights is transmitted and acquired by young Kenyans. We carried out a study in an attempt to provide an answer to this question. Using content analysis method we examined the rights of children as discussed in various social studies text books that are currently used in Kenyan primary schools. The objective was to identify rights of the children, interrogate them as well, as compare and contrast how various authors/publishers have presented them. In addition, the same method was used to identify and document incidents of violation of children rights as reported in the Daily Nation. The major finding of this study is that the social studies curriculum in primary schools as presented in the books that we examined adequately exposes young Kenyans to their rights and related issues. Pupils who suc-cessfully complete primary school course can be viewed to be knowledgeable and aware of their rights. Examining the reported incidents in the Daily Nation however showed that there is still a societal problem in protecting children from abuse. Children are vulnerable and defenseless. Generally, they are not capable of asserting their rights. This is evident, especially, in situations where violators of children rights are people close to them such as parents, guardians and teachers.

BUILDING STATISTICIANS AT AN EARLY AGE – STATISTICAL PROJECTS EXPLORING MEANINGFUL DATA IN PRIMARY SCHOOL

2020 ◽  
Vol 19 (1) ◽  
pp. 39-56
Author(s):  
DANIEL FRISCHEMEIER
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Statistics Education ◽  
Early Stage ◽  
Future Generation ◽  
School Curriculum ◽  
Statistical Reasoning ◽  
Early Age ◽  
Research Journal ◽  
Primary School Curriculum

Since many decisions in politics, economics, and social sciences are based on statistics, statistical literacy is a key component for an active citizen. Statistical skills and statistical reasoning can already be enhanced in primary school. Therefore, not only in Germany, statistics is an element of the primary-school curriculum, which usually includes issues of posing questions, collecting data, and of drawing displays such as pie charts or bar graphs. But to engage students and to start building future generations of statisticians at an early stage, more challenging incentives should engage students in meaningful statistical inquiries. In this paper, we describe activities that are part of a larger, long-term project that investigates how and if teaching units can be designed for primary schools and what their effect on students at that early age is. We focus on specific activities that have been tested for students at age 10. The empirical results show that – beyond learning techniques and the use of software (TinkerPlots) – the students acquired a way of statistical reasoning about the posed problems. Besides the cognitive development, we also documented the affective impact of our course on the young learners, which was very good. Our studies corroborate that it is possible to lead students to sophisticated statistical activities such as comparing groups with the help of suitable software. Furthermore, a positive attitude towards statistics could be observed as a result of the course, which may be the basis for further success in learning statistics. All in all, we can pave the way to the future generation of statisticians already at an early age in primary school. First published February 2020 at Statistics Education Research Journal Archives

scholarly journals Teaching jestastvenica in primary schools in Serbia: From 1844 until the end of the XIX century

2016 ◽  
pp. 561-575
Author(s):  
Sladjana Andjelkovic
Keyword(s):  
Primary School ◽  
Critical Review ◽  
Primary Schools ◽  
Critical Appraisal ◽  
School Curriculum ◽  
Teaching Material ◽  
Science Content ◽  
Primary School Curriculum ◽  
History Of ◽  
Xix Century

This paper deals with the development of teaching jestastvenica through the analysis of curricula in primary schools in Serbia, in the period from 1844, when the first science content appeared in primary school curriculum, until the end of the XIX century. The analysis and critical review were based on the following sources: laws, curricula, guidelines for teaching jestastvenica, jestastvenica textbooks, and reports from school supervisors. Attempts have been made to examine the development of teaching jestastvenica and explain the changes that this development induced on teaching this subject. Our study showed the constant presence of jestastvenica in curricula under different names and with changes in the annual and weekly number of teaching hours that did not follow the increase in the volume of teaching material. Also, the analysis demonstrated that the program of jestastvenica changed with the increase in the volume of teaching materials, introduction of new topics, structuring of content and methodological structuring. The study of jestastvenica curricula represents only one segment of the research of the history of this teaching, with the aim of a comprehensive and critical appraisal of its significance and contribution to the development of teaching practices and education in Serbia in the XIX century.

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