본 연구에서는 TIMSS 2019 물상과학 영역과 우리나라 과학과 교육과정의 연계성을 분석하고자 하였다. TIMSS 2019 초등학교 4학년 과학 평가틀의 물상과학 영역에서는 12개의 주제가 제시되는데, 초중등학교 교사로 이루어진 현장교사와 과학교육 전문가 총 12명이 참여하여 이 주제들이 우리나라 2009 개정 및 2015 개정 과학과 교육과정에서 어느 ...학년에 포함되어 있는지 분석하였다. TIMSS 2019 평가틀의 성취기준과 우리나라 과학과 교육 과정이 일치하는지 분석한 결과, TIMSS 2019 물상과학 평가 주제 중에서 우리나라 초등학교 4학년 교육과정까지 전혀 다루고 있지 않는 주제로 화학과 관련 있는 ‘일상생활에서 화학 변화’, ‘열전도’, ‘전기와 간단한 전기회로’ 내용이 두드러졌다. TIMSS 2019 평가틀이 국제 성취 기준임을 고려하면 우리나라 교육과정에 대한 시사점을 제안할 수 있으며, 다음과 같다. 첫째, 차기 과학과 교육과정 개발에서는 누리과정까지 연계하여 초·중학교 및 고등학교 화학의 내용과 범위가 전체적으로 연결되도록 현재 초등학교 3학년부터 시작하는 과학과 교육과정을 초등학교 1학년부터 시작하는 개선을 공론화할 필요가 있다. 둘째, 학습량 및 학습 수준의 적합성 문제를 고려하면서 난이도를 조정하거나 개념을 다양한 교수학습 방법으로 접근하면서 관련 주제를 다루도록 학년군을 재조정하는 방안을 생각할 수 있다. 셋째, 국제적인 흐름에 맞게 필수적인 개념 및 표준 용어들을 우리나라 과학과 교육과정에 도입하거나 구성되도록 하는 논의가 필요하다.
In this study, we analyzed the relationship between the physical science domain of TIMSS 2019 and the Korean science curriculum. Twelve subjects are presented in the physical science domain of the TIMSS 2019 4th grade evaluation framework. Research group consisting of elementary and middle school teachers and science education experts, a total of 12, participated to analyze in which grade these subjects were included in the Korea 2009 revised and 2015 revised science curriculum. As a results of analyzing whether the achievement standards of the TIMSS 2019 evaluation framework and Korean science curriculum are consistent, the subjects pertinent to chemistry like 'chemical changes in everyday life,' 'heat transfer,' and 'electricity and simple electrical circuits' appeared not covered at all until the 4th grade curriculum in Korea. Given that the TIMSS 2019 evaluation framework is an international achievement standard, we are proposing to improve the Korean curriculum as follows: first, for the development of the next science curriculum, there is a need for science curriculum organized from the 1st grade of elementary school to connect the content and scope of chemistry in elementary, middle, and high schools as a whole including the Nuri curriculum. Second, as an alternative to the problem of suitability of learning volume and level of learning, it is possible to think of a method to readjust the grade of dealing with related concepts by lowering the difficulty or simplifying the concept. Third, it is necessary to discuss about introducing essential concepts and standard terms into Korea science curriculum according to international trends.
Study objective : To examine effects of line-graph feedback on greeting behavior of 4th grade students at the beginning and end of classes. Design : ABC design (baseline, oral feedback phase, ...line-graph feedback phase) with a follow-up phase. Setting : One 4th-grade classroom at a public elementary school. Participants : 23 fourth-graders. Intervention : In the oral feedback phase, the classroom teacher provided immediate feedback orally to the students about the amount of time that the students took to get quiet. In the graph feedback phase, after the teacher recorded the data of the average elapsed time each day in a graph, it was displayed to the students in the end-of-the-day meeting. Measurement : We measured the amount of the time between when the command ("Atten-hut") was uttered by the student who was on day-duty and when all students began to be quiet Results : The delayed graphic performance feedback was effective in shortening the time that the students needed to get quiet. These results were maintained during the follow-up phase. Conclusion : The results of this study demonstrated the applicability of performance feedback through line graphs for classroom management in elementary classrooms in Japan.
En Chile, diversos estudios intentan determinar los factores que intervienen en la comprensión lectora a un nivel académico, personal y familiar dado los bajos resultados que tienen los estudiantes ...en las mediciones nacionales e internacionales que se realizan periódicamente. El presente estudio tiene como propósito describir la relación entre comprensión lectora y rendimiento académico en la asignatura de matemáticas en estudiantes de 4° medio de un establecimiento particular-subvencionado de la ciudad de Chillán, Chile.
Mediante una metodología cuantitativa, con un diseño no experimental transversal y un alcance descriptivo-correlacional, se evalúo el porcentaje de comprensión lectora con el procedimiento cloze a 151 estudiantes que cursaban 4° medio. Los desempeños de dicha evaluación se correlacionaron con los promedios de matemáticas obtenidos por dichos estudiantes durante el primer semestre académico. Los resultados indican que existe una relación significativa de tipo fuerte y bidireccional entre las variables, tanto en sus mediciones numéricas como en las categóricas.
Com base na realização de entrevistas individuais com professores de 1ª a 4ª séries em uma amostra de escolas públicas e privadas no Distrito Federal, procurou-se apontar a atualização da ...classificação dos grupos alimentares segundo exemplos e funções, além da execução de atividades de nutrição e fontes de informação consultadas pelos educadores. Os resultados mostraram associação do consumo dos alimentos energéticos e energéticos extras com uma alimentação inadequada, ao passo que os alimentos construtores e reguladores são identificados como prioritários na alimentação diária. Os livros didáticos destacaram-se como a principal fonte de informação e, em menor destaque, os manuais técnicos de alimentação e profissionais de saúde. Conclui-se que as ações educativas em nutrição precisam ser subsidiadas por professores bem formados e atualizados, além da revisão dos Parâmetros Curriculares Nacionais (PCNs) na perspectiva de um ensino interdisciplinar e intersetorial em alimentação na escola.Individual interviews were carried out with teachers of 1st to 4th grades in a sample of public and private schools in the Federal District, and point out the need to update food classification groups according to examples and function, alongside nutrition activities and the sources of information consulted by educators. Results showed the association of consumption of energetic and extra energetic food with inappropriate food intake, while certain foods are identified as prioritized in a daily food intake. School books were highlighted as the main information source and on a smaller scale technical handbooks on dietary habits and those for health professionals. It is concluded that educative actions in nutrition need to be scrutinised by educated and updated teachers, alongside the revision of the Parâmetros Curriculares Nacionais (PCNs) (National Curriculum Parameters) from the perspective of interdisciplinary and interdepartmental instruction in food and health in school.
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Four classroom teachers provided instruction to improve the inferential comprehension of 40 good and poor 4th-grade readers, as determined by scores on the Stanford Achievement Test. The experimental ...treatment consisted of 3 parts: (a) making students aware of the importance of drawing inferences between new information and existing knowledge structures; (b) getting students to discuss, prior to reading, something they had done that was similar to the events in the text and to hypothesize what would happen in the text; and (c) providing students with many inferential questions to discuss after reading the selection. Results show that poor readers benefited significantly from the instruction, but good readers did not. This differential effect was attributed to the dissimilar aptitudes of good and poor readers and the dissimilar instructional methods that are used with good and poor readers in schools. Conclusions focus on the positive prospect of modeling successful instructional procedures on theoretical, basic research. (24 ref)
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Three phases comprise the development of word reading skill: accuracy, automaticity, and speed. The 3rd phase is reached when components of the identification process (i.e., graphic, phonological, ...semantic) are unitized in memory for particular words. Attainment of this final phase was explored with 2 experiments. In Exp I with Ss from 1st-, 2nd-, and 4th-grade classes, skilled and less skilled readers identified familiar printed words, CVC nonwords, digits, and pictures. Attainment of unitized speeds to printed words was inferred if Ss identified words as rapidly as digits. This level was exhibited by skilled readers in all grades but by less skilled readers only in 4th grade. Unitized speed with CVCs was evident among 2nd- and 4th-grade skilled readers, but not among less skilled readers at any grade. In Exp II, 18 1st-grade and 19 2nd-grade poor readers practiced reading familiar words and CVCs. Practice boosted RTs to CVCs but not to words read accurately before training, and RTs to both remained slower than digit RTs, indicating that practice promotes the development of unitized speeds very slowly in less skilled readers. (45 ref)
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Designed a metacognitive intervention program to remediate the failures of 42 4th-grade boys in using metacognitive skills to aid their reading comprehension. The program consisted of 2 components: ...story grammar training, designed to increase comprehension monitoring; and attribution training, designed to increase awareness of effort in efficient reading. Ss were assigned to 3 groups: 1 group received both components and the other 2 groups each received one component alone. 14 skilled 4th-grade male readers served as a contrast group. Maintenance was assessed through free and probed recall; generalization was assessed through a metareading test and an error detection and correction task. Results indicate that strategy training produced dramatic gains in comprehension. Only Ss receiving attribution training alone showed poorer performance than skilled readers. Partial support was obtained for generalization on the metareading assessment. It is concluded that strategy training improved poor readers' comprehension by providing them with metacognitive skills.
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