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This study investigates the psychometric properties of the numerical ability test using a three-parameter logistic (3PL) model within the framework of item response theory (IRT). The test comprises 30 dichotomous items and was administered to 2,689 fifth and sixth-grade students in schools across the Arab Gulf countries. The findings indicate a strong alignment of the test items with the three-parameter model, affirming the validity of the IRT approach. The test also meets the criteria for unidimensionality (UD) and local independence, establishing its psychometric soundness. Notably, the numerical ability test excels in discriminating between examinees with varying levels of numerical ability, particularly those with low or average abilities. Moreover, the scale exhibits a high level of reliability, with a marginal reliability coefficient of 0.83. These results suggest the potential for future research aimed at further enhancing the test’s precision and effectiveness. [ABSTRACT FROM AUTHOR]

This quasi-experimental study investigates the effectiveness of museum visit on 6th-grade students’ attitude towards and learning of history. The study engaged 120 students in the museum visit intervention. That includes, 60 students in the experimental group and 60 students in the control group. The study design included pre-test and post-test measures. The study administered an achievement test and an attitude scale toward history. The study analyzed the data using the repeated measures analysis of variance (ANOVA) statistical test. The study’s result revealed that the experimental group outperformed the control group in achievement test scores of histories. The museum-visit group expressed a more positive attitude towards history learning and engagement. These findings underscore museums’ potential as experiential learning environment, offering knowledge and fostering a positive attitude towards history. The study recommends the future researchers to conduct similar empirical studies in science subjects as a venue for place-based pedagogy in the Indian context. [ABSTRACT FROM AUTHOR]

Objectives: This study assessed disaster awareness among 3rd and 6th-year medical students at Ankara University and explored factors influencing their awareness. Understanding this is crucial for preparing future healthcare professionals for emergencies. The study investigates how different stages of medical education and receiving disaster education affect disaster awareness. Materials and Methods: This cross-sectional study at Ankara University Faculty of Medicine from August to October 2023 assessed disaster awareness among third and sixth-year students. Data were collected via Google Forms using a 20-item questionnaire covering demographics, disaster experiences, and medical school education and a 36-item 'Disaster Awareness Scale'. Results: A total of 352 participants, 210 in 3rd grade and 142 in 6th grade were included in the study. The mean disaster awareness score was 148.4. Disaster awareness was found to be higher in sixth-grade students who received disaster education at the medical faculty and those who participated in disaster drills. The scale scores of the participants who had experienced an earthquake and had a disaster experienced in their close circle were also higher. Conclusion: The study revealed that the disaster awareness of the sixth-grade students those who received disaster education at the medical faculty, those who had experienced an earthquake, those whose close circle had experienced a disaster, and those who had participated in a disaster drill were significantly higher. These results emphasize the importance of formal education and drills in disaster preparedness. Therefore, it is recommended that disaster preparedness education should be disseminated and developed in all faculties. [ABSTRACT FROM AUTHOR]

This study investigated how sixth graders' credibility evaluation self-efficacy was associated with their ability to evaluate the credibility of online texts. Students (N = 265, Mage = 12.45) worked in a web-based environment, where they read and evaluated two more credible texts and two less credible texts that required confirming and questioning the texts' credibility, respectively. Students were asked to evaluate the author's expertise, the author's benevolence, and the quality of evidence in each text. They were also asked to assess their credibility evaluation self-efficacy during the task. The structural equation model indicated that students' self-efficacy was positively associated with their ability to confirm the more credible texts but not with their ability to question the less credible texts. The instructional implications of this study are discussed. [ABSTRACT FROM AUTHOR]

The argumentative discourse, a main objective in the European Union curricula, is important for the development of students' critical and creative thinking. Education in Europe fosters citizenship aiming for students to be, as future citizens, democratic and open-minded in accepting diversity. The design and implementation of teaching scenarios is of paramount importance for the educational process. In this paper, an interdisciplinary scenario entitled "Ancient Greek Treasures in Europe: The Time of Their Return?" is presented. This teaching proposal will allow students, through collaborative strategies and the use of Information and Communication Technology (ICT), to cultivate the argumentative discourse, enrich their knowledge about important ancient Greek exhibits in museums across Europe, understand the value of cultural heritage, learn about elements of other European civilizations, and comprehend the value of peaceful coexistence while cultivating the European citizen identity. After the implementation of the scenario, students practiced in argumentative discourse and understood the influence of Ancient Greek civilization in the modern world as well as the uniqueness of each culture. They collaborated, used ICT, and developed their skills in research, critical thinking, and decision-making. [ABSTRACT FROM AUTHOR]

In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students' prior achievement, the extent to which teachers also consider perceived student attributes, such as students' perceived work habits or parental involvement, and the extent to which these perceived student attributes are predictive for secondary school performance is unclear. Therefore, we first investigated the extent to which teachers consider their perceptions of student attributes in their track recommendations (RQ1). Differences between students from different backgrounds and differences between teachers were taken into account. Second, we examined the extent to which primary school teachers' perceptions of student attributes are predictive for their secondary school performance (RQ2). Participants were 17,953 Grade 6 students from 1105 Dutch primary school teachers (RQ1) and 4150 Grade 9 students from 1289 Dutch secondary school classes (RQ2). Data used in this research were analysed using multilevel models. Findings indicated that teacher‐perceived student attributes played only a minor role in track recommendations and secondary school performance. Yet the extent to which these attributes were considered by teachers differed based on students' background and differed between teachers. For secondary school performance, teacher‐perceived student attributes to have limited predictive value. The limited predictive value of teacher‐perceived student attributes for students' performance in secondary education suggests that teachers may need to be careful with taking perceived student attributes into account when formulating track recommendations. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated the effect of educational platforms on the education and the proficiency of sixth-grade preparatory students in using them. For conducting the evaluation, the study used a descriptive methodology. The sample of the study consisted of 300 students from the sixth grade in the Republic of Iraq both male and female students. Based on the results, sixth grade students show a strong inclination towards using educational platforms. Also, there were no significant differences between genders in the effect of educational platforms on the learning and the students' ability of deriving benefits from them. In addition, the students were keen to incorporate educational platforms into their coursework and highlight their potential for fostering self-learning skills. The study recommends prioritizing the incorporation of educational platforms into the curriculum by training courses specifically focusing on equipping students with the necessary skills to professionally use these platforms for self-learning. [ABSTRACT FROM AUTHOR]

This study aims to develop a test to measure sixth grade students’ success in ‘Circulatory System’. For this purpose, a draft test containing 22 questions was prepared by the researchers. And then, the draft test was submitted to expert opinion and examined in terms of language and content. Following expert opinions, the 22 multiple-choice questions were administered to 128 seventh graders attended to two different secondary schools. Item analysis was performed in the data and thus, two questions were removed from the draft test. According to the findings, the overall item difficulty value of the 20-question final test was calculated as 0.654, and the item discrimination value was calculated as 0.54. KR-20 reliability coefficient of the test was 0.71. Seven of the questions are at the remembering level. Additionally, there were eight questions at the understanding level and five questions at the analysis level according to Bloom’ revised taxonomy. [ABSTRACT FROM AUTHOR]

In the classroom, creativity is crucial because it forces learners to focus intently on the material being taught. Hence, the purpose of this study was to explore the effectiveness of a smartboard in enhancing Grade 6 Technology teachers' creativity at Nkomazi East Circuit in Mpumalanga Province. The theory of creativity was used as a lens in the study, and the 9E instructional model was used to guide and understand classroom activities. The qualitative research approach and the case study design were used to gather and analyse data. Data collection involved both non-participant observations and semi-structured interviews. Four schools with smartboards were purposively sampled. The participants of the study included four Technology teachers. All four teachers were interviewed and observed while teaching using the smartboards. This study used deductive content analysis to analyse data. The findings of the study revealed that smartboards are effective in enhancing teachers' creativity, as they were able to make their lessons more interesting, exciting and effective, and developed learners' creative thinking skills. The teachers could access the internet to search for online resources which include but are not limited to diagrams, pictures, online quizzes and YouTube videos to creatively present their lessons in the classroom. Different smartboard programmes such as the smart notebook, animation, PowerPoint presentations, as well as the show-and-hide features were also used to enhance creativity. With the help of the smartboard, teachers were also able to use a variety of teaching methods to correct learners' misconceptions and subsequently develop their creative thinking skills. The study recommends that smartboards be constantly used as a tool to enhance teachers' creativity, which ultimately develops learners' creative thinking skills. Future research may focus on investigating the extent to which smartboard features improve learners' creative thinking skills and understanding of various topics. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to investigate the effects of Project-Based Learning (PBL) and Flipped Classroom Model (FCM) supported by PBL on sixth grade students' academic achievement, retention of knowledge, and individual innovation competence. A quasi-experimental design with a pre-test and post-test control group was used in the study. While the PBL method was applied to the first experimental group, FCM-supported PBL was applied to the second experimental group. In the control group, teaching was carried out according to the science curriculum. The study was conducted with 80 sixth grade students from three classes during the 2021-2022 school year at a public middle school in Muğla, a province in Turkey. The Matter and Heat Achievement Test (MHAT) and the Individual Innovation Competence Scale (IICS) were used as pre- and post-test measurements. The results revealed that the students who participated in the PBL group and FCM-supported PBL achieved significantly higher post-test scores than those in the control group, indicating increased academic achievement. However, no significant difference was found between the groups in terms of individual innovation competence. It was also observed that the PBL group had significantly higher retention scores than the control group. Investigating the long-term effects of these instructional approaches across different subjects and grade levels would be beneficial. [ABSTRACT FROM AUTHOR]

Copyright of Archivos de Ciencias de la Educacion is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study tests a model that predicts the problem-posing performance of sixth-grade students (independent variable metacognition, mediator variables mathematics and native language course success scores at the end of the year). The research was conducted with the relational model. The results regarding the mediation effect indicated that the mathematics course success scores and the native language course success scores were separately full mediators in the effect metacognition has on problem-posing performance. The results regarding serial mediation effect revealed that the mathematics course success scores and native language course success scores had a full mediating effect on the effect of metacognition on problem-posing performance. [ABSTRACT FROM AUTHOR]

This study investigates sixth-grade Turkish students' pattern-generalization approaches among arithmetical generalization, algebraic generalization, and naïve induction. A qualitative case study design was employed. The data was collected from four sixth-grade students through the Pattern Questionnaire (PQ) and individual interviews based on the questionnaire. The findings revealed that all students generalized near terms using arithmetical generalization as the first step and then they mostly looked for a general rule through memorized procedures by skipping far term generalization. When they found the general rule, far terms were calculated by rote. In other words, students did not generalize the pattern to far terms using an algebraic generalization. The current study's findings would give valuable information to the mathematics educators regarding the necessity of avoiding creating a procedural instructional environment by focusing on the rote procedure of finding the general rule of a pattern. These findings would also expand the horizons of curriculum developers regarding the importance of objectives about both near terms and far term generalization by progressing from arithmetical generalization to algebraic generalization. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to investigate the impact of incorporating educational games in the instruction of algebraic expressions on the academic achievement and long-term retention of sixth-grade students. The sample of the study consists of 31 sixth-grade students. These students are enrolled in schools located in the central district of Niğde. The research employed a quasi-experimental design with a pretest - post-test unequalized control group, which is a quantitative research method. The data for the study were collected using the Algebraic Expressions Achievement Test, developed specifically by the researcher. The data analysis was conducted using the SPSS program, and it was found that the collected data followed a normal distribution. Therefore, the t-test was employed to compare the groups based on the sub-problems of the research, while the ANOVA test was utilized to compare the groups. The results of the analysis revealed a significant difference between the two groups, with the experimental group exhibiting higher achievement scores compared to the control group after the implementation of the educational games. Furthermore, during the follow-up test conducted six weeks later, it was observed that the students in the experimental group maintained their level of achievement, whereas the control group experienced a decline in their scores. There was no significant difference between the post-test and the retention test, indicating that the impact of the teaching intervention remained stable over time. In other words, implementing mathematics instruction through educational games was found to enhance students' academic achievement and ensure long-term retention. [ABSTRACT FROM AUTHOR]

Background: Creativity is an important ability for problem‐solving in both personal life and academic learning. Few creativity studies have investigated the development of children's creativity in disadvantaged rural areas or compared the rural–urban differences through digital game‐based creativity learning. Understanding such differences can help provide resources for promoting learning equality in creativity. Aims: This study aimed to compare the rural–urban difference in elementary school children's creativity performance and their learning effect through digital game‐based creativity learning. Sample: Participants were 261 3rd and 4th graders and 194 5th and 6th graders from 6 elementary schools. Method: Two digital game‐based creativity learning systems were employed to conduct a five‐class experimental instruction. A creativity test and a questionnaire were also used. Results and Conclusions: The results indicate that the urban middle graders, but not the upper graders, outperformed their rural counterparts in the creativity test before game‐based learning. Nevertheless, all children got a higher score on the creativity test after the game‐based learning, suggesting the employed creativity learning systems could be vehicles for improving elementary school children's creativity. However, the rural children gained less from the learning than the urban children, which may be due to weaker competencies in self‐regulated learning. Further studies can employ an inventory to verify this and also consider providing more scaffolding of self‐regulated learning to more disadvantaged students during digital game‐based creativity learning. Additionally, the results of this study reflect the importance of self‐determination and rewards in learning motivation. Appropriate rewards may encourage persistence in taking on challenges. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the goals of science, technology, engineering, and mathematics (STEM) education is to promote students' understanding of and interest in STEM careers. However, young students often hold stereotypical perceptions of STEM professionals. This study aimed to apply two newly developed checklists to explore upper elementary students' perceptions of scientists, engineers, and technologists as STEM professionals. A total of 564 valid responses were collected from fourth- to sixth-grade students. The data were collected using an instrument revised from the Draw-A-Scientist Test (Chambers in Sci Educ 67(2):255–265, 1983). Content analysis was conducted on students' drawings and written descriptions of the STEM professionals' work with the newly developed checklists and a categorization process, and inter-rater reliabilities were calculated to ensure trustworthiness. Results show that both girls and boys drew more male than female scientists, engineers, and technologists. Moreover, students tended to associate scientists with laboratory-related features, engineers with building construction, and technologists with technological products. In addition, students' perceptions of scientists, engineers and technologists fell into seven major categories of careers, and students overwhelmingly placed inventors and programmers into their presentations of scientists and technologists, respectively, rather of engineers. The results indicate that gender stereotypes existed pervasively in the students' perceptions of scientists, engineers, and technologists, with engineers being the most stereotyped. Moreover, the students associated engineers with various professions related to civil construction and did not see many other engineering professionals as engineers, implying that students generally have a naïve understanding about engineering. The mechanism underlying the formation of these stereotypes and potential countermeasures are discussed. [ABSTRACT FROM AUTHOR]

More research is needed on how to best use analytics to support educational decisions and design effective learning environments. This study was to explore and mine the data captured by a digital educational game designed for middle school science to understand learners' behavioral patterns in using the game, and to use evidence-based findings to inform the design and implementation of the game's next iteration. The data was from 3,963 sixth-grade students from 31 teachers across nine U.S. states who used the game. The dataset consisted of 3,063,267 lines of log data. The findings showed significant positive relationships between students' performance scores and their tool usage in terms of both frequency and duration of tool use. This was further confirmed by the relationships between different levels of students' performance and tool usage: the more frequently and longer that students used the tools, the higher their performance scores, and there were significant differences between students with high performance scores and those with low performance scores. Comparing three different cases over the individual days of game use provided further evidence that in all three comparisons, the students who used more essential tools and for longer time had higher performance scores. Implications are discussed. [ABSTRACT FROM AUTHOR]

Background: Little is known about what drives older adults' motivation to change their behaviour and whether that is associated with their personal dementia risk profile. Our aims were to (i) understand what sociodemographic factors are associated with older Australians' motivation to change behaviour to reduce their dementia risk, and (ii) explore the relationship between socio-demographic factors and motivation to reduce dementia risk with health- and lifestyle-based dementia risk scores in older adults. Methods: A cross-sectional online postal or telephone survey was administered to community-dwelling older adults in New South Wales, Australia between January and March 2021. Measures included socioeconomic status, locality, and health status, the Motivation to Change Lifestyle and Health Behaviours for Dementia Risk Reduction (MCLHB-DRR) scale and the lifestyle-based dementia risk score (LIBRA index). Multiple linear regression analyses were used to explore the associations for (i) sociodemographic factors and motivation to reduce dementia risk (MCLHB-DRR scales) and (ii) sociodemographic factors and motivation to reduce dementia risk with health- and lifestyle-based dementia risk (LIBRA index). Results: A total of 857 older adults (mean age 73.3 years, SD = 6.0, range 65–94; 70% women; 34.6% less than grade 6 education) completed the survey. Respondents reported high levels of motivation to adopt behaviour changes, agreeing on the importance of good health. Individuals who were younger were more likely to have greater motivation to modify lifestyle to reduce dementia risk and had higher perceived benefits to gain by adopting a healthy lifestyle. Dementia risk scores were moderately low (mean LIBRA index =− 2.8 [SD = 2.0], range − 5.9–3.8), indicating relatively moderate-to-good brain health. Men with low socioeconomic status and higher perceived barriers to lifestyle change had higher dementia risk scores. Conclusions: Public health campaigns need to overcome motivational barriers to support reductions in dementia risk. A multifaceted and inclusive approach targeting both sociodemographic differences and impediments to brain healthy lifestyles is required to achieve genuine change. Trial registration: ACTRN12621000165886, Date of registration: 17/02/2021. [ABSTRACT FROM AUTHOR]

There is a significant body of research that indicates that the use of tablets to learn mathematics in elementary school motivates students to learn. Low mathematical attainment in international benchmarking tests of mathematics in South Africa led the authors to investigate the potential that the mobility of the tablet provided for children to learn how to reason using what Mercer called 'exploratory' talk, a form of dialogical interaction indicative of reasoning. In this article the authors investigate two grade 6 classrooms in two schools where students are learning mathematics using tablets. In this multiple case study, the authors videotaped children during mathematics lessons where they used tablets to solve mathematical problems, and the data were transcribed. Findings indicate that the tablets across both contexts facilitate what Mercer calls exploratory talk, which is indicative of reasoning and, therefore, learning. [ABSTRACT FROM AUTHOR]

Background: Little is known about what drives older adults' motivation to change their behaviour and whether that is associated with their personal dementia risk profile. Our aims were to (i) understand what sociodemographic factors are associated with older Australians' motivation to change behaviour to reduce their dementia risk, and (ii) explore the relationship between socio-demographic factors and motivation to reduce dementia risk with health- and lifestyle-based dementia risk scores in older adults. Methods: A cross-sectional online postal or telephone survey was administered to community-dwelling older adults in New South Wales, Australia between January and March 2021. Measures included socioeconomic status, locality, and health status, the Motivation to Change Lifestyle and Health Behaviours for Dementia Risk Reduction (MCLHB-DRR) scale and the lifestyle-based dementia risk score (LIBRA index). Multiple linear regression analyses were used to explore the associations for (i) sociodemographic factors and motivation to reduce dementia risk (MCLHB-DRR scales) and (ii) sociodemographic factors and motivation to reduce dementia risk with health- and lifestyle-based dementia risk (LIBRA index). Results: A total of 857 older adults (mean age 73.3 years, SD = 6.0, range 65–94; 70% women; 34.6% less than grade 6 education) completed the survey. Respondents reported high levels of motivation to adopt behaviour changes, agreeing on the importance of good health. Individuals who were younger were more likely to have greater motivation to modify lifestyle to reduce dementia risk and had higher perceived benefits to gain by adopting a healthy lifestyle. Dementia risk scores were moderately low (mean LIBRA index =− 2.8 [SD = 2.0], range − 5.9–3.8), indicating relatively moderate-to-good brain health. Men with low socioeconomic status and higher perceived barriers to lifestyle change had higher dementia risk scores. Conclusions: Public health campaigns need to overcome motivational barriers to support reductions in dementia risk. A multifaceted and inclusive approach targeting both sociodemographic differences and impediments to brain healthy lifestyles is required to achieve genuine change. Trial registration: ACTRN12621000165886, Date of registration: 17/02/2021. [ABSTRACT FROM AUTHOR]

Peer tutoring is a learning method that entails student partnerships that pair good students with lower achievers or pupils with comparable achievement for systematic reading and math study times. The main purpose of this study is to determine the problems of selected grade 6 students in mathematics that would help the students enhance their academic performance in the subject. The data gathering will be done by selecting grade 6 students, both female and male, with separate results from the conducted pretest and posttest questionnaires. Other students who do not fall into the category are not included in the collection of information. The only purpose of this study is to achieve its goal, and it won't investigate anything else. After using dependent T test at the scores of the students after pretest and posttest, we got a computed value (T Value) of -5.6803. With a critical value of -2.0195, we can reject the null hypothesis and conclude that peer tutoring can bring a significant difference to the combined result of critical thinking and problemsolving test. The finding suggests that school heads and classroom teachers may use "peer tutoring" as a learning method for helping the learners improve their performance in mathematics. The school and the classroom teachers may use peer tutoring as a learning method that entails student partnerships that pair good students with lower achievers or pupils with comparable achievement for systematic reading and math study times. [ABSTRACT FROM AUTHOR]

As students’ progress in their studies, they must learn a variety of important skills. Among these is writing, which is undeniably one of the most important skills that every student must develop. However, writing has always been a major challenge for students learning English, particularly in elementary schools and for second language learners. This study determined the effectiveness of the instructional material "How to Write a Sentence" as an intervention to improve the writing skills and academic performance in English of Grade 6 students at a public elementary school in the Philippines. The one-group pretest-posttest design of the quasi-experimental research design was used in this study. A 50-item pretest and posttest were used to assess the participants' academic performance before and after the intervention was implemented. The mean, standard deviation, and paired-samples t-test were used to interpret the data. Results revealed that the use of the instructional material "How to Write a Sentence" was found to be an effective intervention in improving the writing skills and academic performance in English of Grade 6 students at a public elementary school in the Philippines. It is recommended that administrators should encourage teachers to collaborate in order to further enhance or improve the intervention material or to create other contextualized and localized learning materials suited to diverse learner types. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Turkish Chemical Society, Section C: Chemical Education is the property of Turkish Chemical Society / Turkiye Kimya Dernegi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the 21st Century, it has become more difficult for teachers to attract students to the curriculum due to many factors that entertain students. Hence, teachers need to think about teaching methods that indirectly motivate students to learn. Moreover, this need is more felt in mathematics because it requires the constant creation of new cognitive structures. Therefore, one of the effective teaching methods for this demand is teaching with the help of various games. For this purpose, the present study investigated the effect of playbased learning methods on math learning in sixth-grade students. This research is quantitative. The results of this study were collected from experiments on control and experimental groups. The statistical population, at first, all male students in the sixth grade of primary school in the city of Karaj were considered for the academic year 2021-2022. Then, by cluster sampling, it was reduced to one school and finally, randomly, to two classes of 30 people. The control group was trained by the usual method of the teacher's explaining and then solving the book's exercises. The training of the experimental group was done by the simulation game of bank and supermarket space. In this method, students calculated discount percentages during their play and learned lesson points. In the end, the same tests were taken from both control and experimental groups and the average scores of students in both groups were obtained. The mean for the control group was equal to 10.06 and for the experimental group, equal to 15.23. The results of research data showed that the gamebased teaching method has a positive effect on students' math learning compared to teaching by teacher's lecture. [ABSTRACT FROM AUTHOR]

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to compare the effects of unplugged and plugged-in activities on academic achievement and computational thinking (CT) skills of sixth-grade students. Mixed-method research was carried out to explore whether there were differences between the groups, and to learn the students' opinions and experiences regarding the practices. For the quantitative phase, a quasi-experimental design was used with two groups. For qualitative phase, 12 students were interviewed. The participants were 84 sixth-grade students (between the ages of 10 and 11). The intervention was designed on a selection/construction of activities from seven different basic programming web platforms for the plugged-in group and the proposed national curriculum unplugged activities for the unplugged group. The results showed that significant differences between groups in academic achievement favoring the unplugged activities, but not in CT skills. Development in CT skills contributed to the unplugged group's academic achievement. In addition, qualitative results showed that the plugged-in group perceived their activities as fun and entertaining, but not exactly like a lesson; in contrast, the unplugged group did not experience anxiety or boredom since they perceived the activities as educational. CT explained 27 percent of the variance in academic achievement, suggesting that this skill is important for academic achievement in basic programming. These results suggest that students can improve their academic achievement and maintain the level of CT acquisition across unplugged and plugged-in activities. This article contributes to the body of knowledge about the positive impact of unplugged activities on teaching CT and programming fundamentals. [ABSTRACT FROM AUTHOR]

The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today's society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions. [ABSTRACT FROM AUTHOR]

Copyright of Anadolu Journal of Educational Sciences International (AJESI) is the property of Anadolu Journal of Educational Sciences International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to examine sixth grade students' skills of solving and posing problems which require using the knowledge of the order of operations to solve. The case study design, one of the qualitative research methods, was adopted in the research. The study group consisted of 44 sixth grade students attending a public secondary school in Eskisehir. Within the scope of the application, the forms including the questions to measure their problem solving and posing skills were directed to the study group. The data were analyzed by thematic analysis method. According to the results obtained, it was found that while most of the students were successful in solving problems which require the knowledge of the order of operations, they were not successful in posing such type of problems. In addition, it was found that students made mistakes in Turkish language grammar and expressions and in using the mathematical language. Students made mathematical terminology mistakes generally in subtraction and division operations. As a result, it is recommended to increase the problem posing and order of operations activities in mathematics lessons. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Pedagogy is the property of Institute of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Literature on school education suggests that teaching and learning science in basic level community schools in Nepal is largely theoretical. Consequently, achievement levels and the understanding of concepts of science is much below policy expectations. This paper builds on a shift from dogmatic lecturing to activity-based pedagogy using school gardening as contextual scaffolding for learning science in community schools in central Nepal. Five focus group discussions and observations were carried out among sixth and seventh graders, science teachers, and parents of an action (intervention) school located in the Chitwan district of Nepal, with support from the NORHED/Rupantaran project. At the beginning of the PAR project, the barriers associated with startup gardening activities were time allocation, integration of gardening activities with the science curriculum, and the ongoing engagement of parents. Later in the project, students, science teachers, and parents reported on their experiences such as active and meaningful engagement in activity-based pedagogy through school gardening. Overall, school gardening activities were found to have positive effects on students' understanding of scientific concepts, connecting school gardens in a contextual scaffold. [ABSTRACT FROM AUTHOR]

Copyright of Archivos Venezolanos de Farmacología y Terapéutica is the property of Archivos Venezolanos de Farmacologia y Terapeutica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In our current diverse society, young people need a wide scope of social citizenship competences to coexist with and understand the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to the social citizenship competences of sixth grade primary school students. To measure students' social citizenship competences, a video-based situational judgement test (skills) and the Citizenship Competences Questionnaire (knowledge, attitudes and reflection) were administered to 791 students in 54 classes in Flanders (the northern part of Belgium). Socio-ethnic classroom diversity variables were measured by means of a student and parent background questionnaire. A regression analysis with a two-level design at student and classroom level was conducted for each of the social citizenship scales. The results indicate that differences in students' social citizenship competences are mainly explained by student-level variables. Variables measuring socio-ethnic diversity in the classroom showed that students in more social and ethnic diverse classrooms had more positive attitudes towards dealing with differences, whereas no significant relation with other social citizenship scales was found. [ABSTRACT FROM AUTHOR]

Background: Adaptive expertise is a highly valued outcome of mathematics curricula. One aspect of adaptive expertise with rational numbers is adaptive rational number knowledge, which refers to the ability to integrate knowledge of numerical characteristics and relations in solving novel tasks. Even among students with strong conceptual and procedural knowledge of rational numbers, there are substantial individual differences in adaptive rational number knowledge. Aims: We aimed to examine how a wide range of domain‐general and mathematically specific skills and knowledge predicted different aspects of rational number knowledge, including procedural, conceptual, and adaptive rational number knowledge. Sample: 173 6th and 7th grade students from a school in the southeastern US (51% female) participated in the study. Methods: At three time points across 1.5 years, we measured students' domain‐general and domain‐specific skills and knowledge. We used multiple hierarchal regression analysis to examine how these predictors related to rational number knowledge at the third time point. Result: Prior knowledge of rational numbers, general mathematical calculation knowledge, and spontaneous focusing on multiplicative relations (SFOR) tendency uniquely predicted adaptive rational number knowledge, after taking into account domain‐general and mathematically specific skills and knowledge. Although conceptual knowledge of rational numbers and general mathematical achievement also predicted later conceptual and procedural knowledge of rational numbers, SFOR tendency did not. Conclusion: Results suggest expanding investigations of mathematical development to also explore different features of adaptive expertise as well as spontaneous mathematical focusing tendencies. [ABSTRACT FROM AUTHOR]

Background: Research shows that successfully transitioning from intermediate school to secondary school is pivotal for students to remain on track to graduate. Studies also indicate that a successful transition is a function not only of how prepared the students are academically but also whether they have the social‐emotional learning (SEL) skills to succeed in a more independent secondary school environment. Aim: Yet, little is known about whether students' SEL skills are stable over time, and if they are not, whether a student's initial level of SEL skills at the start of intermediate school or change in SEL skills over time is a better indicator of whether the student will be off track academically in 9th grade. This study begins to investigate this issue. Sample: We use four years of longitudinal SEL data from students in a large urban district with a sample size of ~3,000 students per timepoint. Methods: We use several years of longitudinal SEL data to fit growth models for three constructs shown to be related to successfully transitioning to secondary school. In so doing, we examine whether a student's mean SEL score in 6th grade (status) or growth between 6th and 8th grade is more predictive of being off track academically in 9th grade. Result: Results indicate that, while status is more frequently significant, growth for self‐management is also predictive above and beyond status on that construct. Conclusion: Findings suggest that understanding how a student develops social‐emotionally can improve identification of students not on track to succeed in high school. [ABSTRACT FROM AUTHOR]

This study investigated the developmental influence of collaborative games, in the form of game-based worksheets, on the performance and attitudes of sixth-graders in the mathematics classroom. It is posited that games have the potential to enhance learning through positive emotional experiences. Non-digital game-based learning methodologies are accessible in terms of cost effectiveness, providing opportunities for social interactions while learning, and demanding few prerequisite skills. This study investigated the opportunities for learning that non-digital, textbook-based game worksheets could afford mathematics learners. In this case study, a quasi-experimental design was implemented and pre- and post-tests were conducted around an intervention. From a statistical analysis of the test data, using the Mann–Whitney U-test, it was concluded that the intervention on the topics of multiplication and division had a positive impact on the experimental group of this sample. The experimental group was observed while participating in the games and the observation schedule was member-checked. The Game Object Model provided the conceptual framework. The results indicated that learners benefited from the incorporation of the combination of collaboration and games and that their achievement improved. The findings also suggest that the collaborative games positively influenced learners' confidence, skills and understanding in mathematics. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Sport & Health Research is the property of Journal of Sport & Health Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current research aims at the education of Mr. Variation of educational values in the cutting of the Holy Qur’an and the higher Islamic education, by answering the following question: How long is the inclusion of educational values in the cutting of the Islamic Qur’an for the fifth grade scientific and general perennial curriculum (2021-2022 cm) and for the purpose of achieving the goal of the research is alive in numbers Enemies attached to education guarantee (4) a dysfunctional educational value in all fields, and provide the confirmation of love for honesty and the constancy of research. 1. The researcher used the descriptive analytical method and applied it to its contents for the purposes of the research. The Holy and Islamic Education for the fifth grade scientific and exponential was approved by Al-Amdri (2021-2022 cm) the analysis, and after the statistical analysis of the data revealed the results of the results of the employments of the eras of their fields in the book of Qur’anic sciences of Islamic education for the fifth grade, when it reached The percentage of educational values in the content of the Holy Qur’an and Islamic education book for the fifth grade scientific (37.91%), came in the first place, and educational values in the religious field came in the second rank, with a rate of (27.62%), while the cadaver ranked third in educational values in the social field, at a rate of (22.59%). Finally, educational values came in the national field at a rate of (11.85), and the researcher recommended including educational values that did not improve on significant repetitions and were included in the Holy Qur’an and Islamic education book for the fifth scientific grade, and suggested conducting an analytical study of the book of the Holy Quran and Islamic education for the fourth and sixth grades. Preparatory according to educational values. [ABSTRACT FROM AUTHOR]

The adverse influence of the presence of an irrelevant number and language inconsistency in a word problem is well known. Our study focused on the combination of these two variables and on the position of the irrelevant number in the word problem for Grade 6 pupils. The study has a mixed design. Item Response Theory was used to make equally able groups and to find two-parameter models for the assigned word problem. An independent two-sample t-test was used to determine differences in the difficulty of word problems. Further insight was gained by analyzing pupils' written solutions and complementary task-based interviews. We confirmed the influence of the variables in question on the word problem difficulty and showed that their combined influence manifests itself in further achievement drop and in the change of strategies and errors. We documented multiple ways in which an irrelevant number influences pupils' reasoning. We showed that pupils' insufficient familiarity with decimals may prevail over their apparent ability to mathematize a relational term with natural numbers. This shows the importance of adjusting the word problem difficulty to pupils' knowledge and experience as the effect of a variable does not have to show itself under some circumstances. [ABSTRACT FROM AUTHOR]