Academic literature on the topic '1st Cycle Education'
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Journal articles on the topic "1st Cycle Education"
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Yusmaniar, Yusmaniar. "Pendekatan Matematika Realistik Untuk Meningkatkan Hasil Belajar Siswa Kelas I Pada Operasi Hitung." JPPI (Jurnal Penelitian Pendidikan Indonesia) 3, no. 1 (June 30, 2017): 51. http://dx.doi.org/10.29210/02017109.
Full textAbstract:
<p>Teacher in mathematics learning process of 1st grade at SDN 21 Batang Anai Kabupaten Padang Pariaman used to implement expository method. It caused the learning achievement of students become low. This study is a classroom action research with two cycles that aimed to improve students’ learning achievement by implementing realistic mathematics education. Mean of students’ learning achievement score in cycle I is 77.2 and 88.2 for cycle II. Hence, realistic mathematics education can improve students’ learning achievement.</p>
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Latifah, Latifah. "UPAYA PENINGKATAN HASIL BELAJAR PAI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE DUA TAMU DUA TINGGAL (DUTA DUTI) PADA KELAS VI DI SD NEGERI 07 TANJUNG PENYEMBAL KOTA DUMAI." JURNAL PAJAR (Pendidikan dan Pengajaran) 2, no. 3 (May 30, 2018): 424. http://dx.doi.org/10.33578/pjr.v2i3.5541.
Full textAbstract:
This research is do it because the result of learning religious education inslam grade VI students of SD Negeri007 Tanjung Penyembal, Dumai which still very low. This study aims to improve student learning outcomes.From the data analysis, there was an increase of both teacher activity, student activity, and student learningresult. The teacher activity at the 1st cycle meeting was 70% (good enough) and at the 2nd meeting increased10% to 80% (good). In the second cycle of the meeting 3 teacher activity scored 85% (very good) and at the 4thmeeting to 95% (very good). From cycle I to cycle II, teacher activity increased by 15%. The student activityactivity also increased from 1st cycle meeting I was 65% (enough) and at 2nd meeting increased 15% to 80%(good). In the second cycle of meeting 3 it increases 5% from 80% (good) to 85% (very good) and at meeting 4increases 10% from 85% (very good) to 95% (very good). Student learning outcomes also showed an increase,from the basic score score of 65 increased to 75,5 in the first cycle of 10,5 points increase then in cycle IIincreased to 90 on the second cycles increased 14,5 points. From the data analysis there is an increase bothfrom teacher activity, student activity, and student learning outcomes. It can be concluded that the Enhancementof the Two Guests Two Stay Learning Model. can improve learning outcomes religious education islam grade 6students SD 007 Tanjung Pengembal Dumai.
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Erlina, Nova. "THE INCREASE OF STUDENTS' ARABIC READING SKILLS THROUGH THE APPLICATION OF SQ4R LEARNING TECHNIQUE." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 1 (June 29, 2018): 37–57. http://dx.doi.org/10.21009/ijlecr.041.05.
Full textAbstract:
The aim of this research is to increase the Arabic reading skills of the students in the forth semester of the Department of Arabic Language Education, Academic Year 2017 in understanding Arabic texts through the application of SQ4-R learning technique. This research is an action research with qualitative approach. Methods for data gathering: observation, interview, portfolio, reading comprehension test, and field record. Data were analyzed qualitatively by reducing and presenting them as well as withdrawing conclusion.
Research findings: The application of SQ4-R endured modification through the addition of a learning stage, namely stage on finding vocabulary and meaning in dictionary that happened post survey stage. Through this action research, SQ4-R was modified into SVQ4-R. The result of this research shows increase on the students’ skills in which initially they simply reached literal comprehension with class’ average score 48 prior to the action, 69.7 in the 1st cycle, 77.68 in the 2nd cycle, and 78.22 in the 3rd cycle. The average score on interpretative comprehension, prior to the action, did not appear, in the 1st cycle, 67, in the 2nd cycle 68.4, and in the 3rd cycle, 73. The average score on applicative and critical comprehension, prior to the action did not appear in the 1st cycle, 64.3, in the 2nd cycle, 70.4, and in the 3rd cycle, 78.09.
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Kurniawati, Rury, and Abdul Gafur Daniamiseno. "Penerapan metode pembelajaran kooperatif tipe TGT untuk meningkatkan hasil belajar peserta didik dalam pembelajaran PPKN." Harmoni Sosial: Jurnal Pendidikan IPS 6, no. 1 (February 27, 2019): 22–33. http://dx.doi.org/10.21831/hsjpi.v6i1.9703.
Full textAbstract:
Penelitian tindakan kelas (PTK) ini bertujuan untuk meningkatkan hasil belajar dan persentase peserta didik yang mencapai kriteria ketuntasan minimal (KKM). Penelitian dilakukan dalam 3 kali siklus pembelajaran. Sebelum dan sesudah pelaksanaan penelitian dilakukan pretest dan posttest untuk mengetahui tingkat pemahaman peserta didik yang tercermin dalam capaian hasil belajar dan jumlah peserta didik yang mencapai KKM. Hasil penelitian menunjukkan rata-rata hasil belajar meningkat dari 82,31 pada siklus ke-1, 87,69 pada siklus ke-2 dan 83,85 pada siklus ke-3. Persentase peserta didik yang mencapai KKM juga mengalami peningkatan mencapai 80,77% pada siklus ke-1, 88,46% pada siklus ke-2, dan 88,46% pada siklus ke-3. Dapat disimpulkan bahwa penerapan model pembelajaran kooperatif TGT dapat meningkatkan hasil belajar dan persentase peserta didik Pendidikan Pancasila dan Kewarganegaraan yang mencapai KKM. AbstractThe objective of this classroom action research was to improve learning outcomes and the percentage of students who achieve a Minimum Completeness Criterion (MCC). The study was conducted in 3 cycles. Pretest and posttest were done during the process to determine the average learning outcomes and the number of students who passes a KKM. The result showed the average learning outcomes increased from 82.31 in 1st cycle to 87.69 in 2nd cycle and become 83.85 in 3rd cycle. In addition, the percentage of students who pass a KKM reached 80.77% in 1st cycle, 88.46 % in 2nd cycle and 88.46 % in 3rd cycle. It can be concluded that the application of the cooperative learning TGT can improve learning outcomes and the percentage of students who pass a KKM of The Pancasila and Civic Education.
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Lopo, Teresa Teixeira. "Entre dois regimes jurídicos, o que mudou no currículo da formação inicial de professores em Portugal?" education policy analysis archives 24 (January 17, 2016): 7. http://dx.doi.org/10.14507/epaa.24.2215.
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This paper analyzes, in a comprehensive perspective, the changes in the curriculum of the initial teacher education for the 1st cycle of basic education, grade level that in Portugal covers the first four years of compulsory education, between two legal regimes of professional qualification for teaching: the first, established in 2007 and due to the legislative reform required by the Bologna Process, the second, set up in 2014 and involving new changes, from the academic year 2015/2016, in the duration of the cycles of study, in its curricular organisation and training components. The results of our analysis suggest that the changes introduced in 2014 stem from a narrow reading, either of the results of the national research on initial teacher education, either of the recommendations from the studies and the international reports on comparative analysis that are invoked in this legal text to justify, precisely, such amendments.
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Balendran, A., M. Gordon, T. Pretheeban, R. Singh, R. Perera, and R. Rajamahedran. "Decreased fertility with increasing parity in lactating dairy cows." Canadian Journal of Animal Science 88, no. 3 (September 1, 2008): 425–28. http://dx.doi.org/10.4141/cjas07127.
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The relationships of parity and progesterone (P4) concentrations during the bred cycle with pregnancy rate (PR) were examined in this study. Breeding records of 163 Holstein heifers and cows (in 1st parity, 2nd parity, and 3rd or 4th parity) from the Uuniversity of British Columbia Dairy Education and Research Centre were used to compare PR among heifers, 1st, 2nd and 3rd/4th parity cows. Blood or milk samples collected from 10 animals of each treatment group were assayed to compare P4 concentrations among treatment groups. Statistical analysis showed that the heifers' first insemination PR (67.9%) was higher (P < 0.05) from 1st parity (42.9%), 2nd parity, (20.0%) and 3rd/4th parity cows (11.9%). P4 concentrations were not significantly different (P > 0.05). Key words: Pregnancy rate, progesterone, parity, cows, heifers
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Sebbani, Majda, Latifa Adarmouch, Adil Mansouri, Ouassim Mansoury, Sarah Michaud, Ahmed Rhassane ElAdib, Mohamed Bouskraoui, and Mohamed Amine. "Implementation of Online Teaching in Medical Education: Lessons Learned from Students’ Perspectives during the Health Crisis in Marrakesh, Morocco." Education Research International 2021 (April 16, 2021): 1–9. http://dx.doi.org/10.1155/2021/5547821.
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Background. On the announcement of the COVID-19 health emergency, the Marrakesh School of Medicine accelerated the digitization and the establishment of courses available to students through the faculty platform. We aimed to describe the students’ perspectives toward the online educational approach implemented during the COVID-19 pandemic and to investigate the factors that might affect the implementation of online teaching in the future. Methods. This was a cross-sectional study among medical students in Marrakesh during June-July 2020. Data collection was based on a self-administered electronic questionnaire distributed via the student platform. We studied the knowledge and previous practices of virtual technologies and students’ appreciation of distance learning during the lockdown. Univariate and multivariate analyses were performed using SPSS16.0 software. Results. A total of 111 students participated. The female-to-male sex ratio was 2.2 with an average age of 20.6 ± 1.8. The majority of students felt that they had a good knowledge of virtual technologies (on a scale of 1 to 10, 81% ≥ 5/10), and two-thirds reported using them in medical studies. Before the COVID-19 lockdown, 16.2% of the students used the platform and 39.6% did not attend in-person courses (16.0% in 1st cycle versus 49.2% in 2nd cycle, p = 0.01 ). During the pandemic, 79% of the students appreciated the virtual learning (54.0% in 1st cycle versus 89.0% in 2nd cycle, p < 0.001 ) and 80.2% thought that the online courses were understandable. Regarding to student’s preferences, 41.4% preferred blended education and 68.5% of the students would recommend continuing distance learning after the pandemic. Regarding satisfaction, previous use of the educational platform (OR = 66.3, CI 95% [1.9; 2.2 ∗ 103]), improvement of learning during distance learning (OR = 22.6, IC 95% [4.1, 123.7]), and professor support (OR = 7, IC95% [1.3, 38]) seemed to be the most powerful factors in the multivariate analysis. Conclusion. Our results will contribute to the implementation of actions by taking advantage of the experience during the health crisis. The institutionalization of virtual learning with more interaction in addition to the in-person courses is the main recommendation of this study.
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Partini, Partini. "MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS V DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DI SD NEGERI 012 SEI LALA KECAMATAN SUNGAI LALA KABUPATEN INDRAGIRI HULU." JURNAL PAJAR (Pendidikan dan Pengajaran) 3, no. 1 (January 31, 2019): 72. http://dx.doi.org/10.33578/pjr.v3i1.6895.
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The learning activities of Social Sciences (IPS) are part of the process of education in schools and have a role in life. One of them is thatsocial studies education has an important role in educating the life of the nation. Therefore, from time to time efforts are always made toimprove the quality of social studies education. Recognizing the importance of social studies education, efforts need to be made to improvethe learning process to improve student learning outcomes. Class action research is an improvement in the learning process to solveproblems faced by teachers in the classroom. Data obtained after research on teacher activities in the first cycle of the 1st meeting with apercentage of 50%, the second meeting with a percentage of 63%, in the second cycle at the third meeting percentage of 77%, and at the 4thmeeting the percentage obtained 86%. Observation data of student activities in this study obtained the percentage of the first cycle of the firstmeeting amounted to 52%, the second meeting was 61%, in the second cycle the third meeting was 75%, and the fourth meeting wasobtained 85% percentage proved that student activity has increased. Data on increasing learning outcomes of students in grade V SDN 012Sei Lala Kecamatan Sungai Lala in the initial data obtained an average of 60, in the daily test I obtained a class average of 75, and in dailytests, II obtained an average of 86. This proved that the STAD cooperative model in social studies learning is effectively used to improvesocial science learning outcomes of fifth-grade students.
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Fernandes, Dárida, and Juliana Vaz Almeida Gomes Ferreira. "As Potencialidades do GeoGebra no 1.º Ciclo do Ensino Básico The Potentialities of GeoGebra in the 1st Cycle of Basic Education." Revista do Instituto GeoGebra Internacional de São Paulo. ISSN 2237-9657 9, no. 2 (June 27, 2020): 52–77. http://dx.doi.org/10.23925/2237-9657.2020.v9i2p052-077.
Full textAbstract:
No âmbito da Unidade Curricular de Didática da Matemática no 1.º Ciclo do Ensino Básico, do Mestrado em Ensino de 1.º Ciclo do Ensino Básico e Português e História e Geografia de Portugal do 2.º Ciclo do Ensino Básico, foi proposto a realização de um trabalho de pesquisa. O grupo escolheu investigar sobre o programa de geometria dinâmico – GeoGebra – no processo de aprendizagem e ensino da matemática no 3.º ano de escolaridade e em contexto não formal. Neste estudo experimental, foi utilizada uma metodologia de natureza qualitativa e os resultados apresentados são reveladores. As tarefas permitem a exploração bem como o aprofundamento do programa, contando ainda com os testemunhos, a fim de compreender a relevância da utilização do programa em contexto não formal, bem como a motivação dos alunos na realização. ABSTRACTWithin the scope of the Mathematics Didactics Course in the 1st Cycle of Basic Education, the master’s in teaching of 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal of 2nd Cycle of Basic Education, it was proposed to conducting a research paper. The group chose to investigate the dynamic geometry program - GeoGebra - in the process of learning and teaching mathematics in the 3rd grade and in non-formal context. In this experimental study, a qualitative methodology was used, and the results presented are revealing. The tasks allow the exploration as well as the deepening of the program, counting on the testimonies, in order to understand the relevance of the use of the program in non-formal context, as well as the motivation of the students in the accomplishment.Key-words: : Mathematics; GeoGebra; Interdisciplinarity
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Meng, Kwang-ho. "History of the medical education accreditation system in Korea: implementation and activities in the early stages." Journal of Educational Evaluation for Health Professions 17 (October 30, 2020): 29. http://dx.doi.org/10.3352/jeehp.2020.17.29.
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Following the opening of 12 new medical schools in Korea in the 1980s, standardization and accreditation of medical schools came to the forefront in the early 1990s. To address the medical community’s concerns about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether medical schools were meeting academic standards or not. This evaluation was, however, a norm-referenced assessment, rather than a criterion-referenced assessment. As a result, the Accreditation Board for Medical Education in Korea (ABMEK) was founded in 1998 as a voluntary organization by the medical community. With full support of the Korean medical community, ABMEK completed its 1st cycle of evaluations of all 41 medical schools from 2000 to 2004. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body. After that, the Korean government paid closer attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as the 1st professional institute for higher education evaluation accreditation. The most important lesson learned from ABMEK/KIMEE is the importance of collaboration among all medical education-related organizations, including the Korean Medical Association.
Dissertations / Theses on the topic "1st Cycle Education"
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Rodrigues, Ricardina Luís de Sousa Pires. "A transição da criança para a 1.ª classe do 1.º ciclo de ensino básico em S.Tomé Príncipe." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/30074.
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Esta dissertação tem como objetivo apresentar a forma como é realizada a transição da criança para a 1ª classe do 1º ciclo do Ensino Básico em São Tomé e Príncipe.
. Para realizar este estudo, foi adotada uma metodologia baseada em técnicas e instrumentos próprios da investigação qualitativa. As entrevistas foram realizadas a educadores/as e professores/as de três instituições da educação pré-escolar e três instituições do ensino básico. A transição entre as valências acima descritas pode ser assegurada através da criação de legislação, o que irá permitir a breve trecho fazer-se a articulação entre a Educação Pré-Escolar e o 1º Ciclo do Ensino Básico
E foi a partir deste estudo, que foi possível constatar que noutros países existem: “Orientações Curriculares para a Educação Pré-Escolar”, devidamente legisladas, destinadas ao Educador/a ter conhecimento suficiente sobre o que é desenvolvido no 1º Ciclo do Ensino Básico e vice-versa e estabelecer alguma relação de cooperação e entreajuda com o/a professor/a do 1º C.E.B., que irá receber a turma.
As transições entre ciclos de ensino são momentos marcantes na vida social das crianças/alunos, pais e professores e, neste caso preciso, a transição da criança para a 1ª classe do 1º ciclo do Ensino Básico em São Tomé e Príncipe trata-se de um processo muito importante e minucioso, dado que deve haver uma ligação entre Educadores e Professores, de forma a preparar estratégias para que as crianças aos poucos e pouco se vão adaptando à realidade e mudanças no 1º Ciclo do Ensino Básico; The transition from the child to the 1st class of the 1st cycle of basic education in São Tomé and Príncipe
ABSTRACT:
This report aims to present the way in which the transition from pre-school education to the 1st Cycle of Basic Education is carried out. To carry out this study, a methodology was adopted based on qualitative research techniques and instruments. The interviews were conducted with educators and teachers from three institutions of pre-school education and three institutions from elementary education. The transition between the valences described above can be ensured through the creation of legislation, which will enable the articulation between the two levels to be made soon.
And it was from this study that we could see that in other places there are "Curricular Guidelines for Pre-School Education," duly legislated, intended for the Educator to have sufficient knowledge about what is developed in the 1st Cycle of Basic Education and vice versa and to establish some relationship of cooperation and mutual aid with the teacher of 1st CEB who will receive the class.
The transitions between teaching cycles are important moments in the social life of the children / students, parents and teachers. In this case, the transition from pre-school to primary education is a very important process. since there must be a link between Educators and Teachers in order to prepare strategies so that children will gradually adapt to reality and changes in the first cycle of Basic Education.
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Espírito, Santo Antónia Maria Godinho de Almeida. "(Con) Vivendo com dificuldades de aprendizagem no 1º ciclo do ensino básico: concepções e práxis docente." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16245.
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As dificuldades de aprendizagem podem ser entendidas como uma discrepância
entre o rendimento escolar do aluno e o que seria expectável em função da idade e
nível intelectual (Lopes, 2010).
O presente estudo visa conhecer as conceptualizações e práticas docentes, no 1º
Ciclo do EB, relativamente aos alunos com dificuldades de aprendizagem. Para tal, quinze
professores responderam a um questionário com questões abertas. Os dados
recolhidos foram submetidos a análise de conteúdo e análise de ocorrências.
Os resultados revelam que as dificuldades de aprendizagem são maioritariamente
entendidas pelos professores como consistindo em dificuldades relacionadas com
aprendizagens académicas e de processamento de informação, sendo o seu carácter
temporário ou permanente visto de forma ambivalente. Destacam-se como causas
tanto aspectos externos como biológicos. A avaliação das DA é realizada sobretudo
através da observação e as respostas educativas centradas em adequações ao
processo de ensino e aprendizagem conceptualizadas como devendo ocorrer no
contexto de ensino regular. A participação de outros técnicos e as sessões de
formação emergem como necessárias; ABSTRACT: Learning difficulties can be defined as a discrepancy between the academic
performance of the student and what would be expected based on his/her age and
his/her intellectual level (Lopes, 2010).
This study aims to understand the teaching conceptualizations and practices in
the elementary school, relatively to students with learning difficulties. For that purpose,
fifteen teachers answered a questionnaire with open questions. The collected data
were subjected to content analysis and analysis of occurrences.
The results show us that learning difficulties are, for the most of the teachers,
based on difficulties related to academic learning and information processing, and they
can be temporary or permanent. Stand out as causes both external and biological
aspects. The evaluation of the LD is performed mainly through observation and the
education responses are centered on adjustments to the teaching and learning
process, not forgetting that they should occur in the context of education. The
participation of other technicians and the training sessions are necessary.
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Costa, Maria Georgina da. "A expressão dramática como promotora da aprendizagem no 1º ciclo do ensino básico no distrito de Lembá, S. Tomé e Príncipe." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/26300.
Full textAbstract:
A escola deve ser um espaço de realização de actividades que promovam atitudes e
valores nas crianças. A valorização da disciplina de Expressão Dramática pode ser um
dos caminhos a seguir para que se possa desenvolver competências criativas, cognitivas,
estéticas, técnicas, físicas, relacionais e culturais numa relação com as outras áreas.
A Expressão Dramática constitui uma das áreas de integração e socialização que
capaz de auxiliar o ensino, na perspectiva de construção do conhecimento da criança, o
que permite explorar alguns aspectos nela: a criatividade, a autoconfiança e a auto-estima.
Ela também funciona como uma disciplina que pode estabelecer uma conexão
triangular: a escola, a família e o meio.
A Proposta Curricular para o Ensino Básico trouxe inovações, que culminou com a
introdução no currículo são-tomense das disciplinas da Área das Expressões que se tem
vindo a debater, numa consciência positiva, sobre a própria execução de actividades
nesta área por parte dos docentes.
O presente trabalho visa analisar a situação da disciplina de Expressão Dramática como
Promotora da Aprendizagem no 1º ciclo do Ensino Básico no Distrito Lembá – São
Tomé e Príncipe. Para a execução a sua realização, procedemos à realização de
entrevistas aos órgãos de gestão Pedagógica e inquéritos aos professores do 1º ciclo
deste distrito; ABSTRACT:
The school should be a space for activities that promote attitudes and values in
children. Appreciation of the discipline of Dramatic Expression can be one of the ways
to develop creative, cognitive, aesthetic, technical, physical, relational and cultural skills
in a relationship with other areas.
The Dramatic Expression is one of the areas of integration and socialization that
can help teaching, from the perspective of building knowledge of the child, which
allows exploring some aspects in it: creativity, self-confidence and self-esteem. It also
functions as a discipline that can establish a triangular connection: the school, the
family, and the environment
The Curriculum Proposal for Basic Education brought innovations, culminating in
the introduction in the São Tomé curriculum of the disciplines of the Area of
Expressions that has been discussing, in a positive conscience, about the teachers' own
activities in this area.
The present works aim is to analyze the situation of Dramatic Expression as a
promoter of learning in the first cycle of Basic Education in Lemba District-Sao Tome
and Principe. To implement this realization, we carry out a pedagogical management
member s interview and surveys of teachers of the first cycle of this district.
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Encarnação, Inês Ângela Bento. "Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: a promoção da educação literária na infância." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/28615.
Full textAbstract:
O presente relatório de estágio surge no âmbito da unidade curricular Prática de Ensino Supervisionada em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico inserida no Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico da Universidade de Évora, tendo por finalidade a obtenção do grau de Mestre nos contextos referidos.
Este estudo procura compreender de que modo os educadores e professores podem promover a educação literária na primeira infância, no contexto de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
A metodologia utilizada no qual foi sustentado este estudo foi a investigação-ação, levando assim à utilização de diversos instrumentos e a um processo de recolha de dados com o intuito de dar resposta à minha questão de investigação (“Como podemos, através da nossa ação, promover a educação literária na sala?”) e atingir os objetivos propostos.
A fundamentação teórica foi elaborada tendo em conta a promoção da educação literária, onde estão detalhadas algumas ideias-chave que suportam este estudo, que sustenta toda a prática pedagógica e toda a investigação-ação.
Os resultados que emergiram deste trabalho demonstram que enquanto educadores e/ou professores é nos possível promover a educação literária com as nossas crianças, sendo uma mais-valia para as mesmas; Report of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education: The promotion of Literary Education: A study in early childhood
Abstract:
This research arises from the field experience component (practicum), within the scope of the Supervised Teaching Practice in Pre-School Education and 1st Cycle of Basic Education course. This comprises part of the Master’s Degree in Pre-school Education and Teaching of the 1st Cycle of Basic Education at the University of Évora, with the aim of completing a Master's Degree in the referred context.
This research seeks to investigate and understand, in which ways educators and teachers may promote literary education in early childhood, within the context of Early Childhood Education and Teaching of the 1st Cycle of Basic Education.
The methodology used in this study was based on action research, leading to the use of various instruments and a data collection process, with the aim to answer my research question (“How can we, educators and/or teachers, promote literary education in the classroom through our action?”), and while achieving the proposed objectives.
The theoretical framework was developed taking into account the promotion of literary education, detailing some key ideas which support this study, and supports all pedagogical practice and action research.
The results that emerged from this investigation, demonstrate that as educators and/or teachers, it is possible to promote literary education in our children, thus proving to be an asset to them.
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Ferreira, João Nuno Moreira. "Ensino público ou privado no 1º ciclo? As opções dos encarregados de educação quanto ao contexto, ao corpo docente e à segurança." Bachelor's thesis, [s.n.], 2019. http://hdl.handle.net/10284/8289.
Full textAbstract:
Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciado em CriminologiaEste estudo visa perceber quais as razões que levam os pais/encarregados de educação a optar pela escola pública ou pela escola privada no 1.º CEB quanto à segurança dos filhos na escola. Trata-se de um estudo exploratório de cariz qualitativo, direcionado para os pais/EE de crianças do 1.º CEB, tendo-se construído um inquérito por questionário que permite identificar as razões que estão na base da eleição da escola dos seus educandos. Espera-se que os resultados demonstrem que os pais/EE têm em conta vários aspetos aquando da escolha da escola dos seus educandos, nomeadamente o contexto, o corpo docente, a segurança e as características pessoais do filho. Espera-se constatar que os pais se preocupam cada vez mais com a qualidade do ensino, bem como com a segurança escolar.
This study aims to understand the reasons that lead parents / guardians to choose public school or private school in the 1st CEB regarding the safety of children in school. This is an exploratory study of qualitative nature, directed to parents / EE of children of the 1st CEB, having built a questionnaire survey that allows to identify the reasons that are the basis of the election of the school of their students. The results are expected to show that parents / EE take into account various aspects when choosing their learners' school, namely the context, faculty, safety and personal characteristics of their child. It is expected that parents are increasingly concerned about the quality of education as well as school security.
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Mendes, Inês Pereira. "Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico - Inter-relações entre ciências e a expressão visual." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/26688.
Full textAbstract:
O presente Relatório da Prática de Ensino Supervisionada em Educação Pré-escolar e 1.º Ciclo do
Ensino Básico foi realizado no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do
Ensino Básico, da Universidade de Évora, tendo por base as unidades curriculares de Prática de Ensino
Supervisionada em Educação Pré-escolar e em 1.º Ciclo do Ensino Básico.
Foi desenvolvido o tema: Inter-relações entre Ciências e Expressão Visual, assente na metodologia
da investigação-ação e teve como principal objetivo promover nas crianças a literacia científica na
sua relação com a expressão visual. Este relatório tem como objetivo aprofundar as potencialidades
da abordagem integrada das duas áreas mencionadas. Conclui que essa integração se revela benéfica
para as crianças, sendo possível envolver estas esferas de saber e encontrar convergências.
O tema deste relatório parte de interesses e inquietações pessoais, pois sentia necessidade de
aprofundar conhecimentos sobre esta temática. A exploração dos temas abordados no relatório veio
ao encontro da minha vontade em responder a questões que se relacionavam com a aprendizagem
de conceitos científicos e com a aprendizagem da expressão visual.
Este documento encontra-se organizado em quatro capítulos principais. Inicialmente é apresentada
uma fundamentação teórica que remete para a importância das duas áreas do saber abordadas neste
relatório, sendo estas as ciências físico-naturais e a expressão visual. Posteriormente é apresentada
a caracterização dos dois contextos de intervenção pedagógica onde se realizou a prática de ensino
supervisionada. Segue-se uma exposição das observações da prática da investigação-ação realizada
durante a prática de ensino supervisionada, concluindo com as respetivas considerações finais; Abstract:
Supervised Teaching Practice in Preschool and Elementary School: Interrelationship
between Sciences and Visual Expression
The present pedagogic practice report is part of the Master programme Pre-School Education and
Training of 1st Basic Education, at the University of Évora. This report was done within the curricular
unit of Supervised Teaching Practice in Pre-school Education and 1st Cycle of Basic Education.
This pedagogic practice centred the topic: Inter-relations between Sciences and Visual Expression.
This practice was based on action-research methodology and had as main objective to promote in
children the scientific literacy and its relation with visual expression. This report aims at widening the
potential of the integrating the two areas mentioned as a teaching approach. It was concluded that
this relation has shown to be beneficial towards the learning process of these two disciplines.
The topic addressed in this report was chosen based on personal interests and concerns, due to the
need of increasing my personal knowledge and experience on learning disciplines interactions. The
research approach during my practice was developed by answering questions related to the learning
of scientific concepts and the learning of visual expression.
This document is organized in four main chapters. In the first main chapter, a theoretical background
is presented on the importance of the two areas of knowledge addressed in this internship report,
these being the physical-natural sciences and the visual expression. It is followed by the
characterization of the two pedagogical intervention contexts where the supervised teaching
practice was carried. The collection and processing of information described in this chapter are based
on the experiences lived by the involved parties during my traineeship. Finally, the research-action
methodology that I applied during my investigation-practice is presented in chapter four, concluding
with the final considerations in chapter five.
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Torrado, Beatriz Santos. "Prática de ensino supervisionada em educação-pré-escolar e ensino do 1º ciclo do ensino básico - Brincar: interações e aprendizagens." Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/24178.
Full textAbstract:
O presente relatório foi elaborado no âmbito da Prática de Ensino Supervisionada em Jardim de infância e 1º ciclo do Ensino Básico, inserida no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, tendo como objetivo a obtenção do grau de mestre. A minha prática foi realizada na valência de Jardim de Infância e na valência de 1º Ciclo do Ensino Básico.
Este trabalho procurou compreender como é que o brincar poderia promover o desenvolvimento, as aprendizagens e interações das crianças. Foi construído um quadro teórico com o objetivo de aprofundar a presente temática e saberes relativamente ao brincar, à história da infância, à qualidade do brincar para uma promoção de aprendizagens e interações.
A metodologia realizada procurou responder a objetivos delineados e na recolha de dados aconteceu através da observação participante, do preenchimento de instrumentos científicos e na elaboração de reflexões, notas de campo e planificações descritas nos dossiês de formação.
Refletimos neste relatório sobre a intervenção do professor, intervenção no espaço e nos materiais, de forma a proporcionar aprendizagens nas mais diversas áreas.
Os resultados desta intervenção reforçam a ideia de que o brincar é um bom instrumento para o desenvolvimento das crianças, para a ajuda das suas aprendizagens e promove as interações entre elas; Supervised Teaching Practice in Pre-School Education and Teaching of the 1st Basic Education - Play, interactions and learning.
Abstract:
This report was prepared within the scope of the Supervised Teaching Practice in Kindergarten and 1st cycle of Basic Education, inserted in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, aiming to obtain the master's degree. My practice was carried out in the valency of Kindergarten and in the 1st Cycle of Basic Education.
This work sought to understand how play could promote the development, learning and interactions of children. A theoretical framework was built with the purpose of deepening the present theme and knowledge regarding play, the history of childhood, the quality of play to promote learning and interactions.
The methodology used sought to respond to the objectives outlined and in the collection of data happened through participant observation, the filling of scientific instruments and the preparation of reflections, field notes and planning described in the training dossiers.
We reflect on this report on teacher intervention, intervention in space and materials, to provide learning in the most diverse areas.
The results of this intervention reinforce the idea that play is a good tool for the development of children, to help their learning and to promote the interactions between them.
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Amante, Ana Inês Reis. "Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: desenvolver o cálculo mental." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/15863.
Full textAbstract:
O presente relatório de estágio diz respeito à investigação realizada no âmbito das unidades curriculares de Prática de Ensino Supervisionada em Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, integrantes do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico da Universidade de Évora. As práticas foram realizadas no Jardim-de-Infância da Cruz da Picada e na Escola Básica do Bairro Senhora da Glória, com uma turma de 4.º ano.
A investigação pretendeu compreender, analisar e refletir relativamente ao desenvolvimento do cálculo mental por parte das crianças, tendo como orientação responder às seguintes questões: Que nível de cálculo exibem as crianças? Que tipos de relações numéricas estabelecem as crianças? Que estratégias de cálculo é que elas demonstram? Que representações adotam as crianças? Que dificuldades revelam?
A investigação a que este relatório se refere desenvolveu-se no segundo semestre do ano letivo de 2013/2014 em contexto de Pré-escolar e no primeiro semestre do ano letivo de 2014/2015 em contexto de 1.º Ciclo, dando oportunidade de recolher dados relativamente ao desenvolvimento do cálculo mental nas crianças nos dois contextos. Nesta recolha foram utilizadas as diversas técnicas, com destaque para a observação e análise documental.
Os resultados obtidos permitem confirmar que: i) o cálculo mental pode ser desenvolvido com as crianças desde os primeiros anos; ii) as crianças são capazes de utilizar estratégias de partição e decomposição em contextos diversificados; iii) conseguem estabelecer diferentes relações numéricas através de tarefas pensadas para esse fim e, iv) sabem utilizar representações pictográficas para a resolução. É importante realçar que foram algumas as dificuldades sentidas pelas crianças na utilização das estratégias e na interpretação da tarefa. Para isso, é fundamental facilitar o diálogo com as crianças e alunos, propor contextos significativos e tarefas diversificadas; Supervised Teaching Practice in Pre-School Education and Teaching of the 1st Cycle of Basic Education: Developing the mental computation
Summary:
This training course report concerns the research carried out in the context of curricular units of Supervised Teaching Practice in Pre-School Education and in the 1st Cycle of Primary Education, which are part of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education of the University of Évora. Practices were performed with a 4th grade class held in the Cruz da Picada kindergarten and in the Bairro Senhora da Glória Basic School.
The research sought to understand, analyze and discuss the development of children’s mental computation, requiring as guidelines to answer the following questions: What level of calculation do children display? What kinds of numeric relationships are establish by the children? What calculation strategies do they use? What representations do children adopt? What difficulties do children reveal?
The investigation discussed in this report was developed in the second semester of the 2013/2014 school year, in kindergarten context, and also in the first half of the 2014/2015 school year, in 1st cycle context, giving opportunity to collect data regarding children mental computation development in both contexts. Diverse techniques were used, with emphasis on observation and document analysis.
The achieved results allows to confirm that: i) mental computation can be developed with the children since early ages; ii) they are able to use partition and decomposition strategies in diversified contexts; iii) children can, establish different numeric relationships through specific purpose tasks and to use pictographic representations for the resolution. It is important to emphasize that some difficulties were experienced by children in the use of the strategies and in the task interpretation. Regarding this, it is essential to facilitate dialogue with children and scholars, suggest signified contexts and varied tasks.
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Linharelhos, Diana Patrícia Simões. "Relatório da prática de ensino supervisionada do mestrado em educação pré-escolar e ensino do 1º ciclo do ensino básico - A hora do conto...No tempo em que os animais falavam." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/26421.
Full textAbstract:
O presente estudo inseriu-se no âmbito da unidade curricular Prática de Ensino Supervisionada (PES), do plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo, da Universidade de Évora, tendo como finalidade a obtenção do grau de mestre. A investigação sustenta-se na ação educativa desenvolvida em contexto de Educação Pré-Escolar e de 1º Ciclo do Ensino Básico, focando-se na temática da Hora do Conto em contexto formal. Assim, pretende-se compreender se a Hora do Conto contribui para estimular, nas crianças, uma maior procura e um maior contacto com o livro e com a leitura.
Este estudo sustentou-se na metodologia de investigação-ação, para a qual realizei uma recolha de dados recorrendo a algumas técnicas e instrumentos, de forma a conseguir responder às questões delineadas e alcançar os objetivos definidos.
A fundamentação teórica foi elaborada com recurso ao conhecimento e experiência de diversos autores que exploraram as questões da Hora do Conto, dos seus rituais, dos aspetos positivos associados ao “ler” ou ao “ouvir ler”, e da importância do livro, entre outras.
Os resultados que emergiram deste estudo parecem indicar que é possível realizar a Hora do Conto tendo como intenção: a partilha de afetos e o prazer na escuta e na leitura de histórias; Report on Supervised Teaching Practice in Pre-School Education and Teaching of the 1st Cycle of Basic Education - Story time... At the time animals spoke...
Abstract:
The present study is part of the curricular unit of Supervised Teaching Practice, which is in master’s degree plan in Preschool Education and 1st Cycle Teaching at the University of Évora.
The research is based on the educational action developed in the context of preschool education and elementary school, focusing on the theme “Story Time” in formal context. We intend to realize if Story Time contributes to stimulate more demand and more contact with books and reading.
This study was based on the action-research methodology, for which I performed data collection using some techniques and instruments, in order to be able to answer the questions outlined and achieve the defined objectives.
The theoretical foundation will be expressed using the knowledge and experience of several authors who explored the subject “Story Time”, their rituals, the positive aspects of reading or listening, and the importance of books, among others.
The results that emerged from this study seem to indicate that it is possible to perform Story Time with the intention of sharing of affections and pleasure in listening and reading stories.
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Silva, Sara Albino. "Educação para os valores através da literatura." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Educação, 2017. http://hdl.handle.net/10400.26/19946.
Full textAbstract:
Relatório da componente de investigação da unidade curricular Estágio IV do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino BásicoO presente relatório de investigação tem como objetivo dar a conhecer o projeto desenvolvido no decorrer da unidade curricular de Estágio IV, do Mestrado em Educação Pré-Escolar e Ensino do 1º. Ciclo do Ensino Básico. Este, descreve e reflete sobre a intervenção pedagógica em contexto de uma turma de 3º. ano de escolaridade do 1º. Ciclo do Ensino Básico, assente na abordagem da educação para os valores aliada à literatura infantil, usando estratégias que pretendem envolver o aluno ativamente em todo o processo de ensino-aprendizagem. A metodologia utilizada, considerada a mais adequada à natureza do projeto, posiciona-se na abordagem da investigação-ação, inserindo-se numa perspetiva de investigação qualitativa. Desta forma, o método de recolha de informação baseou-se em toda a intervenção no contexto, na observação participante, nas notas de campo, na analise documental, e nos inquéritos e entrevistas aos alunos. Através do estudo, pude concluir que a Literatura para a Infância se apresenta como um recurso bastante válido quando aliado à educação para os valores, fazendo desta forma com que os alunos tenham mais facilidade em identificaram-se com as situações das histórias e refletir acerca dos comportamentos e atitudes. Este recurso suscita ainda o interesse e motivação dos alunos no processo de ensino-aprendizagem.
The present investigation report aims to give knowledge about the project developed on the course unit of IV internship, of the Master in Pre-school Education and 1st cycle of Basic Education. This, describes and reflects about pedagogical intervention within the context of a 3rd year class of the 1st Cycle of Basic Education, founded on an approach of education for values allied to children’s literature, applying strategies that attempt to actively involve the students throughout the teaching-learning process. The methodology used, which is considered the most appropriate to the project’s nature, settles on the approach of investigation-action, integrating the perspective of qualitative investigation. Therefore, the method of information collection was based on the whole intervention on educational context, on participant observation, on field notes, on document analysis and on student surveys and interviews. Through this study, I concluded that Children’s Literature presents as a considerable valid resource when allied to education for values, making it easier for the students to identify with the story’s situations and reflect about their attitude and behavior. This resource also raises the student’s interest and motivation throughout the teaching-learning process.
Books on the topic "1st Cycle Education"
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(2003), JEPIX Forum. JEPIX Forum 2003: Practical application of JEPIX : method for ecological accounting and life cycle impact assessment for Japan based on the EcoScarcity Principle : 1st report (2003-04) of 21st century COE (Centre of Excellence) study program of Ministry of Education and Culture. Mitaka, Tokyo: International Christian University Social Science Research Institute, 2004.
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2
Calvo, Antonio Ortiz. Physical Education in Bilingual Projects. 1st Cycle / Educación Física en proyectos bilingües. 1er ciclo. INDE, 2013.
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Forzi, G. N. C. Investigation into the need for educational and vocational guidance in the dual education system of Cameroon with emphasis on 1st and 2nd cycle secondary technical and vocational colleges. Polytechnic of Huddersfield, 1989.
Find full textBook chapters on the topic "1st Cycle Education"
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Moreira, Fernando, and Maria João Ferreira. "Teaching and Learning Requirements Engineering Based on Mobile Devices and Cloud." In Advances in Civil and Industrial Engineering, 237–62. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8803-2.ch012.
Full textAbstract:
Organizations have suffered a large (r)evolution at social, economic and technological levels. The increasing number of mobile devices on day-to-day of the general population and particularly among youth people, leads to the emergence of new paradigms in several areas of activity, particularly in education. As an example of a new paradigm in teaching and learning process, mobile learning supported by cloud environments and Bloom's taxonomy could be appointed. In this paper and in the context of a course of 1st cycle, following the guidelines of courses in Information Systems provided by ACM / AIS, it is proposed the use of Google tools, aligned with Bloom's taxonomy, the model Blended Mobile Learning-Context Oriented in a Requirements Engineering course.
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"Effects of indoor air quality on respiratory function of children in the 1st cycle of basic education of Coimbra, Portugal." In Occupational Safety and Hygiene II, 361–64. CRC Press, 2014. http://dx.doi.org/10.1201/b16490-63.
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Chatzopoulos, Avraam, Michail Kalogiannakis, Stamatios Papadakis, Michail Papoutsidakis, Dethe Elza, and Sarantos Psycharis. "DuBot." In Handbook of Research on Using Educational Robotics to Facilitate Student Learning, 441–65. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6717-3.ch018.
Full textAbstract:
This chapter presents the design and development of an open-source, low-cost robot for K12 students, suitable for use in educational robotics and science, technology, engineering, mathematics (STEM). The development of DuΒot is a continuation of previous research and robot's innovation is based on three axes: (a) its specifications came from the 1st cycle of action research; (b) robot's visual programming language is integrated into the robot, taking advantage of the fact that it can be programmed from any device (smartphone, tablet, PC) with an internet connection and without the need to install any software or app; (c) is low-cost with no “exotic” parts robot than anyone can build with less than 50€. Furthermore, the robot's initial evaluation is presented -from distance due to emergency restrictions of Covid-19 is presented by the University of Crete, Department of Preschool Education's students.
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Chatzopoulos, Avraam, Michail Kalogiannakis, Stamatios Papadakis, Michail Papoutsidakis, Dethe Elza, and Sarantos Psycharis. "DuBot." In Research Anthology on Usage and Development of Open Source Software, 329–53. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9158-1.ch018.
Full textAbstract:
This chapter presents the design and development of an open-source, low-cost robot for K12 students, suitable for use in educational robotics and science, technology, engineering, mathematics (STEM). The development of DuΒot is a continuation of previous research and robot's innovation is based on three axes: (a) its specifications came from the 1st cycle of action research; (b) robot's visual programming language is integrated into the robot, taking advantage of the fact that it can be programmed from any device (smartphone, tablet, PC) with an internet connection and without the need to install any software or app; (c) is low-cost with no “exotic” parts robot than anyone can build with less than 50€. Furthermore, the robot's initial evaluation is presented -from distance due to emergency restrictions of Covid-19 is presented by the University of Crete, Department of Preschool Education's students.
Conference papers on the topic "1st Cycle Education"
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Atmoko, Adi, Henry Praherdhiono, and Eka Pramono Adi. "Cycle Learning Standards for Students Education Field." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.303.
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Costa, Ana Sofia, Ana Paula Cardoso, and João Rocha. "CITIZENSHIP EDUCATION AND PEDAGOGICAL PRACTICES OF THE TEACHER OF THE 1ST CYCLE OF BASIC EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0126.
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Gomes, A. M. "The Impact Of Sleep Quality On Academic Performance In Children In The 1st Cycle." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.79.
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Carrondo, Kristelle, and Henrique Gil. "The Potencial of «QR Code» in Education a Study in the 1st Cycle of Basic Education." In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2019. http://dx.doi.org/10.23919/cisti.2019.8760735.
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de Matos Ferreira Bastos, Ana Maria, and Jorge Fernando Ribeiro da Cunha. "The scratch pilot experience in 1st cycle of basic education schools the students perspective." In 2018 13th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2018. http://dx.doi.org/10.23919/cisti.2018.8399251.
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Dias, Luis, Filomena Soares, Vitor Carvalho, and Jose Machado. "E-ducAtion: Multidisciplinary platform to support the teaching/learning process in Portuguese 1st cycle schools." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7943043.
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Silva, Osvaldo, João Cabral, Áurea Sousa, and Cátia Cardoso. "ADAPTATION OF SOME MATHEMATICAL ACTIVITIES OF THE 1ST CYCLE OF BASIC EDUCATION TO SPECIAL EDUCATION OF CHILDREN AND ADULTS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1894.
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Kulsum, Ummi, and Dwi Astuti. "The Menstrual Cycle and Nutritional Status." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.050.
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Aires, Ana Paula, Joaquim Escola, and Natália Lopes. "TEACHING MATHEMATICS IN THE 1ST AND 2ND CYCLE OF BASIC EDUCATION WITH THE INTERACTIVE MULTIMEDIA BOARD." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1098.
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Tomaz Henriques Serrano Caldeira, Maria Filomena, and Maria Fernanda Santos Mendes Sampaio. "MATHEMATICS AND PLASTIC EXPRESSION: PERSPECTIVES OF FUTURE EDUCATORS AND TEACHERS IN 1ST CYCLE OF BASIC EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1787.
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