primary education

21 May 2020

The great social changes caused by the development of digital technologies have also started to transform the field of education thanks to the incorporation of new devices into the learning process. The purpose of this research is to provide a comprehensive and up-to-date overview of the state of the question based on a review of scientific literature regarding primary-school children’s use of tablets and changes that can be attributed to it. A fundamentally qualitative methodology with a narrative approach was used in this research to carry out documentary analysis of a sample of 163 articles indexed in Web of Science, Scopus and ERIC. This sample was selected by using different search operators according to the respective axes/categories of the topic of study. The information extracted was subjected to content analysis and contingency analysis. The latter made it possible to identify the relationship between the qualitative variables and the temporal perspective, based on Cramér’s V. This study’s findings show that tablets are used in the classroom and at home, although the types of activities differ. In the school context, it is worth noting the existence of patterns of practices connected to searching online for curriculum content and creating it, as well as communication and interaction. The learning strategies employed are linked to the individualisation of education, while cooperative and collaborative forms are not encouraged enough. The indicators of the impact of use of tablets point to an increase in students’ motivation during their learning, although at the same time it can also cause distractions.

 


 

This is the English version of an article originally printed in Spanish in issue 276 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Ricoy, M.-C., & Sánchez-Martínez, C. (2020). Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria | A systematic review of tablet use in primary education. Revista Española de Pedagogía, 78 (276), 273-290. doi: https://doi.org/10.22550/REP78-2-2020-04

 

21 May 2020

The development of motor competencies is one of the most important objectives of physical education, and therefore it is necessary to assess it from a pedagogical approach using valid instruments. The MOBAK battery is designed to assess basic motor competencies in primary education. It differentiates by the stage in the curriculum, and proposes a two-factor structure corresponding to the basic motor competencies of object movement and self-movement. This study has three objectives: to determine the construct validity of three test instruments of the MOBAK battery for assessing motor competencies; to determine how gender, BMI, and age covariates relate to motor competencies; and to examine the level of basic motor competencies of primary school children in Chile. A total of 1,785 children (45.7% girls) were assessed, divided into 1st and 2nd grade (MOBAK 1-2; 559 children; 50.6 % girls), 3rd and 4th grade (MOBAK 3-4; 496 children, 39.3 % girls), and 5th and 6th grade (MOBAK 5-6; 730 children, 46.3 % girls). The construct validity of each section was analysed using the confirmatory factorial analysis (CFA). The results confirm the two-factor structure in all sections of the MOBAK battery, they confirm the relationship between motor competencies and the covariates gender, BMI, and age, and they show that Chilean primary school children have low levels of motor competence, especially in 5th and 6th grade. The MOBAK battery is a suitable instrument for the assessment of basic motor competencies in primary education and is a diagnostic and monitoring tool for pedagogical practices and educational research.

 


 

This is the English version of an article originally printed in Spanish in issue 276 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Carcamo- Oyarzun, J., & Herrmann, C. (2020). Validez de constructo de la batería MOBAK para la evaluación de las competencias motrices básicas en escolares de educación primaria | Construct validity of the MOBAK test battery for the assessment of basic motor competencies in primary school children. Revista Española de Pedagogía, 78 (276), 291-308. doi: https://doi.org/10.22550/REP78-2-2020-03

1 September 2017

As a result of the appearance in 2007 of the regulations governing the degree in Primary Teaching (PT), it now possible that generalist teachers might teach music without having any specific qualification in it. This research is intended to ascertain the extent to which students on the Primary Teaching degree feel that they are enabled to deliver this subject, using an ad hoc questionnaire for this purpose, which uses a reference point the music education curriculum content. A total of 301 students from three public universities in the Community of Madrid were surveyed after they took the music module in the 2013‑2014 academic year. The results obtained support the data from other similar international studies (Hallam et al., 2009; Watt, 2000), which reveal a marked shortfall in the music training received by future primary school teachers.

 

Cite this article as: Cremades-Andreu, R. & García-Gil, D. (2017). Formación musical de los graduados de Maestro en Educación Primaria en el contexto madrileño | Musical training for Primary Education graduates in the context of Madrid. Revista Española de Pedagogía, 75 (268), 415-431. doi: http://doi.org/10.22550/REP75-3-2017-06

26 September 2012

The educational transition between Early Childhood Education and Primary Education is an important change for children that is not always considered with the importance that it deserves. Various researches have verified that undergoing this transition successfully has for their academic future. In this research we analyze the teachers, families and childrens views about this transition process, taking into consideration that listening the childrens voice about a topic that directly affects them will help us obtain a more complete vision of this reality and avoid the bias inherent to those studies just based on the adult view.

9 June 2007

This article, rather than a simple description of features and facts, is aimed at a revision of the main problems which affect today to the primary level of formal education in Europe. However, for a right understanding of these problems, some reference is made to the historical evolution of "primary education" as a concept and as a set of educational institutions, and also to the different forms adopted by European education systems in terms of institutional and administrative structures. As to the problems, they have been selected having into account the priorites actually given nowadays by the countries, and they refer namely to the quality of primary education, relationships between public and private agencies, decentralization, school integration of ethnic minorities and handicapped children, curricula, etc. The quality of teaching staff is greatly stressed as the main problem.

7 June 2007

This research starts from the analysis of the intercultural model goals in order to base a pedagogical proposal to teach intercultural attitudes in Primary Education, focused on Active Participation, Cooperative Learning and Persuasive Communication strategies. We have based the quasi-experimental design in Reasoned Action Theory by Fishbein and Ajzen. The statistical analysis of the results confirms that the attitudes towards cultural diversity and gypsies, showed by students who participated in the programme, improved significantly. Our main conclusion is the need of teaching intercultural attitudes in all the schools to prevent the racist attitudes which are developed if there is not a pedagogical intervention. The positive effects of our programme could increase if their implementation last the whole school year and all the teachers of each school were involved.