Search

This research aims to support the "teaching of concepts" in the 3rd grade Life Science Course with activities. A quasi-experimental design (selective) with a pre-test and post-test control group, one of the quantitative research designs, was used in the research. Using songs, poems, rhymes, acrostics, stories, fairy tales, riddles/puzzles, animations, and traditional children's games, the experimental group's success in acquiring certain concepts from the third-grade life science course was enhanced by developing and implementing the above activities. Research data were collected with the "Concept Achievement Test" developed by the researcher by quantitative research data collection techniques. In the data analysis, arithmetic means were used to determine the academic success of the experimental and control groups. The Independent Sample t-Test was used for comparisons between groups. As a result of the research, there was a considerable achievement gap between the experimental and control groups, with the experimental group performing significantly better. According to these results, activities structured with songs, poems, nursery rhymes, acrostics, stories, fairy tales, puzzles/riddles, animations, and traditional children's games significantly impact student success in teaching concepts in third-grade elementary school biology classes. These activities apparently increase student success rates and are useful in this regard.

Fairy tales to female writers are major resource for their abundant writings, but for the feminist poets since 1960s, they become essential subject matter to often deal with in their literary production. With the motivation to address the conventional tradition of patriarchal society, and re-address the stereotype females inhabiting these tales, feminist writers set upon revealing the underlying sub-context of these tales, presenting them with more adult-suited themes. Anne Sexton's "Transformation" is a pioneering revision of Grimm's fairy tales in which the poet does not only satirize the patriarchal society she grew up in, but she also rejects the female stereotype that her upbringing intended her to be. In the following paper, the feminist messages which Sexton's fairy tales intended to deliver are examined to reveal the poet's position concerning feminism and her relationship with female role-models and the male figures she presents in her fairy tales.

Writing and literacy development are crucial for the academic and social success of new language learners in the primary grades. Over the last 25 years, several terms have been used to describe the talents and needs of children learning new languages in early childhood settings. The term that the author prefers, and which he uses in this article, is "new language learners." It describes children still at an early stage of learning or "lacking fluency in a second or additional language but whose ultimate aim is to become as fluent as possible." New language learners need specialized support in linking oral and written language as they develop their writing skills. Of crucial importance in this process, and the focus of this article, is the successful integration of content (ideas, feelings, and information) with mechanics (punctuation, syntax, formats, and genres, such as how-to books, fairy tales, personal narratives, and poetry) across the K-3 spectrum (Meier 2011). This is "the" foundational stage for learning to write well for new language learners--it provides "developmentally appropriate and linguistically accessible" opportunities for writing growth. During these crucial years, new language learners gain accuracy in writing, confidence, motivation, and voice.

Folklorist Andrew Lang, in his Preface to his 1910 edited collection "The Lilac Fairy Book", celebrates the ongoing repetition and retelling of fairy tales, including both the cozy retelling by the family fireplace. In the century since Lang wrote these words, many authors have joined the ranks of Shakespeare and Homer in putting fairy tale characters "into new dresses," and this widespread literary adoption of culturally familiar stories makes fairy tales a rich and rewarding source for the literature classroom. In this article, the author argues for greater curricular inclusion of one such literary adopter: Anne Sexton, whose popular 1971 poetry collection "Transformations" consists of 17 reworkings of Grimms' fairy tales. In this article, she also describes how she uses Sexton's transformed fairy tales to teach students about genre conventions, authorial decisions, and literature as social commentary, and how she strengthens students' creative thinking skills. (Contains 6 notes.)

The article analyzes the mythological concept of Slavic paganism developed by Alexander Afanas'ev in his three-volume study Poetic Views of the Slavs on Nature: An Attempt at a Comparative Study of Slavic Traditions and Beliefs in Connection with the Mythical Tales of Other Related Peoples (1865–1869). In this book, Afanas'ev established numerous parallels between the pagan myths of the Slavs and other Indo-European peoples and reconstructed mythological images of the world tree, the tree of life, and the world egg. He also reconstructed myths about the sacred marriage between heaven and earth; the creation of the world from the body of the first man and the creation of man from the natural elements; the dying and resurrected god of vegetation and fertility; and the duel between the god of thunderstorms and his earthly adversary; as well as dualistic myths about the struggle between the forces of light and the forces of darkness and about the creation of the earth. Afanas'ev also explored enduring metaphorical pairs such as death–dream, battle–wedding feast, thunderstorm–battle, and so on. Depending on the readers' points of view, they can appreciate the book as a grandiose compendium of folklore and historical-ethnographic materials; as a scholarly work devoted to Slavic mythology; as a symbolarium of folk culture; and as a beautiful fairy tale about the pagan past. Although Afanas'ev's book has all the attributes of a scholarly publication, it can also be read as a work of fiction in which the author does not so much analyze mythology as he tries to present the point of view of a primitive poet–artist. [ABSTRACT FROM AUTHOR]

Copyright of Wielogłos is the property of Jagiellonian University Press 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 article presents, with the help of comparative analysis, fairy tales included into Slovenian curriculum and textbooks of various publishers for upper level of primary school. The main part of the discussion represents all the texts with fairy-tale elements that are included in the analysed literary learning books from the genre and motif point of view. Each interpretation of the text includes didactic and literary instruments that present fairy tale elements to pupils.

The article discusses how middle school students use morphemes, or units of meaning within a word, to conclude the meaning of an unknown word and what teaching methods can be used to promote this. The authors note that many students use morphological knowledge, or awareness of a root word's meaning, along with morphological awareness, or the ability to relate a morpheme to a word's meaning, to improve their vocabulary, spelling, and reading comprehension. Particular attention is given to how this learning strategy is used by English language learners (ELs) as well as on a study of effective teaching methods for U.S. middle school students.