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This study explores and compares the role of Bangladesh's universal preschool in enhancing learning achievement at the end of primary education before and after introducing a new policy. Children's access to preschool has increased, and the learning achievement of the preschool non-participants' decreased after introducing the new policy. The capability of the state-run provision, which creates the preschool opportunity for the majority of children, has increased with a small effect size. The private kindergartens continued to show better performance with no change over time. The challenges include creating opportunities for out-of-preschool children and quality improvement of some existing provisions. [ABSTRACT FROM AUTHOR]

Introduction: Monitoring and controlling learning is often difficult for primary school students. This issue is partially resolved when Adaptive Learning Technologies (ALTs) take over part of these self-regulated learning (SRL) processes. Trace data in ALTs provides elaborate information on students' learning process, which can be translated into monitoring support. However, this data does not provide insight into students' goal-setting behavior, which is a crucial part of the monitoring loop. Therefore, we developed a form of co-regulation between the student and the ALT with goal-setting prompts and monitoring support. Method: This experimental study compared an experimental condition in which primary school students worked with the co-regulation intervention while practicing mathematics problems in the ALT to a control condition where they only practiced with the ALT. Firstly, we examined the effects of co-regulation with ALTs on regulation of practice behavior and learning outcomes by comparing the experimental and control conditions. Secondly, to gain further insight into students' goal-setting behavior in co-regulation, we examined how the experimental condition set their goals and attained them. Results: Results showed that students in the experimental condition were more effective in regulating their practice behavior, shown by more problems solved and higher accuracy than the control condition. Similar learning gain was found in both conditions on the easy and intermediate learning topics. For the hard learning topic, the control condition showed a higher learning gain. Higher week goals than day goals on all three learning topics and similar goals were set between the learning topics. Students' goal attainment was less for the easy compared to the hard learning topic. Discussion: Combined, these results indicate that co-regulation with an ALT positively affects students' regulation of practice behavior and goal- setting behavior but does not yet increase learning gain. A practical implication is that teachers could support students by explicitly providing students with goal-setting opportunities. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the impact of the COVID-19 pandemic on primary education in Cyprus and to discern the implications for the post-pandemic era, specifically focusing on the Emergency Remote Learning (ERL) experiences and reflections of upper primary students (ages 9-12). Grounded in socio-constructivist learning theory, which emphasizes the importance of active student engagement and social interaction in the learning process, the research explored the challenges students faced during the rapid shift to remote education. A mixed-methods design was employed, using an in-depth online survey that incorporated both quantitative and qualitative questions. Data were collected from a sample of 204 students selected through non-probability, convenience sampling. The analysis revealed that students experienced several challenges, including technology constraints, lack of interaction, and difficulty maintaining concentration, which are consistent with global findings on K-12 ERL. Among demographic factors, the type of school attended (public vs. private) had a significant influence on most aspects of students' ERL experience. Private school students reported more favourable conditions than their public school counterparts, which facilitated a smoother shift to both asynchronous and synchronous ERL, resulting in a more positive overall ERL experience. Regardless of the type of school attended, students overwhelmingly expressed a strong preference for face-to-face learning. Comparisons with other studies conducted in Cyprus during the same period involving older student age cohorts suggest significant age-related differences. The young students in our study encountered greater challenges during the transition to ERL, which can be attributed to their heightened need for scaffolding and external regulation to learn in the virtual space, as well as the higher importance they attached to the social aspects of school life taken away by ERL. Despite their largely negative experiences with ERL, a high proportion of the children advocated integrating the e-learning tools and technologies they got acquainted with during ERL into the normal context of schooling. These findings underscore the importance of further research into effective instructional strategies tailored to young learners in both online and blended learning settings. They also highlight the potential benefits of incorporating e-learning tools into conventional classrooms to enhance the teaching and learning process. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) education in primary schools has received a great deal of attention globally, and it is thus important to investigate primary school students' perceptions and understanding of AI learning. Therefore, in this study, 673 drawings of conceptions of AI learning by third to sixth grade students were collected. Firstly, a drawing analysis approach was used to code the drawings into five categories of 25 elements. Then, the epistemic network analysis approach was used to visualize the structure of the relationships between the elements within the conceptions of AI learning. The study found that (1) primary school students generally held positive attitudes toward AI learning and understood AI learning as programming or robot programming learning; (2) higher grade students showed more constructive learning concepts; and (3) girls had significantly more positive emotions and attitudes toward AI learning than boys, but had less participation in manipulating robotic human activities than boys. The over-reliance on programming and robotics in elementary AI education, as well as gender differences in elementary AI learning need more attention from educators. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a study aimed at exploring teachers' perspectives on environmental education for students in the first to fourth grades of primary school. The issue of environmental education for primary school students has gained significant attention in recent decades and is now seen as an educational necessity. The study's objectives focus on understanding teachers' views on the importance of teaching environmental topics in the first cycle of primary education and evaluating the school's ability to support such teaching. The research was conducted through a survey involving 455 teachers from thirty-five primary schools across eight cities in the Republic of Serbia, using a questionnaire designed specifically for this study. The questionnaire featured a series of questions and rating scales based on a five-point Likert scale. Although there are some differences in respondents' opinions based on factors such as work experience, school location, and the number of environmental seminars attended, the data suggest that teachers generally have positive views on the importance of including environmental topics in the first cycle of primary education. They also express favorable opinions about the conditions necessary to achieve the goals of environmental education in their schools. Teachers recognize the importance of studying environmental topics, not only for gaining knowledge, skills, and experiences but also for fostering students' environmental awareness. The capacity of schools to support environmental education is most strongly influenced by extracurricular activities and various educational programs. This research highlights the crucial role of primary schools in meeting the goals of environmental education and lays the groundwork for further studies in this area, particularly focusing on teachers' professional development and the acquisition of environmental competencies. [ABSTRACT FROM AUTHOR]

Background: Computational thinking (CT) has emerged as a critical component of 21st‐century skills, and increasing effort was seen in exploring the development of CT skills in K–12 students. Despite cumulative research on exploring students' CT acquisition and its influencing factors, learners' development of the skill over time and the underlying mechanism that contributes to individual differences remain unclear. Objective: To bridge this gap, the present study aimed to explore the individual differences in CT acquisition among primary school students and how these differences were shaped over time. Specifically, variations in the development of CT across demographics, including gender and learning experience, were explored. Method: Three waves of data were collected from a sample of 322 primary school students (aged 7–12) across 18 months, with a 9‐month interval between adjacent waves. A time‐lagged model was leveraged for data analysis, and control variables were included in the model to strengthen statistical robustness. Results and Conclusion: The results indicate that male students and those who were more experienced in coding tended to have more positive attitudes toward coding. Additionally, coding interest was found to mediate the relationship between demographics and CT, demonstrating that male students and more experienced learners tended to be more interested in coding, which, in turn, contributed to the development of CT skills in later stages. Conclusion: The study provides valuable insights into the mechanisms underlying individual differences in CT development over time. The findings highlight the importance of nurturing coding interest among female students and promoting coding exposure for novice learners. Lay Description: What is already known about this topic: Individual differences in students' CT performance were broadly reported.Demographics were identified as important factors contributing to individual differences in CT acquisition.How these differences were shaped over time remains unclear. What this paper adds: The study investigated the underlying mechanisms of individual differences in long‐term CT development.Demographic differences in primary school students' CT development over time were explored.Results illustrate that females tended to have lower coding attitudes. Prior coding experience positively predicted coding attitudes.Coding interest mediated the relationship between demographics and CT, demonstrating that male students and more experienced learners tended to be more interested in coding, which, in turn, contributed to the development of CT skills in later stages. The implications of study findings for practitioners: The findings indicate the essential role interest and motivation played in supporting students' sustainable development in CT skills.The findings suggest the need for more attention to girls' motivation and learning interest in CT and coding instructions.The findings highlight the importance of introducing coding at early educational stages and promoting coding exposure for novice learners. [ABSTRACT FROM AUTHOR]

The understanding process of primary education students was analyzed when they solve tasks related to the concept of ratio. The study was based on the theoretical framework of Pirie and Kieren (1994). The methodology was qualitative with the case study method. The study was carried out in three stages: planning, development and analysis, using the field observation technique. Data collection was carried out through a task and an interview. The data were analyzed based on theoretical articulation. The results revealed that students lack the prior knowledge necessary to understand the concept of ratio. In conclusion, it can be noted that students do not present logical arguments to formalize the concept, and their understanding process is reduced to memorization or the use of mathematical strategies without understanding the relationship between the task and the mathematical concept. [ABSTRACT FROM AUTHOR]

This study consists of a 17-year (2006-2021) systematic literature review on the effective instructional strategies for developing Computational Thinking (CT) in primary school students (K-5). The aim of this paper is to identify instructional strategies that have been implemented and evaluated by means of a pre- and post-test, with the aim of developing CT as a thinking process (i.e. going beyond the mere acquisition of CS concepts). The analysis considers the overall pedagogical approach, with the intention of overcoming both the archetypal approaches to coding and the assessment tools used to measure CT acquisition. The results show that there is a strong difference between K-3 and 4-5 classes, the former being more the context for educational robotics or unplugged activities; they also show that a task-based approach is prevalent, whose effectiveness is limited to the first access to CS activities, namely improving self-efficacy and reducing learning anxiety. Nevertheless, this study also identifies some interesting models of problem solving (such as IGGIA or CPS) that go beyond the puzzle-based approach, as well as two significant teaching strategies (IDC and DBL) that try to promote more meaningful learning (typically including elements of constructionism), while enabling curricular learning objectives. [ABSTRACT FROM AUTHOR]

Background: The proper development of balance is essential in the acquisition of a correct physical condition, as well as in the evolutionary follow-up at early ages, and its periodic evaluation is very relevant in the educational environment. Objectives: The objective of this research was to design an accessible web application for static and dynamic balance assessment, based on a force platform and motion analysis software. Methods: The Single leg balance test (SLB), Tandem balance test (TBT), and Y balance test (YBT) were performed on a sample of 75 children aged 6 to 9 years. Results: The results show that static balance is more complex at an older age, greater standing height, and with eyes closed (p < 0.001). Regarding the center of pressure (COP), its variability was greater in girls owing to a lower Total Force (TF) at the time of the test (p < 0.05). Parallel observation with the Kinovea software has made it possible to elaborate a scale from 1 to 10 points for integration into an open-access web application (IMEP) to assess static and dynamic balance. Conclusions: The creation of an ad hoc application for primary school teachers and students has been possible by using validated devices obtaining a rating scale, which facilitate the monitoring of students' functional evolution and offers the possibility of scheduling physical education sessions with a preventive approach as well as a focus on improving physical condition. [ABSTRACT FROM AUTHOR]

Background/Objectives: The aim of this research was to determine the differences in physical fitness according to the level of physical activity (PA) during physical education classes in 10-year-old school children. Methods: The research included 315 primary school children (age 10 ± 1.3 years), divided into three groups by level of PA: low, moderate and high. A Eurofit test battery was used to evaluate the physical fitness of children. Physical activity (volume (number of steps) and intensity) was measured using a Coach Gear pedometer and a Suunto Memory Belt heart rate monitor. Results: Presented results indicate that there are significant differences between groups of children of both genders in relation to the level of PA. Group of boys with low PA showed lower values in sit and reach (p = 0.01), standing long jump (p = 0.02), bent arm hang (p = 0.04) and polygon backwards (p = 0.01) compared to the remaining two groups. Girls with low physical activity showed significant differences in sit and reach (p = 0.01) and bent arm hang (p = 0.01) compared to the other two groups, while in hand tapping, the high PA group showed better results compared to the other two groups (p = 0.03). Conclusions: The results reported in this research support the significant effects of PA level on physical fitness in school children. Less active children generally showed poorer physical fitness in both genders. [ABSTRACT FROM AUTHOR]

Background: Stress influences examination performance among Sri Lankan students. Validated tests are required to evaluate stress levels among elementary students in Sri Lanka. Therefore, the Perceived Stress Questionnaire 8–11 (PSQ8-11) was translated into a Sinhala version. The aim of this study was to examine the psychometric properties of the translated and adapted scale among elementary level school children in Sri Lanka and examine invariance across male and female children. Methods: The participants were 1021 students from seven schools. After removing missing values, responses from 693 students (mean age = 9.65 ± 0.478 years, 51.8% male) were analysed for participant characteristics. Cronbach's alpha, Spearman's correlation, and confirmatory factor analysis with measurement invariance models were conducted after adding one item to the original PSQ8-11 version. Results: The Cronbach's alpha value for the 20-item modified PSQ8-11 Sinhala version was.788. The two subscales, psychological stress (Cronbach's alpha = 0.615) and physiological stress (Cronbach's alpha = 0.711), indicated a satisfactory level of internal consistency. Furthermore, a statistically significant correlation (p < 0.01; 2-tailed) was reported among each of the subscales. Confirmatory factor analyses demonstrated a satisfactory goodness-of-fit across the two models by confirming the theoretical constructs of the PSQ8-11 translated version with its two subscales. The two-factor model has better model fit indices compared to the unidimensional model (χ2/df = 1.447, CFI = 0.947, TLI = 0.938, WRMR = 0.028, RMSEA = 0.026, SRMSR = 0.0341, and PCLOSE = 1 of the two-factor model). Measurement variance across gender was supported by the establishment of configural and metric invariances. Conclusion: Acceptable psychometric properties for the PSQ8-11 Sinhala version were observed in elementary schoolers in Sri Lanka. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic had an immense impact on communities around the world. We know that new epidemic-prone diseases will emerge in the future. Consequently, it is important to investigate what impact the current pandemic had on school children's understanding of infectious diseases in order to develop biology education based on that novel understanding. The aim of this study was to explore Swedish middle school (10-12-year-old) pupils' understanding of infectious diseases and their perceived sources of knowledge. Data was collected through individual semi-structured interviews with fifteen pupils and analysed by thematic coding. Results revealed a great impact of the pandemic on the respondents' conceptions. Firstly, their notion of infectious diseases based on their idea of COVID-19 was elusive because COVID-19 can manifest very differently. Secondly, the need to care about oneself and others was recognized. Thirdly, the importance of vaccines was recognized, but vaccines were given different roles. Finally, their understanding of infection seems to originate from informal domains such as the news and the Internet, rather than from biology education. One proposal for biology teaching could be to introduce scientific concepts earlier, to pay more attention to differences and similarities between infectious diseases, and to cooperate with other school subjects. [ABSTRACT FROM AUTHOR]

Despite the increasing number of studies on educational leadership during COVID-19, little attention has been paid to the intersections of different educational experiences and perspectives of school leaders, students, and their families that occur both inside and outside of schools. Drawing on eight case studies of public primary schools in Hong Kong, this article explores the challenges and strategies of online learning with a focus on effective leadership practices for supporting economically disadvantaged students during COVID-19. To incorporate the perspectives of multiple stakeholders, a series of questionnaires were distributed to principals (n = 8), teachers (n = 150), parents (n = 775), lower primary students (n = 855), and upper primary students (n = 850) and interviews were conducted with principals (n = 8), teachers (n = 37), parents (n = 32), and students (n = 62). Findings indicated that school leaders and teacher teams demonstrated strategic leadership practices prioritising and responding to the needs and constraints of economically disadvantaged students and their families. The present study draws attention to leadership encouraging collaboration among schools, families, and the wider community, which has become necessary during the shift to online learning during COVID-19. [ABSTRACT FROM AUTHOR]

Two hundred ninety-eight primary teachers (88% female) from across all Australian states and territories reported on the frequency with which they implemented instructional adaptations for struggling writers in their classrooms. They also rated their preparation and self-efficacy for teaching writing. The majority of participating teachers indicated they provided additional instruction on spelling, capitalization and punctuation, and sentence construction at least once a week or more often. Teachers further reported implementing additional minilessons and reteaching strategies and skills, as well as extra instruction on grammar, handwriting, text structure, revising, and planning on a monthly basis or more often. The majority of teachers reported never or only once a year using adaptations to support digital writing. The frequency with which teachers provided extra instruction on spelling, handwriting, text structure, revising, and computer use differed by grade. Only teachers' perceived efficacy to teach writing made a unique and statistically significant contribution to predicting the use of instructional adaptations for writing and adaptations to support digital writing after controlling for teacher and classroom variables. [ABSTRACT FROM AUTHOR]

A global discourse surrounding physical education (PE) is shifting towards a stronger emphasis on inclusive practises, but research shows that some students still find the subject problematic. This study explores the relationship between students' dread of physical education (PE) and overall school satisfaction among sixth graders in Tromsø Municipality, Norway, and identifies factors that might explain this relationship. Data were collected from 338 sixth-grade students, with an 85.5% response rate. In this study, we investigate through quantitative analyses whether there is a correlation between students dreading PE and their overall school satisfaction. We find a relatively low correlation between these factors, indicating that dreading PE may be related to factors beyond general school satisfaction. Three significant predictors of students' apprehension towards PE were identified: self-confidence and self-esteem, discomfort in changing into gym clothes in communal locker rooms, and reluctance to collaborate indiscriminately with peers. These factors could indicate a performance-oriented climate, which contrasts with the mastery-oriented approach emphasised in the national curriculum. The findings highlight the need for PE to be taught in a way that aligns more closely with the curriculum. This study suggests that addressing these issues requires educators who are formally trained to foster a supportive and motivating environment and calls for further research into the translation of curriculum objectives into teaching practises. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Purpose: Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods: Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results: Several "teacher" level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions: Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the effectiveness of game-based approaches on game performance, fundamental movement skills, health-related indicators, and physical activity outcomes among children (5–12 years) when delivered in the primary physical education school setting. Method: A systematic search of six electronic databases without date limitation was conducted on June 11, 2021. Results: Among included studies (N = 17), positive outcomes were found for children's game performance, fundamental movement skills, physical and mental health, and/or physical activity. Game-based approaches intervention success appears to be related to the contents of teacher training, especially the inclusion of a theory-based syllabus, mentoring, and reflection sessions. Conclusions: The findings of this review confirm that hybrid sport education-invasion games interventions delivered in primary schools are beneficial for improving a range of student outcomes. To improve physical self-perception, intrinsic motivation, well-being, physiological, and potential psychological outcomes for children, it is necessary to explore more game-based approaches' longitudinal and intervention research with high quality. [ABSTRACT FROM AUTHOR]

Knowledge and its acquisition are central to the field of curriculum studies, but the ways in which empirical studies of pedagogical approaches relate to theories of knowledge acquisition are under researched. This paper reports the outcomes of a rapid evidence assessment about the impacts of experiential learning (EL), regarded by some as progressive pedagogy, on the school attainment of children aged 4–14. Database searches of the Education Resources Information Center, the British Education Index, the Teacher Reference Center, the Education Database and APA PsycINFO were carried out to review peer‐reviewed research studies published between 2013 and 2023. In total, 465 studies were screened for their relevance, and the Mixed methods appraisal tool was used to assess the methodological quality of relevant studies; 44 studies were included in the final analysis. The findings of the research showed the overall positive impact of EL pedagogies on children's academic achievement. Key examples of positive impact included evidence for the beneficial effects of EL on the achievement of children with lower academic achievement; strong links between EL and science achievement; and the positive impact that EL has on domain‐general academic skills including memory and vocabulary development. Some links between EL and children's motivation, engagement, agency, and wellbeing, factors which underpin academic achievement, are also noted. The findings indicate that EL can be a highly valuable approach to enhancing children's acquisition of knowledge, skills and understanding. [ABSTRACT FROM AUTHOR]

Background: The present study delves into the debate surrounding the effectiveness of homework, focusing specifically on the use of online homework in teaching decimal numbers to 5th and 6th grade primary school students. It highlights the challenges students face in representing and identifying decimal numbers, a concept that is often difficult for 5th and 6th graders to grasp. Objectives: The aim to evaluate the effectiveness of online homework in enhancing understanding of decimal numbers and compare the impact of instructional methodologies based on correct and incorrect examples. Methods: The research employs an experimental design, comparing the effects of online homework with correct and incorrect examples, assessing how these methodologies influence students' ability to understand and use decimal numbers, especially on a number line. Results: The results support the overall effectiveness of online homework in improving students' performance in decimal numbers, regardless of their initial level of understanding. Specifically, the study reveals that the type of examples used in homework plays a key role in the effectiveness of learning. Incorrect examples are more beneficial for students with higher prior knowledge, while correct examples are more appropriate for students with lower prior levels. Conclusions: These outcomes highlight the potential value of online homework in primary education and underline the importance of tailoring educational activities to the individual needs of pupils. The study contributes to the broader conversation about the role of homework in education, suggesting practical ways to optimise online learning experiences for young learners. Lay Description: What is currently known about this topic?: The effectiveness of online homework, especially at primary level, is the subject of debate due to the various impacts on pupils' understanding and performance. What does this paper add?: This study introduces misconception‐based tasks into online homework, showing differential impacts on decimal number learning by prior knowledge. Implications for practice/or policy: Suggests customising online homework based on student knowledge and common misconceptions, impacting educational methods and digital learning platform development. [ABSTRACT FROM AUTHOR]

This study uses three nationally representative data sets of U.S. school-aged children who are currently homeschooled and two nationally representative data sets of U.S. adults who have ever been homeschooled to empirically document the amount of time homeschooled individuals are homeschooled, how much time they spend in public- or private-school settings, and the amount of exit out of or entry into homeschooling over the course of their primary and secondary education. Findings reveal high levels of variation in when and how long individuals are homeschooled. Implications for researching the homeschooling population are also discussed. [ABSTRACT FROM AUTHOR]

Digital transformations within educational systems are recurrently justified by their promise to enhance learning activities and outcomes. We examine this claim in a study of pupils' perception and experiences with computer-based adaptive tests in higher classes in Danish public primary schools. The study relies on survey and interview data and addresses whether pupils perceive their participation in computer-based adaptive tests as contributing to their learning and the degree to which the perception of teachers' attitude to the test influences their learning. A majority perceives their learning as low or non-existing. However, the perception of a more positive teacher attitude is related to more substantial learning. Theoretically, we attribute this relationship to the effect of self-fulfilling prophecies in the classroom. Learning also differs for subgroups related to gender and ability level. The findings contribute to discussions about educational policy, management, and the digital transformation of educational systems. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 was conducted under the guidance of the Westernized Indigenous Ecological Knowledge (WIEK) framework and included 35 learners from seven primary schools. The research examined the influence of informal learning settings, specifically zoos, on the educational experiences of primary school learners. Data collected via semi-structured interviews and observations revealed that 85% of the learners demonstrated an increased awareness and appreciation for the natural world, linking their observations to traditional ecological principles. Additionally, 90% of the participants reported a strengthened sense of social structures and moral values, deeply rooted in African traditions, such as respect for authority and social accountability. The findings suggest that integrating Indigenous knowledge into education through informal settings may not only enhance cultural pride but also promote environmental responsibility and a more inclusive understanding of the world among learners. These results highlight the significance of experiential learning in reinforcing traditional knowledge and its potential role in safeguarding Indigenous wisdom across various cultural contexts. Further investigation is needed to explore the long-term effects of these educational interventions. [ABSTRACT FROM AUTHOR]

Introduction: This studio focuses on a horizontal conception of heritage, seeking the community’s involvement in the Roman Baths of Valduno site in the municipality of Las Regueras (Asturias). The impact of the different types of visits is analysed based on the work carried out by the school in the area: open visits (without intervening in the site and with the information panels created by a class group) and guided visits (by the expert team from the University of Oviedo and the volunteer Primary School students). Method: a mixed study is carried out as part of an educational ethnography. The instruments developed are questionnaires that collect the knowledge acquired by the public about the Roman Baths of Valduno site and participant observation that allows us to further understand the development of the intervention, the doubts, interests and difficulties of the public. Results: the site without intervention generates little interest from the public and, therefore, there is no real learning, while the other types of visits (open visits with new information panels and guided visits), based on the interests of the public and students, generate learning opportunities and a more significant experience. Conclusions: the educational intervention developed with the Primary School class and by the expert team at the site, following the lines established in previous studies on creating information panels and guided tours, achieved significantly more positive results. [ABSTRACT FROM AUTHOR]

(1) Background: This study examines the role of subjective anxiety (mathematics and spatial anxiety), along with physiological responses, in mathematics or math and mental rotation performance in 131 German primary school students (65 girls, 66 boys; Mean age = 8.73 years). (2) Method: Students' preference for math vs. German and their subjective anxiety were assessed using standardized questionnaires. Emotional reactivity was measured using the Galvanic Skin Response (GSR). Math performance was evaluated via percentage scored and completion times on number line estimation, word problems, and missing terms tasks. Spatial skills were assessed using a novel mental rotation task (nMRT) incorporating gender-congruent and -neutral stimuli. (3) Results: Girls outperformed boys on percentage scored on the math task but took longer to complete this. No gender differences were found in performance on the nMRT. Girls demonstrated higher math anxiety and were less likely to prefer math over German. Math anxiety predicted math scores and accuracy on the nMRT while gender predicted math performance and mental rotation response time. Subject preference was associated with longer completion times and emotional reactivity with longer response times. Girls' preference for math and lower emotional reactivity was linked to shorter completion times, while lower math anxiety predicted higher scores. In contrast, these factors did not affect boys' math performance. Additionally, subjective anxiety, emotional reactivity, or subject preference did not impact spatial performance for either gender. (4) Conclusions: Supporting mathematical self-efficacy and emotional regulation, especially in girls, is crucial for enhancing STEM outcomes in primary education. Gender-fair assessment in mental rotation reveals equitable spatial performance and reduces the impact of anxiety. [ABSTRACT FROM AUTHOR]

Music lessons in Croatia are characterised by the existence of three areas that intertwine and complement each other. Thus, in music lessons, students will listen to music, participate in various activities regarding their musical expression, and learn about music. A music teacher can choose which activities of musical expression he will carry out in his own educational process, and he chooses them according to his own interests as well as the abilities of the students. This paper aims to determine the perception of upper primary school students regarding the musical creativity activities in music lessons. Students (N = 128) from two schools in the Vukovar-Srijem county participated in the survey, and one group of those students actively participated in musical creativity activities. The research results show that students generally have a positive opinion about musical creativity activities. The students who have participated in the musical creativity activities highly rate their competencies for participating in various creative activities. [ABSTRACT FROM AUTHOR]

This case study aims to explore the role of pupils in educational design and what it means to have a say in primary school. Although many educational offers use the slogan 'pupil‐centred' approach, examples are scarce in which children are seen as partners, let alone co‐designers. It is therefore important to investigate to what extent pupils are involved in the design process and decision‐making in a primary school context. Concepts such as co‐determination, participation, room for choice and competence were discussed. This small‐scale study shows that the school policy regarding participation and co‐design mainly concerns parents but not pupils as much. Teachers have different perspectives about the importance of children's participation. In general, they would like to involve the pupils more in the design process. The lack of time and educational inspection's demand for standardised outcomes are limiting factors. The pupils believe that they sometimes influence how lessons are conducted at school and are allowed to choose how they work on the subject. In general, they feel positive about their competence. [ABSTRACT FROM AUTHOR]

Gender equality and women's empowerment are important issues that still need to be addressed, despite some progress in recent years. The United Nations 2030 Agenda for Sustainable Development includes 17 Sustainable Development Goals (SDGs) which aim to tackle various global challenges, including the 4th (Quality Education) and 5th (Gender Equality) goals that were used to frame an activity in a science education subject in a primary education teaching degree. Previous research has found a decrease in girls' interest in STEM and STEM-related jobs in primary and secondary education. To encourage girls in primary education towards STEM-related professions, an activity was organized in a science subject at a university in Navarre, Spain. The goal of this activity was to identify inspiring women scientists who could serve as role models for university and primary school students. A knowledge model, which is a concise and graphical representation of knowledge through concept maps, was created using the methodology of knowledge model design (Cañas et al. Revista De Informática Educativa 13:145–158, 2000) to showcase all the women scientists selected by the students. This final model is publicly accessible and can be shared with any educational center interested in promoting gender diversity in STEM fields. The results showed that the students learned meaningfully as they inquired about women scientists in professions that are typically considered more suitable for men. As these students are trainee primary school teachers, they can become part of an educational network that empowers girls by developing STEM-related activities that promote gender equality. [ABSTRACT FROM AUTHOR]

Objective: The present investigation was undertaken with the objective of assessing the efficacy of the sexual education curriculum on the sexual identity of children in primary education. Methods: This research was characterized as experimental, employing a pre-test-post-test framework alongside a control group. The statistical population for this inquiry encompassed all primary school females in Shiraz during the academic year of 2021. The methodology of sampling utilized in this study was random selection from girls' primary educational institutions in Shiraz. The sample comprised 30 female pupils who were enrolled at the elementary level during the academic year of 2021. In this study, the gender identity index was evaluated utilizing the questionnaire developed by Schertzer et al. (2008). Results: The findings from the multivariate analysis of covariance indicated that the F statistic pertaining to the gender identity variable was significant at the 0.001 level. From this evidence, one may infer that the application of the sexual education curriculum for primary school children has exerted a positive and significant influence on gender identity. Conclusions: Educators and guardians may derive advantages from this curriculum to improve both the attitudes and understanding of sexual identity among primary school children. [ABSTRACT FROM AUTHOR]

This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. Grit and critical thinking were measured pre- and post-intervention. Results showed improvements in the intervention group. The intervention's effectiveness was consistent across genders. The findings suggest that structured, student-centered educational strategies can enhance grit and critical thinking in primary students. Further research is needed to generalize the results to different settings and age groups. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte is the property of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte 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.)

Eye tracking technology is a high-potential tool for different mathematic cognition research areas. Moreover, there is a dire need for more studies that provide detailed information on the quality of registered eye data. This study aimed to illustrate the applicability of eye tracking in the examination of mathematical cognition, focusing specifically on primary school students completing a computerized mental arithmetic task. Results suggested that the eye tracking device effectively captured high-quality eye movement data when primary school children engaged in this specific task. Furthermore, significant negative correlations have been found between task performance and number of eye fixations. Finally, eye movements distinctions between "Areas of Interest" have been found, indicating different visual tracking associated with different components of arithmetic calculations. This study underscores the extensive possibilities for future research employing eye tracking devices during computerized calculation tasks as assessment tools to explore the complex visual and cognitive processes. [ABSTRACT FROM AUTHOR]

Children's reading for pleasure is associated with significant academic and personal benefits and is widely recognised as an effective way to leverage social change, yet in schools this is not fully capitalised upon. The authors connect extant research in this area to the seminal concepts of Funds of Knowledge and Funds of Identity to advance the notion of Funds of Courage and unify literature on dark Funds of Identity and subjective sense, in order to put forward a volitional reading agenda that resonates with the urgent need to innovate reading curricula. The authors argue that the twin psychological pillars of Funds of Courage – resilience and vulnerability – can enable teachers to progress children's volitional reading practices more reciprocally and thus play a role in advancing social justice. In drawing on examples from recent work with both emergent and established readers, primarily focused on early years and early primary education in England, they seek to widen conceptual and practical understanding in this area. [ABSTRACT FROM AUTHOR]

This paper outlines the journey of one Scottish primary school in taking nurturing approaches forward over a 5‐year period, with the aims of improving staff understanding of their role and feeling skilled in using nurturing approaches and improving pupil's health and well‐being and confidence. Using an action research methodology and the local authority How Nurturing is our school framework (Fife Council Educational Psychology Service, 2022), an audit of current practice was undertaken, and priorities identified at universal, additional and intensive levels were put in place. Evaluation data were gathered in a variety of formats from pupils, staff, and parents. Analysis of the evaluation data indicates that pupils had improved understanding of their emotions and how to manage these, staff were experiencing improved relationships and ethos across the school and parents were happy with the support their children were being offered via the nurturing approaches. There was visible improvement in the physical environments, staff thrived on the personal coaching offered and more nurturing practice could be seen and heard throughout the school. It is concluded that the project has made a sustained impact on the health and well‐being of pupils and is now embedded in the school culture. [ABSTRACT FROM AUTHOR]

This study explored impact of using OrCam Learn on students' reading comprehension outcomes. In three school settings (1 independent mainstream; 1 independent dyslexia specialist; 1 state‐funded mainstream), 32 students' (aged 10:01–13:07) reading comprehension was tested using the York Assessment of Reading for Comprehension (primary/secondary) assessment battery. Reading comprehension outcomes for independent, self‐reading of passages were captured and scores standardised. Then reading comprehension outcomes for passages, where students read using OrCam Learn were captured. Statistically significant improvements in reading comprehension outcomes were found (t32 = 4.92, p < 0.001). The mean improvement was 8.31 standard points (95% CI [4.87, 11.76]), with a high‐medium positive correlation (r = 0.33) and high‐medium effect size (d = 0.720). Use of OrCam Learn to support reading comprehension was found to be socially valid, with 84% of participants preferring using OrCam Learn over human support, and 94% of participants preferring using OrCam Learn to reading independently. [ABSTRACT FROM AUTHOR]

Previous research by the authors of this piece hinted at the heavy workload of Special Educational Needs Co‐ordinators (SENCos) within settings in England, and their ever‐mounting challenges in the context of reduced local government services and cuts in funding to schools for their children with Special Educational Needs. As a result of these findings, the aim of this research was to focus exclusively on the lived professional experience of the SENCo in primary schools in England. Through anonymous survey, we asked SENCos to share with us their perception of their role and the responsibilities that it included. Although our sample of 20 was relatively small, it provided rich data about the preparedness and the perceived competence and confidence of those in this role. Workload, and the erosion that excessive demands caused to the well‐being of SENCos dealing with complex systems, was prominent in the data we collected, in line with most recent investigations of the educationalist's experience in England. However, our data also raised questions about the status, or lack of, of the SENCo in settings, the way in which the nationally recognised qualification associated with the role is delivered and sources of support available to those in the role. [ABSTRACT FROM AUTHOR]

Background: Gamification research and practice have gained popularity, but there is a lack of experimental and field evidence regarding the effectiveness of specific design elements and their use contexts especially in developing countries. Aim: This research aimed to measure the effect of gamifying digital learning environments and compare the effects of badges and leaderboards on the development of cognitive and achievement motivation of elementary school students. Method: A gamified environment focused on the circulatory system and employing interactive storytelling was developed. It was tested through an in-field experiment at an elementary school in Egypt. The research sample was of 30 students in the 5th grade, divided into two equal experimental groups (badges - leaderboard). Results: The results indicated an increase in cognitive and achievement motivation among students in both experimental groups. However, there were no significant differences in the effects of badges and leaderboards on the cognitive and achievement motivations of the participants in the two experimental groups. Conclusions: These findings suggest that the effects of gamification are more likely due to the holistic design and novelty, rather than the specific use of a specific game element. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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 objective of this study was to understand the perceptions of Primary (PrE) and Secondary Education (SE) students in Cantabria about the subject of physical education (PE) and their teachers. A descriptive, comparative relational analytical cross-sectional design was used. A total of 1164 students (387 from PrE and 777 from SE) answered an ad hoc questionnaire on their satisfaction with their PE classes (eight items) and teachers (nine items). The results indicate that the PrE students were more satisfied than the SE students regarding the following statements about PE: more hours per week (p < 0.001); classes and subjects that I like the most (p < 0.001); I enjoy and have fun (p < 0.001); interesting and motivating (p < 0.001); and useful for life (p < 0.001) and easy (p = 0.006). The boys' responses reflected higher values than the girls' on all the previous items (p < 0.005). Regarding their thinking about their PE teachers, statistically significant differences were found in the PrE students' responses compared with those of the SE students for the following: explains well and is easily understood (p = 0.006); stimulates and encourages participation (p = 0.050); cares and is interested in the students (p = 0.031); treat boys and girls the same (p < 0.001); and I prefer a woman because she understands me better (p = 0.021). Therefore, the male and primary-stage students showed more positive attitudes towards PE. In general, there was a favorable disposition towards PE and towards teachers, which must be taken into account to achieve SDG 4. [ABSTRACT FROM AUTHOR]

(1) Background: The main goals of this study were to describe the physical activity (PA) and sleep habits of 8–12-year-old children according to their gender and to evaluate the relationship between PA and sleep habits (i.e., duration and timing). (2) Methods: A total of 236 children (114 boys and 122 girls) completed the Physical Activity Questionnaire for Older Children (PAQ-C) and an ad hoc sleep habits questionnaire. (3) Results: Boys were more physically active than girls (2.62 ± 0.51 vs. 2.46 ± 0.48, p = 0.026) and enacted higher PA levels in school recess (3.82 ± 1.36 vs. 3.56 ± 1.38, p = 0.003), during the afternoon (3.37 ± 1.20 vs. 2.89 ± 1.12, p = 0.003), and during weekends (3.54 ± 1.20 vs. 3.18 ± 0.48, p = 0.009). Per sleep habits, boys had a significantly later bedtime (21:53 ± 2:08 vs. 21:34 ± 2:14, p = 0.009) and a significantly smaller total sleep duration (9.64 ± 0.86 vs. 9.89 ± 0.87 h, p = 0.023) than girls. No significant correlations between PA and sleep habits were found. (4) Conclusions: We found differences in the PA and sleep habits between school-age boys and girls. Institutions and entities should consider designing specific interventions to improve PA and sleep habits according to gender. [ABSTRACT FROM AUTHOR]

Self-concept in this article is considered in physical education, with the physical self-concept being in the foreground, and it is analyzed in this quantitative study to determine whether it is related with socio-economic environment and parental styles, focusing on primary education students in the Region of Murcia. Primary education students are in a critical period for the development of self-concept. To assess self-concept levels, socio-economic and cultural environments as well as parental socialization styles, the PSPP, NSE and ESPA29 questionnaires were respectively used. They were used to collect data from 937 students across various educational centers in upper courses (4th, 5th and 6th grades of primary education) to uncover realities in child society and their relationship with self-concept. In the first objective, parental socialization styles are shown to be related with self-concept. However, in the second objective, it is seen that the socio-economic environment is more related with self-concept than parental styles. Finally, the results of the third objective show that there is indeed a relationship with the socio-economic environment and the student body self-concept, both at the family level and for fathers and mothers independently. It is important to consider both the parental styles and the socio-economic environment in which primary education students develop for the development of self-concept. Additionally, educational implications and new lines of research are suggested in this topic. [ABSTRACT FROM AUTHOR]

Background: Single- and mixed-sex grouping have long been a focus of attention in physical education (PE) and are matters often at the fore of discussions about curriculum planning, teaching, and learning. Nonetheless, there remains little consensus or guidance on which approach (or combination of approaches) should be preferred in PE in primary and secondary schools in England. Further, while single- and mixed-sex grouping have been extensively researched in PE in secondary schools, hitherto there remains an absence of research examining these practices in PE in primary schools. This research sought to address gaps in the literature to build a stronger evidence-base for decisions about gendered grouping practices in PE. Specifically, the study was designed to provide a snapshot of current single- and mixed-sex grouping arrangements in primary PE in England.Method: Data were collected via an online survey which was administered to all state-funded mainstream and special schools providing for children in Key Stage 1 (aged 5–7) and/or Key Stage 2 (aged 7–11) in the North-East of England (917 at the time of study). A total of 254 surveys were completed giving a response rate of 27.7%.Results: The responses indicate that nearly all schools were using mixed-sex grouping for PE, with children typically remaining in their mixed-sex form class and taught the same curriculum activities by their class teacher. Notably, no schools were using single-sex grouping for all PE lessons, although some were teaching combinations of single- and mixed-sex classes across different year groups and/or different activities of the curriculum. The responses also challenge the traditional dichotomous representation of single- and mixed-sex grouping by showing that some schools were grouping children into smaller single-sex groups within mixed-sex PE classes, particularly in activities requiring bodily contact. Some schools were also organising children into smaller mixed-sex groups within mixed-sex PE classes to encourage boys and girls to work together and support one another in their learning. Reported reasons for current grouping arrangements reflected both pragmatic considerations and perceived educational benefits of particular approaches, including school timetabling and consideration of gender equity in curriculum provision in PE.Conclusion: The conclusion calls for further research to explore the efficacy of single- and/or mixed-sex grouping in supporting and meeting the needs of all children in primary PE. Relatedly, we also highlight the importance of intersectional perspectives being brought to single- and mixed-sex grouping debates to inform the development of more nuanced, evidence-based policies and practices that promote inclusion and celebrate the diversity of children. We further suggest a need for research and policy to reconsider the language used in grouping practices to reflect commitments to gender diversity and gender equity. [ABSTRACT FROM AUTHOR]

Mathematical skills significantly predict students' educational paths. Mathematical achievement varies depending on the student's socioeconomic status (SES). However, the extent of the SES gap for specific mathematical skills remains unclear. In this cross-sectional study, we examined age variations by SES in three mathematical skills, applied problem-solving, arithmetic fluency, and written calculations, among students aged 7–12 in a socioeconomically segregated educational context. The contributions of the home environment and schools on SES gaps were also explored. The analytical sample comprised 10,665 students (49.2% girls, Mage = 10.1, SD = 1.3 years, 13.4% from Indigenous ethnic groups) from the Chilean Early Childhood Longitudinal Survey (Encuesta Longitudinal de Primera Infancia). Linear models revealed SES gaps across the three mathematical tasks at the beginning of primary education. The widest gap was observed in written calculations, which was moderated by the home environment. The findings also showed an exponential increase with age in the SES gap for written calculations and arithmetic fluency. However, for applied problem-solving, the initial gap increased and remained constant. Furthermore, schools accounted for 19%–21% of the variance related to the change of the SES gap in all three mathematical skills. The findings shed some light on the role of the home environment and the schools in maintaining, increasing, or decreasing socioeconomic gaps in specific mathematical skills at different ages. Educational Impact and Implications Statement: This study investigated socioeconomic disparities in student's performance in three mathematical skills across primary education. The findings showed lower mathematical performance for low-socioeconomic status (SES) students than for middle- and high-SES students at the beginning of primary school. The home environment, particularly the verbal and emotional responses of caregivers, and the access to learning materials, significantly reduced the SES gap in mathematics achievement at Age 7. However, the SES gaps in mathematics persisted or increased throughout primary education, underscoring the need for early interventions and increased school involvement to address these disparities effectively. [ABSTRACT FROM AUTHOR]

Physicality has been, and still is, an important part of the embodied identity of many physical education (PE) teachers. PE teachers' understanding and representation of their bodies influence both their teaching and act as role models for their students. PE is therefore an important site for exploring how ideals of the body shape both understandings and practices within this school subject. In this study we employed participatory visual methodologies in the form of participant-produced drawings to explore primary school children's experiences of PE teacher bodies and subjectivities. By drawing on poststructural and Foucauldian understandings of the body, we in this paper explore the construction and embodiment of PE teacher bodies as inextricably linked to students' understandings and experiences of this school subject. The findings demonstrate how dominant discourses of fitness, health, sport and even consumerism shape expectations around PE teacher bodies. They also draw attention to how those bodies enable and restrict certain educational purposes and practices. We argue that the ongoing reproduction and perpetuation of idealized PE teacher bodies is responsible for (re)producing meanings around the normal versus the abnormal PE teacher body with significant impact on students' bodily understandings and experiences in PE. We conclude by reasserting the need to challenge how dominant discourses of PE teacher bodies has the cumulative effect of restricting the possibilities for a multiplicity of bodies and physicalities to co-exist in PE. [ABSTRACT FROM AUTHOR]

Studying aspects of multilingualism, such as the dynamics of multilingual and linguistic variation, is a widely documented phenomenon. What remains relatively less explored in such studies, however, concerns how translanguaging (TL) influences writing across languages. This study considers essays written by three students at the primary level of education in Sri Lanka in their first language (L1/Tamil), second language (L2/English) and third language (L3/Sinhala). The purpose of the study is to comprehend how TL practices influence their writing and to report on the reflections of the students and their teachers on TL in writing. The study provides insights into how TL supports student writing across languages and the views of teachers and students on TL in writing. Additionally, implications for the education of multilingual students are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) 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 Espacios is the property of Talleres de Impresos Oma 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.)

Learning English pronunciation is crucial for primary school pupils to enhance their communication skills, yet many struggle. This study evaluates the effectiveness of a natural language processing (NLP) tool in improving English pronunciation among primary school pupils by measuring motivation, confidence, and performance. Conducted in a primary school in Johor, the research used a randomised controlled trial (RCT) design with 30 Year 3 pupils, divided into two groups of 15 each: control and treatment. The English teacher assessed motivation, confidence, and performance using a rubric-based evaluation, with a Cronbach's Alpha value of 0.932, indicating high reliability. Paired t-tests were conducted to determine if the differences in motivation, confidence, and performance between the two groups were statistically significant. For motivation, t-values ranged from -1.871 to -1.468 for the traditional method and -6.548 to -13.229 for the NLP method. For confidence, t-values ranged from -1.871 to -1.468 for the traditional method and -11.500 to - 7.135 for the NLP method. For performance, t-values ranged from -1.871 to -1.000 for the traditional method and -6.548 to -13.229 for the NLP method. With a = 0.05, the mean differences in motivation, confidence, and performance were significantly different for the NLP method (all p-values < 0.05) but not for the traditional method (all p-values > 0.05). High partial χ² values, ranging from 0.474 to 0.827, suggest that the teaching methods account for a significant proportion of variance in the dependent variables. With a = 0.10, multivariate analysis of variance (MANOVA) assessed the effectiveness of the teaching methods. The combined dependent variables significantly differed based on teaching methods, Pillai Trace = 0.95, F(24, 5) = 3.72, p < 0.074, partial χ² = 0.95. In conclusion, the study demonstrates that the NLP tool enhances English pronunciation learning by significantly improving motivation, confidence, and performance among Year 3 pupils. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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.)