초등학교 고학년의 그릿 향상을 위한 학습코칭 프로그램 개발에 관한 탐색적 연구

This study aims to explore and identify differences in how upper elementary school students perceive the meaning of life, comparing students who receive care services at health centers with those who do not.For the study, data were collected from upper elementary school students, both general students and those receiving care services at health centers, from four schools in Seoul and Gyeonggi Province, through a questionnaire on their perceptions of the meaning of life, during the period from May 1 to July 1, 2024.The collected data were analyzed using SPSS 23.0, employing t-tests, one-way ANOVA, and the non-parametric technique of chi square test to examine differences between the groups.The study found that children receiving care services perceived the meaning of life to be lower compared to general children.The study results suggest that children receiving care services may not receive sufficient emotional support and attention at home.This indicates the need for additional emotional support and care for these children, which should be considered when developing educational programs..

The purpose of this study was to investigate the influence of the physical education curricular approach used in teaching upper elementary school students on students’ attitude toward physical education. An Approach Guide was developed to assist in categorizing school approaches as skill-themes (ST) or multiactivity (MA). Twenty schools meeting designated participation criteria were selected. An attitude instrument (Phillips & Silverman, 2012) was administered to fourth- or fifth-grade students (N = 313) in physical education classes in schools, 10 schools in each approach category. Multivariate analyses of variance were performed with the class as the unit of analysis for attitude sub-factor variables and attitude main factors, each using approach as the independent variable. A t-test was completed for overall attitude between the two approaches. Means and standard deviations were calculated for the sub-factors, main factors, and total attitude by curriculum, school, grade, gender, and approach. Analyses suggest that fourth- and fifth-grade students enjoy physical education and think it is important. No significant differences were found between grades, genders, or approaches. The range of attitude scores within the schools was wider in the MA approach than in the ST approach and may be a result of teacher influence. Larger standard deviations within schools using the MA approach may also indicate more varied attitudes toward physical education than in schools using the ST approach. Subscribe to TPE

Multicultural education learning methods for early childhood, elementary school students, and junior high school students should be applied appropriately to achieve the expected goals. This qualitative research with a literature study will discuss these learning methods. The data analysis technique uses content analysis by sorting things that are in accordance with the focus and objectives of the study. This study produced the following findings. First, the multicultural education learning method that can be implemented in early childhood and lower elementary school students (1, 2, 3) is the contribution method. Second, the multicultural education learning method that can be implemented in upper elementary school students (4, 5, 6) and junior high school is the additive method. Third, several other learning methods can be chosen for the implementation of multicultural education for students, including transformation method, social action method, habituation method, role model method, reward method, punishment method, lecture method, question and answer method, discussion method, deliberation method, seminar method, forum method, assignment and recitation method, demonstration method, experimental method, sociodrama and role-playing method, group work method, study visit method, dictation method, unit method, problem-solving method, programmed teaching method, module method, and so on.

This study aims to determine the description of the algebraic thinking ability of fifth grade elementary school students in Lubuklinggau city. The method used in this study is descriptive qualitative. The instruments used in this study were in the form of essay-shaped test questions to measure the initial algebraic thinking ability of elementary school students and non-tests in the form of interviews. The population in this study were upper elementary school students in the Lubuklinggau area. The sample in this study was selected using the stratified random sampling technique. From the population selected randomly, two schools were obtained as the place of this study. Based on the results of the study conducted by the researcher, it was obtained that the results of the algebraic thinking ability of 48 students on the first indicator were an average of 36%, on the second indicator an average of 30% was obtained, on the third indicator an average of 58% was obtained, on the fourth indicator an average of 61% was obtained and the fifth indicator an average of 40%. Of the five algebraic thinking indicators, the average ability of students was 45%. So it can be concluded that the algebraic thinking ability of elementary school students is still relatively low and there needs to be innovation in providing learning and teaching media to be able to improve the understanding of algebraic thinking of elementary school students as initial knowledge in preparing knowledge before learning algebra formally at the next level.

A nutrition and physical fitness test for fifth and sixth graders

Efficient and effective social-emotional learning programs increase the likelihood of success in school for all students, and particularly for those who may develop emotional or behavior problems. In this study, we followed a sub-sample of students 1 year after their participation in a randomized controlled trial of the effects of the Tools for Getting Along (TFGA) curriculum. TFGA is a universally delivered, preventive cognitive-behavioral curricular intervention designed to improve upper elementary school students' emotional and behavioral self-regulation. To determine effects at 1-year follow-up, we assessed 720 out of the 1,296 original students across TFGA and control conditions on measures of curricular knowledge, teacher-rated executive function and behavior, and student-reported anger and social problem solving. Findings indicated a continued positive effect on curricular knowledge for students taught TFGA relative to controls. We also found significant pretest by condition interaction effects on teacher reports of skills associated with executive function, including inhibitory control and shift (cognitive flexibility), and on teacher reported internalizing and externalizing behavior. Specifically, students with poorer scores on these measures at pretest benefited from TFGA at follow-up relative to comparable students in the control condition. Finally, we found marginally significant pretest by condition interaction effects on proactive aggression, outward expressions of anger, and the executive function related skills of initiating activities and using working memory. Counter to expectations, we found negative TFGA effects on student-reported trait anger and anger control.

Though school children tend to view peer victimization as morally wrong most do not to intervene on the victim's behalf and some instead choose to aid the victimizer. The aim of this longitudinal study was to investigate how students' defending and pro-aggressive bystander behaviors evolved over the course of one school year and their association to basic moral sensitivity, moral disengagement, and defender self-efficacy. Three-hundred-fifty-three upper elementary school students (55% girls; 9.9-12.9 years of age) each completed self-report surveys at three points during one school year. Results from latent growth curve models showed that pro-aggressive bystander behavior remained stable over the year, whereas defending behavior decreased. Moreover, students who exhibited greater basic moral sensitivity were both less likely to be pro-aggressive and simultaneously more likely to defend. Students with defender self-efficacy were not only associated with more defending behavior at baseline but also were also less likely to decrease in defender behavior over time. Conversely, students reporting a higher degree of moral disengagement were linked to more pro-aggressive behavior, particularly when also reporting lower basic moral sensitivity. These short-term longitudinal results add important insight into the change in bystander behavior over time and how it relates to students' sense of morality. The results also highlight the practical necessity for schools to nurture students' sense of morality and prosocial behavior in their efforts to curb peer victimization.

Computational thinking education nowadays gets more attention around the world because of its importance. In Indonesia, computational thinking has not received attention as much as in other developed countries. However, there is a community that already focuses on promoting computational thinking to Indonesian students through annual competitions, which is Bebras Indonesia. The problems that are used in the competition also have been adapted into a game. The game aims to help student practicing for the competition, but the game still has several limitations to be used by Indonesian students. Therefore, this paper researches similar games design interaction that suits Indonesian students, particularly for upper elementary school students. The type of the game is a serious game that has the main goal of learning. An approach of user-centered design was used to develop the design interaction. Usability testing was conducted to verify the result of the design interaction in two iterations. The result of the research shows that the design interaction is effective with a score of completion rate of 100% and easy to learn with a score of SEQ 6,37 out of 7. It is also enjoyable for students based on the result of the E-Gameflow questionnaire score of 5,83 out of 7 and an IMI enjoyability score of 5,77 out of 7.

Elementary students’ mathematical thinking is frequently constrained by persistent misconceptions and an overreliance on procedural instruction. International assessments of mathematical literacy consistently report lower levels of achievement among students in many developing countries, underscoring the need for instructional approaches that promote conceptual understanding rather than rote learning. Scaffolding, understood as temporary and adaptive instructional support, has been widely acknowledged as an effective means of facilitating students’ conceptual development. Nevertheless, its classroom enactment—particularly the processes through which support is responsively adjusted and gradually withdrawn—remains insufficiently documented and systematically analyzed in empirical research. This study aims to examine the forms of scaffolding employed by teachers, their responsive strategies in addressing student errors, and the observable indicators of scaffolding reduction (fading) in mathematics instruction grounded in visual pattern recognition and comparative reasoning. A descriptive qualitative methodology was adopted, using a case study design involving three upper elementary school students. Data were collected through analyses of students’ written work, classroom interaction observations, and semi-structured interviews. The data were analyzed thematically within the framework of contingent scaffolding. The findings indicate differentiated learning trajectories among the participants. Student MA demonstrated a shift from intuitive verbal descriptions to symbolic comparative reasoning following interactive scaffolding. Student RFM exhibited independent formal reasoning from the outset, requiring minimal instructional support. In contrast, student IAM experienced a substantial conceptual transition after receiving explicit instructional intervention. Notably, all three students were ultimately able to generalize that the number of blue triangles was consistently less than half of the total number of triangles. These results highlight the critical role of adaptive and contingent scaffolding in fostering conceptual understanding and learning autonomy in elementary mathematics. By documenting the forms, timing, and transitions of instructional support, this study contributes to the empirical literature on scaffolding practices in primary education. Importantly, the findings provide a novel account of how scaffolding is dynamically enacted and strategically faded in response to students’ errors, enabling a progression from descriptive to symbolic proportional reasoning. The identification of concrete indicators of scaffolding reduction aligned with students’ emerging autonomy offers theoretically grounded and practice-oriented implications for the design of adaptive instructional support in elementary mathematics classrooms. Keywords: instructional scaffolding; mathematical reasoning; mathematics education; proportional reasoning; gradual fading of support.

Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. The study was conducted from 2008-2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.

Early Childhood Education is taking many important innovations, from goals to comprehensive education curriculum. The process of training students in Early Childhood Education at Pedagogical Universities needs to recognize and orient practical abilities for students. In this article, based on applying theoretical research methods, multiple-choice methods, and opinion survey methods, the author presents the concept and analyzes the current situation of expressing the creative thinking competence of students in Early Childhood Education. From there, the research proposes solutions to be implemented to develop the creative thinking competence of Early Childhood Education students in the context of innovation. Including motivation orientation and plan to train students; organizing teaching to develop students' creative thinking competence; support of internship facilities; developing students' creative thinking competence through movement activities; and assessing creative thinking competencies of students in Early Childhood Education.

PurposeThe post-pandemic world of work portrays a changing learning landscape that allows employees to control their learning requirements. This study aims to show how organizations can facilitate effective learning environments to suit employees’ changing needs. It points out how they can facilitate personalized learning experiences for their employees by various means.Design/methodology/approachThis study draws on existing literature in the domain of self-directed and self-managed learning. It also extensively reviews the practical training tactics adopted by organizations and learning and development leaders.FindingsThe most significant contribution of this study is highlighting that self-directed learning is not limited to being a function or an approach adopted by employees. There are various ways by which organizations can facilitate learning, encourage and also enable their workforce to own and drive their personal development for future job roles. This study lists eight new learning and development strategies, ranging from tactical to strategic, to facilitate personalized learning in organizations in the prevailing era of flexible working environments in which organizations embrace the hybrid model and offer better work-life integration.Practical implicationsBy cultivating self-directed learning via described strategies, organizations can encourage employees to share performance ownership.Originality/valueThis study is a literature review that highlights the increasing proclivity of employees toward self-directed learning. It suggests new learning and development strategies that every organization should adopt to sustain the changed world order and expand the learning opportunities for its employees.

Purpose Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.

Over the last two decades, self-directed learning (SDL) has evolved from a concept in adult education to a fundamental guiding perspective in shaping education. Knowles’ influential research established SDL as the basis of andragogy, emphasising the learner’s and teacher’s self-directed roles in planning, implementing, and evaluating learning. Tough expanded SDL scholarship through empirical investigation of how adults pursue independent learning, demonstrating its prevalence. Guglielmino developed the Self- Directed Learning Readiness Scale, providing a tool for conducting SDL in both empirical research and educational practice. Candy provided a theoretical synthesis of SDL in lifelong learning, calling for its inclusion in education. Building on this work, Brockett and Hiemstra developed a model of personal responsibility orientation (PRO), focusing on how learner self-direction interacts with contextual support, and later elaborated the person-process- context (PPC) model as an evolution of their earlier PRO model as a more comprehensive framework. These contributions have established SDL as a fundamental principle of modern learner-centred education, influencing curriculum design and pedagogical innovation. SDL encourages metacognitive techniques that enable learners to manage their educational processes, thereby incorporating goal formulation and progress assessment. Using instructional approaches that encourage autonomy and critical thinking, teachers promote lifelong SDL. This study explores how teachers experience and implement strategies to promote SDL, using a qualitative research design with pre- and post-face-to-face interviews. Findings highlight the importance of ongoing professional development, reflective teaching practice, and learning environments that nurture self-directedness in both learners and teachers. Adopting SDL as a personal and pedagogical practice positions teachers as facilitators of critical and creative thinking—skills essential for learner success in an evolving educational landscape.

Understanding self-directed learning behaviors in a computer-aided 3D design context