@article {1707, title = {TURKISH PRIMARY SCHOOL STUDENTS{\textquoteright} INVOLVEMENT IN CLASSROOM ACTIVITIES}, journal = {Problems of Education in the 21st Century}, volume = {82}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {66-84}, abstract = {Measuring students{\textquoteright} interest and involvement in classroom activities at all stages of education, from pre-school to upper secondary school, provides a better understanding of learning processes that enable the acquisition of abilities specific to a certain field. The purpose of this cross-age study was to investigate primary school students{\textquoteright} involvement level in classroom activities. The sample consisted of 560 students studying in the first, second, third, and fourth grades at primary schools affiliated with a city in Turkey{\textquoteright}s inner Aegean area. The data were collected through {\textquotedblleft}The Demographic Information Form{\textquotedblright} and {\textquotedblleft}Leuven Involvement Scale{\textquotedblright}. The research revealed that students in the 1st, 2nd, 3rd, and 4th grades in primary school had a moderate involvement level. It was found that there was a significant difference between the involvement levels of primary school students and the gender, course type, and professional experience of the teacher, but there was no significant difference between the grade levels of the students. It was recommended to use current methods and strategies to increase the level of involvement of students in classroom activities and to make arrangements to improve involvement in the learning environment.}, keywords = {behavioral engagement, cross-age study, level of involvement, primary school, primary student}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/24.82.66}, url = {https://oaji.net/articles/2023/457-1708676686.pdf}, author = {Havva Erdem and Tu{\u g}{\c c}e Akyol} } @article {1604, title = {ONLINE READING IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCHOOL STUDENTS }, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Original article}, chapter = {836-850}, abstract = {Learning environments and teaching methods have been constantly changing over the past decades. As the shift in the learning environment is primarily toward a physical to an online learning environment, this study examines how to enable younger students to select appropriate content for learning in digital learning environments that they can then successfully read and evaluate using appropriate strategies. The study is based on 54 in-depth case studies. Using the Internet reciprocal teaching method (IRT), 54 implementers trained 54 primary school students from first to fifth grade in basic computer skills, Internet information searching, and website navigation, as well as analysing data obtained using the TICA Phase 1, 2, and 3 Checklists, the implementers{\textquoteright} report, and the children notes in a text editor. Triangulation of the data in combination with selected statistical methods shows that there are differences in the use of the method between students according to age. While the latter can use an unadopted form of the method, younger students need some adjustments, which are suggested in the light of previous research. }, keywords = {digital literacy, e-reading, internet reciprocal teaching, online learning, primary school}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.836}, url = {https://oaji.net/articles/2022/457-1672601156.pdf}, author = {Maja Kerne{\v z}a and Kordigel Aber{\v s}ek, M.} } @article {1003, title = {PRIMARY SCHOOL STUDENT TEACHERS{\textasciiacute} CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS}, journal = {Problems of Education in the 21st Century}, volume = {69}, year = {2016}, month = {February/2016}, pages = {Discontinuous}, type = {Original article}, chapter = {37-56}, abstract = {In schools, classroom talk is often dominated by teachers{\textasciiacute} lecturing or asking closed questions followed by teachers{\textquoteright} evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students{\textasciiacute} views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers{\textquoteright} lessons {\textendash} a total of 14 lessons of five student teachers {\textendash} were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching.}, keywords = {authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/16.69.37}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1199765}, author = {Matti Hiltunen and Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen and Markus H{\"a}hki{\"o}niemi and Sami Lehesvuori and Pirjo Tikkanen} } @article {713, title = {FACTORS INFLUENCING PARENTAL CONTROL FOR THE SAFE AND PEDAGOGICAL INTERNET USE AMONG PRIMARY SCHOOL STUDENTS}, journal = {Problems of Education in the 21st Century}, volume = {42}, year = {2012}, month = {May/2012}, type = {Original article}, chapter = {125-135}, abstract = {Due to the increasing children{\textquoteright}s use of the Internet at home and at school as well as that inappropriate Internet content may jeopardize their health or safety, the aim of the present study is twofold: a) to examine parents{\textquoteright} perceptions of the degree to which children may be exposed to negative Internet content, and b) to find out the differences in parents{\textquoteright} attitudes to the use of the Internet by students of 4th, 5th and 6th grade, as an acknowledgment of being an important part of their children{\textquoteright}s day-to-day educational and interpersonal life. 1503 questionnaires from urban and rural provinces of Crete demonstrate that parents{\textquoteright} technological efficacy is strongly related to their better evaluation of the Internet hazards and their effectiveness in promoting Internet safety awareness when navigating with their children at home.}, keywords = {internet safety awareness, parental control, primary school}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.42.125}, url = {http://oaji.net/articles/2014/457-1410006648.pdf}, author = {Elena Vitalaki and Panagiotes S. Anastasiades and George Tsouvelas} } @article {671, title = {GENDER DIFFERENCES IN TEACHERS{\textquoteright} BELIEFS AND PRIMARY SCHOOL CHILDREN{\textquoteright}S ACHIEVEMENT IN MATHEMATICS}, journal = {Problems of Education in the 21st Century}, volume = {39}, year = {2012}, month = {February/2012}, type = {Original article}, chapter = {159-170}, abstract = {The main purpose of this study was to examine differences in male and female teachers{\textquoteright} beliefs about their math instruction, and the relationship between boys and girls math achievement and teachers{\textquoteright} beliefs. The samples were primary mathematics teachers (N=521) and Year 2 and Year 3 students (N=9980) from 127 schools. A questionnaire was used to examine primary math teachers{\textquoteright} goal structure for students, approaches to instruction, and personal teaching efficacy. Students{\textquoteright} math achievement was assessed by national diagnostic math tests. The teachers were generally oriented towards mastery goals and mastery approaches to instruction, and reported high personal teaching efficacy. However, female teachers report somewhat higher levels of mastery goal structure for students and mastery approaches to instruction, while male teachers report a somewhat higher level of performance approaches to instruction. Positive relations between students{\textquoteright} math performance and teachers{\textquoteright} mastery orientation, mastery approaches to instruction, and teaching efficacy were also found. These relationships were somewhat stronger for girls than for boys. In conclusion, the relationship between teachers{\textquoteright} beliefs and students{\textquoteright} performance were different for male and female teachers, respectively. In future studies qualitative research methods should be included.}, keywords = {mathematics achievement, primary school, teachers{\textquoteright} beliefs}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.39.162 }, url = {https://oaji.net/articles/2014/457-1408437740.pdf}, author = {Inger Throndsen and Are Turmo} } @article {786, title = {SELECTED FACTORS AFFECTING GIRLS{\textquoteright} PARTICIPATION IN PRIMARY SCHOOL EDUCATION IN KENYA}, journal = {Problems of Education in the 21st Century}, volume = {48}, year = {2012}, month = {November/2012}, type = {Original article}, chapter = {52-61}, abstract = {The girl child participation in primary school level of education has become a real concern in all nations of the World particularly in the developing countries of the Sub-Saharan Africa, Kenya included. Girl child education worldwide provides benefits to the family and the society at large thus factors affecting it should be addressed for the sake of human and societal development. The objective of the study was to establish the factors affecting girls{\textquoteright} participation in primary schools in Kenya. Specifically, the study investigated the effect socio-economic, socio-cultural and school -based factors have on a girl-child{\textquoteright}s participation in primary school education in Kenya. In some parts of Kenya, there is low girls{\textquoteright} participation in primary school education thus the interest in establishing the factors that may be contributing to this problem. This was considered crucial as Kenya strives to achieve basic Education for All by 2015. The study employed a survey design. 210 girls drawn from primary classes 6, 7 and 8 participated in the study. The simple random technique was used in the selection of the sample. A questionnaire was used to collect data that were analyzed by use of descriptive statistics (frequencies and percentages). The findings of the study revealed that socio-economic, socio-cultural and school related factors affect girls{\textquoteright} participation in primary schools in Kenya. In effect, unless these factors are expeditiously addressed, primary school girls will continue to be disadvantaged in the Kenya{\textquoteright}s school system. This will frustrate the world{\textquoteright}s efforts in attaining basic education for all by 2015. The study therefore recommended that the Ministry of Education in Kenya should create awareness to all education stakeholders on the importance of girl child education in the country. It was also recommended that a large scale study involving sub-Saharan Africa developing nations experiencing low girls{\textquoteright} participation in education be carried out to falsify or corroborate the findings. }, keywords = {girls{\textquoteright} participation, primary school}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.48.52}, url = {http://oaji.net/articles/2014/457-1415392366.pdf}, author = {Benjamin C. Kipkulei and Micah C. Chepchieng and Mary J. Chepchieng and Lydia M. Boitt} } @article {530, title = {FOSTERING RESPECT FOR LIFE IN PRIMARY SCHOOL}, journal = {Problems of Education in the 21st Century}, volume = {29}, year = {2011}, month = {May/2011}, type = {Editorial}, chapter = {5-6}, abstract = {The respect for life educational process is extremely important for primary school. Psychologists assert that exactly the early school age strongly requires fostering the feelings of love, sensitiveness and help as the period is important for the mastering and establishing certain standards of behaviour. This is the key for the explanation of the different aspects of the teenager{\textquoteleft}s behaviour in nature. If the teenager ravages nature, it means that parents, teachers and other educators have not paid enough attention to that age range when a certain standard of behaviour developed on the basis of some habit (Dzenuskaite, 1975). The empiric observations, statistic data and other sources of information confirm that we are experiencing a general decline of moral culture that comes along with increased human immorality, expressed by aggressiveness, cruelty, violence, roughness. These humiliating forms of disrespect are extremely characteristic for the present generation, even for teenagers. It could not be denied that fostering respect for life becomes an overall and highly relevant task for our society. An important point is to set out the conditions for the child to correlate with nature and on that basis to foster moral and aesthetic feelings in the junior school age. Presumably nobody could deny that fostering respect for life becomes a universally accepted and relevant objective of our society. It could responsibly be contended that society must reconsider its principles of the correlation with nature. }, keywords = {primary school, respect for life, science education}, issn = {1822-7864}, url = {https://oaji.net/articles/2014/457-1405178268.pdf}, author = {Vincentas Lamanauskas} } @article {575, title = {THE INTEGRATION OF IMMIGRANT YOUTH INTO THE SCHOOL CONTEXT}, journal = {Problems of Education in the 21st Century}, volume = {32}, year = {2011}, month = {July/2011}, type = {Original article}, chapter = {86-97}, abstract = {The objective of this research is to examine the influence of acculturation preferences, sex and age on immigrant youth{\textquoteright}s social integration into the school context of their host society. The analyses are performed using the survey of 1,186 immigrant youth and their teachers from 225 classes. The cross-sectional survey was conducted in primary public schools in the German-speaking part of Switzerland between February and April 2008. A generalized linear model was employed to analyze the questions of the study. In short, the results indicate that those immigrant youth who wish simultaneously to maintain their ethnic cultural heritage as well as to adopt the mainstream culture have the best prospects of being socially integrated at school. The findings also show that among immigrant youth girls tend to be better socially integrated at school than boys. Furthermore, younger immigrants indicate better social integration than the older ones. Finally, the immigrant youth{\textquoteright}s social integration within the school is supported by teachers favoring an integration strategy.}, keywords = {immigrant youth, primary school, social integration}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.32.86 }, url = {https://oaji.net/articles/2014/457-1406541620.pdf}, author = {Elena Makarova and Walter Herzog} } @article {625, title = {POPULARITY OF SPORT AMONG PUPILS OF PRIMARY SCHOOLS IN SERBIA}, journal = {Problems of Education in the 21st Century}, volume = {36}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {51-59}, abstract = {The aim of this study was to determine which sports are most popular among pupils of primary school in Serbia, in order to determine which sports would be advisable to introduce in the classes of physical education to increase the level of interest of pupils to actively participate in PE. The sample included 8120 students, of which 30\% are actively involved in sports, 28 \% drop out and 42\% had never engaged in sports. Most students would like to introduce as an optional sport basketball, swimming, volleyball, football, handball, karate and at least students would like to introduce acrobatics, orienteering, rhythmic gymnastics. Obtained were statistically significant differences according to gender (boys would like to be introduced basketball and football and girls would like volleyball and swimming), success (excellent pupils would most like to be introduced swimming and volleyball; pupils with very good, good and enough success prefered basketball) and sport (pupils involved in sports and those who retreated would like to be introduced basketball and swimming and those who have never been involved in sports would like volleyball and basketball). The results indicated that for the students of primary schools in Serbia basketball the most popular sport and that on promotion of other sports in the school environment should still be done.}, keywords = {elective course, primary school}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.36.51}, url = {https://oaji.net/articles/2014/457-1408435059.pdf}, author = {Jaroslava Radojevi{\'c} and Jelena Ili{\'c} and Dragoljub Vi{\v s}nji{\'c} and Sre{\'c}ko Jovanovi{\'c}} } @article {593, title = {SLOVENE TEACHERS{\textquoteright} ATTITUDES OF ARTS AND CULTURAL EDUCATION IN PRIMARY SCHOOL}, journal = {Problems of Education in the 21st Century}, volume = {34}, year = {2011}, month = {October/2011}, type = {Original article}, chapter = {24-33}, abstract = {Primary school teachers (342 in total) from all over Slovenia were questioned on their attitude towards arts and cultural education. The results of the study show that the teachers were most unanimous in regard to the importance of team planning in educational work in the field of the arts and the importance of cultural education for the life of an individual and society; this was followed by measures for raising the quality of arts and cultural education in primary school and the content of teacher training programs. Statistically significant differences in the teachers{\textquoteright} attitudes occurred with respect to their age and teaching position (class teacher and subject teacher). Unlike their younger colleagues and subject teachers, older teachers and class teachers expressed a more positive view of arts and cultural education.}, keywords = {arts and cultural education, primary school, teachers{\textquoteright} attitudes}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.34.24}, url = {https://oaji.net/articles/2014/457-1406611845.pdf}, author = {Olga Denac and Barbara Sicherl Kafol and Branka {\v C}agran} } @article {620, title = {SOME ASPECTS OF NATURAL SCIENCE LITERACY AND COMPETENCE OF PRIMARY SCHOOL TEACHERS}, journal = {Problems of Education in the 21st Century}, volume = {36}, year = {2011}, month = {December/2011}, type = {Editorial}, chapter = {5-9}, abstract = {Natural science competence of primary school teachers is one of the constituent parts of general professional competence. It is obvious that the students, would-be teachers (future teachers) of primary school, should receive considerably high education in the field of natural science education in the process of studies. Working primary school teachers should also develop their professional competence. One of the most significant types of competence is supposed to be the one of primary natural science. The other types of competence (pedagogic, professional, objective, social, methodic, business, etc.) seem to be also consequential. However, the process of studies, as a rule, devotes much attention to the pedagogic-psychologic issues. The primary school teachers teach all subjects, and therefore their training is complex, specific and requires a carefully considered strategy. Primary school teacher training experience in Lithuania allows to state that natural science competence is minimum developed as it is not given enough attention. Similar problems can be noticed in other countries. A holistic concept (Holism is an attitude that requires to perceive a phenomenon as a particular single wholeness that is not equal to the total amount of its constituents; it is the evolution theory declaring that the unknowable wholeness of the world determines its creative evolution) of natural phenomena is supposed to be highly important to primary natural science competence of the teacher. Finally, it is important to stress that natural science teaching in primary school be powerful and purposeful. It is obligatory to avoid the marginalization of natural science education (teaching and learning) at the primary school level. Natural science education in primary schools, by contrast, must be consistent and efficient, because it is the basis for deeper study of the natural sciences in secondary and higher education.}, keywords = {holistic concept, primary school, primary school teachers, scientific literacy}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.36.05}, url = {https://oaji.net/articles/2014/457-1408434804.pdf}, author = {Vincentas Lamanauskas} } @article {624, title = {WHEN A CHILD{\textquoteright}S EMOTIONAL COPING FAILS}, journal = {Problems of Education in the 21st Century}, volume = {36}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {37-50}, abstract = {The aim of this research is to increase understanding about children{\textquoteright}s emotional coping and to support teachers{\textquoteright} work on enhancing children{\textquoteright}s readiness to handle challenging social situations at school. Emotional coping skills are important to human beings{\textquoteright} success and wellbeing and the basis for these skills is built already in early childhood. In this research, various interactive learning activities were planned and carried out in the classroom and the measures of emotional coping were created. Nine pupils aged between seven and eight who had problems with their emotional coping were selected as the research participants. Their forms of emotional coping, development and teaching were observed and the pupils{\textquoteright} self-evaluations were collected during the study year 2006-2007 in interactional classroom situations that involved mathematical problem-solving tasks. As a result, six various forms of emotional coping were found, which exemplified either constructivist, operational, or emotional coping. Results showed that pupils{\textquoteright} individual emotional coping can be illustrated through various mathematical reasoning and problem-solving tasks in stages. Familiarizing oneself with the various forms of emotional coping contributes to the teacher{\textquoteright}s abilities to enhance students{\textquoteright} emotional coping to survive and direct their emotions when the goal is to develop toward emotional directedness.}, keywords = {child research, emotional coping, emotional intelligence, primary school}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.36.37}, url = {https://oaji.net/articles/2014/457-1408435013.pdf}, author = {Eeva-Liisa Peltokorpi and Kaarina M{\"a}{\"a}tt{\"a} and Satu Uusiautti} } @article {316, title = {COMPARISON OF THE USAGE OF ICT AMONG SOME COMPULSORY SUBJECTS IN THE SLOVENIAN PRIMARY SCHOOLS}, journal = {Problems of Education in the 21st Century}, volume = {17}, year = {2009}, month = {November/2009}, type = {Original Article}, chapter = {39-48}, abstract = {The ICT occupies a central position both in the knowledgeable information society and in the development strategies of education systems. The ability of working with knowledge, technology and information is one of the three key competences determined by the European Common Principles for Teachers{\textquoteright} Competences and Qualifications, as well as one of the eight key competences for lifelong learning as provided by the European Qualification Framework. Comparison with EU shows that Slovenian schools have, despite highly motivated teachers for using the ICT as well as good equipment and broad band internet access, quite low usage of ICT for instruction in general. Hence, it is a challenge to study the use of ICT for the instruction of some compulsory subjects in the Slovenian schools. Our research involved 468 pedagogical workers. Teachers of lower grades classroom teaching level with higher education prevailed. The questionnaire they answered, and which was verified by the factor analysis and Cronbach coefficient alpha in regard to the measurements characteristics, was a combination of numerical rating scales and some open ended and closed questions. The results have shown that computer programmes are used the most for the instruction of mathematic and Slovenian language and the least for musical education. Similar results were obtained for the use of internet sites, which are used the most for teaching Slovenian language, as well as for teaching mathematics and the least for teaching music. The reasons could be found in the shortage of adequate didactic materials and weak equipment of classrooms. The results on the relations among the above mentioned subjects concerning the use of ICT are quite interesting, too. We discovered a positive and a statistically significant correlation, which is the highest between the subjects of Slovenian and mathematics and the lowest between the subjects of mathematics and music}, keywords = {mathematics, music instruction, primary school}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1399914337.pdf}, author = {Majda Cenci{\v c} and Mara Coti{\v c} and Vida Udovi{\v c} and Bogdana Borota} } @article {202, title = {THE IMPORTANCE OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL}, journal = {Problems of Education in the 21st Century }, volume = {11}, year = {2009}, month = {May/2009}, type = {Original article}, chapter = {5-8}, abstract = {To one who understands at least something about education it is obvious that science education in primary school is very important. Every person{\textquoteright}s education fundament is formed here. It is understandable that children before school already have certain knowledge about nature. Pre-school children have to know about animal, plant life, should have knowledge about objects and phenomena of inanimate nature, perceive the essence and meaning of care works. Research works show that pre-school children{\textquoteright}s knowledge about nature is not sufficiently exact and exhaustive. We should especially focus on enriching and making the knowledge about animal and plant acclimatization more accurate among 5-7 year old children (U{\v s}eckiene, 2000). On the other hand, it is stated (applying modified Kern test) that in the group of 5-7 year old children cognizing nature and its phenomena an average level of thinking functions and intellect predominates which directly depends on child{\textquoteright}s mental maturity level and not on child{\textquoteright}s sex and age (Plytnykiene, 2002). It is very important for this knowledge to be deepened and broadened in primary school, i.e., in the 1st -4th forms. In this case, natural science preparation quality largely depends on the teacher, on his competence in natural science. Since 1992 a new subject {\textquotedblleft}The world science{\textquotedblright} has been introduced in primary school which can be interpreted as one of the components of natural science education. Currently in Lithuanian primary school science education fundamentals are integrated into the world cognition course. Biology, physics, chemistry, technological, ecological problems make the part of this natural science program. The main nature cognition purpose is to educate children{\textquoteright}s ability understand the world of nature and communicate with it. So, integration of natural science fundamentals on the one hand and social and natural science components on the other hand will further remain a very meaningful sphere of educational process in primary school. It is obvious, in order to understand the peculiarities of natural science education working with junior pupils exhaustive researches are necessary and natural science education in primary school has to be modeled, corrected and developed on their basis (Lamanauskas, 2005). Only high-quality natural science education acquired in primary school can guarantee proper continuation of natural science education in basic and secondary school. }, keywords = {primary school, science education, teaching program}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392407950.pdf}, author = {Vincentas Lamanauskas} } @article {178, title = {EDUCATION ABOUT DIET THROUGH CHEMISTRY LEARNING}, journal = {Problems of Education in the 21st Century }, volume = {9}, year = {2008}, month = {November/2008}, type = {Original article}, chapter = {65-73}, abstract = {In the last century chemistry played an important role in improving the quality of living. However, uncontrolled application of many chemistry achievements has resulted in a range of problems (environment pollution, foods production{\textellipsis}) requiring solution in the current century. Solving the problems, apart from chemists, should involve every individual who will take care of what he is taking or giving back to the living environment, who will take care of his health that well-balanced diet is one of the prerequisites for. Starting from the aforementioned, it was assumed that introduction of foodstuffs as teaching content and/or teaching aids in the teaching of chemistry, at different levels of education would provide for observation/problem solving of well-balanced diet and developing of chemistry literacy, vice versa. Therefore, the present paper examines possibilities of presenting various foodstuffs and additives at the beginning of teaching themes (transition to scientific concepts is best realized through spontaneous concepts), at the end of teaching themes (systematizing numerous scientific concepts) and within knowledge testing. Investigations were carried out with primary school students (103) by applying diverse teaching methods and forms of work. Such approach to learning (from spontaneous concepts through chemistry concepts to well-balanced diets, or from foodstuffs over spontaneous concepts to scientific ones) brought about the climate, where a student gets the impression that he only expands the knowledge he already possesses, the possibility of developing chemistry (scientific) literacy and accomplishment of education about importance of well-balanced diet. }, keywords = {chemistry education, foodstuffs-teaching aid, primary school}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392298307.pdf}, author = {Jasminka Korolija and Snezana Rajic and Ljuba M. Mandic} } @article {112, title = {FACTORS INFLUENCING READING LITERACY AT THE PRIMARY SCHOOL LEVEL}, journal = {Problems of Education in the 21st Century }, volume = {6}, year = {2008}, month = {May/2008}, type = {Original article}, chapter = {71-77}, abstract = {The objective of this paper is to find out the reasons behind the low level of reading literacy among primary school students. The data from IEA (International Association for the Evaluation of Educational Achievement) Progress in International Reading Literacy Study (PIRLS) 2001 are analyzed. And the main conclusions are drawn that the socioeconomic situation of the family has a great impact on students reading literacy as well as parents{\textquoteright} education and reading aloud to a child at the preschool age. Students high achieving in reading literacy usually like reading for their own enjoyment and come from families where parents spend a lot of time on reading.}, keywords = {achievement level, primary school, reading literacy}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392233338.pdf}, author = {Andrejs Geske and Antra Ozola} } @article {76, title = {THE REQUESTS OF THE MULTICULTURAL SOCIETY ON TRANSFORMATION OF A CONTEMPORARY MUSIC TEACHER}, journal = {Problems of Education in the 21st Century }, volume = {4}, year = {2008}, month = {February/2008}, type = {Original article}, chapter = {31-38}, abstract = {The purpose of the paper is to expose the role and the significance of teacher in the contemporary society of the 21st century as well as the different forms of transformations the modern way of educating is forced to go through in Slovenia. A special emphasis will be on music education in primary schools and on searching answers on the following questions: {\textbullet} how is the importance of the present migration streams reflecting on the transformation of the education process and on the renovation of the program for music education {\textbullet} how does the renewed program for music education corresponds on the requests of the multicultural society and how are the teachers qualified for its representation {\textbullet} in which way does the contemporary education of teachers consider the role of mass media and its significance in formation of a {\guillemotright}mass opinion{\guillemotleft} in the field of music In the last chapter of the paper, some activities during the study will be represented, which should be attended if choosing teaching at schools as a profession.}, keywords = {multicultural music education, primary school}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392222598.pdf}, author = {Lorena Mihela{\v c}} }