検索結果 - "Primary school"

Innovative proposal for the introduction of reading in primary school 著者: Solovieva, Yulia, Quintanar Rojas, Luis

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Financial education in elementary school, an option to work on mathematics in the classroom 著者: Vanegas García, Diana Maritza

主題: “…mathematics in primary school…”
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Teaching how to approach Research in Elementary School 著者: Beltrán Penagos, María Alejandra, Rodríguez-Gaitán, Angela Consuelo

主題: “…Primary school…”
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Addressing socio-environmental issues for eco-citizen training in basic primary education 著者: Bonilla Mendoza, Yaquelin Nayibe, Garzón Barragán, Isabel

主題: “…environmental education in primary school…”
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Depiction of semiotic representations elaborated by primary fourth grade students on separating mixtures 著者: Cascavita Sánchez , Robinson Hans, Bustos Velasco , Edier Hernán, Reyes Roncancio , Jaime Duván

“…This paper presents the results of a research on the external representations of a group of primary school students, about separating mixtures to obtain natural aromatic oils. …”
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PEPA: pedagogies of unemployment. Didactic strategies for approaching social mobilization in basic primary education 著者: Caro Parrado, Jonathan, Pulido Patiño, Kelly Yojana, Yáñez Godoy, Luis Enrique

“…This was implemented specifically in primary school, from the perspective of three teachers who actively built pedagogical processes in their educational practice inside and outside the classroom, which allow the resignification of their teaching role by achieving curricular articulation, active construction of citizenship, political partition, reflectivity and critical sense with their students and educational community.…”
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Short Stories as Pedagogical Mediators to Foster Emotional Recognition and Harmonic Transitions in Preschool 著者: Bolaños Martínez, Yamileth

“…The strategy was structured around narrative, play-based, and artistic activities designed by the women teachers involved, in order to support boys and girls during their transition to primary school. The findings underscore the importance of designing context-sensitive and child-centered pedagogical activities based on a broad perspective of school transitions that tends to emotional expression needs from the early ages.…”
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