Specifics of moral choices made by children aged 6 to 8 years in situations with ethnocultural context

Sushkova, Irina V.; Gerasimova, Evgenia Nikolaevna; Pronina, Anzhelika N.

doi:10.5937/ijcrsee1801001s

Cited by 1 publication

(1 citation statement)

References 9 publications

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“…The results displayed in Table 1 indicate that teachers do not frequently put to use this old and proven approach to learning in primary education. The implication is that school children are being denied the specifics of moral choices in situations with ethnocultural context thereby depriving them of the aesthetics of personal engagement (Sushkova et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Blown Away in the Wind of Change: Can Extinct School Folktales be awakened through Mathematics Storytelling in Nigerian Basic Education?

Abah

Iji

Abakpa

2018

Int. J. Emerg. Math. Educ.

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AbstrakBercerita sering dianggap sebagai transfer pembelajaran yang kuno, khususnya bagi anak-anak. Penelitian ini mengadopsi desain penelitian survei sederhana untuk mengeksplorasi sejauh mana guru menggunakan cerita di kelas matematika tingkat pendidikan dasar di Nigeria. Penelitian ini dimulai dengan perumusan premis mengenai cerita tradisional yang semakin ditinggalkan oleh perubahan yang disebabkan karena penggunaan teknologi yang semakin pesat di suatu negara. Subjek penelitian ini adalah 38 guru matematika yang dipilih secara acak pada Sekolah Dasar Makurdi di Benue State, Nigeria. Analisis data diperoleh melalui Basic mathematics Storytelling Investigation (BMSI) yang mengungkapkan bahwa meskipun tingkat kesadaran bercerita yang tinggi sebagai pendekatan pengajaran di antara guru matematika, hanya sedikit 37% yang menggunakan cerita di kelas matematika mereka. Analisis tematik tambahan dari cerita yang dideskripsikan oleh guru menunjukkan bahwa cerita dapat digunakan untuk mengilustrasikan tujuan pembelajaran dan memotivasi peserta didik untuk aktif dalam pembelajaran. Hasil penelitian yang tidak sengaja diperoleh melalui metode kualitatif mengungkapkan bahwa pola khusus dari cerita yang diberikan oleh guru matematika cenderung jauh dari cerita rakyat lokal dan tradisi lisan. Selain itu, terdapat indikasi bahwa melalui ajakan secara sadar yang tepat, guru matematika SD tertarik untuk mengunakan cerita dalam praktik mengajar ke depan.Kata kunci: Bercerita, Pendidikan Dasar Nigeria, Cerita Rakyat, Etnomatematika, Budaya Abstract Storytelling has been severally regarded as the oldest method of instruction delivery, particularly for children. This study adopts a simple survey research design to explore the extent of storytelling usage by teachers in the mathematics classroom at the primary education level in Nigeria. The investigation was conducted on the premise that traditional folktales are heading down the path to extinction and are steadily being blown away in the wind of change being fanned by increasing technology penetration in the country. The participants of the study are 38 mathematics teachers drawn randomly from primary schools within Makurdi metropolis of Benue State, Nigeria. Analysis of data obtained through the Basic mathematics Storytelling Investigation (BMSI) revealed that despite the high level of awareness of storytelling as a teaching approach among mathematics teachers, only a meager 37% make use of stories in their mathematics classroom. Additional thematic analysis of stories described by the teachers showed that stories were used to illustrate learning points and motivate learners to action within the instructional context. An unintended outcome from the qualitative methods unveiled specific patterns of stories used by the mathematics teachers that are far from local folktales and oral traditions. There was also an indication that with an appropriate awareness campaign, primary mathematics teachers intend to use storytelling in their future teaching practice.

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Section: Discussionmentioning

confidence: 99%