The effects of a food project on children's categorization skills

Aslan, Durmuş

doi:10.2224/sbp.2013.41.6.939

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Finally, on request of an anonymous reviewer, we added two extra studies included in a meta-analysis. Therefore, the final sample of articles reviewed for inclusion comprised eleven articles (see Table 1) [37][38][39][40][41][42][43][44][45][46][47]. Fig 1 shows a PRISMA flowchart summarizing the literature search process.…”

Section: Plos Onementioning

confidence: 99%

“…this review obtained positive results regarding the impact of PjBL in academic achievement of students immediately after the intervention [36,38,41,42,46,47] or in the long term [44]. Among the rest, two studies did not find significant differences between the experimental and control groups [37,43], one study did not report any quantitative data [40], and another one offered no comparison between the experimental and control groups [39]. In addition, the studies showed considerable heterogeneity in terms of participants' age (from preschoolers to 11 years old students), duration of the intervention (ranging from 3 to 32 weeks), and measured outcomes (e.g., categorization skills or English knowledge).…”

Section: Plos Onementioning

confidence: 99%

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Is project-based learning effective among kindergarten and elementary students? A systematic review

2021

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Project-based learning (PjBL) is becoming widespread in many schools. However, the evidence of its effectiveness in the classroom is still limited, especially in basic education. The aim of the present study was to perform a systematic review of the empirical evidence assessing the impact of PjBL on academic achievement of kindergarten and elementary students. We also examined the quality of studies, their compliance with basic prerequisites for a successful result, and their fidelity towards the key elements of PBL intervention. For this objective, we conducted a literature search in January 2020. The inclusion criteria for the review required that studies followed a pre-post design with control group and measured quantitatively the impact of PBL on content knowledge of students. The final sample included eleven articles comprising data from 722 students. The studies yielded inconclusive results, had important methodological flaws, and reported insufficient or no information about important aspects of the materials, procedure and key requirements from students and instructors to guarantee the success of PjBL. Educational implications of these results are discussed.

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Section: Plos Onementioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Is project-based learning effective among kindergarten and elementary students? A systematic review

2021

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“…The mathematical competencies of primary-school aged children differ from each other at the beginning of the school (Aslan, 2020;Burchinal, McCartney, Steinberg, Crosnoe, Friedman, McLoyd & Pianta, 2011;Sarama & Clements, 2009). Children with low SES have less mathematical knowledge than their peers (Aslan, 2013;Klibanoff, Levine, Huttenlocher, Vasilyeva & Hedges, 2006). It is argued that the disadvantage of children with lower SES in terms of math knowledge is due to the quality of the support parents provide to their children at home (DeFlorio & Beliakoff, 2015;Melhuish et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Understanding Home Math Environments and Math Talks of Children with Low and Middle Socioeconomic Status

Oğul¹,

Arnas

2022

Participatory Educational Research

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The early experiences of children play an important role in their mathematical skills. The purpose of this study is to explore home math environment and math talks of preschool children with low and middle socioeconomic status (SES) in their daily life. The participants of the study consisted of 14 children (45-76 months) with low and middle SES and their parents. The home math environments of the children were examined based on the materials at home and the home math activities with their parents. In addition, the natural conversations of children with their parents were recorded and their math talks were analyzed. The findings showed that the number of materials that support mathematics learning in the children's homes with low SES children is less than children's with middle SES. The homes of children with low and middle SES parents' home math activities diversified in terms of the frequency and the types. In addition, parents and their children produced math talks in various categories such as counting, classification, comparison, ordering, spatial perception, operation, measuring and one-to-one corresponding during daily conversations. In all categories, parent-child dyads with middle SES produced more math talks than those with low-SES. SES is an important factor that should be taken into account in parental support to children's math development.

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Lessons from the field: One teacher’s findings from using the project approach in a 6th grade classroom

Bills

Griebling

Waspe

2018

Middle School Journal

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The effects of a food project on children's categorization skills

Cited by 5 publications

References 5 publications

Is project-based learning effective among kindergarten and elementary students? A systematic review

Is project-based learning effective among kindergarten and elementary students? A systematic review

Understanding Home Math Environments and Math Talks of Children with Low and Middle Socioeconomic Status

Lessons from the field: One teacher’s findings from using the project approach in a 6th grade classroom

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