Definitional Skills as a Bridge towards School Achievement
| Autor: | Caterina Artuso, Paola Palladino, Perla Valentini, Carmen Belacchi |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Environmental effects of industries and plants
definitional skills school achievement primary school Renewable Energy Sustainability and the Environment Geography Planning and Development TJ807-830 Management Monitoring Policy and Law TD194-195 Renewable energy sources Environmental sciences GE1-350 |
| Zdroj: | Sustainability; Volume 14; Issue 1; Pages: 286 Sustainability, Vol 14, Iss 286, p 286 (2022) |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su14010286 |
| Popis: | The general aim of the current study was to investigate the role of definitional skills in promoting primary school achievement (third- to fifth graders) and how school learning may shape definitional skills. Marks from four school subjects, linguistic (Italian and English) and scientific (Math and Science) were collected as well as scores in a Definitional Task. These two domains were chosen as they clearly entail the two different definition types, that is, lexicographic and scientific. Results indicated that scientific school subject marks are more predictive of definitional skills than linguistic school marks are. The opposite direction (i.e., how definitional skills are predictive of school achievement) appears less clear. In sum, the results, although preliminary, suggest that definitional skills represent a bridge towards school achievement as they promote good marks in all disciplines. Moreover, definitional skills are predicted from levels of competence acquired especially in scientific school subjects that request a higher degree of formal/organized learning. It is then of primary importance to promote interaction–integration between these two kinds of concepts via formal schooling. |
| Databáze: | OpenAIRE |
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