Investigation and analysis of the current situation of programming education in primary and secondary schools.

With the rapid development of the era of artificial intelligence, the application ability of programming is also highlighted. As one of the necessary abilities of social talents in the future, primary and secondary schools pay more and more attention to this, and programming education is also in full swing. Therefore, based on previous studies, this paper further clarifies the current situation when the current situation of programming education in primary and secondary schools is ambiguous. This paper is aimed at a wide range of primary and secondary school teachers. With 1500 teachers who participated in the online training class for programming teachers as the object in Chinese primary, middle and high school stages, mainly from the three levels of schools, teachers, and students. The questionnaire with good reliability and validity test was used as the research method, the survey data were statistically described and analyzed, and differences were analyzed using Microsoft Excel2019, SPSS26.0 and so on, it investigates and analyzes the current situation of programming education in primary and secondary schools. Results indicate that the overall quality of programming education offerings in elementary and secondary schools is subpar, and the construction of programming education curriculum in schools requires improvement. Nevertheless, schools prioritize improving students' comprehensive abilities, and teachers hold a positive attitude towards programming education and teaching. Although students demonstrate a strong interest in learning, their foundation is weak, resulting in poor learning outcomes. Consequently, the author provides specific recommendations regarding programming education's working mechanism, curriculum standard system, teacher training, and educational resources sharing to better develop programming education in primary and secondary schools.

Autoavaliação de saúde e fatores relacionados ao trabalho dos professores da educação básica no Brasil / Self-rated health and factors related to the work of basic education's teachers in Brazil

Resumo O objetivo deste artigo é analisar a associação entre a autoavaliação de saúde dos professores e as condições que eles encontram para trabalhar nas escolas da Educação Básica no Brasil. Estudo transversal, realizado entre 2015 e 2016, representativo dos professores da Educação Básica do País, cuja variável desfecho foi a autoavaliação de saúde (AAS). As variáveis explicativas foram as características relacionadas ao trabalho. Para avaliar os fatores associados à AAS foi utilizado o Modelo de Regressão Logística de Chances Proporcionais. A prevalência de AAS ruim foi de 27%. A probabilidade de pior AAS foi significativamente maior para o grupo que informou episódios de violência verbal (OR=1,26; IC95% 1,09-1,44), pressão laboral (OR=1,18; IC95% 1,04-1,33), e deslocamento para escola superior a 50 minutos (OR=1,19; IC95% 1,03-1,38). A probabilidade de pior AAS foi significativamente menor para aqueles que relataram dispor de tempo suficiente para cumprir suas tarefas (OR=0,77; IC95% 0,64-0,92), apoio social (OR=0,79; IC95% 0,69-0,89) e satisfação com o próprio trabalho (OR=0,79; IC95% 0,69-0,91). Ações sobre o ambiente e a organização escolar e melhorias no transporte dos professores para o trabalho são desejáveis.

Abstract The scope of this article is to analyze the association between teachers' self-rated health and the conditions in which they work in Basic Education schools in Brazil. It involved a cross-sectional study, carried out between 2015 and 2016, representative of Basic Education teachers in the country, the outcome variable of which was self-rated health (SRH). The explanatory variables were the work-related characteristics. To assess the factors associated with SRH, the Proportional Odds Logistic Regression Model was used. The prevalence of poor SRH was 27%. The probability of poor SRH was significantly higher for the group that reported episodes of verbal violence (OR=1.26; 95%CI 1.09-1.44), work pressure (OR=1.18; 95%CI 1, 04-1.33), and a commute to school of more than 50 minutes (OR=1.19; 95%CI 1.03-1.38). The probability of poor SRH was significantly better for those who reported having enough time to complete their tasks (OR=0.77; 95%CI 0.64-0.92), social support (OR=0.79; 95%CI 0.69-0.89) and satisfaction with their workload (OR=0.79; 95%CI 0.69-0.91). Actions on the school environment and organization and improvements in the transport of teachers to work are desirable.

Towards eXtended Universal Design.

Even though eXtended Reality (XR) technology has been trialed in various projects in primary and secondary education, its lack of universal design hinders further adoption. In this paper, we present the results from focus group interviews with representatives from Norway's private and public sectors, in which we investigated their practical experiences and opinions about the accessibility and usability of XR technology in schools. We summarize practical opportunities and challenges related to the need for universal design of XR technology, both in general terms and in education specifically. Moreover, we compare the results to a previously conducted selective and weighted literature review. Five major future research needs to improve the universal design of XR technology emerge: The need to (1) increase co-creation, (2) identify and understand barriers, (3) develop solutions for said barriers, (4) advance standardization, and (5) develop evaluation methods and tools.

The Future of eXtended Reality in Primary and Secondary Education.

eXtended Reality (XR) technology has to some degree been used in primary and secondary education. However, XR technology has not gained widespread use in public schools due to challenges related to pedagogical content, expertise, digital infrastructure, funding, and a lack of universal design. In this paper, we present the results from focus group interviews with representative stakeholders from the private and public sectors, in which we investigated their practical experiences and opinions about XR technology in Norwegian schools. We summarize the practical opportunities and challenges of using XR technology in primary and secondary education. We compare the results with a previously conducted selective and weighted literature review and extract four major future research needs to increase the practical and systemic universal design of XR technology in primary and secondary education for all.

Instrumentos de avaliação de ensino-aprendizagem de materiais didáticos utilizados na atenção básica- scoping review / Methods of evaluating the effectiveness of teaching materials used in primary health care- scoping review

Identificar, junto à literatura, quais os métodos mais eficientes para avaliar a aplicação dos materiais didáticos na Atenção Básica, enfatizando o público infanto-juvenil,Scoping Review, por meio da pergunta de pesquisa: "Quais os métodos de avaliação de ensino-aprendizagem da educação em saúde nas escolas, no contexto da Atenção Primária, para crianças e adolescentes?". A busca foi realizada nas bases de dados National Library of Medicine (PubMed), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Search for an Author Profile (SCOPUS) e Scientific Electronic Library Online (Scielo). Entre os 285 estudos encontrados, 13 fizeram parte da amostra por responderem à pergunta de pesquisa. Entre os 13 estudos analisados, 9 (69,24%) foram publicados nos últimos nove anos e 4 (30,76%) entre 1991 e 1999. Todos são de língua inglesa e a maior parte deles aborda hábitos alimentares e físicos (30,7%). Sobre o ensino-aprendizagem, as estratégias mais efetivas foram aquelas que incluíam a família e a comunidade e/ou desenvolviam a autonomia do aluno no processo. A maioria utilizou questionários autorais para avaliar a educação em saúde, exceto na temática alimentação e atividades físicas, em que dados antropométricos foram mais frequentemente utilizados. O assunto é recente, publicado, na maior parte, no exterior. A maioria dos instrumentos de avaliação foram criados pelos próprios autores e os aspectos clínicos majoritariamente investigados nos estudos tratavam sobre as questões alimentares. As estratégias de ensino-aprendizagem mostraram-se mais efetivas quando adolescentes eram o público-alvo.

To identify the most efficient methods for evaluating the effectiveness of teaching materials in Primary Health Care, aimed at school-age youngsters, Scoping Review. Our leading question was: Which are the evaluation methodologies of the teaching-learning process in health education in schools in Primary Health Care used with kids and teenagers (schooling age youngsters)? The search occurred on the National Library of Medicine (PubMed), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Search for an Author Profile (SCOPUS), and Scientific Electronic Library Online (Scielo). Among the 285 studies found, 13 (100%) constituted our sample for answering our leading question. Among the 13 studies analyzed, 9 (69,24%) were published in the past 9 years and 4 (30,76%) between 1991 and 1999. All were in English, and most were on eating and physical habits (30,7%). Concerning the learning-teaching process, the most effective strategies included family and community and/or aimed to develop students' autonomy. Most were based on self-made questionnaires to evaluate health education activities, except for the studies on feeding/nutrition and physical activities, which frequently used anthropometric data. Due to its newness, most of the work on the subject was from abroad. The authors created most of the evaluation methodologies, and nutrition and feeding were the main topics investigat-ed. Teaching-learning strategies were more effective among teenagers.

Prevalência e fatores associados à síndrome de burnout entre docentes da rede pública de ensino: estudo de base populacional / Prevalence and associated factors of burnout syndrome among teachers of the public network: a population-based study

Resumo Objetivos: identificar a prevalência e os fatores associados à síndrome de burnout (SB) entre docentes da educação básica de escolas públicas de um município de médio porte. Métodos: estudo transversal analítico realizado em Minas Gerais, em 2016. Coletaram-se dados sociodemográficos e ocupacionais e aplicou-se o Cuestionário para la Evaluación del Síndrome de Quemarse por el Trabajo para avaliar a SB. A amostra (n = 745) foi probabilística por conglomerados em único estágio. Utilizou-se análise hierarquizada com regressão de Poisson. Resultados: a prevalência geral da SB foi de 13,8% (IC95%: 11,3-16,3%), com 9,0% apresentando o Perfil 1 (SB sem níveis altos de sentimento de culpa) e 4,8% o Perfil 2 (SB grave). As dimensões mais prevalentes foram "desgaste psíquico" (39,4%) e "ilusão pelo trabalho" (19,7%). A prevalência de SB foi maior entre os docentes mais jovens (RP = 1,82), sem filhos (RP = 1,45), concursados/efetivos (RP = 1,88), insatisfeitos no trabalho (RP = 3,16), com desejo de mudar de profissão (RP = 2,94) e com falta de apoio da direção escolar (RP = 2,38). Conclusão: há urgência na criação de políticas públicas de suporte aos docentes, pois os identificados com sintomas da síndrome estão em exercício funcional, o que agrava seu quadro de saúde e, por conseguinte, compromete os diversos processos da área educacional.

Abstract Objectives: to identify the associated factors and the prevalence of burnout syndrome (BS) in primary and secondary public school teachers of a medium-sized municipality. Methods: cross-sectional analytical study conducted in Minas Gerais, Brazil, in 2016. We collected sociodemographic and occupational data, and applied the Spanish Burnout Inventory [Cuestionário para la Evaluación del Síndrome de Quemarse por el Trabajo]. The sample (n = 745) was probabilistic by clusters in a single stage. We used Hierarchical analysis with Poisson regression. Results: the general prevalence of BS was 13.8% (95% CI: 11.3-16.3%), with 9.0% having Profile 1 (BS without high levels of feelings of guilt) and 4.8% Profile 2 (severe BS). The most prevalent dimensions were "psychological exhaustion" (39.4%) and "enthusiasm towards job" (19.7%). The BS prevalence was higher among younger teachers (PR = 1.82), without children (PR = 1.45), job stability insured as civil servant (PR = 1.88), with job dissatisfaction (PR = 3.16), with a desire to change professions (PR = 2.94) and lack of support from the school managers (PR = 2.38). Conclusion: there is an urgent need to develop public policies to support teachers, since those identified with BS symptoms are in work activity, which worsens their health condition and, therefore, undermines the educational processes.

Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors.

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: "In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?", and "In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students' behavior in their learning of concepts and skills of sensors in educational robotics?". To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students' learning. Finally, future lines of research are identified from this study.

A educação física em uma escola militar: de turmas separadas por sexo e por altura a turmas mistas / Physical education in a military school: from classes segregated by sex and height to mixed classes / La educación física en una escuela militar: de clases separadas por sexo y por altura a clases mixtas

Resumo: O presente estudo tem como objetivo descrever o processo de transição de turmas separadas (por sexo e altura) para turmas mistas nas aulas de Educação Física do sexto e sétimo anos do Ensino Fundamental do Colégio Militar de Porto Alegre. Sua fundamentação teórico-metodológica está ancorada nos Estudos de Gênero e na História Oral. Foram realizadas quatro entrevistas com docentes da instituição. Os dados advindos das entrevistas foram cotejados com documentos do Sistema Colégio Militar do Brasil e outros referentes às questões de gênero e de coeducação na Educação Física. Considerando a alteração dos critérios de organização das turmas, realizada no início de 2018, os docentes mencionam o quanto esta nova configuração demandou alterações na sua conduta, visto estarem habituados a trabalhar o conteúdo esportivo levando em conta a diferença que identificam entre habilidades e performances de alunos e alunas.

Abstract: This study describes the transition from Physical Education classes segregated - by sex and height - to mixed classes in sixth and seventh Elementary School grades in Porto Alegre's Military School. Its theoretical framework is Gender Studies and Oral History: four interviews were conducted with teachers of that institution. Data collected in the interviews were combined with documents from Brazil's Military School System and others related to gender issues and coeducation in Physical Education. Considering the change in class organization criteria carried out at the beginning of 2018, the teachers mentioned the many changes this new configuration demanded in their conduct, since they were used to working with sports content taking into account the difference between skills and performances of male and female students.

Resumen: El presente estudio tiene por objetivo describir el proceso de transición de clases separadas (por sexo y por altura) a clases mixtas en la Educación Física de sexto y séptimo años de la enseñanza fundamental en la Escuela Militar de Porto Alegre. Sus fundamentos teóricos y metodológicos están anclados en los Estudios de Género y en la Historia Oral: se realizaron cuatro entrevistas con docentes de la institución. Los datos obtenidos por las entrevistas se contrastaron con documentos del Sistema Colegio Militar de Brasil y con otros referentes a cuestiones de género y de coeducación en Educación Física. Considerando la alteración de los criterios de organización de las clases, realizada a inicios del 2018, los docentes mencionan hasta qué punto esta nueva configuración demandó alteraciones en su conducta, dado que estaban habituados a trabajar el contenido deportivo teniendo en cuenta la diferencia que identifican entre habilidades y performances de alumnos y alumnas.

Estereotipos de género y práctica de actividad física / Estereótipos de gênero e prática de atividade física / Gender stereotypes and the practice of physical activity

Los objetivos de esta investigación se centran en analizar los estereotipos de género en la actividad física y los motivos de su práctica/no práctica, en 2105, en estudiantes de enseñanza no universitaria. Los resultados indican que los chicos presentan ideas más estereotipadas sobre el binomio mujer/deporte y actividad física, variando en función de la etapa educativa. En cuanto a la práctica de actividad física, son los chicos los que realizan más horas de actividad física a la semana (de 3 a 6) frente a las chicas (de 1 a 2), donde los motivos son asociados a salud, rendimiento y aspectos sociales

Os objetivos desta investigação estão centrados na análise dos estereótipos de gênero para a atividade física e os motivos da sua prática/não prática, em 2015, em estudantes de ensino não universitário. Os resultados indicam que os meninos mostram ideias mais estereotipadas sobre o binômio mulher/desporte e atividade física, mudando em função da etapa educativa. Quanto à prática da atividade física, são os meninos os que realizam mais horas de atividade física por semana (de 3 a 6) em relação às meninas (de 1 a 2), sendo os motivos associados a saúde, rendimento e aspectos sociais

This study analyzes gender stereotypes about physical activity and the reasons for practicing/not practicing it among 2105 non-university students. The results indicate that boys hold more stereotyped views about the woman/sport and physical activity binomial, which vary according to their educational stage. Boys practice more hours of physical activity a week (3-6) compared to girls (1-2), for reasons of health, social issues, and performance

El prácticum en educación física en el medio natural: conectando espacios físicos y virtuales / O practicum na educação física no ambiente natural: conectando espaços físicos e virtuais / Physical education practicum in the natural environment: linking physical and virtual spaces

Los maestros en formación que acuden al Prácticum vinculan los conocimientos adquiridos en la Universidad para llevarlos a la práctica en las escuelas, siendo relevante esta etapa para conocer la aplicación que hacen de la competencia digital en el Prácticum de Educación Primaria. La investigación se centró en analizar, mediante un estudio de caso, cómo estudiantes universitarios aplican la formación recibida en tecnologías ubicuas en la asignatura Educación Física en el Medio Natural a la escuela durante su Prácticum. Entre otros resultados, las evidencias mostraron aspectos que hicieron que la integración tecnológica durante el Prácticum fuera distinta entre los estudiantes (p.ej. background tecnológico del centro). Al incluir las TIC emergieron potencialidades (p.ej. la ubicuidad del aprendizaje) y dificultades (p.ej. problemas tecnológicos), las cuales iluminaron los aspectos a tener en cuenta en la aplicabilidad de los aprendizajes tecnológicos en el campo de las actividades físicas en el medio natural

Os professores em formação que frequentam o Practicum vinculam os conhecimentos adquiridos na Universidade para colocá-los em prática nas escolas, sendo este estágio relevante para conhecer a aplicação que eles fazem da competência digital no Practicum realizado na Educação Primária. A pesquisa centrou-se na análise, através de um estudo de caso, de como os estudantes universitários aplicam o treinamento recebido em tecnologias ubíquas na disciplina de Educação Física no Meio Ambiente Natural na escola durante suas práticas. Entre outros resultados, as evidências mostraram aspectos que tornaram a integração tecnológica durante o Practicum diferente entre os alunos (p.ex., o background tecnológico do centro). Ao incluir as TIC, surgiram potencialidades (p.ex., a ubiquidade da aprendizagem) e as dificuldades (p.ex., problemas tecnológicos) que iluminaram os aspectos a serem considerados na aplicabilidade da aprendizagem tecnológica no campo das atividades físicas no ambiente natural

Student teachers doing Practicum connect knowledge acquired at the University and apply it in schools. The activity is important for knowing their use of digital competence during Practicum in Elementary Education. This study focused on analyzing, my means of a case study, how student teachers apply their training in ubiquitous technologies they received during the course Physical Education in the Natural Environment to their practicum in the schools. Among other findings, the evidence showed aspects which made technological integration distinct between students during Practicum (e.g. the school's technological background). By including ICTs, there emerged potentialities (e.g., ubiquity of learning) and difficulties (e.g. technological problems) that shed light on the aspects to be considered in the applicability of technological learning to the field of physical activities in the natural environment