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Perceptions of 6th grade Primary School students in Natural, Social and Cultural Knowledge: linguistic communication competence, textbook and digital resource.

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Title: Perceptions of 6th grade Primary School students in Natural, Social and Cultural Knowledge: linguistic communication competence, textbook and digital resource.
Alternate Title: Percepciones de los estudiantes de 6.° de Educación Primaria en Conocimiento del Medio Natural, Social y Cultural: competencia en comunicación lingüística, libro de texto y recursos digitales.
Authors: Gutiérrez Molero, D. Salvador1, Heredia Ponce, Hugo2, Romero Oliva, Manuel Francisco3
Source: Pixel-Bit, Revista de Medios y Educacion. sep2025, Issue 74, p1-22. 22p.
Subject Terms: *Communicative competence, *Primary education, *Sixth grade (Education), *Teaching aids, *Electronic information resources, *Cultural education, *Information technology, Scientific literacy
Abstract (English): Competence in linguistic communication (CLC) is fundamental in the teaching and learning process in linguistic and nonlinguistic areas, so its development is essential in all disciplines. In this sense, the International Study of Trends in Mathematics and Science states that low levels in science are directly related to low levels of reading comprehension, and that negative results in science need to be tackled through CLC. Furthermore, there is research suggesting that failure in science is due to the overuse of the textbook. In this sense, the aim of the present study is to analyse the beliefs and attitudes of 170 students in the 6th year of Primary Education about the subject of Natural, Social and Cultural Knowledge (NSC) in relation to CLC and its relationship with the teaching materials -textbooks and technological resources-. As for the methodology, the approach is non-experimental quantitative, and the results have been obtained through a questionnaire divided into 4 dimensions and 53 initial items. The results suggest that students value the NSC subject and the technological resources positively. In conclusion, the data obtained are useful for the design of interventions to improve the teaching of NSC. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): La competencia en comunicación lingüística (CCL) resulta fundamental en el proceso de enseñanza y aprendizaje de las áreas lingüísticas y no lingüísticas, por lo que su desarrollo es imprescindible desde todas las disciplinas. En este sentido, Estudio Internacional de Tendencias en Matemáticas y Ciencias expone que el bajo nivel en ciencias tiene relación directa con el bajo nivel de comprensión lectora, siendo necesario enfrentar los resultados negativos en ciencias desde la CCL. Además, existen investigaciones que sugieren que el fracaso en ciencias se debe al uso excesivo del libro de texto. En esta dirección, el objetivo del presente estudio es analizar las creencias y actitudes que tienen 170 estudiantes de 6.° de Educación Primaria sobre la asignatura de Conocimiento del Medio Natural, Social y Cultura (CMN) con relación a la CCL y su relación con los materiales docentes --libros de texto y recursos tecnológicos--. En cuanto a la metodología, el enfoque es cuantitativo no experimental y los resultados se han obtenido a través de un cuestionario dividido en 4 dimensiones y 53 ítems iniciales. Los resultados sugieren que los estudiantes valoran positivamente la asignatura CMN y los recursos tecnológicos. En conclusión, los datos obtenidos son de utilidad para el diseño de intervenciones que mejoren la enseñanza de CMN. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Competence in linguistic communication (CLC) is fundamental in the teaching and learning process in linguistic and nonlinguistic areas, so its development is essential in all disciplines. In this sense, the International Study of Trends in Mathematics and Science states that low levels in science are directly related to low levels of reading comprehension, and that negative results in science need to be tackled through CLC. Furthermore, there is research suggesting that failure in science is due to the overuse of the textbook. In this sense, the aim of the present study is to analyse the beliefs and attitudes of 170 students in the 6th year of Primary Education about the subject of Natural, Social and Cultural Knowledge (NSC) in relation to CLC and its relationship with the teaching materials -textbooks and technological resources-. As for the methodology, the approach is non-experimental quantitative, and the results have been obtained through a questionnaire divided into 4 dimensions and 53 initial items. The results suggest that students value the NSC subject and the technological resources positively. In conclusion, the data obtained are useful for the design of interventions to improve the teaching of NSC. [ABSTRACT FROM AUTHOR]
ISSN:11338482
DOI:10.12795/pixelbit.114519