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https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/129403Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.creator | Jančič, Polona | - |
| dc.creator | Hus, Vlasta | - |
| dc.date | 2019-04-30 | - |
| dc.date.accessioned | 2022-03-25T19:05:55Z | - |
| dc.date.available | 2022-03-25T19:05:55Z | - |
| dc.identifier | https://revistaprismasocial.es/article/view/2706 | - |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/129403 | - |
| dc.description | This empirical research sought to establish the representation of didactic games in social studies in the fourth and fifth grades in primary school. The authors examined the frequency with which didactic games are used in social studies, the frequency with which didactic games are used with regard to the different phases of a class session, the most important reason teachers use didactic games in social studies; and students’ opinions on whether it is possible to gain new knowledge via didactic games. The research sample consisted of 290 fourth and fifth grade students, 177 teachers teaching the fourth and fifthgrades, and 56 observed social studies lessons. The results show that teachers rarely use didactic games in social studies. Teachers most commonly use didactic games at the beginning of lessons—in the introduction. Most often, teachers use didactic games to achieve greater motivation and concentration of students and for more diversified and relaxed classes. Also, students believe that by using didactic games in social studies they gain knowledge. | en-US |
| dc.format | application/pdf | - |
| dc.language | eng | - |
| dc.publisher | Fundación iS+D para la Investigación Social Avanzada | es-ES |
| dc.relation | https://revistaprismasocial.es/article/view/2706/3173 | - |
| dc.rights | Derechos de autor 2019 Revista Prisma Social | es-ES |
| dc.source | Revista Prisma Social; No. 25 (2019): La Sociedad del Aprendizaje: Retos Educativos en la Sociedad y Cultura Posmoderna; 359-373 | en-US |
| dc.source | Revista Prisma Social; Núm. 25 (2019): La Sociedad del Aprendizaje: Retos Educativos en la Sociedad y Cultura Posmoderna; 359-373 | es-ES |
| dc.source | 1989-3469 | - |
| dc.subject | primary school | en-US |
| dc.subject | games | en-US |
| dc.subject | teaching | en-US |
| dc.subject | social studies | en-US |
| dc.title | Representation of didactic games in social studies at the primary school level | en-US |
| dc.type | info:eu-repo/semantics/article | - |
| dc.type | info:eu-repo/semantics/publishedVersion | - |
| dc.type | Sección temática | es-ES |
| dc.type | qualitgative and quantitative analysis | en-US |
| Aparece en las colecciones: | Fundación iS+D para la Investigación Social Avanzada - Fundación iS+D - Cosecha | |
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