In the master's thesis, we focused on the knowledge of the 112 call and the stable lateral position
in the first and third grade of primary school. Students do not acquire this knowledge in the
context of environmental awareness, as there are no objectives in the curricula to address this
material. Pupils may be exposed to first aid in school through extra-curricular activities, activity
days, school-in nature, or external workshops. It is important to introduce children to first aid
from an early age, as it is a skill that is important for everyday use and is part of general
education. In the introductory part of the master's thesis, we reviewed the literature on first aid
and its integration into the school environment, and we were particularly interested in where all
first aid skills can be acquired by a pupil in the first year of school.
Based on the manual First Aid for the youngest: A guide for first aid trainers in the 2nd and 3rd
years of primary school, we prepared and implemented a lesson in five first and five third years
of primary school. We also prepared a test consisting of six closed-ended questions and one
question where the pupils sorted the thumbnails into the correct order. 177 pupils from three
Slovenian primary schools were tested. Each pupil took the test three times. We wanted to find
out what the knowledge was before the lesson, immediately after the lesson, and six weeks after
the lesson to check the sustainability of the knowledge. We were interested in whether pupils
in the first and third years of primary school have a satisfactory knowledge of calling 112 and
the stable lateral position, and how their knowledge is built on and maintained after the lesson
on this topic. We also examined whether this first-aid knowledge is related to age and gender.
We found that the knowledge of pupils in the first and third year of primary school about calling
112 and the stable lateral position is satisfactory, which we did not expect. The knowledge
immediately after the lesson is statistically significant much better, but at the same time, the
knowledge is maintained after six weeks, where the results were even slightly better. As part of
the study, we found that pupils in the third year of primary school showed statistically
significant clearly better knowledge than pupils in the first year, as their knowledge was on
average satisfactory on the test, while the younger pupils' knowledge was on average not
satisfactory. However, there were a negligible number of statistically significant differences
between the pupils' knowledge. However, the test showed that there is a significant lack of
knowledge in practical work for both first and third-year pupils in primary school.
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