Relevant bibliographies by topics / Education (Formosa)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education (Formosa)'

Author: Grafiati
Published: 29 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Education (Formosa)"

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Puspitasari, Ni Wayan Radita Novi. "Dutch Protestant Missionaries in Formosa in the 17th Century." Andalas International Journal of Socio-Humanities 5, no. 1 (July 8, 2023): 8–20. http://dx.doi.org/10.25077/aijosh.v5i1.47.

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The history of Dutch Protestant missionaries Formosa in the seventeenth century made a great contribution to the Christian spread in Asia. The beginning of the 1620s was the starting point of the establishment of the churches in Formosa. This study focuses on the Christian conversion in Formosa, which is based on the Dutch published archives and current research. The research aims to describe the process of Christian propagation in this area. Methodologically, the book “The Formosan Encounter. Notes on Formosa’s Aboriginal Society: A Selection of Documents from Dutch Archival Sources, I: 1623-1635; II: 1636-1645; and III: 1646-1654 that published in two languages, Dutch, and English” will be used as the main source in which qualitative approach is used to collect the primary and secondary data for analyzing this article. As a result, this research comes to the following conclusions, such as the missionaries used the educational method as a foundation for propagation and the result of giving the education was opposed by the Formosan’s old religion.
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Ličen, Nives. "Findsen in Formosa (ur.): International perspectives on older adult education - Research, Policies and Practice." Andragoška spoznanja 22, no. 1 (April 15, 2016): 121–23. http://dx.doi.org/10.4312/as.22.1.121-123.

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Hung, Ruyu. "Desert island or Ilha Formosa? New demarcationalism in education in Taiwan." Policy Futures in Education 14, no. 7 (August 2016): 869–72. http://dx.doi.org/10.1177/1478210316658796.

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PAN, MING-CHUAN, and JI-TING WU. "KSF OF TV SHOPPING INDUSTRY IN CROSS-STRAITS." International Journal of Information Technology & Decision Making 08, no. 01 (March 2009): 169–87. http://dx.doi.org/10.1142/s0219622009003326.

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There have been few studies on the Key Success Factors (KSF) of TV shopping industry in both China and Taiwan. Moreover, the market growth potential and size across the Formosa Strait are significant. Using the Analytical Hierarchy Process (AHP) in Export Choice (EC) software, we find that the top ten KSF in the TV shopping industry across the Formosa Strait are somewhat different in order of importance and in the content. Managers in Taiwan consider watching habit, income, age, occupation, product positioning strategy, channel releasing policy, education, differential pricing, target product strategy and strategic sensitivity as the top ten KSF in order of importance. Meanwhile, managers in China consider domestic economic development, income, average domestic income, business philosophy, channel releasing policy, watching habit, product positioning strategy, related broadcasting laws, age, and occupation as the top ten KSF in order of importance.
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Dzan, Wei-Yuan, Huei-Yin Tsai, Shi-Jer Lou, and Ru-Chu Shih. "Satisfaction Analysis of Experiential Learning-Based Popular Science Education." International Journal of Distance Education Technologies 13, no. 2 (April 2015): 93–109. http://dx.doi.org/10.4018/ijdet.2015040106.

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This study employed Kolb's experiential learning model-specific experiences, observations of reflections, abstract conceptualization, and experiment-action in activities to serve as the theoretical basis for popular science education planning. It designed the six activity themes of “Knowledge of the Ocean, Easy to Know, See the Large from the Small, Challenge of Vessel Knowledge, Do It Yourself, and Small Book”, with the National Science and Technology Museum (NSTM) as the research site. A questionnaire survey was distributed to 660 visitors who participated in “Large Ship! Formosa! Popular Science Education” to understand their satisfaction and preferences of the activities. The findings of the study suggest that participants were highly satisfied with the activity theme content, learning effects, and the environment and equipment. They also preferred hands-on types of activities. Particularly, “fun and interesting” and “broadening knowledge” are important factors influencing participants' willingness of participation. Finally, the results can be provided to educators, practitioners, and administrators for future promotion of popular science education.
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Antunes, Fátima, and Virgínio Sá. "Estado, escolas e famílias: públicos escolares e regulação da educação." Revista Brasileira de Educação 15, no. 45 (December 2010): 468–86. http://dx.doi.org/10.1590/s1413-24782010000300006.

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O texto apresenta alguns resultados de uma investigação recentemente concluída que, genericamente, se inscreve nos complexos processos de (multi)regulação da educação. O estudo desenvolveu-se num concelho do norte de Portugal (convencionalmente designado Vila Formosa), circunscrevendo-se às escolas com oferta de ensino secundário. A análise dos dados sugere que, na topografia complexa dos processos de (multi)regulação do campo escolar, a combinação de medidas de política educativa com recursos e cursos de acção que as diferentes escolas e as diversas categorias de famílias e jovens detêm e adoptam constituem uma tríade de fontes de dinâmicas, umas vezes convergentes, outras vezes em tensão que, por seus efeitos sociológicos cumulativos, geram a reordenação do campo de lutas concorrenciais em torno da educação, lutas essas que parecem penalizar sobretudo as famílias que já sofrem de outras desvantagens.
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Gonzáles, Raúl Eduardo, and María Belén Carpio. "Causativización perifrástica en toba del este y del oeste de la provincia de Formosa (Argentina)." Íkala, Revista de Lenguaje y Cultura 22, no. 3 (October 1, 2017): 439–54. http://dx.doi.org/10.17533/udea.ikala.v22n03a05.

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Huergo, Jorge-A., Kevin Morawicki, and Lourdes Ferreyra. "Media, identities and communication. A community radio experience with native wichí people." Comunicar 13, no. 26 (March 1, 2006): 103–10. http://dx.doi.org/10.3916/c26-2006-16.

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This paper shows the impact experienced by the creation of a community radio station. We reduce some aspects related to the production of bilingual programmes. The major part of this production was under-taken by young people of the wichi community. This article synthesises the most important aspects related to the production of the bilingual programmes. By means of this participative process, we facilitate the ability of the aborigenes to develop their identity and the intercultural dialogue of great importance in the context of globalisation. El artículo presenta algunos de los impactos producidos por la experiencia de creación de una radio comunitaria wichí, en Formosa (Argentina). Se sintetizan aspectos relacionados con la producción radiofónica bilingüe protagonizada por los jóvenes wichí. Se abordan los modos en que un medio comunitario, como espacio de comunicación, provoca procesos relacionados con las identidades aborígenes y con el diálogo intercultural, de singular significación en tiempos de globalización.
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Lu, Yu-Ling, and Chi-Jui Lien. "Are They Learning or Playing? Students’ Perception Traits and Their Learning Self-Efficacy in a Game-Based Learning Environment." Journal of Educational Computing Research 57, no. 8 (January 21, 2019): 1879–909. http://dx.doi.org/10.1177/0735633118820684.

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As game-based learning continues to draw attention, students’ perceptions toward classroom activities are vital in influencing the quality of learning. This study used the social cognitive theory to show the perception traits of learning and playing in game-based environments and for students to identify their self-efficacy toward game-based learning by different trait groups. The game Formosa Hope was used in an experiment with 362 fifth- and sixth-grade students at ages 11 to 12 years as participants. Three perception traits were identified through a two-step cluster analysis: I—strong perceptions of learning and playing, II—moderate perceptions of learning and playing, and III—strong perception of playing but weak perception of learning. This study showed that regardless of trait type, students demonstrated positive self-efficacy, with those with Trait I having significantly higher self-efficacy than those with Traits II and III, indicating that students’ positive perceptions of learning and playing are essential in prompting self-efficacy in game-based learning.
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Ličen, Nives. "Schmidt-Hertha, Jelenc Krašovec, & Formosa (ur.): Learning across generations in europe: Contemporary issues in older adult education (Sense, 2014)." Andragoška spoznanja 20, no. 4 (January 6, 2015): 91–92. http://dx.doi.org/10.4312/as.20.4.91-92.

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Knjiga je delo 15 avtorjev, ki so vsi ugledni raziskovalci na področju izobraževanja starejših. Izšla je v zbirki organizacije ESREA Research on the Education and Learning of Adults, ki je bila zasnovana prav z namenom objavljanja novih raziskav o izobraževanju odraslih v različnih geografskih in kulturnih okoljih. Izobraževanje starejših je najhitreje rastoče področje v sklopu vseživljenjskega učenja, zato je knjiga dobrodošla kot osvetlitev raziskovanja, oblikovanja politik in praks. Tako prakse kot politike se morajo namreč vzpostavljati v razmerju do novega pojava, zato sta hitro prenašanje spoznanj ter povezovanje med raziskovanjem, politiko in prakso zelo dobrodošli. Izobraževanje starejših se je kot organizirana dejavnost pojavilo šele v 50. letih prejšnjega stoletja v ZDA, kot so zapisali avtorji, in je področje, ki bo v prihodnjih desetletjih ob naraščanju števila starejših zahtevalo razvoj posameznih specialističnih in subspecialističnih polj znanja.
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Dissertations / Theses on the topic "Education (Formosa)"

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Nascimento, Karen Cristina Costa do. "Avaliação da aprendizagem na educação física escolar na zona rural no município de Formosa: realidade e contradições." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7778.

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The rural population, since the dawn of Brazilian history, suffers from the lack of investment in education. In this sense, this research has as object of study the category evaluation of learning, especially that carried out in the public schools of the rural area by Physical Education teachers of the Municipal School of Formosa - GO and to map the challenges and the possibilities for The Evaluation practices in Physical Education in the Field. The guiding questions include the understanding of the physical education discipline and the evaluation process: do teachers use a methodology that privileges the critical thinking of the students? Does the evaluation collaborate with the process of reflection on the pedagogical work carried out and contributes to adapting points of the walk, or does it serve only as a means of gauging and classification? Is it possible that the teachers who teach physical education do not know how to use the evaluation tools or do not have the theoretical methodological deepening about learning evaluation? The general objective of the study is to identify the main evaluation instruments used by physical education teachers in the teaching network of that city and their effectiveness in promoting quality education. Specific objectives are to analyze what teachers understand as evaluation; To verify the evaluation criteria used by teachers to gauge students' knowledge; Identify the difficulties presented by the teachers in the choice of evaluation instruments. The theoretical framework is based on Arroyo (1999), Arendt (1999), Hoffmann (2001), Esteban (2002), Charlot (2001), Villas Boas (2004), Mészáros (2005), Oliveira and Boiago), Germani), Fernandes and Freitas (2007), Santos (2008), Souza (2008), Taffarel (2009), Silva (2010), Luckesi (2011), Santos (2013) and Silva (2015). This is a qualitative research. The instruments adopted for data collection are the semistructured interview and the documentary analysis of official records that guide the teachers' pedagogical work. It is concluded that the instruments used and the problems presented by the teachers in the choice of the evaluation are conditioned to the reality of material and infrastructure precariousness and perceptions of the school in relation to Physical Education, this is understood the entertainment or mere recreation And can be performed by any professional from another area. This reveals the low value of this profession within the school context itself and the fragility of the evaluation process that does not consider the specificities of the Field Schools.
A população do campo, desde os primórdios da história do Brasil, sofre com a falta de investimentos em educação. Nesse sentido, esta pesquisa tem como objeto de estudo a categoria avaliação da aprendizagem, em especial aquela realizada nas escolas públicas da zona rural por professores de Educação Física do Ensino Fundamental da Rede Municipal de Formosa – GO e mapear os desafios e as possiblidades para as práticas avaliativas na Educação Física no Campo. Como questões norteadoras compreende-se o entendimento sobre a disciplina Educação Física e o processo de avaliação: os docentes utilizam uma metodologia que privilegia o pensamento crítico dos alunos? A avaliação colabora com o processo de reflexão sobre o trabalho pedagógico realizado e contribui para adaptar pontos da caminhada, ou serve apenas como meio de aferição e classificação? É possível que os docentes que lecionem a disciplina de Educação Física desconheçam como utilizar os instrumentos avaliativos ou não possuam o aprofundamento teórico metodológico sobre avaliação da aprendizagem? O objetivo geral do estudo é identificar os principais instrumentos de avaliação utilizados na avaliação da aprendizagem pelos docentes de Educação Física na rede de ensino daquele município e qual a eficácia dos mesmos na promoção de uma educação de qualidade. Como objetivos específicos pretende-se analisar o que os professores entendem como avaliação; verificar os critérios avaliativos utilizados pelos docentes para aferição do conhecimento dos alunos; identificar as dificuldades apresentadas pelos docentes na escolha dos instrumentos avaliativos. O referencial teórico apoia-se nos estudos de Arroyo (1999), Arendt (1999), Hoffman (2001), Esteban (2002), Charlot (2001), Villas Boas (2004), Mészáros (2005), Oliveira e Boiago (2005), Germani (2006), Fernandes e Freitas (2007), Santos (2008), Souza (2008), Taffarel (2009), Silva (2010), Luckesi (2011), Santos (2013), Silva (2015). Trata-se de uma pesquisa de caráter qualitativo. Os instrumentos adotados para coleta de dados foram a entrevista semiestruturada, além da análise documental de registros oficiais que norteiam o trabalho pedagógico dos professores. Conclui-se que os instrumentos utilizados e as dificuldades apresentadas pelos docentes na escolha dos critérios avaliativos estão condicionados à realidade de precariedade de materiais e infraestrutura e percepções da própria escola em relação à Educação Física, esta entendida como entretenimento ou mera recreação e que pode ser realizada por qualquer profissional de outra área. Isto revela a baixa valorização da referida profissão dentro do próprio contexto escolar e a fragilidade do processo de avaliação que não considera as especificidades das Escolas do Campo.
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Pereira, Bruna Antunes Furtado. "A avaliação da aprendizagem no ensino médio técnico integrado de tempo integral no IFG-Formosa." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7802.

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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
This current research study discusses the learning evaluation within the Full-time High School professional education integrated at Instituto Federal de Goiás - campus Formosa. The main objective is to verify how the evaluation is set and the specific objectives are: to map the problems faced in the integrated model and verify the practices developed towards the evaluation. At last, according to the Postgraduate in Teaching in Basic Education Program’s demands, the goal is to offer an educational product - the offspring of the research - that will be a mini course offered to IFG-Formosa’s pedagogical team - which the researcher also participates - aiming to discuss the evaluations' problems. The data harvest was done through questionnaires submitted to students and teachers. Many problems were mapped after the analysis of the practices developed in the full-time model: lack of documents that report to the specificity of the integrated model; the schedule organization is below the needs; there is a backup of activities and lack of time to dedicate properly to each and every subject; there is physical and psychological suffering from the students in their attempt to keep up to the routine; the teachers adjust the evaluation in behalf of fulfilling the schedule, they can’t freely evaluate the students; the students select the subjects they will study; the learning process is speeded up, focused on tests resolutions, the grade is the main concern to the students; there is mechanical memorization instead of learning; the evaluation is presented as a dispute element, competition and comparison among the students; there is a prominence of the tool test; there’s no democratic structure that allows the student to participate in the decisions about the evaluations collectively; the teacher-student relationship is affected by distortions in evaluations; the dependences (partial fail) and the recoveries haven't fully played their roles. The hypothesis assumed in the beginning - and confirmed after the obtained data - is that the organization of the pedagogical work, in the way that is structured in the full-time model, provokes, stimulates or extends the distortions of the learning evaluation.
O presente estudo discute a avaliação da aprendizagem no ensino médio técnico integrado em tempo integral do Instituto Federal de Goiás – campus Formosa. O objetivo geral é o de verificar como ocorre a avaliação e os objetivos específicos são: mapear os problemas enfrentados no modelo integral e verificar as práticas desenvolvidas no que tange à avaliação. Por fim, conforme exigência do Programa de Pós-Graduação em Ensino na Educação Básica objetiva-se ofertar um produto educacional – fruto da pesquisa – que será um minicurso ofertado à equipe pedagógica do IFG–Formosa – da qual a pesquisadora faz parte – com vistas a tratar a questão da avaliação. A coleta de dados foi realizada por meio de questionários aplicados a estudantes e docentes. Diversos problemas foram mapeados a partir da análise das práticas desenvolvidas no modelo integral: ausência de documentos que tratem das especificidades do modelo integral; a organização temporal está aquém das necessidades; há acúmulo de atividades e de falta de tempo para se dedicar adequadamente a todas as disciplinas; há sofrimento físico e psíquico dos estudantes na tentativa de se adequar à rotina; os docentes adéquam a avaliação em nome do cumprimento de prazos, não podendo avaliar com liberdade; os estudantes elegem disciplinas para estudar; o estudo é aligeirado, voltado para a resolução de provas; a nota está no centro das preocupações dos estudantes; há a memorização mecânica em detrimento da aprendizagem; a avaliação se apresenta enquanto elemento de disputa, competição e comparação entre os estudantes; há uma proeminência do instrumento prova; não há uma construção democrática que permita que o estudante participe das decisões acerca da avaliação coletivamente; a relação professor-aluno sofre interferências ocasionadas pelas distorções da avaliação; as dependências (reprovações parciais) e as recuperações não tem cumprido adequadamente seus papeis. A hipótese assumida inicialmente – e constatada a partir dos dados obtidos – é que a organização do trabalho pedagógico, da forma como está estruturada no modelo de tempo integral, provoca, estimula ou amplia as distorções da avaliação da aprendizagem.
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Vaitkus, Tomas. "MOKOMOSIOS VEIKLOS EFEKTYVINIMAS PAGRINDINĖJE MOKYKLOJE." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080929_150007-36751.

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Santrauka Mokymo organizavimo formoms, kaip pedagogų ugdomajai veiklai, dėmesys buvo skiriamas visais žmonijos vystymosi laikotarpiais, tačiau mokinių motyvacijai didesnis dėmesys pradėtas skirti prasidėjus švietimo reformai, tad ši tema tampa vis aktualesnė. Pedagogas, siekdamas organizuotai, planingai ir nuosekliai įgyvendinti mokymo procesą, privalo gerai išmanyti mokymo organizavimo formas, kad galėtų tinkamai mokinius motyvuoti veiklai. Problemiška tai, kad pastaruoju metu sumažėjo mokymo organizavimo formoms skiriamas dėmesys, pedagogai mokymo procese dažniausiai apsiriboja pagrindinės mokymo organizavimo formos - pamokos taikymu, kitos formos tarsi lieka užmirštos. Sudėtingos mokymo programos, jų keliami didžiuliai reikalavimai mokymo procesui dažnai nepalieka pedagogams laiko tinkamai motyvuoti mokinius veiklai, tad prasminga ir įdomu patyrinėti pedagogų ugdomosios veiklos organizavimo specifiką ir ypatumus šiandieninėje mokykloje bei mokinių motyvaciją šiai veiklai plačiau.
SUMMARY At all periods of human evolution, the attention was given to the forms of organization as an educational activity of pedagogues, although the greater attention to motivation of schoolchildren was begun to draw only after the beginning of educational reform, thus this theme becomes increasingly relevant. A pedagogue, on purpose to perform the educational process orderly, methodically and coherently, has to know forms of education organization well in order he/she could properly motivate pupils for activity. The problem is such that currently, the attention given to forms of education organization has decreased, pedagogues usually stop short at applying of the main form of education organization – lesson, other forms sort of remain unremembered in the teaching process. Sophisticated educational programs, their high requirements for educational process generally leave no time for pedagogues to motivate properly the pupils for the activity, thus it is meaningful and interesting to investigate more widely the particularity and peculiarities of organization of pedagogues’ educational activity in today’s school and motivation of pupils for that activity.
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Marsh, Alan John. "Formula funding and special educational needs." Thesis, Open University, 1998. http://oro.open.ac.uk/18863/.

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This thesis is based on a six year research study and is set against the implementation of Local Management of Schools and the formula funding arrangements for pupils with special educational needs (SEN). The main aim of the research is to investigate the principles and practice for allocating additional resources to provide for pupils with SEN but without statements. Two theoretical perspectives are used: the 'special needs pupil' discourse and the 'school and teacher effectiveness' discourse (Galloway, Armstrong and Tomlinson, 1994). The study is in two main parts. First the theoretical component whereby a critical examination is given to the conceptualisation of special educational needs, to the principles or criteria for evaluating a funding formula and to the historical arrangements for funding pupils with SEN. The second part of the thesis is the empirical component consisting of two national surveys, a case study carried out in two LEAS Mercia and Whiteshire, and computer budget modelling for different funding formulae for all primary and secondary schools in Whiteshire (n=690 schools). Evidence is obtained throughout the study relating to the design of an 'improved' SEN formula which is evaluated according to the principles or criteria of simplicity, equity, effectiveness, responsiveness to needs, efficiency, stability of funding, cost containment and accountability
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Wickenden, Paul William. "The educational worth of Formula Student." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443584.

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Johnson, Bruce A. "The effect of line 14 (at risk) funds on financial equity in the Missouri Foundation formula /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052185.

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Sugden, Norma A. "Teacher Workload: A Formula for Maximizing Teacher Performance and Well-Being." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/563.

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Research has shown that teacher workload is intensifying and teachers are increasingly leaving the profession prior to having taught for 35 years. The purpose of this mixed method, sequential, phenomenological study was to determine (a) how workload intensification impacts teacher performance and well-being, (b) whether or not workload intensification was a primary factor in teachers’ choosing to leave the profession early, and (c) a formula for maximizing teacher performance and well-being. Apple’s workload intensification thesis was the theoretical framework for this study. Quantitative data obtained via a survey (N=484), together with qualitative data collected via four focus group sessions and individual interviews with 15 teachers who had left the profession early, were utilized to determine if there is a problem with workload intensification in this east coast Canadian province. Quantitative data were analyzed using the chi-square test to determine the relationship between the independent variable (workload intensification) and each of the two dependent variables (performance and well-being). Qualitative data were analyzed to determine emergent themes with respect to workload intensification. Findings from this study indicated that there is a significant relationship between the independent variable and each of the two dependent variables. Qualitative data substantiated the quantitative findings that indicated (a) the presence of a problem with workload intensification and (b) that workload intensification is a primary factor in teachers’ choosing to leave the profession early. Recommendations include having administrators address identified current teacher workload issues. Positive social change may result if administrators utilize the derived formula for maximizing teacher performance and well-being when assigning teaching and nonteaching duties to teachers.
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Ogle, Geraldine S. "Historical review of financial equity in Missouri 1993 foundation formula and amendments /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4660.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.
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Fischer, Lauren. "The effectiveness of illustrated nutrition education tools on the accuracy of infant formula mixing in the low health literacy population." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367943584.

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Fernandes, Vladimir. "Filosofia, ética e educação na perspectiva de Ernst Cassirer." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21062007-103820/.

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Esta tese visa contribuir para a reflexão educacional e ética a partir da filosofia de Ernst Cassirer. Trata-se de uma pesquisa bibliográfica qualitativa com enfoque na produção teórica do referido filósofo. Embora Cassirer, em sua produção intelectual, não tenha escrito diretamente sobre pedagogia ou educação, nem explorado sistematicamente a questão ética, os problemas com os quais se preocupou no decorrer de sua produção filosófica fornecem subsídios importantes para uma reflexão nesse sentido. Para Cassirer, o ser humano é um animal symbolicum, um ser que cria signos e símbolos e, dessa forma, \"constrói\" a \"realidade\". Tal fato implica, para ele, a coexistência de diferentes formas de compreensão do mundo igualmente válidas, diferentes formas simbólicas, como ele denomina, por exemplo, o mito, a religião, a ciência. Tal pluralismo epistemológico e axiológico desencadearia, segundo ele, as antinomias da cultura, uma vez que cada uma das formas simbólicas também se julga como a portadora e detentora da verdade. Dessa forma, faz-se necessário explorar a concepção filosófica cassireriana em busca de respostas para uma coexistência equilibrada entre as diferentes visões de mundo. Assim, o objetivo geral desta pesquisa é expor as principais teses de Cassirer, explicitar o que está implícito ou difuso em sua obra no que se refere à ética e à educação e, deste modo, pensar como sua filosofia pode colaborar para reflexão sobre alguns problemas concernentes a tais temas. Pensar a ética na perspectiva da Filosofia das formas simbólicas implica considerar a coexistência de tais construções simbólicas, bem como a tolerância frente à conseqüente diversidade epistemológica e axiológica, destacando-se o fundamental papel da educação nesse processo. Dessa forma, considerou-se, também, outras abordagens éticas, especialmente a kantiana e habermasiana, visando destacar a especificidade da concepção cassireriana. Defende-se, por fim, a tese de que a filosofia, na perspectiva de Cassirer, é o instrumento mais adequado para a construção de uma ética universal, constituindo o meio decisivo para uma mediação competente entre as diversas formas de atribuição de sentido à realidade.
This thesis seeks to contribute to the educational and ethical reflection from the philosophy of Ernst Cassirer. It happens to be a qualitative bibliographic research focused on the theoretical production of the above mentioned philosopher. Although Cassirer, in his intellectual production, has not directly written about pedagogy or education, nor systematically explored the ethical issue, the problems which concerned him throughout his philosophical production, provide important subsides for a reflection on such matter. For Cassirer, the human being is an animal symbolicum, a being that makes signs and symbols and, thus, \"builds\" the \"reality\". Such fact implies, for him, the coexistence of equality valid different ways of understanding the world, different symbolic forms, as he names, for instance, the myth, the religion, the science. Such epistemological and axiological pluralism would trigger, according to him, the antinomies of culture, since each one of the symbolic forms also judges itself bearer and owner of the truth. This way, it is necessary to explore the cassirerian philosophical conception in search of answers for a balanced coexistence between the different visions of the world. Thus, the general purpose of this research is to expose the main theses by Cassirer, to turn explicit what is implicit or diffuse in his work regarding ethics and education and, therefore, think of how his philosophy is able to help the reflection over some problems related to such issues. Thinking of ethics under the perspective of Philosophy of Symbolic Forms means considering the existence of such symbolic constructions, as well as the tolerance towards the consequent epistemological and axiological diversity, highlighting the paramount role of education in this process. This way, it has also been considered some other ethical approaches, specially the kantian and habermasian ones, with the purpose of stressing the specification of the cassirerian conception. It is claimed, at last, the thesis that philosophy, under Cassirer\'s perspective, is the most suitable instrument for the construction of a universal ethics, building the ultimate means for a competent mediation between the several forms of attributing sense to reality.
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Books on the topic "Education (Formosa)"

1

Olmedo, Mario Antonio. Escuela pública: Diversidad y exclusión en Formosa. Provincia de Formosa [Argentina]: Editorial Rincón del Arandú, 2001.

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São Paulo (Brazil : State). Secretaria do Emprego e Relações do Trabalho. Centro Experimental Público de Formação Profissional de Vila Formosa: Aprendendo a aprender com a comunidade. São Paulo: Secretaria do Emprego e Relações do Trabalho, 2000.

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Lin, Maosheng. Riben tong zhi xia Taiwan de xue xiao jiao yu: Qi fa zhan ji you guan wen hua zhi li shi fen xi yu tan tao = Public education in Formosa under the Japanese administration : a historical and analytical study of the development and the cultural problems. Taibei Shi: Xin zi ran zhu yi gu fen you xian gong si, 2000.

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Neretina, Tat'yana. Correctional and educational work with preschool children with mental retardation. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1031594.

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The textbook allows you to master the organization of the correctional and educational process with older preschoolers with mental retardation in the conditions of a preschool educational organization. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Pedagogical education", "Special (defectological) education", profiles "Preschool defectology", "Speech Therapy" of all forms of education, as well as for teachers of general education and special (correctional) educational institutions, parents, preschool teachers, psychologists, defectologists, speech therapists and other specialists.
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Voroncova, Anna, Svetlana Golicina, Dmitriy Voroncov, Tat'yana Sutyagina, Marina Skvorcova, Nataliya Ivanova, Tat'yana Mironova, et al. Methodological support of educational processes. ru: INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1930676.

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The textbook reveals the essence, values and goals of methodological support of educational processes. The directions, models and subjects of this activity are determined. Special attention is paid to the content and organizational and institutional aspects of methodological support in educational organizations of different types and levels of education when working with different categories of children and in the context of various areas of educational activity. An attempt has been made to highlight modern forms and methods of methodological support for educational processes. Meets the requirements of the Federal State Educational Standard of Higher Education of the latest generation. For students enrolled in master's degree programs in the field of "Pedagogical Education", bachelor's degree programs in the areas of "Pedagogical Education" and "Pedagogical education (with two training profiles)", as well as professional retraining programs in the field of "Education and Pedagogy".
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Mozhaeva, Nina, Mariya Kamshechko, Yuriy Putrik, and Elena Il'ina. The hospitality industry. Workshop. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1451839.

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One of the directions of the hospitality industry - hotel activity — is considered in the educational and methodological manual. The tasks are designed to conduct practical and seminar classes with students of all forms of education. Complies with the federal state educational standards of higher education of the latest generation. It is intended for students of higher educational institutions studying in the areas of training "Hotel business", "Service", "Tourism" (bachelor's degree). It can also be used by college students, students of centers and institutes of additional professional education.
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Massachusetts Continuing Legal Education, Inc. (1982- ), ed. Special education law in Massachusetts. 5th ed. Boston, MA: MCLE New England, 2014.

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E, Schneider Rhoda, Ahearn Daniel W, and Massachusetts Continuing Legal Education, Inc. (1982-), eds. Special education law in Massachusetts. Boston, MA: Massachusetts Continuing Legal Education, 2003.

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Massachusetts Continuing Legal Education, Inc. (1982-), ed. Special education law in Massachusetts. 4th ed. Boston, MA: Massachusetts Continuing Legal Education, Inc., 2012.

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Timofeeva, Liliya, Elena Korneicheva, and Natal'ya Gracheva. Organization of educational activities in the OED. Approximate planning. The second youngest group (3-4 years). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1072118.

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Submitted effective forms of organization of various types of children's activities during the actual educational activities; educational activities carried out in sensitive moments; interaction with the families of the pupils for the implementation of the basic educational program of preschool education. Planning tailored specifically to the laws of development of children of the fourth year of life, the need to address the program objectives, maintain partner relationships with preschoolers and their families, on the basis of modern ideas about the fluctuations in the health of younger preschoolers, on the rules of alternation activities. Prepared in accordance with the Federal state educational standard of preschool education. Addressed to students of institutions of secondary professional education.
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Book chapters on the topic "Education (Formosa)"

1

Chiu, Yun-Hsuan. "Walk with the Formosa Macaque." In Outdoor Environmental Education in the Contemporary World, 283–93. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29257-6_18.

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Wray, Jacob. "National Histories, Private Memories: Indonesia and the Japanese Occupation." In Trajectories of Memory, 99–116. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1995-6_6.

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AbstractIn 1982, the Japanese Ministry of Education authorised the publication of a history textbook in which some of Imperial Japan’s most controversial acts of wartime aggression were significantly downplayed, if not altogether omitted. The publication of the textbook angered the governments and peoples of many former occupied territories. The governments of China and South Korea, for instance, accused Japan of attempting to rewrite history and thus denying responsibility for the brutalities it inflicted upon colonial subjects during the Second World War. Okinawans denounced the omission of the forced mass suicides which took place during the Battle of Okinawa, the Taiwanese government made representations over the depiction of the colonial administration in Formosa, and activists in Hong Kong organised large-scale protests at which a petition condemning the textbook collected some 400,000 signatures.
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Jongbloed, Ben. "Formula Funding, Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 517–21. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_65.

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Jongbloed, Ben. "Formula Funding, Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–4. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_65-1.

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Ashcroft, Kate. "Formula Funding in Ethiopian Higher Education." In Performance Budgeting, 462–84. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9781137001528_24.

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Bojesen, Emile. "Legacy." In Forms of Education, 11–21. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351060677-1.

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Bojesen, Emile. "Conversation." In Forms of Education, 112–22. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351060677-10.

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Bojesen, Emile. "Introduction." In Forms of Education, 1–8. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351060677-101.

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Bojesen, Emile. "Conclusion." In Forms of Education, 123–31. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351060677-102.

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Bojesen, Emile. "Disharmony." In Forms of Education, 22–32. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351060677-2.

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Conference papers on the topic "Education (Formosa)"

1

Chwo, Gloria Shu Mei, and Holikov Yehor. "The Cross Culture Love of Formosa Taiwan: Let us Talk about Ukraine!" In World Congress on Education. Infonomics Society, 2023. http://dx.doi.org/10.20533/wce.2023.0002.

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"ELEMENTARY AND SECONDARY SCHOOL GEOSCIENCES HANDS ON LEARNING AT RIA FORMOSA (SOUTH PORTUGAL)." In International Conference on Education and New Developments. inScience Press, 2023. http://dx.doi.org/10.36315/2023v2end077.

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Wu, Wen-Chung, and Shih-Chia Wang. "The effectiveness of aviation vocational engineering education internship-taking National Formosa University Aeronautical Engineering as an example." In APPLIED PHYSICS OF CONDENSED MATTER (APCOM 2022). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0116725.

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Mingaleeva, Mileusha T. "INNOVATIVE FORMS OF ECOLOGICAL EDUCATION." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-114-115.

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With the introduction of the federal state educational standard of general education, new methods of functioning and development of environmental education are required. This is reflected in the humanization, democratization of the pedagogical process, in the use of innovative forms and methods of environmental education.
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Mishkin, I. F., and N. N. Taletskaya. "MODERN FORMS OF ENVIRONMENTAL EDUCATION FOR YOUNG PEOPLE OF OUR COUNTRY AND FOREIGN COUNTRIES." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-98-101.

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This article focuses on environmental education at International Sakharov Environmental Institute of BSU and the experience of ecologization of education in other countries. Special attention is paid to improving the environmental literacy of the student through the introduction of new educational technologies in the educational process.
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Rezer, Tatiana. "Digital Learning Environments and New Forms of Didactogeny." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-77.

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Humanity’s progress is determined by its spiritual, intellectual and physical potential. The role of each of them is equally important. All types of potential capabilities are developed through the process of learning and education, which have their own types of resources and technologies to ensure the quality of education and health. The digital learning environment is a new kind of educational resource that has emerged as a result of technological advances in this century. Based on a comparative analysis, the reasons for the emergence of a new form of didactogeny in the digital educational environment: nomophobia, caused by smartphone addiction among young people, have been identified. The method of theoretical analysis of relevant publications allowed for the propagation level of this form of didactogeny to be revealed. The result: 53% of UK residents suffer from nomophobia, while in Russia only 3 teenagers out of 68 subjects were able to go without a using phone for 8 hours and engage in intellectual activities, from which they gained satisfaction and new knowledge. An empirical questionnaire study showed that 41.29 per cent of young people in Russia’s student population reported being overloaded with information from various types of sources. Conclusions: there are no formal health and hygiene requirements for the digital learning environment; ‘cliched’ thinking is widespread among the new generation; an emotional overload of students is emerging, which leads to neuroticism and depression; new forms of didactogenia such as nomophobia are developing in the educational process; low digital academic literacy is diagnosed among educational process participants.
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Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education
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Derevjaníková, Anna. "Tradičná ľudová hudobná kultúra a kurikulárna reforma základného školstva na Slovensku." In Musica viva in schola. Brno: Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0272-2023-9.

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In the article, the author presents the proposed and currently pilot-verified curriculum reform of primary education in Slovakia. The goal of the reform is to improve and strengthen primary education in the educational system, to adapt the goals, content, and forms of education to the needs of current and prospective society. It is mainly about improving the results of pupils’ education in basic, domain areas of literacy, through which cross-curricular literacy intersects. Music in all its forms and contents is part of the Art and Culture educational field and dominantly participates in the development of artistic literacy as the ability to perceive, experience, understand, know, create and present various versions and forms of artistic expression of the world. The goals of regional education, the contents of traditional folk and therefore also folk-music culture are implemented in the proposal in individual educational areas. Traditional folk culture in Slovakia still represents a living and valuable cultural heritage, which is why it is still called a small history of the region. The author compares the form in which musical-folkloric performances are incorporated into the educational process at the present time and the form in which they are incorporated into the proposal of the new curriculum.
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Popescu, Maria magdalena. "SOCIAL MEDIA- AN ALTERNATIVE WAY WITH VARIOUS FORMS OF EDUCATION." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-162.

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Internet has lately become a buzz-word of daily life, of the educational and social environment, an informative tool, a transaction medium and a hidden witness for individuals' moods. Within this circle traced by internet, new media is often taken for web 2.0 or social media as little research has looked into these delineations. To differentiate from it all, New Media is the philosophy whose tangible facets are represented by web 2.0, the technology that is harnessed and saddled to education, information and socially driven actions. Web 2.0 is participative and collaborative, as the information submitted as such can be spread on a large scale and in high frequency by the users for a potentially unlimited public which can answer in various ways- with text, image, audio, video to the uploaded and shared content. Thus it greatly contributes to education and information in a different way than the "brick and mortar" type. How this new technology, new media, contributes to training in a higher education environment and which tools does it act upon, towards which targets and how effective is that all, this paper is going to answer along with means to an end in providing alternative ways for different types of education. As users we continuously learn, formally and informally, we develop and establish connections to then share what we know or we have learned from others. Networks are thus formed, networks of knowledge and individuals, of collaboration and of learning. How these networks function and what they bring along with learning and how the educational process benefits all this is to be showcased in the present paper.
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Ondrakova, Jana. "Verb Forms – Contrastive Grammar." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.59.

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Reports on the topic "Education (Formosa)"

1

Bakum, Z. P., and K. V. Polgun. Didactic principles of inclusive education arrangement at higher educational institutions of Ukraine. [б. в.], 2017. http://dx.doi.org/10.31812/0564/2054.

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It has been stated at the article that arrangement of inclusive education for student with special needs is based on introduction of systematic, individually-oriented and competency-based approaches. Specific didactic principles of inclusive education’s arrangement have been stated. Educational methods, mostly corresponding to aforesaid principles were defined. Peculiarities of inclusive education forms were noted. Importance of informational and communicational tools, used while working with students, having special needs was highlighted.
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.

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Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and educational institutions, in particular on investment policy.
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Wakabayashi, Katsuhiko, Tomoaki Kodama, and Yasuhiro Honda. Project Based Learning Education by SAE Formula Car Program at Kokushikan University -Education System and Result of Development Research-. Warrendale, PA: SAE International, October 2005. http://dx.doi.org/10.4271/2005-32-0082.

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Kano, Yoshio, Kazufumi Uda, and Masato Abe. The Formula SAE Project as Product Oriented Engineering Education (POEE) at KAIT. Warrendale, PA: SAE International, October 2005. http://dx.doi.org/10.4271/2005-32-0039.

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McCoy, Selina, Eamonn Carroll, and Keyu Ye. ‘Embracing Diversity in all its Forms’: The Voluntary Secondary Sector in Irish Education. Economic and Social Research Institute, April 2024. http://dx.doi.org/10.26504/rs182.

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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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Fedorenko, Elena G., Nataliia V. Kaidan, Vladyslav Ye Velychko, and Vladimir N. Soloviev. Gamification when studying logical operators on the Minecraft EDU platform. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4624.

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Use of visual methods plays a significant role in learning. ICT allow us to create electronic educational resources in a new format and with new opportunities. The study of their didactic possibilities, forms and methods of their application is a topical issue. Simulation, virtualization, gamification requires new knowledge about their application, and therefore, the problem of training future teachers to use them is an urgent and important part of training. In this article modern achievements in the use of serious games in education were investigated and analyzed, the possibilities of using virtual worlds in education were considered, the recommendations for the practical training of future teachers to use them were developed. In practice, the effectiveness of the use of virtual tools in education has been tested. A pedagogical experiment has been launched to identify the effectiveness of gamification in the realities of education in Ukraine.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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Abstract:
After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
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10

Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4620.

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In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.
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