Journal articles on the topic 'Interpreting students' ability to self-assess'
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1
Zhang, Yifei, and Xiaodan Liu. "Self-assessment of Consecutive Interpreting by MTI Interpreting Students." Education, Language and Sociology Research 2, no. 4 (October 11, 2021): p10. http://dx.doi.org/10.22158/elsr.v2n4p10.
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Assessing the quality of interpreting practice and conducting targeted training is the key to improving interpreting ability of MTI student interpreters. By reviewing literature on interpreting assessment and self-assessment, the research has decided the parameters for self-assessment of consecutive interpreting practice, developed a self-assessment form and conducted self-assessment of MTI interpreting students for fifteen weeks. Research results show that students have developed awareness of autonomous quality monitoring and improved their overall interpreting ability.
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Watkins, David, and Sally Kemp. "Anonymity of Response to Self-Evaluations: Are We Misinterpreting Self-Concept Research?" Psychological Reports 79, no. 3_suppl (December 1996): 1187–94. http://dx.doi.org/10.2466/pr0.1996.79.3f.1187.
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This study investigated the possible effect of anonymity of response on the self-esteem of 289 12- and 13-yr.-old Hong Kong Chinese students in secondary school. Responses to the Self-description Questionnaire-1 by anonymous or non-anonymous groups differed according to the ability band of the students but not their gender. The higher the ability band, the higher was the tendency to report higher self-esteem in the anonymous condition. It is argued that researchers of self-concept may need to consider the implications of anonymity. In particular, the possibility of an interaction between anonymity and ability groups may well need to be taken into account when interpreting research into the influence of ability grouping on self-esteem.
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Zhang, Tongtong, and Zhiwei Wu. "The Impact of Consecutive Interpreting Training on the L2 Listening Competence Enhancement." English Language Teaching 10, no. 1 (December 20, 2016): 72. http://dx.doi.org/10.5539/elt.v10n1p72.
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In recent years, a growing number of people have taken up interpreting training, with the intention of not only developing interpreting skills, but improving language proficiency as well. The present study sets out to investigate the impact of English-Chinese consecutive interpreting (CI) training on the enhancement of the second language (L2, English) listening competence. An empirical study was conducted on 50 interpreting student beginners to assess the effect of two different interpreting training modes on students’ English listening ability. The study indicates that CI training can enhance students’ L2 listening competence, specifically intensive listening skill and selective listening skill, but to a varying extent. Active listening, when trained as a stand-alone rather than a built-in component in the curriculum, contributes more to improving students’ listening ability. In view of this, pedagogical implications for interpreting training and L2 listening teaching are discussed.
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Zheng, Shaohui, and Chaoqun Deng. "A Study of Blended Teaching Practice of Business Interpreting Based on Objective Problem Orientation." Journal of Language Teaching and Research 13, no. 5 (September 1, 2022): 1038–47. http://dx.doi.org/10.17507/jltr.1305.17.
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Aiming to help cultivate students’ independent thinking and problem-solving ability, in accordance with the current situation and characteristics of Business Interpreting teaching in China, this paper proposes a blended online and offline teaching mode of Business Interpreting based on “objective problem orientation” with the help of the MOOC platform. Combined with scientific and reasonable formative assessment in teaching according to their aptitude, students are motivated to make full use of fragmented time to improve the efficiency of online and offline learning. Through pushing, discussing and solving five types of objective problems before class, in class and after class, students are asked to make more self-evaluation, peer evaluation on their simulating interpreting practice and teachers give more constructive advice in class and after class to help students further improve their practical interpreting skills. The results of the teaching experiment and the course satisfaction survey show that the proposed teaching mode can help to improve students’ interpreting skills, practical ability and the ability to solve cross-cultural problems, which provides an effective experimental reference for the future course enhancement of Business Interpreting. It is hoped that this mode can also provide a new perspective for the development and research of interpreting teaching in the post-epidemic era.
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Hay, Ian, Adrian F. Ashman, and Christina E. van Kraayenoord. "Self-concept test generalisability: Self-description questionnaire- I and the perception of ability scale for students." Australian Educational and Developmental Psychologist 15, no. 1 (May 1998): 70–80. http://dx.doi.org/10.1017/s0816512200027863.
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AbstractThe validity of standardised ossessment instruments and their normative data is a significant issue in school psychology. Consequently, this study of 515 coeducational Queensland Year 5 students investigated the generalisability and robustness of the norms of two contemporary self-concept instruments, the Self-Description Questionnaire-I (SDQ-I; Marsh, 1988) and the Perception of Ability Scale for Students (PASS; Boersma & Chapman, 1992). Both tests have received praise for their theoretical construct but have been criticised for the regionalisation of their norming populations.The results of this study demonstrated that the Queensland students had higher mean PASS self-concept scores than the North American students used in the norming of all the PASS scales. For the SDQ- I, a similar distribution pattern was shown for Queensland students and SDQ-I norming sample, with the exception of small variability with Reading and Mothematics self-concepts scales. Issues associated with interpreting and reporting of assessment results and with the assessment responsibilities of educational psychologists and counsellors are discussed.
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Blasco Mayor, Maria Jesus. "L2 proficiency as predictor of aptitude for interpreting." Translation and Interpreting Studies 10, no. 1 (June 15, 2015): 108–32. http://dx.doi.org/10.1075/tis.10.1.06bla.
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This study reports findings from an experiment that was conducted to investigate language proficiency as an indicator of future interpreting performance. The initial assumption was that Spanish undergraduate translation and interpreting students had an insufficient command of L2 skills to start interpreter training. We hypothesized that an intensive teaching module on L2 phonology and listening comprehension would improve their academic performance in interpreting. Several tests were used to evaluate participant L2 listening comprehension (TOEFL), L2 reading comprehension (TOEFL), L2 grammar (TOEFL), and L1 verbal fluency (WAIS-III). Only those related to L2 are reported here. A consecutive interpreting test was given at the end of the first interpretation module. The students’ self-perception regarding L2 issues was assessed using two questionnaires and an interview. The results suggest that L2 listening comprehension training aided in consecutive interpreting performance. Language proficiency was also found to correlate with interpreting scores. A base level of L2 proficiency for interpreting training is suggested. We conclude that L2 listening comprehension proficiency has a significant effect on undergraduate students’ interpreting ability and is therefore a suitable predictor for interpreting aptitude. Consequently, L2 listening skills should be included in the interpreting program curriculum, preferably before interpretation classes start.
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Wachira, Serah Wanjiru, Anne Kagure Karani, Samuel Kimani, and Irene Gacheri Mageto. "Reflective abilities of nursing students: A thematic analysis of reflection journals." Journal of Nursing Education and Practice 12, no. 5 (December 10, 2021): 1. http://dx.doi.org/10.5430/jnep.v12n5p1.
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Objective: Reflective writing is consistently linked to improved clinical decision-making. However, analyzing the journals to evaluate the reflective abilities of nursing students is scanty locally. This study aimed to assess the reflective skills of undergraduate nursing students.Methods: A qualitative thematic content analysis using the Lasater Clinical Judgment Evaluation Rubric was used to assess the reflective abilities of 33 undergraduate nursing students in 138 journal entries. Guided by Gibb's reflective model, the students documented their experiences during a clinical attachment at a National Referral Hospital in Kenya between February and August 2018. Data coding and thematic linking were done using NVIVO version 11. Results: Reflective abilities differed across gender and to some extent across years of study. Most participants were more likely to notice the deviation from the norm, whether patient-related or health care environment-related. Moreover, they demonstrated the ability to respond to the situation, self-evaluate, and develop action plans for future encounters. However, the majority struggled with interpreting findings.Conclusions: Gender differences exist in the way nursing students reflect. Most nursing students focus on describing the situation rather than developing solutions. There is, however, an indication of developing reflective abilities across the year of study.
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Royani, Ida, and Heni Arwida. "Critical Reading for Self-Critical Writing." Syntax Literate ; Jurnal Ilmiah Indonesia 6, no. 2 (December 20, 2021): 1252. http://dx.doi.org/10.36418/syntax-literate.v6i2.5111.
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This study aims at exploring students’ critical reading strategies and explaining how their critical reading encounters critical writing. It is due to students were lack of confidence in their ability to challenge the arguments and evidence put forward by respected academics author. The qualitative design was established by Gay and Airasian (2012) by delivering open and closed ended questions through Google forms and analyzing corpus based on students’ proposal text. Then, it had been analyzed by using cyclical steps; reading, describing, clarifying and interpreting. Based on the data, firstly, it has been revealed that students’ critical reading strategies mostly established are making connections, contextualizing and making applications and identifying problems and creating annotations. Students were rarely to challenge author’s assumptions, translate ideas into visuals and evaluate arguments. Secondly, their reading activity also reflected their critical reading, in other words, students state their purpose of writing, define key terms, and manage references on their work. Based on this, it can be figured out that students’ critical writing were relied on superficial argument development and format-based writing which performed a shallow writing.
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Khan, Abbaas, and Paul Lockwood. "Pre-registration UK diagnostic radiography student ability and confidence in interpretation of chest X-rays." Radiography Open 7, no. 1 (December 31, 2021): 1–13. http://dx.doi.org/10.7577/radopen.4529.
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Introduction Chest X-rays are the most frequently requested X-ray imaging in English hospitals. This study aimed to assess final year UK radiography student’s confidence and ability in image interpretation of chest X-rays.
Methods Thirty-three diagnostic radiography students were invited to assess their confidence and ability in interpreting chest x-rays from a bank of n=10 cases using multiple choice answers. Data analysis included 2x2 contingency tables, Kappa for inter-rater reliability, a Likert scale of confidence for each case, and questions to assess individual interpretation skills and ways to increase the learning of the subject.
Results Twenty-three students participated in the study. The pooled accuracy achieved was 61% (95% CI 38.4-77.7; k=0.22). The degree of confidence and ability varied depending upon the student and the conditions observed. High confidence was noted with COVID-19 (n=12/23; 52%), lung metastasis (n=14/23; 61%), and pneumothorax (n=13/23; 57%). Low confidence was noted with conditions of consolidation (n=8/23; 35%), haemothorax (n=8/23; 35%), and surgical emphysema (n=8/23; 35%). From the sample n=11 (48%), participants stated they felt they had the knowledge to interpret chest X-rays required for a newly qualified radiographer.
Conclusion The results demonstrated final year radiography student’s confidence and ability in image interpretation of chest X-rays. Student feedback indicated a preference for learning support through university lectures, online study resources, and time spent with reporting radiographers on clinical practice to improve ability and confidence in interpreting chest X-rays.
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Lim, Kyung Choon. "Simulation-based Clinical Judgment and Performance Ability for Tracheal Suction in Nursing Students." Journal of Korean Academic Society of Nursing Education 23, no. 3 (August 31, 2017): 330–40. http://dx.doi.org/10.5977/jkasne.2017.23.3.330.
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Purpose: This study was conducted to explore the relationship between simulation-based clinical judgment and performance ability for tracheal suction in nursing students. Methods: With a convenience sampling, 207 nursing students participated in this descriptive study. Lasater clinical judgment rubric was used for self-reported clinical judgment in addition to observe the skill of tracheal suction using a checklist. Data were analyzed by descriptive statistics, t-test and Pearson's correlation coefficients using the SPSS/WIN 22. Results: A scenario with pneumonia patient was developed to observe the skill of tracheal suction during simulation-based practices. Then self-reported clinical judgment was scored. The mean score of total sum of clinical judgment, total mean of clinical judgment, and performance skill were $36.44{pm}4.82$, $13.44{pm}1.71$, and $42.32{pm}5.05$, respectively. Statistically, students having good skills in suction showed significant differences in clinical judgment of interpreting (p=.031) compared to students having fair skills. Conclusion: The results of this study show that a structured debriefing method utilizing Lasater clinical judgment rubric is helpful. Also, simulation-based practice related to adult nursing in the respiratory system was useful for increasing the core basic skills among nursing students.
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Lioba, Lioba, Krismonika Krismonika, and Rika Rika. "Analisis Kemampuan Pemecahan Masalah dalam Materi Aljabar DiTinjau dari Self Confidence di Kelas VII SMP Negeri 03 Teriak." Juwara Jurnal Wawasan dan Aksara 1, no. 2 (November 30, 2021): 156–63. http://dx.doi.org/10.58740/juwara.v1i2.23.
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Abstrak Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah siswa SMP dalam menyelesaikan masalah matematika pada materi aljabar yang ditinjau dari self confidence siswa. Penelitian ini dilakukan di SMP Negeri 03 Teriak. Subjek penelitian adalah 20 siswa kelas VII. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah tes. Hasil analisis data menunjukkan bahwa kemampuan pemecahan masalah matematis ditinjau dari self confidence siswa SMP pada materi aljabar: (1) Kemampuan pemecahan masalah siswa dengan self confidence tinggi terbilang baik, (2)Kemampuan pemecahan masalah pada siswa dengan self confidence sedang masih tergolong cukup, karena siswa sudah mampu menuliskan data yang tersedia akan tetapi siswa masih keliru dalam membuat model matematika. (3) Kemampuan pemecahan masalah siswa dengan self confidence remdah terbilang kurang, karena hampir semua siswa keliru dan bahkan tidak bisa melanjutkan jawaban sampai tahap akhir yaitu memeriksa kembali. Siswa pada self confidence rendah mengalami kesulitan dalam menafsirkan soal cerita ke dalam model matematika sehingga siswa tidak bisa menyelesaikan masalah yang diberikan. Abstract This research aims to find out the problem-solving abilities of middle school students in solving mathematical problems on algebraic materials reviewed from the student's self-confidence. This research was conducted at SMP Negeri 03 Teriak. The study subjects were 20 students of class VII. The methods used in this study are qualitative descriptive. The data collection technique used is a test. The results of data analysis show that mathematical problem-solving skills are reviewed from the self-confidence of junior high school students on algebraic materials: (1) The problem-solving ability of students with high self-confidence is fairly good, (2) Problem-solving skills in students with self-confidence are still quite sufficient, because students are already able to write down available data but students are still mistaken in making mathematical models. (3) The problem-solving ability of students with self-confidence is fairly lacking, because almost all students are mistaken and cannot even continue the answer until the final stage of re-checking. Students at low self-confidence have difficulty interpreting story problems into mathematical models so that students cannot solve a given problem.
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Nash, Carol. "Challenges to Learners in Interpreting Self as Other, Post COVID-19." Challenges 12, no. 2 (November 18, 2021): 31. http://dx.doi.org/10.3390/challe12020031.
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The COVID-19 pandemic has prompted continuing constraints on the ability of students to interact with teachers and peers. Regarding this imposed segregation, what has not been considered is the effect of learners seeing self as other. With respect to augmentations of their body in interpersonal space by, (1) extending the body through witnessing themselves regularly in videoconferencing learning sessions, (2) isolating the body as a result of spending time apart from peers, social distancing at home, and (3) protecting the body through required mask-wearing where learners now consider who they represent in a mask, there are three important ways in which learners have felt unable to recognize themselves as they did pre-COVID-19. This migration from self to other, involving ingroup/outgroup distinctions, will be investigated from a number of perspectives—both sociological and psychological. Why the turning of self into other is problematic to the psyche will be discussed, as will the possible consequences for this ongoing lack of learner recognition long term, including focus on the new norms or embracing self-directed learning. Based on this analysis, the type of mentorship by teachers and parents that may be appropriate for helping learners contend with these changes will be recommended.
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Kozhevnikova, O. V. "ON THE STRUCTURE OF PERSONAL MATURITY OF UNIVERSITY STUDENTS." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 4 (December 28, 2021): 428–34. http://dx.doi.org/10.35634/2412-9550-2021-31-4-428-434.
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The article sets out a problem aimed at determining the structure of personal maturity in the period of early adulthood. The theoretical study revealed a lack of unanimity in terms of interpreting and conceptualizing the concept of personal maturity and defining its structural and content elements. The empirical study involved humanitarian students from the first to the third courses (females (103) and males (22) aged 17-20 years). As a result of the exploratory factor analysis procedures, an integrative variable of personal maturity has been calculated which is considered as a set of cognitive (self-understanding, positive thinking), emotional (self-sympathy) and behavioral characteristics (autonomy, sociability). The personality of a mature subject in the period of early adulthood can be described as distinguished by an optimistic view of the world and a deep understanding of his or her identity combined with positive emotions and self-attitude and the ability to maintain personal boundaries even creating close relationships with others. The considered algorithm for calculating the integral variable can be applied in studies aimed at studying latent psychological phenomena.
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Dalton, Michelle. "Undergraduate Students Still Experience Difficulty Interpreting Library of Congress Call Numbers." Evidence Based Library and Information Practice 8, no. 4 (December 12, 2013): 139. http://dx.doi.org/10.18438/b8c32z.
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Objective – To explore how undergraduate students interpret Library of Congress call numbers when trying to locate books.
Design – Multiple case study.
Setting – A public, residential university in Illinois, United States of America.
Subjects – 11 undergraduate students (10 upper division, 1 freshman; no transfer students included).
Methods – A qualitative approach was adopted, with a multiple case study design used to facilitate the collection of data from several sources. Students were recruited for the study via convenience and snowball sampling. Participants who volunteered were interviewed and requested to complete a task that required them to organize eight call numbers written on index cards in the correct order. Interviewees were also asked about any instruction they had received on interpreting call numbers, and their experiences locating materials in other libraries and bookstores. Responses were then coded using colours to identify common themes.
Main Results – The study reported that there was little correlation between the students’ own estimation of their ability to locate materials and their actual performance in the index card test. Five students who reported that they could find materials 75-100% of the time performed poorly in the test. Of the 11 participants, only 4 ordered the cards correctly, and in 1 such case this was by fortune rather than correct reasoning. Of these, three self-reported a high level of confidence in their ability to locate material, whilst one reported that he could only find the material he was looking for approximately half of the time. Of the seven students who incorrectly ordered the cards, no two students placed their cards in the same order, indicative that there is no clear pattern in how students misinterpret the numbers. During the interview process, five students stated that they experienced more difficulty locating books in bookstores compared with the library.
Conclusion – Based on the findings of the study, the authors recommend several interventions which could help students to locate material within the library, namely through improved signage in shelving areas including the listing of subjects and colour-coding, as well as integrating training on understanding call numbers into subject-based instruction. The possibility of using online directional aids such as QR codes and electronic floor maps is also suggested as a strategy to help orient students.
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Díaz-Galaz, Stephanie, Presentacion Padilla, and M. Teresa Bajo. "The role of advance preparation in simultaneous interpreting." Interpreting. International Journal of Research and Practice in Interpreting 17, no. 1 (March 30, 2015): 1–25. http://dx.doi.org/10.1075/intp.17.1.01dia.
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Current comprehension models recognize the role of prior topic-specific knowledge in the processing of general and specialized discourse (e.g. Gernsbacher 1990; Johnson-Laird 1983; Kintsch 1988). In interpreting, there is widespread consensus that interpreters work better when they prepare in advance. However, research on how preparation affects interpreting has encountered such methodological challenges as high variability and the need for appropriately sensitive measures and tasks (Gile 2005). This article reports an experimental study to assess the effect of advance preparation on simultaneous interpreting of specialized speeches, comparing seven professional interpreters and sixteen interpreting students. All participants did two simultaneous interpretations, into Spanish (their ‘A’ language) from English, of presentations from scientific congresses: one with preparation materials provided half an hour beforehand, the other without preparation. Each source text contained both ‘neutral’ and ‘difficult’ speech segments (the three types of difficulty being terminology, syntactic complexity and lack of redundancy). Dependent variables were accuracy of interpretation and length of ear-voice span (EVS), the rationale being that longer EVS probably reflects processing difficulties. The results show that both groups worked significantly better after advance preparation, this being reflected both in accuracy and in ability to maintain a shorter EVS. Interaction between preparation and type of difficulty was also examined.
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Aufa, Nimas, and Janet Trineke Manoy. "Student’s Mathematical Literacy in Solving Asesmen Kompetensi Minimum Question in terms of Gender." MATHEdunesa 11, no. 1 (January 26, 2022): 219–29. http://dx.doi.org/10.26740/mathedunesa.v11n1.p219-229.
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Mathematical literacy is the human ability to formulate, use, and interpret mathematical knowledge and skills in various real-life contexts. This descriptive qualitative study aims to describe the mathematical literacy of 4 grade XII students in solving the Asesmen Kompetensi Minimum (AKM) questions, in one of the Muhammadiyah Gresik High Schools based on gender. AKM is a basic assessment of students' abilities as a medium for developing self-competence so that they can think critically in everyday life. Collecting data using the AKM mathematical literacy test and interviews, test and interview data were analyzed based on indicators of mathematical literacy. The results showed that the literacy skills of female students met the indicators in the process of formulating, implementing, and interpreting problems with appropriate solutions. Meanwhile, male students met the indicators in the process of formulating and implementing. Teachers need to familiarize students with solving problems related to mathematical literacy.
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Petit, Chloé, Audrey Croisetière, Flora Chen, and Isabelle Laverdière. "Are pharmacists from the province of Quebec ready to integrate pharmacogenetics into their practice." Pharmacogenomics 21, no. 4 (March 2020): 247–56. http://dx.doi.org/10.2217/pgs-2019-0144.
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Aim: The pharmacists are identified as one of the best positioned health professionals to lead intercollaborative efforts in tailoring medication based on pharmacogenetic information. As pharmacotherapy specialists, they can take on a prominent role in ordering and interpreting pharmacogenetic test results and then guiding optimal drug selection and dose based on those results. Participants & methods: To assess the readiness of pharmacists and trainees in the province of Quebec to assume this role, we surveyed their knowledge in (pharmaco)genetics, their confidence in their ability to use pharmacogenetics and their attitude toward the integration of this tool in clinical practice. Results: A total of 99 pharmacists (community: 67.7%, hospital: 24.2% and other: 8.1%) and 36 students volunteered in a self-administered online survey. About 50% of the questions on the participants’ knowledge are answered correctly, with a stepwise increase of right answers with hours of education in (pharmaco)genetics (51.2, 63.8 and 76.7% for <5, 5–25 and >25 h respectively; p < 0.0001). While the majority of participants believe that pharmacogenetics will gain more room in their future practice (80.7%), the overall rate of confidence in their ability to use pharmacogenetics information is low (22%) and 90.3% desire more training. Conclusion: The limited experience of pharmacists in pharmacogenetics appears to be a barrier for its integration in clinical practice.
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Kimberley, Emma, and Mark Thursby. "Framing the text: understanding emotional barriers to academic reading." Journal of University Teaching and Learning Practice 17, no. 2 (April 1, 2020): 7–19. http://dx.doi.org/10.53761/1.17.2.2.
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When students arrive at university there is an expectation that they come already equipped with the skills they need to read academic texts. In contrast, many students have low confidence in their ability to read challenging texts, often experiencing this as a barrier to engaging with academic practices. Recent research has identified the importance of affect in the university context, exploring the impact of emotions around academic practices such as critical thinking and interpreting feedback, but has not looked specifically at reading as one such key practice. This paper draws on this research and reads it alongside data gathered from questionnaires and focus groups conducted with one group of first-year undergraduates. We found that students have a complex relationship with reading for academic study, and that many experience significant negative affects and self-perceptions in relation to their academic reading tasks. We explore some of these encounters, engaging the student voice and using affect theory to unpack some first experiences of reading in higher education.
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Hobbs, F. Collin, Daniel J. Johnson, and Katherine D. Kearns. "A Deliberate Practice Approach to Teaching Phylogenetic Analysis." CBE—Life Sciences Education 12, no. 4 (December 2013): 676–86. http://dx.doi.org/10.1187/cbe-13-03-0046.
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One goal of postsecondary education is to assist students in developing expert-level understanding. Previous attempts to encourage expert-level understanding of phylogenetic analysis in college science classrooms have largely focused on isolated, or “one-shot,” in-class activities. Using a deliberate practice instructional approach, we designed a set of five assignments for a 300-level plant systematics course that incrementally introduces the concepts and skills used in phylogenetic analysis. In our assignments, students learned the process of constructing phylogenetic trees through a series of increasingly difficult tasks; thus, skill development served as a framework for building content knowledge. We present results from 5 yr of final exam scores, pre- and postconcept assessments, and student surveys to assess the impact of our new pedagogical materials on student performance related to constructing and interpreting phylogenetic trees. Students improved in their ability to interpret relationships within trees and improved in several aspects related to between-tree comparisons and tree construction skills. Student feedback indicated that most students believed our approach prepared them to engage in tree construction and gave them confidence in their abilities. Overall, our data confirm that instructional approaches implementing deliberate practice address student misconceptions, improve student experiences, and foster deeper understanding of difficult scientific concepts.
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Sun, Xiaohui, and Peiqi Zhu. "Implementing Project-Based Language Teaching to Develop EFL High School Students’ Key Competences." Sustainability 15, no. 2 (January 14, 2023): 1658. http://dx.doi.org/10.3390/su15021658.
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This case study explored the impacts of project-based language teaching (PBLT) on developing high school students’ key competences and the factors influencing the effect of PBLT on improving high school students’ key competences in English as a foreign language. Two English teachers and 75 tenth graders from one middle school in Qingdao, China, were chosen as research participants. An explanatory mixed methods research design was adopted, including self-developed tests, semi-structured interviews, and teacher reflections. The results revealed that PBLT has many positive impacts on developing high school students’ key competences in English as a foreign language, especially on six aspects, noticing and attentive (A-1) and extracting and summarizing (A-3) in the A level, describing and interpreting (B-1) and synthesizing and application (B-3) in the B level, and reasoning and arguing with evidence (C-1) and creating and imagining (C-2) in the C level. Meanwhile, five factors including teacher’s understanding of PBLT, teacher’s ability of designing and assessing the project, teacher’s roles, teacher’s instructions, and students’ interest and motivation were found to influence the effect of PBLT on improving high school students’ key competences in English as a foreign language. Moreover, the study provides important implications for language instructors on better understanding and effectively implementing PBLT in language teaching.
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Ovartadara, Maiyona, Firman, and Desyandri. "PENERAPAN MODEL PROJECT BASED LEARNING DALAM MENINGKATKAN KOMUNIKASI MATEMATIS SISWA SEKOLAH DASAR." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, no. 2 (January 14, 2023): 2667–78. http://dx.doi.org/10.36989/didaktik.v8i2.579.
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The Project Based Learning (PjBL) model increases various students' mathematical communication. The purpose of this study was to determine the PjBL model in improving various mathematical communication skills. Mathematical communication is one of the abilities that must be owned by every student with various interests in learning mathematics. Mathematical communication is the ability to communicate related to each class including writing activities, interpreting, evaluating ideas, and providing mathematical information, conveying messages containing mathematical material. Data collection techniques were obtained from literature review studies on library research or descriptive document studies (Library Research) from various types of documents that support the research theme, namely laws, books, journals and articles. Data analysis techniques consist of content analysis methods, which focus on the positive content and characteristics of a media. research shows that PjBL forms an innovative learning model in a learning and is student-centered using projects as a learning medium so as to improve students' communication skills, especially when communicating so that students can carry out activities actively in solving various problems to produce products that have value. However, PjBL can be responsible for having tolerance for each individual because it is mandatory for school and has high self-confidence, but has limitations with elementary school students as learning materials that influence PjBL and obtain technology assistance on computers for learning materials with different classes .
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Noviani, Julia. "Metaphorical Thinking of Junior High School Students in Solving Algebra Problems." Edumatika : Jurnal Riset Pendidikan Matematika 5, no. 1 (June 1, 2022): 1–13. http://dx.doi.org/10.32939/ejrpm.v5i1.919.
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Metaphorical thinking is one way of thinking in building abstract concepts through concrete things. Abstract ideas in metaphorical thinking are metaphorized into real-world things. This study aims to describe the metaphorical thinking profile of junior high school students in solving algebraic problems. The problem-solving steps used are the Polya model and the stages of metaphorical thinking using the CREATE criteria by Siler. This research is qualitative research using a descriptive approach. This study involved one of the seventh-grade students in a private junior high school in Surabaya who got the highest score on the preliminary test, namely the mathematical ability test. The data collecting technique employed in this study was problem-solving assignments and semi-structured interviews. Time triangulation was performed to assess the data from this study's credibility. Based on the analysis results, the subject has not been optimal in revealing the CREATE criteria for metaphorical thinking. The research subject has not been able to find a suitable metaphor for the algebra problem, so the subject did not reveal the Connect and Relate criteria. However, the subject revealed Explore criteria by designing mathematical models on the algebraic problem. The subject was able to determine the mathematical processes needed to solve the problem for the Analyze criteria, and the subject was also able to explain the procedures she took before. The subject discovered the Transform criteria by inferring and interpreting data based on earlier work. Last, the subject revealed the Experience criteria by explaining a new challenge using the model that had been created previously.
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Dune, Tinashe, Kylie Crnek-Georgeson, John Bidewell, Rubab Firdaus, James Rufus John, and Amit Arora. "Undergraduate health science students' development of reflective practice on communication skills via e-Portfolios." Journal of University Teaching and Learning Practice 15, no. 3 (July 1, 2018): 66–84. http://dx.doi.org/10.53761/1.15.3.5.
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Background: Whilst e-Portfolios have been used in a variety of learning contexts, disciplines and academic levels, its effectiveness amongst tertiary health science students in Australia has yet to be explored. Investigating students’ development of reflexivity through an individually assessed e-Portfolio will produce more information about how best to teach and assess these skills in line with key professional competencies. Aim: This project aimed to evaluate students’ development of reflexivity by engaging in an individually assessed e-Portfolio within a large, interprofessional, first year health science unit on Communication in Health. Methods: Using an adapted version of Groningen’s Reflection Ability Scale (GRAS) students were surveyed before beginning and after completing their e-Portfolios. Participating students’ concluding summaries on their development of reflexivity were extracted from their e-Portfolios for qualitative analysis. Results: 289 students completed both the pre- and post-survey. The e-Portfolio enhanced reflexivity for 54% of students, 38% perceived that their reflexivity had decreased and 8% had no change between their pre and post scores. Qualitatively the students found the process of developing reflexivity to be positively challenging. They cited reflection on communication skills, using contemporary media, interprofessional reflection and cultural responsiveness as key elements learnt through the reflective process of the ePortfolio. Conclusion: A nuanced approach to interpreting the results is important as even those who seem to have become less reflexive may have realised that they were less so after engaging in reflective practice. With the right resources, technology and support the findings attest to the value and merit of e-Portfolios in developing reflexivity amongst tertiary interprofessional health science students.
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Messerer, David Alexander Christian, Michael Fauler, Astrid Horneffer, Achim Schneider, Oliver Keis, Lea-Marie Mauder, and Peter Radermacher. "Do medical students recognise the deteriorating patient by analysing their vital signs? A monocentric observational study based on the National Early Warning Score 2." BMJ Open 11, no. 2 (February 2021): e044354. http://dx.doi.org/10.1136/bmjopen-2020-044354.
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ObjectiveAssessment of the expertise of medical students in evaluating vital signs and their implications for the current risk of a patient, an appropriate monitoring frequency, and a proper clinical response.Methods251 second-year and 267 fifth-year medical students in a curriculum consisting of 6 years of medical school at Ulm University, Germany, were interviewed in a paper-based questionnaire. The students were asked to rate their proficiency in interpreting vital signs and to give pathological thresholds of vital signs. Based on the National Early Warning Score 2 (NEWS2), nine vital signs of fictional patients were created and students were asked to comment on their clinical risk, to set an appropriate monitoring frequency as well as a clinical response.ResultsInterviewing medical students regarding each vital sign individually, the students indicated a pathological threshold in accordance with the NEWS2 for respiratory rate, temperature, and heart rate. By contrast, inappropriate pathological limits were given regarding oxygen saturation and systolic blood pressure. Translating the vital signs into nine fictional patients, fifth-year medical students overall chose an appropriate response in 78% (67%−78%, median±IQR). In detail, fifth-year students successfully identified patients at very high or low risk and allocated them accordingly. However, cases on the edge were often stratified inappropriately. For example, a fictional case with vital signs indicating a surging sepsis was frequently underappreciated (48.5%) and allocated to an insufficient clinical response by fifth-year students.ConclusionsRecognising the healthy as well as the deteriorating patient is a key ability for future physicians. NEWS2-based education might be a valuable tool to assess and give feedback on student’s knowledge in this vital professional activity.
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Shilenkova, L. N. "Reflection of the Multiplicity of Possible Problem Solutions as an Indicator of Metasubject Learning Outcomes in Primary School Students." Psychological-Educational Studies 6, no. 2 (2014): 150–62. http://dx.doi.org/10.17759/psyedu.2014060213.
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We present the results of experimental studies of the tasks design aimed at modeling the whole-part relation in the narrative picture content as the current diagnostic of metasubjective competencies. Subjects were offered diagnostic tasks on reflection of multiplicity of possible solutions of a problem. The sample consisted of 168 students of grades I-III of two Moscow secondary schools. The diagnostic capabilities of the designed tasks were tested in a forming experiment. Materials for training sessions were assignments based on interpreting the actions of the characters in the picture story in form of mathematical models of arithmetic. The tasks used in the forming experiment differed in their content from the diagnostic tasks. According to one of the techniques, the results of the experimental group students significantly improved. On this basis, we conclude that the proposed diagnostic task can be used to assess the ability of primary school students to realize the multiplicity of possible solutions to the problem. In another technique, they scored poorly, including the assessment after the training classes. This is due to a lack of formation of the concept of zero in students, that is necessary for successful completion of the assignment. We conclude that metasubjective competences are closely related to the subjects, since the lack of subject knowledge makes it difficult to perform tasks of metasubjective nature. Teachers can use this kind of diagnostic tasks in the real learning process as the current diagnostic of metasubjective competencies.
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Gerver, David, Patricia E. Longley, John Long, and Sylvie Lambert. "Selection Tests for Trainee Conference Interpreters." Meta 34, no. 4 (September 30, 2002): 724–35. http://dx.doi.org/10.7202/002884ar.
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Abstract This preliminary study devised and tested a series of psychometric tests to facilitate selection of simultaneous and consecutive interpreter-trainee candidates. Twelve tests, based either on text materials, linguistic subskills or speed-stress, were correlated with judges' ratings of the final interpretation examination. Students who passed the exam had higher mean scores on all tests than those who failed. Test scores were positively inter-correlated between completion-detection tests and simultaneous interpretation ratings and between recall tests and consecutive examination ratings. Text-based tests were more predictive than subskills or speed-stress tests. The relationship between test type and interpreting is discussed together with possible reasons underlying differential performance on tests of the same kind. Problems in the recruitment and training of conference interpreters have been the frequent subject of debate by members of the profession (Keiser 1978; Longley 1978; Namy 1978). Although there have been some publications on psychological and other theoretical aspects of the interpreter's skills (Barik 1973; Gerver 1976; Seleskovitch 1976; Karmiloff-Smith 1978; Moser 1978; Chernov 1979; Lambert 1983), there has been no systematic research on student selection and training in this field. What qualities and skills are required for success as an interpreter or as a trainee in the field? Although no previous empirical research has been carried out on this subject, there does appear to be some consensus among interpreters and teachers of interpreting as to the skills and qualities sought in new members of the profession. A survey of articles written by members of the profession, as well as transcripts of interviews with working interpreters, suggested some agreement of the following as being essential for success as a trainee or in the profession. 1. Profound knowledge of active and passive languages and cultures. 2. Ability to grasp rapidly and convey the essential meaning of what is being said. 3. Ability to project information with confidence, coupled with a good voice. 4. Wide general knowledge and interests, and a willingness to acquire new information. 5. Ability to work as a member of a team. The specific aim of the present study was to develop and evaluate objective tests to assess the second item mentioned above, that is the candidate's ability to grasp rapidly and to convey the meaning of spoken discourse. It was expected that the tests would contribute to improving selection procedures, hence the number of students passing the final examination, as well as the course itself. The present study arose from the decision of Patricia Longley, one of the co-authors and former director of the Interpretation Programme at the Polytechnic of Central London, to initiate the establishment of objective criteria for the selection of students for the postgraduate course in conference interpreting techniques at the School of Languages in London. The course, founded by Patricia Longley in 1963, and now headed by Jennifer MacKintosh, is an intensive six-month course in simultaneous and consecutive interpretation. Over 200 applications are received each year from candidates throughout the world, about half of whom are invited to London for interviews and informal tests, lasting a day. Only 25 to 30 candidates are selected for the course. The informal tests consist of written translation tests in addition to tests of both aural and oral language skills in the candidates' other languages. During the tests, candidates are first asked to repeat texts in the source language (shadowing) before progressing to interpretation of texts from their passive languages into their active language. These texts progress from simple sentences to more complex, albeit non-technical, longer passages. Unusual and unexpected phrases are inserted into the more difficult passages for interpretation in order to assess candidates' skills in coping with the unexpected and with passages which cannot be translated word-for-word. The interviews are designed to assess candidates' general background knowledge and interests, motivation, presentation of self, and general suitability for the profession. Whether or not there is a current market for the candidate's particular language combination is also taken into account at the time of selection. The intensive, six-month course involves training in both simultaneous and consecutive interpretation, and in the note-taking skills essential to the latter form of interpreting, in conference practices, and in a variety of subjects likely to be encountered in conference settings. The final examinations are oral in both forms of interpretation in the candidate's principal working languages, and are conducted by a board of external examiners who are themselves senior practising interpreters in major international organizations such as the U.N., Council of Europe, I.L.O., and the W.H.O. A secondary aim of the study was to explore alternative types of tests. Since the task of the interpreter is to transform spoken textual information from one language into another, either immediately (for simultaneous interpretation) or after some delay (for consecutive interpretation), the first type of test - termed text-based - assumed the processing of connected discourse to be a crucial feature of the interpreter's task. The approach was based on recent work in the area of text processing (Kintsch 1974; MacKintosh 1985). Text-based tests required either the recall of the information presented or the completion of individual target words in the text. The second type of test - termed subskill-based - assumed language subskills such as synonym generation, sentence re-expression and vocabulary selection to be an adequate reflection of the interpreter's task. The approach was based on the development of a set of factor referenced cognitive tests of verbal ability (Eckstrom et al. 1976). In addition, both simultaneous and consecutive interpretation are performed under conditions of speed-stress, since the interpreter is paced by the speaker over whom he has little or no control. Hence, the third type of test - termed stress-based-assumed speed stress to be a general performance factor not particular to, but exemplified by, interpreting. The approach was based on the development of a speed test requiring the solution of problems involving letter series performed under a time constraint (Furneaux 1956). It was expected that the present research would throw some light on whether text-based, subskill-based or speed stress-based tests reflected the crucial features of the interpreter's task for the purpose of testing trainee candidates' abilities.
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Febrian, Andreas, and Oenardi Lawanto. "Do Computer Science Students Understand Their Programming Task?—A Case Study of Solving the Josephus Variant Problem." International Education Studies 11, no. 12 (November 27, 2018): 26. http://dx.doi.org/10.5539/ies.v11n12p26.
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The ability of students to problem solve begins with interpreting the problem. When they interpret the problem inaccurately, they will likely use ineffective strategies or fail to solve the problem. Studies reported students are often incapable of identifying and articulating the problem goal, requirements/constraints, and expected output. In other words, students lack self-regulation skills, especially related to task understanding. In this study, two male and two female senior computer science students from Utah State University, USA, were recruited as research participants to learn more about their task understanding skills while engage in programming tasks. The participants were asked to answer five programming problems while thinking aloud, and their responses were video- and audio-recorded. This report focuses on one of the problems, which was a variant of the Josephus problem. Three research questions were used to guide the analysis: (a) what were the participants’ initial task understanding; (b) how did it change during the problem-solving endeavor; and (c) why did it change. All participants identified the problem goal inaccurately and as a result, selected ineffective problem-solving strategies. The analysis suggested their inaccurate task interpretations were caused by their confidence bias (i.e., a systematic cognitive error), in which they drew knowledge and strategies from irrelevant experience. Out of four participants, only one was able to defeat the confidence bias and acquired an accurate task understanding; the influencing factors and possible interventions to overcome confidence bias are discussed.
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Hasibuan, Halimatussya’diyah, Jeneri Puspita Sari Br Lingga, Siti Nurbaya, Olivia Erza Thania, Nurul Azmi Ramadhani, and Windi Arningsi Nainggolan. "A Meta-Analysis of The Effect Teams Games Tournament (TGT) in Biology Learning Toward Student Learning Outcomes." Journal of Biology Learning 4, no. 2 (July 16, 2022): 68. http://dx.doi.org/10.32585/jbl.v4i2.2628.
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Learning is a complex process which contains several aspects. These aspects are an increase in the amount of knowledge, the ability to remember and reproduce, there is an application of knowledge, inferring meaning, interpreting and relating to reality, and a change as a person. This research is hoped that can give contribute for schools, teachers, and students. This researcher has led a review entitled Meta-examination of the impact of the Teams Games Tournament (TGT) learning model on science subjects on student learning outcomes using the connection test technique the Team Games Tournament (TGT) Learning Model on Student Learning Outcomes in Science Learning. is a scalable method for consolidating the consequences of at least two comparable examinations to obtain a mix of quantitative information. This research plans to determine student learning outcomes in science learning after the Team Games Tournament (TGT) learning model is applied. This research is uses the strategy of Meta Correlation Analysis which is an attempt to summarize various exploratory results quantitatively based on the consequences of important investigations. In this research is can find that there is an impact from the use of the learning model the fun type is Teams Games Tournament Tournament assisted by general media on student learning outcomes. Utilization of Cooperative Learning Model Types of Teams Games Tournament Assisted by Audio Visual has an impact on student learning outcomes. Likewise, TGT can also train self-confidence and all students are given the opportunity to attend classes effectively. Opening the door for students to be interested can make students more dynamic and increase their knowledge.
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Shevtsova, Olena. "ARTISTIC AND CREATIVE ENVIRONMENT IN THE PROCESS OF FORMATION OF MUSIC-PERFORMANCE COMPETENCE OF THE FUTURE TEACHER OF MUSIC ART." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 145–49. http://dx.doi.org/10.36550/2415-7988-2021-1-195-145-149.
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The article substantiates the pedagogical conditions determined by the essence and content of musical performance activity of the future teachers of musical art. The effective pedagogical condition is the creation of art-creative environment, which integrates competence and personality oriented scientific approaches and is based on the principle of art-pedagogical dialogue. The scientific analysis of the investigated problem allowed determining the pedagogical conditions, which are determined by the essence and content of professional training, peculiarities of art education and allow effectively building the process of formation of musical and performing competence of future teachers of musical art. Such pedagogical condition is determined by the creation of art-creative environment on the basis of competence, personality-oriented and developing learning as pedagogically organized environment, which is conditioned by the specificity of professional activity of a future music art teacher characterized by the systemic interconnection of its objects, integrity, art and aesthetic functionality, provides the use of a set of pedagogical influences, which in turn contribute to the development of professionally significant personal qualities, the formation of artistic and communicative skills, the ability to communicate in a dialogue, creative activity, and to create opportunities for creative self-expression and self-realisation. Dialogue in music pedagogy is the essential basis of music education process, its methodological principle, as the music itself is an act of interpersonal communication. The art-pedagogical dialogue presupposes subject-subject interaction of all the participants of the art communication process, provides its spiritual and emotional richness, contributes to the formation of interpreting skills, development of creative activity of every student. Creating an artistic and creative environment is an effective pedagogical condition based on interdependent scientific approaches to learning, in particular, competence and personality-oriented. Dialogue principles of interaction between teacher and student involve the creation of a new type of communication – artistic and pedagogical dialogue, based on mutual understanding, exchange of views and judgments, evaluative approaches to artistic creativity. The result of such joint activities is the organization of independent creative and exploratory activities of students, knowledge, assimilation and acquisition of creative and executive experience, ability to independent creative activity, self-regulation, self-development, self-expression and self-realization in further professional and life activities.
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Bogdanova, Oksana. "Perception of E-Learning by Consumers of Educational Services." E3S Web of Conferences 258 (2021): 07071. http://dx.doi.org/10.1051/e3sconf/202125807071.
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This paper attempts to assess the perception of online learning by consumers of educational services. The study is based on the cognitive approach, interpreting the person as a cognitive system, which is influenced by the communication arising in the learning environment, and education is defined as a process of communication, where the associated problems have a negative impact on the final educational product. We revealed the indicators which determine the perception of online education, among which we can name the following: the quality of communication, convenience of tools, students’ motivation and their ability to self-organization, responsiveness to innovations. The analysis of the scientific literature revealed that the works devoted to the perception of online education are of a private nature, depending on the specific country and its situation at the market of educational services. This puts the Russian scientific community in front of the need for scientific understanding of the perception of online education based on the situation observed in Russian higher education. It is concluded that the main problem of the image of Russian online education is an attempt of the Ministry of Education to combine two mutually exclusive approaches: to use online education as an innovative way to train specialists and the possibility to reduce the cost of the classical education. According to the author, online-education is not a competitor to classical education, because it is focused on a different audience and is based on different methodological and didactic principles. That is the reason why the work on improvement of perception of e-learning should begin with defining its place in the sphere of Russian education and the decision about it should be made by the Ministry of Education.
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Novitasari, Aulia, Umi Hijriyah, and Miftahul Jannah. "PENGARUH TUTOR SEBAYA BERBASIS KONSTRUKTIVISME TERHADAP PEMAHAMAN KONSEP DAN SIKAP PESERTA DIDIK." Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi 5, no. 1 (May 31, 2021): 7. http://dx.doi.org/10.32502/dikbio.v5i1.2727.
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Kesenjangan kemampuan peserta didik terjadi karena peserta didik dengan kemampuan akademik tinggi dapat memahami konsep dengan baik, sedangkan yang rendah tidak paham konsep bahkan terjadi miskonsepsi dan berdampak menjadi pengiring sikap peserta didik yang rendah, sehingga perlu pemberdayaan peserta didik dengan kemampuan akademik tinggi untuk terjadinya scaffolding. Tujuan penelitian adalah mengetahui pengaruh tutor sebaya berbasis konstruktivisme terhadap pemahaman konsep dan sikap peserta didik. Penelitian ini adalah quasi experimental design, kelas eksperimen menggunakan metode tutor sebaya berbasis konstruktivisme dan kelas kontrol menggunakan direct instruction. Instrumen penelitian menggunakan soal pemahaman konsep berupa pilihan jamak dan lembar observasi sikap. Analisis data menggunakan uji-t independen dengan taraf signifikansi 5%. Hasil penelitian menunjukkan adanya pengaruh penggunaan tutor sebaya berbasis konstruktivisme terhadap pemahaman konsep (thitung=5,64 > ttabel=2,00) dan sikap (thitung=3,54 > ttabel=2,00) peserta didik. Pengaruh penggunaan tutor sebaya berbasis konstruktivisme terhadap pemahaman konsep dan sikap peserta didik ditandai dengan adanya persentase yang lebih tinggi di kelas eksperimen daripada penggunaan metode direct instruction di kelas kontrol. Indikator pemahaman konsep adalah menafsirkan, mencontohkan, mengklasifikasikan, menyimpulkan, membandingkan, dan menjelaskan, sedangkan sikap yang menjadi fokus dalam penelitian adalah jujur, disiplin, tanggung jawab, toleransi, gotong royong, sopan santun, dan percaya diri. The ability gap of students occurs because students with high academic ability can understand concepts well, while those who are low do not understand concepts and even misconceptions occur and its impact of being an accompaniment of low student attitudes, so it is necessary to empower students with high academic abilities for scaffolding to occur. The study purpose was to determine the effect of constructivism-based peer tutors on students’ conceptual understanding and attitudes. This study was a quasi-experimental design, the experimental class used the constructivism-based peer tutor method and the control class used the direct instruction. This study instrument used the concept understanding questions in the form of multiple choices and the attitude observation sheets. The data analysis used independent t-test with a significance level of 5%. The results showed that there was the effect of using constructivism-based peer tutors on students’ conceptual understanding (tcount=5.64 > ttable=2.00) and attitudes (tcount=3.54 > ttable=2.00). The effect of using constructivism-based peer tutors on students’ conceptual understanding and attitudes were showed by the higher percentage in the experimental class than using the direct instruction in the control class. The indicators of conceptual understanding were interpreting, exemplifying, classifying, concluding, comparing, and explaining, while the attitudes for the study focus were honesty, discipline, responsibility, tolerance, mutual cooperation, courtesy, and self-confidence.
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Galinha, Sónia Alexandre, and Ricardo São-João. "Covid-19 period and competences in higher education- study on cooperation and assertivity." South Florida Journal of Development 2, no. 3 (July 14, 2021): 4179–87. http://dx.doi.org/10.46932/sfjdv2n3-031.
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Within this pandemic associated with Covid-19, psychological health occupies a prominent place as a result of a situation of forced isolation. Impacts can lead to an increase in mental health disorders as well as a set of adaptive reactions inherent to the recovery. Cooperation is conceived as the ability to jointly operationalize knowledge, attitudes and skills with a view to achieving a common purpose; and assertiveness is conceived as a bilateral behaviour that emphasizes the importance of considering the desires, thoughts and feelings of both the sender and the recipient of the assertive message, predictive of academic success. In this line, the main objective of this study is to present the results of the application of the Global Cooperation Assessment Scale (EAGC) and the findings levels of the Global Assertiveness Assessment Scale (EAGA). The study used a non-probabilistic sample for convenience of 101 Portuguese higher education students. EAGC and EAGA are a self-registration closed-ended Likert type 5 points, closed-response scales that allows assessing the degree of competence in respondents' cooperation and assertiveness. Both scales were administered online in spring semester 2019/2020, with the link to the questionnaire being made available to students the computer platform ensuring the response of a single survey per respondent whose participation in the study was voluntary. The treatment of the information, as well as its statistical analysis, was supported by the R software (R Core Team, 2020), having been assured the confidentiality and anonymity of the respondents. Sociodemographic variables were also used, which seemed promising in contextualizing, interpreting, and discussing the results. The value of the sample mean obtained at EAGC=35 (± 6.5), thus revealing a high capacity for cooperation and in the EAGA=31 (± 5.53), thus revealing a high assertive competence who attend higher education.
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Peng, Yu. "Typology of creative skills of future music teachers and pedagogical conditions for their effective development." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (June 25, 2020): 174–78. http://dx.doi.org/10.24195/2617-6688-2020-2-22.
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The article analyses the problems related to the development of future Music teachers’ creative skills; the classification of varieties of creative skills that are necessary for a future teacher of Musical Arts and the substantiation of the pedagogical conditions for their successful development are specified. The essence of the concepts “skills”, “abilities” and “creative skills” has been clarified. Acquisition of skills is associated with the result of mastering coordinated actions of a reproductive type. Creative skills are considered as the ability to apply the acquired knowledge and skills in non-standard conditions, in new ways, in order to obtain qualitatively new, socially significant material or spiritual values. The varieties of creative skills that are typical for the activities of future teachers of Musical Arts are characterised, their classification being based on their analysis. As a result, these categories of creative skills are distinguished: performing-interpretative, verbal-hermeneutic, musical-productive, methodological and practical. The forms of their implementation in the process of interpreting and performing musical works, interpreting their artistic and figurative meanings from the pedagogical point of view, creating musical and creative products in the forms of arranged musical material, its scientific and pedagogical creativity have been determined. The pedagogical conditions for the successful development of the future Music teachers’ creative skills have been grounded. They include: presence of personal attributes which ensure person’s psychological readiness for conscious and persistent mastery of creative skills; maturity of the teaching staff of the pedagogical institution to demonstrate their attitude towards the implementation of the student-centred approach to organising classes; a dialogical, democratic style of communication; creation of a psychologically comfortable psychological climate. The complex and integrative nature of creative skills explains the importance of enhancing systemic interdisciplinary connections and interdisciplinary coordination in the process of training students as the second pedagogical condition for the formation of their creative skills. The substantiation of the third pedagogical condition is based on the analysis of two types of creativity: artistic-figurative and intellectually-creative and the need to achieve their organic combination and interpenetration in the activities of a Musical Arts teacher. The solution to this condition provides the ability of future specialists to mobilise the achievements of their own musical, artistic and scientific searching experience, integrate them in the process of acquiring professional and creative skills, developing a flexible strategy for creative self-improvement, expanding areas and ways of applying innovative and creative actions. The creation of these pedagogical conditions is to facilitate the effectiveness of the acquisition of creative skills by the future teachers of Music.
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Jurgaitienė, Gintarė, and Silvija Kazakevičienė. "NATURAL SCIENCE EDUCATION DISSEMINATION OF GOOD PRACTICE IN PRIMARY CLASSROOMS: FROM THEORY TO PRACTICE." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 54–61. http://dx.doi.org/10.48127/gu/14.20.54.
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Today‘s the worldwide educology emphasizes the new principal of the twentieth century methods – teacher-child interaction. The main attention is given to the students' activities and a variety of forms, teacher-student collaboration, creative interaction, orientation on the self-sufficient, responsible personality education and creativity. One of the most effective methods, practiced in primary classes, are didactic games. It is important to provide a general understanding of natural sciences in the first years of the school. The provisions, that child forms during this period, determines his decision to study world and gain knowledge of the world later and it is difficult to change them. It is therefore important to build a positive approach to this subject in school. As it was already mentioned, the method of didactic games is one of the most suitable ways to promote a positive attitude towards the education of natural sciences. This method, applicable in a primary school, helps to develop skills of natural science and general knowledge. Didactic games can be applied both inside and outside the classroom. Most importantly, they have to be associated with the content of the lesson. Joining two forms of activities - the game and teaching, the teacher should keep students' independence, the basis of the game, the joy and satisfaction that it provides. At the same time planned knowledge must be gained, skills and abilities must be formed (Bennett, 1993). In order to achieve good results, it is essential to connect learning content with a game, because the game method is as important as a specific purpose of it. If teacher wants to use this method, he needs to project its purpose. By providing the objective, the teacher foresees how to make students interested in a game, how to involve them in it and so on. So the teacher‘s preparation and the ability to apply didactic games in the classroom is essentially important. The lessons of the world knowledge outside the classroom cannot be performed without observation and testing. Observation deepens the theory, develops the ability to apply them while interpreting natural processes and phenomena. Observation, testing and research, provides knowledge about the environment itself and helps students to get to know themselves better and develop a scientific mindset, skills. The ability to explain and argue encourages every person‘s critical thinking. Most of the students are especially motivated by presenting their own tests, demonstrations, conclusions and summary. Learning and playing outside the classroom, encourages children to acknowledge the nature‘s mystery, take care of it and love it. Let‘s do not forget that teacher can fix student‘s attention on many things and situations that he considers to be important, but he can discover nothing for a student - this can only be done by student himself. The authors of this paper have examined the impact of outside didactic games on pupils and provided several examples of them, that can be adapted to the world‘s knowledge lessons outside the classroom. Key words: science education, global awareness, didactic games, effective form of training, critical and analytical thinking, education (s) outside the classroom, research, discoveries.
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Fernández Bravo, Elena Aguirre. "Metacognitive self-perception in interpreting." Translation, Cognition & Behavior 2, no. 2 (September 6, 2019): 147–64. http://dx.doi.org/10.1075/tcb.00025.fer.
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Abstract The ability of interpreters to engage in metacognitive activity enabling them to self-assess the changing purpose of their task and subsequent strategies can play a pivotal role in their global attainment levels. This paper argues that developing a high degree of metacognition can be key, not only for the expert’s interpreting performance, but also for trainees’ learning processes, helping them develop a more accurate professional self-concept and better self-regulation techniques. The study, carried out with 199 interpreting trainees, tested a tool to assess self-perceived metacognition levels. The measurement tool was developed on the basis of previous relevant academic contributions to the overlapping fields of Education, Interpreting and Psychology. According to the results of a factor analysis, self-perceived metacognition in interpreting trainees can be defined as a construct made up of four dimensions: self-knowledge perception, consolidation of one’s own set of criteria, development of a macro-strategy, and task-focused flow.
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Cernea, Magdalena. "Play- and dramatherapy - complementary techniques for rehabilitation of children with cochlear implant." ORL.ro 4, no. 1 (November 27, 2016): 50–55. http://dx.doi.org/10.26416/orl.33.4.2016.167.
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The present interactive research-action-training project, looking at the young cochlear-implanted subjects from a multidisciplinary holistic perspective, was based on the theory on psychosocial development of human beings, the attachment theory, language development theories and the concept of resilience. The integrative approach suggests two creative therapeutic styles (play- and dramatherapy) as means of intervention of neuro-dramatic play. The study starts from the hypothesis that creative therapies will help young children wearing cochlear implants at social integration in the peer groups of normal-hearing children and teenagers. This integrative approach will facilitate developement of teamwork abilities by improving their self-esteem and self-image. We included children and their families in an assisted resilience process with expert paticipation in the field of social and political development of Romanian non-guvernamental organisations. Material and method. The research-action-training project targets 3-18-year-old deaf children and teenagers wearing cochlear implants or hearing aids. The study considered a group of 72 deaf children and teenagers, as well as 49 normal-hearing subjects of similar ages, who were observed during the whole therapeutic program. Specific techniques were: painting, drawing, modelling, sand, miniatures, sensorial and corporal plays, role play, improvisation, body movement, music, dance, mimic and masks. The professional teams (psychologists, dramatherapists, educators, medical assistants, students at the school of play- and dramatherapy, film directors) who worked with and supervised these children and teenagers during the whole project (whose coordinator was helped by 12 volunteers) assured a secured and relaxed atmosphere, observing rules which did not restrict young subjects’ freedom of expression. Results. The positive results show the necessity to implement creative therapies during the auditory-verbal rehabilitation of the young deaf subjects. 42% (of the young subjects) improved their body movements, 27% acquired better projection strategies, 67% ameliorated their ability of interpreting a role, and 72% got pro-risk scores. The results are accompanied by significant images shot during the program activities. Conclusions. Parallelling the audio-verbal therapy, the play- and dramatherapy are important complementary remedial treatments in stimulating the means of expression and communication of children and teenagers wearing cochlear implants.
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Vasyliuk, Valeriia M. "SYSTEM-ACTIVITY APPROACH TO FORMATION OF RESEARCH COMPETENCE OF FUTURE TRANSLATORS BY PROJECT-BASED LEARNING METHODS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 102–8. http://dx.doi.org/10.32342/2522-4115-2022-1-23-12.
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The article reveals the essence of the system-activity approach to the formation of research competence of future translators by means of project-based learning and identifies its features in the process of their professional training in higher education. The content of the concept of “research competence” is analyzed and it is established that the basis of research competence is the ability to identify the problem in time, formulate a hypothesis, select and analyze the necessary information for research, select the necessary research and data processing methods. The ability to analyse the intermediate results of the study, to discuss the possibility of interpreting the results of the study, to use the results of the study in practice is required. It is noted that the methodological basis for the formation of research competence of future translators by means of project-based learning at higher education institutions is a modern approach to scientific knowledge. This is a system-activity approach. The system-activity approach in the research is considered as a methodological direction of management of socio-pedagogical systems, which involves the presence of interconnected and interdependent activities in the pedagogical process (teaching, education, management, development, learning, etc.). In the course of theoretical analysis, the main ideas of the system-activity approach in the context of formation of research competence of future translators are revealed. Emphasis is placed on the fact that training in the context of the system-activity approach should be organized in such a way as to purposefully form the research competence of future translators. It is established that the use of project-learning technologies allows to bring educational activities as close as possible to the conditions of professional research. The experience of implementation of the systemactivity approach in the formation of research competence of future translators at Alfred Nobel University is revealed. The formation of research competence of future specialists took place in three stages: the formation of skills in working with literature, which is a necessary skill when working on educational or scientific research; implementation of educational and research projects (in the first year – writing essays, in the second and third years – writing term papers and implementation of other projects of educational and research direction); extracurricular work of students (participation of future translators in student conferences, implementation of research projects of various kinds in such disciplines as “Comparative Lexicology of English and Ukrainian”, “Translation Practice”, “Self-Management”, “Linguistics of Second Foreign Languages”).
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Ibrahim, Azza Fathi, and Azza Anwar Aly. "Clinical judgment among nursing interns." Clinical Nursing Studies 6, no. 3 (January 28, 2018): 19. http://dx.doi.org/10.5430/cns.v6n3p19.
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Clinical judgment (CJ) is considered a vital and crucial ability for nurses that can help them to improve their practical or clinical capabilities, particularly in the internship period. Nursing interns pass through a transient period with significant job responsibilities. They face multifaceted issues, dilemmas, and problems that oblige them to use CJ skills. CJ is a talent and clever skill which should be acquired by nursing interns. The current study is a quantitative study that aims to determine CJ knowledge and skills among nursing interns in nursing practice. A descriptive exploratory design was used. A systematic random sample of 150 nursing interns out of 305 was selected and assigned as a survey group. The data was collected in internship training hospitals in Damanhur, Egypt (Damanhur Medical National Institute, El Raee El Saleh, El Farok and Kafer El Dawar Hospitals). One tool was used for data collection, the Clinical Judgment Evaluation Sheet (CJES), which included two parts. The first part was the Clinical Judgment Knowledge Test that was developed by the researchers to collect the necessary data regarding the CJ knowledge needs of nursing interns. The Lasater Clinical Judgment Rubric (LCJR) 2009 was the second part. It was developed based on Tanner’s work in 2006 and included eleven skills in the four phases delineated with CJ developmental skills (noticing, interpreting, responding, and reflecting). Results revealed that the nursing interns have a serious lack of knowledge about the concept of CJ in nursing practice. Additionally, they have a great deficiency in the knowledge about all phases of the CJ process in nursing practice. As well, they suffered from observed insufficiently CJ skills in the nursing practice, respectfully. These findings confirmed that the nursing interns in Damanhur governorate have necessitated to an educational program about CJ knowledge skills. In conclusion, there is an obvious and serious lack of nursing interns’ CJ knowledge and skills in nursing practice in Egypt. Therefore, CJ teaching programs or self-learning references are important for them for developing and improving CJ knowledge and skills. Nurse educators and preceptors should take initiative steps in developing teaching sessions, models, and instructional aides to empower their nursing intern’s students in CJ practice.
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Zabarovska, Svitlana, and Larysa Dubyna. "DYNAMICS OF THE STATE OF PSYCHOLOGICAL WELL-BEING OF STUDENT YOUTH IN VOCATIONAL EDUCATIONAL INSTITUTIONS OF CHERNIGIV REGION IN CONNECTION WITH WAR." PSYCHOLOGICAL JOURNAL 8, no. 4 (April 30, 2022): 60–68. http://dx.doi.org/10.31108/1.2022.8.4.5.
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The article considers the concept of «psychological well-being of the individual», theoretical approaches to its understanding: hedonistic, eudomonistic and integrative. An attempt has been made to determine the components of the psychological well-being of the individual, objective and subjective indicators and factors that determine it. Emphasis is placed on the concept of «psychological state». The psychological well-being of the individual is defined as an integrated, fairly stable psychological state, which is manifested in the experience of life satisfaction and a sense of fullness of their own functioning. It is noted that in the structure of the psychological well-being of the individual a significant place is occupied by the subjective attitude, ie the attitude of the individual to himself, other people, his own life, future. To a large extent, the attitude determines the assessment of phenomena and events of life, the way of reacting and interpreting the experience. The significance of the war of the Russian Federation against Ukraine as a hyper-stress factor that negatively affects the mental health and psychological well-being of people is analyzed. The dynamics of a person's emotional response to war, negative emotional and other psychological consequences of experiencing war events are described. Possible positive psychological changes that can occur in a person as a result of a traumatic event are described, in particular, such as «post-traumatic growth». The essence of the process of post-traumatic growth of personality is revealed. An analytical comparison of the results of psychological research on the state of psychological well-being of students of vocational (vocational) education institutions of Chernihiv region this year and the previous year is presented. There was some increase in the level of psychological well-being of young people. It was found that young people are more likely to experience positive emotions from ordinary things, see more reasons for joy in everyday life, became more optimistic about their future, increased social support, improved self-esteem, but decreased ability to set goals, which is manifested in difficulties in planning life, a vague vision of distant life prospects.
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Krystallidou, Demi, Céline Van De Walle, Myriam Deveugele, Evangelia Dougali, Fien Mertens, Amélie Truwant, Ellen Van Praet, and Peter Pype. "Training “doctor-minded” interpreters and “interpreter-minded” doctors." Interpreting. International Journal of Research and Practice in Interpreting 20, no. 1 (April 26, 2018): 132–50. http://dx.doi.org/10.1075/intp.00005.kry.
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Abstract In response to calls in the literature for more collaborative practice in interpreter training, this paper describes the design, implementation and part of the evaluation of an innovative joint training intervention for interpreting students (Master’s level) and 3rd- and 4th-year medical students at Ghent University. In order to assess the development of the students’ knowledge and skills, we employed self-efficacy questionnaires; the training intervention was evaluated in a debriefing session with trainers from both fields. A development in skills that involve direct interaction with the primary participants and address specific communicative goals was noted. Our initial evaluation suggests that interprofessional education and collaborative practice in interpreter training can create the conditions for interpreting students to develop a more insightful and reflective approach to their interpreting practice.
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Wong, Hwei Ming. "I can assess myself: Singaporean primary students' and teachers' perceptions of students' self-assessment ability." Education 3-13 44, no. 4 (November 24, 2014): 442–57. http://dx.doi.org/10.1080/03004279.2014.982672.
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Guo, Shangying. "Internet of Things Task Migration Algorithm under Edge Computing in the Design of English Translation Theory and Teaching Practice Courses." Computational Intelligence and Neuroscience 2022 (June 16, 2022): 1–19. http://dx.doi.org/10.1155/2022/9538917.
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This study aims to improve the quality of English teaching in contemporary colleges and universities, so as to cultivate more English translation talents. Taking corpus, English translation, and teaching practice as the main research horizons, this study analyzes the application of master of translation and interpreting (MTI) course design, English translation, and task migration by combining the task migration algorithm under Internet of Things (IoT) with the self-built corpus, so as to realize the cultivation of translation talents and design of teaching practice. A translation corpus is constructed, a two-way interactive online course is designed, and the experimental results of the complete local migration algorithm (CLM algorithm), random migration algorithm (RM algorithm), and greedy heuristic migration algorithm (GHM algorithm) used in English teaching practice courses are analyzed and compared. The experimental simulation results reveal that the GHM algorithm proposed in this study shows good system stability, its duration is 60% better than that of the CLM algorithm, and its system throughput is increased by 50% compared with the CLM algorithm. In addition, the maximum delay time has little effect on the system throughput. When the system time slot length is fixed at 20 ms, the user migration rate of the genetic algorithm is the highest under the different total numbers of users. In addition, in view of the wide application of neural network in English translation teaching, this study establishes an English translation evaluation model based on the combination of particle swarm optimization (PSO) algorithm and neural network and compares it with the traditional neural network model in simulation experiments. The results show that the addition of PSO algorithm can effectively improve the convergence speed of artificial neural network (ANN), reduce the training time of the model, and improve the accuracy of the ANN network. Using the PSO algorithm to train the neural network, the optimal solutions of different particle swarms can be obtained, and the error is small. The PSO-ANNs model can promote the quality of English translation teaching and improve the English translation ability of the students. Therefore, applying the task transfer algorithm and PSO algorithm to the practice of English translation teaching has greatly improved the efficiency of the English classroom. To sum up, this study provides new ideas for the curriculum design of contemporary college English teaching and has reference value for the cultivation of college English translation talents.
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Schmitz, Lauren L., Courtney L. McCluney, Amanda Sonnega, and Margaret T. Hicken. "Interpreting Subjective and Objective Measures of Job Resources: The Importance of Sociodemographic Context." International Journal of Environmental Research and Public Health 16, no. 17 (August 23, 2019): 3058. http://dx.doi.org/10.3390/ijerph16173058.
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Salutary retirement policy depends on a clear understanding of factors in the workplace that contribute to work ability at older ages. Research in occupational health typically uses either self-reported or objective ratings of the work environment to assess workplace determinants of health and work ability. This study assessed whether individual characteristics and work-related demands were differentially associated with (1) self-reported ratings of job resources from older workers in the Health and Retirement Study, and (2) corresponding objective ratings of job resources from the Occupational Information Network (O*NET). Results from regression and relative weights analyses showed that self-reported ratings were associated with self-reported job demands and personal resources, whereas corresponding O*NET ratings were associated with differences in gender, race, or socioeconomic standing. As a result, subjective ratings may not capture important aspects of aging workers’ sociodemographic background that influence work ability, occupational sorting, opportunities for advancement, and ultimately the job resources available to them. Future studies should consider including both subjective and objective measures to capture individual and societal level processes that drive the relationship between work, health, and aging.
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Papanthymou, Anastasia, and Maria Darra. "Student Self-Assessment in Higher Education: The International Experience and the Greek Example." World Journal of Education 8, no. 6 (December 20, 2018): 130. http://dx.doi.org/10.5430/wje.v8n6p130.
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This study is a review of 34 empirical studies internationally and in Greece from 2008-2018 and aims at investigating:a. the implementation of student self-assessment in Higher education and the outcomes on students, b. the ability ofstudents to self-assess accurately and the factors that affect this ability. According to the main findings, self-assessmentis implemented through various ways that include inter alia electronic and non-electronic self-assessment tools.Internationally, most studies have examined and proved the contribution of student self-assessment to improvement ofperformance and learning. Moreover, self-assessment develops self-regulating learning, increases self-confidence,motivates students to ask guidance from their professors and help from their peers, increases self-efficacy, students’awareness of self-assessment ability and self-control, makes students change attitudes towards course, preparesemployability skills of students, reduces anxiety for assessment, increases students’ responsibility about theirlearning, makes them have a critical view on their work and develops critical thinking skills. In Greece, it was foundonly one study that examined the implementation of student self-assessment in Higher education and its impact onstudents and findings indicate that self-assessment through a quiz improves performance, self-regulation, motivatesstudents to try more and helps them identify gaps in their learning. Student self-assessment ability and factors thataffect this ability have been examined only internationally, so in Greece there is a research gap concerning theseparameters. Tertiary students can self-assess accurately and this ability depends on specific factors such asconfidence, prior achievement, learning style, scaffolding from professors, training, dialogical interaction anddynamic assessment.
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Nguyen Van, Quyen. "STUDYING THE MATH SELF-LEARNING CAPACITY OF HIGH SCHOOL STUDENTS." Journal of Science Educational Science 65, no. 12 (December 2020): 155–64. http://dx.doi.org/10.18173/2354-1075.2020-0120.
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Regarding to learning in general and learning Math in particular, self-study ability is an important factor to promote effective learning. Objectives of the study, to build a framework of Math self-study capacity of high school students. Research methods, theoretical research through previous studies on competence, and students' mathematical self-study; based on the results of my proven practice research. Research results, proposing a framework of Math self-study ability of high school students including 6 basic competencies, including: Math cognitive competence; Capacity to observe situations; Mathematical connection competence; Capacity to solve problems; Ability to use effective self-study strategies and methods; Ability to self-assess learning results. At the end of the study, I provide some suggestions for developing components students' Math self-study capacity, then improve the quality of Math learning of high school students in the future.
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Drews, David R., W. Jeffrey Burroughs, and DeeAnn Nokovich. "Teacher Self-Ratings as a Validity Criterion for Student Evaluations." Teaching of Psychology 14, no. 1 (February 1987): 23–25. http://dx.doi.org/10.1207/s15328023top1401_5.
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Student ratings were validated against instructor self-ratings by assessing student—faculty agreement concerning day-to-day variability within courses. For 15 days, students and instructors in each of four courses made daily evaluations. Analysis showed that student ratings and instructor self-ratings were significantly correlated in three areas: material covered, instructor performance, and overall impressions of the success of the class. These results are consistent with those of other studies that have argued for the ability of students to provide valid course evaluations. In addition, they avoid some of the interpretive problems of other criterion measures that have been used to validate student evaluations.
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McGrath, Karen M., and Tom G. Geurts. "The Ability of Real Estate Students to Self-Assess: Implications for Effective Course Management." Journal of Real Estate Practice and Education 24, no. 1 (April 7, 2022): 50–64. http://dx.doi.org/10.1080/15214842.2022.2048454.
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Tang, Li-Qing, Li-Jun Zhu, Li-Ying Wen, An-Shi Wang, Yue-Long Jin, and Wei-Wei Chang. "Association of learning environment and self-directed learning ability among nursing undergraduates: a cross-sectional study using canonical correlation analysis." BMJ Open 12, no. 8 (August 2022): e058224. http://dx.doi.org/10.1136/bmjopen-2021-058224.
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ObjectivesThis study explores the relationship between the perception of the learning environment and self-directed learning (SDL) ability among nursing undergraduates.Design, setting and participantsA cross-sectional study was conducted in December 2020 with 1096 junior and senior undergraduate nursing students (aged 16–22) from Wannan Medical College in Anhui Province, China.Outcome measuresThe Chinese version of the Dundee Ready Educational Environment Measure questionnaire and a validated Chinese version of college students’ SDL ability scale were used to assess students’ perceptions about their learning environment and their SDL ability. Canonical correlation analysis was performed to evaluate their correlation.ResultsThe total score for the learning environment was 120.60 (scoring rate: 60.30%), and the score for SDL ability was 89.25 (scoring rate: 63.75%). Analysis indicated that the first canonical correlation coefficient was 0.701 and the contribution rate was 94.26%. The perception of the learning environment was mainly determined by students’ perception of learning (SPL) and academic self-perceptions (SASP), with SDL ability mainly determined by self-management ability and cooperative learning ability. SPL and SASP were positively correlated with self-management ability and cooperative learning ability. Multiple linear regression analysis revealed that SPL, SASP, students’ perceptions of atmosphere and students’ social self-perceptions had a significant impact on SDL ability.ConclusionsThe SDL ability of nursing undergraduates was not high. SPL and SASP were positively correlated with self-management ability and cooperative learning ability. Nursing educators can improve students’ SDL ability by changing their learning environment, using, for example, new student-centred teaching methods.
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Vashchenko, Lidiia. "THE VIEWS OF THE PARTICIPANTS OF THE EDUCATIONAL PROCESS ON THE STUDENTS’ SELF-EVALUATION OF THE RESULTS OF EDUCATIONAL ACTIVITIES." Continuing Professional Education: Theory and Practice, no. 3 (2022): 46–52. http://dx.doi.org/10.28925/1609-8595.2022.3.6.
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The article examines the significance of the formation of schoolchildren’s ability to self-assess the results of educational activities. Self-assessment is an important component of the educational process, which determines the child’s personality. According to the results of the survey of research participants, it is shown that teachers support the use of self-assessment of learning outcomes by schoolchildren. If the evaluation system is limited only to checking knowledge and skills in the subject, it does not provide an opportunity to develop critical thinking skills, form motivation for learning, and develop the ability of students to objectively evaluate their results. Regarding the negative results of using the student self-assessment method in the educational process, teachers say that students may have difficulties in self-assessment of their learning results and may not be ready for self-determination and self-recognition of their assessment. Attention was paid to students’ understanding of the importance of self-assessment of educational activities. The results of the survey indicate a difference in the views of teachers and students on the formation of the ability to self- assess. Further research can be aimed at developing the internal system of quality assurance in educational institutions, evaluating its effectiveness, using methods of self-assessment of educational and management processes.
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Zhong, Tang. "COMPONENT-STRUCTURAL ANALYSIS OF EMOTIONAL STABILITY IN THE MUSIC-PERFORMING ACTIVITIES OF CHILDREN'S MUSIC SCHOOL STUDENTS." Baltic Journal of Legal and Social Sciences, no. 2 (October 26, 2022): 201–5. http://dx.doi.org/10.30525/2592-8813-2022-2-33.
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The article reveals the problem of the formation of emotional stability in students of a children's music school. In this aspect, the author carries out a component-structural analysis of the studied formation and singles out the following components: motivational-volitional; information and activity; emotional and personal. It has been proven that the motivational and volitional component has a stimulating effect on the effectiveness of the process of improving students' executive and mental activity; informational and activity ensures that students accumulate the necessary knowledge, skills and abilities, the ability to reproduce a musical image in stage conditions, which is necessary for the formation of emotional stability in musical and interpretive activities; emotional and personal – reveals in students the external and internal factors of the studied phenomenon, the ability to self-evaluate and reflect on musical-interpretive activities, the ability to correct one's own mental and emotional state on stage, focused on self-development and further professional growth. The methodological basis of the research is dialectical and systemic methodologies used in the field of pedagogical research. General scientific and logical methods of analysis, synthesis, induction and deduction, historical and comparative research of the problem are used. The subject of further research in this direction may be the study of the conditions for the formation and development of the stress and adaptation potential of emotional stability. We assume the presence of close correlations between the level of emotional stability and the effectiveness of overcoming emotional disruptions, stability in this case will indicate the severity of stress and adaptive capabilities of the individual.