Academic literature on the topic 'Observation ( Educational method)'
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Journal articles on the topic "Observation ( Educational method)"
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Sagatbekkyzy, Z., and K. K. Shalgynbayeva. "Observation as a method of socio-pedagogical research and diagnosis of children with special educational needs in development." Bulletin of the Karaganda University. Pedagogy series 105, no. 1 (March 29, 2022): 83–91. http://dx.doi.org/10.31489/2022ped1/83-91.
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The article is devoted to the study of the observation method used in two main varieties of social pedagogy: psychological and social. The novelty of the article lies in the description of the application of the observation method in social pedagogy – a new field of pedagogical knowledge. Its originality is in identifying the specifics of the application of the observation method in the process of socialization of children with special educational needs in development. The relevance of the work is due to the insufficient development of the methodology for applying the observation method in social pedagogy. The content of the study comprises data on children with special educational needs in development, their social adaptation to society, information about the types, methods of observation, applications in working with such children, data on the procedure for using the method of observation of the process of socialization of children with special educational needs in development, information about the use of personal constructs of role-playing, methods of training and imitation. The study aims to identify the effectiveness of the method of observation in social pedagogy as a social tool. Research methods: observation and its types, training, encouragement, role-playing, method of using personal constructs. The results are: installed and describe the different types of surveillance used in social pedagogy; identified and described the procedure of social observation in the study of behavior of children with special educational needs in development and behavior; a comprehensive method of conducting observation combined with the use of other methods is described; conclusions are drawn about the need to use different types of observation in social pedagogy to diagnose, obtain information, and social adaptation of special children to society. Conclusions: the method of observation in the field of social pedagogy is used as an effective method used in the course of work with children with special educational needs in development. This method is used to diagnose the condition of these children and to socialize them with society. In working with such children, psychological and socio-pedagogical observations are used. With the help of these methods, the child’s behavior in performing mental activity is studied. Socio-pedagogical observations are used in the social adaptation of children with special educational needs in development in society.
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Cristea Pleşan, Niculeta. "The method of observing the student’s behavior in the educational environment." MATEC Web of Conferences 342 (2021): 11009. http://dx.doi.org/10.1051/matecconf/202134211009.
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This paper aims to highlight the efficiency of using the method of observing student behavior in the educational environment. Observation is one of the most widely used research methods in the social sciences. The characteristics aimed at constructing the instrument were: accuracy, focus, duration of observation, awareness of the presence of the observer, the level of information of the subject. In order to observe the student’s behavior in the school environment, the observation grid with standardized answers was designed on the Likert scale (scale from 1 to 10), following the degree of expression of the described behavioral manifestations. The observation grid of the student’s behavior in the school environment aims at supervising 4 dimensions (each with 5 items: observable behaviors): interest in school activities, organization of activity / punctuality in the school environment, resistance to intellectual effort, socio-affective relationships. Following the application of the research tool, depending on the scores obtained, it is recommended the targeted psycho-pedagogical intervention at the level of the deficient dimension / behaviors, as well as the monitoring of the results through the periodic application.
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Avramidi, Athina, and Drossinou-Korea Maria. "Self-observation as a pedagogical method in the education of people with Autism Spectrum Disorders (ASD)." Technium Social Sciences Journal 10 (August 3, 2020): 98–106. http://dx.doi.org/10.47577/tssj.v10i1.1388.
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In the present paper, the method of self-observation is examined as the basis for the pedagogy of special educational interventions in people with Autism Spectrum Disorders (ASD) (American Psychiatric Association, 2013). This is part of the informal pedagogical assessment that parents attempt as co-educators but also philologists as intervening educators in order to understand children with autism. The main work case explores the dynamics of pedagogical self-observation in a specific case study from Truffaut's French film, "The Wild Child" (Itard, 1990). The methodology of observing the special educational needs with emphasis on ADS is applied according to the pedagogical tool, the Targeted Individual Structured Integration Program of Special Education and Training (TISIPSET) (Drossinou-Korea, 2017). The results present data from the interactive relationship during homeschooling between the educator and physician Itard, who has adopted and educates Victor "The Wild Child." The observations and self-observations recorded confirm the difficulties of understanding childhood autism.
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Lane, J. Lindsey, and Ruth P. Gottlieb. "Structured Clinical Observations: A Method to Teach Clinical Skills With Limited Time and Financial Resources." Pediatrics 105, Supplement_3 (April 1, 2000): 973–77. http://dx.doi.org/10.1542/peds.105.s3.973.
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Objective. To develop and implement a methodology to teach clinical skills to medical students in busy clinical settings. Methods. The Structured Clinical Observation (SCO) program with guidelines and observation sheets for history-taking, physical examination, and information-giving skills was created. Faculty development preceded SCO implementation for pediatric clerkship students at Jefferson Children's Health Center. SCO observation sheets were tabulated and faculty and student questionnaires were administered. Results. The mean number of observations per student was 6, with 368 observations done for 63 students. SCOs were highly rated as an educational tool by faculty and students. The impact of the SCO program on faculty ability to perform clinical duties was initially minimal, but increased over the year. Observations were used primarily for feedback, but did influence outpatient clinical faculty's evaluation of two thirds of the students. Only 50% of students reported being observed in other rotations. Conclusions. SCOs are a feasible, inexpensive, qualitatively effective method of teaching clinical skills. The quantitative effect of SCOs on performance needs to be evaluated.
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Kitzinger, Arianna. "Language Educational Observations in a Multicultural Kindergarten." Gyermeknevelés 4, no. 1 (February 5, 2016): 39–54. http://dx.doi.org/10.31074/gyntf.2016.1.39.54.
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The study gives an insight into language educational observations followed in a Hungarian multilingual–multicultural kindergarten. It briefly describes the special setting in Fáy András Kindergarten, Pápa, where 23 foreign families’ children were received in September 2008. The aim of the article is to give reasons why observation as a research method was chosen in spite of its relative difficulties under pre-school circumstances: how its drawbacks could be overcome and how its benefits could be exploited. Besides, it gives an account of the applied research tools and technology which may prove to be indispensable during educational observations. The report gives a closer look at the kindergarten activities which help children and kindergarten teachers to create a linguistic, educational and social community, and then discusses the relevant language educational issues. Conclusions along discussion are also made to reveal the prominent interrelations and interdependence in this complex educational setting.
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Saviciene, Danguole. "THE OBSERVATION OF EXOTIC COCKROACHES IN THE CLASSROOM – EDUCATIONAL METHOD FOR TEACHING THE “INSECT DEVELOPMENT” SUBJECT." Natural Science Education in a Comprehensive School (NSECS) 21, no. 1 (April 10, 2015): 53–59. http://dx.doi.org/10.48127/gu/15.21.53.
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How to make Z generation children be interested in educational material? Which methods and means to employ, for educational process to be fluid and education material to be exiting and interesting? While teaching primary school students the world cognition subject, I’ve noticed, that children get exited on these days when “something interesting and new goes in school besides regular classes”. To make educational process interesting and useful – that was my goal, when we started studying “Insect development” subject. I’ve relied on the proposition of many psychologists and pedagogues, which states that Z generation children are most interested and motivated by exploration. I’ve made a proposition for students – to keep and observe the life and development of exotic cockroaches in our classroom. The intriguing proposal caught the attention of the children and made them motivated to take action. With the help of children’s parents we made a “home” for the cockroaches in the classroom and started the observation. The exotic cockroaches successfully live, feed and multiply for few years now and make the “education material” for several generations of preschoolers. In my report I would like to present the process of the observation of exotic cockroaches and the making of the methodical medium – educational video film. Also, I will present the findings that I have made while applying these practical methods: experiment, observation, “press conference”, “game-test” in teaching of “Insect development” subject during world cognition class in 4th grade. Keywords: observation, exotic cockroaches, educational method, insect development
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Russell, Ruth C., Michel Grignon, and Jacqueline Royer. "Infant Observation: A Relevant Educational Method for Psychiatrists and Other Mental Health Practitioners." Child and Adolescent Psychiatric Clinics of North America 4, no. 3 (July 1995): 529–38. http://dx.doi.org/10.1016/s1056-4993(18)30417-6.
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Smith, Lesia, Susan Malcolm-Smith, and Petrus J. de Vries. "Translation and cultural appropriateness of the Autism Diagnostic Observation Schedule-2 in Afrikaans." Autism 21, no. 5 (May 25, 2016): 552–63. http://dx.doi.org/10.1177/1362361316648469.
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Autism Diagnostic Observation Schedule-2 is the ‘gold standard’ autism spectrum disorder observational assessment, and it is increasingly used in South Africa. However, its use is limited to English speakers, as it has not been translated into the country’s other 10 official languages. Moreover, the cultural appropriateness of this tool has not been explored in South Africa. The Autism Diagnostic Observation Schedule-2 was translated into Afrikaans and assessed for cultural appropriateness to the ‘coloured’ population from low-middle socioeconomic status backgrounds in the Western Cape Province. Using a mixed-methods approach, three components associated with method bias in the Autism Diagnostic Observation Schedule-2 were investigated: language used, social interactions and activities, and materials. An ethnographic investigation of play, social interaction and social activities was conducted in a community sample ( n = 40), and the Afrikaans Autism Diagnostic Observation Schedule-2 was pre-piloted in a clinical sample ( n = 7). Results highlighted unique aspects of the language (‘Kaaps’) that need to be considered during Autism Diagnostic Observation Schedule-2 administration. The social interaction demands of the Autism Diagnostic Observation Schedule-2 appeared appropriate, and sufficient familiarity with Autism Diagnostic Observation Schedule-2 materials and activities was found to support the use of the Autism Diagnostic Observation Schedule-2. Guidelines for administration of the Autism Diagnostic Observation Schedule-2 to this population were generated to improve cultural sensitivity and cultural appropriateness and to reduce method bias.
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ALLAN, Bushra Mohammad Ahmad. "THE SUITABILITY OF EDUCATIONAL ALTERNATIVES TO REDUCE EDUCATIONAL LOSS." RIMAK International Journal of Humanities and Social Sciences 04, no. 04 (July 1, 2022): 88–97. http://dx.doi.org/10.47832/2717-8293.18.5.
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This study aimed to identify the appropriateness of educational alternatives to reduce educational loss, and to achieve the goal of the study, it was relied on the descriptive analytical method, where it relied on the study tool, which is observation, and after verifying its validity and stability, it was distributed to the study sample, and it was processed statistically using the statistical package program. (SPSS), where the study reached a number of results, most notably: that the most appropriate educational alternatives to reduce educational loss are the use of interactive electronic lessons, homework, and educational tests, where the study recommended the need to direct teachers to use a number of appropriate alternatives to reduce educational loss.
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Kolodii, Ihor, Tetiana Kostolovych, Tetiana Kolomiiets, Iryna Muratova, and Mykola Tsoi. "Ensuring quality control of educational activities of higher educational institutions." LAPLAGE EM REVISTA 7, no. 3B (September 22, 2021): 292–300. http://dx.doi.org/10.24115/s2446-6220202173b1549p.292-300.
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The study aims to establish a general concept and stages of modeling the implementation of quality control of the educational process; to determine the assessment of employees of the institution of higher education presented an innovative model of quality control using automated learning and control systems (ALCS). The main method was the experiment, the study also used questionnaire and observation methods. The data was analyzed through content and thematic analysis. The main hypothesis is that the implementation models of quality control of education should be comprehensive, meet the mission and strategy of the educational institution and require continuous improvement. The result is the establishment of the main conceptual framework for the formation of an innovative model of quality control, should focus on quality education, use a wide range of advanced technologies, effective communication, improve learning strategies. A further perspective is to investigate the effectiveness of models of quality control of the educational process.
Dissertations / Theses on the topic "Observation ( Educational method)"
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Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.
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Ngai, Siu-ting. "A case study of peer observation among primary school teachers." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35522720.
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Damons, Thirza. "An analysis of teacher's skills in the identification of learners with behavioural and emotional problems." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1012183.
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This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.
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Henninger, Jacqueline Chryar. "The effects of knowledge of instructional goals on observations of teaching and learning /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Norris, Karen S. Wilhelm Ronald Wayne. "Making sense of teaching a holistic approach to teacher reflection about practice /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11018.
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Hanna, Helen Jean. "A Case Study of Instructional Improvement through Peer Observation in a Suburban High School." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1252.
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This two-year case study investigated the effects of a peer observation process in a high school on the six selected areas listed below. Peer observation is a process to improve instruction by having teachers observe and critique other teacher's videotapes of classroom teaching. 1. Changes in norms and expectations for sharing instructional ideas among teachers. 2. The perceived value of self-evaluation of videotapes and related peer discussions about teaching. 3. The perceived value of peer feedback exchanges for instructional improvement. 4. The use of other teachers as models for effective teaching. 5. The perceived value of peer exchanges in stimulating a desire to improve. 6. The effect of peer interaction on the school climate for teacher improvement. The case study design was effective for investigating subjects in their natural setting which was a faculty of approximately 65 veteran teachers who had participated in one or more activities of the peer observation process. Research methods included the use of multiple sources of data from observations, questionnaires, surveys, peer discussion reports, and interviews. Lines of inquiry were triangulated across methods to strengthen the results and to search for divergent findings. Descriptive analyses were used to present and discuss the findings. Seventy-three percent of the staff participated the first year, 43% participated in the second year. Results from the findings indicated that peer observation had the following effects in this setting: 1. Standards of behavior among teachers changed from closed to open after experience with the process. Teachers exchanged ideas on teaching beyond that requested and in situations outside the process activities. 2. Videotape replay of classroom teaching and peer group discussions were perceived as valuable for both observed and observing teachers. 3. Teachers preferred feedback from peers because of the varied ideas from credible sources, the time to exchange teaching strategies, and the nonthreatening environment. 4. Teachers used other teachers as models for generating effective methods for immediate classroom use. S. Teachers perceived exchanges to have stimulated a desire to improve on three levels; awareness, effort, and implementation. 6. A climate for instructional improvement evolved where teachers perceived a need to share information and generate ideas in a non-threatening manner. The peer observation process was found to be an effective program for teacher improvement of instruction in this setting.
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Davies, Kim. "Teachers' implicit theories of intelligence and their relationship to performance feedback and teacher efficacy /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17962.pdf.
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Willey, Leslie Swanda. "An examination of the literacy curriculum decisions and actions of two beginning teachers enrolled in a university teacher induction program /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074455.
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Linde, Göran. "On curriculum transformation explaining selection of content in teaching /." Uppsala : HLS förlag, 1993. http://catalog.hathitrust.org/api/volumes/oclc/33104518.html.
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Ngai, Siu-ting, and 魏少婷. "A case study of peer observation among primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35522720.
Full textBooks on the topic "Observation ( Educational method)"
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Borich, Gary D. Observation skills for effective teaching. 6th ed. Boston: Pearson/Allyn and Bacon Publishers, 2011.
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Moss, Connie M. Formative classroom walkthroughs: How principals and teachers collaborate to raise student achievement. Alexandria, Virginia: ASCD, 2015.
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Kachur, Donald S. Classroom walkthroughs to improve teaching and learning. Larchmont, NY: Eye on Education, 2010.
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Sanger, Jack. The compleat observer?: A field research guide to observation. London: Falmer Press, 1996.
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Boncori, Giuseppe. Guida all'osservazione pedagogica: Validazione sperimentale di un modello osservativo. Brescia: La Scuola, 1994.
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Berry, Mayall, ed. Children's health in primary schools. London: Falmer Press, 1996.
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Jablon, Judy R. The power of observation. 2nd ed. Washington, D.C: Teaching Strategies, 2007.
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C, Wragg E. An introduction to classroom observation. 2nd ed. London: Routledge, 1999.
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Beck, Klaus. Die empirischen Grundlagen der Unterrichtsforschung: Eine kritische Analyse der deskriptiven Leistungsfähigkeit von Beobachtungsmethoden. Göttingen: Verlag für Psychologie, 1987.
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Drummond, Mary Jane. Learning to see: Assessment through observation. York, Me: Stenhouse Publishers, 1994.
Find full textBook chapters on the topic "Observation ( Educational method)"
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Meng, Xianyu. "The Individual and Collective Minds Behind the Role of the Educator-Researcher: An Integrated Educational Experiment." In Cultural-historical Digital Methodology in Early Childhood Settings, 49–56. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59785-5_4.
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AbstractAn educational experiment was introduced by Hedegaard (Studying children: A cultural-historical approach. Open University Press, New York, 2008a) as a synthesis of pedagogical intervention and research method. The planned intervention is designed collaboratively between teachers and researchers to supports children’s learning and development. But what happens when the researcher also assumes the role of the educator? This chapter presents an example of an educational experiment that was undertaken individually by an educator-researcher. To support the educational experiment, a collective of PhD supervisors and the other intellectual colleagues acted as an expansive community that enabled theoretical discussions and data analysis to be performed at an interpsychological level. It was found that with digital video observation as the main research method, the dialectical relations between the individual and the collective created unique opportunities for the formation of the researcher’s identity, as well as fulfilling the research aim of the educational experiment. Thus a new configuration of the educational experiment is proposed as an enabling research method, where an educator-researcher used digital video observations, and an expansive intellectual community for peer review.
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Lei, Jieyan Celia, Zhijun Chen, and James Ko. "Differences in Perceived Instructional Quality of the Same Classrooms with Two Different Classroom Observation Instruments in China: Lessons Learned from Qualitative Analysis of Four Lessons Using TEACH and ICALT." In Effective Teaching Around the World, 137–63. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_7.
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AbstractResearch accumulated has suggested that narrowing instructional quality gaps can improve educational equity and the well-being of children in social and economic backgrounds. Considering that the disparity of instructional quality may affect educational inequality across different regions in China, this study explored how teaching quality varied in 30 lessons primary English classrooms in an economically disadvantaged province in China. This study adopted a mixed-method strategy with quantitative classroom observation data to select four lessons contrastive in teaching quality for subsequent qualitative analysis to explore classroom processes in-depth. Using two internationally validated classroom observation instruments, ICALT and TEACH, added a further dimension to examine how characteristics of instruments might influence perceived instructional quality. Results revealed that while both high-inference instruments were theoretically comparable in distinguishing teaching quality, only ICALT predicted learner engagement. While quantitative instruments could not provide detailed accounts of classroom processes, qualitative accounts of the four lessons could uncover the deep relationships between teacher-student interactions and differences in instructional quality. These findings suggest that conceptually similar instruments may vary in predictive power and that systematic qualitative analysis is indispensable in complementing high-inference instruments to provide an objective teacher evaluation.
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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Observation." In Research Methods in Education, 542–62. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-26.
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Nansubuga, Florence, Martin Ariapa, Martin Baluku, and Helyn Kim. "Approaches to Assessment of Twenty-First Century Skills in East Africa." In The Enabling Power of Assessment, 99–116. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_7.
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AbstractTo address the challenges originating from changes in the global market and with technological progress, sub-Saharan Africa (SSA) is adopting more holistic education systems that offer lifelong competence for workers in the twenty-first century. This transition requires integration of complex cognitive and social/interpersonal competencies, such as critical thinking, teamwork, cultural and diversity awareness, multilingualism, and the use of digital technologies into the traditional educational curricula. However, the transition from traditional to holistic curricula is complicated. Issues include how twenty-first century skills are defined in SSA, how they can be taught, how they can be integrated into curricula, and how they can be assessed. A review of the literature on assessments was first conducted in order to review approaches and tools used to measure twenty-first century skills in SSA. Five assessment approaches were identified: scenario-based, questionnaire, video recording and direct observation, portfolio, and technology-based. Seven tools that met study criteria were examined along five dimensions: purpose, type or form, target population, context, and specific skills, in order to determine their utility for assessment of twenty-first century skills. Findings indicate that five of the seven assessment tools support summative purposes while two support formative assessment. Further to this, two tools were designed for large-scale assessment and three targeted adolescents. In terms of method, scenario-based and self-report were the most common approaches used to collect information on twenty-first century skills in SSA. Notably, the outcomes of scenario-based assessments provided compelling evidence of proficiencies, demonstrating the method’s efficiency in task creation, analysis, and scoring rubrics that provide clear distinctions across performance levels.
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Cappello, Gianna, and Marianna Siino. "Building Youth Civic Engagement through Media Education and Educational Commons." In Educational Commons, 51–68. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_4.
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AbstractThe Italian case study, presented in this chapter, develops the concept of educational commons building on the field of media education and the notions of “participatory culture” and digital commons. The motivation for this study arose from the need to reconsider education as a shared resource and to examine the importance of experimenting with, monitoring, and evaluating (digital) co-creation practices that may engage and empower young people within their communities. Hence, our research questions were: (a) How do young people collectively experience and build the educational commons? (b) How do participants (youth and adults) in educational commons experience peer governance, and how do they handle and resolve conflicts? (c) How does the co-creation of a photo blog as a shared space of action help young people discover and develop a “civic intentionality” in the (digital) public sphere? (d) What are the effects of applying a commons’ logic to address inequalities and achieve social inclusion of young people from vulnerable social groups? The analysis of the textual data collected through interviews and focus groups, logbooks, fieldnotes, observation grids, and audiovisual documentation, we have been able to (a) reconstruct the micro-context in which the case study activities took place, (b) comprehensively describe the relational dynamics, the processes, and the products using unobtrusive methods, and (c) assess the impact of the activities concerning the objective of developing “civic intentionality” and reducing educational inequalities through an educational-commons and media-education approach.
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Kim, Yongnam, Stanley A. Lubanski, and Peter M. Steiner. "Matching Strategies for Causal Inference with Observational Data in Education." In Complementary Research Methods for Educational Leadership and Policy Studies, 173–91. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93539-3_9.
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Jdid, Maissam Ahmed. "The Use of Neutrosophic Linear Programming Method in the Field of Education." In Handbook of Research on the Applications of Neutrosophic Sets Theory and Their Extensions in Education, 294–309. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7836-3.ch015.
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In light of the great development witnessed by all fields of science, it was necessary to keep pace with this development, benefit from it, and adapt it to serve humanity through organized observation of natural events and conditions, discovering facts, formulating appropriate laws for those facts, and exploiting available resources. By using operations research methods, we can face most problems and find solutions, which prompted many researchers and scholars in the field of education to claim the need to use these methods in the management of educational institutions and to include them in the curricula for students in the early educational stages. The authors prepared this study using the concepts of neutrosophic logic through which they present some problems that can be converted into linear neutrosophic models, which can be used in the management of educational institutions and also be included in academic curricula.
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Ilich, Liudmyla, Igor Yakovenko, Olena Akilina, Alla Panchenko, and Marzena Sobczak-Michalowska. "Prospects for the Implementation of Practice-Based Learning for Students of Managerial Profile." In Advances in Data Mining and Database Management, 146–61. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1886-7.ch009.
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The purpose of the study is to highlight the theoretical and practical aspects of implementing practice-oriented training of management students and to develop a descriptive model of internship based on innovative approaches. The study highlights the theoretical and applied aspects of the practice-based education implementation for management specialists. Achieving the study goal contributed to the use of several methods of scientific knowledge, in particular theoretical (analysis, synthesis, induction, deduction), empirical methods (observation, questionnaires, surveys), the method of experimental work, as well as tabular and graphical methods. The basic parameters of the practice-based education model were substantiated and determined. They provide the student`s participation in educational and professional internship, performing official duties during one academic year. The main components inherent in the practice-based education model that distinguish it from the traditional process of practice within the framework of the generally accepted educational model were analyzed.
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Al Jahdhami, Abdel Rahman Mohammed, Serge Gabarre, and Cécile Gabarre. "Gamifying the English Language Classroom to Motivate Omani Teenagers." In Practical Perspectives on Educational Theory and Game Development, 54–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5021-2.ch003.
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Students in Oman have negative attitudes towards learning English. An action research where a gamification implementation including various elements such as a leaderboard, badges, and a progress bar was conducted. Three instruments were used to investigate how gamification could increase the learners' motivation: motivation tests, interview protocols, and complete participant observations. The motivation tests were analyzed using Wilcoxon signed-rank test. The interview and observation data were analyzed using a thematic coding qualitative method. Results revealed that over the two cycles of implementation of the gamified approach to learning English, 92% of students demonstrated an increase in their motivation to learn English. The interviews revealed the specific aspects of the gamified approach that contributed to this increase. Extrinsic motivation was replaced by intrinsic motivation. This leads to implications for a future study where the gamified approach to teaching could be trialed across different classes and subjects in the same school.
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Roz Faraco, Carmen Cecilia, and Nazaret Martínez-Heredia. "Formation of Practical Experience With Teachers of Physical Education in the Room of Psychomotricity in Childish Education." In Advances in Early Childhood and K-12 Education, 167–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch010.
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The main objective of this research is the design of a training program for teachers of education physics in the institution of psychomotor circuits within the psychomotor room in the Educational Center Santa Rosa School (Venezuela) using a methodology based on participatory action research capable of handling the most elementary and obvious didactic situations determined and delimited by the actors themselves based on the implementation of the cycle model—reflection-practice-observation-execution—which transforms the teachers in protagonist and integrates the figure of the educational advisor in the process of formation. The results show the change from a poorly supported pedagogical practice to an enriched one where the creation of a method of systematization of information stands out, which made his work more effective due to the creation of a series of formats for evaluation and observation relevant to the population and its performance.
Conference papers on the topic "Observation ( Educational method)"
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Diah, Norizan Mat, Marina Ismail, Suzana Ahmad, and Mohd Khairulnizam Md Dahari. "Usability testing for educational computer game using observation method." In Knowledge Management (CAMP). IEEE, 2010. http://dx.doi.org/10.1109/infrkm.2010.5466926.
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Baafi, Richard kwabena akrofi, and Loice Atieno. "INTERACTIVE MEDIA IN HIGHER EDUCATION: A STRATEGY FOR ENHANCING STUDENTS' ACADEMIC ACHIEVEMENT AND CULTURAL INTEGRATION." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-245.
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Technology continues to attract attention to all aspect of social life, including education. Technological innovations in education are aimed at increasing computational thinking to compete with global opportunities. In this way, developing interactive technologies for supporting students' learning in higher education is essential for students' academic achievement and cultural integration. The main objective of the study was to assess the effect of interactive media in the classroom in improving critical thinking skills and learning techniques. This objective was achieved by students' using Scratch as an interactive educational media to create posters for their project. The population involved year zero in BSc Computer Science students with no programming background in Hungary. The method of data collection was participant observation. The study revealed that interactive media in higher education is critical because they impact positively on students' academic achievement, cultural resilience and computational thinking. Also, the study found that most first year students, especially international students, struggle to adapt to the local culture and require some level of coping mechanisms to integrate into the new learning environment. This impacts negatively on their This impacts negatively on their academic performance and also their ability to cope in their new environment. The findings suggest that integration of educational technologies in higher education should be encouraged in all universities as additional innovative strategies for enhancing students' sharing and integration. Thus, the researchers concluded that programming with Scratch could be one of the effective interactive educational media for any student for promoting learning and interaction because programming with Scratch does not require previous programming abilities and can be used by students in higher education conveniently.
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Zaidan khalaf, Naji, and Nadhim Obaid Hussein. "The Effect of Mind Mapping on Developing the Writing Skills of the 7th Grade Students." In VIII. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress8-4.
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This review is an example of profound analysis and research that uses mind mapping to help kids write better. The purpose of this study is to determine whether the mind mapping method can enhance students' writing abilities and to characterize the classroom environment when mind mapping is utilized to teach and learn writing abilities. The data gathered from the papers’ observation sheets and the lecturer's and students' performance, the lecturer's field notes, the students' responses to a questionnaire, and, most importantly, the students' performance on the cycle test showed that the mind mapping technique was successful in enhancing the students' writing ability in many reviewed articles. The research indicates that using mind maps to organize ideas can help the students write better and gain great and enhanced knowledge
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I Chen, Ching, Meng-Cong Zheng, and I. Wen Yen. "The Achievement of Using Research Results from Mixed Methods in Design Workshop within Educational Scenario." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002013.
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We often combine several methods and tools when running a design workshop, e.g., brainstorming and affinity diagram. Suppose participants have many divergent ideas without fully understanding the design subject matter's users, behaviors, and scenes, although many ideas can be collected. In that case, the result is often difficult to focus on the problem they originally intended to solve. Therefore, this research wants to know whether the innovative ideas of participants are restricted by providing the same background material. And how to use different design thinking tools in combination to improve the effectiveness of the workshop. The design subject of this workshop is a recycling vehicle currently operated and managed by the government. The design goal is to design additional modules that can be used flexibly in the existing recycling vehicles to improve waste separation and recycling efficiency.Before implementing the design workshop, we collected many objective facts and subjective opinions through qualitative and quantitative investigation methods such as field observation, questionnaire survey, interview, and symposium. We visualized the survey results (photos, behavioral mapping, statistic chart, etc.) to form the materials for the design workshop. The workshop ran for eight hours in one day, and a total of 10 industrial design master class students were divided into two groups. Four stages guided the two workshop hosts in sequence: the KJ method, empathy map, user journey, and design sketch. There are four stages to guide the process. During the period, the two groups each reported an affinity diagram, two user journeys (one for cleaning staff and one for a citizen), and four empathy maps. Finally, a professor from the Industrial Design Institute will comment on the sketch.As a result, participants created ten sets of sketches focusing on problem-solving but with different innovative ideas. Participants also learned various design thinking tools in a short period. Using the mixed method research results as materials and combining different method tools to guide the process of the workshop will ultimately help the design workshop produce specific achievements.
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Svetina, Karina. "The importance of previous education for foreign students entering studies in the western higher education system." In 16th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2023. http://dx.doi.org/10.22616/reep.2023.16.014.
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The aim of the research is to find out the significance of foreign students' previous general education experience when beginning their studies in the 1st academic year of higher education abroad according to the Western education philosophy. The research question envisages finding out what academic difficulties foreign students face when starting their studies abroad in the 1st academic year and how to provide support in the academic study process. The research is based on the exploration of the reasons behind academic failures, and on ways how to improve academic performance. The research sample involves South Asian and Central Asian 1st academic year students studying in Latvia for bachelor degree (the European Qualifications Framework (level=6)). The study was conducted in 4 phases in the period from 2019 to 2022: 1) a survey of foreign students (n=89) was conducted in order to find out the self-assessment about the teaching and learning methods practised in previous education; 2) an observation method of foreign students (n=89) was conducted during classes with the aim to analyse with which academic methods the students performed better and which they performed worse during the 1st academic year; 3) interviews were conducted with nationals of India, Sri Lanka and Uzbekistan (n=3) to learn about the teaching and learning methods in general education in particular countries; 4) interviews were conducted with representatives of Latvian higher education institutions (n=8), in order to find out whether previous educational experience causes difficulties for students and whether it affects the learning outcomes. The results of the research indicate that previous education: lack of diversity of methods, proportion of large classes, teacher-centred lessons, has a negative impact on learning outcomes.
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Mainz, Denis, and Vladimíra Lovasová. "INFLUENCE OF PROJECT-BASED LEARNING IN SUBJECT INFORMATION AND COMMUNICATION TECHNOLOGY ON SUBJECTIVE PERCEPTION OF ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-162.
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The paper describes a research conducted on the Faculty of Education of the University of West Bohemia in Pilsen in 2011. The research aims to map the influence of project-based learning on the subjective perception of the academic achievement of students in the subject Information and communication technology (ICT). Target group was composed of high school students. Described research is a part of a broader research conception that focuses on a potential of project-based learning in educational area Information and communication technology. This conception of a project-based learning application in an educational area of ICT was determined problematic by an initial survey. Within the scope of this broader conception we already focused on adolescent student experience during project-based learning in ICT that included possibilities of emotional disorder reduction, published in (Mainz, Lovasov?, Magdin, 2012). This time, we focused on a potential of project-based learning in an area of perception of the academic achievement. Student?s performance in a subject is not determined only by his skills, but also by a manner in which he is aware of his skills. Self-perception is a major factor that influences learning, work motivation and determines a level of anxiety experienced by student in a task situations (Balcar, 1983). The research design consists of a preparatory part and a research and implementation part. In the preparatory phase, projects have been implemented in high school lessons of ICT. The projects were drawn according to the methodology of the Buck Institute for Education that allows very clear definition of boundaries among project-based learning, theme-based learning and problem-based learning. In the research and implementation part, the self-concept of student?s academic achievement was observed in these categories: evaluation of common intellectual skills, evaluation of specific skills for informatics and self-confidence in a performance in a context of a social group. For the purposes of the observation, a modified standardized psychometric tool - SPAS "Self-concept of the Academic Achievement of Children" (Matějček, V?gnerov?, 1992) was used. This tool was successfully used many times for evaluation of newly implemented educational methods. The results were processed according to the manual for the standardized psychometric tool and were compared to the results of control groups, in which project-based method was not implemented. The research was conducted in cooperation with the Department of Computer Science and Educational Technology and the Department of Psychology at the Faculty of Education of the University of West Bohemia in Pilsen.
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Rezer, Tatiana M. "Transformation of pedagogical activity management in conditions of uncertainty." In Sustainable and Innovative Development in the Global Digital Age. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.hdvq3855.
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The purpose of the article is to analyze the management of pedagogical activity in conditions of uncertainty, to determine the factors of uncertainty, their content and impact on the management of pedagogical activity, to high-light the features of transformations in the management of the educational process in conditions of uncertainty. The objectives of the study include the analysis of sources about the pedagogical activity management in conditions of uncertainty, the definition of the concept of “transformation of pedagogical activity management”, the definition of uncertainty factors, the identification of transformations in the pedagogical activity management in conditions of uncertainty. Research methodology: a comparative analysis of theoretical and practical sources on the management of pedagogical activity has revealed the lack of attention in modern research to the disclosure of the management of pedagogical activity in conditions of uncertainty; the method of theoretical analysis allowed us to identify uncertainty factors and their impact on the management of pedagogical activity; the method of pedagogical observation was used to determine the features of transformations in the management of the educational process in conditions of uncertainty. The transformation of pedagogical activity management is understood as the ongoing transformations in the educational environment that occur as a result of certain social and pedagogical changes, which can be both chaotic and purposeful, and arising from internal and external sources which actively influence the management process.
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Tan, Zhengtang, Ziqin Luo, and Shuang Lin. "Exploration and Practice of Progressive PBL in costume design course: The Example Engineering and Design College of Hunan Normal University." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001916.
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This study aims at the problems of college students' education in China's fashion design specialty, such as fragmented knowledge system, an unnatural connection between courses, and slim employment prospects. Taking "knowledge innovation" as the theoretical model, "project-driven" as the teaching intervention approach, and aiming at optimizing the curriculum system of fashion design specialty and improving the knowledge learning ability and employment scope of college students, the educational reform practice of series design courses was carried out. Use field observation method and this paper observed the four learning stages of fashion design major in the National Teaching Demonstration Center of Fashion Design and Engineering Practice of Hunan Normal University from freshman to senior. By introducing four categories of projects, namely, "competition, innovation and entrepreneurship, enterprise innovation and enterprise practice，" the four knowledge types of construction, practice, distribution， and collaborative design gradually promoted the renewal, expansion， and iteration of students' knowledge design level. This study summarizes the "progressive project-driven" teaching mode of fashion design specialty. It is found that the "progressive project-driven" teaching mode can assist the organic connection between courses, help students learn various knowledge of fashion design step by step, and improve their creative thinking ability.
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Trunov, Aleksandr M., and Maksym Yu Skoroid. "Implementation of wireless mobile device drive control video systems in the MATLAB environment in the educational process." In 16th IC Measurement and Control in Complex Systems. Vinnytsia: VNTU, 2022. http://dx.doi.org/10.31649/mccs2022.10.
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The peculiarities of the application of computerized systems of wireless remote control of drives, which include single-board computers with Wi-Fi communication channels, are considered. The advantages and disadvantages of programming controllers for wireless control of drives of mobile devices using the Matlab environment are analyzed. The tasks of integrating the IDE programming environment for the most common single-board computers and the video interface to the Matlab environment are set. To assist programmers and developers in creating software for such devices, observation and control modules have been developed as a model for machine simulation and programming skills. Interfaces that ensure the implementation of Simulink graphical programming environment tools into the educational process are proposed. Using the example of creating and setting programs for remote wireless control of elements of robotic systems, including mobile devices for restorative medicine. This report presents a method of programming Arduino boards based on visual support of actions. The created model for visual representation of the operation of a robotic technical system with four degrees of freedom is considered. The clarity, simplicity and effectiveness of such interactive support have been demonstrated. This method is preferred because it does not require prior programming skills to write code to create complex tasks. The method is expected to lend itself well to teaching basic programming skills due to the visual elements offered. Further integration and experience of control program modules in Simulink will require the use of drop-down menus containing informational messages and links to examples. Simulation modeling and statistical evaluation will obviously become the basis for further improvement of the interface, which realizes the advantage of the board when programming using a Wi-Fi network. In addition, an important opportunity for collective problem solving opens up thanks to the transparency and convenience of teaching students programming and process modeling in the Matlab software environment.
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Palade, Tudor, Grigore Gheorghe, Dan Badea, and Sorinmirel Ciolca. "IMPROVEMENT OF THE TEHNICAL AND TACTICAL FOOTBALL TRAINING FOR CHILDREN USING TEHNOLOGICAL DEVICES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-234.
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This present research set itself to highlight the posibility of improvement of the teaching process, in the game of football, with the help of latest technology. In this manner, the experiment oriented on optimization of the technical and tactical component related to the game of football, using specific motive structures, also being customized for the level of education. The theoretical and methodical field that defines our domain of activity approaches in detail the issue of density of information in the football training classes. In this context it must be emphasized that density is an indicator of quality in training the soccer player. Aiming at this aspect, specialized methodology permanently seeks optimizing the relationship between different types of specific training process density, as in the pedagogical density and physical training density, which are characteristic for highlighting the quality of educational process. Consequently, the referred research aims at improving the relationship between pedagogical density and physical training density in favor of the latter. This goal was achieved by improving sources of information transmission from teacher / coach to the player using derivatives specific to high technology The experiment is an ameliorative and ascertaining one, conducted over a period of 3 months. The subject that were involved in the research are representatives of the football team FC Dinamo Bucuresti, with the Juniors E level of education, being aged around 10-11 years old (2004 and 2005 groups). The objectification of the research was realised through timing actual work time and break time related to the training process and further processing. Next methods were used as methods of research: scientific documentation, personal observation, the experiment, mesurements, statistical and mathematical method, graphical method. Results of the scientific step made are visible through and increased technical and tactical yield in the training process and a more efficient performance behaviour whilst the games. Research conclusions confirms the hypothesis of work with the results obtained.
Reports on the topic "Observation ( Educational method)"
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.
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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Lvov, Michael S., and Halyna V. Popova. Simulation technologies of virtual reality usage in the training of future ship navigators. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3758.
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Research goal: the research is aimed at the theoretical substantiation of the application of virtual reality technology simulators and their features in higher maritime educational institutions. Research objectives: to determine the role and place of simulation technology in the educational process in the training of future ship navigators in order to form the professional competence of navigation. Object of research: professional training of future ship navigators in higher maritime educational institutions. Subject of research: simulation technologies of virtual reality as a component of the educational process at higher educational maritime establishments. Research methods used: theoretical methods containing the analysis of scientific sources; empirical methods involving study and observation of the educational process. Research results: the analysis of scientific publications allows to define the concept of virtual reality simulators, their application in the training of future navigators, their use for assessing the acquired professional competence of navigation. Main conclusions: introduction of simulation technologies of virtual reality in the educational process in higher maritime educational institutions increases the efficiency of education, promotes the development of professional thinking of students, enhances the quality of professional competence development.
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Hruntova, Tetiana V., Yuliia V. Yechkalo, Andrii M. Striuk, and Andrey V. Pikilnyak. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2660.
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Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in the training process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotes development of research skills and a future specialist’s competent personality.
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Zinonos, Natalya O., Elena V. Vihrova, and Andrey V. Pikilnyak. Prospects of Using the Augmented Reality for Training Foreign Students at the Preparatory Departments of Universities in Ukraine. CEUR-WS.org, November 2018. http://dx.doi.org/10.31812/123456789/2657.
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The purpose of the study is to highlight the potential and the prospects of using the augmented reality in the mathematical education for foreign students at the preparatory departments of universities. Objectives of the study: to determine the peculiarities of the virtualization of the training of foreign students at the preparatory departments of universities, as well as the possibilities of using the technology of complementary reality in the teaching of mathematics. Object of research: a virtually oriented educational environment of foreign students at the preparatory departments of universities. Subject of research: virtualization of learning with the augmented reality of mathematical education of foreign students at the preparatory departments of universities. Used research methods: theoretical – analysis of scientific and methodological literature; empirical-study, observation of the educational process. Results of the research: on the basis of the analysis of scientific publications, the notion of virtualization of education and the virtually oriented educational environment of foreign students at the preparatory departments of higher educational institutions is described. The main conclusions and recommendations: 1) the article outlines the possibilities and prospects of using the augmented reality in the mathematical education for foreign students at the preparatory departments of universities; 2) the considering the various targets of mobile applications, which are used in solving mathematical problems, as well as analysis of the characteristics of various practical achievements of using the augmented reality in the mathematical preparation for foreign students at the preparatory departments of universities, it is planned to devote a separate work.
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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.
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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.
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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3750.
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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.
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Popel, Maiia V., and Mariya P. Shyshkina. The Cloud Technologies and Augmented Reality: the Prospects of Use. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2662.
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The article discusses the prospects of the augmented reality using as a component of a cloud-based environment. The research goals are the next: to explore the possibility of the augmented reality using with the involvement of the cloud-based environment components. The research objectives are the next: to consider the notion of augmented reality; to analyze the experience the augmented reality using within the cloud environment / system; to outline the prospects of the augmented reality using in educational institutions; to consider the technical conditions of the augmented reality use. The object of research is: the educational process in educational institutions of Ukraine of different levels of accreditation. The subject of research is: the educational process in a cloud-based environment in educational institutions of Ukraine. The research methods used are the next: analysis of scientific publications, observations. The results of the research are the next: on the basis of the analysis of scientific works, it has been established that the experience of the augmented reality using in the systems based on cloud technologies already exists. However, the success of such a combination has not yet been proven. Currently, laboratory tests are known, while the experiment was not carried out under natural conditions in control and experimental groups. It is revealed that the attraction of the augmented reality for the educators requires the development of new methodologies, didactic materials, updating and updating of the curriculum. The main conclusions and recommendations: the main principles of augmented reality use in the learning process are: designing of the environment that is flexible enough, attention should be paid to the teaching and didactic issues; adjusting the educational content for mastering the material provided by the curriculum; the research methods that can be used in training along with the elements of augmented reality are to be elaborated; development of adaptive materials; training of teachers, which will include augmented reality in educational practice.
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Ginis, Isaac, Deborah Crowley, Peter Stempel, and Amanda Babson. The impact of sea level rise during nor?easters in New England: Acadia National Park, Boston Harbor Islands, Boston National Historical Park, and Cape Cod National Seashore. National Park Service, 2024. http://dx.doi.org/10.36967/2304306.
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This study examines the potential impact of sea level rise (SLR) caused by climate change on the effects of extratropical cyclones, also known as nor?easters, in four New England coastal parks: Acadia National Park (ACAD), Boston Harbor Islands National Recreation Area (BOHA), Boston National Historical Park (BOST) and Cape Cod National Seashore (CACO). A multi-method approach is employed, including a literature review, observational data analysis, coupled hydrodynamic-wave numerical modeling, 3D visualizations, and communication of findings. The literature review examines previous studies of nor?easters and associated storm surges in New England and SLR projections across the study domain due to climate change. The observational data analysis evaluates the characteristics of nor?easters and their effects, providing a basis for validating the model. Numerical modeling is performed using the Advanced Circulation (ADCIRC) model, coupled with the Simulating Waves in the Nearshore (SWAN) model to simulate storm surges and waves. The model was validated against available observations and demonstrated its ability to simulate water levels, inland inundation, and wave heights in the study area with high accuracy. The validated model was used to simulate three powerful nor?easters (April 2007, January 2018, and March 2018) and each storm was simulated for three sea levels, (1) a baseline mean sea level representative of the year 2020, as well as with a (2) 1 ft of SLR and (3) 1 m of SLR. Analysis of the model output was used to assess the vulnerability of the parks to nor?easters by examining peak impacts in the park areas. Additional simulations were conducted to evaluate the role of waves in predicting peak water levels and the impact of inlet configurations on storm surges within coastal embayments behind the barrier beach systems in the southern Cape Cod region. The project developed maps, three-dimensional visualizations, and an interpretive film to assist the parks in planning for resource management, maintenance, emergency management, visitor access, safety, education, and outreach. These tools provide a better understanding of the potential impacts of nor?easters and SLR and enable the parks to better prepare for future storms.
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Ahmed, Syeda Kashfee, and Petra Lietz. Explaining students’ attitudes towards a sustainable future: Evidence from SEA-PLM 2019 data. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-724-3.
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This report discusses how students’ attitudes towards global issues are now crucial more than ever to build a sustainable world for future generations. The first section describes why students’ attitudes towards school and learning are important and how they are linked to the Educational Prosperity Framework (Willms & Tramonte, 2015). The second section highlights the literature about the key factors which can influence students’ attitudes towards school and learning and how they are related to students’ attitudes towards sustainable development. The third section discusses the methods used for analysing the relationships between these different factors and outcomes, using data from the Southeast Asia Primary Learning Metrics (SEA-PLM) program in 2019. It also explains the rationale for the selection of the key variables. The fourth section presents the main results. The fifth section concludes with some key observations that support the goal of raising the awareness of future generations of their ecological footprints and to strive for a sustainable world.