Journal articles on the topic 'P. lessonae'
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Berger, Leszek, Maciej Pabijan, Mariusz Rybacki, and Elzbieta Czarniewska. "Large eggs and ploidy of green frog populations in Central Europe." Amphibia-Reptilia 32, no. 2 (2011): 149–58. http://dx.doi.org/10.1163/017353710x546495.
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AbstractGreen frogs of Central Europe consist of three taxa: Pelophylax ridibundus, P. lessonae and their natural hybridogenetic hybrid, P. esculentus, which forms as a rule mixed populations with its parental species. We examined 659 095 eggs from P. ridibundus (48 females), P. lessonae (133 females) and P. esculentus (170 females) originating from 39 populations in Austria, Denmark, Germany and Poland. Some females of each taxon laid eggs that fell into discrete size classes (small, medium and large). Large eggs were mostly diploid gametes from which triploids developed. They were found in P. esculentus (25 233 large eggs in 152 spawns), P. lessonae (81 in 10 spawns) and P. ridibundus (7 in 3 spawns). The main purpose of the paper was to demonstrate that the numbers of large eggs were clearly associated with triploid P. esculentus frogs. In pure hybrid (esculentus) populations large eggs comprised between 2.44-40.96% of all ova, while triploid adult frogs constituted between 13.9-73.2% of all individuals, in mixed ridibundus-esculentus populations the large eggs and triploid frogs ranged between 0.85-36.6% and 9.2-56.2%, respectively. However, in mixed lessonae-esculentus populations large eggs comprised only 1.74% of the spawns, whereas triploid frogs represented 2.1% of the adults in the population.
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Jośko, Paulina, and Maciej Pabijan. "Recent shifts in taxonomic compositions of water frog populations (Anura: Pelophylax) inhabiting fish ponds in southern Poland." Amphibia-Reptilia 42, no. 1 (September 29, 2020): 59–72. http://dx.doi.org/10.1163/15685381-bja10031.
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Abstract In Central Europe, water frog species coexist in assemblages consisting of Pelophylax lessonae, P. ridibundus and their hybridogenetic hybrid, P. esculentus. Population compositions are poorly understood, partly because of difficulties in distinguishing hybrids from parentals by means of morphology alone. Environmental change and human-mediated, cryptic introductions of non-native water frog species have modified local assemblages. In this contribution we examined the structure of nine water frog populations inhabiting mostly large fish ponds in the Upper Vistula river valley of southern Poland using morphology and PCR-based genotyping of single loci in the nuclear and mitochondrial genomes. We found four different water frog population compositions: two with only P. ridibundus, one composed of P. lessonae and P. esculentus, three with P. ridibundus and P. esculentus, and three containing all three water frog taxa. Historical data show that the area was previously inhabited by lessonae-esculentus populations. We propose that both ecological and genetic replacement by expanding P. ridibundus may have contributed to the decline of the former. Overall, 18% of P. ridibundus frogs contained introgressed P. lessonae mtDNA, however, the frequency of introgressants was most pronounced in populations with a high proportion of P. esculentus. Exotic water frogs were not detected in the study area. Our results bear significance for water frog population dynamics and conservation in Central Europe and highlight the importance of long-term monitoring for the detection of changes in population composition in these amphibians.
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Suriadna, N. M., G. I. Mykytynets, M. Pupiņš, and V. Y. Gasso. "Population systems of Eurasian water frogs (Pelophylax) in the south of Ukraine." Biosystems Diversity 28, no. 2 (May 30, 2020): 154–62. http://dx.doi.org/10.15421/012021.
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Ecological and evolutionary consequences of population-genetic processes that occur because of natural cross-species hybridization can show mechanisms of overcoming the reproductive barrier and obtaining the species status by a hybrid taxon. This is clearly seen in the population systems of Eurasian water frogs – Pelophylax esculentus complex. The P. esculentus (E) hybrid usually discards one of the parental genomes of P. lessonae (L) or P. ridibundus (R) and reproduces semi-clonally. The genetic structure and direction of gene flows precisely depend on the type and distribution of mixed or pure population systems of water frogs. Three population systems in the south of Ukraine were identified and confirmed as RR, RE and REL. The populations of P. ridibundus are most common (76.2%). A mixed population systems of P. ridibundus and P. esculentus (20.0%) are concentrated in the floodplains of large rivers where triploids were found and the unisexual hybrids (1.0♂ : 0.1♀) were proved. Parent species populations having different ploidy of P. esculentus such as 3n and for the first time 4n were found. A mixed system of three taxa (REL) is rare (3.8%) and locally concentrated in the lower Danube and Dnieper with the smallest proportion of P. lessonae. We did not find populations of P. lessonae (LL), P. esculentus (EE, very rare system of hybrids only), and two mixed populations of parental species RL and semi-clonal LE in the south of Ukraine, but they are known for northern areas. The high number of P. ridibundus tends to decrease; the scarce P. esculentus and the extremely rare P. lessonae require special conservation measures. P. ridibundus (RR) occupies a wide range of diverse natural, permanent, temporary, coastal, continental, and artificial freshwater bodies, including synanthropic ecosystems. Mixed population systems inhabit willow and poplar forests in the floodplains of large rivers. In the south of Ukraine rare and isolated populations of the water frogs occurring outside the main range can be relict. Biotopic preferences, ratio and number of constituent taxa are crucial for an adequate assessment of biological (taxonomic) diversity and development of an appropriate strategy for the population systems’ conservation. Such characteristics as unisexuality of hybrids, their spreading patterns, specific sex structure and ploidy in different population systems of the P. esculentus complex contribute to the understanding of the hybridogenetic dynamics; produce new tendencies of becoming independent hybridogenous taxa and emergence of new evolutionary relationships.
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Snegin, Eduard, Anatoliy Barkhatov, Anton Sychev, and Elena Snegina. "Species composition of green frogs (Pelophylax Esculentus Complex) of the Belgorod agglomeration based on DNA markers." BIO Web of Conferences 30 (2021): 04008. http://dx.doi.org/10.1051/bioconf/20213004008.
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On the basis of molecular genetic analysis of the intron-1 of the nuclear serum albumin gene (SAI-1) were identified 177 individuals of Pelophylax esculentus complex of 9 localities Belgorod. Two types of population systems R and RE were identified. Pure populations of L-type, E-type and LE-type as well as P. lessonae individuals were not identified.
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Svinin, Anton O., Ivan V. Bashinskiy, Vitaly V. Osipov, Leonid A. Neymark, Alexander Yu Ivanov, Oleg A. Ermakov, and Spartak N. Litvinchuk. "New records of the anomaly P syndrome in two water frog species (Pelophylax ridibundus and P. lessonae) in Russia." Herpetozoa 32 (December 6, 2019): 277–81. http://dx.doi.org/10.3897/herpetozoa.32.e47205.
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The “anomaly P” was described in Palearctic water frogs of the genus Pelophylax by Jean Rostand as complex morphological anomalies of water frogs, including polydactyly, brachymely, hind limb oedema, bone outgrowths, spikes, flexions and additional limbs in the inguinal region. In 2016, the anomaly P syndrome was rediscovered in central Russia, confirming the hypothesis concerning its wider distribution. Here, three new records of this syndrome in two species of western Palearctic water frog from Russia are described.
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Iftime, Alexandru, and Oana Iftime. "Observations on the Herpetofauna of the Builavânturariţa Massif (Southern Carpathians, Romania )." Travaux du Muséum National d'Histoire Naturelle "Grigore Antipa" 56, no. 1 (August 1, 2013): 93–101. http://dx.doi.org/10.2478/travmu-2013-0007.
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Abstract The results of herpetological investigations in the Buila-Vânturariţa massif (Southern Carpathians, Romania) and its surrounding areas are reported here. 19 amphibian and reptile species were identified (Salamandra salamandra, Triturus cristatus, Ichthyosaura alpestris, Lissotriton vulgaris, Bombina variegata, Bufo bufo, B. viridis, Hyla arborea, Rana temporaria, R. dalmatina, Pelophylax ridibundus, P. lessonae, Emys orbicularis, Lacerta agilis, L. viridis, Podarcis muralis, Zootoca vivipara, Zamenis longissimus, Natrix natrix) and are presented together with distribution and ecological data.
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Drohvalenko, M., E. Pustovalova, A. Fedorova, and D. Shabanov. "ПЕРША ЗНАХІДКА ТРИПЛОЇДНИХ ГІБРИДНИХ ЖАБ PELOPHYLAX ESCULENTUS (ANURA: RANIDAE) В БАСЕЙНІ РІЧКИ МОЖ (ХАРКІВСЬКА ОБЛ., УКРАЇНА)." Біорізноманіття, екологія та експериментальна біологія 2, no. 23 (2021): 61–67. http://dx.doi.org/10.34142/https://doi.org/10.34142/2708-5848.2021.23.2.04.
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Pelophylax esculentus – міжвидовий гібрид озерної жаби P. ridibundus та ставкової жаби P. lessonae. Гібриди зазвичай представлені диплоїдними і триплоїдними формами, які співіснують і схрещуються з одним або обома батьківськими видами в геміклональних популяційних системах (ГПС). Басейн річки Сіверський Донець відомий своїми різноманітними ГПС і був описаний як Сіверсько-Донецький центр різноманіття зелених жаб. У його межах було описано три субрегіони на основі особливостей складу ГПС (диплоїдні – R-E, з триплоїдами – R-EEp і R-Epf лише з триплоїдними самками серед гібридів). Наявність триплоїдних P. esculentus раніше була підтверджена лише для двох із трьох субрегіонів басейну річки Сіверський Донець, тоді як третій, R-E-субрегіон (включаючи р. Мож), вважався населеним лише диплоїдами. В даній статті ми представляємо результати аналізу плоїдності та складу геному як дорослих зелених жаб, так і цьогорічків у ставку в с. Тимченки (басейн р. Мож, Харківська область, Україна). Три вибірки жаб були зібрані у вересні 2019, червні 2020 та серпні 2021 року (всього 109 дорослих особин і 56 молодих особин) та проаналізовані за морфологічними особливостями, а також з використанням методів цитометрії еритроцитів (сухі мазки), каріології кісткового мозку та флуоресцентного фарбування (за допомогою DAPI). Ми виявили 2 триплоїдних самці серед дорослих і 5 триплоїдів обох статей серед цьогорічків. Загальне співвідношення триплоїдів за віком різко змінюється (9% серед цьогорічків проти 1% серед дорослих), але незначуще (p=0,078). Розмір еритроцитів, що вказує на межу між дорослими ди- і триплоїдами, був встановлений як 28 мкм для цієї системи; для цьогорічків така межа не є очевидною. Усі триплоїди мали склад геному LLR (тобто два геноми P. lessonae та один геном P. ridibundus). За більшістю диплоїдних P. esculentus та наявністю триплоїдів система у Тимченках виявилася схожою на деякі інші ГПС (системи Корякова та Іськова ставків) в інших субрегіонах, які характеризуються присутністю триплоїдів. Наявність триплоїдів, всупереч попереднім даним щодо цього регіону, може пояснюватись декількома гіпотезами: (1) рідкісні знахідки триплоїдів; (2) їх міграція чи міграція P. esculentus, які продукують 2n-гамети; (3) нова особливість розмноження P. esculentus, що виникла нещодавно.
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Svitin, R., and Y. Kuzmin. "Oswaldocruzia duboisi (Nematoda, Molineidae): Morphology, Hosts and Distribution in Ukraine." Vestnik Zoologii 46, no. 3 (January 1, 2012): e-1-e-9. http://dx.doi.org/10.2478/v10058-012-0017-x.
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Oswaldocruzia duboisi(Nematoda, Molineidae): Morphology, Hosts and Distribution in UkraineOswaldocruzia duboisiBen Slimane, Durette-Desset et Chabaud, 1993 previously known from France and Bulgaria is reported from Ukraine for the first time. The species was found in the material from 8 amphibian host species, of whichLissotriton montadoni, Triturus cristatus, Mesotriton alpestris, Pelophylax ridibunda, P. lessonae, andHyla arboreaare new host records. Newts (Salamandridae) and green frogs (Pelophylax) are considered to be typical hosts forO. duboisi. Illustrated morphological redescription ofO. duboisibased on 141 specimens from various hosts is presented.
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Leuenberger, Julien, Antoine Gander, Benedikt R. Schmidt, and Nicolas Perrin. "Are invasive marsh frogs (Pelophylax ridibundus) replacing the native P. lessonae/P. esculentus hybridogenetic complex in Western Europe? Genetic evidence from a field study." Conservation Genetics 15, no. 4 (February 20, 2014): 869–78. http://dx.doi.org/10.1007/s10592-014-0585-0.
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Popiołek, M., B. Rozenblut-Kościsty, M. Kot, W. Nosal, and M. Ogielska. "Endoparasitic helminths of water frog complex in Poland: do differences exist between the parental species Pelophylax ridibundus and Pelophylax lessonae, and their natural hybrid Pelophylax esculentus?" Helminthologia 48, no. 2 (June 1, 2011): 108–15. http://dx.doi.org/10.2478/s11687-011-0020-8.
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AbstractParasitic fauna of water frogs was mainly studied in the second half of the 20th century. However, these studies were done without differentiation into species and hybrids and pooled the 3 taxa as “water frogs” or “green frogs”. The aim of this study was to make an inventory of helminth species as well as their prevalence and intensity of infection in the two parental species (Pelophylax ridibundus and P. lessonae) and the hybrid (P. esculentus) of water frogs from 3 big populations composed of hundreds or thousands of individuals inhabited natural and seminatural landscapes in Poland. Eight helminth species were found: Polystoma integerrimum, Diplodiscus subclavatus, Opisthoglyphe ranae, Gorgodera cygnoides, Haematoloechus variegatus, Oswaldocruzia filiformis, Cosmocerca ornata and Acanthocephalus ranae. The results were compared with data from other, polish and European studies. Additionally we compared the level of infection among water frog taxa.
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Ermakov, O., A. Ivanov, S. Titov, A. Svinin, and S. N. Litvinchuk. "New Multiplex PCR Method for Identification of East European Green Frog Species and Their Hybrids." Russian Journal of Herpetology 26, no. 6 (December 15, 2019): 367–70. http://dx.doi.org/10.30906/1026-2296-2019-26-6-367-370.
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A molecular multiplex PCR method for identification of East European green frog species (Pelophylax ridibundus, P. cf. bedriagae and P. lessonae) and their hybrids was developed. This simple and rapid method can be used for identification of species-specific mitochondrial and nuclear DNA. The method is based on species-specific differences in primary structure of the subunit 1 of the mitochondrial cytochrome C oxidase gene (COI) and the intron-1 of the nuclear serum albumin gene (SAI-1). Based on the method, we analyzed numerous individuals of these species and their hybrids from East European Plain, the Crimea, the Caucasus, the Ural, as well as introduced populations from Western Siberia and the Kamchatka. In all cases, identification of species performed by use of the multiplex PCR method coincided with results of study of primary nucleotide sequences.
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Socha, Małgorzata, and Maria Ogielska. "Age structure, size and growth rate of water frogs from central European natural Pelophylax ridibundus-Pelophylax esculentus mixed populations estimated by skeletochronology." Amphibia-Reptilia 31, no. 2 (2010): 239–50. http://dx.doi.org/10.1163/156853810791069119.
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AbstractCentral European water frog Pelophylax esculentus (formerly known as Rana esculenta) is a natural hybrid between P. lessonae and P. ridibundus. The hybrids reproduce by hybridogenesis and usually share populations with one of the parental species. Natural ridibundus-esculentus (R-E) mixed populations are rare. The population described herein is composed of 80% P. ridibundus and 20% P. esculentus represented by both sexes. We analyzed 159 adults and 228 juveniles. Age of adults collected from breeding sites ranged from 2 to 6 years in males and from 3 to 7 years in females of both taxa. The percentage of individuals older than 5 years was low. Average age of P. ridibundus was higher than that of P. esculentus. In P. ridibundus the average age of females was higher than that of males. In P. esculentus the difference between ages of females and males was not significant. Measurements of yearly radial growth of long bones revealed that the frogs grew intensively before reaching sexual maturity (3 years for females and 2 years for males). In the group of juveniles before I hibernation, P. esculentus were significantly bigger than P. ridibundus, however, there was no difference in body size between both taxa after I hibernation i.e., before the start of a new growth season. Mean LAG-1 diameters were significantly greater in adults P. ridibundus than in juveniles after I hibernation, but not in P. esculentus.
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Miura, Ikuo, Vladimir Vershinin, Svetlana Vershinina, Andrei Lebedinskii, Alexander Trofimov, Ivan Sitnikov, and Michihiko Ito. "Hybridogenesis in the Water Frogs from Western Russian Territory: Intrapopulation Variation in Genome Elimination." Genes 12, no. 2 (February 8, 2021): 244. http://dx.doi.org/10.3390/genes12020244.
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Hybridogenesis in an interspecific hybrid frog is a coupling mechanism in the gametogenic cell line that eliminates the genome of one parental species with endoduplication of the remaining genome of the other parental species. It has been intensively investigated in the edible frog Pelophylax kl. esculentus (RL), a natural hybrid between the marsh frog P. ridibundus (RR) and the pool frog P. lessonae (LL). However, the genetic mechanisms involved remain unclear. Here, we investigated the water frogs in the western Russian territory. In three of the four populations, we genetically identified 16 RL frogs living sympatrically with the parental LL species, or with both parental species. In addition, two populations contained genome introgression with another species, P. bedriagae (BB) (a close relative of RR). In the gonads of 13 RL frogs, the L genome was eliminated, producing gametes of R (or R combined with the B genome). In sharp contrast, one RL male eliminated the L or R genome, producing both R and L sperm. We detected a variation in genome elimination within a population. Based on the genetic backgrounds of RL frogs, we hypothesize that the introgression of the B genome resulted in the change in choosing a genome to be eliminated.
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Hermaniuk, Adam, Magdalena Czajkowska, Anetta Borkowska, and Jan R. E. Taylor. "Body size variation in hybrids among populations of European water frogs (Pelophylax esculentus complex) with different breeding systems." Amphibia-Reptilia 41, no. 3 (June 30, 2020): 361–71. http://dx.doi.org/10.1163/15685381-bja10005.
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Abstract In some populations, hybrids reproduce with a parental species by eliminating the genome of this species from their own germline and produce gametes that only contain the genome of the other parental species (sexual host). This mode of reproduction, known as hybridogenesis, leads to a conflict of interest between the two parties because the sexual host should avoid mating with the hybrid to prevent a reduction in reproductive success, whereas the hybrid depends on such matings for survival. We investigated European water frogs (Pelophylax esculentus complex), including hybrids (P. esculentus, genotype LR) and two sexual host species (P. lessonae, LL and P. ridibundus, RR). We hypothesized that to maximize fitness, hybrid males should be morphologically more similar to the sexual host that is preferred by females for successful reproduction. To test this hypothesis, we compared hybrid males in two different population types, L-E (hybrids coexist with LL) and L-E-R (hybrids coexist with both LL and RR). The latter was described in terms of genome composition, sex ratio, and mate choice preferences; the sex ratio of hybrids was significantly male-biased. We found that LR males from the L-E-R populations were significantly larger than those from the L-E, which makes them more similar to P. ridibundus, the largest species within the P. esculentus complex. We suggest that a larger body size of hybrid males may provide a reproductive advantage in the L-E-R population type, where the most common type of pair caught in the breeding season was LR males × RR females.
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Biriuk, O., O. Usova, O. Meleshko, and D. Shabanov. "Stability of spermatogenesis and displays of natural selection at the cellular and individual level in immature representatives of the Pelophylax esculentus complex." Biosystems Diversity 24, no. 1 (March 24, 2016): 193–202. http://dx.doi.org/10.15421/011624.
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Pelophylax esculentus is an interspecific hybrid which reproduces hemiclonally by crossing with the parental species (P. ridibundus or P. lessonae). The structure of hemiclonal population systems is of great interest. The majority of investigations into populations of water frogs deal with samples of mature animals, while subadults are less studied. We collected a random sample of 73 small water frogs from three localities in the Siverskyi Donets River floodplain. All frogs were measured, injected with colchicines and killed after anesthesia. We determined the species specifity, sex, age and ploidy of every individual. In addition, we measured testis length and studied the germ cells of all males by means of karyological analysis. We calculated the portion of triploids in the largest subsample from the vicinity of the Biological Station of V.N. Karazin Kharkiv National University and carried out a meta-analysis of previous publications dealing with composition of green frog samples from this locality. The proportion of triploids in our sample appeared to be approximately the same as 12 years ago. However, this proportion in our sample differed significantly from that obtained in recent samples of green frogs belonging to other age groups (adults and metamorphs) from the same locality. The share of triploids of P. esculentus is the lowest in the sample of metamorphs. This proportion increases in froglets because of early death of representatives of parental species which originated from hybrid-hybrid crossing. Then the number of triploids among adult P. esculentus individuals declines again probably because of their lower viability compared to diploids. We have revealed that subadult diploids have erythrocytes smaller than 28 microns, while triploids’ erythrocytes exceed 27 microns. Therefore, in borderline cases true ploidy could be determined only by the karyological technique. The average ratio between testis length and body length appeared to be larger in the parental species than in both diploid and triploid hybrids. Karyological analysis has revealed that P. esculentus had significantly lower portions of spermatocytes I with normal karyotype (13 bivalents) in the testis in comparison with P. ridibundus, but this value increases in adult hybrids. We suggest that increasing of spermatogenesis stability in adult frogs as opposed to subadults might be the consequence of both selection of germ cell lines in the testis and more frequent survival of individuals with stable gametogenesis.
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Putrienė, Nijolė. "Expressing Aspects of Modern Curriculum in a Lesson." Pedagogika 127, no. 3 (September 20, 2017): 119–31. http://dx.doi.org/10.15823/p.2017.43.
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Recently the concept of curriculum has been expanded: the curriculum implementation in a constantly changing environment was included alongside with a teaching program and its outcomes. In addition, an informal learning as well as implementing of learner’s former experiences became an important curriculum research target. The concept of learning program has also changed: it is now considered to be open, having no clear objectives and constantly developing one. That is the reason why curriculum planning and implementation became more an innovative process rather than a predetermined activity.
Despite these changes, the content of the lesson, time, the resources are determined strictly enough by public documents and established traditions in Lithuania.
The essays written by two gymnasium teachers describing their activities while planning and performing lessons were analyzed. There was a great number of modern curriculum aspects included by informants while planning and implementing curriculum during their lessons. Although, low motivation of some students, restrictions in time, material, etc. and set requirements for the achievement do not allow those curriculum aspects to be revealed stronger.
Keywords: contemporary curriculum, curriculum planning, curriculum implementation, education in lesson, learning program.
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Lukšėnienė, Alina, Birutė Žygaitienė, and Kristina Pošiūnaitė. "ICT measures application of peculiarities in technology lessons." Pedagogika 113, no. 1 (March 5, 2014): 148–58. http://dx.doi.org/10.15823/p.2014.1758.
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Relevance.There have been performed a number of studies and international projects in the country, related to IT deployment and ICT skills education in schools: since year 2004, a “General computer literacy” research is carried out annually, a series of scientific, methodological, information works, reports have been produced to convey experience of the ICT implementation in education. The study was conducted to investigate how ICT education skills are organized in technology lessons.The aim of the researchis to analyze IT tools application peculiarities in the elementary school for 5–8 classes in the technology lessons.The objectives of the researche as follows:1. To identify the importance of education for pupils’ ICT skills in the elementary school during technology lessons.2. To investigate the aims of IT usage during educational process which are used by technology teachers.3. To analyse the features of ICT application skills during technology lessons for 5–8 grade students.4. Summarize the major problems associated with the application of IT in the technology lessons.The empirical method was applied in the research. The survey was carried out in 2011–2012 school year at Lithuanian general education schools. The data of all respondents was statistically treated (n = 603): managers of elementary school (n= 215), technology teachers (n= 112) and 5–8 grades students (n = 276).The study found that in order to develop pupils’ skills in information technology more attention should be paid to ensuring high-speed internet connection, the installation of computer individual sites, modern interactive teaching material, learning space development, educational contentadaptation for work in cyberspace, for dissemination of good practice. It is also important to create conditions for students to develop consistently the ICT application skills through technology lessons in general education schools.In the educational content, IT dominate as a tool for reaching the lesson objectives, effectively exploiting the lesson time and space. The survey revealed that majority of teachers plan the use of ICT in lessons and always include it in the annual work plans. Most of the teachers use IT inextracurricular activities. Technology teachers use IT often and have used almost the same amount of all programs during classes. The study revealed that the most popular and most commonly used are the search, preparation of presentations and text editing programs.According to technology teachers opinion, usage of IT improves students’ information and technical skills and partly develops students critical thinking, learning, creativity and communication skills. Students of 5–8 grades expressed the opinion that, usage of IT during technology lessons mostly develops information and technological skills, partly promotes thinking and collaboration as well. However, unlike the technology teachers, almost half of the students think that the use of IT tools do not promote learning motivation. School principles and teachers felt that the application of IT for students of 5–8 grades during technology lessons more interestingly conveys the educational content, the work with the latest software; hardware encourages the teachers to improve themselves as well.Technology teachers faces with some problems by applying IT during their lessons: one-third of the participating teachers’ lack of licensed programs and computer access. More than half of the teachers do not have internet access in their classrooms. Even two-thirds of the teachers would like to improve their computer literacy. Almost a third of teacher’s state that school schedules are not aligned. And only the tenth of teachers involved in the study says that do not feel the lack of computers and licensed programs.
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Conn, David Bruce, Zdzisław Świderski, and Jordi Miquel. "Ultrastructure of digenean trematode eggs (Platyhelminthes: Neoophora): A review emphasizing new comparative data on four European Microphalloidea." Acta Parasitologica 63, no. 1 (March 26, 2018): 1–14. http://dx.doi.org/10.1515/ap-2018-0001.
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Abstract Despite their tremendous diversity and their medical and veterinary importance, details of egg ultrastructure among the digenean trematodes has been studied rather little. The available literature is spread over several decades and several species, but has not been adequately reviewed to reveal patterns of similarity and divergence. We present this review to synthesize and analyse what is known from the available literature reporting studies using both transmission electron microscopy (TEM) and scanning electron microscopy (SEM). To support our general review of existing literature, we also have synthesized our own previously published descriptions, and present herein our new previously unpublished data. From these new electron micrographs, we provide a comparative analysis of the intrauterine eggs of four digenean species, representing four genera and three families of the superfamily Microphalloidea, collected from four different host wildlife species in four European countries: 1) Mediogonimus jourdanei (Prosthogonimidae) from Myodes glareolus (Mammalia: Rodentia), collected in France; 2) Maritrema feliui (Microphallidae) from Crocidura russula (Mammalia: Soricimorpha), collected in Spain; 3) Brandesia turgida (Pleurogenidae) from Pelophylax ridibundus (Amphibia: Anura: Ranidae), collected in Russia; and 4) Prosotocus confusus (Pleurogenidae) from Rana lessonae (Amphibia: Anura: Ranidae), collected in Belarus. All were studied by preparing whole worms by various techniques for TEM, so that eggs could be studied in situ within the uterus of the parent worm. Based on the literature review and the new data presented here, we describe basic similarities in patterns of embryogenesis and egg formation among all trematode species, but substantial variations in timing of larvigenesis, sculpturing of egg shell surfaces, and some other features, especially including accessory cocoon coverings outside the egg shells of B. turgida and P. confusus. In the future, many more studies are needed to explore egg ultrastructure in other digenean taxa, to explore potential phylogenetic patterns in egg development and structure, and to correlate structure with function in the life cycle.
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Trakšelys, Kęstutis. "The Experience of Lithuanian University of Educational Sciences Students on Pedagogical Practices: Pupil Behaviour Observation." Pedagogika 118, no. 2 (June 10, 2015): 44–57. http://dx.doi.org/10.15823/p.2015.04.
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Behaviour is usually named as a main and the essential educational stimulus in the lesson. Due to the pupils’ inappropriate behaviour is common to blame their unwillingness to learn, laziness or period of adolescence. Teachers are usually looking for various types of abnormal behavior and other disorders in their pupils. Students who had teacher‘s assistant practice at schools were observing pupils and their teachers interaction in lessons. The observed lessons’ data show that lots of impact for pupil’s behaviour has teacher’s personality, the ability to communicate, respect and interact with them. The appropriate teaching organization, the competence to explain the aims and goals of the task, ability to select suitable teaching / learning methods, didactic attitude, the ability to control emotional intelligence and ect.
According to reports of students, who had pedagogical teacher’s assistant practice at these schools, teachers not always give well suited teaching material. It doesn’t correspond to the pupils in his / her needs, interests, and expectations. Thy don‘t want and can‘t concentrate attention for 45 minutes. Sometimes happen when the teacher has wrong planned lessons, then pupils waste their time because simply they don‘t have what to do. The results show that very low percent of pupils work effectively, have high quality knowledge and learning results. In many cases teachers do not create positive learning environment, fail to ensure emotional security by threatening to write negative marks, to send away from classroom or end the lesson. Teachers usually don’t pay enough attention for their pupils for many reasons. They prefer treating these who are more motivated to study or are going to take the exam of the curriculum. Behaving in this way teachers make all conditions for unwillingness to study and provoke inappropriate activity of their students during lessons. In such conditions the educators don’t involve pupils of all social groups. It means that integration doesn’t work for children with the special needs. Also doesn’t work so called the inclusive education. Thy do not ensure pleasant microclimate in the classroom and suitable educational environment. The observation results state that some educators of these schools acted inadequate by writing negative marks for the students who tried to show inappropriate behaviour.
Also we should emphasize that some teachers and students, who had teacher’s assistant practice, lack abilities to adapt their pedagogical and psychological knowledge in their work with pupils. They lack of abilities to control the audience, to interact with the pupils. Also they lack skills of working in a stratified society.
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Merkys, Gediminas, and Daiva Bubelienė. "Lessons Efficiency Paradox: The Unexpected Empirical Findings about the Amount of Homework and the Teacher’s Strictness." Pedagogika 127, no. 3 (September 20, 2017): 104–18. http://dx.doi.org/10.15823/p.2017.42.
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In the article a newly created questionnaire intended for older schoolchildren – “evaluate the teacher and his lessons” is introduced. The theoretical and practical context of the instrument based on 87 primary questions is named, the dimensional structure and metrological quality of the formed integrated scales and sub-scales is presented. The scales and sub-scales were formed following the classical test theory, combining logical and factorial validation. The secondary sub-scale factorization has indicated that it is expedient to distinguish between two integrated lesson dimensions (scales). The first integrated scale reflects the quality of social relations and teacher-centered orientation. The second scale reflects the management and didactics of the educational process. High correlation between the evaluations of integrated scales (r = 0.86) indicates that a generalized integrated index of evaluation of the teacher and his lesson can be derived by aggregating even 81 primary variables defining the most various aspects of the lesson. In the article the basis of statistic norming of the questionnaire possessed at present is described: Nschool children = 4024 and Nteachers = 200 which encompasses schools of different types from various regions of the country. The wide coverage of the content of created questionnaire, quite good quality of the scales opens good opportunities for its application in both the practice of schools evaluation and research.
First of all, the methodical purpose of the article has been to introduce a new standardized instrument of survey. Secondly, the question why such indicators as “abundance of homework” and “level of the requirements set by the teacher” practically do not correlate with all the remaining scales, although the latter intercorrelate very significantly, is set. In the paper the question (and hypotheses) whether the mentioned variables can truly affect the didactic quality of the lesson counterproductively is elaborated.
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Azlan, 'Arif B., Nadzirah Ismail, Nor Farah Mohamad Fauzi, and Ruzita Abd Talib. "Playing traditional games vs. free-play during physical education lesson to improve physical activity: a comparison study." Pedagogy of Physical Culture and Sports 25, no. 3 (March 14, 2021): 178–87. http://dx.doi.org/10.15561/26649837.2021.0306.
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Background and Study Aim. Non-sport activities like traditional games can be a practical way to promote physical activity (PA) during physical education (PE) lessons, especially among those who are less inclined towards sports. The purpose of this study is to compare the PA variables and acceptance between playing traditional games and free-play during physical education lessons among secondary school students.
Material and Methods. Fifty-six (n = 56) subjects participated in this study wore accelerometers for a total of 40 minutes during each PE lesson to record PA. In the first week, a 40-min free-play PE lesson was done while in the second week, a 40-min PE lesson incorporated with traditional games (TG-PE lesson) was done. After following both lessons, subjects filled up a questionnaire on acceptance of TG-PE and free-play PE lessons.
Results. The mean total activity count (p < 0.05) and time spent in moderate-to-vigorous physical activity (MVPA) (p < 0.05) were 20% and 19% greater respectively during TG-PE lesson compared to free-play PE lesson. The mean acceptance scores showed students preferred playing TG (19.29 ± 4.21; p < 0.00) over free-play PE lesson (17.59 ± 3.13).
Conclusions. In conclusion, incorporating fun and meaningful activities such as TG during PE lessons can serve as an alternative strategy to promote PA during school hours. Further studies are warranted to determine other types of TG that may promote PA among secondary school students.
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Kalvaitis, Albinas. "Teaching Aids in General Education Schools: Provision and Usage." Pedagogika 119, no. 3 (September 23, 2015): 73–81. http://dx.doi.org/10.15823/p.2015.024.
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Lithuanian Education law establishes teachers’ right to choose the mean and form of his own pedagogical activity and teachers’ duty to ensure a good education quality. A possibility to choose and use right teaching aids – that is an important aspect of lessons’ quality. In the article the level of provision of various teaching aids and how different teaching aids are used during the lesson in general education schools in Lithuania is discussed. The analyse of the situation in these schools is based on a teachers’ survey that has been held by the author himself in 2013. In total 618 teachers, working in 221 different general education schools in Lithuania have been questioned. Results of the research show, that teaching and learning in Lithuanian general education schools are oriented to use only printed teaching aids, usually coursebooks. From all of the teaching aids the school has, teachers estimated only the amount of the coursebooks is estimated to be enough to conduct a lesson. Often Lithuanian teachers prefer to use handouts made by themselves in order to differentiate and individualize the teaching process. In conclusion the author suggests to accept and fulfil a new material provision paradigm, which would allow to create better conditions for pupils to use digital teaching aids.
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Klizas, Šarūnas, Romualdas Malinauskas, and Dainius Žvirdauskas. "Changes in psychosocial adjustment of adolescents when applying the physical education lessons." Pedagogika 113, no. 1 (March 5, 2014): 186–98. http://dx.doi.org/10.15823/p.2014.1761.
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The aim of the present study was to establish the changes in psychosocial adjustment of adolescents conducting modified lessons of physical education. The educational experiment was carried out in one Kaunas secondary school. The research was performed in several stages.First, the experimental (n = 185) and the control (n = 192) groups were selected. Then the groups underwent the primary assessment of adolescents’ psychosocial adjustment. Afterwards, the experimental impact (the program of enhancing adolescents’ psychosocial adjustment in the lessons of physical education) was applied on the experimental group and, after concluding the experiment, the experimental and the control groups underwent the concluding testing. 377 students in total took part in the experiment. Classes of EG during the schooling year had modified lessons of physical education twice a week. During the course, they had a theoretical lesson once a month. In the theoretical lessons, students were introduced to the disturbances of adolescent interrelations and methods of their elimination in the process of intense physical activity. During practical lessons, sportive games increasing physical qualities were applied to EG (basketball, volleyball, football) according to the general programs of physical education of Lithuania (2009); besides, Pilates exercises and imitational games strengthening psychosocial adjustment based on role-taking were also applied. CG forms also had two weekly lessons of physical education with the same teacher, the author of the research, but the lessons were not modified and they proceeded according to the General programs of the subject of physical education (General Curriculum of Primary and Basic Education, 2009). For the estimation of the level of adolescents’ psychosocial adjustment, a modified questionnaire by C. Rogers and R. Dymond was applied. Besides the main indices of adolescents’ psychosocial adjustment the questionnaire included other subscales (evaluation of others, emotional comfort, integrity,) which helped reveal psychosocial adaptation of a personality, in order to discover the level of communication skills of the students of middle schooling age, a questionnaire by Miškinis was employed.The repeated research performed after the program of the strengthening of psychosocial adjustment in the lessons of physical education showed that the results of emotional comfort of EG statistically significantly altered; after the educational experiment they showed (62.02 ± 10.33 points) (t = – 3.35; p = 0.001) in comparison with EG results before the educational experiment (58.64 ± 9.02 points). When analyzing the scale of communication we have to observe that EG and CG results before the experiment were similar. It was established that before the experiment, the results of EG (2.01 ± 0.4 points) and CG (1.94 ± 0.3 points) were not statistically significantly different (t = 1.91; p > 0.05). The repeated research applied after the program of strengthening of psychosocial adaptation during the lessons of physical education showed that the results of EG altered statistically significantly after the educational experiment (2.28 ± 0.5 points) (t = –6.30; p = 0.001) in comparison to EG results before the educational experiment (2.01 ± 0.4 points). This means that after the educational experiment, EG students of middle schooling age might communicate easily.It was established that the program of educational devices designed for the improvement of psychosocial adaptation during the lessons of physical education needs to be developed on the grounds of the social learning theory, social cognition theoretical attitude, liberal education paradigm and cognitive theory by applying the rational combinations of: development of positive attitudes towards oneself, social support, problem situation, emotional support, correspondence activities, performance games, operative games, Pilates excercises. It was established that the properly construed and purposefully applied complex of the devices of educational impact during the lessons of physical education influences the psychosocial adaptation of the adolescents: after the experiment in the experiment group, integrity (p = 0.002), emotional comfort (p = 0.001) and the level of communication (p = 0.001) increased statistically significantly.
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Günther, R. "Sjögren, P. (1988): Metapopulation biology of Rana lessonae Camerano on the northern periphery of its range. Acta Univ. Uppsala- Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science 157: 35 pp. Uppsala. ISBN 91-554-2260-8." Amphibia-Reptilia 11, no. 1 (January 1, 1990): 76. http://dx.doi.org/10.1163/156853890x00410.
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Kullberg, Angelika, Ulla Runesson, and Pernilla Mårtensson. "<p>Different possibilities to learn from the same task</p>." PNA. Revista de Investigación en Didáctica de la Matemática 8, no. 4 (June 1, 2014): 139–50. http://dx.doi.org/10.30827/pna.v8i4.6113.
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In this paper we focus on variation of the design and the implementation of a specific task during three mathematics lessons in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator less than 1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task was used in the lessons, the way it was enacted provided different possibilities to learn.Diferentes posibilidades para aprender con una misma tareaEn este artículo nos centramos en la variación del diseño y la implementación de una tarea específica durante tres sesiones de clase de matemáticas en octavo grado en un estudio de aprendizaje (Marton y Tsui, 2004; Runesson, 2008). El tema de las clases fue la división con un divisor entre 0 y 1. Los profesores querían que sus estudiantes entendieran que, cuando se divide por un divisor menor que 1, el cociente es mayor que el numerador. Cuatro profesores colaboraron, en un proceso cíclico, en la planificación, análisis y revisión de las tres sesiones de clase. El estudio muestra que la implementación de la tarea cambió entre las sesiones. A pesar de utilizarse la misma tarea en las sesiones, la manera en que se implementó proporcionó diferentes posibilidades para aprender.Handle: http://hdl.handle.net/10481/31597Nº de citas en WOS (2017): 4 (Citas de 2º orden, 2)Nº de citas en SCOPUS (2017): 4 (Citas de 2º orden, 2)
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Pečiuliauskienė, Palmira, and Agnė Saylik. "The Crossroad of Technology: Does IBW Develops The Creativity Of Elementary School Students?" Pedagogika 112, no. 4 (December 23, 2013): 88–100. http://dx.doi.org/10.15823/p.2013.1780.
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The article discusses the possibilities of the development of creative writing skills of primary school pupils while using interactive whiteboard. Creative writing skills are described with respect to the features of creative thinking: anticipation of the title of narrative corresponding to the essence of the story (originality); disclosure of the topic of narrative according to the number of statements described (elaboration); logic and sequence of narrative (flexibility); structure of narrative and anticipation of its main parts (fluency).
The problem of the research is to determine how application of interactive whiteboard in educational practice effects creative writing skills of primary school pupils. The object of the research is the development of creative writing skills of primary school pupils while using interactive whiteboard. The research aims at evaluating the influence of the use of interactive whiteboard as an additional learning tool to the improvement of creative writing skills of primary school pupils.
The study conducted by authors during Lithuanian language lessons in primary grades showed that interactive whiteboard can have a positive effect on pupils’ creative writing skills if it is used as addition rather than an alternative tool. This was ensured by authors’ chosen methods of teaching narrative writing: interactive whiteboard was used as a traditional board during the first three lessons while the forth lesson was dedicated to interactive teaching with the full use of interactive whiteboard and its possibilities. Results show that educational effectiveness of interactive whiteboard to pupils’ creative writing skills depends on the appropriate use of its complex components in educational practice.
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Thi, Le, Nguyen Thi, Nguyen Thi, and Nguyen Mau. "Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam." European Journal of Educational Research 10, no. 4 (October 15, 2021): 1755–68. http://dx.doi.org/10.12973/eu-jer.10.4.1755.
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<p style="text-align: justify;">The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1). Plan a Lesson Study; (2). Organize demo teaching and attend lessons; (3): Self-evaluate and discuss lessons; (4): Apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.</p>
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Bensley, Robert J., and John J. Brusk. "Impact of Food Preparation Video Exposure on Online Nutrition Education in Women, Infants, and Children (WIC) Program Participants: Retrospective Study." JMIR Formative Research 3, no. 1 (January 23, 2019): e12508. http://dx.doi.org/10.2196/12508.
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Background The impact of integrating video into health education delivery has been extensively investigated; however, the effect of integrating video on a learner’s subsequent performance in an online educational setting is rarely reported. Results of the relationship between the learner’s online video viewing and subsequent progression toward health behavior change in a self-directed online educational session are lacking. Objective This study aimed to determine the relationship between viewing a Health eKitchen online video and key engagement performance indicators associated with online nutrition education for women, infants, and children (WIC). Methods This study involved a retrospective cohort of users grouped on the basis of whether Health eKitchen exposure occurred before or after completing a nutrition education lesson. A two-sample test for equality of proportions was performed to test the difference in the likelihood of progression between the groups overall and when stratified by lesson type, which was defined by whether the lesson focused on food preparation. Welch two-sample t tests were performed to test the difference in average link depth and duration of use between groups overall and stratified by lesson type. Logistic regression was conducted to validate the impact of video viewing prior to lesson completion while controlling for lesson type and factors known to be associated with WIC key performance indicators. Results A greater stage of change progression was observed for both food preparation (χ2=12.6, P<.001) and non-food preparation (χ2=62.8, P<.001) lessons among early stage users who had viewed a Health eKitchen video before completing a lesson. Time spent viewing educational learning resource links within the lesson was also significantly longer for both food preparation (t=7.8, P<.001) and non-food preparation (t=2.5, P=.01) lessons. Logistic regression analysis corroborated these results while controlling for known confounding factors. The odds of user progression were nearly three times greater among those who viewed a Health eKitchen video prior to lesson completion (odds ratio=2.61; 95% CI=2.08-3.29). Type of lesson (food vs non-food preparation) was the strongest predictor of progression odds (odds ratio=3.12; 95% CI=2.47-3.95). Conclusions User access to a Health eKitchen video prior to completion of an online educational session had a significant impact on achieving lesson goals, regardless of the food preparation focus. This observation suggests the potential benefit of providing an application-oriented video at the onset of online nutrition education lessons.
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Bradley, Sacha M., Helen E. Parker, and Brian A. Blanksby. "Learning Front-Crawl Swimming by Daily or Weekly Lesson Schedules." Pediatric Exercise Science 8, no. 1 (February 1996): 27–36. http://dx.doi.org/10.1123/pes.8.1.27.
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The Modified Erbaugh Rating Scale–Front Crawl (MERS-F) (a rating scale for assessing stages of front-crawl swimming patterns) was used to measure performance change by 6-year-old male and female beginner swimmers participating in either 10 daily (Group D) or 10 weekly (Group W) lessons. The MERS-F was found to be a relatively objective (r = .98) and moderately valid (r = .78) assessment instrument. The maximal front-crawl skill rating of each lesson was subjected to a three-way ANOVA (Group × Gender × Lesson–repeated), which revealed that (a) the rate of improvement was the same for daily and weekly lesson schedules despite the higher performance rating for children in the daily lessons throughout; (b) front-crawl swimming skill increased significantly for both groups after the third of 10 lessons; and (c) there was no significant difference in the performance of boys and girls (p < .05).
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Hidayat, Didin Nuruddin. "Designing A Language Lesson: Pedagogical and Linguistic Perspectives." Vision: Journal for Language and Foreign Language Learning 7, no. 2 (October 31, 2018): 96. http://dx.doi.org/10.21580/vjv7i22864.
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<p>Designing a language lesson is a challenging task for teachers. In order to have a good language lesson, teachers cannot just rely on the textbook. They need at least to develop the lesson from the textbook or even to design their own lesson. Teachers also need to consider how they are going to apply the lesson planned in the classroom. Another consideration would be to integrate the specific language skill and/or element with the other skills. This is essential in order to achieve the utmost results of teaching and learning. This paper discusses a language lesson in the area of grammar - <em>Used To</em> <em> -</em> designed by the author. The lesson is not only intended to expose learners with the structure and rules of grammar, but also allow learners to practice the grammar in use. Hence, the developed grammar lesson aimed to improve the communicative competence of the learners. Considering the wide aspect of teaching analysis, the present article focuses on the application of the lessons in the classroom, the aspects of language skills covered, as well as the linguistic foundation for the exercises. It is hoped that this article can provide insights to language educators in developing grammar lessons that cater to the considerations of pedagogical and linguistic perspectives.</p>
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Barczi-Veres, Krisztina. "Planning and Delivering a Cooperative Maths Lesson." European Journal of Mathematics and Science Education 3, no. 1 (June 15, 2022): 9–16. http://dx.doi.org/10.12973/ejmse.3.1.9.
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<p style="text-align: justify;">School education should not only provide students with content knowledge but also with effective skills that will be appropriate in their adult lives, such as the competence in solving problems individually or being able to work as a member of a team. Students should be active participants instead of passive listeners in their lessons. There is a wide variety of teaching methods that practicing teachers can choose from to make their lessons varied. The present article explains the outline of an experiment that was based on Spencer Kagan’s cooperative learning focusing on one particular lesson. The mathematics lesson was planned using cooperative teaching techniques and was taught in secondary mathematics education. We analyse how well cooperative learning can be used for improving participation and effective problem-solving in the classroom.</p>
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Karsh, Kathryn, Edward Bush, Janice Hinson, and Pamela Blanchard. "Integrating Horticulture Biology and Environmental Coastal Issues into the Middle School Science Curriculum." HortTechnology 19, no. 4 (January 2009): 813–17. http://dx.doi.org/10.21273/hortsci.19.4.813.
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Encouraging students to become better stewards of the environment and to be more educated in science content knowledge is an important goal of today's educational leaders. Eight lessons were created to aid an established stewardship program (Coastal Roots) in introducing hands-on activities to middle school children in southern Louisiana. Students were tested on science content in the lessons using a pre-test, eight multiple choice quizzes (each focusing on a particular lesson), and a post-test. The “children's attitudes toward the environment scale” test was administered to evaluate environmental awareness changes in the treatment and control group students. Students who received the horticulture lessons improved their post-test scores by 11.4 points (P ≤ 0.05) in the first year and 25.07 points (P ≤ 0.0001) in the second year of the study. Significant increases in individual lessons were found both years. In the second year, students who received the lessons were more aware of their role in the environment than those who did not receive the additional lessons (P ≤ 0.01). The addition of horticulture lessons to the middle school curriculum enhanced student knowledge and stewardship of the environment.
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Lonsdale, Chris, Aidan Lester, Katherine B. Owen, Rhiannon L. White, Louisa Peralta, Morwenna Kirwan, Thierno M. O. Diallo, et al. "An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial." British Journal of Sports Medicine 53, no. 6 (October 9, 2017): 341–47. http://dx.doi.org/10.1136/bjsports-2017-097904.
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ObjectiveQuality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents’ motivation towards PE and PA.MethodsA two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7–8 months after baseline) and maintenance (14–15 months). Secondary outcomes included observed PE teachers’ behaviour during lessons, students’ leisure-time PA and students’ motivation.ResultsStudents (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students’ MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers’ behaviour, but did not impact students’ motivation.ConclusionsAMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions.Trial registration numberACTRN12614000184673.
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Muzaffar, Henna, and Sharon M. Nickols-Richardson. "Using Process Evaluation Results to Compare Peer and Adult Leader Delivery of the PAWS (Peer-Education about Weight Steadiness) Club Program." Nutrients 13, no. 11 (October 30, 2021): 3901. http://dx.doi.org/10.3390/nu13113901.
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To date, there is limited published literature on process evaluation of adolescent health promotion programs. In this paper, we describe the methods and results of PAWS Club process evaluation over 2 years of implementation to compare the effectiveness of delivery by peer and adult leaders. PAWS (Peer-education About Weight Steadiness) Club was a 12-week healthy lifestyle program, delivered to 6th and 7th graders by peer and adult educators, using cluster randomized controlled design. Peer educators were 8th graders in the program schools and adult educators were staff/teachers in the program schools. Trained university students filled out fidelity logs at each session led by peer and adult educators to assess program delivery. The fidelity logs included questions to collect information about the number of participants, duration of the session, percent of activities completed, and if lessons started on time, lesson objectives were clearly stated, lesson objectives were emphasized, demonstrations were visible to participants, all activities were completed, the leader was familiar with lessons, the leader maintained an appropriate pace, the leader kept participants on track, and the leader asked if participants had any questions. Adult educators had a higher mean performance for all questions compared to peer leaders. Significant differences were observed for emphasizing lesson objectives (p = 0.005), making demonstrations visible to participants (p = 0.031), being familiar with the lesson plan (p = 0.000), maintaining an appropriate pace (p = 0.000), keeping participants on track (p = 0.000), and asking if participants had any questions (p = 0.000). Significance was set at p < 0.05. Findings from the current study have implications for designing and conducting a process evaluation of complex healthy lifestyle programs with adolescents in schools. Additional training of peer educators may be needed to enhance program delivery.
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Mulyana, Diki, and Farid Gunadi. "PENGEMBANGAN BUKU AJAR KAPITA SELEKTA MATEMATIKA DASAR BERBASIS TERPADU UNTUK MENINGKATKAN PEMECAHAN MASALAH MATEMATIS MAHASISWA." Delta: Jurnal Ilmiah Pendidikan Matematika 6, no. 2 (November 25, 2019): 11. http://dx.doi.org/10.31941/delta.v6i2.912.
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<p>The purpose of this research was to develop valid tools for mathematic lessons. In this research, the developed lesson was basic mathematic capita selecta textbook based on Telaah, Eksplorasi, Rumuskan, Presentasikan, Aplikasikan, Duniawi dan Ukhrowi (TERPADU) to increase student’s problem solving in mathematic. The lesson tools which would be developed were: (1) Syllabus, (2) Semester Development Plan (SDP), (3) Textbook, and (4) Mathematic Problem Solving Skill Test, for students of Mathematic Educational Department, Wiralodra University. The development model used were lesson tools’s developing using Plomp modificate-model. The validity of lesson tools were assested by expert team validation and colleges. The result gained validation for <br />tools developed by five experts and gained overall average score “usable”. This validation counted as an excellent category thus the tools are valid.</p>
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Tomari, Shinya, Chiaki Yokota, Kunihiro Nishimura, Tenyu Hino, Satoshi Ohyama, Takuro Arimizu, Shinichi Wada, Hideyuki Ohnishi, Kazunori Toyoda, and Kazuo Minematsu. "Effects of school-based intervention by emergency medical technicians on students and their parents: a community-based prospective study of the Akashi project." BMJ Open 7, no. 10 (October 2017): e016780. http://dx.doi.org/10.1136/bmjopen-2017-016780.
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ObjectiveStroke lessons for youth provided by emergency medical technicians (EMTs) may be an effective strategy to facilitate early intervention for patients with stroke. The aim of this study was to examine how effective EMT-led lessons on stroke awareness for schoolchildren were at disseminating stroke information.Setting, participants and outcome measuresThe study was performed in the city of Akashi, Hyogo, Japan (Akashi project). Children (aged 9–10 years old) at 11 public elementary schools and their parents were enrolled in this study. EMTs from the firefighting headquarters provided lessons on stroke to the children using our educational materials between September 2014 and October 2015. Each child was given our educational materials to take home and discuss stroke with their parents. The children and their parents answered questionnaires on stroke knowledge before, immediately and at 3 months after the lesson.ResultsA total of 763 children and 489 parents were enrolled (ie, 64% of children). The scores of either stroke symptoms or risk factors were significantly higher immediately and at 3 months after the lesson, compared with before the lesson, both in children and the parents (p<0.01). Compared with the baseline in both groups (58% in children, 83% in parents), the meaning of the FAST mnemonic at 3 months (88%, 94%), as well as at immediately after the lesson (90%, 89%), was significantly higher (p<0.001).ConclusionStroke education by EMTs was effective in increasing stroke awareness in elementary school children, as well as their parents.
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Smith, Nicole J., Monica A. F. Lounsbery, and Thomas L. McKenzie. "Physical Activity in High School Physical Education: Impact of Lesson Context and Class Gender Composition." Journal of Physical Activity and Health 11, no. 1 (January 2014): 127–35. http://dx.doi.org/10.1123/jpah.2011-0334.
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Background:Physical education (PE) is recommended as a source for physical activity (PA) and learning generalizable PA skills. Few studies have objectively examined high school PE, specifically its delivery, including PA, lesson contexts, and class gender composition.Methods:We used the System for Observing Fitness Instruction Time (SOFIT) to assess PA during 6 lesson contexts in 47 boys-only, 54 girls-only, and 63 coed lessons from 7 high schools. MANOVA assessed differences based on class gender composition.Results:Actual lesson length was 27.7 min, only 65% of the scheduled length of class periods. Students engaged in moderate-vigorous PA (MVPA) 54% of the time, with boys being more active than girls. Game play was the most dominant context (47%), and little time was allocated to knowledge and skill development. Class size, lesson length, PA, and lesson contexts all differed by class gender composition (P < .001).Conclusions:Many differences in the conduct of high school PE are related to class gender composition. Boys accumulated more MVPA than girls. When held, PE lessons contributed about 25% of recommended daily PA minutes; improvements could be made by increasing allocations to fitness and skill practice and reducing transition and management time. Teacher professional development is warranted.
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Sağın, Ahmet E. "The role of gender in predicting life satisfaction of the interest in physical education lesson." Pedagogy of Physical Culture and Sports 26, no. 2 (April 30, 2022): 83–92. http://dx.doi.org/10.15561/26649837.2022.0202.
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Background and Study Aim. In this study, it was aimed to investigate the relationship between the level of interest in physical education lesson and life satisfaction of students studying in secondary schools
Material and Methods. The research group consisted of 421 students in total 52.3% (n=220) were male students and 47.7% (n = 201) were female students. Structural equation model was used in the analysis of research data.
Results. The effect of interest in physical education lesson on life satisfaction was found to be 19.8% (R2 = .198, p <0.05). In the gender variable, the effect of interest in physical education lesson on life satisfaction in girls is 12.8% (R2 = .128), whereas it is 25.7 (R2 = .257) in boys. According to the model, as the level of interest in physical education lesson of students studying in secondary school increases, their life satisfaction increases. While it is concluded that the interest level of students studying in secondary schools in physical education and sports lessons positively predicts their life satisfaction, this rate is higher in male students.
Conclusions. Since the participation of students in physical education and sports activities contributes to the multifaceted development and life satisfaction of students, it is necessary to increase the interest of students in physical education lessons and especially to engage female students. It is very important for physical education teachers to provide an environment for student participation in physical education and sports lessons. School-based interventions that can increase female students' participation and interest in physical education and sports lessons can be effective.
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Žygaitienė, Birutė, and Evelina Buivydaitė. "A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?" Pedagogika 129, no. 1 (April 25, 2018): 268–85. http://dx.doi.org/10.15823/p.2018.18.
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The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made:
1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition.
During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics.
2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.
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Pečiuliauskienė, Palmira. "The Use of Exploratory Factor Analysis in Secondary Research: the Case of Motivation for Learning the Lithuanian Language by 8th Grade Students." Pedagogika 126, no. 2 (June 5, 2017): 18–28. http://dx.doi.org/10.15823/p.2017.17.
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The article deals with the use of exploratory factor analysis in quantitative secondary research. Exploratory factor analysis helps to find a theoretical background in the data of educational research.The way of proceeding the data in quantitative secondary research can be described as follows: data − exploratory factor analysis – theoretical background of research – interpretation of the data of secondary analysis. The article focuses on the phenomenon of motivation for learning the Lithuanian language by 8th grade students on the basis of the data of national research (2012). Exploratory factor analysis revealed the components of intrinsic motivation for learning the Lithuanian language. The questions Do you like Lithuanian language lessons; Are you interested in writing assignments at Lithuanian language lessons; Are you gifted in the Lithuanian language; Are you interested in reading texts in Lithuanian lessons are related with the factor of intrinsic motivation. The variables You are learning the Lithuanian language because you need to get a well-paid job; You are learning the Lithuanian language because it is important to obtain an interesting job; You are learning the Lithuanian language, because it is important to get entry to a higher school; the Lithuanian language is important to learn other subjects have high factor loadings on another factor, namely extrinsic motivation.
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Afolabi, Folashade. "Handling Disrupted Learning During COVID-19 Pandemic: Learners’ Experience in Nigeria." Journal of Educational Sciences 5, no. 1 (January 24, 2021): 1. http://dx.doi.org/10.31258/jes.5.1.p.1-10.
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Corona virus has affected not only human health but also educational sector. Schools were forced to suspend face-to-face learning while online learning was introduced. How could learning be undisrupted during the lockdown period is the thrust of this paper. The paper examined the effectiveness of podcast (video recorded) lesson as a strategy in online teaching and to what extent the strategy met the needs of the learners during the challenging period of pandemic COVID-19. The study adopted mixed method research which consisted of the three main phases of design. Questionnaire which comprises of 19 items and divided into two sections was used for data collection while fifty (50) participants participated in the study. It was discovered that learners displayed positive perceptions towards the use of video recording lessons during pandemic period. Learners reported that online learning should be used to compliment face-to-face teaching even after the pandemic period.
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Hodges, Michael G., Pamela Hodges Kulinna, Hans van der Mars, and Chong Lee. "Knowledge in Action: Fitness Lesson Segments That Teach Health-Related Fitness in Elementary Physical Education." Journal of Teaching in Physical Education 35, no. 1 (January 2016): 16–26. http://dx.doi.org/10.1123/jtpe.2014-0102.
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The purpose of this study was to determine students’ health-related fitness knowledge (HRFK) and physical activity levels after the implementation of a series of fitness lessons segments called Knowledge in Action (KIA). KIA aims to teach health-related fitness knowledge (HRFK) during short episodes of the physical education lesson. Teacher participants from one district (N = 10) were randomly assigned into either the intervention or comparison group. Intervention teachers used the KIA fitness lessons during fifth grade students’ physical education classes. These teachers received training sessions, teaching materials, and YouTube videos that modeled the KIA fitness lessons. Intervention fidelity was assessed through observations and a fidelity checklist. Students’ physical activity levels were measured using accelerometers and HRFK was examined by PE Metrics 28-question pencil and paper test. General linear models (GLM) and Hierarchical linear models (HLM) were used to examine group differences. Intervention students had a 3.4 (20%) greater unit improvement in HRFK scores when compared with their comparison counterparts (p < .001), at the school level. Student activity levels of moderate-vigorous physical activity (MVPA) time were similar in both groups (p = .64). Teachers can use the KIA fitness lesson segments or similar strategies to effectively teach HRFK in elementary physical education classes.
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Fitzpatrick, Mike. "The lessons of Baby P." British Journal of General Practice 59, no. 558 (January 1, 2009): 61. http://dx.doi.org/10.3399/bjgp09x394969.
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Matkovskaya, Yana. "Digital economy: P. Druker’s lessons." Drukerovskij Vestnik, no. 1 (February 2020): 101–15. http://dx.doi.org/10.17213/2312-6469-2020-1-101-115.
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Frömel, Karel, Krzysztof Skalik, Zbyněk Svozil, Dorota Groffik, and Josef Mitáš. "A Higher Step Count Is Associated with the Better Evaluation of Physical Education Lessons in Adolescents." Sustainability 13, no. 8 (April 20, 2021): 4569. http://dx.doi.org/10.3390/su13084569.
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The current study aimed to determine: (a) the step counts of boys and girls in habitual physical education (PE) lessons during school teaching practice, (b) the association between the physical load and the evaluation of PE lessons in boys and girls, and (c) the differences in the meeting of the recommendations for PA in PE lessons between Czech and Polish boys and girls. A total of 4092 adolescents from 74 Czech and 58 Polish secondary schools participated in the study. The step counts were monitored using pedometers, while the attitudes towards PE were assessed using a PE lesson evaluation questionnaire. On average, the Czech boys reached 2476 steps (Polish boys reached 2148 steps) and the Czech girls reached 1766 steps (Polish girls reached 1946 steps) in their PE lessons. A higher step count in PE lessons was associated with higher odds of a positive evaluation of PE lessons in boys (OR = 1.35, 95% CI = 1.123–1.626, p = 0.001) and girls (OR = 1.72, 95%CI = 1.449–2.032, p < 0.001). This study provides evidence that a higher step count in PE is associated with a positive evaluation of PE lessons in boys and girls. The findings are important to support the restoration habits on a regular PA in the post-pandemic time.
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Göksoy, Süleyman. "Professional Development Levels of Teachers in Respect of Developmental Supervision Areas." Pedagogika 129, no. 1 (April 25, 2018): 15–32. http://dx.doi.org/10.15823/p.2018.02.
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The present research aimed to determine the professional development levels of teachers according to developmental supervision approach. Case study method from qualitative research methods was used in the data collection. Educators participated in the research state that the professional development areas of the teachers should be comprised of eight main areas. These areas defined by the educators are lesson preparation and planning, teaching-learning process (lesson), assessment and evaluation, professional development, communication, counselling, classroom management, projects and time management. Therefore, it can be indicated that the determined professional development areas of teacher should be prioritized in order to increase both educational quality and teacher performances.
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Janukowicz, Maria. "Primary School Teacher’s Preparation for the Lesson." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Pedagogika 23 (2014): 283–91. http://dx.doi.org/10.16926/p.2014.23.21.
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Petrulionienė, Vida, and Ilona Valantinaitė. "Slight Intellectual Disability Students’ Creative Originality of Expression Changes in Technology Lessons." Pedagogika 117, no. 1 (March 5, 2015): 168–84. http://dx.doi.org/10.15823/p.2015.076.
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This article analyzes the slight intellectual disability students ‘creative originality expression in technology lessons. Technological development consists of four areas: textiles, nutrition, construction materials and electronics. The authors organize and implement educational experiment: with the help of information technology in the educational process by technological development areas using visual creativity stimulation techniques. At the beginning and end of the educational experiment conduced diagnostic test sections. Comparing the data obtained by the above-mentioned sections change, showing the visual methods in the educational process of slight intellectual disability students‘ creative expression of originality technology lessons. Informants creative originality is measured by the article’s authors selected seven creative originality of expression evaluation criteria.
The research problem: what is a slight intellectual disability students‘ creative originality of expression change in technology lessons using visual methods of education, and technology education in the areas where it occurs the most.
The research problem: what is a slight intellectual disability students‘ creative originality expression change in technology lessons using visual methods of education, and technology education in the areas where it occurs the most.
Object – slight intellectual disability students‘ creative originality.
Purpose – to assess slight intellectual disability students‘creative originality of expression changes in technology lessons using visual education methods.
Investigation methods: analysis of scientific literature and documents; qualitative study – educational experiment.
The first section of the diagnostic data revealed that a slight intellectual disability students characterized by realistic, distinctive creative originality, which is mostly revealed in objects decoration. It should be noted that there is a necessary condition - the principles of humanism based on the learner and educator relationship.
Second section of the diagnostic analysis of the data showed that a stimulation of slight intellectual disability students more creativity from the reality of distant subjects, the originality of creative expression become more liberal, and expression of the mean values generally increase. Noticeable signs of change in objects decoration - from the everyday, real parts toward imaginary, unseen objects. An important fact that a slight intellectual disability students‘ created objects unrealistic plot is positive, demonstrating altruism, assistance to the other, efforts for the general welfare, felt empathy. In safe environment for creative expression slight intellectual disability students are enjoying the creative process, expressing his admiration for the work of others, and are encouraged to act themselves and others.
Construction materials area can be identified as the most favorable area for slight intellectual disability students to the creative expression of originality. The field from the task I and II diagnostic sections found during the highest creative expression results. A little lower estimates of nutrition in the field of creative tasks. It should be noted that the subjects of the creative originality of expression gain estimates show that a slight intellectual disability students‘ creative stimulation more distant from the reality of visual objects encourages students creative expression of originality in all areas of technology education.
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Rinkauskienė, Regina, and Vilija Salienė. "About Dialectology Lessons at Lithuanian Schools: a Qualitative Study." Pedagogika 115, no. 3 (September 10, 2014): 88–104. http://dx.doi.org/10.15823/p.2014.029.
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Modern standard Lithuanian language is the result of the development of the language over a period of time. The basis for the language was the dialect spoken in the western part of the Aukštaitija ethnographic area of Lithuania around the city of Kaunas. The vitality, wit, and meaning of the language can be better understood through dialects.
Today, however, dialects are less and less used by pupils, teachers, and students of philology; we hear less of them on radio and TV. It is understood that public use of dialects is limited by the fact that not all residents of Lithuania can understand texts in local dialects, so the most distinctive, interesting, unexpected, and expressive dialect words and words of the standard language are used passively making the language bookish, its syntactic structure rigid, and changing the whole grammar. Dialects for many pupils and young people are associated with poor language, provincial intellect and other negative associations. Such thinking is provoked by the lack of information and reluctance to take interest in one’s own local dialect as well as many other socio-cultural reasons. However, dialects are a very important part of Lithuanian culture. Many people in the21st century are bilingual, because they can speak both the standard language and dialects or at least the language with clear or slightly felt distinguishing characteristics.
Contributing to EU attempts to promote local languages and having regard to the fact that the living tradition of dialects in Lithuania is in decline, the Seimas declared 2013 as the Year of Dialects.
The aim of this article is to discuss the situation in teaching dialects at general education schools and to explore the attitude of teachers and pupils of general education schools to teaching / learning dialects.
Objectives of the research: 1) to discuss the situation in teaching dialects at general education schools and opportunities for improvement; 2) to compare the attitude of teachers and pupils to dialects; 3) to compare the attitude to dialects of teachers and pupils who work / study in an environment which has a specific dialect and in an environment which does not have a specific dialect.
The scientific problem of the article is whether teaching and learning dialects in today’s globalised world help students and teachers form their identity?
Research methods: literary analysis, analytical descriptive method, survey of teachers and pupils, and analysis of the data of the survey.
The research showed that teachers in the regions pay more attention to dialects than teachers in the city of Vilnius. Most teachers are satisfied with the theoretical material provided in the Lithuanian language textbooks, but would like to see a wider range of interesting and practical tasks. All teachers associate teaching dialects with literature lessons; activities of teachers from the Žemaitija (Samogitia) ethnographic area of Lithuania are particularly interesting as they read the books of Samogitian authors in the Samogitian dialect. Although pupils tend to assess dialect lessons positively, sometimes a very pragmatic approach to dialects can be seen: dialects are not interesting, because pupils do not see benefit from it.
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Çifçi, Taner. "Effects of Infographics on Students Achievement and Attitude towards Geography Lessons." Journal of Education and Learning 5, no. 1 (January 21, 2016): 154. http://dx.doi.org/10.5539/jel.v5n1p154.
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<p>Geography is a very comprehensive field of study with many subjects to study topics. Using a wide range of materials in the teaching of this course can this lesson be made effective and permanent because we do not have chances to observe natural phenomena. Therefore, in geography education materials natural environment is to be brought to class by using materials. One of these materials is infographics. Within the scope of this study, the effects of use of infographics on students’ achievement and attitude in geography course. The study is important as it can contribute to design of new instructional materials to be used in classes. The study was designed as quasi-experimental study, which is one of the quantitative study methods. In the study, “Solomon Four Group Design” has been used. As a result, it can be said that using infographics in geography lessons increase academic achievement and attitude levels of the students. It can also contribute to visual and verbal learning levels. Besides, these results can also provide guidance to teachers as they provide alternative and different instructional materials in geography lessons. Infographics can be effectively and widely used in geography lessons in different grade levels and learning areas when visual and information are to be given together. It is also suggested to use infographics in cases where achievement and attitudes of students in geography lesson is low.</p>