To see the other types of publications on this topic, follow the link: Robotics – Study and teaching (Elementary) – Activity programs.
Journal articles on the topic 'Robotics – Study and teaching (Elementary) – Activity programs'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Robotics – Study and teaching (Elementary) – Activity programs.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Mussina, D., and l. Rakhimzhanova. "Interactive workbooks as a method for developing cognitive activity in the process of learning robotics." Bulletin of the National Engineering Academy of the Republic of Kazakhstan 91, no. 1 (March 15, 2024): 83–92. http://dx.doi.org/10.47533/2024.1606-146x.09.
Full textAbstract:
Technology is increasingly present in the learning process. In recent international reports analyzing the main trends of technology integration in the educational context, robotics is indicated as one of the new technologies with the greatest potential for application in teaching and as a didactic tool. The purpose of this study is to find out whether the use of notebooks in robotics in the process of teaching elementary school children, increases students’ cognitive activity, motivation, in relation to the content of learning, whether it contributes to a better learning of the material. The study was conducted in the subject of Robotics with 108 students, school education, 8-9 year old children, and used a quasi-experimental design based on two natural groups grouped into a control group and an experimental group. The only difference between the two groups was that the experimental group used robotics with traditional methods, while the control group used only practice in the form of design. The results showed that the use of robotics with traditional methods in school education classes increased students’ motivation, learnability and positive communicative socio-emotional relationships. The results indicate the need to improve teacher training in this method in order to maximize their use in the teaching process.
2
Adijaya, Nuryansyah. "Teaching Pantomime for Elementary Students." ARDU: Journal of Arts and Education 1, no. 2 (January 31, 2021): 59–65. http://dx.doi.org/10.56724/ardu.v1i2.70.
Full textAbstract:
Background: The development of digital teaching materials is sought to help teachers in the learning process. solitary materials were selected and believed to be able to be teaching materials that could facilitate teachers in the learning process both synchronously and asynchronously. The learning material referred to in the research is mime material.
Purpose: this study aims to determine the extent of mime learning efforts for elementary school students.
Design and methods: This research belongs to the category of literature study research considering that the data sources mostly refer to document analysis. Documents were collected through various sources, including journals, books, online news media, and video documents related to pantomime.
Results: Pantomime learning for elementary school children is embedded by the government through a number of activity programs on the content of learning arts and culture.
3
Chae, Changmok, and YoungSik Kim. "Study on High Jump Learning with a Variety of Activity Programs by Stages." Korean Association For Learner-Centered Curriculum And Instruction 10, no. 1 (April 30, 2010): 429–43. http://dx.doi.org/10.22251/jlcci.2010.10.1.429.
Full textAbstract:
The purpose of this study was to seek an efficient teaching method for high-jump learning by proper application of various activity programs by stages to physical education class. The teaching was proceeded in the following order: theory lecture utilizing cartoons, step-by-step high-jump activities focusing on skills, and bookmaking activities. Efficiency of the teaching method was confirmed by analyzing students' self-evaluation, task concentration, and actual learning time. Theory lecture utilizing cartoons was effective in encouraging students to actively participate in high jump learning class and step-by-step high-jump activities focusing on functions led to increase of the actual academic learning time in elementary physical education classes. Finally, bookmaking activity was helpful in reviewing what students learned during classes.
4
Jang, Kyunghwan, and Kyubin Park. "A Systematic Review on Teaching Physical Activity in Elementary School Physical Education." Korean Journal of Sport Science 34, no. 4 (December 31, 2023): 717–27. http://dx.doi.org/10.24985/kjss.2023.34.4.717.
Full textAbstract:
PURPOSE This study analyzed research on physical activities for elementary school students 1st and 2nd-graders to explore teachers’ perceptions and instructional practices in physical activity classes.METHODS Twelve studies published in academic journals conducted between 2000 to 2022 were selected for analysis.RESULTS The research articles were categorized into three domains: perception of physical activity in lower grades, operational features, and factors influencing practices from a didactic perspective. Challenges identified include dilemmas between curriculum documents and actual practice, a lack of practical teaching expertise, and a teaching culture discouraging physical activity in lower grades. Operational patterns were restructured into “avoidance-style classes,” “ad-hoc classes,” “textbook-dependent classes,” and “textbook-reorganization classes.” Factors influencing physical education for early elementary students included “teacher support factors,” “environmental factors,” and “administrative factors.”CONCLUSIONS In conclusion, this study advocates for policies that systematically improve perception, administration, and support classes for activating physical activities in lower elementary school students. The findings suggest the need for strategies such as adapting integrated curricula, creating training programs and educational materials, ongoing professional development activities for teachers, and specific research focused on physical activities for lower grade elementary students.
5
Hamsani. "Management of Teacher Working Group in Elementary School." Jurnal Pendidikan Islam Al-Affan 1, no. 2 (April 28, 2021): 235–46. http://dx.doi.org/10.69775/jpia.v1i2.37.
Full textAbstract:
This article aims to see the management functions of the implementation of the Teacher Working Group (TWG) program. Where in the implementation of these activities the management function is indispensable in the implementation of the activity itself. Researchers are motivated to conduct research by describing all planning, organizing, implementation and control activities in the TWG in cluster 5 of Palangka Raya city in Jekan Raya Subdistrict. With this TWG, educators can improve professionalism by discussing, the practice of making Lesson Plan, the preparation of annual programs (Prota), semester programs (Promes), analysis of lesson materials, teaching unit programs, learning methods, evaluation tools, teaching materials, the creation and utilization of teaching media can also be reviewed in this forum. This study used qualitative approach with descriptive design, to illustrate the management of TWG in Palangka Raya. The research object is Teacher Working Group (TWG) cluster 5 in Palangka Raya City. The research subjects were head of TWG Cluster 5, and Madrasah Supervisor. Study found planning of Teacher Working Group (TWG) cluster 5 based on Work programs which includes: General work program, principal program and meeting time and schedule which aims to optimize the activities, so that the activities carried out can run smoothly in realizing the professionalism of an educator. Organizing conducted by the TWG cluster 5 conducted at each activity in accordance with the area of expertise of each member. Implementation contained in the TWG cluster 5 is a meeting of activities that they do once a month to discuss the issue of learning in schools. Controlling is carried out by the chairman of the TWG cluster 5 is by identifying problems in the field, then formulating the solution of each problem that exists, so that each member can do the work according to the plan. Keywords: Teacher Working Group, Management of Teacher, Management Education
6
Andriichuk, Viktoriia. "TEACHING FINANCIAL LITERACY IN PRIMARY SCHOOL STUDENTS: INTERNATIONAL EXPERIENCE." Continuing Professional Education: Theory and Practice, no. 1 (2021): 81–87. http://dx.doi.org/10.28925/1609-8595.2021.1.10.
Full textAbstract:
The article is devoted to international experience in teaching financial literacy in elementary school students. The state of research is analyzed in the theory and practice of elementary education. This article reacts to the current situation in our society and the need for financial education in schools. The modern world requires financial and economic literacy. The essence of the concept and importance of financial literacy is considered. Appearances of scientists to interpret the concept of «financial literacy» are revealed. The author proposes an actual definition of financial literacy, which is understood as human skills to dispose of their own funds, possessing the basic financial knowledge, which will rationally take financial decisions. An analysis of international experience in teaching financial literacy and organization of educational process aimed at developing financial skills of elementary school students is carried out. Financial literacy and financial education are not new categories for the world experience of young education. The number of countries that implement financial literacy programs increases annually. So, in Europe there are more than 180 such programs. The study showed that it is extremely important to include financial literacy in the educational process in the elementary school an important role in learning students of the elementary school of financial literacy play relevant programs developed by ministries of finance, national banks, public organizations, charitable foundations, etc. that exist in different countries of the world (USA, Great Britain, Netherlands, Turkey and others). The author concludes that there is a need for mastering young competencies in various types of financial activity due to the peculiarities of the development of Ukrainian society. From these grounds for key competencies that should form into school students, financial literacy includes.
7
Pang, Dangfeng, Shigang Cui, and Genghuang Yang. "Remote Laboratory as an Educational Tool in Robotics Experimental Course." International Journal of Emerging Technologies in Learning (iJET) 17, no. 21 (November 15, 2022): 230–45. http://dx.doi.org/10.3991/ijet.v17i21.33791.
Full textAbstract:
A remote lab is a technology that allows participants to efficiently conduct experimental teaching where users can connect to lab equipment from anywhere without being in a specific physical location. The COVID-19 pandemic affects all areas of human activity. As a result, students did not receive face-to-face instruction, and access to the laboratory was limited or practically impossible, and access to laboratory facilities has been limited or nearly impossible. Especially in engineering education, students’ practical abilities cannot be developed comprehensively. In this paper, this paper built an online remote robotics experiment system using digital twin (DT) technology and IoT technology and adopted ADDIE (Analysis, Design, Development, Implementation, and Evaluation) teaching method. With these measures, students can design and debug robot programs at home, just like in the laboratory. This study sent questionnaires to 64 students, and 58 were returned. The results show that more than 80% of students believe that the remote labs for industrial robotics courses have improved the efficiency and quality of students' skills training as opposed to virtual simulation and watching videos on the computer.
8
Jung, Dajin. "2015 Revised Curriculum Development of Elementary Social Studies Veterans Education Status and Learning-Related Activity Program." Korea Association of Yeolin Education 31, no. 2 (March 30, 2023): 23–42. http://dx.doi.org/10.18230/tjye.2023.31.2.23.
Full textAbstract:
The purpose of this study is to analyze the current status of social studies and veterans education in the 2015 revised curriculum and to develop learning activity programs linked to the curriculum. Specifically, it presents the direction of veterans education that can cultivate both knowledge, skills, values, and attitudes from a social and historical perspective. In consideration of social and historical perspectives, the learning topics related to veterans are linked to the social studies curriculum. In addition, by analyzing and organizing the current status of veterans education, a learning-linked activity program that considers the characteristics of the grade is developed. Accordingly, a regional-centered learning-linked activity program was developed for 3rd and 4th graders, as well as an experience-oriented learning-linked activity program for the 5th and 6th graders. Specific teaching and learning materials of the developed learning-linked activity programs are presented to provide materials that can be used as a reference when teachers select or plan veterans' classes. By deriving the positive effects of the learning-linked activity program developed in this study, the importance of the learning-linked activity program that utilizes the approach to veterans education from a social and historical perspective is raised. The development of learning programs for efficient veterans education remains a consistent research task.
9
Nikmatillah, Murni, Fika Megawati, and Yuli Astutik. "The Implementation of English Conversation Program in Elementary School at Rural Area." Education of English as A Foreign Language 6, no. 2 (December 30, 2023): 145–66. http://dx.doi.org/10.21776/ub.educafl.2023.006.02.04.
Full textAbstract:
This article discusses how to participate in Teaching campus programs and implementing English conversation programs in rural areas. Because English is one of the subjects considered difficult by elementary school students, especially in rural areas, teachers need to be active and communicative in giving instruction. This research was conducted in an elementary school at rural areas, This study used the self-study method, in which data are taken from observations and interviews with and English teacher in the school to find out the difficulties or challenges in teaching and learning in rural areas at Tulungagung East Java, Therefore, the self-study researcher is not the self who does the research, but rather the self being studied, not that the self is the only focus. This progression in self-study characterizes teaching as well. So after that, the author compiled this conversation program. The method used in the implementation of this conversation program was the appropriate TPR (Total Physical Response) method to support challenges or difficulties in teaching and learning. This program was carried out once every 2 weeks and was only attended by class 5. And to find out the improvement of students after joining this program, the researcher give assessment. When this activity was carried out the students were very enthusiastic and understood the lessons that I given, many improvements were obtained by them such as word pronunciation, word spelling, vocabulary knowledge, and word composition. This study strongly recommended that TPR is needed to learn English in rural area.
10
Ahn, Kyungja. "Novice elementary teachers’ experiences and perceptions of English teacher education and English language teaching." Korea Association of Primary English Education 30, no. 2 (June 30, 2024): 5–31. http://dx.doi.org/10.25231/pee.2024.30.2.5.
Full textAbstract:
This study aimed to explore elementary teachers’ experiences and perceptions of English in-service teacher education and English language teaching. Fifty elementary English teachers took part in the survey. Of these, ten teachers were involved in the focus group research. Their interviews, reflection journals, and lesson observations and analyses were collected. Data were analyzed through a mixed-method approach, primarily qualitative with quantitative methods as needed. The results are as follows: First, novice teachers found that the provision of English courses in novice teacher training was insufficient, but they felt in-service teacher training, graduate programs, teacher learning communities, and mentoring helped improve their teaching abilities. Second, when teaching, novice teachers in the focus group concentrated on phonics and basic language skills and activity- and learner-centered instruction, and they developed effective materials in their English classes. They experienced difficulties teaching English in English and teaching students at different levels. However, they made progress through various trials and errors. Third, for the professional development of novice English teachers, suggestions were made in the areas of teacher education programs, teacher learning communities, schools and administrations, and policies on teachers and teacher education, as well as the novice teachers’ efforts. Significant implications concerning novice English teacher education will be explored in greater detail.
11
Sidneva, A. N. "Comparative Analysis of Mathematics Teaching Programs in Primary School from the Standpoint of the Cultural-Historical Activity Approach." Cultural-Historical Psychology 18, no. 1 (2022): 69–78. http://dx.doi.org/10.17759/chp.2022180107.
Full textAbstract:
In the Russian Federation, 11 mathematics training programs were recommended for implementation in the 2020—2021 elementary school curriculum. The large number of programs raises the question of how they differ, a question which is relevant for both school administrators and primary school teachers, and parents. This article applies the criteria developed in the mainstream of the Cultural-Historical Activity approach to learning, to analyze the most significant differences in the mathematics programs from a psychological point of view. We have analyzed the methodological materials in mathematics and textbooks in the following programs for grades one through five: “School of Russia”, “The system of D.B. Elkonin — V.V. Davydov” (the programs of both E.I. Alexandrova, and V.V. Davydov and V.F. Gorbov), “Learning to learn”, and “Perspective”. Our study showed that the most significant differences between the programs concerned the type of concepts proposed for assimilation; the type of actions by which these concepts were to be assimilated and practiced; and how the means of these actions were provided. The selected criteria corresponded most closely to the program of E.I. Alexandrova, which was created within the framework of the educational complex “The system of D.B. Elkonin — V.V. Davydov”.
12
Choe, Seon-Yu, and Kwihoon Kim. "Development of Artificial Intelligence Ethics Education Program for Senior Elementary School Students Using Nobel Engineering." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 22 (November 30, 2023): 573–85. http://dx.doi.org/10.22251/jlcci.2023.23.22.573.
Full textAbstract:
Objectives In this study, an artificial intelligence ethics education program using Nobel engineering was developed and verified for senior elementary school students, focusing on the validity of the program.
Methods A total of two expert group surveys were conducted to develop an artificial intelligence ethics education program using Novel engineering and analyze the validity of the program. The validity of the survey results was verified by calculating content validity (CVR), convergence, and consensus.
Results As a result of the first expert group feasibility review by developing an artificial intelligence ethics education program (12 sessions) using Nobel engineering, the second expert group feasibility review was conducted after revising and supplementing the program to reflect opinions such as lack of time and overlapping contents. As a result of the implementation, no parts that needed revision were found, but there was an opinion that it would be good if the program example code was presented in the student activity sheet, so it was reflected in the final program development plan. The program developed in this study is a total of 12 artificial intelligence ethics education programs, including teaching and learning course plans, evaluation criteria, and class activity papers.
Conclusions This study aimed to develop a program that can foster artificial intelligence ethics by utilizing books and stories that can be easily accessed for senior elementary school students. After developing an artificial intelligence ethics education program using Nobel engineering for senior elementary school students, a total of 12 artificial intelligence ethics education programs were developed through two expert group feasibility studies. However, further research is needed on the development of programs for the lower grades of elementary school using Nobel engineering, and research needs to be conducted by applying the programs developed in this study in the actual school field.
13
Dewi, Tantri Kusuma, and Yoto Yoto. "Impact of Teaching Assistance for Vocational Schools." TEKNOBUGA: Jurnal Teknologi Busana dan Boga 11, no. 2 (October 30, 2023): 134–39. http://dx.doi.org/10.15294/teknobuga.v11i2.48597.
Full textAbstract:
Freedom of learning is freedom of thought, starting from teacher respecting learning changes in educational institutions in elementary, secondary, and tertiary schools. Teaching assistance is one of the Merdeka Belajar Kampus Merdeka (MBKM) programs launched by the government through the Ministry of Education and Culture. The teaching assistance program can be taken by students who have taken at least 80 credits of courses and get approval from the academic supervisor and head of the study program. This study used the Triangulation interview method conducted at SMKN 2 Jombang. The results of this research are positive and good for SMKN 2 Jombang. This is because students participate in helping with school activities, can help teachers with additional tasks, and can exchange knowledge with teachers. This program not only has an impact on SMKN 2 Jombang, but this teaching assistance activity also has an impact on students. With this activity, students can find out about school conditions and student character and gain experience on how to become a teacher. This experience can be a provision for students to become teachers in the future.
14
Johnson-Shelton, Deborah, Jeanette Ricci, Erika Westling, Missy Peterson, and Julie C. Rusby. "Program Evaluation of Healthy Moves™: A Community-Based Trainer in Residence Professional Development Program to Support Generalist Teachers With Physical Education Instruction." Journal of Physical Activity and Health 19, no. 2 (February 1, 2022): 125–31. http://dx.doi.org/10.1123/jpah.2021-0505.
Full textAbstract:
Background: Elementary school teachers are often responsible for teaching physical education to their students, with little formal training in that instruction. This study evaluates a trainer in residence professional development program designed to improve physical education instructional attitudes and practices in elementary school generalist teachers. Methods: Participants were 139 teachers and 3577 first to fifth grade students at 11 public elementary schools in Oregon. Program evaluation measures included pre- and postteacher surveys on teacher attitudes and practices toward teaching physical education for fidelity, postprogram lesson observations for sustainability, and teacher-reported program barriers to and facilitators of feasibility. A multivariate repeated-measures analysis of covariance test assessed changes in teacher attitudes and practices related to physical education instruction. Results: There were main effects of time observed for teacher encouragement and enthusiasm and physical education teaching practices (F2,127 = 9.68, P < .001, ). Postprogram observations indicated sustained use of activity components and an average of 86% of physical education class time spent with students engaged in moderate to vigorous levels of physical activity. Conclusions: The trainer in residence community-based approach shows promise as an appropriate professional development strategy for generalist teachers responsible for physical education instruction. However, a longer duration, randomized control trial is needed to determine the efficacy of these programs in promoting student physical education outcomes.
15
Ananka, Ramadhia, Dewi Salma Prawiladilaga, Diana Ariani, and Januar Ilham Nirwana. "Evaluation of the Utilization of Infographic Media in Learning at Cisaat Elementary School Subang West Java." Jurnal Pengabdian Masyarakat 5, no. 1 (June 6, 2024): 174–82. http://dx.doi.org/10.32815/jpm.v5i1.1377.
Full textAbstract:
Purpose: This mentoring activity aims to enhance the knowledge and skills of elementary school teachers in Cisaat Village in designing, developing, and utilizing infographics for teaching, fostering an engaging and interactive learning environment. Through community service, educators are empowered to evaluate learning resources, following a structured approach. Method: The activity involves sequential steps including preparation, assessment, planning alternative programs, action plan formulation, program implementation, evaluation, and termination. Practical Applications: The implementation of this community service initiative facilitates the enhancement of digital literacy among teachers, particularly in developing infographics for blended learning. Teachers are equipped to create and evaluate infographics while maintaining focus on content, creator, and visual elements.Conclusion: The study underscores the importance of equipping teachers with skills to integrate infographics into teaching, enhancing engagement and interactivity in the learning process. It emphasizes the practical implications of empowering educators through structured evaluation processes in community service initiatives.
16
Muh Burhanudin Harahap, Maria Veronika Roesminingsih, and Mudjito. "Implementation and Impact of Human Resources Development in Improving the Performance of Teachers in Schools (Multi Case Studies)." IJORER : International Journal of Recent Educational Research 2, no. 1 (January 31, 2021): 29–41. http://dx.doi.org/10.46245/ijorer.v2i1.69.
Full textAbstract:
This research aims to analyze the implementation and impact of human resource development in improving the performance of students. This research used a qualitative approach with the type of multi-case study research at the Elementary School Muhammadiyah of 1 Jember and the Elementary School Al Baitul Amien of 1 Jember. Data collection was carried out by observation, interviews, and documentation in both schools. The data analysis process was carried out by condensing data, presenting data, drawing conclusions, and verification. Based on the research conducted, it was concluded that the implementation of human resources in Elementary School Muhammadiyah of 1 Jember and Elementary School Al Baitul Amien of 1 Jember, namely 1) The school has fully professional development of educators in the form of training programs and always strives to improve the quality of education through skills improvement programs. 2) The school activity program is always maximized, through habituation in improving the quality of learning through activities, teaching, during the learning process and up to the implementation of quality training so that it is optimal. 3) Programmed school activities program in a clear concept in planning the skills development of educators. 4) Regulations concerning the development of written and straightforward teaching staff and maximized for the program of enhancing the skills of educators which are compiled through the formulation and determination of collective teacher teamwork. Then the impact of the development of human resources in improving the performance of students has a good overall impact on every program implementation of the two schools.
17
YUSUFU, Aiyisha. "COMPARATIVE ANALYSIS OF EDUCATIONAL PROGRAMS IN RUSSIAN AS A FOREIGN LANGUAGE IN RUSSIA AND IN CHINA." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 54, no. 4 (December 30, 2020): 169–78. http://dx.doi.org/10.25146/1995-0861-2020-54-4-253.
Full textAbstract:
Statement of the problem. The article is devoted to a comparative analysis of educational programs in the Russian language at universities in China and Russia on the example of the Chinese “Curriculum for the Russian language for higher educational institutions” (2012) and the Russian “Linguodidactic program in Russian as a foreign language. Elementary level (A1). Basic level (A2). The first certification level (B1)” (2017). The main sections of the curriculum, related to the description of the goals and content of training, act as a guideline for both teachers and authors of textbooks. At the same time, Russian language curricula aimed at Chinese students at universities in Russia and China differ in their content. The purpose of the article is to compare the goals and content of teaching Russian to Chinese students in China and Russia. Methodology (material and methods). The material of the research was the Chinese “Curriculum for the Russian language for higher educational institutions” published by the Publishing House for Research and Teaching Foreign Languages of China and the “Linguodidactic Program in Russian as a Foreign Language. Elementary level (A1). Basic level (A2). First certification level (B1)”. In the course of the study, the method of comparative analysis was used. Research results. The study revealed the similarities and differences in the goals and content of teaching aspects of the language and types of speech activity for Chinese students in two countries, an attempt was made to explain these similarities and differences. The research results can be used in teaching Russian to Chinese students. Conclusion. It has been established that the difficulties experienced by Chinese students in the study of the Russian language in Russian universities are not only subjective, but also objective. They are conditioned by the conditions of education (in the linguistic environment or outside it) and different linguodidactic traditions. This is revealed in the course of the analysis of the curriculum aimed at Chinese students studying Russian language: the authors of the Chinese program focus on teaching grammar and writing, while the authors of the Russian program emphasize on teaching oral speech.
18
Polapala, Sugeethika, Anakapalli Sai Praharsh, L. Vamsi Krishna Reddy, Pydi Sivakumar, Pottem Nagarjuna, and Swathi Pichika. "Effectiveness of Egg Carton Simulation Model as a Method of Teaching Tooth Brushing in School going Children – A Quasi Experimental Study." Journal of Indian Association of Public Health Dentistry 22, no. 1 (2024): 107–11. http://dx.doi.org/10.4103/jiaphd.jiaphd_146_23.
Full textAbstract:
Background: The majority of oral diseases, which are among the most common illnesses worldwide, can be avoided. Adequate oral health depends on establishing significant tooth brushing routines to prevent gingivitis and dental caries and controlling the consumption of sugared foods. Elementary schools are a potential target for these interventions to support children in developing healthy behaviors independently. Large scale school-based programs are effective in reducing preventable diseases through cost-effective interventions. Objectives: To establish and assess a new activity-based approach for teaching schoolchildren regarding tooth brushing, by using egg cartons as models for teeth. Materials and Methods: Two methods of teaching tooth brushing technique to school children of age group of 8–12 years were compared: (i) Conventional method (n = 15): Instructions on study model (ii) egg carton simulation method (n = 15): Hands-on activity on egg cartons as simulated models. The outcome assessed was the plaque index (Silness and Loe, 1964). Gender-wise comparisons were done using a Chi-square test for comparing the categorical variables. Results: Plaque scores compared using an independent t-test showed significant improvement in the egg carton group after the teaching sessions (P < 0.01 for the egg carton method). Conclusion: The egg carton simulation method is an effective method for plaque removal compared to the conventional approach as there is significant plaque score reduction in children after the teaching session.
19
Safitri, Nurul Annisa, and Darsinah Darsinah. "PERAN MANAJERIAL KEPALA SEKOLAH DASAR DALAM MENINGKATKAN KREATIVITAS PEMBELAJARAN BAGI GURU." Jurnal Isema : Islamic Educational Management 7, no. 2 (December 31, 2022): 163–72. http://dx.doi.org/10.15575/isema.v7i2.16807.
Full textAbstract:
The principal of the elementary school is the leader in thw basic education unit whose task is to carry out the management of the elementary education unit he leads. The principal of the elementary school is the leader in the basic education unit whose task is to carry out the management of the basic education unit he leads. A good principal can shape the learning carried out by teachers is also good, resulting in good student and teacher achievement. The role of the principal as a manager can assist in increasing the creativity of teaching teachers to produce quality students. This study aims to describe the principal’s strategy in planning programs, organizing, mobilizing and supervising school programs in increasing learning creativity for teachers. This research is a case study using a qualitative descriptive approach. Data was collected by means of observation, inteviews and documentation. The results of this study indicate that the managerial role of elementary school principals in increasing learning creativity for teachers has been going well with the roles og: (1) planning an activity program bu detailing the needs of students and education personnel, planning a curriculum that will run well, and creating a cultural climate that conducive; (2) create an organizational structure that involves parents through the school committee and completes the necessary infrastructure; (3) setting a good and calm example at work, motivating and rewarding personnel both morally and materially, improving welfare and involving educational staff in training; (4) leading and supervising in order to improve the school goals that were formulated together.
20
Jeon, Seenhwa. "Enhancing Performativity in Humanities Education through Service Learning: A Case in Teaching English Children’s Literature." Korean Society for Teaching English Literature 27, no. 2 (September 30, 2023): 265–84. http://dx.doi.org/10.19068/jtel.2023.27.2.11.
Full textAbstract:
This study aims to elevate performativity in humanities education through the implementation of service learning in the design and instruction of English Children’s Literature. In this service learning case study, participants enrolled in an English Children’s Literature course collaborated to develop creative English education programs and activity plans based on their classroom learning. They also performed a six-week educational service in diverse local settings, including an elementary school, children’s centers, and community welfare facilities. Throughout the service period, students maintained reflective weekly journals, critically contemplating their experiences and insights gained during their community engagement. Additionally, they had the opportunity to share their service experiences through presentations and evaluation activities. Results from a survey indicate overwhelmingly positive responses from the participants towards service learning. The study showcases how this approach invigorates humanities education by empowering students to actively shape their learning journey while fostering meaningful connections with the community.
21
Aprilia, Neza, Wisroni Wisroni, and Ismaniar Ismaniar. "Deskripsi Pelaksanaan Kegiatan Outbound di Sekolah Dasar Alam Ar-royyan Kota Padang." Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) 1, no. 2 (June 1, 2018): 178. http://dx.doi.org/10.24036/spektrumpls.v1i2.10253.
Full textAbstract:
This research was motivated by the high self-confidence of students in the Ar-Royyan Elementary School, especially the first (1) class students who had the courage to appear in front of the class, dare to express their opinions, and dare to write in front of the class during the teaching and learning process. Allegedly the high self-confidence of students because of the implementation of outbound activity programs before the teaching and learning process in school. The purpose of the research is to see an overview of the planning, implementation and evaluation of outbound activities. This type of research is quantitative descriptive. The population of the research was the executive committee of outbound activities at the Ar-Royyan Nature Elementary School (educators and education staff) totaling 50 people. The research sample was taken 50% of the total population of 25 people with simple random sampling technique. Data collection techniques using questionnaires and questionnaire data collection tools. Data analysis technique uses quantitative descriptive technique with percentage calculation. The results of the study found that, (1) planning outbound activities looked very good, (2) the implementation of outbound activities looked very good, and (3) evaluation of the implementation of outbound activities looked very good. Suggestions to the Ar-Royyan Nature Elementary School, (1) in order to maintain the outbound activity program is always carried out at the time of admission of new students, and (2) the implementing committee of outbound activities maintain the quality of the implementation of outbound activities that have been carried out properly.Keywords: Outbound, Confidence
22
Ha, MyungSook, and Eun Ji. "Analysis of Research Trends and Quality Indicators on the interventions for elementary school children with ADHD in Korea." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 9 (May 15, 2023): 443–65. http://dx.doi.org/10.22251/jlcci.2023.23.9.443.
Full textAbstract:
Objectives Domestic studies related to intervention programs for children with ADHD in elementary school are reviewed, and based on this, a direction for developing and applying effective intervention programs is sought.
Methods In order to know the research trend of interventional intervention for children with ADHD in elementary school studied in Korea, research literature was searched and papers were selected, focusing on domestic academic journals studied from 2009 to December 2022. For this purpose, 41 selected studies were analyzed according to the thesis analysis framework, and the evidence-based intervention was reviewed by analyzing the qualitative indicators of group-subject studies and single-subject studies.
Results As a result of the research analysis, the number of students in the lower grades (1 to 3) was higher than that in the upper grades (4 to 6), and it can be seen that there are many studies targeting boys. In previous studies, there was no detailed description of the intervention site and intervention environment. As for the intervention research program, many art activity-based intervention studies were provided, and analysis according to the dependent variable involved a number of studies on the cognitive and behavioral aspects of children with ADHD. As for the qualitative indicators of group targeting intervention research programs, there was a lack of studies that satisfied performance, operator's information technology, and comparative group's teaching skills. As for the qualitative indicators of single-subject intervention research programs, there were insufficient studies that satisfied the environmental description, description of measurement validity, baseline measurement of the dependent variable, and description of the baseline period.
Conclusions The study suggests that intervention studies of children with primary school ADHD need to be designed to increase the reliability and validity of the studies, and to clarify the description of the subjects' intervention environment. Through the results of this study, studies reflecting this should be conducted in the future by considering the evidence-based analysis of the effectiveness and qualitative indicators of interventions for children with ADHD in elementary school.
23
Warmi, Attin. "PENGEMBANGAN BAHAN AJAR PERKALIAN DAN PEMBAGIAN DENGAN MENGADOPSI OPERASI ARITMATIKA BANGSA MESIR KUNO." BERNAS: Jurnal Pengabdian Kepada Masyarakat 1, no. 1 (January 25, 2020): 32–37. http://dx.doi.org/10.31949/jb.v1i1.130.
Full textAbstract:
This program is one of the community service programs carried out by groups of lecturers and student representatives of the mathematics education program at UNSIKA. This program is in the form of providing tutoring outside school hours to elementary school students in mathematics. Most students are of the view that mathematics is difficult. Based on these conditions, we will design a program to help the school in providing tutoring to students in dealing with students to facilitate learning multiplication and division. The form of the program is in the form of providing tutoring for elementary school students, to facilitate student learning in completing multiplication and division operations. For the implementation of this activity, the mathematics textbooks and modules that are designed for guidance and study must be prepared. The material to be applied is about mathematical materials that have been summarized relating to multiplication and division operations. The structure of teaching materials for each topic starts with concepts, examples of questions, exercises, discussions and key answers. The textbook is ready to be used for the program.
24
Shalabaeva, Zhanar, Gulmira Meirbekova, Ussenbek Rakhmet, Gulzhan Abdullin�, and Manat Zhailauova. "Methods and ways of preparing educational research activities for future elementary school teachers based on renewed education." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (January 31, 2024): 2266–74. http://dx.doi.org/10.54919/physics/55.2024.226se6.
Full textAbstract:
Relevance. The article addresses the importance of research on modern education in the professional preparation of future elementary school teachers. The research relevance is determined by the fact that modern teachers have difficulties in stimulating attention and approaches to learning of elementary school children. In this regard, students in higher educational institutions of the Republic of Kazakhstan are in continuous search of new methods, techniques, and forms of organizing educational research activities based on updated education.Purpose. The research aims to study the methods and forms of research activity training for future elementary school teachers based on renewed education in Kazakhstan.Methodology. The methodological basis of the research consisted of general theoretical methods of scientific knowledge: analysis and synthesis, abstraction and idealization, and modeling.Results. The research results concluded that all modern elementary school teachers participate in pedagogical experiments in the modern education system, in all innovative processes, develop new educational programs and implement new educational technologies that require research skills based on renewed education. The issues discussed relate to the importance of curricula and experiments as well as the approach that students (future elementary school teachers) use in research activities.Conclusions. All of the studies reviewed included issues of professional development for future teachers over a long period, throughout their higher education. It should be noted that the entire education of elementary school teachers, as found in the study, includes the impact of a broader context, while all studies consider the impact of the same educational standard. All the activities described in the research contributed to the development of approaches to teaching science that were consistent with the current research literature. The practical significance of the research lies in the results that can be used as an instructional and practical material for students and researchers involved in school education and early childhood education.
25
Shevchuk, Tamara, and Olga Tkachuk. "Implementation of the content line «Exploring language phenomena» in the process of working with phraseological phenomena in elementary school." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 187–96. http://dx.doi.org/10.30970/vpe.2022.36.11566.
Full textAbstract:
The article highlights the essence and implementation of the content line «Exploring language phenomena» in the terms of working with phrasal expressions in the lessons of Ukrainian language and reading and defines its place in modern linguistic and methodological research. The relevance of its implementation in the educational process of primary school is substantiated. In particular, emphasis was placed on shifting the priorities from the passive acquisition of knowledge by students to mastering it in the process of research activity. This activity is provided by the semantic line «Exploring language phenomena» in the elementary course of language and literature education. The authors of the article analyze the current educational programs and textbooks on the Ukrainian language and reading for elementary school, compiled in accordance with the typical educational program developed under the guidance of A. Y. Savchenko. They demonstrate the exercises that are the basis for phraseological work and illustrate the implementation of the content line «Exploring language phenomena», aimed at practical mastery of phraseology during observation, analysis, comparison, generalization, etc. A survey of teachers-practitioners on the implementation of this content line and a questionnaire of the 4th grade students allowed the authors to discover the skills and abilities needed to explore phraseological expressions. It was found that the methodology of teaching the Ukrainian language covers the aspects for implementation the content line «Exploring language phenomena» insufficiently. Primary school teachers need methodological recommendations for the implementation of this content line in the process of teaching primary school students. It is noted that the development of studentsʼ skills and abilities to study phraseology requires consistent, systematic, and purposeful lesson work, which will expand students' knowledge of the language, enrich their vocabulary, activate logical thinking, increase cognitive activity and arouse students’ interest in phraseological material. It is important to combine the study of stable word combinations of the Ukrainian language with the history and culture of the Ukrainian people, their everyday life and work activities. Keywords: linguistic and literary branch, semantic lines, phraseology, phraseological knowledge, skills, cognitive activity, mental operations.
26
MOROZ-REKOTOVA, L. "FORMATION OF MUSIC SKILLS OF A PRE-SCHOOL EDUCATIONAL INSTITUTION TEACHER." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (July 6, 2022): 285–93. http://dx.doi.org/10.31494/2412-9208-2022-1-1-285-293.
Full textAbstract:
The article raises the issue of the importance of teaching future educators of preschool education to music, as a form of music lessons at a non-professional level. The results of a pilot study on the knowledge of elementary music theory of higher education students at the beginning of the discipline are presented. The necessity of mastering the elementary theory of music by future specialists of preschool education is substantiated. A brief analysis of the content of educational programs of the obligatory component of the educational program of the specialty 012 Preschool education «Theory and methods of music education» is given. The role of an educator in the musical education of preschool children is revealed, in particular in the organization and management of independent musical activity of children, the formation of competencies provided by the Standard of preschool education of Ukraine. The necessity of having a musical diploma in the music-educational work of an educator with preschool children is illustrated. The purpose, functions and specific features of music making in professional training of the future specialist of preschool education are given. Types of music making by genre (instrumental and choral), by type of organization (individual, group and collective), by level (professional, amateur), by form of activity (county, intermediate, active) are revealed. The necessity of music making of future educators of preschool institutions with reliance on the system of elementary music making by Karl Orff is substantiated. An approximate structure of seminars with the use of music by future educators of preschool institutions is given. The peculiarities of the content and technical support of these classes in the conditions of the audience are described. The list of mobile applications and online services for distance learning is given. The list of music skills of future educators of preschool institutions is indicated. The interconnected directions of elementary music making are concretized. The sequence of the process of learning elementary music making is determined. Key words: making music, music education, elementary music theory, types of children's music activities, future educator of preschool education.
27
Warmi, Attin, Rafiq Zulkarnaen, and Alpha Galih Adirakasiwi. "PELATIHAN MATEMATIKA BAGI SISWA-SISWI KELAS 6 SEKOLAH DASAR DALAM PROGRAM SIAP UJIAN NASIONAL." JUARA: Jurnal Wahana Abdimas Sejahtera 1, no. 1 (January 5, 2020): 51. http://dx.doi.org/10.25105/juara.v1i1.5913.
Full textAbstract:
<p>This program is one of the community service programs carried out by groups of lecturers and student representatives of the mathematics education program at UNSIKA. This program is in the form of providing tutoring outside school hours to elementary school students in mathematics. Most students are of the view that mathematics is difficult, the scores obtained in the National Examination are still lacking. Based on these conditions, we will design a program to assist schools in providing tutoring for their students in facing the National Examination. The form of the program is in the form of providing<br />tutoring for elementary school students, to facilitate student learning in facing the National Exam in the National Examination Ready program. For the implementation of this activity, the mathematics textbooks and modules that are designed for guidance and study must be prepared. The material to be applied is about mathematics material that has been summarized from first grade to sixth grade material. The structure of teaching materials for each topic begins with concepts, example questions, exercises, discussion and key answers. The textbook is ready to be used for the program.</p>
28
Mulyana, Agus, Farah Salsabila, Marisa Ayu Sundari, Navisa Elsofa Sofiyani, Reiza Nurul Fajar, Rina Rahayu, and Tri Silviya Fujiyanah. "Tantangan dan Strategi Pendidikan Jasmani Olahraga dan Kesehatan di Sekolah Dasar: Menuju Generasi Aktif dan Sehat." Indo-MathEdu Intellectuals Journal 5, no. 3 (June 3, 2024): 2671–80. http://dx.doi.org/10.54373/imeij.v5i3.1125.
Full textAbstract:
This study aims to determine the challenges and strategies in implementing Physical Education, Sports and Health learning in elementary schools. The research method used in this article is the literature review method. Data collection techniques with the literature review method used are articles published through Google Scholar. The data that has been obtained is then analyzed using descriptive analysis, starting from data collection, needs analysis, formulation of the subject matter to be studied, to conclusion making. The results of the analysis show that training for PJOK teachers to improve their qualifications and competencies in teaching and motivate students is also very important. Increasing the allocation of PJOK time in the elementary school curriculum can provide greater opportunities for students to participate in physical activity. Support from parents and the community should be increased through socialization programs and cooperation with local communities. In addition, the use of digital technology in PJOK learning can increase student motivation and help them master gross motor skills. The implementation of a creative, innovative, and fun PJOK program is also needed to attract students and instill sportsmanship values such as honesty, cooperation, and unyielding spirit
29
Shahzadi, Uzma, and Bashir Hussain. "Perceptions of Prospective Teachers about Peer Assessment as a Tool for Reflective Practices." Review of Economics and Development Studies 5, no. 2 (May 30, 2019): 373–80. http://dx.doi.org/10.26710/reads.v5i2.623.
Full textAbstract:
Peer assessment is a collaborative learning method that assists students to have a control of their learning and involve them in reflective process. This study focuses on exploring the perceptions of prospective teachers about use of peer assessment as a reflective tool in classrooms of teacher education programs. This study was quantitative in nature and used descriptive research design. All prospective teachers enrolled in the bachelor programs of teacher education programs (i.e., BS and B.Ed. Hon. Elementary) of public sector universities of Pakistan served as population of the study. Using multistage purposive sampling technique, a sample of 1374 prospective teachers was selected. For seeking prospective teachers’ opinion, a questionnaire comprising 17 items on a five-point Likert scale, was developed. Questionnaire was validated by experts. Reliability of questionnaire was ensured with Cronbach alpha value of 0.79. For data analysis, both descriptive and inferential statistics were used. From analysis of data, it was found that prospective teachers perceive that they are sometimes equipped with necessary skills for involving in peer assessment and occasionally their teachers provide them necessary tools to carry out peer assessment for the reflective learning. It was also found that majority of students agree that peer assessment helps them in identifying their weaknesses and strengths more effectively. While prospective teachers reported that peer assessment is an activity that takes a lot of time and it carries biasness with its procedure. It is, however, recommended that peer assessment might be an important component of classroom teaching and learning practices. It is further recommended that promotion of peer assessment in classrooms may be used as a tool for creation of reflective teaching and learning environment.
30
Pasholikov, Mikhail Sergeevich. "Preparation of pedagogical university students for professional activity in additional education." Педагогика и просвещение, no. 1 (January 2024): 1–16. http://dx.doi.org/10.7256/2454-0676.2024.1.68685.
Full textAbstract:
Additional education has long been an integral part of the educational environment. Painting, sports, robotics and other areas make a significant contribution to the development of personality, while teachers play a key role in this process. Education and teaching go hand in hand, which makes it important to invest in the training and professional development of teachers. Today, teachers need various knowledge, skills and abilities to create lesson plans, organize training, work with the administration and interact with parents. Based on the analysis of modern literature and practical experience of the functioning of institutions of children's additional education, the author defines a set of competencies that allow teachers to make a significant contribution to the success of students, and therefore can be taken into account when designing the main professional educational programs of higher education as the results of their development. The article substantiates the relevance of the problem of updating the content of teacher training in the context of the interaction of higher pedagogical and children's additional education. The concept of training pedagogical personnel for the education system for the period up to 2030, methodological recommendations for the training of pedagogical personnel for bachelor's degree programs based on unified approaches to their structure and content ("Core of higher pedagogical education"), professional standard "Teacher of additional education for children and adults" are analyzed. The scientific novelty of the study consists in the fact that on the basis of concretization of scientific ideas about the content of professional training of students of pedagogical vocation, a set of requirements for its results is proposed, clarified taking into account the qualification characteristics of the positions of employees of the system of additional education. The article offers recommendations that allow future teachers to prepare for a career in additional education. The practical significance of the research lies in the possibility of using its results in updating the content of the training of students of pedagogical specialties, compiling textbooks and workshops on the pedagogy of additional education.
31
Estillomo, Ryan Besa, Ani Pujiastuti White, Olivina Maskan, and Michael Tongging Ginting. "Learning from Malin Kundang: Developing Children’s Character through Moral Values in Fairytales." Publikasi Pendidikan 13, no. 3 (December 10, 2023): 207. http://dx.doi.org/10.26858/publikan.v13i3.52515.
Full textAbstract:
ABSTRACTInvolving fairy tales and traditional stories in teaching is an effective method to increase children’s literacy skills and cognitive development. Rich narratives, moral lessons, and cultural contexts found in folktales contribute to children's reading comprehension, vocabulary expansion, and overall engagement with reading. Based on these statements, a recent community service program conducted by the Literacy in Education course at President University staged a play performance of the Indonesian folktale Malin Kundang for elementary school students. This program was conducted at the President University Auditorium to commemorate Indonesia's National Children's Day. The program was collaboratively organized by students and lecturers from diverse majors. The participants of the program comprised first to third grade elementary school students from the Jababeka area in West Java, members of the Faculty of Humanities, and students from the Primary School Teacher Education study program. The children responded very positively to the activity, gaining memorable lessons on moral values and love of fairy tales. Furthermore, the collaboration between lecturers and students enhanced skills in teamwork, creativity, and shared social responsibility. In light of the findings, the integration of fairy tales into educational programs stands as a promising approach to literacy and character education in children.Keywords: fairy tales, literacy development, moral values, community service
32
Chae, Jiheun, and Jaesun Chun. "Analysis of Secondary Life Science among Competency-Based Gifted Education Programs of The Gifted Education Database." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 7 (April 15, 2024): 83–100. http://dx.doi.org/10.22251/jlcci.2024.24.7.83.
Full textAbstract:
Objectives The purpose of this study is to provide implications for improving gifted education programs by analyzing the secondary life science among the competency-based gifted education programs of the Gifted Education Database (GED).
Methods Among GED's competency-based gifted education programs, the secondary life science consists of ‘system and interaction’ in 2018, ‘energy’ and ‘stability’ in 2019, and ‘pattern of change’ in 2020. Since each major theme consists of several sub-topics and independent classes are conducted for each sub-topic, the class grouped into one sub-topic was considered as an individual program and analyzed. For the analysis of the program, the ‘evaluation criteria for science gifted education programs’ were used as an analysis tool. Three incumbent science teachers with experience in gifted education participated in the analysis of the program, and in order to secure the objectivity of the research, the analysis results were continuously discussed and opinions were collected.
Results As a result of the analysis of a total of 15 programs, a score of 22 to 30 out of 36 points of the evaluation criteria appears. Looking at the main characteristics of the evaluation criteria, the most common characteristics in the 15 programs are ‘3. target clarity’, followed by ‘2. talent development opportunity’, ‘5. evaluation element’, and ‘6. learning activity’. On the other hand, the least visible characteristics in 15 programs are ‘10. consistency of program components and ease of use by other educators’, followed by ‘7. teaching strategy’ and ‘1. nature of differentiation’.
Conclusions When developing competency-based gifted education programs in the secondary life science in the future, it is necessary to supplement the characteristics of ‘10. consistency of program components and ease of use by other educators’, ‘7. teaching strategy’, and ‘1. nature of differentiation’. Through this, it will be possible to actively support the talents and characteristics of gifted students, and teachers in the field of gifted education will be able to properly utilize the programs. In addition, it is necessary to further analyze competency-based gifted education programs in the elementary life science to closely link with secondary gifted education. Also, it is necessary to conduct additional research to directly observe classes on how the programs analyzed in this study are implemented in the field of gifted education.
33
Arfiawati, Fristi, and Juhridin Juhridin. "The Ability of Non-English Students in Online Learning for TOEFL Course." JIIP - Jurnal Ilmiah Ilmu Pendidikan 5, no. 12 (December 9, 2022): 5905–9. http://dx.doi.org/10.54371/jiip.v5i12.1336.
Full textAbstract:
The research entitled The Ability of Non-English Students in Online Learning for TOEFL Course at Pasim National University applied the theory from Phillips (2001). The aim of this research is to investigate the ability of the students of non-English department in learning TOEFL and conducting TOEFL prediction test. In addition, this research used descriptive qualitative method as the students are given the material of TOEFL which include the listening, structure, and reading comprehension and then they are given the prediction test. The research is also used the converted score according to CEFR or Common European Framework of Reference for Language to measure the level of student’s ability. The data is obtained from 18 non-English students who join online TOEFL Course that comprises into Psychology, Informatic Engineering, Accounting, and Management. The result showed that the ability of students categorized into level A2-Elementary, B1-Intermediate and B2-Upper Intermediate. In addition, the students of Psychology and Informatic Engineering has a level of A2, B1 and B2 meanwhile other Study Program is still in the level of A2-Elementary. Thus, the ability of non-English students are still low, and the achievement of level are mostly in level A2-Elementary. There is still low for level B1 and B2. However Psychology and Informatic Engineering has an improvement of achievement level compare to other study programs. The highest achievement level is level B2 and it is achieved by the student from Psychology and Informatic Engineering. Therefore, the non-English students of Pasim National University require the improvement of online teaching learning activity of TOEFL to increase the proficiency of English language.
34
Шабалин, Кирилл Владимирович. "POTENTIAL OF PROJECT ACTIVITIES TO INCREASE MOTIVATIONAL RESOURCE OF HIGH SCHOOL STUDENTS IN ROBOTICS CLASSES." Pedagogical Review, no. 6(46) (December 6, 2022): 95–103. http://dx.doi.org/10.23951/2307-6127-2022-6-95-103.
Full textAbstract:
Проектная деятельность рассматривается в качестве действенного метода и средства обучения, обладающего широким спектром инструментальных возможностей для овладения учащимися знаний, активизируя внутренние мотивы в достижении результатов по усвоению системы операций в процессе практической деятельности. Цель исследования заключается в теоретическом обосновании и экспериментальной проверке результативности применения положений проектного подхода с интеграцией инструментов цифровых технологий в организации занятий дополнительного образования для повышения мотивационного потенциала учащихся. В рамках исследовательской деятельности применялись следующие методы исследования: теоретический анализ с целью осмысления накопленного в педагогической науке информационного материала по результатам научной работы отечественных и зарубежных авторов, его обобщение, систематизация и интерпретация, анкетирование, педагогическое наблюдение и эксперимент, а также статистические методы для математического анализа результатов экспериментальной части исследования. Результаты исследования, выраженные зафиксированными в ходе педагогического эксперимента данными, свидетельствуют о результативности применения положений проектного подхода с интеграцией инструментов цифровых технологий в организации занятий дополнительного образования. Разница между мотивационными потенциалами учащихся контрольной и экспериментальной групп составила на контрольном этапе педагогического эксперимента в среднем 27,45 балла, что дало основание для констатирования высокой эффективности предложенной технологии организации занятий кружка робототехники муниципального учреждения дополнительного образования Тюменской области. Практическая значимость исследования заключается в возможности применения его результатов при планировании и организации деятельности кружков по робототехнике в муниципальных учреждениях дополнительного образования в ходе разработки программ с прогнозированием положительных результатов обученности учащихся. Within the framework of the study, project activity was considered as an effective method and means of teaching, having a wide range of instrumental possibilities for mastering knowledge by students, activating internal motives in achieving results on mastering the system of operations in the process of practical activity. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of the application of the provisions of the project approach with the integration of digital technology tools in the organization of additional education classes to increase the motivational potential of students. Within the framework of research activities through the use of research methods adequate to the purpose: theoretical analysis in order to comprehend the information material accumulated in pedagogical science based on the results of scientific work of domestic and foreign authors, its generalization, systematization and interpretation, questionnaires, pedagogical observation and experiment, as well as statistical methods for mathematical analysis of the results of the experimental part of the study. The results of the study, expressed by the data recorded during the pedagogical experiment, indicate the effectiveness of the application of the provisions of the project approach with the integration of digital technology tools in the organization of additional education classes. The difference between the motivational potentials of students of the control and experimental groups averaged 27.45 points at the control stage of the pedagogical experiment, which gave grounds for stating the high efficiency of the proposed technology for organizing classes of the robotics circle of the municipal institution of additional education of the Tyumen region. The practical significance of the research lies in the possibility of applying its results in planning and organizing the activities of robotics circles in municipal institutions of additional education during the development of programs with the prediction of positive results of student learning.
35
Lee, Youngchan, Ingyu Go, Yeongjae Gil, Yeonjeong Kim, Hanul Jang, and Heuipil Kim. "The Effects of a 3D modeling Invention Education Program on Elementary School Students' Technological Creativity and Interest." Korean Association of Practical Arts Education 36, no. 1 (March 30, 2023): 103–27. http://dx.doi.org/10.24062/kpae.2023.36.1.103.
Full textAbstract:
The purpose of this study was to develop an invention education program using 3D modeling based on solving invention problems. And to prove the effectiveness of the developed invention education program, it is to verify the effect of elementary school students' technological creativity and interest change. To achieve this aim, a 3D modeling invention education program was developed using the procedure in the ADDIE model. The developed program was finally completed after verification by a group of experts. The selected subject for the 3D modeling invention education program was “Production of inventions that can hold writing instruments.” A 10-hour program was organized, and a teaching plan was prepared for each session in addition to class materials. To examine the effect of the program, a paired-sample t-test was conducted, which indicated a significant difference in technological creativity. In the sub-domain of technological creativity, there was a significant difference in task obsession and curiosity. The students created 3D drawings using Tinkercad for their concept drawings. Because the experiential activity of directly observing the 3D expression of the conception was developed, the will to express one's own until the end was developed, which exhibited an effect on task obsession. In addition, it was judged that curiosity about 3D drawing production programs and inventions increased during the process of expressing the results. The paired-sample t-test was also used to investigate the effect of the program on the interest level of elementary school students, where a significant difference was revealed. During the program, it was judged that interest in invention and 3D drawing production increased through the process of sharing and exchanging opinions and, presenting and evaluating their own work and the work of others.
36
Sarbendi, Sarbendi, and Dewi Wulandari. "PENGARUH KEGIATAN EKSTRA KURIKULER PRAMUKA DAN PMR TERHADAP HASIL BELAJAR SISWA ( STUDI DI SEKOLAH DASAR NEGERI 1 PASIR KECAPI DAN SEKOLAH DASAR NEGERI 2 SANGIANG)." Jurnal Ilmiah Pendidikan dan Keislaman 1, no. 3 (December 30, 2021): 162–73. http://dx.doi.org/10.55883/jipkis.v1i3.17.
Full textAbstract:
Extracurricular activities are a series of programs of teaching and learning activities outside of programmatic lesson hours, which are intended to increase the horizon of students' views, foster talent and interest and spirit of community service. For example: in scouting activities and the youth red cross (PMR) is a form of activity that develops many humanitarian activities. This study aims to find out if there is an influence of scout extracurricular activities on student learning outcomes. To find out if there is an influence of adolescent red cross activities (PMR) on student learning outcomes. To find out if there is an influence of extracurricular activities of scouts and PMR on student learning outcomes in public elementary school 1 pasir lute and public elementary school 2 sangiang. The results of the Extracurricular Scout and Extracurricular PMR variables had a partially significant effect on Student Learning Outcomes. Evidenced by the magnitude of the Scout Extracurricular regression coefficient of 0.546 and extracurricular PMR of 0.518 with a significant value of 0.000 (0.000<0.05). There is an influence of scout extracurricular activities (X1) on student learning outcomes in state schools 1 sand lute and public elementary school 2 sangiang, this is evident from the results obtained that the regression value (t count) for variable X1 (scout extracurricular activities) is 4,478, while the t table value for N = 40 is 2,026. so 4,478 > 2,026, It can be concluded that partially variable extracurricular activities of scouting do have a positive influence on students' learning outcomes.. There is an influence of PMR (X2) extracurricular activities on student learning outcomes in state schools 1 sand lute and public elementary school 2 sangiang, this is evident from the results obtained that the regression value (t calculate) for variable X2 (PMR extracurricular activities) is ,484, while the t table value for N = 40 is 2,026. So 4,848 > 2,026, it can be concluded that partially variable extracurricular activities PMR does have a positive influence on student learning outcomes. Extracurricular activities of scouting and PMR together (simultaneously) affect the learning outcomes of students in public elementary school 1 sand lute and public elementary school 2 sangiang. This is evident from the results obtained that the value of f calculated at 35,071 which is greater than the f table of 3,250 or 35,071 >3, 250 with a significant level of 0.000 < 0.05, it can be said that the extracurricular activities of scouting (X1) and variable PMR (X2), together have an effect on the variable learning outcome (Y). This showed that 65.5% of scout and PMR extracurricular activities simultaneously (together) did have a positive effect on students' learning outcomes while the remaining 34.5% had an effect on other factors not studied in the study
37
Llemit, Rudy Baguhin. "Personnel Management Practices in Relation to Teachers’ Teaching and School Performance." International Journal of English Literature and Social Sciences 9, no. 2 (2024): 114–40. http://dx.doi.org/10.22161/ijels.92.19.
Full textAbstract:
The purpose of this study was to determine the personnel management practices and its relation to teachers’ teaching and school performance of the public elementary and secondary school teachers in Garcia-Hernandez district. School administrator’s personnel management practices affects teachers’ performance and school performance. The study was conducted in Garcia-Hernandez district, particularly to the two hundred fifty (250) respondents who were the school heads/principals, teaching, and non-teaching personnel for 2022-2023 academic year. This study utilized the descriptive-survey design employing the total population sampling technique with the use of a modified standard research tool from the IEA Teaching and Learning International Survey (TALIS) (2001) for the Personnel Management Practices, Teacher’s Self-Assessment Rubrics (TSAR)” by Hrushikesh Senapaty (2019) for the Teachers’ Teaching Performance, and Achievement Integration Program-School Staff Survey Questionnaire by the Minnesota Department of Education (2009) for the School Performance. The results showed that personnel management practices of the school administrators in Garcia-Hernandez district were very satisfactory. Teachers’ level of performance in terms of designing learning experiences, knowledge and understanding of the subject matter, strategies for facilitating learning, interpersonal relationship, professional and school development were very satisfactory. Likewise, the respondents’ perception on school performance in terms of climate and environment, leadership and government, professional learning, data-based decision-making, improvement initiatives, family and community partnership were also very satisfactory. There is a significant relationship between personnel management practices to teachers’ level of performance and school performance. This study concludes that effective personnel management practices positively influence the performance of both teachers and schools. The study showed that when school leaders engage in discussions with teachers to establish educational goals, provide opportunities for professional development, and encourage participation in school decision-making processes, it results in better teacher performance and contributes to a more positive school environment. Furthermore, it indicated that when teachers design learning experiences that incorporate the knowledge and experiences of their students, foster interpersonal relationships, and engage in ongoing professional development, these lead to better student outcomes and contribute to school improvement. It was recommended that school heads/principals may assign available teaching staff ahead of time in the absence of the regular teacher. The available teacher shall provide modules for the student’s activity in order for them to learn, and to make sure that teaching-learning process continues. Teachers are highly encouraged to pursue graduate and post-graduate studies. Further, schools should have quarterly monitoring and evaluation on their programs, activities and projects for school development.
38
Kartini, Ade, and Imas Diana Aprilia. "Challenges and Opportunities for Regular Teachers in the Implementation of Assessments for Students with Special Needs in Inclusive Education Provider School." Journal of Education for Sustainability and Diversity 1, no. 1 (September 10, 2022): 29–38. http://dx.doi.org/10.57142/jesd.v1i1.4.
Full textAbstract:
Teacher’s misunderstanding in carrying out the assessment has the potential to lead to learning failure. Assessment is considered a routine learning activity but is also considered an additional burden. The purpose of this study was to obtain an overview of the challenges and opportunities faced by regular teachers regarding the assessment of students with special needs in their classrooms. The research method used is descriptive qualitative. Data was collected through interviews, observation, and documentation, with the research subject being teachers in one of the elementary schools in Sumedang Regency. The results of the study indicate the low ability of regular teachers in the preparation of assessment instruments and their implementation; difficulties in developing learning programs and management; the complexity and high teaching load related to a large number of students with special needs in the class; lack of coordination between regular teachers and special assistant teachers (GPK) as well as special education teachers, and limited competency improvement services that regular teachers can access. The opportunity is that teachers know the importance of assessment, more assessment information can be accessed, frequent training and technical guidance that regular teachers can participate in, open collaboration with special education teachers, and easy school accommodation. The conclusion is still many challenges faced by regular teachers in carrying out assessments so a concrete program is needed that can create opportunities to improve the ability of regular teachers in carrying out assessments.
39
Lutaj, Lindita. "The Role of University on the Civic Preparation of the Youth." European Journal of Social Science Education and Research 8, no. 3 (October 9, 2021): 15. http://dx.doi.org/10.26417/793glx72y.
Full textAbstract:
University plays an important role in equipping students with knowledge and academic expressions. The institution helps the students in development of society understanding and civil engagement. The aim of this study is to observe the role of university through the curricula in civil preparation of the students and their awareness for active civic participation. The study used a mix quantitative and qualitative scientific method. The instrument included online closed and open questions, which were completed from 50 second year students, of Education Faculty, Professional Master “Elementary Education Teacher” and Professional Master of “Didactics”. The study resulted that students are very interested in being prepared in Democratic Civil Education. Practical activity is very important, but the pandemic was an obstacle in performing practical activities. Students state that using convincing argument, preparation job and researching the information from various sources helps them develop high-level thinking, and reach high results. Family civil education also helps them in continuing further education. Students gain knowledge, skills, attitudes and values from the university as prerequisites to be active future citizens. Realizing the teaching quality indicators in university is necessary for youth healthy democratic formation. It is important to increase students’ awareness and motivation for change. This is to make them aware in fulfilling their mission on creating a democratic civil society, with responsible citizens for their roles and engagement taken. Universities should know their responsibilities by including in the Education Faculty programs the curricula of Civil Education to increase students’ academic and create practical expressions.
40
Sholoiko, N. "EXPERIENCE OF PROFESSIONAL US PHARMACIST TRAINING IN ORGANIZATIONAL AND MANAGEMENT ACTIVITIES IN THE INDUSTRY." Ukrainian professional education, no. 11 (December 29, 2022): 124–33. http://dx.doi.org/10.33989/2519-8254.2022.11.275573.
Full textAbstract:
The study has analyzed a set of sources of foreign experience in pharmacy specialist training. It has been determined that employees of the pharmaceutical industry must have management and organizational skills to manage personnel and production, the sale of medicinal products in a broad sense of this concept and depending on the specifics of the industry. American scientists pay special attention to the formation of compassion and the ability to maximize patient safety in pharmacists (E. Scott); focus attention on the need for moral education in pharmaceutical educational institutions (D. Latif); develop cultural qualities of pharmaceutical workers as the ability to service-oriented partnership while considering the development of communicative qualities, tact, benevolence towards the customers of the pharmacy as crucial (D. Rodiz). Practicing teachers in the USA supported the position regarding the formation of professional culture and its deontological component in the process of teaching the disciplines «Pharmaceutical law and ethics», «Personal care and elementary medicine», «Pharmaceutical management», etc. It has been found that the existing educational programs of pharmaceutical faculties in the USA are deeply oriented towards mastering organizational and administrative skills by future specialists; it enables rapid retraining and response to dynamic changes in market conditions. Emphasis is placed on the need for additional graduate education preceded by formal degree programs for American pharmaceutical managers.
It has been established that in the curriculum of pharmacy specialists in the USA, there are the following disciplines: pharmaceutical management, ethics of pharmaceutical activity, interpersonal communications of healthcare professionals, pharmaceutical legislation, and economics. While mastering the specialty of professional practical management (Professional Practice Management), pharmacy specialists study financial management, pharmacoeconomics, cost containment strategies, labor resource management, and the choice of specialization in one of the directions of pharmaceutical management (public pharmacy, entrepreneurship, drug production research, pharmaceutical supply management). It gives reason to conclude attention to the formation of the pharmacists' organizational and management culture. From the perspective of research activity on the issue, the specification of the theoretical foundations and detailing methodological aspects of the American experience implementation of training specialists are outlined.
41
Vlasova, Vera, Venera Zakirova, Lera Kamalova, Leysan Kayumova, Elvira Sabirova, and Irina Khairova. "Mechanisms for Optimizing and Updating the Content and Methodological Training of Future Primary School Teachers." Education & Self Development 18, no. 1 (March 31, 2023): 87–105. http://dx.doi.org/10.26907/esd.18.1.07.
Full textAbstract:
The article presents a structural practice-oriented model of preparing a future teacher for an active professional activity, taking into account the educational standards of primary general education, based on practical forms of educational activity, provided with a high level of theoretical knowledge and possession of the methodology and technologies of self-knowledge. The model embodies the original scientific and methodological support for the process of professional training of future teachers at Kazan University, the system priority of which was the realization of the student's personal capabilities through interactive methods of his cognitive, communicative and axiological activities. Scientific and methodological support is considered as an applied empirical mechanism for optimizing and updating the content and methodological training of future teachers who are capable of creative organization of the process of teaching younger students, of effective adjustment and development of basic educational programs in elementary school. The information-logistical approach has become the leading one in the study of the problem, which is important in conditions when the content of education is shifting from memorization to the search, selection and comprehension of information, and teacher training is carried out in an environment that provides an integrated perception of experience, allowing him to be included in the advanced design of the content of education. The article describes a system of interrelated practice-oriented activities, determined by the dynamics of content modules, the conditions for their implementation and evaluation criteria, aimed at developing the professional competencies of future teachers, improving their qualifications and professional skills in obtaining personal, meta-subject and subject results. The original scientific and methodological support for the process of professional training of future teachers offers interactive methods that represent innovative and unique tools for designing the learning process and predicting its effectiveness, allowing you to most accurately determine the advantages and problems of the real educational process of teacher training when testing new technologies and teaching methods. The implementation of the proposed scientific and methodological support expands and actualizes the resource content of the educational process through empirical research based on the study, analysis and generalization of real innovative pedagogical experience.
42
Avramenko, K. B. "Problemy pidhotovky vchyteliv pochatkovykh klasiv u zakladakh vyshchoi osvity v umovakh dystantsiinoho ta zmishanoho navchannia [The problems of primary school teachers’ training in the conditions of distance and blended teaching in higher education establishments]." International Journal of Education and Science 4, no. 2 (2021): 41–46. http://dx.doi.org/10.26697/ijes.2021.2.2.
Full textAbstract:
Background: The relevance of the study is caused by the implementation of modern information and communication technologies into the educational process of higher education institutions, that induces the appearance of new kinds and forms of its organization. Purpose: To analyze of the interpretation of the definitions of “distance learning” and “blended learning”; to identify of problems of their use in professional training of future primary school teachers at the V. O. Sukhomlynskyi Mykolaiv National University. Materials and Methods: Theoretical and empirical methods are used in the work: analysis, classification and generalization of the source base of the research; normative documentation regulating the activity of higher education institutions (educational and professional programs, curricula); experience in the educational process organizing; diagnostics of students majoring in 013 Primary education (questionnaires, observations, introspection). Results: The structure and content of “distance learning” and “blended-learning” are disclosed, considers its advantages and its efficiency. The scientific approaches principles mean and forms of organization of the process of distance learning and blended-learning while training of elementary school teachers are investigated. The advantages of using the Moodle platform at the V. O. Sukhomlynskyi Mykolaiv National University are proved. The possibility and expediency of using distance and blended learning in the process of professional training of future primary school teachers is proved. Conclusions: The development of computer and information and communication technologies, the use of distance and blended learning have significantly changed the role and place of teachers and students in the educational process in higher education institutions. Their implementation promotes the formation of professional competence of future primary school teachers.
43
Andrianto, Andrianto. "IMPLEMENTASI KOMUNIKASI EDUKATIF DALAM PEMADUAN IMAN, ILMU DAN AMAL STUDI PEMBELAJARAN PAI DI SMA IT ABU BAKAR YOGYAKARTA." Tarbiyatuna : Kajian Pendidikan Islam 3, no. 2 (September 29, 2019): 89. http://dx.doi.org/10.29062/tarbiyatuna.v3i2.261.
Full textAbstract:
Abstract
Educative communication in the integration of faith, science and charity is communication carried out by two or more people whose education is educational. And this communication is very good to be mastered by the teacher for the sake of the fluency of the students.
The type of research used by the author is the type of qualitative research. The subjects of this study were PAI teachers and Abu Bakar High School IT students in Yogyakarta. Data collection is done by conducting observations, interviews, documentation and triangulation. Data analysis was carried out through four stages, namely: data clarification, data reduction, data interpretation and conclusion drawing. The technique of collecting data with the inductive method is to find as much data as possible and then conclude (general-specific)
The results of this study are: 1) the concept of characteristics and implementation of educational communication in the integration of faith, science and charity. Study of PAI Learning in Abu Bakar High School IT Yogyakarta, so a teacher must prepare teaching materials and a teacher must be able to explain and be able to master the material taught in the classroom, and a teacher must be able to provide examples in daily life so students easily understand the content of the material taught and the concepts in PAI learning refer to the JSIT curriculum and the merger of services for example by combining faith, science and charity in everyday life. 2) implementation of educational communication in the integration of faith, science and charity. PAI learning study at Abu Bakar High School IT Yogyakarta, the implementation is at 7:30 all students are already in class and reading the prayer and tadarus of the Qur'an, every Friday for those who are obliged to pray Friday, fasting Monday Thursday, eat together, hold a big day commemoration such as the lightning boarding school in the month of Ramadhon, social charity services and at Abu Bakar IT High School Yogyakarta do not know every day there are Islamic programs, Islamic art of calligraphy, recitations, hadroh, nasid, and there is religious mentoring and Boarding Scool, Full Day, Extracurricular, sports, robotics, journals, scouts (scouting), mentoring to support faith, science and charity. 3) the contribution of educational institutions in the implementation of educational communication in the integration of faith, science and charity. PAI learning studies at Abu Bakar High School IT Yogyakarta, the contribution of the concept is clearly KYM, namely noble foundation consortium escorts and manages the foundation from the concept of learning, Islam becomes the main spirit in Abu Bakar High School IT Yogyakarta so all teachers such as PAI teachers and from elementary, junior high, high school, the foundation is how to manage in terms of management, facilities, all R & D who take care of foundations are very helpful and learning activities.
Keywords: Educational Communication, Integration of Faith, Science and Charit.
44
Nurjannah, Anis, Seni Apriliya, and Aji Mustajin. "Perencanaan pembelajaran Berbasis Permainan Tradisional sebagai Afirmasi Literasi Budaya di SD." Indonesian Journal of Primary Education 4, no. 1 (June 13, 2020): 47–55. http://dx.doi.org/10.17509/ijpe.v4i1.25398.
Full textAbstract:
AbstractThis paper describes the game-based learning as an affirmation of cultural literacy in elementary school. The low literacy rate of the Indonesian nation, demanding the solution of various lines. The role of academics, including the drafting of various literacy programs as well as product quality. Based on observations, learners (children) in elementary school tended to lack of concentration for long periods during the following study; on the other hand the children can follow and enjoy the game in a relatively long period of time. The game is an activity drives all the senses and sensory motor fun or exciting (Sutton-Smith, 1997 in scarlet, et. Al, 2005; Bergen, 2009; Hynoven, 2011); As for the traditional games refer to games with a certain cultural background. Affirmations literacy is a reinforcement of all forms of literacy from the conceptual level to procedural, by individuals, community groups, or governments to improve the literacy skills (Apriliya, 2016). Cultural literacy is the knowledge and understanding of how a country, a religion, an ethnic group or a tribe, religion, symbols, celebrations, and traditional communication means (Nasution, 2013). At the time following the game, children are required to understand and interact culturally in the context of the game, not just having fun, children are expected to have the cultural literacy of the game is done. Approach Educational Design Research (Eder) can be used to develop devices and game-based learning model as an affirmation of literacy in elementary school. Learning plan based on the approach Eder produce learning tools such as Learning Implementation Plan (RPP), teaching materials in the form of Student Worksheet, and instrument ratings.AbstrakTulisan ini memaparkan pembelajaran berbasis permainan sebagai afirmasi literasi budaya di SD. Rendahnya angka literasi bangsa Indonesia, menuntut solusi dari berbagai lini.Peran akademisi, di antaranya dengan melahirkan berbagai program maupun produk literasi yang bermutu.Berdasarkan hasil observasi, peserta didik (anak-anak) di SD cenderung kurang konsentrasi dalam jangka waktu lama pada saat mengikuti pembelajaran; di sisi lain anak-anak dapat mengikuti dan menikmati permainan dalam jangka waktu yang relatif lama. Permainan merupakan kegiatan menggerakkan seluruh pancaindera dan sensori motorik yang menyenangkan atau menggembirakan (Sutton-Smith, 1997 dalam scarlet, et. al, 2005; Bergen, 2009; Hynoven, 2011); adapun permainan tradisional merujuk pada permainan dengan latar budaya tertentu. Afirmasi literasi merupakan segala bentuk penguatan literasi mulai dari tataran konseptual sampai prosedural, yang dilakukan individu, kelompok masyarakat, atau pemerintah untuk meningkatkan kemampuan literasi (Apriliya, 2016). Literasi budaya merupakan pengetahuan dan pemahaman tentang bagaimana suatu negara, agama, sebuah kelompok etnis atau suatu suku, keyakinan, simbol, perayaan, dan cara komunikasi tradisional (Nasution, 2013). Pada saat mengikuti permainan, anak-anak dituntut untuk memahami dan berinteraksi sesuai budaya dalam konteks permainan tersebut, tidak hanya sekadar bersenang-senang, anak-anak diharapkan untuk memiliki literasi budaya dari permainan yang dilakukan.Pendekatan Educational Design Research (EdeR) dapat digunakan untuk mengembangkan perangkat dan model pembelajaran berbasis permainan sebagai afirmasi literasi di SD. Perencanaan pembelajaran berdasar pada pendekatan EdeR menghasilkan perangkat pembelajaran berupa Rencana Pelaksanaan Pembelajaran (RPP), bahan ajar berupa Lembar Kerja Siswa (LKS), dan instrumen penilaian.
45
Stillman, Jamy. "Teacher Learning in an Era of High-Stakes Accountability: Productive Tension and Critical Professional Practice." Teachers College Record: The Voice of Scholarship in Education 113, no. 1 (January 2011): 133–80. http://dx.doi.org/10.1177/016146811111300107.
Full textAbstract:
Background/Context With the installation of No Child Left Behind, teachers, particularly those who serve marginalized students, have increasingly been told what and how to teach. Previous research demonstrates that teachers can act as mediators between policy and practice, even within coercive environments such as those generated by high-stakes accountability systems. Yet we know little about how teachers who have been specially prepared to serve marginalized populations respond to accountability demands within tightly controlled contexts, such as those commonly found in “underperforming” schools. Purpose/Objective/Research Question/Focus of Study This study draws on social learning and activity theories to examine the specific factors that support equity-minded teachers to navigate accountability-driven language arts reforms, the specific barriers that might hinder teachers from serving marginalized students—particularly English Learners—in an era of accountability, and how particular contextual factors mediate teachers’ responses to accountability pressures. Setting The study was conducted in three different “underperforming” schools in California, predominately comprised of Spanish-speaking English Learners. Population/Participants/Subjects Three upper-elementary teachers, who earned their bilingual (Spanish/English) teaching credentials and Master's degrees from three different equity-focused teacher preparation programs. Research Design The research design is qualitative case study. Data collection and Analysis Data collection took place between September 2003 and December 2004 and consisted of teacher interviews, classroom observations, principal interviews, and focus group interviews. Using the constant comparative method, data analysis was ongoing. Findings/Results Initial coding identified patterns in teachers’ technical, normative, and political responses to accountability-related pressures in the area of language arts. Further analyses illuminated variations in teachers’ responses and emphasized how contextual factors, especially local leadership, mediated teacher learning and agency in the context of school change. Specifically, when principals provided teachers with opportunities to grapple with reforms they found objectionable and to apply innovations to their classroom practice, a “productive tension” led the teachers towards important professional learning and instructional improvement. Conclusions/Recommendations Findings underscore the importance of balanced leadership in an era of high- stakes accountability, particularly as it relates to teacher professionalism, learning, and agency.
46
Masic, Izet. "The History and New Trends of Medical Informatics." Donald School Journal of Ultrasound in Obstetrics and Gynecology 7, no. 3 (2013): 301–12. http://dx.doi.org/10.5005/jp-journals-10009-1298.
Full textAbstract:
ABSTRACT The breakthrough of the computer and information technologies in all the segments of the society, led to the needs for the computer and information technologies. The knowledge of information technology is now part of general literacy. The computer literacy does not require comprehensive and detailed knowledge of the electronics or programming. Although with the electronic computer which is the invention of our age, the attempts of the construction of the first machine for the processing of the information reach far in the history of human civilization. The only and global function of a computer data processing can be naturally separated into the series of the other elementary operations, as for examples are: ‘the followup of the data, their registration, reproduction, selection, sorting, and comparison’ and so on. The computers are being classified according to ‘the purpose, type and computer size’. According to the purpose the computers it can be of the general and specific purposes. The computers for the general purpose serve for the commercial applications or any other application that is necessary. If medical informatics is regarded as a scientific discipline dealing with theory and practice of information processes in medicine, comprising data communication by information and communication technologies (ICT), with computers as an especially important ICT, then it can be stated that the history medical informatics is connected with the beginnings of computer usage in medicine. The medical informatics is the foundation for understanding and practice of the up-to-day medicine. Its basic tool is the computer, subject of studying and the means by which the aspects and achieve the new knowledge in the studying of a man, his health and disease, and functioning of the total health activities. Current network system possesses the limited global performance in the organization of health care, and that is especially expressed in the clinical medicine, where the computer technology has not received the wanted applications yet. In front of us lies the brilliant future of the medical informatics. It should expect that the application of terminal and personal computers with more simple manners of operation will enable routine use of computer technology by all health professionals in the fields of telemedicine, distance learning (DL) (web-based medical education), application of ICT, medical robotics, genomics, etc. The development of nature languages for communication with the computers and the identification of input voice will make the work simpler. Regarding the future of medical informatics education there are numerous controversies. Everybody agrees that the medical informatics is very significant for the whole health care and for the needs for personnel. However, there is not yet the general agreement regarding the teaching programs, because the medical informatics is very involved and propulsive, what makes the performance of the stable education programs more difficult. There are also not general agreement in which year of studding should transfer the knowledge from medical informatics. The majority of the experts still agree that the priority should be given in later study years, since more and more students enroll the faculties with prior informatics illiteracy, and the comprehension of some medical informatics fields is not possible without prior clinical knowledge. How to cite this article Masic I. The History and New Trends of Medical Informatics. Donald School J Ultrasound Obstet Gynecol 2013;7(3):301-312.
47
Kotovchihina, N., and Raziyat Rabadanova. "Educational and Methodological Support of the Circle Activities of Children of Preparatory Groups of Preschool Educational Institutions and Primary Schools of the Cluster of Continuous Cossack Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 12, no. 4 (January 11, 2024): 51–55. http://dx.doi.org/10.12737/2306-1731-2024-12-4-51-55.
Full textAbstract:
The article is devoted to the consideration of the educational and methodological support of the circle activities of children of preparatory groups of preschool educational institutions and primary schools of the cluster of continuous Cossack education in the framework of additional education. The additional education expands the possibilities for a child's personal development, awakens creativity and the ability to work on a specific topic in collaboration with a team of peers, with parents and with teachers. The authors emphasize the prospects of additional education at an early age, in kindergarten and in elementary school, which is important for the formation of a child's worldview. Additional education forms a variety of programs, orients children to different types of activities and different directions of search (practical, project, research), as well as various forms of associations, among which we have chosen one of the forms of additional education – a circle of interests related to the study of the history and culture of the Cossacks. The circle activity unites children, contributes to the solution of intellectual and educational as well as subject-practical tasks aimed at the formation of new knowledge and skills on a specific topic - the history and culture of the Cossacks, studied in educational organizations with an ethno-cultural Cossack component. For the successful implementation of educational and pedagogical processes in schools and pre-school children's educational institutions with an ethno-cultural Cossack component, at the request of parents and children, we have developed a Textbook for the alphabet for Little Cossacks and a Teaching manual for teachers on working with the Textbook. In the article we substantiate the possibility of effective use of the proposed methodology for conducting group work with children of preparatory groups of preschool educational institutions and primary school classes with an ethno-cultural Cossack component to form children's interest in the history and culture of the Cossacks, which will contribute to fostering a sense of patriotism, citizenship, respect for the heroes of our motherland as well as for the country's historical and cultural heritage. The authors of the study offer various forms of training within the framework of the circle activities: practical classes in the form of conversations, virtual and real excursions, contests, games.
48
Igumnova, Olga V. "Experience in organizing the cadets’ practical training by means of the discipline “Foreign language”." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 3 (October 21, 2021): 47–62. http://dx.doi.org/10.17673/vsgtu-pps.2021.3.4.
Full textAbstract:
Nowadays practice-oriented learning in higher education is fixed as a legal norm in Russian legal system. The legislator emphasizes the importance of developing students practical skills while they are at the higher school. Primarily it deals with specialized subjects of educational programs. Nevertheless, general studies, which include a foreign language, should also cover specialists/bachelors practical training.
There is a need to determine the possibilities of organizing practical (professionally-oriented) language training for students of educational organizations of higher education. We see the improvement of the practical component of the discipline Foreign Language in the possibilities of interdisciplinary integration of the course material. This task is solved by selecting typical situations of business communication, clarifying the terminology necessary for elementary foreign language communication, and determining the appropriate teaching forms, methods and techniques.
The purpose of the paper is to present the experience of organizing the cadets practical training within higher education settings of the Federal Penitentiary Service in foreign language classes. The proposed materials are developed with the specifics of the program being mastered in mind.
The research is based on systematic and functional, activity, competency-based and humanistic approaches. The normative documents study and the generalization of the higher learning mass pedagogical experience made it possible to systematize and plan one lesson in this course.
Methodological foundations, empirical and theoretical research methods allowed us to determine the logic of in-class learning, a set of training tasks, to specify the forms of the cadets classroom activities (shift groups working) and the principles of evaluating the learners success.
The proposed version of the lesson allows you to activate the mechanisms of cadets professional self-identification, promotes the formation of their personal and professionally significant qualities, helps to master legal terminology and apply it in oral communication, as well as to get an idea of the similarities and differences between the legal systems of Russia and the countries of the studied language.
The author also formulated a number of problems related to the cadets practical training by means of a foreign language.
49
González Ballesteros, Mairena, and Pilar Fernández Lozano. "PROCEDIMIENTOS DE EVALUACIÓN DE LOS FORMADORES DE PROFESORES DE PRIMARIA Y DE SECUNDARIA. UN ESTUDIO CUALITATIVO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (November 29, 2016): 387. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.627.
Full textAbstract:
Abstract.This work is part of a broader study of educational activity by university teachers after the implementation of the EHEA. This research is funded by the Office of the Vice-Chancellor for Research and Scientific Policy UCM (call for proposals 210-GR35/10). The present contribution focuses on the comparative analysis of assessment procedures used by university faculty teaching at different degree levels. We believe that assessment is the key to understanding teachers’ beliefs with regard to the teaching-learning process. The methodology used was the discussion group. The sample included two groups of teachers who teach degree programs for Elementary School Teachers and master’s programs for Secondary School Teachers at public universities in Madrid: Complutense, Autónoma and Alcalá de Henares. Data processing was performed by way of content analysis using the Atlas-ti 0.5 computer application, which helps create the conceptual network for the categories obtained from the participants’ responses. The two groups of teachers spoke about the two basic types of assessment: a) learning-process, b) results. In the case of learning process assessment, both groups feel that developing portfolios and co assessment are important, though the Primary school group also points to self-assessment while the Secondary school group favours standards-based assessment. For results-based assessment Secondary school teachers only believe in assessing homework, but the Primary school group also include tests. In short, both Primary and Secondary school teachers believe in the learning process approach, but this belief is stronger for Secondary school teachers.Keywords: assessment, university faculty, teacher training, discussion group.Resumen.Este trabajo se inscribe en una investigación más amplia de la actividad docente desarrollada por el profesorado universitario tras la implantación del EEES, investigación financiada por el Vice-rectorado de Investigación y Política científica de la UCM (convocatoria 210-GR35/10). La presente aportación va referida al análisis comparativo de los procedimientos de evaluación que utiliza el profesorado universitario que imparte docencia en distintas titulaciones de Educación. Consideramos que la evaluación es la pieza clave para inferir las concepciones que mantienen los profesores acerca del proceso de enseñanza-aprendizaje. La metodología utilizada ha sido la del grupo de discusión. La muestra está configurada por dos grupos de profesores que imparten docencia en la titulación de Maestro de Primaria y en el Master de Secundaria procedentes de Universidades Públicas de la Comunidad de Madrid: Complutense, Autónoma y Alcalá de Henares. Al tratamiento de la información se realizó mediante un análisis de contenido apoyado en el programa informático Atlas-ti 0.5 que facilita establecer la red conceptual para las categorías derivadas de los relatos de los participantes. Los dos grupos de profesores aludieron a los 2 tipos fundamentales de evaluación: a) Orientada al proceso de aprendizaje, b) Orientación sumativa, o de producto. Respecto a la evaluación orientada al aprendizaje, los dos grupos distinguen la elaboración de portafolios y la co-evaluación, mientras que los de Primaria tienen en cuenta también la autoevaluación y los de Secundaria la evaluación por criterio. Respecto a la evaluación sumativa los profesores de Secundaria sólo tienen en cuenta la evaluación de trabajos; pero los de Primaria, además efectúan exámenes. En síntesis tanto los profesores de Primaria como los de Secundaria se decantan hacia la orientación centrada en el aprendizaje, más específicamente los de Secundaria.Palabras Clave: evaluación, profesorado universitario, formación del profesorado, grupo de discusión.
50
González Ballesteros, Mairena, and Pilar Fernández Lozano. "PROCEDIMIENTOS DE EVALUACIÓN DE LOS FORMADORES DE PROFESORES DE PRIMARIA Y DE SECUNDARIA. UN ESTUDIO CUALITATIVO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, no. 1 (January 30, 2017): 171. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.788.
Full textAbstract:
Abstract.This work is part of a broader study of educational activity by university teachers after the implementation of the EHEA. This research is funded by the Office of the Vice-Chancellor for Research and Scientific Policy UCM (call for proposals 210-GR35/10). The present contribution focuses on the comparative analysis of assessment procedures used by university faculty teaching at different degree levels. We believe that assessment is the key to understanding teachers’ beliefs with regard to the teaching-learning process. The methodology used was the discussion group. The sample included two groups of teachers who teach degree programs for Elementary School Teachers and master’s programs for Secondary School Teachers at public universities in Madrid: Complutense, Autónoma and Alcalá de Henares. Data processing was performed by way of content analysis using the Atlas-ti 0.5 computer application, which helps create the conceptual network for the categories obtained from the participants’ responses. The two groups of teachers spoke about the two basic types of assessment: a) learning-process, b) results. In the case of learning process assessment, both groups feel that developing portfolios and coassessment are important, though the Primary school group also points to self-assessment while the Secondary school group favours standards-based assessment. For results-based assessment Secondary school teachers only believe in assessing homework, but the Primary school group also include tests. In short, both Primary and Secondary school teachers believe in the learning process approach, but this belief is stronger for Secondary school teachers.Keywords: assessment, university faculty, teacher training, discussion group.Resumen.Este trabajo se inscribe en una investigación más amplia de la actividad docente desarrollada por el profesorado universitario tras la implantación del EEES, investigación financiada por el Vicerectorado de Investigación y Política científica de la UCM (convocatoria 210-GR35/10). La presente aportación va referida al análisis comparativo de los procedimientos de evaluación que utiliza el profesorado universitario que imparte docencia en distintas titulaciones de Educación. Consideramos que la evaluación es la pieza clave para inferir las concepciones que mantienen los profesores acerca del proceso de enseñanza-aprendizaje. La metodología utilizada ha sido la del grupo de discusión. La muestra está configurada por dos grupos de profesores que imparten docencia en la titulación de Maestro de Primaria y en el Master de Secundaria procedentes de Universidades Públicas de la Comunidad de Madrid: Complutense, Autónoma y Alcalá de Henares. Al tratamiento de la información se realizó mediante un análisis de contenido apoyado en el programa informático Atlas-ti 0.5 que facilita establecer la red conceptual para las categorías derivadas de los relatos de los participantes. Los dos grupos de profesores aludieron a los 2 tipos fundamentales de evaluación: a) Orientada al proceso de aprendizaje, b) Orientación sumativa, o de producto. Respecto a la evaluación orientada al aprendizaje, los dos grupos distinguen la elaboración de portafolios y la co-evaluación, mientras que los de Primaria tienen en cuenta también la autoevaluación y los de Secundaria la evaluación por criterio. Respecto a la evaluación sumativa los profesores de Secundaria sólo tienen en cuenta la evaluación de trabajos; pero los de Primaria, además efectúan exámenes. En síntesis tanto los profesores de Primaria como los de Secundaria se decantan hacia la orientación centrada en el aprendizaje, más específicamente los de Secundaria.Palabras Clave: evaluación, profesorado universitario, formación del profesorado, grupo de discusión.