Artykuły w czasopismach: „Educational methods”

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Pokrzycka, Lidia. "Innovative Educational Methods". Kognitywistyka i Media w Edukacji 28, nr 2 (31.12.2018): 181–83. http://dx.doi.org/10.15804/kimwe2018216.

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DYPEDOKK JOHNSEN, HEGE. "Socrates’ Erotic Educational Methods". Journal of Philosophy of Education 53, nr 2 (maj 2019): 309–22. http://dx.doi.org/10.1111/1467-9752.12348.

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Weigelt, John A. "Ideas about Educational Methods". Journal of Surgical Education 65, nr 2 (marzec 2008): 76. http://dx.doi.org/10.1016/j.jsurg.2008.03.003.

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Bagyinszki, Gyula, i Enikő Bitay. "Educational Methods of Engineering Training". Műszaki Tudományos Közlemények 13, nr 1 (1.10.2020): 31–35. http://dx.doi.org/10.33894/mtk-2020.13.02.

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Abstract The choice and the appropriate combination of methods used in the teaching-learning (education – knowledge-acquisition) process in technical higher education depends to a large extent on the personality of the lecturer, his/her pedagogical culture, personal competences and of course, the technical possibilities at his/ her disposal. This study provides a concise overview of the methods as tried-and-tested systems of consciously implemented operations and means that are systematically used by the lecturer to achieve the objectives of training in practical cooperation with the students.

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Day, Christopher, i Daphne Johnson. "Research Methods in Educational Management". British Journal of Educational Studies 43, nr 2 (czerwiec 1995): 218. http://dx.doi.org/10.2307/3121940.

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Nicholls, Gill, i Daphne Johnson. "Research Methods in Educational Management". British Journal of Educational Studies 43, nr 3 (wrzesień 1995): 345. http://dx.doi.org/10.2307/3121996.

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Asilbekova, N. "WORD EDUCATIONAL METHODS OF ANTHROPONYMS". BULLETIN Series of Philological Sciences 73, nr 3 (15.07.2020): 9–14. http://dx.doi.org/10.51889/2020-3.1728-7804.01.

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This article discusses in more detail the derivational methods of anthroponyms in the Kazakh language. Synthetic word formation is also complicated by the meaning and individuality of personal names. Here the suffix is the causal basis of the lexical meaning, and the suffix adds its meaning. The new secondary meaning is created by the derivational meaning of the suffix. Professor A. Salkynbai writes in detail in his work "Word formation of the Kazakh language" that the meaning of the causal root is broader than the meaning of the derived word. Based on this theory, it is easy to see that the same conclusion applies to the synthetic method of personal names.

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Verhagen, Evert, Steven D. Stovitz, Mohammad Ali Mansournia, Rasmus Oestergaard Nielsen i Ian Shrier. "BJSM educational editorials: methods matter". British Journal of Sports Medicine 52, nr 18 (17.08.2017): 1159–60. http://dx.doi.org/10.1136/bjsports-2017-097998.

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G'ulomovna, Musurmonova Shahlo. "Teaching Function Graphs To Students Using Educational Methods". American Journal of Social Science and Education Innovations 03, nr 03 (31.03.2021): 450–55. http://dx.doi.org/10.37547/tajssei/volume03issue03-69.

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This article highlights the role of educational technologies and some recommendations related to developing students 'interest in mathematics through the use of interactive learning technologies in drawing function graphs, quickly and meaningfully mastering the full verification stages before describing a function graph, and developing students' independent and creative abilities in the learning process.

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Chekanova, L. A., i T. T. Gazizov. "MODERN METHODS OF EDUCATIONAL ROBOTICS ANALYSIS". Pedagogical Review, nr 6 (2019): 79–83. http://dx.doi.org/10.23951/2307-6127-2019-6-79-83.

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Tsukiji, Norie, Yasuhiro Fujiwara i Ryosuke Origuchi. "Educational methods for fostering self-affirmatives". Journal of Human Environmental Studies 19, nr 2 (2021): 141–47. http://dx.doi.org/10.4189/shes.19.141.

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Riley, Daniel N. "Educational Methods in Teaching About Violence". Journal of Aggression, Maltreatment & Trauma 1, nr 2 (9.01.1998): 131–52. http://dx.doi.org/10.1300/j146v01n02_08.

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Showunmi, Victoria, i Alison Fox. "Exploring research methods for educational leadership". Management in Education 32, nr 1 (styczeń 2018): 3–5. http://dx.doi.org/10.1177/0892020617748139.

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Madge *, Clare, i Henrietta O'connor. "Online methods in geography educational research". Journal of Geography in Higher Education 28, nr 1 (marzec 2004): 143–52. http://dx.doi.org/10.1080/0309826042000198710.

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Roth, Linda M. "Educational Methods That Enhance Student Learning". Journal of Occupational & Environmental Medicine 38, nr 4 (kwiecień 1996): 422. http://dx.doi.org/10.1097/00043764-199604000-00048.

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Cai, Li, i Mark Hansen. "Improving Educational Assessment: Multivariate Statistical Methods". Policy Insights from the Behavioral and Brain Sciences 5, nr 1 (21.12.2017): 19–24. http://dx.doi.org/10.1177/2372732217747006.

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This review presents two case studies that illustrate how multivariate statistical modeling applies to the specific goal of improving educational assessment. The first case study involves the development of a new large-scale English language proficiency assessment system (called the English Language Proficiency Assessment for the 21st Century; ELPA21). The second application concerns efforts to quantify student progress in learning using conditional growth models, a topic of current debate about assessment policy. A popular measure, Student Growth Percentile (SGP), is explored through the lens of multivariate statistical analysis. It is concluded that collaboration between researchers and practice stakeholders can improve assessments that benefit student learning.

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Schulz, John. "Visual research methods in educational research". International Journal of Research & Method in Education 40, nr 3 (3.04.2017): 327–28. http://dx.doi.org/10.1080/1743727x.2017.1308657.

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Zach, Otto. "Educational no. 4: PCR-based methods". memo - Magazine of European Medical Oncology 12, nr 1 (19.11.2018): 4–6. http://dx.doi.org/10.1007/s12254-018-0460-7.

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Bębas, Sylwester. "Methods and forms of educational probation". Lubelski RocznikPedagogiczny 33 (9.03.2015): 130. http://dx.doi.org/10.17951/lrp.2014.33.0.130.

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McCrudden, Matthew T., Gwen Marchand i Paul Schutz. "Mixed methods in educational psychology inquiry". Contemporary Educational Psychology 57 (kwiecień 2019): 1–8. http://dx.doi.org/10.1016/j.cedpsych.2019.01.008.

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Rashed, Arazw N., Hemin A. Braiem i Azad A. Ismail. "Educational Methods and Their Evidence in Islamic Law and Educational Psychology". Koya University Journal of Humanities and Social Sciences 4, nr 2 (2021): 126–36. http://dx.doi.org/10.14500/kujhss.v4n2y2021.pp126-136.

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Education in Islam is not only worldly, as is the case with contemporary education theories and philosophies, but it includes all aspects of doctrinal, devotional, moral, mental, and otherworldly aspects. As for the spiritual, knowledge alone is not sufficient to follow the path of goodness and righteousness and to achieve happiness, the soul must be educated with struggle, reminder, advice, encouragement and intimidation. The Islamic Sharia includes a valuable, high-level educational system whose vocabulary harmonizes in a coherent unit, socially, psychologically, and morally. The researcher is devoted to studying "educational means in Islamic law compared to theories of contemporary educational philosophies. The research refers to the legal intentions of education in Islamic law and the jurisprudential rules related to educational methods.

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Petrosyan, H., i H. Petrosyan. "EDUCATIONAL RESEARCH EXPLORATION TECHNOLOGIES IN VOCATIONAL EDUCATIONL INSTITUTIONS". Main Issues Of Pedagogy And Psychology 1, nr 1 (2.04.2013): 27–34. http://dx.doi.org/10.24234/miopap.v1i1.342.

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The paper represents the formation of professional competence of students by implementing exploratory research technology in vocational educational institutions, as well as the specific algorithm lesson in research training and some models are characterized by the use of learning processes investigation, project methods, problem–based learning algorithms.

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YUASA, Takamasa. "Methods of Educational Integration : An Analysis of the Educational Procedure of Guidance". Japanese Journal of Special Education 30, nr 4 (1993): 75–85. http://dx.doi.org/10.6033/tokkyou.30.75_2.

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Shirinkina, Elena Viktorovna. "Methods of data mining and educational analytics". Современное образование, nr 1 (styczeń 2022): 51–67. http://dx.doi.org/10.25136/2409-8736.2022.1.37582.

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The relevance of the study is due to the fact that there are currently more questions than specific answers on the topic in the context of intellectual analysis of educational data: how it is done, for what and how we can use it, what metrics to include in the sample and how to make forecasts. Undoubtedly, in the coming years there will be a transition from discussions to the practical implementation of educational analytics in educational processes. The purpose of the study is to systematize the methods of intellectual analysis of educational data in the context of the difference between educational analytics and pedagogical diagnostics and other methods of data collection. The results of the study will help to build a learning strategy and combine the objectives of the training program with the effectiveness of the educational process and the expected results from the students. In this regard, the author considers the types of educational analytics. The scientific novelty of the research lies in the systematization of the areas of research interests related to data mining in education and educational analytics. It is proved that educational analytics in combination with intellectual analysis of educational data makes it possible to develop accurate models that characterize the behavior of students, their properties, weaknesses and strengths of content and interaction with it, team and group dynamics. The practical significance of the study lies in the fact that the methods considered will allow to assess the current state of the training system or program, predict the desired results and draw up a roadmap of planned changes. For pedagogical designers and methodologists, the presented methods will become the foundation for optimizing the program. Thanks to the presented methods, students receive the most relevant, engaging and meaningful educational experience.

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Kim, YouKyung. ""A Study of Educational Methods of Dance". Dance Research Journal of Dance 78, nr 6 (30.12.2020): 75–89. http://dx.doi.org/10.21317/ksd.78.6.5.

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FUKUYO, Narufumi. "Educational Methods of Workshop for Community Development". JOURNAL OF RURAL PLANNING ASSOCIATION 33, nr 2 (2014): 128–31. http://dx.doi.org/10.2750/arp.33.128.

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Рыжиков, С., i S. Ryzhikov. "Methods of Knowledge Management in Educational Organizations". Standards and Monitoring in Education 7, nr 4 (7.08.2019): 3–8. http://dx.doi.org/10.12737/article_5d2daca6c4e3d0.43977411.

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Studying the issues of knowledge management, one should focus on the process of improving the information assets of the educational institution in order to implement the most successful practice of using knowledge. The concept of “knowledge management” consists in enriching knowledge, not as an abstraction, but as a base for obtaining competences, which is achieved by the transfer of knowledge, its practical application and exchange. Knowledge management provides an opportunity to assess the extent to which teachers are ready for change, to what extent they tend to make changes. The knowledge acquired by employees needs to be expanded with the help of training methods and advanced training. The management staff and the staff of the educational organization must see the prerequisites for change, adopt methods for their implementation, understand them and implement them.

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B. Reshetnikova, A. "Creativity Enhancing Methods in the Educational Process". American Journal of Educational Research 1, nr 11 (19.12.2013): 543–47. http://dx.doi.org/10.12691/education-1-11-15.

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McCrudden, Matthew T., i Gwen Marchand. "Multilevel mixed methods research and educational psychology". Educational Psychologist 55, nr 4 (12.08.2020): 197–207. http://dx.doi.org/10.1080/00461520.2020.1793156.

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Schulz, John. "Research methods in educational leadership and management". International Journal of Research & Method in Education 36, nr 2 (maj 2013): 204–5. http://dx.doi.org/10.1080/1743727x.2012.752206.

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Lyons, Arthur, i Jasmine DeFranco. "A mixed-methods model for educational evaluation." Humanistic Psychologist 38, nr 2 (2010): 146–58. http://dx.doi.org/10.1080/08873267.2010.485912.

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Башеров, О. И., Н. И. Мерзликина, И. А. Синицына i С. В. Грибач. "Structuring innovative methods of educational institution management". Management of Education, nr 10(56) (25.11.2022): 104–11. http://dx.doi.org/10.25726/z6117-6731-6124-z.

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В последние годы интерес к овладению иностранным языком (в первую очередь, английским) значительно возрос. С развитием средств массовой коммуникации, особенно сети Интернет, профессиональная информация становится более доступной. И, несмотря на наличие потребности и осознанной мотивации в овладении английским языком, большая часть выпускников высших учебных заведений не в состоянии пользоваться им в своей профессиональной деятельности. С 2020 года вырос спрос на преподавание профессионально-ориентированного языка (языка по специальности). Это объясняется тем, что во всем мире сокращается количество слушателей, изучающих иностранный язык для общей, неделовой и непрофессиональной коммуникации. Как педагоги, так и взрослые слушатели все чаще приходят к выводу о целесообразности практического преподавания и изучения иностранного языка. Таким образом, увеличение часов профессионально ориентированного иностранного языка, то есть языка по специальности, является потребностью времени. Ученые считают, что современный профессионально-ориентированный подход к обучению иностранным языкам предполагает формирование у студентов способности иноязычного общения в конкретных профессиональных, деловых, научных сферах и ситуациях с учетом особенностей профессионального мышления, при организации мотивационно-побудительной и ориентировочно-опытной деятельности. In recent years, interest in mastering a foreign language (primarily English) has increased significantly. With the development of mass communication media, especially the Internet, professional information becomes more accessible. And, despite the need and conscious motivation to master the English language, most graduates of higher educational institutions are not able to use it in their professional activities. Since 2020, the demand for teaching a professionally oriented language (the language of the specialty) has increased. This is due to the fact that the number of listeners studying a foreign language for general, non-business and nonprofessional communication is decreasing all over the world. Both teachers and adult listeners are increasingly coming to the conclusion about the expediency of practical teaching and learning a foreign language. Thus, increasing the hours of a professionally oriented foreign language, that is, the language of the specialty, is a need of time. Scientists believe that the modern professionally-oriented approach to teaching foreign languages involves the formation of students' ability to communicate in a foreign language in specific professional, business, scientific fields and situations, taking into account the peculiarities of professional thinking, when organizing motivational and motivational and tentative experimental activities.

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Melnyk, Svitlana, Viktoriia Sikorska i Tetiana Luhova. "COMPLEX EDUCATIONAL E-DICTIONARY: COMPILATION METHODS, EXPEDIENCE AND USAGE SPECIFICITY". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, nr 9(77) (30.01.2020): 11–15. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-11-15.

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The purpose of the article is to justify the necessity of making a comprehensive educational e-dictionary from a number of disciplines within a certain domain, to show its place in the educational space, to find out compilation principles and usage specifics in the educational process. It is noted that modernization of the modern Ukrainian higher education system requires the search for new approaches to the organization of educational activities that would contribute to the creation of a comprehensive perception of the subject field. It is shown that the formation of the integral outlook of the professional to-be at the educational process as well as developing his system approach to analysis of any phenomena of reality can facilitate the selection and structuring of material on the principles of differentiation and integration. Part of this problem is solved by a complex educational e-dictionary, which is made up of the key concepts of disciplines of a certain speciality (in a particular case, a journalism). The logic and topicality should become conceptual foundations of the electronic dictionary, which will be represented in the elements of its macrostructure (prefaces, rules of using the dictionary, term register, conceptual-terminological groups of terms, illustrations). On the basis of thorough theoretical and applied lexicographic works, a system of lexicographic macrocomponents is developed that characterize the general structure of the dictionary and the principles of presentation of materials in it, as well as a system of microparameters that determine the properties of the term-dominants of the vocabulary article. The value of our research is that it describes in detail the micro- and macro tructure of the complex educational electronic dictionary, solves the key problems associated with the selection of terminology units of the register, and also outlines the advantages of the electronic dictionary in comparison with its paper analogue. The results of the study will promote convergence of sciences and the introduction of integration methods into education for the formation of a comprehensive perception of the world among students and, in particular, for individual understanding through the personal «self» how crucial it is to overcome the contradictions between people and environment.

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Komasawa, Nobuyasu, Benjamin W. Berg i Toshiaki Minami. "Adapting international simulation-based educational methods: Localization for medical culture and educational characteristics". American Journal of Emergency Medicine 36, nr 10 (październik 2018): 1897. http://dx.doi.org/10.1016/j.ajem.2018.01.090.

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I, Lebid, Tkachenko V, Lysak R i Khrutba A. "PROJECT COMMUNICATION MANAGEMENT METHODS". National Transport University Bulletin 1, nr 46 (2020): 174–82. http://dx.doi.org/10.33744/2308-6645-2020-1-46-174-182.

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The effectiveness of the process of solving contemporary social problems is greatly enhanced by the application of models and methods of project management. Projects that have many stakeholders and project team members from various industries have gained considerable popularity and are called distributed. Higher education institutions often introduce “flexible projects” into the educational process, which, when preparing specialists for different industries, contribute to the formation of their respective competences. The process of implementing such projects goes through mini-cycles and involves a complex and extensive communication system, especially with the external environment. The purpose of the work is to choose the method of communication management in different types of projects. The features of communication management in flexible projects are defined in the article and the analysis of existing methods of communication on the example of environmental educational projects is carried out. The method of expert evaluation has identified effective methods of communication in flexible projects, namely educational, environmental and scientific, since the success of their implementation is the basis for the further formation of a stable internal environment of our country. For educational and scientific projects, the most effective are the written methods of communication, while the implementation of environmental projects, electronic communications are the most successful. KEYWORDS: COMMUNICATION MANAGEMENT, FLEXIBLE PROJECTS, ENVIRONMENTAL PROJECTS, EDUCATIONAL PROJECTS, RESEARCH PROJECTS, COMMUNICATION PROCESS.

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Mukhamedova, Odina Makhamadaliyevna, Nazira Abdusamatovna Akramova, Maftuna Asatullo Qizi Boboraimova i Nargiza Salaxiddinovna Atabayeva. "Effectiveness Of Applying Modern Methods In Foreign Language Teaching". American Journal of Social Science and Education Innovations 03, nr 04 (30.04.2021): 244–51. http://dx.doi.org/10.37547/tajssei/volume03issue04-37.

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In this article, the demand for learning a foreign language is also increasing day by day, the science of foreign languages is divided into four aspects (reading, reading, listening comprehension and speaking), each of which has its own concept and skills transfer, educational technologies, effective use of modern information technologies in this educational process and other similar topics will be discussed. It also aims to improve the quality and effectiveness of education through the introduction of modern innovative technologies in the educational process.

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Lee DoYoung. "The Properties and Educational Methods of Public Communication". Journal of Speech Communication ll, nr 16 (czerwiec 2010): 63–94. http://dx.doi.org/10.18625/jsc.2010..16.63.

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Arkhipova, S. V. "Psycholinguistic methods for evaluation of educational vocabulary internalization". BSU Bulletin 2 (2016): 56–61. http://dx.doi.org/10.18101/1994-0866-2016-2-56-61.

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Lee, Youngseok, i Jungwon Cho. "Study on Educational Utilization Methods of Big Data". Journal of the Korea Academia-Industrial cooperation Society 17, nr 12 (31.12.2016): 716–22. http://dx.doi.org/10.5762/kais.2016.17.12.716.

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Boychenko, Galina N., i Liudmila I. Kundozzerova. "KNOWLEDGE ENGINEERING METHODS IN DISTRIBUTED EDUCATIONAL CONTENT DESIGN". Open Education, nr 4(111 (1.01.2015): 51–57. http://dx.doi.org/10.21686/1818-4243-2015-4(111-51-57.

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Biloshchytskyi, А., S. Omirbayev i A. Mukhatayev. "METHODS OF PROJECT-VECTOR MANAGEMENT OF EDUCATIONAL ENVIRONMENTS". Scientific Journal of Astana IT University, nr 7 (30.10.2021): 15–31. http://dx.doi.org/10.37943/aitu.2021.38.59.002.

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Based on the developed mathematical model of the project-vector space, the methods of determining the endpoints of the objects of the project-vector space (PVS) and the calculation of the trajectory of the movement to these points are proposed. It is shown that the problem of developing these methods is related to the definition of such projects (project integration), which will correspond to the maximum expansion of “Universal Projects” educational environment. Calculation of the trajectory of the movement in the project-vector space ensures the achievement of the objectives of the project with minimal time and financial resources. It is proposed to use the Monte Carlo method to calculate the options for the trajectory of PVS subjects. This distribution of probabilities when choosing the displacement of objects and subjects of PVS corresponds to the priority of subjects and the impact of objects on the displacement of these subjects. For the assessment of the magnitude of the impact on the movement of PVS subjects it was developed the structure of the expert table and the model of the calculation of the average expert assessment of such an impact. Implementation of the given methods will allow to dynamically evaluate the most important goals for all interested parties of the project, as well as to develop ways to achieve them in real terms. In this case, the real conditions of the projects are described in the system of impact on the movement of objects and subjects of PVS in the expanding “Universal Projects”.

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Flanagan, M. "Educational methods of the new curriculum in Liverpool". Morecambe Bay Medical Journal 4, nr 2 (1.05.2002): 41–43. http://dx.doi.org/10.48037/mbmj.v4i2.739.

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Achruh, Andi, Muhammad Rusydi Rasyid, Nursalam Nursalam i M. Shabir U. "THE PERSPECTIVE OF ISLAMIC EDUCATION TO EDUCATIONAL METHODS". Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 24, nr 1 (16.06.2021): 114. http://dx.doi.org/10.24252/lp.2021v24n1i11.

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Abstract:Islamic education is a system consisting of several important components that are interconnected. Among the existing components is the method of education. This study aimed to determine the learning methods used in Islamic education. This research used library research with a qualitative approach. Data sources were derived from various works of literature, including books, articles, newspapers, and documents. The data analysis techniques used were content and descriptive analyses. The finding indicated that several teaching methods used in Islamic education, including; 1) Lecture method, 2) Discussion method, 3) Demonstration method, 4) Insertion method, 5) Wrapping method, and 6) Inquiry method. Therefore, teachers are required to choose and determine the right method so that the achievement of educational goals can be carried out effectively and efficiently.Abstrak:Pendidikan Islam merupakan suatu sistem yang terdiri dari beberapa komponen penting yang saling berhubungan. Diantara komponen yang ada adalah metode pendidikan. Penelitian ini bertujuan untuk mengetahui metode pembelajaran yang digunakan dalam pendidikan Islam. Penelitian ini menggunakan penelitian kepustakaan dengan pendekatan kualitatif. Sumber data berasal dari berbagai karya kepustakaan, antara lain buku, artikel, surat kabar, dan dokumen. Teknik analisis data yang digunakan adalah analisis isi dan deskriptif. Hasil penelitian menunjukkan bahwa beberapa metode pengajaran yang digunakan dalam pendidikan Islam antara lain: 1) Metode Ceramah, 2) Metode Diskusi, 3) Metode Demonstrasi, 4) Metode Sisipan, 5) Metode Bungkus, dan 6) Metode Inquiry. Oleh karena itu, guru dituntut untuk memilih dan menentukan metode yang tepat agar pencapaian tujuan pendidikan dapat terlaksana secara efektif dan efisien.

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Campbell, Patricia B., i Selma Greenberg. "Chapter V: Equity Issues in Educational Research Methods". Teachers College Record: The Voice of Scholarship in Education 94, nr 5 (kwiecień 1993): 64–89. http://dx.doi.org/10.1177/016146819309400505.

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Baichukeeva, L. S. "USING OF INNOVATIVE METHODS IN THE EDUCATIONAL PROCESS". Bulletin of Kyrgyzstan 1, nr 1 (1.01.2019): 51–55. http://dx.doi.org/10.33514/bk-1694-7711-2019-1-51-55.

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Cai, Jinfa, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer i James Hiebert. "Choosing and Justifying Robust Methods for Educational Research". Journal for Research in Mathematics Education 50, nr 4 (lipiec 2019): 342–48. http://dx.doi.org/10.5951/jresematheduc.50.4.0342.

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In our recent editorials (Cai et al., 2019a, 2019b), we discussed the important roles that research questions and theoretical frameworks play in conceptualizing, carrying out, and reporting mathematics education research. In this editorial, we discuss the methodological choices that arise when one has articulated research questions and constructed at least a rudimentary theoretical framework. Just as the researcher must justify the significance of research questions and the appropriateness of the theoretical framework, we argue that the researcher must thoroughly describe and justify the selection of methods. Indeed, the research questions and the theoretical framework should drive the choice of methods (and not the reverse). In other words, a sufficiently well-specified set of research questions and theoretical framework establish the parameters within which the most productive methods will be selected and developed.

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Tursuntosh Karshievna, Tolipova. "Methods of educational sciences in the first class". International Journal on Integrated Education 2, nr 5 (23.11.2019): 215–18. http://dx.doi.org/10.31149/ijie.v2i5.177.

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This article details in detail the implementation of innovative approaches in the system of general secondary education and its pedagogical and psychological principles, which play an important role in the upbringing of individuals. The author has widely analyzed the objectives, principles and results of teaching natural science in the primary grades. It also describes the principles of pedagogical mastery and shows ways of inviting, enhancing and reinforcing students. In particular, the article emphasizes that an innovative approach to teaching natural science can enhance the effectiveness of education.

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Specht, Marcus, i Daniel Burgos. "Modeling Adaptive Educational Methods with IMS Learning Design". Journal of Interactive Media in Education 2007, nr 1 (28.09.2007): 8. http://dx.doi.org/10.5334/2007-8.

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Fincham, Sarah J., Deborah U. Eti, Jaclyn Thatcher i Connie Kim Yen Nguyen-Truong. "Implementing Educational Scaffolding Methods to Facilitate Scholarly Writing". Nurse Educator 46, nr 1 (8.06.2020): 22. http://dx.doi.org/10.1097/nne.0000000000000871.

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Botts, Jonathan, Ning Xiang i Todd Brooks. "Finite difference simulation methods as an educational tool". Journal of the Acoustical Society of America 132, nr 3 (wrzesień 2012): 1879. http://dx.doi.org/10.1121/1.4754893.

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