scholarly journals TEXT TASKS – PREREQUISITE FOR DEVELOPMENT OF CREATIVE THINKING IN STUDENTS FROM GRADES 1-4

2019 ◽  
Vol 7 ◽  
Author(s):  
Maria Temnikova
Keyword(s):  
Experimental Work ◽  
Quantitative Research ◽  
Creative Thinking ◽  
Research Work ◽  
Cognitive Activity ◽  
Educational Process ◽  
Creative Work ◽  
Theoretical Concepts ◽  
Qualitative And Quantitative ◽  
The Difference

Introduction: Creative work with text tasks helps to improve the educational process in mathematics for Grades 1-4, to create opportunities for developing education, to provoke the cognitive activity of the students and to develop their thinking.  Object: The object of this research work is to study certain tendencies for creative work with text tasks and to develop their respective methodology options for work in the education of mathematics for Grades 1-4. This research work presents some theoretical concepts related to: text tasks; the stages for their solving, some of the tendencies for creative work with them; and the problem-productive strategy for education in mathematics in the primary school.  Methods: The experimental work includes qualitative and quantitative research of the problems specified in the above paragraph. The following methods were applied: didactical experiment, observation, test, content analysis, mathematical-statistical method for data processing. Results: As a result of the experimental work it was found out that the percentage of the students from Grade 4 who failed to solve the text tasks with direct and indirect use of relations decreased from 31.2 % to 8.5 %. The percentage of the students who failed to describe situations from their surrounding environment using a mathematical model decreased from 45.3 % to 10.1 %.   The percentage of the students who correctly composed text tasks increased from 29.5% to 71.6%. The difference in the results was proven to be statistically significant. Conclusion: The applied methodology system of work with text tasks helped to develop knowledge, skills and competencies from a competency cluster “Numbers” and “Modelling”, and to develop creative thinking in the students from Grades 1-4.

scholarly journals But Are They Learning? Getting Started in Classroom Evaluation

2002 ◽  
Vol 1 (3) ◽  
pp. 87-94 ◽  
Author(s):  
Melissa H. Dancy ◽  
Robert J. Beichner
Keyword(s):  
Educational Research ◽  
Research Methods ◽  
Quantitative Research ◽  
Research Training ◽  
Qualitative And Quantitative ◽  
Research Techniques ◽  
Student Interviews ◽  
Classroom Evaluation ◽  
The Difference ◽  
Classroom Innovations

There are increasing numbers of traditional biologists, untrained in educational research methods, who want to develop and assess new classroom innovations. In this article we argue the necessity of formal research over normal classroom feedback. We also argue that traditionally trained biologists can make significant contributions to biology pedagogy. We then offer some guidance to the biologist with no formal educational research training who wants to get started. Specifically, we suggest ways to find out what others have done, we discuss the difference between qualitative and quantitative research, and we elaborate on the process of gaining insights from student interviews. We end with an example of a project that has used many different research techniques.

scholarly journals КОМП'ЮТЕРНО-ОРІЄНТОВАНІ ЗАСОБИ ПІДТРИМКИ САМОСТІЙНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ У НАВЧАННІ КВАНТОВОЇ ФІЗИКИ

2018 ◽  
Vol 65 (3) ◽  
pp. 103
Author(s):  
Stepan P. Velychko ◽  
Sergii V. Shulga
Keyword(s):  
Quantum Physics ◽  
High Efficiency ◽  
Research Work ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Activity ◽  
Laboratory Research ◽  
Practical Training ◽  
Software Products ◽  
Independent Work

The introduction of modern innovative training technologies in the training of highly skilled specialists involves a significant expansion and increase of the significance of cognitive activity in the educational process of each student, and in particular his individual activity during the implementation of a laboratory practice on the course of general physics, including the study of the section "Quantum Physics". Our scientific researches convincingly prove the expediency of widespread use of computer-oriented means for the purpose of development of independent activity of students in physics and in their high efficiency in solving the problem of integration of the real and virtual experiment from the given section. For this purpose, our computer-oriented training tools and corresponding software products take into account the obligatory availability of successive modules that provide the multifunctionality of the proposed training kit for the physical workshop and practical training tasks from the corresponding section as autonomously (independently of others), for example and integrated with other modules. The isolated modules, on the one hand, are consistent with the types of educational activity of the student, and on the other hand, they contribute to the purposeful management of research work during the physical practice and thus are an important factor in the organization and management of the student's independent work. Such a technique allows the student to attain a sufficiently high level of understanding of each module and, accordingly, at the appropriate level, to master laboratory research on quantum physics, where the subject of study can be presented real or virtual, which simultaneously enhances the professional expertise of future physics teachers and professionals whose activities are " with physics, and also improves the efficiency of independent work of a future specialist.

scholarly journals CRITERIA, INDICATORS AND LEVELS OF PRODUCTION AND TECHNOLOGICAL READYNESS OF BACHELORS OF FOOD TECHNOLOGIES

2021 ◽  
pp. 116-121
Author(s):  
Olha Dzhoha
Keyword(s):  
Vocational Education ◽  
Experimental Work ◽  
Professional Education ◽  
Initial Level ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Educational Process ◽  
Food Technology ◽  
Normative Documents ◽  
Technological Readiness

The article analyses the production and technological readiness of bachelors of vocational education in food technology, reveals the essence and outlines the main characteristics of the criteria, indicators and levels of production and technological readiness of bachelors of food technology. The purpose of the article is to substantiate the criteria, indicators and characteristics of the levels for diagnosing the initial level of production and technological readiness and further research and experimental work. The content of education embodies the desired result, a list of requirements for a graduate of an educational institution and provides for the receipt of educational information that, in aggregate, provides the potential for assimilating the knowledge system, mastering the system of skills and abilities, and forming worldview, civic and professionally significant personal qualities. Deep socio-economic, industrial and technological transformations taking place in Ukraine require new approaches to the system of training specialists in various industries and the search for new effective forms of organizing the educational process. To analyze the state of production and technological training of bachelors in the field of food technologies in pedagogical institutions of higher education, the general theoretical provisions of vocational education are considered, which form the basis for the selection of the content and organization of production and technological training. Achieving the goal involved the use of the following methods: analysis, comparison, systematization and generalization of normative documents, philosophical, psychological, pedagogical and methodological sources on the research topic, analysis of the structure of students in specialty 015.21 Vocational education (Food Technology) criteria, indicators and levels of production and technological readiness of bachelors of professional education in food technology. The use of a set of methods allowed to characterize the production and technological readiness of bachelors of food technology by the formation of indicators of relevant criteria (motivational-value, cognitive, activity, reflexive) at the following levels: high, medium, low. Substantiated criteria, indicators and characterized levels were used for research and experimental work, in particular, diagnosing the initial level of production and technological readiness.

scholarly journals ФОРМУВАННЯ КЛЮЧОВИХ І ПРЕДМЕТНИХ КОМПЕТЕНТНОСТЕЙ УЧНІВ РОБОТОТЕХНІЧНИМИ ЗАСОБАМИ STEM-ОСВІТИ

2018 ◽  
Vol 65 (3) ◽  
pp. 37 ◽  
Author(s):  
Nataliia V. Morze ◽  
Mariia A. Gladun ◽  
Serhii M. Dziuba
Keyword(s):  
Internet Of Things ◽  
Stem Education ◽  
Creative Thinking ◽  
Research Work ◽  
Age Groups ◽  
Educational Process ◽  
First Century ◽  
The Internet ◽  
The Internet Of Things ◽  
Selection Of

The article deals with issues related to STEM-education; the modern views of STEM-education and peculiarities of the introduction of robotics as one of its branches in the educational process, its influence on the motivation of students; the need to prepare students for the skills of the twenty-first century through the introduction of STEM-education, starting with elementary school. The results of the survey conducted among teachers and future teachers in Ukraine on introduction of robotics in the educational process are presented. The results of the survey are demonstrated. It has shown that the study of robotics or its integration into educational subjects helps to stimulate the student's learning motivation, develops the ability to solve problems and improves their research work, gives children the opportunity to create their own product, and in this process express creative thinking. The problem of preparation of teachers for conducting classes using robots, their integration into educational subjects and the selection of robotic designers was explored. The kits for robotics classes for different age groups are described as well as demonstrated the capabilities of robotic kits and features of their application. The questions of implementation of robotics as a component of profile training are considered. The article focuses on the emergence of new professions related to the internet of things and, as a consequence, new specializations in higher education institutions. There are four courses on teaching the Internet of things that explain the components of the Internet of things and the interconnections between them. There is a conclusion about the effectiveness of using various training robotic kits. They can cover a wide area of educational objectives which form the skills of the 21st century.

scholarly journals THE DEVELOPMENT OF WRITTEN COMMUNICATION TRANSVERSAL COMPETENCY IN THE EDUCATION IN MATHEMATICS FOR GRADES 1-4

2020 ◽  
Vol 1 ◽  
pp. 232-237
Author(s):  
Maria Temnikova
Keyword(s):  
Mathematical Knowledge ◽  
Creative Thinking ◽  
Longitudinal Research ◽  
Educational Process ◽  
Mathematical Tasks ◽  
Synthetic Activity ◽  
Diagnostic Tools ◽  
Theoretical Concepts ◽  
Different Types ◽  
New System

Communicational transversal competency represents an important part of the mathematical knowledge, skills and competencies in the process of   students’ development in Grade 1-4. The creation and formation of communicational transversal competency helps to put students into an active cognitive position in the course of pedagogical interactions in mathematics classes. Further, creation of communicational transversal competencies develops not only students’ analytic – synthetic activity during the process of solving different types of mathematical tasks but also their creative thinking. This longitudinal research presents some theoretical concepts related to the transversal communicational competency and to its development during the educational process in mathematics in Grade 1-4. During this empirical study a completely new methodology system of work was developed with the purpose to facilitate development of mathematical knowledge, skills and competencies including the communicational transversal competency. The new system was tested and applied during the compulsory, additional and extended classes in mathematics in Grade 1-4 and consequently was improved after the performance of entry and intermediate diagnostic. Also, this article presents some of the mathematical tasks included in the tests. The researcher studied the objectiveness, the validity and the reliability of the diagnostic tools developed for the purpose as well as the tasks included in the tests in respect of their difficulty and separating force.  The presented results of the experimental work were processed using mathematics-statistics methods.

scholarly journals DEVELOPMENT OF SPECIFIC MATHEMATICAL COMPETENCES FOR PLANE FIGURES IN THE EDUCATION IN MATHEMATICS FOR GRADES 1 - 4

2018 ◽  
Vol 6 ◽  
pp. 804-809
Author(s):  
Maria Temnikova
Keyword(s):  
Content Analysis ◽  
Quantitative Study ◽  
Experimental Work ◽  
Statistical Significance ◽  
Fourth Graders ◽  
Primary School Students ◽  
School Students ◽  
Qualitative And Quantitative ◽  
The Difference ◽  
Qualitative And Quantitative Study

INТRODUCTION: The development of specific mathematical competences from the competency cluster “Plane figures” is one of the important factors for achieving effective education in mathematics in primary school.PURPOSE OF STUDY: The purpose of this article is the presentation of the competences concept and especially the concept of the objective specific mathematical competences as well as the options for their development in and through education in mathematics in Grades 1-4.  METHODS: During the experimental work the researchers performed qualitative and quantitative study of the topics presented above. The following methods were applied: a didactical experiment, observation, test, content analysis, and a mathematical-statistical method for data processing.RESULTS: As a result of the experimental work it was determined that the percentage of fourth graders who failed to solve a geometry text task decreased from 49.61% to 9.32%. The percentage of those students who failed to draw a circle with a given radius and an angle according to a given grade decreased from 38.95% to 8.17%. Additionally, the percentage of the students who correctly solved a geometry text tasks increased from 15.2% to 23.1%. The difference in the results is proven to be of statistical significance.  CONCLUSIONS: Owing to the applied methodology system of work where productive strategies, methods and approaches were used, the specific mathematical competences from the competency cluster “Plane figures” were developed in their completeness in primary school students.

scholarly journals Active form of Educational Process with the Use of Information and Communication Technologies

2021 ◽  
Vol 2 (2 (340)) ◽  
pp. 277-286
Author(s):  
Larysa Dehtiarova ◽  
◽  
Anna Bulankina ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Creative Thinking ◽  
Active Form ◽  
Cognitive Activity ◽  
Communication Technologies ◽  
Educational Process ◽  
Automated Control ◽  
Effective Training ◽  
Information And Communication ◽  
Multimedia Technologies

The article reveals the question of the peculiarities of the use of active forms of educational process with the use of information and communication technologies. It was found that the introduction of information and communication technologies in the educational process encourages the organization of cognitive activity by modeling, simulation of typical professional situations with the help of multimedia technologies, application of knowledge in research, effective training of knowledge, skills, automated control of learning outcomes, implementation of feedback, development of creative thinking, the possibility of combining in the curriculum of visual and audio forms of presentation of material.

scholarly journals Implementation of the blended learning model in the study of mathematical disciplines

2020 ◽  
Vol 8 (1) ◽  
pp. 8-18
Author(s):  
Olena Anatolievna Bilous ◽  
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Creative Thinking ◽  
Information Technologies ◽  
Cognitive Activity ◽  
Learning Technologies ◽  
Educational Process ◽  
Independent Learning ◽  
Learning Technology ◽  
Distance Learning Technologies

The introduction of various information technologies into the learning process remains relevant. Higher schools are developing new forms and methods of teaching, focused on the use of computer Internet technologies. In the context of informatization of the education sector, the introduction of blended learning, as one of the varieties of e-learning, is best suited to the task of forming the cultural and professional competences of the future engineer. Blended learning technology has significant didactic capabilities and is characterized by a variety of forms, methods and learning tools provided, their interactivity, different ways of interaction between the subjects of the educational process and most fully meets the specifics of the university. The features of the use of distance learning technologies for students of the day department of engineering and technical specialties are considered in the article, the use of the basic elements of the e-course is described. Elements of electronic courses introduced in the educational process are presented, one form of blended learning is described. Within the course of higher mathematics, which is taught at Sumy State University, an information and practical block was formed. The information block is presented by electronic lecture notes with a built-in dictionary, video lectures and presentations. Information from the theoretical unit of the discipline is available to the student at any time when accessing through the student's personal office. Practical block of study of mathematical discipline includes tasks for individual work, simulators, tests. The article describes the peculiarities of implementation of these elements in the educational process. It is noted that the mixed approach to learning gives more interactivity and stimulates active learning, motivates students to educational and cognitive activity, allows to develop skills of independent learning, promotes the development of creative thinking and search for non-standard solutions. The introduction of electronic control elements of training (tests, tasks for joint performance, etc.) allows the teacher to get rid of the routine work of checking the intermediate learning result. Electronic systems allow you to do this quickly, efficiently, impartially. Conclusions have been made regarding the effectiveness of introducing blended learning into the learning process.

scholarly journals TANTANGAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMAHAMI STANDAR PROSES DI SEKOLAH MENENGAH PERTAMA

2020 ◽  
Vol 3 (2) ◽  
pp. 102-113
Author(s):  
Nisa Kholifah ◽  
Chaerul Rochman ◽  
Ida Farida ◽  
Hasan Basri
Keyword(s):  
Quantitative Research ◽  
Junior High ◽  
Educational Process ◽  
Standard Process ◽  
Standard Education ◽  
The Difference ◽  
Level Of Understanding ◽  
High Level ◽  
Education Process

This study aims to analize understanding of the educational process standards in PAI and non-PAI teachers. This is important to discuss in order to know the understanding of the standard education process in junior high. The method used in this study uses descriptive quantitative research including five PAI teachers and five Non PAI teacher and this study describes the teacher's understanding of the Process Standard indicators through the calculation of perception on each of the Indicators. The instrument used was a questionnaire about understanding Standard Process. The conclusion of this research is that both of them have a high level of understanding (very good) but the difference is the challenges faced by each teacher. Both PAI Teachers and Non PAI Teachers.

scholarly journals Experience with information and communication technology in mastering medical knowledge based on intelligence cards

2020 ◽  
Vol 22 (1) ◽  
pp. 210-214
Author(s):  
A V Steshov ◽  
N V Zravinina ◽  
A G Yakovlev ◽  
P R Gilvanov ◽  
Yu P Kuzmin
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Research Work ◽  
Cognitive Activity ◽  
Medical Knowledge ◽  
Educational Process ◽  
Knowledge Based ◽  
Military Medical Academy ◽  
Information And Communication ◽  
Independent Work

We consider the information and communication technology of conducting classes using intelligence cards that meets the requirements of the modern subject-subject paradigm of education, which obliges one to be guided by the principle of communication. This principle implies significant changes in the organization of the process of interaction between the teacher and students in the classroom. The following parameters characterize such a technology for conducting a lesson: speech-cognitive activity, functionality, heuristic, motivated actions, the search for personal meaning in the work of students in the lesson. To implement these parameters in the educational process at A.F. Mozhaysky Military Space Academy. and S. M. Kirov Military Medical Academy used the capabilities of intelligence cards as a tool for information and communication technology. The innovation of the latter lies in the fact that the educational process is based on the active work of students both during the lesson and during the organization of their independent work, allowing them to effectively absorb educational information and subsequently apply it in practical activities. The study reflects the experience and describes an effective educational methodology using intelligence cards for lectures, practical classes, independent work of students and their research work. As an illustrative example, one of the developed intelligence cards is given and the methodological support of the lesson on the study of measures aimed at maintaining and strengthening the health of military personnel is described.

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