scholarly journals Introduction of Research Master Students in the Problems of the Organization of Learning Activities in the Secondary School (Based on the Natural Sciences)

2015 ◽  
Vol 20 (3) ◽  
pp. 121-132 ◽  
Author(s):  
V.A. Guruzhapov ◽  
S.P. Sanina
Keyword(s):  
Secondary School ◽  
Research Training ◽  
Natural Sciences ◽  
Learning Activities ◽  
Educational Activity ◽  
Future Research ◽  
Master Program ◽  
Training Activities ◽  
Training Specialist ◽  
Pedagogical Research

The article focuses on the designing of disciplines, based on the competence and activity approach to the content and methods of training of future teachers in the research psycho-pedagogical master’s program. Particular attention is paid to the creation of problematic situations, in which research master students find themselves in the position of supervisors examining the educational activity. The authors provide examples of how students perform expert-analytical tasks based on analysis of training activities developed in the theory of developmental education by Davydov scholar school. There are samples of test items to assess how students have learned the content of the discipline, as well as to determine their ability and willingness to perform professional activities. These tasks were performed by master students as well as developing training teachers in elementary school and secondary school teachers. Testing the «Design and research of learning activities in the science lessons in secondary school» course allows us pre argue that psycho-pedagogical research master program allows to train future research training specialist using professional tasks related to expertise and design of training activities. Master students reach an acceptable level of competence for the performing the expert-analytical tasks. We propose to discuss if natural-scientific training of master students is one of the conditions for full cooperation between future research training specialist and teachers in order to improve the education of adolescents in the field of natural sciences.

Changes of the Knowledge System and their Implication for the Formative Stage of Scholars: Experiences in the Natural Sciences

2007 ◽  
Vol 15 (2) ◽  
pp. 187-197
Author(s):  
JENS ERIK FENSTAD
Keyword(s):  
Mathematical Modelling ◽  
System Biology ◽  
Research Training ◽  
Natural Sciences ◽  
Knowledge System ◽  
Future Research ◽  
Biomedical Sciences ◽  
Formative Stage ◽  
Recent Trends ◽  
The Impact

This paper reviews some recent trends in the natural and biomedical sciences related to issues of complexity and reductionism, mathematical modelling and simulations, with particular reference to system biology, and discusses the impact of these developments on future research training.

scholarly journals EDUCATIONAL TECHNOLOGY TO FORM THE BASICS OF SOCIAL WORLDVIEW

2021 ◽  
Vol 13 (3) ◽  
pp. 35-44
Author(s):  
N.V. Yurevich ◽  
◽  
T.A. Kozlova ◽  
Keyword(s):  
Educational Technology ◽  
Secondary School ◽  
Education Reform ◽  
Social Intelligence ◽  
Natural Sciences ◽  
Educational Process ◽  
Educational Activity ◽  
Modern Concept ◽  
School Students ◽  
The World

Based on theoretical and experimental research on the problems of education reform in the context of humanitarization of education, the authors elaborate and present a model of educational technology used to reform the activities in humanitarization of educational process, to create a flexible effective system at secondary school with the focus on teaching natural science disciplines. The theoretical study shows that humanization and humanitarization of education as a holistic system does not have a mechanism to implement social and pedagogical technologies and does not have a driver to realize this educational concept. This fact led to the development of educational technology aimed to form the basics of social worldview. The authors offer possible solutions for the problem by uncovering the pedagogic potential of natural sciences’ disciplines in forming the basic social determinants, namely, social competence and social intelligence of the students of secondary school. The main methods used are: the method of philosophical and subject expansion of natural sciences’ disciplines as a resource to form and develop social intelligence in the context of humanitarization of natural sciences, and statistical analysis to process the quantitative results of the pedagogical experiment. The development of a model of the author's technology is based on ecological approach to the research and design of educational environments. The methods of organizing educational technology that form the foundations of social worldview and paradigm of social thinking in modern conditions of scientific and technical progress are presented. The experimental data show that the organization of educational process of the secondary school students (7–11 forms) according to the model of social and pedagogical technology provides the increase of the level of quality of educational activity that satisfies the educational demand and meets the requirements of Federal Educational Standards of Russian Federation are present in the work. The authors considered the achievements of natural sciences from the point of view of the search for a public ideal. They made recommendations on the application of new scientific approaches, on the introduction of new interpretations, concepts of physical and natural-scientific outlooks. The developed educational technology contributes to the change of thinking paradigm, addressing the problem of authentic understanding of the world. This socio-pedagogical technology contributes to the creation of interdisciplinary interaction and interpenetration of the scientific and humanitarian understanding of the world within the framework of the modern concept of natural sciences.

The quality of research exploring in-session measures of CBT competence: a systematic review

2021 ◽  
pp. 1-17
Author(s):  
Kathryn Rayson ◽  
Louise Waddington ◽  
Dougal Julian Hare
Keyword(s):  
English Language ◽  
Research Training ◽  
Evidence Base ◽  
Small Sample ◽  
Measurement Properties ◽  
Future Research ◽  
Sample Sizes ◽  
Fidelity Assessment ◽  
Quality Of Research

Abstract Background: Cognitive behavioural therapy (CBT) is in high demand due to its strong evidence base and cost effectiveness. To ensure CBT is delivered as intended in research, training and practice, fidelity assessment is needed. Fidelity is commonly measured by assessors rating treatment sessions, using CBT competence scales (CCSs). Aims: The current review assessed the quality of the literature examining the measurement properties of CCSs and makes recommendations for future research, training and practice. Method: Medline, PsychINFO, Scopus and Web of Science databases were systematically searched to identify relevant peer-reviewed, English language studies from 1980 onwards. Relevant studies were those that were primarily examining the measurement properties of CCSs used to assess adult 1:1 CBT treatment sessions. The quality of studies was assessed using a novel tool created for this study, following which a narrative synthesis is presented. Results: Ten studies met inclusion criteria, most of which were assessed as being ‘fair’ methodological quality, primarily due to small sample sizes. Construct validity and responsiveness definitions were applied inconsistently in the studies, leading to confusion over what was being measured. Conclusions: Although CCSs are widely used, we need to pay careful attention to the quality of research exploring their measurement properties. Consistent definitions of measurement properties, consensus about adequate sample sizes and improved reporting of individual properties are required to ensure the quality of future research.

Study on Implementation of ITK Campus Drainage Master Plan (Case Study: Faculty of Mathematics and Natural Sciences)

2021 ◽  
Vol 104 ◽  
pp. 47-56
Author(s):  
Rossana Margaret Kadar Yanti ◽  
Oryza Lhara Sari ◽  
Rizjal Wahyu
Keyword(s):  
Teaching And Learning ◽  
Drainage System ◽  
Natural Sciences ◽  
Learning Activities ◽  
Master Plan ◽  
Institute Of Technology ◽  
Under Construction ◽  
Runoff Discharge ◽  
Technology Area

Two main building Kalimantan Institute of Technology was established on an area of 3500 m2 on October 6, 2014 which serves as the infrastructure for teaching and learning activities of students. The rapid increase in the number of students each year results in an increase in the number of buildings as facilities for teaching and learning. This is the background for the development of the Kalimantan Institute of Technology area by adding five more lecture buildings to support teaching and learning activities for 3500 students. The expansion area for five more lecture buildings is currently under construction in the area of ​​the Faculty of Mathematics and Natural Sciences. The function of the land area has been change due to building construction resulted in an increase in runoff discharge. This condition certainly affects the region if not handled properly. Increased runoff discharge will affect inundation or flooding in the area if it is not equipped with a drainage system as needed. This research is one alternative solution given. This research is in the form of a study on the implementation of a drainage master plan that aims to obtain drainage dimensions such as drainage width, drainage length and drainage depth by observing runoff due to rainwater using the concept of environmentally friendly drainage. The research obtained from the dimensions of tertiary canals with dimensions of 0.10-0.30 meters, secondary channels 0.30-0.45 meters and primary channels 0.35-0.70 meters with the discharge area of ​​the Faculty of Mathematics and Natural Sciences ITK is 1.18 m3/ sec.

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

Aplikasi Teori Mahjub terhadap Pembaikan Sebutan Bunyi Bahasa Arab dalam Kalangan Pelajar Sabah - Application of Mahjub Theory in Arabic Pronunciation among Sabahan Students

2017 ◽  
Author(s):  
ISSRAQ BIN RAMLI ◽  
MOHD ZAKI ABD. RAHMAN
Keyword(s):  
Secondary School ◽  
Arabic Language ◽  
Future Research ◽  
Learning And Teaching ◽  
The Third ◽  
Alternative Approach ◽  
Holy Quran ◽  
Post Test ◽  
Arab Students ◽  
The Holy Quran

Terdapat banyak modul sebutan berada di pasaran yang memperkenalkan teknik pembelajaran dan pengajaran sebutan al-Quran al-Karim dan bahasa Arab. Ada yang menggunakan kaedah klasik, moden dan ada juga yang menggunakan kedua-dua kaedah secara komprehensif. Namun, amat sedikit kita lihat kaedah yang dapat memperbaiki sebutan dan menumpukan secara khusus teknik kepada pelajar bukan Arab. Sering kali diperkatakan tentang masalah sebutan pelajar Sabah tanpa membuat kajian secara terperinci dan ilmiah. Justeru, kajian ini dibuat untuk melihat masalah sebenar sebutan bunyi bahasa Arab pelajar Sabah dan seterusnya mengaplikasikan teori Mahjub (1993) untuk memperbaiki masalah sebutan bahasa Arab. Kajian ini dilakukan di sebuah sekolah menengah kebangsaan di Kota Kinabalu yang responden kajiannya ialah pelajar sekolah tingkatan empat. Objektif kajian adalah untuk mengenal pasti secara ilmiah permasalahan sebutan dalam kalangan pelajar Sabah dan mengaplikasi kaedah fonetik Mahjub, seterusnya melihat keberkesanan modul Mahjub sebagai instrumen terbaik memperbaiki sebutan pelajar Sabah. Kajian kualitatif ini menggunakan huruf-huruf konsonan yang sukar bagi pelajar asing yang dibuat oleh Mahjub (1993) yang menggunakan modul yang digunakan untuk memperbaiki sebutan Arab pelajar asing. Terdapat tiga langkah utama dalam kajian ini, iaitu rakaman ujian pertama (U1) sebagai sebutan bahasa Arab terkini pelajar Sabah, kemudian langkah kedua melaksanakan PdP berdasarkan PdP Mahjub dan langkah yang ketiga membuat rakaman ujian kedua (U2) untuk melihat keberhasilan teori Mahjub dalam memperbaiki sebutan pelajar Sabah. Hasil Kajian menunjukkan nilai yang sangat signifikan antara U1 dan U2. Daripada sembilan huruf yang diuji itu, konsonan ‘Ayn [ع] paling baik disebut oleh pelajar dan huruf Dad [ض] paling sukar disebut dalam U1. Dalam U2, huruf Ta’ [ط] paling sukar disebut dan huruf Sad [ص] paling mudah disebut. Dalam U1 Fathaṯ paling tinggi skor dengan 68.2 berbanding Sukun yang mempunyai skor paling rendah dengan 33.3. Secara puratanya, dalam U1 pelajar atau responden hanya mendapat purata sekitar 55 skor min bagi Dammaṯ dan Kasraṯ. Namun, pada U2 peningkatan masing-masing Dammaṯ dan Kasraṯ. mendapat skor yang hampir sama, iaitu 77.9 dan 76.9. Data menunjukkan bahawa Sukun paling bermasalah kepada responden dalam sebutan. Begitu juga terdapat perubahan yang signifikan dalam ujian kedudukan Fathaṯ, Dammaṯ dan Kasraṯ dari U1 kepada U2. Kajian menunjukkan bahawa teori Mahjub ini berhasil memperbaiki masalah sebutan dalam kalangan pelajar Sabah dan memberikan satu alternatif untuk diaplikasi dalam PdP pelajar dan membuka ruang kepada penulis lain untuk memanjangkan kajian pada masa akan datang. There are many modules/methods available in the market to introduce the techniques of learning and teaching the Holy Quran and the Arabic language. There are classical and modern methods in teaching the Holy Quran, and some might combine both classical and modern to help students to learn the Holy Quran. But there are only few methods which can really help to improve the pronunciation of Arabic especially among the non-Arab students who learn Arabic as a second language. This pronunciation problem is often discussed by the Arabic teachers but there are lack of proper studies to overcome this problem. Therefore, this study aims to identify specifically the pronunciation problem and to measure if the Maḥjub Theory can be applied to help in overcoming it. This study was conducted in a secondary school in Kota Kinabalu. The respondents were all Form 4 students. This qualitative study used the Maḥjub Module (1993) to rectify consonant letters that are difficult to pronounce by the Sabahan students. This study has undergone three phrases. The first phrase is U1 where the pre-test is carried out to evaluate the current capability of the respondents. The second phrase applied the Maḥjub Method in the PdP. The third phrase is U2 where the post-test was carried out after the Maḥjub Method was applied to the respondents. This study showed significant value between U1 and U2. Nine consonant letters were tested in this study. In U1, ‘Ayn [ع]was the easiest to pronounce and Dad [ض] was the most difficult to pronounce by the respondents. In U2, Ta’ [ط] was the hardest to pronounce and Sad [ص] was the easiet. In U1, Fathaṯ was the highest with 68.2 score as compared to Sukun with 33.3 score. Overall, respondents scored a mean of 55 for Dammaṯ and Kasraṯ in U1. However, in U2, Dammaṯ and Kasraṯ showed very close score as of 77.9 and 76.9. The data also showed that Sukun is the hardest part for the respondents.This study had proved that the Maḥjub Method is enabled to enhance and improve the difficulty in pronunciation among the students in Sabah. Therefore, the Mahjub Method gives educators an alternative approach to apply in their teaching and also other researchers for ideas to carry out future research in this field.

Enhancing students' HOTS in laboratory educational activity by using concept map as an alternative assessment tool

2017 ◽  
Vol 18 (4) ◽  
pp. 849-874 ◽  
Author(s):  
I. B. A. Ghani ◽  
N. H. Ibrahim ◽  
N. A. Yahaya ◽  
J. Surif
Keyword(s):  
Alternative Assessment ◽  
Concept Maps ◽  
Assessment Tool ◽  
Concept Map ◽  
Thinking Skills ◽  
Learning Activities ◽  
Educational Activity ◽  
Chemistry Laboratory ◽  
Mapping Technique ◽  
Laboratory Learning

Educational transformation in the 21st century demands in-depth knowledge and understanding in order to promote the development of higher-order thinking skills (HOTS). However, the most commonly reported problem with respect to developing a knowledge of chemistry is poor mastery of basic concepts. Chemistry laboratory educational activities are shown to be less effective in developing an optimum conceptual understanding and HOTS among students. One factor is a lack of effective assessment and evaluation tools. Therefore, the primary focus of this study is to explore concept maps as an assessment tool in order to move students' thinking skills to a higher level during laboratory learning activities. An embedded mixed method design is used in this study, which has also employed a pre-experimental research design. This design triangulates quantitative and qualitative data, which are combined to strengthen the findings. A low-directed concept mapping technique, convergence scoring method, and pre-post laboratory concept map were used in this study. An electrolysis HOTS test was used as the research instrument in order to measure the level of student achievement with respect to high-level questions. In addition, the thought process that is involved when students construct concept maps has been explored and studied in detail by utilising a think-aloud protocol. Results showed a positive development towards understanding and higher level thinking skills in students with respect to electrolysis concepts learned through chemistry laboratory activities. An investigation of the students' thinking processes showed that high-achieving students were more capable of giving a content-based explanation of electrolysis and engaged in monitoring activities more often while building a concept map. Nonetheless, all categories of students managed to show a positive increase in the activities of explanation and monitoring during the construction of concept maps after they were exposed to the assessment tool in the laboratory learning activities. In conclusion, the assessment activity using concept maps in laboratory learning activities has a positive impact on students' understanding and stimulates students to increase their HOTS.

Education and Anti-Immigration Attitudes: Evidence from Compulsory Schooling Reforms across Western Europe

2018 ◽  
Vol 113 (1) ◽  
pp. 254-263 ◽  
Author(s):  
CHARLOTTE CAVAILLE ◽  
JOHN MARSHALL
Keyword(s):  
Secondary School ◽  
Western Europe ◽  
Future Research ◽  
Compulsory Schooling ◽  
Far Right ◽  
Secondary Schooling ◽  
Low Levels ◽  
Immigration Attitudes ◽  
Post War

Low levels of education are a powerful predictor of anti-immigration sentiment. However, there is little consensus on the interpretation of this correlation: is it causal or is it an artifact of selection bias? We address this question by exploiting six major compulsory schooling reforms in five Western European countries—Denmark, France, Great Britain, the Netherlands, and Sweden—that have recently experienced politically influential anti-immigration movements. On average, we find that compelling students to remain in secondary school for at least an additional year decreases anti-immigration attitudes later in life. Instrumental variable estimates demonstrate that, among such compliers, an additional year of secondary schooling substantially reduces the probability of opposing immigration, believing that immigration erodes a country’s quality of life, and feeling close to far-right anti-immigration parties. These results suggest that rising post-war educational attainment has mitigated the rise of anti-immigration movements. We discuss the mechanisms and implications for future research examining anti-immigration sentiment.

scholarly journals The Cognitive Assessment Course: Two Decades Later

2020 ◽  
Author(s):  
Adam Lockwood ◽  
Ryan L. Farmer
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Instructional Strategies ◽  
Cognitive Assessment ◽  
Research Training ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Practice Research ◽  
Future Research ◽  
Psychology Programs

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. 127 instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught rely heavily on Cattell-Horn-Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on and multicultural sensitivity/ culturally and linguistically diverse assessment than in previous decades. Implications for future research, training and practice are discussed.

scholarly journals Unequal Civic Development? Vocational Tracking and Civic Outcomes in Germany

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110453
Author(s):  
Corey Savage ◽  
Michael Becker ◽  
Jürgen Baumert
Keyword(s):  
Secondary School ◽  
Early Adulthood ◽  
Vocational Education And Training ◽  
Future Research ◽  
Upper Secondary School ◽  
Negative Effects ◽  
Market Outcomes ◽  
School Tracking ◽  
Upper Secondary ◽  
Doubly Robust

Vocational education and training (VET) is a common form of upper secondary school tracking in countries around the world. There are ongoing debates regarding the effects of this differentiation on academic and labor market outcomes; however, evidence on civic outcomes is lacking. Using a unique cohort study in Germany ( N = 2461) and a doubly robust weighting approach with a rich set of baseline covariates to address selection bias, we estimated the effects of VET (relative to academic upper secondary school) on political interest, internal political efficacy, and intent to vote across 15 years of late adolescence and early adulthood. We estimated negative effects of VET on these civic outcomes, particularly as participants grew older. Implications for future research and VET policy are discussed.

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