The Microgenetic Method as an Approach for Observing Change: Exploring the Development of Students' Conceptual Structures in Physics

2017 ◽  
Author(s):  
Richard Brock
Keyword(s):  
Conceptual Structures ◽  
Microgenetic Method ◽  
Development Of Students

New algorithms and formulas for calculation the volume of a ball and its surface area for the development of students' creative thinking and practical application

2020 ◽  
pp. 32-41
Author(s):  
V. P. Zudin
Keyword(s):  
Surface Area ◽  
Creative Thinking ◽  
Economic Effect ◽  
Educational Institutions ◽  
Practical Application ◽  
Microsoft Word ◽  
Ball Surface ◽  
Visual Basic For Application ◽  
Application Programs ◽  
Development Of Students

The article presents new, more accurate algorithms and formulas for calculating the area of a circle, volume of a ball, surface area of a ball. To prove these algorithms and formulas and their practical application, programs have been developed in the Visual Basic for Application in Microsoft Word. These algorithms and formulas should be studied and applied in all educational institutions, as they are closer to the truth. From a more accurate calculation using these formulas, you can get an economic effect when calculating trajectories of movements in space, on the surface of the globe, in the construction and maintenance of products in the form of a circle or a ball. The study of this material in informatics lessons contributes to the development of students' creative thinking, increasing their motivation to study informatics and IT.

Developing Science Teaching Material to Increase Elementary Students’ Science Process Skill

2019 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Ai Hayati Rahayu ◽  
Bunyamin Faisal Syarifudin
Keyword(s):  
Research And Development ◽  
Elementary Students ◽  
Teaching Material ◽  
Learning Material ◽  
Development Method ◽  
Process Skill ◽  
Science Process Skill ◽  
The Mean ◽  
Problem Solving Process ◽  
Development Of Students

Mastering science process skill is very beneficial in problem solving process. This research aimed to develop teaching materials such as science process skill-based textbooks on energy and its changes. The method used in this research was research and development, by using the 4D design, which include define, design, develop, and disseminate. Research and development method were used to produce a product and to test its efficiency. The result showed that the learning material fulfill the assessment criteria. The mean validation result of textbook showed a number of 3.58 indicated as a good category. Based on T test, it was proven that the use of textbooks is indeed influential towards the development of students’ science process skill.

Arts Education in Canadian Schools as a Tool for the Development of Students’ Key Competences

2018 ◽  
Author(s):  
Alona Bovt
Keyword(s):  
Academic Success ◽  
Personal Development ◽  
Arts Education ◽  
Quality Of Education ◽  
Cultural Participation ◽  
Right To Education ◽  
Technological Competence ◽  
Key Competences ◽  
Development Of Students

The article is about arts education in Canadian schools, used as a tool for the development of students’ key competences. It is proven that arts education fulfils a lot of functions (develops individual capabilities, provides right to education and cultural participation, improves quality of education and the expression of cultural diversity) and has various benefits (intrinsic and extrinsic) for people. It contributes to overall development of students (moral, physical, cognitive, emotional etc.), enhances their motivation and academic success. The article shows that arts education is a powerful tool for developing Essential Graduation Learning- some of the key competences for school graduates: aesthetic expression, citizenship, communication, personal development, problem solving, technological competence, spiritual/moral development.

Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar

2019 ◽  
Vol 2 (2) ◽  
pp. 19-31
Author(s):  
Muhammad Shaleh Assingkily ◽  
Mikyal Hardiyati
Keyword(s):  
Emotional Development ◽  
Qualitative Approach ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Development Of Students

This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved

The Features of B. Shergin’s Cognitive Style (On the Example of the Conceptualization of the Image of the Sea)

2020 ◽  
Vol 81 (1) ◽  
pp. 73-81
Author(s):  
T. A. Sidorova
Keyword(s):  
Cognitive Style ◽  
World View ◽  
Literary Text ◽  
Central Position ◽  
Special Role ◽  
Cognitive Mechanisms ◽  
Cognitive Poetics ◽  
Conceptual Structures ◽  
The People ◽  
Artistic Image

The main aim of this research was to identify the features of B. V. Shergin’s cognitive style through comprehension of the artistic image of the sea in the works of this writer. An analysis of this image was conducted from the standpoint of cognitive poetic. Cognitive poetic is considered as the main method of linguopoetic interpretation of a literary text, whose basic principles include analysis of conceptual structures reflected in the text. In the process of research, the concept of “cognitive style” in correlation with the literary text was clarified, The components of cognitive style, objectified by the image of the sea were specified. Since the literary text was interpreted from the position of cognitive poetics, the main attention was paid not only to linguistic, but also to mental structures. Furthermore, the article explores the wellknown structures of knowledge: presuppositions, concepts, motives, ideas, etc., along with semantic dominants and semantic constructs as strong meaning formations, which are determined by the author’s needs, values, world view and world perception. Therefore, the process of text interpretation takes into account the specificity of linguistic and artistic consciousness of the author, including features of the socio-cultural consciousness of Pomors (members of a subculture). The study showed that each component of B. V. Shergin’s cognitive style has its specific characteristics. The manner of presenting information in the text is characterized by a special emotional tension: understandable and close to the people daily life gets an ontological understanding. Among the cognitive mechanisms, the secondary conceptualization of the concepts of Russian Northern culture plays a special role: many of them acquire a sign of spirituality. It is shown that the specifics of the author’s cognitive style is determined by the features of his consciousness; therefore, the knowledge as sententias, semantic dominants, semantic constructs, stereotypes, values and oppositions holds the central position.

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