Theoretical and Methodological Bases of a New School Model in Russia: Cultural-Historical Psychology and the Activity Approach as the Foundation of Educational Practice

To overcome the crisis of the modern school institution, it is necessary to qualitatively rethink its foundations and to design fundamentally new approaches to implementing the educational program. The theoretical and methodological bases of the concept of a new type of school as a development practice, based on the provisions of Russian cultural-historical psychology and the activity approach are presented. The purpose of the work is to consider in the modern context the key theoretical provisions of Russian psychology and to formulate the methodological principles arising from them, which set the conditions for organizing the educational process, thus ensuring the transition from theory to practice. The key concepts of the school model are development, agency and collaboration: infinite development is formulated as the supreme goal and value of the school, the development of the position of agency is considered as the main productive process, and collaboration is the main professional principle. Eight basic principles are formulated as follows: intent - implementation - reflection as a methodological scheme for organizing school processes, the principle of multidimensional development, the principle of equal importance of school activities, the principle of congruence, the principle of organizing the educational space as a space for growing up, the principle of fellowship of practices and the development-oriented approach to evaluation. Thus, the article presents the authors view of the school as a scientifically grounded anthropological practice. The implementation of the concept, which has already begun in Russia, is an experiment that will make it possible to verify these theoretical and methodological provisions.

Modernisasi Pendidikan Islam Awal Abad Ke-20: Pergulatan Ilmiah Akademik Lembaga Pendidikan di Sumatera Barat

Tujuan penelitian ini untuk mengetahui modernisasi pendidikan Islam pada awal abad ke-20 di Sumatera Barat. Penelitian ini jenis kualitatif dengan metode analisis konsep. Sumber data adalah buku Burhanuddin Daya tentang Gerakan Pembaharuan Pemikiran Islam (1995) dan jurnal atau buku-buku yang relevan dan dianalisis dengan content analysis. Paradigma pemikiran modernisasi Islam di Minangkabau sudah muncul semenjak lahirnya puritanisasi sebagai pendobrak pemurnian pemahaman Islam orang Minangkabau yang sinkretisme. Meskipun demikian, modernisasi Islam lebih berkembang ketika awal abad ke-19 seiring dengan bergeraknya kaum agama membangun sekolah-sekolah agama modern, mengubah sistem surau yang tradisional dengan sistem pendidikan modern yang klasikal, berijazah dan memiliki kurikulum. Modernisasi surau ini ditandai dengan berdirinya lembaga-lembaga pendidikan Islam masa kini; Adabiyah School, Sumatera Thawalib, Diniyah School, Madrasah Tarbiyah Islamiyah, dan Normal School. Model-model pendidikan menerapkan kurikulum dengan memadukan antara ilmu pengetahuan agama dan ilmu umum dan menekankan penguasaan bahasa Arab dan Inggris dalam kehidupan sehari-hari. Penelitian ini berimplikasi dalam mengembangkan khazanah keilmuan tentang pendidikan Islam bidang teori “modernisasi pendidikan Islam” dalam pendidikan

Pembangunan Kerangka Persekolahan Berasaskan Penjarakan Fizikal Pandemik Covid-19

Abstrak: Penularan wabak COVID-19 telah memberi kesan langsung kepada sektor pendidikan yang mengalami perubahan yang besar sama ada dari aspek operasi, kemudahan prasarana mahupun proses pengajaran dan pembelajaran. Pandemik COVID-19 yang merupakan penyakit yang mudah merebak terutamanya kepada manusia. Kajian ini adalah bertujuan untuk mereka bentuk Garis Panduan Persekolahan Berasaskan Penjarakan Fizikal Pandemik COVID-19. Kutipan data dijalankan melalui kaedah NGT dan Fuzzy Delphi Method. Seramai 40 orang pakar dalam bidang pendidikan, perubatan dan keselamatan terlibat dalam pembangunan dan penilaian Garis Panduan Persekolahan Berasaskan Penjarakan Fizikal Pandemik COVID-19. Kajian menunjukkan bahawa bentuk persekolahan berasaskan penjarakan fizikal meliputi model persekolahan, kemudahan fizikal kelas dan keselamatan, kebersihan dan kesihatan warga sekolah. Selain itu, dapatan kajian ini juga memberi input baru tatacara pembukaan sekolah pada masa pandemik Covid-19.Implikasinya menerusi kerangka ini, pengurusan dan pelaksanaan pembukaan sekolah dapat dilaksanakan dengan selamat dan berkesan sepanjang tempoh Pandemik COVID-19 Abstract : The spread of the COVID-19 epidemic has had a direct impact on the education sector which has undergone significant changes in terms of operations, infrastructure facilities and teaching and learning processes. COVID-19 pandemic is a disease that is easily spread especially to humans. This study aims to design the Physical Distancing Schooling Model Guidelines On COVID-19 Pandemic. Data collection was carried out through NGT method and Fuzzy Delphi Method. A total of 40 experts in the field of education, medicine and safety were involved in the development and evaluation of the Physical Distancing Schooling Model Guidelines On COVID-19 Pandemic. Studies showed that the form of schooling based on physical distancing included the school model, classroom physical and safety facilities, and hygiene and health of the school community. In addition, the findings of this study also provided new inputs on school opening procedures during the Covid-19 Pandemic. The implication is that through this framework, the management and implementation of school reopening can be implemented safely and effectively during the COVID-19 Pandemic period.

The impact of individual perceptual and cognitive factors on collective states in a data-driven fish school model

In moving animal groups, social interactions play a key role in the ability of individuals to achieve coordinated motion. However, a large number of environmental and cognitive factors are able to modulate the expression of these interactions and the characteristics of the collective movements that result from these interactions. Here, we use a data-driven fish school model (Calovi et al., 2018; Lei et al., 2020) to quantitatively investigate the impact of perceptual and cognitive factors on coordination and collective swimming patterns. The model describes the interactions involved in the coordination of burst-and-coast swimming in groups of Hemigrammus rhodostomus. We perform a comprehensive investigation of the respective impacts of two interactions strategies between fish based on the selection of the most or the two most influential neighbors, of the range and intensity of social interactions, of the intensity of individual random behavioral fluctuations, and of the group size, on the ability of groups of fish to coordinate their movements. We find that fish are able to coordinate their movements when they interact with their most or two most influential neighbors, provided that a minimal level of attraction between fish exist to maintain group cohesion. A minimal level of alignment is also required to allow the formation of schooling and milling. However, increasing the strength of social interactions does not necessarily enhance group cohesion and coordination. When attraction and alignment strengths are too high, or when the heading random fluctuations are too large, schooling and milling can no longer be maintained and the school switches to a swarming phase. Increasing the interaction range between fish has a similar impact on collective dynamics as increasing the strengths of attraction and alignment. Finally, we find that coordination and schooling occurs for a wider range of attraction and alignment strength in small group sizes.

A Tool for the Analysis and Characterization of School Mathematical Models

This paper shows a tool for the analysis of written productions that allows for the characterization of the mathematical models that students develop when solving modeling tasks. For this purpose, different conceptualizations of mathematical models in education are discussed, paying special attention to the evidence that characterizes a school model. The discussion leads to the consideration of three components, which constitute the main categories of the proposed tool: the real system to be modeled, its mathematization and the representations used to express both. These categories and the corresponding analysis procedure are explained and illustrated through two working examples, which expose the value of the tool in establishing the foci of analysis when investigating school models, and thus, suggest modeling skills. The connection of this tool with other approaches to educational research on mathematical modeling is also discussed.

»Jaz sem 16 % Madžar in 50 % Slovenec in 80 % Anglež.« Jezikovni portreti petošolcev na narodnostno mešanih območjih

In this article, which originated as part of the project “Jeziki štejejo” (Languages matter), we discuss the differences in perception of individual languages, expressed through language portraits created by fifth-grade elementary school students. Special attention was paid to the comparison of portraits between pupils in nationally diverse regions (Slovenian Istria and Prekmurje) and pupils in other parts of the country. The results of quantitative analysis of these language portraits reveal statistically relevant differences with regard to the school model. Differences were particularly evident in the choice of marked languages and the position of each individual language in the language portraits.