Educatia 21最新文献_第3页

Creative Ways to Develop Creative Potential and Networking Skills in Primary School Students 开发小学生创造潜能和网络技能的创新方法

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.42

Olga Chiș, C. Grec

{"title":"Creative Ways to Develop Creative Potential and Networking Skills in Primary School Students","authors":"Olga Chiș, C. Grec","doi":"10.24193/ed21.2023.25.42","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.42","url":null,"abstract":"The development of students' personality, in personally plan, socially and professionally, for a favorable social integration, is achieved by accessing the diversity of school activities. But the discipline called Personal Development occupies a primordial place, focusing on the concepts: self-knowledge, emotional intelligence and self-regulated learning. The didactic approach takes into account the purpose for which it is learned and the way of action to form the student's personality. Creativity has a special importance, both for the teacher in teaching, but also for students, giving them harmony, critical thinking, novelty, flexibility in thinking and especially originality. When it comes to creativity, the student has the right to free expression without being criticized or receiving indications regarding the shortcomings of the products made. With the help of creative strategies, the development in the reflective, anticipatory and evaluative capacity can be highlighted, but also in the student's motivational plan. Also, the development of learning autonomy, for the daily decisions of each individual, the facilitation of access to counseling offered by specialists in educational institutions and more, underlines the important role of this field. The major interest in personal development, which starts at an early age, develops children's personality and later acquires an important role in social, emotional and cognitive development.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using the Critical Thinking Methods for Developing Self- Assessment in Elementary School 在小学使用批判性思维方法开展自我评估

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.16

Alina Felicia Roman, Nădăban Carina

{"title":"Using the Critical Thinking Methods for Developing Self- Assessment in Elementary School","authors":"Alina Felicia Roman, Nădăban Carina","doi":"10.24193/ed21.2023.25.16","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.16","url":null,"abstract":"The purpose of critical thinking is to enable a complex view of the world. Choices are part of the natural course of life. In order to ensure the best choices, it is necessary to procure the best information. The act of thinking is not difficult, people naturally use thinking without having to exert a great amount of effort or engage in deep intellectual work. Ease of thinking can manifest in very young children with little mental skills. The development of critical thinking is achieved through the instructive-educational process. Self-evaluation is an essential ability of the student in the training and development specific to the early school age, being fundamental for effective learning, professional training, and continuous learning from people's lives. Evaluation is an integral part of the educational process, thus forming the essential relationship between teaching-learning-evaluation. The teaching staff can form and develop the student’s critical thinking and self-evaluation capacity through the instructive-educational process. Using the right methods and techniques, critical thinking will be developed during the educational process, thus participating in the development of students’ self-evaluation. For this purpose, as a research methodology, we conducted a focus group with the teaching staff of the classes involved in the research, totaling four persons. We analyzed the methods and techniques used in the educational activities, their impact on the students' thinking, and how these methods are beneficial in developing critical thinking and self-evaluation.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Methods of Organizing the Teaching Activity in Multi-Grade Classes 多年级组教学活动的组织方法

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.22

Dana Jucan

{"title":"Methods of Organizing the Teaching Activity in Multi-Grade Classes","authors":"Dana Jucan","doi":"10.24193/ed21.2023.25.22","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.22","url":null,"abstract":"In multi-grade classes, there are different versions of each type of lesson depending on the school subject, the manner of integrating the lesson contents and the content’s particularities, volume, and density, but also the age level of the students. From this point of view, the classification of lessons according to these criteria could be reconsidered as the teaching of the subjects is in a continuous dynamism marked by creativity and not by the usual rigors that would require different algorithms. This fact can also be supported by the integration within each lesson of recreational moments, lasting between five and fifteen minutes. Therefore, the stages of each lesson will be modified according to various factors related to the specifics of the activity in multi-grade education. The present study demonstrates how the organization and conduct of lessons differ from one case to another depending on the types of lessons that are combined; it also shows that, for the judicious distribution of time, it is necessary to carefully study the content of the lessons and compare the materials provided for each class. Less time can be allocated to direct activity in the younger class if the students are familiarized with certain concepts throughout previous lessons, which they can then deepen or expand through independent activity, while in the older class the material is entirely new and requires more in-depth explanation.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Well-Being: Between Counseling and Resilience Pedagogy 教师的幸福：介于咨询与复原力教学法之间

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.37

E. Isidori, Irina Leonova, A. Abele, Gianni Caione, Lyudmila Zakharova, Iosif Sandor

{"title":"Teacher Well-Being: Between Counseling and Resilience Pedagogy","authors":"E. Isidori, Irina Leonova, A. Abele, Gianni Caione, Lyudmila Zakharova, Iosif Sandor","doi":"10.24193/ed21.2023.25.37","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.37","url":null,"abstract":"\"Teacher well-being is a critical factor in the overall success of educational institutions and plays a significant role in student outcomes. This paper delves into the intersection of counseling and resilience pedagogy as a comprehensive approach to support and enhance teacher well-being. By fostering resilience and providing professional counseling, we can address educators' challenges and promote a healthier, more supportive working environment. The study examines teachers' unique stressors and challenges, including high workload, emotional demands, and the pressure to meet performance standards. We then explore the potential benefits of counselling to provide emotional support, promote self-awareness, and equip teachers with coping strategies to manage stress and prevent burnout. Resilience pedagogy, however, focuses on cultivating the ability to adapt to and recover from adversities. This paper investigates the application of resilience pedagogy in the context of teacher well-being, outlining methods for enhancing resilience through professional development, self-reflection, and the establishment of supportive networks. We provide evidence-based recommendations for integrating counseling and resilience pedagogy in educational settings by drawing on empirical research, best practices, and case studies. We also propose a practical framework for schools and policymakers to develop and implement targeted interventions to promote teacher well-being. In conclusion, this paper has emphasized the importance of a dual approach that combines counseling and resilience pedagogy to address the well-being of educators. Investing in teacher well-being can create a more supportive environment that ultimately leads to improved educational outcomes for students and the long-term success of the education system.\"","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"45 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139203052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning a Foreign Language in the Context of Immersion 在沉浸式环境中学习外语

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.40

Alexandra-Denisa Betivu

引用次数: 0

Photography-Based Pedagogy in Relation to Social-Emotional Learning in Adolescents - Systematic Literature Review 摄影教学法与青少年社会情感学习的关系--系统文献综述

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.13

Adi Gielgun-Katz, Alina S. Rusu, Miri Shacham

{"title":"Photography-Based Pedagogy in Relation to Social-Emotional Learning in Adolescents - Systematic Literature Review","authors":"Adi Gielgun-Katz, Alina S. Rusu, Miri Shacham","doi":"10.24193/ed21.2023.25.13","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.13","url":null,"abstract":"It is generally acknowledged that today's most important means of communication is the image, with its various forms of representation. The new visual language that is continuously developing due to available technologies in everyday lives, creates new ways of expressing thoughts and emotions, especially among adolescents. In parallel, the Social-Emotional Learning model (SEL) has been gaining more and more momentum in the education system in terms of the skills that can be improved: self and social awareness, responsible decision-making, self-management, and relationship skills. Despite the potential of integrating the visual language with the SEL, especially in adolescents, few studies have addressed the development and implementation of integrative curricula. The aim of this study is to investigate through a systematic literature review approach the methods and outcomes of using photography-based pedagogy integrated with SEL in adolescents. The variables refer to the aim of the studies, the pedagogical approach, the assessments, and the effect of the photographic tools on various SEL skills. All the reviewed studies referred to the self and social awareness of the students, but not all were conclusive about the effects of the photographic tools as the main influencing elements on the SEL skills.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language Education Activties for Young Preschoolers Involving Embodied Cognition Versus Traditional Language Education Activities for Young Preschoolers 体现认知的学龄前儿童语言教育活动与传统的学龄前儿童语言教育活动的比较

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.39

M. Manea, M. Bocoș

{"title":"Language Education Activties for Young Preschoolers Involving Embodied Cognition Versus Traditional Language Education Activities for Young Preschoolers","authors":"M. Manea, M. Bocoș","doi":"10.24193/ed21.2023.25.39","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.39","url":null,"abstract":"\"Currently, in contemporary cognitive science, embodied cognition is a controversial research topic. This article draws a parallel between how early childhood teachers conduct early language education activities involving embodied cognition and how they conduct traditional language education activities. Language education activities involving embodied cognition are empirically supported, engage the motor system, the perceptual system and make use of elements of the proximal environment. Traditional language teaching activities are purely theoretical and do not lead preschoolers to deepen and extend connections so that they can make connections between sound perception and word meaning. Our interest in the current approach was to collect descriptive data from preschool teachers in Romania in order to identify strengths and weaknesses of language education activities involving embodied cognition and traditional language education activities. It also aimed to identify, for the teachers involved in the research, the difficulties that young preschoolers encounter in the process of comprehension of new words and pronunciation. We believe that understanding word meaning and pronunciation are processes that underpin effective language teaching. The method used was the survey and the research instrument applied, the questionnaire. The study involved 224 pre-school teachers from eight counties in the country, namely Alba, Arad, Bihor, Caraș-Severin, Cluj, Gorj, Hunedoara and Timiș.\"","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Dynamic Approach of Education: Focus on Educational Actions and Subsequent Evaluations 动态教育方法：关注教育行动和后续评估

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.10

Anca Simionescu, Cristian Stan

{"title":"The Dynamic Approach of Education: Focus on Educational Actions and Subsequent Evaluations","authors":"Anca Simionescu, Cristian Stan","doi":"10.24193/ed21.2023.25.10","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.10","url":null,"abstract":"This paper explores the multifaceted nature of the educational process, focusing on the complex connections between educational actions, the dynamic nature of education, and subsequent evaluations. With a primary focus on primary school settings, the current paper tries to acknowledge the pivotal role of teachers' approaches to education in shaping students' learning experiences. It recognizes the significant influence of teacher discourse and the classroom dynamic on students' academic progress. Through this review of the existing literature, we examine ongoing discussions surrounding how pupils are influenced by various teaching interactions. We tried to highlight the importance of understanding the complexity of the educational journey, recognizing that in a rapidly evolving world, the student remains at the heart of education and evaluation approaches. The paper emphasizes the need to consider the holistic educational experience, encompassing teaching techniques, classroom dynamics, and students' receptiveness to instruction. The paper presents an understanding of how teachers' instructional approaches and classroom dynamics shape students' learning outcomes and performance assessments. By recognizing the central role of the pupil in the educational journey, this study contributes to the ongoing discourse on effective teaching practices and student-centered evaluation approaches.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inclusion of Students with Intellectual Dizabilities in the Mass: Personalyzed Intervention Plan 将智力障碍学生纳入大众教育：个性化干预计划

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.11

Denisa Szilagyi, I. Albulescu

引用次数: 0

Connecting Academic Hospitality, Service-Learning and Basic Human Values Theory - A Case of Narrative Analysis 连接学术款待、服务学习和人类基本价值观理论--叙事分析案例

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.26

A. Stupu, Isabel Baptista, Alina S. Rusu

引用次数: 0