Conhecimento & Diversidade最新文献

{"title":"ACTING MASTERY","authors":"Nadiia Zelenina, T. Shevchenko, Olha Kryvosheieva, Mariia Vanieieva","doi":"10.18316/rcd.v15i37.10947","DOIUrl":"https://doi.org/10.18316/rcd.v15i37.10947","url":null,"abstract":"Contemporary dimensions of acting are analyzed in the article. The problem of teaching acting has always been relevant. The complexity of the subject lies in the fact that it is at the intersection of dramatic and choreographic art. There is a lot in common between them, and in many ways, ballet theater draws on the experience of drama theater. However, certain aspects show the fundamental difference between ballet theater and drama. That is why teaching the discipline \"Theory and Practice of Acting\" imposes specific requirements on educators: it is essential to know and understand the purpose and specifics of the laws of directing and dramaturgy of the drama theater. Moreover, it is equally important to know and understand the specifics of directing and dramaturgy of the ballet theater. In our opinion, an acting teacher should be a director, playwright, choreographer, and performer with practical stage experience at the same time. Acting skills in ballet theater, folk and pop dance, contemporary choreography, children's play dance, etc. are of fundamental importance. Creating images, the ability to convey feelings, thoughts, states, interaction with partners, and emotional communication with the audience - dance cannot exist without all of this. After all, dance, like art in general, is one of the means of communication between people, a way of interacting with the world. It allows one to manifest and express oneself, thoughts about reality, and one's place in it, both in the dance itself and during the training of professional dancers.\u0000 ","PeriodicalId":408174,"journal":{"name":"Conhecimento & Diversidade","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131822490","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}

{"title":"THE CORRELATED RELATIONSHIP BETWEEN ACADEMIC HELP-SEEKING AND ACADEMIC SELF-EFFICACY AMONG UNIVERSITY STUDENTS","authors":"Anwar Hammad Al-Rashidi, Khaled Ahmed Abdel-Al Ibrahim","doi":"10.18316/rcd.v15i37.10954","DOIUrl":"https://doi.org/10.18316/rcd.v15i37.10954","url":null,"abstract":"The current research seeks to investigate the correlation  between academic assistance-seeking and academic self-efficacy and determine the prevalence of academic assistance-seeking among students at Prince Sultan University as well. Additionally, the research aimed to establish a formula for learning about academic self-efficacy utilizing academic assistance-seeking. The  sample of the study includes 218 participants at Prince Sultan University. The results of the research stated that  the percentage of  the students who demonstrated an increased  level of perceived forms of assistance request (henceforth AR), necessary (adaptive) AR, implemented(maladaptive) help-seeking, and avoidance of help-seeking was 51.4%, 50%, 6.8%, and 5.1%, respectively. Furthermore, the results indicated a considerable positive correlation between necessary assistance-seeking and self-efficacy, while a considerable negative connection was found between implemented AR and academic self-efficacy. However, no statistically significant relationship was found between avoidance of assistance--seeking and academic self-efficacy.","PeriodicalId":408174,"journal":{"name":"Conhecimento & Diversidade","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126653649","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}

{"title":"USING FOLK GAME-BASED AND BODY TRAINING TECHNOLOGIES IN MODERN EDUCATION IN EUROPEAN COUNTRIES","authors":"O. Tsybanyuk, Mariia Komisaryk, Kateryna Kuznietsova, O. Mishkulynets, Halyna Chuyko","doi":"10.18316/rcd.v15i37.10922","DOIUrl":"https://doi.org/10.18316/rcd.v15i37.10922","url":null,"abstract":"Modern education involves dynamic physical and spiritual improvement of children and youth. The tendencies of its development should be aimed at overcoming the mutual physical, emotional and spiritual alienation of education seekers, ensuring the implementation of the creative component in the educational process. At the same time, the increased attention in physical education in European institutions nowadays is paid to the historical, cultural and humanitarian direction, while an increase in the importance of folk game-based body training tools and methods is observed. The purpose of the academic paper is to clarify the features and key tendencies in using folk game-based body training technologies in the educational process of European countries.  During the research, the analytical and bibliographic method was used to study the scientific literature on using body training technologies in modern education. Along with this, induction, deduction, analysis, synthesis of information, system-structural, comparative, logical-linguistic methods, abstraction, and idealization were applied to study and process the data. Moreover, the research authors conducted the questionnaire in online mode to practically clarify the most significant issues related to the organization of the educational process in European countries.  Based on the research results, the primary and most important theoretical aspects of the issue of applying folk game-based body training technologies in educational institutions of European countries were established, and the standpoints of scientists and heads of educational institutions regarding the key aspects of this issue were also investigated.","PeriodicalId":408174,"journal":{"name":"Conhecimento & Diversidade","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133500649","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}

{"title":"POSITIVES AND DIFFICULTIES STATUS OF VISUALLY IMPAIRED STUDENTS IN PHYSICAL EDUCATION CLASS SPECIAL HIGH SCHOOL HO CHI MINH CITY, VIETNAM","authors":"Do Tan Phong","doi":"10.18316/rcd.v15i37.10950","DOIUrl":"https://doi.org/10.18316/rcd.v15i37.10950","url":null,"abstract":"In this study, visually impaired pupils in special schools in Ho Chi Minh City, Vietnam, have their physical fitness state, reasons for exercising, and challenges in physical education (PE) courses examined. The study's findings were analyzed using interview techniques, sports measurement, and SPSS 20.0 software. 52 11–14-year-old adolescents who are visually challenged participated in the study. The study's findings demonstrate that Vietnamese kids of the same age who are typical in height and heart function are outperformed by handicapped pupils, but that their physical strength is weaker. The study also highlighted several good aspects, like the curiosity of the visually challenged children and their challenges in physical education classes.","PeriodicalId":408174,"journal":{"name":"Conhecimento & Diversidade","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134121099","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}

{"title":"THE USE OF STATISTICAL METHODS IN PEDAGOGICAL RESEARCH IN HIGHER EDUCATION","authors":"Iryna Hrebnieva, Iryna Pakhnenko, A. Melnyk, Y. Lysenko, Svitlana Tielietova","doi":"10.18316/rcd.v15i37.10920","DOIUrl":"https://doi.org/10.18316/rcd.v15i37.10920","url":null,"abstract":"In the article, based on the analysis of the state of the theory and practice of using statistical methods by teachers in pedagogical research, a research hypothesis is formulated: information and pedagogical support for the use of statistical methods in pedagogical research. The organizational-pedagogical and ethical-pedagogical conditions for designing information and pedagogical support for the use of statistical methods in pedagogical research are determined. The structure of information and pedagogical support for the use of statistical methods in pedagogical research has been developed. The stages are identified and the content of the system of information and pedagogical support for the use of statistical methods in pedagogical research by means of theoretical modeling is determined. The criteria of teachers' readiness to use statistical methods in pedagogical researches are revealed. The effectiveness of the system of information and pedagogical support for the use of statistical methods in pedagogical research has been proved.","PeriodicalId":408174,"journal":{"name":"Conhecimento & Diversidade","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121049413","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}

{"title":"TEACHING ENGLISH DURING WAR TIME","authors":"Y. Rybinska, N. Sarnovska, Y. Kholmakova, T. Nikolaieva, Nataliia Burkalo, Anastasiia Kuznetsova","doi":"10.18316/rcd.v15i37.10945","DOIUrl":"https://doi.org/10.18316/rcd.v15i37.10945","url":null,"abstract":"The study explores the challenges, features, and opportunities of teaching English during wartime. The authors draw from their own experiences as Ukrainian teachers of English, who survived the military events of 2022 and whose life and perspectives changed dramatically after the attack on Kyiv, the Ukrainian capital.With the outbreak of war, many schoolchildren and students lost the opportunity to attend classes. Some had to move to safer areas or go abroad., Distance learning has become the main option for access to knowledge, and universities are trying to adapt their best practices to the new conditions during the pandemic. Teachers must now not only find teaching methods but also know psychological techniques that can help students get rid of stress and psychological consequences.As today’s practice has shown, teachers must have the knowledge and skills to provide crisis psychological help to respond and refer for professional psychological help promptly.In addition, teaching a foreign language has certain specific features during the war, which are considered in our work. And the process of learning a foreign language itself has a positive effect on the psychological state of students.We want our students to understand that finding oneself in the stressful and dangerous conditions that war creates can be very difficult. However, if you feel empowered to learn new things, take advantage of at least a few of the thousand opportunities.","PeriodicalId":408174,"journal":{"name":"Conhecimento & Diversidade","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123482283","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}

{"title":"THE PREFERENCE OF WRITING APPROACH AMONG ESL TEACHER TRAINEES IN PRIMARY EDUCATION","authors":"Sarala Thulasi Palpanadan, V. Ravana, Khairunesa Isac, Tamil Selvan Subramaniamd, H. Harun, Mohd Yassin Ibrahim","doi":"10.18316/rcd.v15i37.10949","DOIUrl":"https://doi.org/10.18316/rcd.v15i37.10949","url":null,"abstract":"Deterioration in the command of English language among Malaysian students has been discussed far and wide. English as a Second Language (ESL) teachers strive to adopt and adapt various strategies to customize lessons, particularly the writing lessons to enable students to write in English. Thus, this study was conducted to investigate the writing instructions practised by the teacher trainees in selected ESL primary classrooms in Malaysia. The study scrutinized the details of the two writing approaches used with regard to the product approach and process approach. Ten teacher trainees were selected using the purposive sampling method. A mixed-method design was employed. The participants were observed using an observation checklist and interviewed. The data were analyzed using Rasch Measurement Model and thematic analysis. It was found that the Product Approach was preferred to the Process Approach due to its practicality in the application. The strategies of the Process Approach were found to be useful but the participants were unable to apply them rampantly due to time, institutional and pedagogical factors. Thus, this study recommends that educational intuitions and policymakers focus on more sophisticated writing strategies and approaches to enhance the writing abilities among students to cultivate independent writing skills and habits.","PeriodicalId":408174,"journal":{"name":"Conhecimento & Diversidade","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126194965","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}

{"title":"REVISITING SAUDI UNIVERSITY EFL LEARNERS’ ENGAGEMENT TO TEACHERS WRITTEN CORRECTIVE FEEDBACK FROM A SOCIO-COGNITIVE PERSPECTIVE","authors":"Sayed M. Ismail, Mehdi Nasri, A. Salem","doi":"10.18316/rcd.v15i37.10915","DOIUrl":"https://doi.org/10.18316/rcd.v15i37.10915","url":null,"abstract":"The empirical studies addressing learners’ engagement to teachers’ corrective feedback on their writing tasks in the Saudi EFL context as well as its impact on the students’ improvement of writing skill are still a few.   Therefore, the proposed research project aims to empirically address the Saudi EFL learners’ responses to teachers’ written corrective feedback on their writing tasks. Addressing the EFL learners’ engagement in the teachers’ written feedback is a key issue in improving learners’ writing skills. As a result, the proposed project attempts to measure Saudi learners’ engagement with their learners’ feedback from a multi-dimension perspective; learners’ uptake, affective engagement, cognitive engagement, and meta-cognitive engagement, and behavioral engagement. Investigating the learners’ responses to their teacher’s feedback, the proposed project uses a socio-cognitive method that contributes to realizing the differences in EFL responses toward their teacher’s corrective feedback. The proposed study relies on different sources of data that include students’ writing assignments, semi-structured questionnaires. The sample of the study consists of  90 elementary level students belonging to the applied college at PSAU, 30 pre-intermediate students belonging to Business administration College, and 30 intermediate level students belonging to the college of humanities and sciences. The collected data reflect to what extent learners are engaged with the corrective feedback of their teachers, which can be  partly accounted for their ideas and experiences about the written corrective feedback  and second language writing and the learning context in which the feedback was received and processed. The findings of the research projects proposes that the EFL instructors should have a deeper understanding of the students’ cognitive and behavioral, engagement, feedback processing. This deeper understanding of students’ responses to written correct feedback would largely contribute to improving learners’ writing skills.","PeriodicalId":408174,"journal":{"name":"Conhecimento & Diversidade","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130892470","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}

{"title":"MODERN CONCEPTS OF GAMIFICATION IMPLEMENTATION IN THE TRAINING SYSTEM FOR TEACHERS OF THE UKRAINIAN AND ENGLISH LANGUAGES","authors":"Liliіa Ruskulis, Rymma Maiboroda, I. Rodionova, A. Gurduz, Lidiia Aizikova, Olha Mkhytaryan","doi":"10.18316/rcd.v15i37.10921","DOIUrl":"https://doi.org/10.18316/rcd.v15i37.10921","url":null,"abstract":"The article clarifies that for the young people of the Zoom generation who have grown up in the age of the Internet, have unlimited access to any information and since childhood have been using digital technologies, classical higher education cannot provide everyone with necessary competencies and soft-skills by traditional methods. The study has defined that gamification is the introduction of computer games into educational activities, adding game elements to increase visualization, motivation training and, accordingly, the level of mastery of theoretical material, i.e. feedback with a student. It has been proved that gamification helps identify a leader and determine the level of training of an education seeker on this or that question (subject); unite students with a common language literary idea and direct all their efforts to its disclosure and representation; reduce the level of conflicts, and  increase effectiveness of the educational process. The following components of the gamified process (user; accumulated points; game levels; ranking of participants; badges), forms (competitive, victorious and aesthetic) and services for introducing gamification into the education system (Alice, Scratch, Studio Code; CodeSchool; MotionMathGames; Mathematics; Spongelab; Kahoot!; Zombie-BasedLearning; MinecraftEdu; World of Classcraft (WoC); WildInternetWoods) have been characterized. The prerequisites for the implementation of the gamification method, to which the level of theoretical training of students, educational content, motivation of students of higher education to perform certain tasks, a level development of mental processes (thinking, perception, memory, attention, imagination and etc.) have been analyzed. The system of tasks, a quality control of which is organized by using games developed with the help of online Wordwall service has been developed and presented. The effectiveness of the implementation of the gamification method into the process of training of future teachers of the Ukrainian and English languages, which convincingly is represented by the diagram has been proved.\u0000 ","PeriodicalId":408174,"journal":{"name":"Conhecimento & Diversidade","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133650269","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}

{"title":"PROVIDING INCLUSIVE LEARNING AT HIGHER SCHOOL","authors":"O. Nahorna, S. Lytovchenko, Marian Tripak, T. Serhiienko, Iryna Khmil","doi":"10.18316/rcd.v15i37.10946","DOIUrl":"https://doi.org/10.18316/rcd.v15i37.10946","url":null,"abstract":"Providing inclusive learning at higher school is fulfilled on the basis of using specialized infrastructure, pedagogical practice and pedagogical workers’ effective work. An important direction of the study in the academic paper is the analysis of the key principles of forming inclusive learning at higher school using the experience of developed countries and its implementation in pedagogical practice. The issue of ensuring inclusive education is an urgent one for the social policy of any country, as it plays a significant role in ensuring the development of human capital and promoting demographic policy. The purpose of the present academic paper is to analyze the features of organizing inclusive learning at higher school. The state policy for inclusive education formation should include several measures aimed at improving the educational environment, training highly qualified pedagogical workers and a number of tools used during the educational process. The academic paper studies the key principles of organizing inclusive learning and the basis for its further development. Particular attention is paid to the issue of using the means of organizing inclusive education aimed at developing emotional and academic intelligence. The scientific article outlines the basic principles of establishing inclusive education and opportunities for improving the implementation quality. The research results indicate the necessity to improve the state social policy, the introduction of innovative infrastructure and specialized means used to improve the quality of inclusive education. The obtained results can be used for modern higher schools in order to ensure an effective educational process. ","PeriodicalId":408174,"journal":{"name":"Conhecimento & Diversidade","volume":"306 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131934233","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}