Problems of Education in the 21st Century最新文献_第7页

Active Life Position of Student Youth in the Conditions of War 战争条件下学生青年的积极生活姿态

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Problems of Education in the 21st Century Pub Date : 2023-06-27 DOI: 10.52256/10-3986.1-98.2023.22

Taisia Tsurkan

引用次数: 0

Teacher's Pedagogical Activity and Formation of the Teacher Professional Skill the Conditions of the Development of Stem Education 教师的教学活动与教师专业技能的形成——Stem教育发展的条件

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Problems of Education in the 21st Century Pub Date : 2023-06-27 DOI: 10.52256/2710-3986.1-98.2023.13

S. Gorbenko, O. Lozova, Iryna Vasylashko

{"title":"Teacher's Pedagogical Activity and Formation of the Teacher Professional Skill the Conditions of the Development of Stem Education","authors":"S. Gorbenko, O. Lozova, Iryna Vasylashko","doi":"10.52256/2710-3986.1-98.2023.13","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.13","url":null,"abstract":"The article presents the relevance of forming the professional skills of teachers of general secondary education institutions in the context of STEM education development. The study of this problem contributes to the effectiveness of the introduction of innovations and the fulfillment of educational and educational tasks by educational institutions at a high quality level. \u0000The content of the article reveals in detail the teacher's pedagogical activity, its types, principles and functions, structural components and levels of formation, professional characteristics of the teacher as an element in the education system. \u0000The longitudinal study of the levels of formation of the structural components of pedagogical activity (projective, organizational, communicative, gnostic) of teachers of general secondary education institutions has highlighted the positive impact of STEM education on professional development. STEM education has become a tool for the effective realization of teachers' creative potential to update didactic methods, tools, forms and principles of teaching. The strengthening of the role of STEM education has led to teachers' motivation to teach integrated subjects of the natural sciences, mathematics, and humanities, which also contributed to the improvement of the study results. \u0000The development of teachers' professional skills is facilitated by participation in various events at the regional, national, and international levels. At such events, educators not only gain new knowledge, access to new resources, but also have the opportunity to present their own work and exchange new thoughts, ideas, experiences, as well as find solutions to develop a STEM education model for the systemic development of an educational institution.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84923818","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

Implementation of Interdisciplinary Connections in the Lessons of Fine Arts in Elementary School 小学美术课程跨学科衔接的实施

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Problems of Education in the 21st Century Pub Date : 2023-06-27 DOI: 10.52256/2710-3986.1-98.2023.12

A. Shulha, Olesia Makovijchuk

{"title":"Implementation of Interdisciplinary Connections in the Lessons of Fine Arts in Elementary School","authors":"A. Shulha, Olesia Makovijchuk","doi":"10.52256/2710-3986.1-98.2023.12","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.12","url":null,"abstract":"The article examines the peculiarities of the implementation of interdisciplinary connections in the lessons of fine arts in elementary school, in particular, the concept of «interdisciplinary connections» is substantiated, the levels of interaction of educational subjects are outlined (surface interaction, the influence of one discipline on another, the interrelationship of disciplines). A comparative characterization of interdisciplinary connections and integration in fine arts lessons in elementary school was carried out. Functions (educational, educational, developmental, didactic, integrative, constructive, psychological), types of interdisciplinary connections (content-informational, operational-activity, organizational- methodical) and types of interdisciplinary tasks (knowledge, activity, value-oriented). \u0000The implementation of interdisciplinary connections in fine arts lessons contributes to the holistic display of educational material, activating younger students to study. Intersubject connections act as an element of integration, relying on knowledge from other educational fields, but in a combination of no more than three in one lesson, and precisely with the main subject in the lesson - visual arts, all other educational subjects are secondary. Since fine art integrates the knowledge of different fields, in such lessons it is possible to realize interdisciplinary connections with music, mathematics, Ukrainian language and literary reading, lessons \"Design and technologies\", computer science and lessons \"I explore the world\" (natural, social and health preservation, civic and historical educational fields).","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90548999","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

Experimental Model of General Secondary Education Institution in Conditions of Mixed Learning 混合学习条件下普通中等教育机构的实验模式

IF 0.7

Problems of Education in the 21st Century Pub Date : 2023-06-27 DOI: 10.52256/2710-3986.1-98.2023.07

O. Virolainen

{"title":"Experimental Model of General Secondary Education Institution in Conditions of Mixed Learning","authors":"O. Virolainen","doi":"10.52256/2710-3986.1-98.2023.07","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.07","url":null,"abstract":"The article analyzes the proposed effective model of a general secondary education institution in the conditions of the implementation of mixed education (the use of distance, network, home, individual learning technologies), outlines new vectors of development of general secondary education institutions based on the integration processes of the implementation of mixed education, the need for which arose during pandemic and Russian military aggression, pedagogical organizational principles are outlined. The question of solving the problem of assessing the quality of basic secondary education is raised, the points of improvement of the mechanisms of the organization of the educational process in institutions of general secondary education are considered.. The proposed model of the general secondary education institution contributes to the individualization of the educational process, encourages teaching staff to continuous self-education, promotes the formation of an information culture in them, sets them up for mastering innovative means of obtaining and applying information, and creating an individual educational trajectory. The system of organization of the educational institution as a social phenomenon is considered in several aspects: the study of the conditions of management of the institution of general secondary education in the context of the implementation of mixed education; determination of the index of cognitive activity of pedagogical workers of the institution of general secondary education in the conditions of mixed education; determining the effectiveness of the institution of general secondary education in the conditions of the implementation of mixed education.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87943820","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

COOPERATIVE LEARNING STRATEGIES: IMPLEMENTATION CHALLENGES IN TEACHER EDUCATION 合作学习策略：教师教育实施中的挑战

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Problems of Education in the 21st Century Pub Date : 2023-06-19 DOI: 10.33225/pec/23.81.340

Nisha Chakyarkandiyil, G. S. Prakasha

{"title":"COOPERATIVE LEARNING STRATEGIES: IMPLEMENTATION CHALLENGES IN TEACHER EDUCATION","authors":"Nisha Chakyarkandiyil, G. S. Prakasha","doi":"10.33225/pec/23.81.340","DOIUrl":"https://doi.org/10.33225/pec/23.81.340","url":null,"abstract":"The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions.\u0000Keywords: active learning, collaborative learning, cooperative learning, mixed-method, student-centred learning","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49602375","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

CONSTRUCTION AND VALIDATION OF MATHEMATICAL SATISFACTION QUESTIONNAIRE: AN EXPLORATORY AND CONFIRMATORY FACTOR ANALYSIS 数学满意度问卷的构建与验证：探索性和验证性因素分析

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Problems of Education in the 21st Century Pub Date : 2023-06-19 DOI: 10.33225/pec/23.81.327

Andie Tangonan Capinding

{"title":"CONSTRUCTION AND VALIDATION OF MATHEMATICAL SATISFACTION QUESTIONNAIRE: AN EXPLORATORY AND CONFIRMATORY FACTOR ANALYSIS","authors":"Andie Tangonan Capinding","doi":"10.33225/pec/23.81.327","DOIUrl":"https://doi.org/10.33225/pec/23.81.327","url":null,"abstract":"Mathematics satisfaction can drive students to work harder in math class. Thus, it is vital to assess the satisfaction of learners using an instrument to intervene in the teaching and learning process. There are research studies that have independently developed questionnaires to measure students' mathematics satisfaction, but most of them focused on students' satisfaction with mathematical resources and online mathematics courses. Thus, previously developed instruments had limitations. The purpose of this study was to develop and validate a mathematical satisfaction questionnaire for students. Face validation, content validation, exploratory factor analysis, confirmatory factor analysis, and reliability testing were used in the study to construct and validate the instrument. The initial draft of the mathematical satisfaction questionnaire has 44 items divided into five categories: skill, real-life, academic, praise, and task completion. The study's sample included 317 students from the Nueva Ecija University of Science and Technology – Gabaldon campus. The content validity of the test was assessed by ten instructors and professors using Aiken's V technique. The construct validity was examined using exploratory and confirmatory factor analysis. Aiken's V coefficient ranged from 0.73-0.87, which is adequate for the content validity index. Every construct has an acceptable reliability coefficient. Eight items were removed following EFA. Construct validation confirmed 36 items distributed among the five mathematical satisfaction constructs. The final instrument is reliable and can be used to assess students' mathematical satisfaction.\u0000Keywords: Item measurement, mathematical satisfaction, reliability test, validity test","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49302561","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

STUDY GROUP SIZE, MOTIVATION AND ENGAGEMENT IN THE DIGITAL ERA 数字时代的学习小组规模、动机和参与

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Problems of Education in the 21st Century Pub Date : 2023-06-19 DOI: 10.33225/pec/23.81.361

N. Davidovitch, R. Yavich

{"title":"STUDY GROUP SIZE, MOTIVATION AND ENGAGEMENT IN THE DIGITAL ERA","authors":"N. Davidovitch, R. Yavich","doi":"10.33225/pec/23.81.361","DOIUrl":"https://doi.org/10.33225/pec/23.81.361","url":null,"abstract":"This study explored the relationship between the size of the study group and the motivation and engagement of students in online and face-to-face classes while exploring the effect of personal and academic background variables, the number of students in the study group, and the level of their motivation to study. The study included 122 participants, students in their second, third, or fourth year of academic studies, who had experienced online studies during Covid-19 as well as face-to-face studies. They had all participated in both small classes (35 students or less) and large classes (more than 35 students). The study indicates that there is indeed a significant difference in students’ motivation and engagement, irrespective of the size of the study group, and the difference in motivation depends on the method of delivery, whether online or traditional (face-to-face). The research results reveal new knowledge regarding online studies and help enrich the literature on this topic, in the context of motivation for online studies and the size of the study group, which are significant causes underlying students’ academic success. It is evident from the study that size does not affect motivation, which is solely the student’s responsibility. The challenge of academic institutions and lecturers in the digital era is to raise students’ motivation and engagement, irrespective of the study group.\u0000Keywords: covid-19, higher education, engagement of students, e-learning motivation, face-to-face classes","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41785774","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

CHARACTERIZATION OF CURRICULUM LEADERSHIP BY SOUTH AFRICAN SCHOOL LEADERS AND TEACHERS IN ENVIRONMENTAL EDUCATION 南非学校领导和教师在环境教育中的课程领导特征

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Problems of Education in the 21st Century Pub Date : 2023-06-19 DOI: 10.33225/pec/23.81.401

Nonkanyiso Pamella Shabalala, Headman Hebe, L. Mnguni

{"title":"CHARACTERIZATION OF CURRICULUM LEADERSHIP BY SOUTH AFRICAN SCHOOL LEADERS AND TEACHERS IN ENVIRONMENTAL EDUCATION","authors":"Nonkanyiso Pamella Shabalala, Headman Hebe, L. Mnguni","doi":"10.33225/pec/23.81.401","DOIUrl":"https://doi.org/10.33225/pec/23.81.401","url":null,"abstract":"Integrating environmental education into the school curriculum in South Africa remains a concern. Various curriculum and instructional design factors affecting environmental education have been explored. However, the role of curriculum leadership in environmental education is not well understood despite research that shows that curriculum leadership is a critical challenge facing the education system in general. Poor curriculum leadership has been shown to contribute to ineffective curriculum implementation and poor quality of education. In the current research, we used qualitative research methods to determine the characterization of curriculum leadership by teachers and school leaders involved in environmental education as a preliminary effort to understand the challenges facing environmental education. We used distributed leadership as a theoretical framework for the research. The findings show that some environmental education teachers, school managers, and environmental education subject advisors do not understand the concept of curriculum leadership. Participants' understanding of curriculum leadership was associated with socio-political dynamics rather than educational principles. We conclude that the poor understanding of curriculum leadership and its role may lead to ineffective integration of environmental education in the South African school curriculum. \u0000Keywords: curriculum leadership, distributed leadership, environmental education, school leaders and teachers","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42405089","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

MATHEMATICS AND SCIENCE TEACHERS’ PERCEPTIONS OF THE FACTORS INFLUENCING TEACHING AND PROFESSIONAL IDENTITY 数理教师对教学影响因素的认知与职业认同

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Problems of Education in the 21st Century Pub Date : 2023-06-19 DOI: 10.33225/pec/23.81.303

Abdullah K. Ambusaidi, Khoula Z. Alhosni

{"title":"MATHEMATICS AND SCIENCE TEACHERS’ PERCEPTIONS OF THE FACTORS INFLUENCING TEACHING AND PROFESSIONAL IDENTITY","authors":"Abdullah K. Ambusaidi, Khoula Z. Alhosni","doi":"10.33225/pec/23.81.303","DOIUrl":"https://doi.org/10.33225/pec/23.81.303","url":null,"abstract":"Professional identity has a significant impact on teachers' interpretation of their different roles and their understanding of how to perform these roles. This study aimed to explore mathematics and science teachers’ perceptions of the factors influencing their teacher professional identity within three dimensions: teaching efficacy, teaching profession, and teaching context. Mathematics and science teachers (N = 395) who were teaching in grades 5 to 12 participated in the study. To address the research aims, we administered a questionnaire to gather information on the factors influencing teacher professional identity. The quantitative data on the teachers’ perceptions of the factors influencing their teacher professional identity showed that the teaching efficacy dimension ranked the highest, the teaching context dimension ranked second and the teaching profession dimension third. The teachers’ perceptions were largely influenced by three main factors: years of teaching experience, gender, and school location. The teachers’ responses to the questionnaire’s open-ended questions highlighted some issues related to the quality of the professional development programs available to teachers.\u0000Keywords: teaching professional identity, math teachers & science teachers","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46304448","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 USE OF CREATIVE DRAMA METHODS WITHIN KINDERGARTENS FROM THE PERSPECTIVE OF THE TEACHING STAFF 从教学人员的角度探讨创意戏剧教学法在幼儿园中的运用

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Problems of Education in the 21st Century Pub Date : 2023-06-19 DOI: 10.33225/pec/23.81.388

Ivana Rochovská, Božena Švábová

{"title":"THE USE OF CREATIVE DRAMA METHODS WITHIN KINDERGARTENS FROM THE PERSPECTIVE OF THE TEACHING STAFF","authors":"Ivana Rochovská, Božena Švábová","doi":"10.33225/pec/23.81.388","DOIUrl":"https://doi.org/10.33225/pec/23.81.388","url":null,"abstract":"Creative drama has great potential and its implementation in education from pre-school education requires research, as evidenced by the number of scientific studies that have been registered in international research databases over the last ten years. The aim of the research was to examine the use of creative drama methods within kindergartens in Slovakia from the perspective of the kindergarten teaching staff (teachers and teaching assistants). A quantitative research design was used. 407 kindergarten teaching staff responded to the items of the questionnaire of the authors' construction. From the results of the research, it is possible to state that there is an average level of knowledge of creative drama among kindergarten teaching staff (based on their self-reflection). Furthermore, based on the self-reflection of the teaching staff, it can be stated that there are below-average opportunities for their education in the area of creative drama and a below-average level of using creative drama methods in kindergartens. Nevertheless, the status of the use of creative drama methods has improved over the last 10 years. The results of the research are a stimulus for further research - analysis of the responses of the teaching staff in terms of their age and pedagogical practice in order to estimate the development of the current state of using creative drama in kindergartens. \u0000Keywords: creative drama, creative drama methods, kindergarten teacher, teaching assistant, preschool education","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43956642","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