The mathematics curriculum for the first grade of primary school / compulsory preparation/ outlines six main topics which define the educational content intended for learning. One of these topics is Addition and Subtraction of numbers within 20 with regrouping. This paper aims to present a study related to the creation of original package of electronic educational content, which was developed in order to help the 7 – 8-year-old students acquire the knowledge and skills of subtracting numbers within 20 with regrouping. The e-learning content package includes worksheets created on the digital online platform LiveWorksheets. The degree of effectiveness of the developed electronic educational resources was examined during the academic year 2021/2022. 144 students from the first grade of primary school participated in the experimental study. The obtained results of the experiment and their analysis show that the application of the presented original package of electronic educational resources leads to an easier and deeper assimilation of knowledge and skills for subtracting numbers within 20 with regrouping.
{"title":"Mastering the Action of Subtraction of the Numbers within 20 with Regrouping Using Educational Interactive Worksheets","authors":"Vladimira Angelova, Aleksandra Nikolova","doi":"10.53656/ped2023-8.2","DOIUrl":"https://doi.org/10.53656/ped2023-8.2","url":null,"abstract":"The mathematics curriculum for the first grade of primary school / compulsory preparation/ outlines six main topics which define the educational content intended for learning. One of these topics is Addition and Subtraction of numbers within 20 with regrouping. This paper aims to present a study related to the creation of original package of electronic educational content, which was developed in order to help the 7 – 8-year-old students acquire the knowledge and skills of subtracting numbers within 20 with regrouping. The e-learning content package includes worksheets created on the digital online platform LiveWorksheets. The degree of effectiveness of the developed electronic educational resources was examined during the academic year 2021/2022. 144 students from the first grade of primary school participated in the experimental study. The obtained results of the experiment and their analysis show that the application of the presented original package of electronic educational resources leads to an easier and deeper assimilation of knowledge and skills for subtracting numbers within 20 with regrouping.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944242","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}
The article presents a technology for the formation of research skills in students, which represents a new way of constructing, providing and acquiring the cognitive content of the school subject “Man and Nature” in primary education. The algorithm for the formation of research skills in students corresponds to the algorithm of the research activity and the sequence of the components of its structure, i.e. the technology is built in accordance with the approach to the accumulation of scientific knowledge, together with the acquiring of the activities accompanying a scientific study: planning, preparation and conduct of the study, analysis, synthesis and summary of the results, conclusions.
{"title":"Technology for the Formation of Research Skills in Students from Primary School Age in “Man and Natureˮ Education","authors":"Tsvetomira Ivanova","doi":"10.53656/ped2023-8.9","DOIUrl":"https://doi.org/10.53656/ped2023-8.9","url":null,"abstract":"The article presents a technology for the formation of research skills in students, which represents a new way of constructing, providing and acquiring the cognitive content of the school subject “Man and Nature” in primary education. The algorithm for the formation of research skills in students corresponds to the algorithm of the research activity and the sequence of the components of its structure, i.e. the technology is built in accordance with the approach to the accumulation of scientific knowledge, together with the acquiring of the activities accompanying a scientific study: planning, preparation and conduct of the study, analysis, synthesis and summary of the results, conclusions.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944400","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}
Biljana Jeremić, Aleksandra Trbojević, Bojan Lazić, Gordana Kozoderović
Roma are the largest minority ethnic group in Europe, but very few Roma achieve a level of education that enables them to secure employment or positive life chances. The general perception of Roma is based on a series of stereotypes such as poverty, asociality, unemployment, poor education, a tendency towards social tension, and susceptibility to educational deficiencies. Their values, lifestyle, principles, language, generally lower social status, and their socio-cultural traditions are noticeably different from those of the majority population of any given European country. The inclusion of Roma in the education system would soften the existing discourse and encourage their integration into a society. The paper aims to point out the possibility of integrating the Roma population into schools, with the given model of project teaching, in such a way that the other students also get to know their culture and traditions. The paper proposed the model of project teaching, which aims to introduce students to the Roma people and their famous representatives through the contents of legends, music, and true war stories, in order to develop knowledge about the other and different, and foster a climate of togetherness in the class and school.
{"title":"Support for the Inclusion of Roma Children through the Project Teaching Model","authors":"Biljana Jeremić, Aleksandra Trbojević, Bojan Lazić, Gordana Kozoderović","doi":"10.53656/ped2023-8.4","DOIUrl":"https://doi.org/10.53656/ped2023-8.4","url":null,"abstract":"Roma are the largest minority ethnic group in Europe, but very few Roma achieve a level of education that enables them to secure employment or positive life chances. The general perception of Roma is based on a series of stereotypes such as poverty, asociality, unemployment, poor education, a tendency towards social tension, and susceptibility to educational deficiencies. Their values, lifestyle, principles, language, generally lower social status, and their socio-cultural traditions are noticeably different from those of the majority population of any given European country. The inclusion of Roma in the education system would soften the existing discourse and encourage their integration into a society. The paper aims to point out the possibility of integrating the Roma population into schools, with the given model of project teaching, in such a way that the other students also get to know their culture and traditions. The paper proposed the model of project teaching, which aims to introduce students to the Roma people and their famous representatives through the contents of legends, music, and true war stories, in order to develop knowledge about the other and different, and foster a climate of togetherness in the class and school.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944241","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}
The Geography textbook for the 8th grade has been drawn up based on the program of the Ministry of Education, Science, Technology and Innovation, in different years, with the aim that the students acquire geographical knowledge, reinforces this knowledge in everyday life situations, integrating the cause-effect relationships of natural and human phenomena and processes with geographical research methods. According to the content of the curriculum, regional geography and other eco-continents will be taught in the eighth grade, as well as the submission of questions is covered at the end of each topic in the text. This text deals with interesting issues for several continents, countries, and we will analyse the approaches of the authors, the clearest elaboration for the student on the topics and the questions posed to the students with the goal; remembering, understanding, and applying. A special care and attention has been shown to preserve the right ratios between informative and non-formative material, theoretical and factual, historical and contemporary, respecting the scientific and didactic criteria. We will base the research on Bloom’s taxonomy, beginning with knowledge, understanding, application, analysis, synthesis and evaluation, with the aim of better reflecting the state, analyse the revised taxonomy and we will also present the students’ recollection, understanding and application in everyday life.
{"title":"Suitability of Geography Textbooks for the Development of Critical Thinking of Lower Secondary School Students, Based on Bloom's Taxonomy","authors":"Bekim Samadraxha, Veton Alihajdari","doi":"10.53656/ped2023-8.8","DOIUrl":"https://doi.org/10.53656/ped2023-8.8","url":null,"abstract":"The Geography textbook for the 8th grade has been drawn up based on the program of the Ministry of Education, Science, Technology and Innovation, in different years, with the aim that the students acquire geographical knowledge, reinforces this knowledge in everyday life situations, integrating the cause-effect relationships of natural and human phenomena and processes with geographical research methods. According to the content of the curriculum, regional geography and other eco-continents will be taught in the eighth grade, as well as the submission of questions is covered at the end of each topic in the text. This text deals with interesting issues for several continents, countries, and we will analyse the approaches of the authors, the clearest elaboration for the student on the topics and the questions posed to the students with the goal; remembering, understanding, and applying. A special care and attention has been shown to preserve the right ratios between informative and non-formative material, theoretical and factual, historical and contemporary, respecting the scientific and didactic criteria. We will base the research on Bloom’s taxonomy, beginning with knowledge, understanding, application, analysis, synthesis and evaluation, with the aim of better reflecting the state, analyse the revised taxonomy and we will also present the students’ recollection, understanding and application in everyday life.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944399","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}
Current reforms in the Latvian general education system, which require switching to competence-based learning, have determined the topicality of the study. An interesting issue is the development of basic professional competences of working educators. Thus, the research aim is a comparative study of manifestations of professional competence in Latvian sports teachers and coaches. The research method used was Medvedeva’s Teacher General Education Competences Survey (TGECS), which contains 46 items combined into 5 professional competency scales: project development; organizational; student achievement and education problem monitoring; interaction in the education process, and professional self-improvement. Based on the results obtained, professional competence profiles of sports teachers and coaches are suggested. High professional competence scores were established for coaches. Important profile features of professional competence are organizational and interaction competences. For both sports teachers and coaches, the monitoring competence shows lower scores.
{"title":"Trend Analysis of Professional Competences of Sports Teachers and Coaches","authors":"Sergejs Capulis, Valerijs Dombrovskis, Svetlana Guseva, Alona Korniseva","doi":"10.53656/ped2023-8.5","DOIUrl":"https://doi.org/10.53656/ped2023-8.5","url":null,"abstract":"Current reforms in the Latvian general education system, which require switching to competence-based learning, have determined the topicality of the study. An interesting issue is the development of basic professional competences of working educators. Thus, the research aim is a comparative study of manifestations of professional competence in Latvian sports teachers and coaches. The research method used was Medvedeva’s Teacher General Education Competences Survey (TGECS), which contains 46 items combined into 5 professional competency scales: project development; organizational; student achievement and education problem monitoring; interaction in the education process, and professional self-improvement. Based on the results obtained, professional competence profiles of sports teachers and coaches are suggested. High professional competence scores were established for coaches. Important profile features of professional competence are organizational and interaction competences. For both sports teachers and coaches, the monitoring competence shows lower scores.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944239","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}
Irena Golubović-Ilić, Ivana Ćirković-Miladinović, Nataša Vukićević
The goal of the research was to determine what students praise and value about university teachers during distance learning, i.e. what qualities, according to students, characterize effective online teachers. By combining a quantitative and qualitative approach to research, we determined which teachers’ qualities students highlighted as positive, examined the shortcomings in the work of teachers that students noticed in certain academic subjects, and determined differences in the evaluation of the quality of teacher work in relation to the level of study. The research included a total of 965 students, of which 674 were undergraduate students and 291 were students in master’s academic studies. The paper used a descriptive-analytical method, a survey technique and a questionnaire for student evaluation of the quality of the teacher’s work. The results of the research showed that students of both study levels during distance learning positively value the ways teachers treat them – appreciation, respect, understanding, investing extra effort when explaining content, fairness, correctness and a positive atmosphere in classes. In addition, students in master’s studies especially appreciate discussion that enables them to discuss certain topics and give different opinions in class. Despite certain limitations of the study, the results overall suggest that students value and rank certain characteristics of teachers in an almost identical way regardless of whether it is an online or a face-to-face class.
{"title":"A Quality “Online” Teacher – What Do Students Appreciate and Value in Teachers during Distance Learning?","authors":"Irena Golubović-Ilić, Ivana Ćirković-Miladinović, Nataša Vukićević","doi":"10.53656/ped2023-8.3","DOIUrl":"https://doi.org/10.53656/ped2023-8.3","url":null,"abstract":"The goal of the research was to determine what students praise and value about university teachers during distance learning, i.e. what qualities, according to students, characterize effective online teachers. By combining a quantitative and qualitative approach to research, we determined which teachers’ qualities students highlighted as positive, examined the shortcomings in the work of teachers that students noticed in certain academic subjects, and determined differences in the evaluation of the quality of teacher work in relation to the level of study. The research included a total of 965 students, of which 674 were undergraduate students and 291 were students in master’s academic studies. The paper used a descriptive-analytical method, a survey technique and a questionnaire for student evaluation of the quality of the teacher’s work. The results of the research showed that students of both study levels during distance learning positively value the ways teachers treat them – appreciation, respect, understanding, investing extra effort when explaining content, fairness, correctness and a positive atmosphere in classes. In addition, students in master’s studies especially appreciate discussion that enables them to discuss certain topics and give different opinions in class. Despite certain limitations of the study, the results overall suggest that students value and rank certain characteristics of teachers in an almost identical way regardless of whether it is an online or a face-to-face class.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944401","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}
The “Minglеˮ technique has the potential to develop both the speaking skills of foreign language learners and their accuracy in terms of grammar and vocabulary. The purpose of the present study is to present the technique in all its varieties, to outline its advantages and disadvantages, and to test its effectiveness in terms of developing accuracy in the formation of sentences in the present simple tense. The study was conducted with 88 fourth-grade students, divided into two groups – experimental and control during the academic year 2021/2022. The results of the study were analysed according to five indicators and the performance of the experimental group was on average 9.4% better than that of the control group. This difference gives reason to consider that the “Mingle” technique is an effective exercise that improves learners' ability to apply the knowledge related to the studied grammar. It also increases the opportunity for oral practice and gets learners moving in class.
{"title":"The Mingle Technique as an Additional Model for Developing Foreign Language Competence","authors":"Hilda Terlemezyan","doi":"10.53656/ped2023-8.7","DOIUrl":"https://doi.org/10.53656/ped2023-8.7","url":null,"abstract":"The “Minglеˮ technique has the potential to develop both the speaking skills of foreign language learners and their accuracy in terms of grammar and vocabulary. The purpose of the present study is to present the technique in all its varieties, to outline its advantages and disadvantages, and to test its effectiveness in terms of developing accuracy in the formation of sentences in the present simple tense. The study was conducted with 88 fourth-grade students, divided into two groups – experimental and control during the academic year 2021/2022. The results of the study were analysed according to five indicators and the performance of the experimental group was on average 9.4% better than that of the control group. This difference gives reason to consider that the “Mingle” technique is an effective exercise that improves learners' ability to apply the knowledge related to the studied grammar. It also increases the opportunity for oral practice and gets learners moving in class.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944240","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}
Pub Date : 2023-10-01DOI: 10.1215/15314200-10640056
Jennifer Stewart
Abstract This article offers a rationale and model for a reflective capstone course for English majors. Rooted in the SoTL concepts of active transfer and project-based experiential learning, this course asks students to reflect on and analyze their undergraduate work while developing a toolkit to articulate the value of their humanities degrees. Toward that end, students create scaffolded professional projects in multiple genres that help them highlight the soft skills they have developed in their academic career.
{"title":"Deconstructing the English Major in Senior Capstone Courses","authors":"Jennifer Stewart","doi":"10.1215/15314200-10640056","DOIUrl":"https://doi.org/10.1215/15314200-10640056","url":null,"abstract":"Abstract This article offers a rationale and model for a reflective capstone course for English majors. Rooted in the SoTL concepts of active transfer and project-based experiential learning, this course asks students to reflect on and analyze their undergraduate work while developing a toolkit to articulate the value of their humanities degrees. Toward that end, students create scaffolded professional projects in multiple genres that help them highlight the soft skills they have developed in their academic career.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136167302","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}
Pub Date : 2023-10-01DOI: 10.1215/15314200-10640107
Lauren Silber
Abstract Must we avoid the subjective and the personal when we stick to the text as close readers? By examining a moment of affective disruption in an advanced seminar, this autoethnographic account suggests that students should engage with their feelings as they develop meaningful readings of cultural texts.
{"title":"All the Feels","authors":"Lauren Silber","doi":"10.1215/15314200-10640107","DOIUrl":"https://doi.org/10.1215/15314200-10640107","url":null,"abstract":"Abstract Must we avoid the subjective and the personal when we stick to the text as close readers? By examining a moment of affective disruption in an advanced seminar, this autoethnographic account suggests that students should engage with their feelings as they develop meaningful readings of cultural texts.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136167531","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}
Pub Date : 2023-10-01DOI: 10.1215/15314200-10640005
Theresa Tinkle
Abstract This opinion piece advocates for literature courses that examine the United States’ mental health crisis from the perspective of neurodiverse writers. This is not a short-term solution to the crisis, but over time courses can have a powerful impact on students’ attitudes toward and understanding of mental illness. Courses engaging in this work will advance the cause of social justice and the full inclusion of neurodiverse students and faculty in our classrooms and on our campuses.
{"title":"Getting Past a Crisis Mentality","authors":"Theresa Tinkle","doi":"10.1215/15314200-10640005","DOIUrl":"https://doi.org/10.1215/15314200-10640005","url":null,"abstract":"Abstract This opinion piece advocates for literature courses that examine the United States’ mental health crisis from the perspective of neurodiverse writers. This is not a short-term solution to the crisis, but over time courses can have a powerful impact on students’ attitudes toward and understanding of mental illness. Courses engaging in this work will advance the cause of social justice and the full inclusion of neurodiverse students and faculty in our classrooms and on our campuses.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136167062","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}
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