Pub Date : 2023-09-25DOI: 10.57125/fed.2023.09.25.04
The purpose of the study is to examine the motivation for using comparative linguistics methods, namely the methodology of the comparative language approach in English classes at Baku State University (BSU), and to show the levels of typological errors among students. In the paper an analysis of related literature was used. Among the sources that contained the key terms of the presented work, 30 were selected in order to describe the issue in the broadest possible way. In addition, for the practical part of the work, elements of comparative linguistics in the study of English among first-year students of the Faculty of Germanic Philology at the BSU were used. Students were divided into 2 groups. One of them studied English based on the tenets of comparative linguistics. The novelty lies in the fact that usually in the linguistic environment such subjects as comparative linguistics are introduced at the senior courses. The results of the study showed that based on the comparative linguistic method in the didactics of teaching a foreign language, bilingual students perceive the acquisition of English based on the comparison of sounds, morphemes, and lexemes at the associative level with their native language (despite the fact that Azerbaijani belongs to another group of languages) and has a systemic flexibility. Initially, one relied on the developed didactic methods of comparative linguistics. The final module showed better results for Group 2. The conclusions indicate that typological errors among BSU students are language “noise”. However, phonological, morphological, lexical, and syntactic errors can be eliminated through comparative didactics in foreign language teaching. It improves the general cognitive and metacognitive applicants’ abilities, strengthens their understanding of their native language, strengthens reading and writing, and develops general communication skills. So, the methodology of the comparative language approach is active, participatory, and motivating.
{"title":"Fostering language learning strategies through comparative linguistics: future directions for Azerbaijani higher education","authors":"","doi":"10.57125/fed.2023.09.25.04","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.04","url":null,"abstract":"The purpose of the study is to examine the motivation for using comparative linguistics methods, namely the methodology of the comparative language approach in English classes at Baku State University (BSU), and to show the levels of typological errors among students. In the paper an analysis of related literature was used. Among the sources that contained the key terms of the presented work, 30 were selected in order to describe the issue in the broadest possible way. In addition, for the practical part of the work, elements of comparative linguistics in the study of English among first-year students of the Faculty of Germanic Philology at the BSU were used. Students were divided into 2 groups. One of them studied English based on the tenets of comparative linguistics. The novelty lies in the fact that usually in the linguistic environment such subjects as comparative linguistics are introduced at the senior courses. The results of the study showed that based on the comparative linguistic method in the didactics of teaching a foreign language, bilingual students perceive the acquisition of English based on the comparison of sounds, morphemes, and lexemes at the associative level with their native language (despite the fact that Azerbaijani belongs to another group of languages) and has a systemic flexibility. Initially, one relied on the developed didactic methods of comparative linguistics. The final module showed better results for Group 2. The conclusions indicate that typological errors among BSU students are language “noise”. However, phonological, morphological, lexical, and syntactic errors can be eliminated through comparative didactics in foreign language teaching. It improves the general cognitive and metacognitive applicants’ abilities, strengthens their understanding of their native language, strengthens reading and writing, and develops general communication skills. So, the methodology of the comparative language approach is active, participatory, and motivating.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864704","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.11
This paper examines censorship forms implemented in the pedagogical training received by the students (teacher candidates) of the Pedagogical Academy of Heraklion (Crete, Greece) during the period of the April dictatorship (1967-1974). First, a bibliographical overview of the main term of the paper, namely the censorship, is attempted, and then the historical context of the censorship actions undertaken by the dictators is analysed. The research was based on the archival material of the Academy, specifically the documents relating to its lending library. The historical interpretive methodology of 'history from below' was followed. The aim of the research was to highlight the correlation between the examined documents, which seemingly did not relate to the concept of censorship, and the conceptual and historical context set. The results of the research revealed many acts of censorship, overt or latent, concerning the formation of the institution's lending library. The above results constituted important findings, as they contributed to the scientific methodology of ‘history from below’, as the research object was not associated with a person or a group of people, as is common practice. Instead, the focus of the research was placed on an institution of pedagogical training that has been in the margins in terms of research, and there were no papers in the relevant scientific discourse that base their research on such a research unit. Finally, this research attempted to highlight important findings that sometimes confirm and sometimes contradict the hitherto known literature on the implementation of censorship in the period under review. More specifically, the findings were consistent with the general idea of the intense censorship activity of the dictators in the period 1967-1972, but it also highlights similar results for the period 1972-1974, for which relevant research had shown that the phenomenon of censorship was clearly less visible.
{"title":"Censorship in teacher training: the case of the lending library of the Pedagogical Academy of Heraklion, Crete, Greece","authors":"","doi":"10.57125/fed.2023.09.25.11","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.11","url":null,"abstract":"This paper examines censorship forms implemented in the pedagogical training received by the students (teacher candidates) of the Pedagogical Academy of Heraklion (Crete, Greece) during the period of the April dictatorship (1967-1974). First, a bibliographical overview of the main term of the paper, namely the censorship, is attempted, and then the historical context of the censorship actions undertaken by the dictators is analysed. The research was based on the archival material of the Academy, specifically the documents relating to its lending library. The historical interpretive methodology of 'history from below' was followed. The aim of the research was to highlight the correlation between the examined documents, which seemingly did not relate to the concept of censorship, and the conceptual and historical context set. The results of the research revealed many acts of censorship, overt or latent, concerning the formation of the institution's lending library. The above results constituted important findings, as they contributed to the scientific methodology of ‘history from below’, as the research object was not associated with a person or a group of people, as is common practice. Instead, the focus of the research was placed on an institution of pedagogical training that has been in the margins in terms of research, and there were no papers in the relevant scientific discourse that base their research on such a research unit. Finally, this research attempted to highlight important findings that sometimes confirm and sometimes contradict the hitherto known literature on the implementation of censorship in the period under review. More specifically, the findings were consistent with the general idea of the intense censorship activity of the dictators in the period 1967-1972, but it also highlights similar results for the period 1972-1974, for which relevant research had shown that the phenomenon of censorship was clearly less visible.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135866478","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.01
Graduate skills are a key factor in their selection in a company. This research focuses on the extent to which the Erasmus+ mobility programme contributes to the development of skills required for a modern work environment. Thus, the paper examines whether the skills developed through an Erasmus+ programme are recognised as important by European employers. The results of the primary quantitative online survey showed that graduates developed adaptability, flexibility, enthusiasm, dynamism, professionalism, responsibility, commitment, and creative problem-solving skills through their participation in the Erasmus+ programme. Even if the Erasmus+ programme appears to enhance a variety of talents, there are some others, such the improvement of interpersonal skills, which are less well-developed. An important conclusion of this study is that young people's participation in the Erasmus+ programme, in terms of study or internship, contributes to their desire to work in an international context, while a prolonged participation in the programme is positively correlated with the development of communication skills.
{"title":"Graduate students' perspectives on their acquired skills following the Erasmus+ Programme","authors":"","doi":"10.57125/fed.2023.09.25.01","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.01","url":null,"abstract":"Graduate skills are a key factor in their selection in a company. This research focuses on the extent to which the Erasmus+ mobility programme contributes to the development of skills required for a modern work environment. Thus, the paper examines whether the skills developed through an Erasmus+ programme are recognised as important by European employers. The results of the primary quantitative online survey showed that graduates developed adaptability, flexibility, enthusiasm, dynamism, professionalism, responsibility, commitment, and creative problem-solving skills through their participation in the Erasmus+ programme. Even if the Erasmus+ programme appears to enhance a variety of talents, there are some others, such the improvement of interpersonal skills, which are less well-developed. An important conclusion of this study is that young people's participation in the Erasmus+ programme, in terms of study or internship, contributes to their desire to work in an international context, while a prolonged participation in the programme is positively correlated with the development of communication skills.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864708","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.09
This scientific paper aims to evaluate the effectiveness of the “Mathematica Application” in examining and graphically presenting quadratic functions. This study has the potential to improve teaching and help choose the most effective tools to examine and present quadratic functions. By incorporating the Mathematica application into the teaching and learning process of mathematics, students' interaction and understanding of this important mathematical topic can be increased. The method used to evaluate the effectiveness of the “Mathematica Application” is a combination of qualitative and quantitative analysis. In the qualitative analysis, we will examine the students' experience with the Mathematica application in examining quadratic functions and their graphical presentation. The users will be students who have used the application to study quadratic functions in the context of learning mathematics. Also, we will use quantitative analysis to analyze the performance of the Mathematica application in the graphical presentation of quadratic functions. We have selected a data set of well-known quadratic functions and will use them to graph these functions. The sample of the study will be represented by students in the tenth grade, which is a purposive sample since these learning units are covered in this class. The results of this evaluation will be of importance to the community of mathematicians and users of the Mathematica application. They will have a clear appreciation of the capabilities and performance of the Mathematica application in examining and graphing quadratic functions. This information can be used to improve teaching and to decide whether the Mathematica application is an appropriate tool for studying quadratic functions in the context of mathematics education.
{"title":"Evaluation of the Effectiveness of the \"Mathematica Application\" in Examining and Graphing Quadratic Functions","authors":"","doi":"10.57125/fed.2023.09.25.09","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.09","url":null,"abstract":"This scientific paper aims to evaluate the effectiveness of the “Mathematica Application” in examining and graphically presenting quadratic functions. This study has the potential to improve teaching and help choose the most effective tools to examine and present quadratic functions. By incorporating the Mathematica application into the teaching and learning process of mathematics, students' interaction and understanding of this important mathematical topic can be increased. The method used to evaluate the effectiveness of the “Mathematica Application” is a combination of qualitative and quantitative analysis. In the qualitative analysis, we will examine the students' experience with the Mathematica application in examining quadratic functions and their graphical presentation. The users will be students who have used the application to study quadratic functions in the context of learning mathematics. Also, we will use quantitative analysis to analyze the performance of the Mathematica application in the graphical presentation of quadratic functions. We have selected a data set of well-known quadratic functions and will use them to graph these functions. The sample of the study will be represented by students in the tenth grade, which is a purposive sample since these learning units are covered in this class. The results of this evaluation will be of importance to the community of mathematicians and users of the Mathematica application. They will have a clear appreciation of the capabilities and performance of the Mathematica application in examining and graphing quadratic functions. This information can be used to improve teaching and to decide whether the Mathematica application is an appropriate tool for studying quadratic functions in the context of mathematics education.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135866119","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.13
The current trend of most tertiary teaching to reach out students in different modes such as distance, weekends and sandwich resorts largely to online system. The Covid-19 pandemic brought up various lock-down strategies in most countries. This allowed most universities such as Valley View University (a Premier Private University in Ghana, West Africa) to start with online lesson delivery modes to help maintain their academic calendar. The aim of this study was to investigate into the perception final year students and lecturers in the Mathematics Education department had on the Online Learning System during the Covid-19 pandemic lockdown era. The study adopted an explanatory investigation design through a sample size of 378 respondents comprising 36 lecturers and 342 students. Students’ and lecturers’ response to questionnaires put in a Likert Scale were investigated in numerous descriptive and inferential statistics. The results revealed that lecturers registered a higher positive perception of online learning than students. This variation was however not significant. Specifically, lecturers perceived an increased flexibility in online learning, with learners utilizing a wide range of learning sources. Student interest however decreased in terms of the absence of in person meetings, promotion of students learning, ensuring autonomous learning environment, the absentness of cooperative learning strategies and among others. It was recommended that universities who resort to online means of teaching and learning should resource teachers and learners with the necessary accoutrements to help sustain their interest and minimize stress of teaching and learning. Researchers are however encouraged to further investigate into other factors necessary to sustain learners’ and teachers’ interest in coping with online (e-learning) modes.
{"title":"Final Year Mathematics Students Perception of e-Learning and Instruction During the Covid-19 Era","authors":"","doi":"10.57125/fed.2023.09.25.13","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.13","url":null,"abstract":"The current trend of most tertiary teaching to reach out students in different modes such as distance, weekends and sandwich resorts largely to online system. The Covid-19 pandemic brought up various lock-down strategies in most countries. This allowed most universities such as Valley View University (a Premier Private University in Ghana, West Africa) to start with online lesson delivery modes to help maintain their academic calendar. The aim of this study was to investigate into the perception final year students and lecturers in the Mathematics Education department had on the Online Learning System during the Covid-19 pandemic lockdown era. The study adopted an explanatory investigation design through a sample size of 378 respondents comprising 36 lecturers and 342 students. Students’ and lecturers’ response to questionnaires put in a Likert Scale were investigated in numerous descriptive and inferential statistics. The results revealed that lecturers registered a higher positive perception of online learning than students. This variation was however not significant. Specifically, lecturers perceived an increased flexibility in online learning, with learners utilizing a wide range of learning sources. Student interest however decreased in terms of the absence of in person meetings, promotion of students learning, ensuring autonomous learning environment, the absentness of cooperative learning strategies and among others. It was recommended that universities who resort to online means of teaching and learning should resource teachers and learners with the necessary accoutrements to help sustain their interest and minimize stress of teaching and learning. Researchers are however encouraged to further investigate into other factors necessary to sustain learners’ and teachers’ interest in coping with online (e-learning) modes.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135866480","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.02
Acknowledging the value of understanding defining and classifying special quadrilaterals for prospective mathematics teachers (PMTs), the present study attempts to track this understanding so that the progress of thinking from Van Hiele's level 2 to level 3 could be theorised. Thus, a bounded case study sample of PMTs, who had graduated and joined the mathematics teacher preparation diploma at the Faculty of Education, Tanta University in Egypt, were selected and requested to (a) define trapezoid, parallelogram, rhombus, rectangle, and square, and (b) represent the relationship among these quadrilaterals. The data were collected and analysed in two cycles. During the first cycle, participants' responses were scrutinised upon Prototype 1; it was developed based on the literature review to describe levels of special quadrilaterals understanding as faulty, partitional-uneconomical, partitional-economical, hierarchical-uneconomical, and hierarchical economical. Similarly, the researchers replicated the same analytical process in the second cycle in order to validate the levels suggested in Prototype 1. Also, some clinical interviews were conducted to confirm the participants’ representations of relationships among the defined quadrilaterals. The results enabled advancing the hypothetical Prototype 1 to Prototype 2. Prototype 2 reconceptualised the levels of understanding into faulty, slightly economical, fairly economical, and economical, wherein each level was determined based on (a) the economics of the concept definition and (b) the awareness of relationships among other related definitions to the concept defined (recognising subsets and supersets). These results are prospective for further investigations to sufficiently unpack all sub-levels of geometric thinking embedded in Van Hiele’s fixed levels. It also provides basics on proper pedagogical approaches and corresponding interventions to train PMTs effectively teach geometric thinking.
{"title":"Track Prospective Mathematics Teachers' Understanding of Special Quadrilaterals: An Exploration of Level 3 of Geometric Thinking","authors":"","doi":"10.57125/fed.2023.09.25.02","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.02","url":null,"abstract":"Acknowledging the value of understanding defining and classifying special quadrilaterals for prospective mathematics teachers (PMTs), the present study attempts to track this understanding so that the progress of thinking from Van Hiele's level 2 to level 3 could be theorised. Thus, a bounded case study sample of PMTs, who had graduated and joined the mathematics teacher preparation diploma at the Faculty of Education, Tanta University in Egypt, were selected and requested to (a) define trapezoid, parallelogram, rhombus, rectangle, and square, and (b) represent the relationship among these quadrilaterals. The data were collected and analysed in two cycles. During the first cycle, participants' responses were scrutinised upon Prototype 1; it was developed based on the literature review to describe levels of special quadrilaterals understanding as faulty, partitional-uneconomical, partitional-economical, hierarchical-uneconomical, and hierarchical economical. Similarly, the researchers replicated the same analytical process in the second cycle in order to validate the levels suggested in Prototype 1. Also, some clinical interviews were conducted to confirm the participants’ representations of relationships among the defined quadrilaterals. The results enabled advancing the hypothetical Prototype 1 to Prototype 2. Prototype 2 reconceptualised the levels of understanding into faulty, slightly economical, fairly economical, and economical, wherein each level was determined based on (a) the economics of the concept definition and (b) the awareness of relationships among other related definitions to the concept defined (recognising subsets and supersets). These results are prospective for further investigations to sufficiently unpack all sub-levels of geometric thinking embedded in Van Hiele’s fixed levels. It also provides basics on proper pedagogical approaches and corresponding interventions to train PMTs effectively teach geometric thinking.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864843","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.12
In general, the patriarchal society indoctrinates rural females into accepting subservient positions in numerous domains (i.e., education). It is against this background that this study was geared towards establishing the extent to which parent support the rural female students’ progression in education, with specific reference to Advanced Level sciences. Therefore, the study was driven towards comprehending what motivates and influences rural female students to progress in Advanced Level science subjects. Data analysis and interpretation were grounded in pragmatist paradigm and mixed method approach, with personal interviews and semi-structured questionnaires as instruments. The sample for this study was comprised of 130 Advanced Level rural female students who were progressing in science subjects chosen using stratified random sampling. The quantitative data being scrutinised through the use of frequencies and percentages, and non-numerical data was analysed in accordance with the derived themes. The results acknowledged that female students in the targeted rural school encountered various gender-based challenges (i.e., labelling of science as ‘masculine’) in Advanced Level science teaching-learning. It was further noted that there existed limited encouragement from their parents when it comes to them venturing into Advanced Level sciences. This study concluded that from the rural female students’ viewpoint their parents to a larger extent are seen as not valuing their progression in Advanced Level sciences. In this context, parents are recommended to be sensitised on the relevance of promoting rural female students’ progression in Advanced Level sciences. From the results, it is advanced that work on how to transform societal views towards rural female students’ progression in Advanced Level sciences.
{"title":"Parental Support for Rural Female Students’ Progression in Advanced Level Sciences in one Province of Zimbabwe","authors":"","doi":"10.57125/fed.2023.09.25.12","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.12","url":null,"abstract":"In general, the patriarchal society indoctrinates rural females into accepting subservient positions in numerous domains (i.e., education). It is against this background that this study was geared towards establishing the extent to which parent support the rural female students’ progression in education, with specific reference to Advanced Level sciences. Therefore, the study was driven towards comprehending what motivates and influences rural female students to progress in Advanced Level science subjects. Data analysis and interpretation were grounded in pragmatist paradigm and mixed method approach, with personal interviews and semi-structured questionnaires as instruments. The sample for this study was comprised of 130 Advanced Level rural female students who were progressing in science subjects chosen using stratified random sampling. The quantitative data being scrutinised through the use of frequencies and percentages, and non-numerical data was analysed in accordance with the derived themes. The results acknowledged that female students in the targeted rural school encountered various gender-based challenges (i.e., labelling of science as ‘masculine’) in Advanced Level science teaching-learning. It was further noted that there existed limited encouragement from their parents when it comes to them venturing into Advanced Level sciences. This study concluded that from the rural female students’ viewpoint their parents to a larger extent are seen as not valuing their progression in Advanced Level sciences. In this context, parents are recommended to be sensitised on the relevance of promoting rural female students’ progression in Advanced Level sciences. From the results, it is advanced that work on how to transform societal views towards rural female students’ progression in Advanced Level sciences.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135866477","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.05
The purpose of this study is to determine the most appropriate list of digital tools based on the use of artificial intelligence to improve the educational sector in Ukraine. The study included the following stages: compiling a list of expert organisations with assessments of the impact of AI technologies on education; evaluating AI solutions by experts and forming individual ratings; calculating relative ratings based on the frequency of mentions of AI solutions; identifying priority AI solutions by their leading positions; forming an optimal nomenclature of AI solutions; developing practical recommendations for the introduction of AI in education; analysing the future development of education using AI. The study found that the use of AI to modernise the Ukrainian education system is best done using a comprehensive three-tier deployment system. The first level involves creating an infrastructure for AI, ensuring the interaction of systems. The second level involves optimising and enhancing learning. The third level is aimed at automating and improving educational and support processes. The proposed practical recommendations address the ethical, technical, and pedagogical aspects of AI implementation, allowing for the creation of a modern, efficient educational system that meets the requirements of the present and forms competent specialists of the future. The research findings are crucial for modern education in Ukraine. The study identified opportunities and benefits of using AI in education, such as individualised learning, improved communication, and process automation. Recommendations for optimal artificial intelligence solutions will allow for a balanced approach to the implementation of these technologies, avoiding negative consequences and ensuring safety. These results provide a basis for the development of national standards for the use of AI in education and determine the vectors of further development of the industry, contributing to the creation of a modern, individualised and effective educational system that trains competent specialists of the future. Overall, the research findings define a strategic course for the integration of artificial intelligence into the educational space, which can significantly improve the quality and accessibility of education in Ukraine.
{"title":"Application of artificial intelligence in Ukrainian education of the future","authors":"","doi":"10.57125/fed.2023.09.25.05","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.05","url":null,"abstract":"The purpose of this study is to determine the most appropriate list of digital tools based on the use of artificial intelligence to improve the educational sector in Ukraine. The study included the following stages: compiling a list of expert organisations with assessments of the impact of AI technologies on education; evaluating AI solutions by experts and forming individual ratings; calculating relative ratings based on the frequency of mentions of AI solutions; identifying priority AI solutions by their leading positions; forming an optimal nomenclature of AI solutions; developing practical recommendations for the introduction of AI in education; analysing the future development of education using AI. The study found that the use of AI to modernise the Ukrainian education system is best done using a comprehensive three-tier deployment system. The first level involves creating an infrastructure for AI, ensuring the interaction of systems. The second level involves optimising and enhancing learning. The third level is aimed at automating and improving educational and support processes. The proposed practical recommendations address the ethical, technical, and pedagogical aspects of AI implementation, allowing for the creation of a modern, efficient educational system that meets the requirements of the present and forms competent specialists of the future. The research findings are crucial for modern education in Ukraine. The study identified opportunities and benefits of using AI in education, such as individualised learning, improved communication, and process automation. Recommendations for optimal artificial intelligence solutions will allow for a balanced approach to the implementation of these technologies, avoiding negative consequences and ensuring safety. These results provide a basis for the development of national standards for the use of AI in education and determine the vectors of further development of the industry, contributing to the creation of a modern, individualised and effective educational system that trains competent specialists of the future. Overall, the research findings define a strategic course for the integration of artificial intelligence into the educational space, which can significantly improve the quality and accessibility of education in Ukraine.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864844","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.15
Aims: The purpose of the article was to highlight the current guidelines of the legal education segment in the context of forming a strategy for the development of legal culture in society. The article focused on the educational and legal principles which determine the level of legal awareness, legal education. Study design: The study was focused on the educational process subjects who receive professional legal education or acquire legal education skills for non-legal professionals. Place and Duration of Study: The research focused on the educational and legal environment in general in terms of strategy and prospects for the development of legal education and awareness. Methodology: The research methodology was focused on the use of general scientific methods and special methods of scientific and legal discourse. The analysis was the key rationalist research method, and online surveys occupied an empirical niche in the methodology of the given scientific research. The scientific novelty of the study is focused on determining the level of support for the use of the principles of legal culture in the educational process (both for legal professionals and non-legal professionals). Results: The results of the study indicated the dominance of the views of students of different levels and different specialties, which point to the need to include legal norms in educational and legal training or education. Among the surveyed representatives of the educational community, more than 90% of respondents had a positive attitude towards the process of establishing legal culture in the educational environment. Conclusion: Thus, legal education is an integral component of the formation of legal culture in both the individual and social dimensions. General legal competence in the modern educational and legal sense implies not only adherence to practice-oriented legal principles but also extrapolation of moral and legal guidelines to the worldview of the world.
{"title":"The Role of Legal Education in Shaping the Legal Culture of the Future: Strategies and Prospects for Development","authors":"","doi":"10.57125/fed.2023.09.25.15","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.15","url":null,"abstract":"Aims: The purpose of the article was to highlight the current guidelines of the legal education segment in the context of forming a strategy for the development of legal culture in society. The article focused on the educational and legal principles which determine the level of legal awareness, legal education. Study design: The study was focused on the educational process subjects who receive professional legal education or acquire legal education skills for non-legal professionals. Place and Duration of Study: The research focused on the educational and legal environment in general in terms of strategy and prospects for the development of legal education and awareness. Methodology: The research methodology was focused on the use of general scientific methods and special methods of scientific and legal discourse. The analysis was the key rationalist research method, and online surveys occupied an empirical niche in the methodology of the given scientific research. The scientific novelty of the study is focused on determining the level of support for the use of the principles of legal culture in the educational process (both for legal professionals and non-legal professionals). Results: The results of the study indicated the dominance of the views of students of different levels and different specialties, which point to the need to include legal norms in educational and legal training or education. Among the surveyed representatives of the educational community, more than 90% of respondents had a positive attitude towards the process of establishing legal culture in the educational environment. Conclusion: Thus, legal education is an integral component of the formation of legal culture in both the individual and social dimensions. General legal competence in the modern educational and legal sense implies not only adherence to practice-oriented legal principles but also extrapolation of moral and legal guidelines to the worldview of the world.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135866391","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.06
Environmental education aims to raise individuals who have the necessary environmental knowledge, positive environmental attitudes, and active participation in the solution of environmental problems. It is necessary to use an effective teaching model in environmental education. The study aims comparing the academic success of secondary school students in teaching environmental problems in the light of Karplus's learning cycle model (Inquiry) and Ausubel's meaningful learning model (Direct) in terms of metropolitan-centred students (experimental group) and rural-centred students (control group). In addition, the important thing in questioning is to reveal the relationship of prior knowledge with open-ended questions asked by metropolitan-centred students. In this study, 164 5th-grade students' thoughts on environmental problems, their level of producing solutions, and their academic achievements were examined. A mixed design was used in the research. A case study, which was one of the research methods, was used for qualitative data, and an independent sample t-tests and paired sample t-tests were used for quantitative data. During the data collection process, the experimental and control groups were given a pre-test before the application, then news videos containing environmental problems were watched by the experimental group, while the control group was taught with universal visuals. At the end of the lesson, the same achievement test was applied to both groups as a post-test and the change was examined. The whole application took a total of 8 lesson hours for both groups. As a result of the study, a statistically significant difference was found between the achievements of the experimental group students and the success of the control group students. In the qualitative data of the experimental group students, it was observed that they mostly commented on water pollution, air pollution, and forest destruction. In addition, the problems that individuals perceived least correctly were the visual pollution, noise pollution, and light pollution, accepted as the normality of big city life intertwined with daily life. It is clear that student-centred teaching models, like the Karpus Learning Cycle model will further increase the learning and student’s awareness.
{"title":"A Comparative Analysis of Karplus Learning Cycle Model and Ausubel Meaningful Learning Model on Children's Environmental Pollution Cognition","authors":"","doi":"10.57125/fed.2023.09.25.06","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.06","url":null,"abstract":"Environmental education aims to raise individuals who have the necessary environmental knowledge, positive environmental attitudes, and active participation in the solution of environmental problems. It is necessary to use an effective teaching model in environmental education. The study aims comparing the academic success of secondary school students in teaching environmental problems in the light of Karplus's learning cycle model (Inquiry) and Ausubel's meaningful learning model (Direct) in terms of metropolitan-centred students (experimental group) and rural-centred students (control group). In addition, the important thing in questioning is to reveal the relationship of prior knowledge with open-ended questions asked by metropolitan-centred students. In this study, 164 5th-grade students' thoughts on environmental problems, their level of producing solutions, and their academic achievements were examined. A mixed design was used in the research. A case study, which was one of the research methods, was used for qualitative data, and an independent sample t-tests and paired sample t-tests were used for quantitative data. During the data collection process, the experimental and control groups were given a pre-test before the application, then news videos containing environmental problems were watched by the experimental group, while the control group was taught with universal visuals. At the end of the lesson, the same achievement test was applied to both groups as a post-test and the change was examined. The whole application took a total of 8 lesson hours for both groups. As a result of the study, a statistically significant difference was found between the achievements of the experimental group students and the success of the control group students. In the qualitative data of the experimental group students, it was observed that they mostly commented on water pollution, air pollution, and forest destruction. In addition, the problems that individuals perceived least correctly were the visual pollution, noise pollution, and light pollution, accepted as the normality of big city life intertwined with daily life. It is clear that student-centred teaching models, like the Karpus Learning Cycle model will further increase the learning and student’s awareness.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864705","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：