Project Training Influence on Upper School Pupils� Key Competences Formation

10.12737/2644 ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 17-24
Author(s):  
��������� ◽  
O. Glukhareva
Keyword(s):  
General Education ◽  
Computer Science ◽  
Core Competencies ◽  
Cognitive Activity ◽  
Educational Assessment ◽  
Project Based Learning ◽  
Ability To Work ◽  
Project Method ◽  
Aesthetic Form ◽  
Key Competencies

The paper presents approaches to developing models for the formation of core competencies in science lessons students through project-based learning. The basic stages of the formation of the key competencies of students in teacher activities that include: analysis of regulatory documents to conduct a comprehensive educational assessment, designing the content of educational material, the formation of core competencies in the implementation of the project method. Grounds described in detail a comprehensive educational assessment focused on identifying the educational needs of students, the level of formation of structural components of competencies (knowledge, skills, experience, activities and values), resources of the educational environment. The system of lessons, projects for students 10 - 11th grades, according to an educational Program of main lines (complete) general education in computer science. To the preferred activities for the formation of core competencies in teaching computer science. In order to verify the developed model, an experimental study of the levels of formation of cognitive activity of students. Established that the skills to collect, organize, classify, analyze information, skills to provide information in an accessible, aesthetic form, the ability to express their thoughts, to prove their ideas, ability to work in a group, as a team, ability to work independently, to make choices, to decide on the conditions implementation of the developed models have steadily increased.

scholarly journals Competence-based education in computer science and information technologies

2020 ◽  
Vol 3 (8) ◽  
pp. 209-214
Author(s):  
Mamarajabov М.E
Keyword(s):  
Science Education ◽  
General Education ◽  
Computer Science ◽  
Information Technologies ◽  
Computer Science Education ◽  
Competence Model ◽  
German Research Foundation ◽  
German Research ◽  
Key Competencies ◽  
Selection Of

This article intends to accentuate the contribution of Computer Science Education (CSE) fostering key competencies. Besides an outline of its contribution to convey general education a first approach of a competence model will be presented. It is elaborated within the project MoKoM granted by the German Research Foundation (DFG), which is proposed to cover competence aspects concerning informatics modeling and system comprehension. Another chapter will present relevant key competencies according to the OECD's Definition and Selection of Competencies Project (DeSeCo). Finally it will be shown, how the competence components covered by the competence model contribute to the development of key competencies within the scope of CSE.

scholarly journals Level of memory development as a factor of successful actualization of knowledge of schoolchildren of youth age

2020 ◽  
Vol 47 (5) ◽  
pp. 319-329
Author(s):  
Tatiana N. Osinina ◽  
◽  
Maria N. Ustseva ◽  
Keyword(s):  
Social Studies ◽  
General Education ◽  
Computer Science ◽  
Practical Importance ◽  
Cognitive Activity ◽  
Rank Correlation ◽  
Educational Process ◽  
Memory Development ◽  
City District ◽  
The City

In connection with the introduction in Russian Federation of state final certification, the study of the effectiveness and level of development of students' memory and its impact on the success of passing the final school exam is becoming increasingly relevant. The material of the experiment, which is conducted in schools in the city of Orekhovo-Zuyevo, examines the process and results of updating the knowledge of students. The study involved 42 students of the Orekhovo-Zuyevo city district, Moscow Region. The technique of diagnostics of mnemonic abilities of L.V. Cheremoshkina. Statistical analysis was performed using the Spearman rs-rank correlation test, Mann-Whitney U-test. The patterns of updating knowledge at the final school exams for schoolchildren with different productivity of natural memory, the level of implementation of mnemonic actions and the presence of regulation of cognitive activity are analyzed. The level of memory development is associated with the success of schoolchildren passing the state final certification in mathematics, computer science and social studies. The productivity of natural memory is a factor in the successful updating of knowledge in mathematics and computer science (rs=-0,75; р<0,05). The presence of regulation of mnemonic activity is a factor in the effective actualization of knowledge in social science (rs=0,41; р<0,05) The results of the study allow, on the other hand, to look at the problem of preserving educational material, emphasizing the practical importance of psychological studies of memory, and can be used in the implementation of the educational process at all levels of general education, starting from the programming stage and ending with each specific lesson.

scholarly journals The Project Method in Teaching Future Mathematics Teachers

2019 ◽  
Vol 8 (6S) ◽  
pp. 745-747
Keyword(s):  
Mathematics Teachers ◽  
Creative Thinking ◽  
Social Roles ◽  
Cognitive Activity ◽  
Learning Activities ◽  
Educational Strategy ◽  
Common Goal ◽  
Ability To Work ◽  
Joint Learning ◽  
Project Method

This paper deals with the problem of using the project method in teaching future mathematics teachers. The new educational strategy implements self-education with the help of developing technologies, the goal of which is not only to bring knowledge to students, but also to identify and develop the creative interests and abilities of each student, to stimulate his/her independent productive learning activities. The authors showed that one of such technologies is project training, which involves joint learning and cognitive activity of students, having a common goal, agreed ways of working. This paper notes also the need to use project technology, which consists in developing the ability of future teachers to have an analytical, creative thinking; self-acquisition of missing math knowledge from various sources; thinking, based on knowledge of mathematical facts, the laws of science; and ability to work in a team, performing various social roles.

VARIOUS PROBLEMS FOR TEACHING GEOMETRY TO THIRD GRADE STUDENTS

2018 ◽  
Vol 28 (3) ◽  
pp. 997-1003
Author(s):  
Gergana Hristova
Keyword(s):  
General Education ◽  
Third Grade ◽  
The European Union ◽  
School Year ◽  
Third Grade Students ◽  
Teaching Geometry ◽  
New Curriculum ◽  
Mathematical Problems ◽  
Key Competencies ◽  
Geometrical Knowledge

The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

Didactics of primary education

2021 ◽  
Author(s):  
Anna Voroncova ◽  
Tat'yana Sutyagina ◽  
Oksana Pavlova ◽  
Elena Tihomirova ◽  
Anna Samohvalova ◽  
...  
Keyword(s):  
General Education ◽  
Primary Education ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Learning Activity ◽  
Federal State ◽  
Technology Project ◽  
Project Method ◽  
Educational Standard ◽  
State Educational

The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".

Creativity in CS1: A Literature Review

2022 ◽  
Vol 22 (2) ◽  
pp. 1-26
Author(s):  
Sadia Sharmin
Keyword(s):  
Science Education ◽  
Literature Review ◽  
Computer Science ◽  
Creative Thinking ◽  
Computer Science Education ◽  
Project Based Learning ◽  
Retention Rates ◽  
Introductory Programming ◽  
Introductory Programming Courses ◽  
Programming Courses

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored. To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.

scholarly journals Assistive Technology for Freshmen Design and K-12 Outreach

2017 ◽  
Author(s):  
Devin R. Berg ◽  
Matthew Wigdahl ◽  
Charis D. Collins
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Engineering Design ◽  
Project Based Learning ◽  
Qualitative Assessment ◽  
Societal Implications ◽  
Design Project ◽  
K 12 ◽  
The University ◽  
Design Experience

This Work in Progress paper presents on the design of project-based learning approach focused on assistive technology as applied in a freshmen level engineering course which also integrates outreach with the local K12 system. The university course targets general education topics as well as an introductory engineering design experience and includes content on the engineering design process, societal implications of engineering design, and a participatory lab-based design project. A partnering class of 5th graders from a local elementary school made use of a daily block of time set aside for academic interventions and individual project-based work to collaborate with the university class. A qualitative assessment was conducted and has thus far has revealed that the university students found the assistive technology theme of the semester-long design project to be meaningful. For the K12 students, the survey results and anecdotal observations suggest that we were only moderately successful in constructing a meaningful and purposeful design experience, from their perspective.

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