scholarly journals PEDAGOGICAL CONDITIONS FOR THE FORMATION OF GRAPHIC CULTURE OF SCHOOL STUDENTS IN THE PROCESS OF USING COMPUTER TECHNOLOGIES

2021 ◽  
Vol 2 ◽  
pp. 238-243
Author(s):  
Dmitrii Grinev ◽  
Igor Savraev ◽  
Natalia Shlat
Keyword(s):  
Secondary School ◽  
Computer Technology ◽  
School Students ◽  
Modern School ◽  
Teaching Aids ◽  
Computer Technologies ◽  
Learning Conditions ◽  
Elective Course ◽  
Comprehensive Test ◽  
Culture Of School

The aim of the study is the scientific and experimental identification of a complex of effective pedagogical conditions for the formation of the graphic culture of school students in the process of using computer technologies. In the article, based on the analysis of the structure of graphic culture in the system of the general culture of the personality of a student of the XXI century, as well as identifying the features of the use of computer technologies in modern school education, the effectiveness of creating pedagogical conditions for the formation of the graphic culture of school students is theoretically and experimentally substantiated: the use of a complex of program-methodological and pedagogical teaching aids using computer technology, the implementation of an active learning model in the organization of educational activities and the interaction of the teacher and students in the classroom. The article describes an empirical study of the conditions for the formation of the graphic culture of school students in sketching lessons: the diagnosed parameters are determined, a comprehensive test of the level of graphic culture in secondary school students is carried out, an assessment of the effectiveness of the influence of a complex of pedagogical learning conditions on the formation of the graphic culture of students is given. The experiment revealed the need to create special pedagogical conditions that form the basis for the development and implementation of the elective course program “Technical Sketching Using CAD”.

scholarly journals DESIGN AND IMPLEMENTATION OF THE INDIVIDUAL EDUCATIONAL TRAJECTORY OF SECONDARY SCHOOL STUDENTS AS A MEANS OF DEVELOPING CONNECTED SPEECH IN REMOTE LEARNING

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.V RYBAKOVA ◽  
Keyword(s):  
Secondary School ◽  
Educational Process ◽  
School Students ◽  
Educational Processes ◽  
Learning Conditions ◽  
New Material ◽  
Differentiated Learning ◽  
The Individual ◽  
Independent Work ◽  
Remote Learning

The article is devoted to the study of the development of educational processes of a student through an individual educational trajectory in remote learning conditions. On the basis of an individual educational trajectory, the teacher can present the level of readiness of children to perceive specific educational material in remote learning conditions; foresee difficulties in assimilating new material and performing differentiated tasks in remote learning conditions; analyze the effectiveness of individual and differentiated learning, and students will be able to analyze and evaluate the ways and results of their own independent work in remote learning conditions. The work presents one of the promising problems of modern pedagogy: what are the pedagogical conditions for implementing the individual educational trajectory of a student as a means of developing his skills in coherent speech. One of the tasks of research in this area will be the task of developing, theoretically substantiating and testing in experimental work pedagogical conditions that ensure the effectiveness of the individual educational trajectory of the student in remote learning as a means of developing coherent speech. The author of the article believes that the development of speech activities of schoolchildren in remote learning conditions will be more effective if their individual educational trajectory is implemented taking into account an individualized and differentiated model of stimulating speech activities, as well as a set of general and specific pedagogical conditions for organizing the educational process

scholarly journals Applicability of teaching aids in extension education

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Aamna S. Khan ◽  
Irshad Ullah
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Extension Education ◽  
Training Process ◽  
School Students ◽  
Teaching Aids ◽  
Technology Aids ◽  
Instruction And Learning ◽  
High Level ◽  
And Training

Transference of the bookish knowledge is not enough for effective teaching so teaching should be supplemented with new teaching models or new emerging technology. However, do the students give importance to teaching aids for better instruction and learning? is the concerned area. This question is answered in this study by identifying the importance of teaching aids from students’ perspectives. Data were collected through the questionnaires from secondary school students (aged 14-15 years). Collected data were analysed by employing frequency, percentage, mean and standard deviation. Findings indicated that teaching aids bring accuracy to get first-hand knowledge for obtaining the desirable objectives among students. Students’ learning becomes easy, quick and long-lasting as these aids leave high level of impressions on students’ mind and behaviour eventually. Teaching aids are helpful for teaching difficulty and complex concepts. No one can deny the importance of teaching aids in students’ learning. This study urges more practice of technology aids in teaching and training process either being practiced formally or non-formally. 

scholarly journals Digital Literacy for Secondary School Students: Using Computer Technology to Educate about Credibility of Content Online

2020 ◽  
Vol 11 (05) ◽  
pp. 674-692
Author(s):  
Robin Cohen ◽  
Alexandre Parmentier ◽  
Glaucia Melo ◽  
Gaurav Sahu ◽  
Aswin Annamalai ◽  
...  
Keyword(s):  
Secondary School ◽  
Computer Technology ◽  
Digital Literacy ◽  
Secondary School Students ◽  
School Students

scholarly journals PARENTAL INVOLVEMENT AND READING CULTURE AMONG SECONDARY SCHOOL STUDENTS CASE OF INTERNATIONAL SCHOOLS

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
O. Davis Otieno ◽  
Andala Hesbon
Keyword(s):  
Parental Involvement ◽  
Secondary School ◽  
Secondary Schools ◽  
Technology Use ◽  
Secondary School Students ◽  
International Schools ◽  
School Students ◽  
Poor Reading ◽  
Teaching Aids ◽  
Reading Culture

<p>Poor culture of reading among Rwanda students is a perennial problem. This study sought to investigate the relationship between parental involvement and reading culture among secondary school students. Specifically, the study sought to identify parental involvement practices in promoting reading culture among students in international secondary schools, to identify reading culture practices among students in international secondary schools and to determine the influence of parental involvement on reading culture among students in international secondary schools. Descriptive and correlational research designs were adopted. Primary data was collected using questionnaires and interview guide. The population size was 3557 and a sample size of 360 was computed which comprised of teachers, parents and students. The study utilized purposive, stratified proportional and simple random sampling techniques. Data was processed using IBM SPSS software version 21 in addition to Excel and presented in tabula and graphic forms. Computation of percentages and frequencies formed the basis of descriptive analysis. The study findings indicated that 41% and above of parents, teachers and children supported that parents are involved in various learning practices which includes joint reading, donating books and teaching aids to school, going through students’ homework, buying recommended books to the children, encouraging technology use in reading and offering reading incentives to the children. Additionally, findings did indicate that between 36% to 51%, 39% to 61% and 41% to 57% of teachers, parents and students respectively agreed that students engage in various reading culture practices including having favorite story books, spending free time reading, love for reading, talking about books they have read, creative and writes something on what they have read and making consultations from teachers and parents for clarifications. Moreover, the findings indicated that there is still a great percentage of parents who don’t engage themselves on students learning matters supported by 17%-40% of respondents and also a greater percentage of students having poor reading culture in secondary schools supported by at most 45% of respondents. correlation finings indicated a Pearson correlation coefficient of 0.650 which positive and significant whereas regression finings indicated R squared of 54.7% and beta coefficient of 0.119 with p value of 0.025 for parental involvement. The study concluded that there is a moderate involvement of parents in the learning process of their children, good reading culture is practiced to a moderate extent by secondary school students in Rwanda and there is positive significant influence of parental involvement on reading culture among secondary school students. This study recommends parents to engage in various activities aimed at promoting the reading culture and performance of their children. Schools to organize workshops to enlighten the parents on the need to engage in various supports to promote their students reading culture.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0748/a.php" alt="Hit counter" /></p>

scholarly journals Personality and Motivational Features and Conscious Self- Regulation in Early Adolescents with Different Dynamics of Psychological Well-Being

2019 ◽  
Vol 24 (4) ◽  
pp. 5-21 ◽  
Author(s):  
V.I. Morosanova ◽  
I.N. Bondarenko ◽  
T.G. Fomina
Keyword(s):  
Secondary School ◽  
Academic Motivation ◽  
Self Regulation ◽  
Well Being ◽  
Diagnostic Methods ◽  
Main Task ◽  
School Students ◽  
Psychological Well Being ◽  
Grade 5 ◽  
Learning Conditions

The article deals with the problem of the dynamics of psychological well-being of students. It is focused on the role of conscious self-regulation of learning activities in ensuring the students’ psychological well-being stability during their transition from the primary to the middle stage of the secondary school. The main task of the empirical research was to identify, on the basis of longitudinal data, the features of the conscious self-regulation in the students with different trajectories of psychological well-being. The sample of the study consisted of the secondary school students (N = 298).The first stage of the longitudinal study was carried out in grade 4, the second stage — 6—8 months later, when students moved to grade 5.All in all, 239 people (48% boys) completed the questionnaires in two points of the longitude. The students were examined using a set of diagnostic methods, including "Self-Regulation Profile Questionnaire — Junior "; “Scale of manifestations of psychological well-being of adolescents”, “Scales of academic motivation of schoolchildren”, “Big Five — the children's version”, “Methods of diagnostics of the learning motivation and emotional attitude to learning”. The study allowed to describing three trajectories of changes in the psychological well-being of students during their transition from the primary to the middle school: "Increasing", "Stable" and "Decreasing". The data analysis made it possible to identify significant differences in the students’ regulatory characteristics with regard to selected groups. There are also specific academic motivation, attitudes to learning, and the personal dispositions characterizing students with different psychological well-being trajectories. The study revealed significant influence of the conscious self-regulation development on the various manifestations of the students’ psychological well-being. The obtained results point out the significant resources of well-being for the primary school students at the next stages of schooling. They are such regulatory features as planning goals, programming actions, evaluating their results, and flexibility as the ability to make corrections when the learning conditions change.

The elective course "Basics of artificial intelligence" for high school students

2021 ◽  
pp. 27-33
Author(s):  
A. N. Bogdanova
Keyword(s):  
Artificial Intelligence ◽  
High School ◽  
High School Students ◽  
Initial Level ◽  
School Students ◽  
Modern School ◽  
State Pedagogical ◽  
Elective Course ◽  
Level Of Training ◽  
Educational Portal

The article emphasizes the relevance of studying topics on artificial intelligence in a modern school, and points out the corresponding problems. The degree of representation of these topics in the school informatics course is analyzed. The author's elective course "Fundamentals of Artificial Intelligence" is described, the features of teaching high school students in the framework of this course are considered. The course is electronic and presented on the educational portal of the Omsk State Pedagogical University. Particular attention in the course is paid to the use of interactive elements that make it possible to organize interaction a teacher with schoolchildren both in distance and in blended learning. The article draws conclusions about possible improvements to the course, depending on the initial level of training of students in the field of informatics and information technology.

scholarly journals Chemistry Olympiads in the system of modern school education

2018 ◽  
pp. 61-70
Author(s):  
Olga Viktorovna Romanova
Keyword(s):  
Secondary School ◽  
Secondary School Student ◽  
Educational Process ◽  
Thought Process ◽  
Modern School ◽  
New Material ◽  
Elective Course ◽  
The Subject ◽  
Development Of Students

The subject of this research is the questions of students&rsquo; preparation for Chemistry Olympiads. The author analyzes the content of the school chemistry course, hosting of school Chemistry Olympiads and the issues of preparation, as well as formulates methodology of teaching the secondary school student how to solve the Olympiad tasks. The author also composes a number of standards for chemistry teacher aimed at the development of students&rsquo; creative abilities through solving the Olympiad tasks and selects the tasks for studying certain topics in the school chemistry course. The program of elective course that contributes to preparation of students for participation in Olympiads is being developed and tested. Having analyzed the research results, it is safe to say that the solution of Olympiad tasks is advantageous for the students, as they help to digest the new material. The majority of students believe that the Olympiad tasks should be used in educational process, because they develop thought process and creativity. A conclusion is made that introduction of the recommended elective course increases students&rsquo; interests in the subject, as well as the level of grasping the material and the quality of students&rsquo; knowledge.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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