scholarly journals Formation and development of school biological education in modern Russia

2018 ◽  
Vol 7 (3) ◽  
pp. 339-343
Author(s):  
Aleksandr Alekseevich Semenov ◽  
Hirofumi Saito
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Further Education ◽  
Ecological Literacy ◽  
Biological Knowledge ◽  
Gifted Children ◽  
Physical And Mental Health ◽  
Advantages And Disadvantages ◽  
Biological Education

Russia inherited the Soviet system of science and education with its advantages and disadvantages from the Soviet Unio n period. In recent years it has experienced goals diversification as well as the content of school biological education changes. Primary school aimed propaedeutic of biological knowledge; secondary school aimed the basics of biological sciences development; secondary school at the basic level aimed the culture of knowledge of wildlife, natural-shaped and careful attitude development. The goal of the profile school is to generalize, deepen and expand biological knowledge. Moreover it is important to develop research skills and influence on the process of students proorientation in the world of biological professions. The content of biological education focuses on the problems of physical and mental health, healthy lifestyles and ecological literacy development. The authors notice that the construction and structure of the school biology course has changed. The concentric construction of the object makes it complete. A graduate of the basic secondary school receives a relatively complete biological education, which is necessary for his life and further education for professional self-determination. The biology course includes three sections: Living organisms, Human and his health and General biological regularities. The authors mention that secondary school children have Biology classes one hour less in comparison with the Soviet Unio n period. Both system-activity and student-centered approaches are the key approaches to teaching biology. They aim the subject results and universal learning activities development (personal, regulatory, communicative and cognitive). Moreover that is important to speak about the key competencies, education and socialization of students, the organization of their extracurricular activities, inclusive education and work with gifted children.

scholarly journals THE EXPERIENCE OF ORGANIZING AND CONDUCTING PHYSICAL CULTURE CLASSES IN CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
pp. 156-167
Author(s):  
R. Davtyan
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Emotional State ◽  
Physical Culture ◽  
Table Tennis ◽  
Special Educational Needs ◽  
Methodological Approaches ◽  
Academic Year

Since there is no special program for organizing physical education for schoolchildren with SEN, in 2018-2019 academic year, at the secondary school No. 5 after M. Martirosyan, in Ijevan, it was decided to organize and conduct specially designed classes and extracurricular physical activities for students with SEN. During the classes, the students performed GDE, they were given exercises for posture, concentration, balance and coordination. Extracurricular activities included basketball, volleyball, and table tennis. All 18 students fully participated in both physical education classes and extracurricular activities, which helped to improve their physical and emotional state. At the end of the academic year, the school held an event “Learning Together, Training Together”, the purpose of which was to show the physical progress of students with SEN and their ability to cooperate with classmates. The transition to inclusive education sets the task of developing content and new methodological approaches for teaching of "physical culture" taking into account the physical capabilities of students with special educational needs.

scholarly journals HISTORICAL BACKGROUND FOR THE INCLUSIVE EDUCATION DEVELOPMENT

2018 ◽  
pp. 165-170
Author(s):  
Надежда Сябрюк ◽  
Nadezhda Syabryuk
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Process ◽  
Historical Background ◽  
Equal Rights ◽  
Physical And Mental Health ◽  
Education Development ◽  
Advantages And Disadvantages ◽  
Models Of Teaching ◽  
Current Attitude

This article analyzes the historical background of the inclusive education system. Important aspects of the development of the social sphere are noted, the importance of providing equal rights and opportunities for all the participants of educational discourse, considering their individual needs and physical limitations. It describes the main approaches to the organization of the educational process for children with physical and mental health disorders, preceding the modern model of inclusive education. The article analyzes the advantages and disadvantages of the previous models of teaching children with disabilities, and also points out the current attitude of the state to the problem of teaching for children with disabilities

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

Relationship Between Extracurricular Occupations and Health in College Students: A Longitudinal Study

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505178p1-7512505178p1
Author(s):  
Buwen Yao ◽  
Sandy Takata ◽  
Shawn C. Roll
Keyword(s):  
Mental Health ◽  
College Students ◽  
Longitudinal Study ◽  
Physical Health ◽  
Extracurricular Activities ◽  
Positive Mental Health ◽  
Student Health ◽  
Physical And Mental Health ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. We examined the relationships between participation in different extracurricular activities and the overall physical and mental health in college students across a 2-year period. Participation in certain occupations was associated with positive mental health, whereas other occupations were linked to poorer physical health. Exploration and promotion of participation in extracurricular occupations should be considered to support student health. Primary Author and Speaker: Buwen Yao Contributing Authors: Sandy Takata, Shawn C. Roll

The program of the advanced training course for teachers of mathematics and informatics "Graphs and graph models: methods of visual processing "

2021 ◽  
pp. 31-41
Author(s):  
N. V. Klimina ◽  
I. А. Morozov
Keyword(s):  
Extracurricular Activities ◽  
Information Visualization ◽  
Visual Processing ◽  
New Technologies ◽  
Visual Presentation ◽  
Gifted Children ◽  
Advanced Training ◽  
Graph Visualization ◽  
Training Course ◽  
Educational Information

The method of visual presentation of educational information for solving problems of mathematics and informatics is effective for the development of algorithmic, logical and computational thinking of schoolchildren. Technical progress, informatization of education, the emergence of modern software for visualization of information change the activities of teachers who need to master new technologies of information visualization for use in the classroom and in work with gifted children. Visual models for presenting educational information and methods of their processing with the use of computer programs are also relevant in extracurricular activities, allowing to develop the intellectual abilities of schoolchildren. Teachers are required to teach children to create projects in which visibility is a necessary component and must be represented by an electronic product created using modern information visualization tools. The article proposes a variant of the advanced training course for teachers of mathematics and informatics on teaching methods for visualization of solving problems using graphs and the free software “Graphoanalyzator”. The relevance of the course is due to the need to form the competency to carry out targeted work with gifted children in the use of software for creating and processing graphs based on the graph visualization program “Graphoanalyzator”. The authors believe that the training of teachers on this course will contribute to the formation of their skills to solve problems of mathematical modeling in informatics and mathematics, to apply information technologies to solve pedagogical problems in the context of informatization of education. 

scholarly journals School Teacher’s Perceptions about Equity Challenges and Features in Secondary School Education

2018 ◽  
pp. 63-81
Author(s):  
Tahira Roohi ◽  
Pervez Aslam Shami
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Teachers ◽  
Two Dimensions ◽  
School Education ◽  
Survey Method ◽  
School Teachers ◽  
Khyber Pakhtunkhwa ◽  
Elementary And Secondary Education ◽  
Secondary School Education

This study was conducted to investigate the vision and surveillance of secondary school teachers regarding features and challenges that hinder equity in secondary school education. The study aims to explore effects of two dimensions of equity i.e. fair and inclusive at secondary school education in Khyber Pakhtunkhwa. The descriptive survey method was utilized in this study. The researcher – made instruments consisted of open-ended questions were administered to the 100 secondary school teachers of four districts i.e. Hangu, Karak, Peshawar and Haripur of Khyber Pakhtunkhwa. The study illustrate that the teachers preview the stipulation of fair and inclusive education system and design, resources, and curriculum are very crucial aspects that hinder the equity in secondary school education. To some extent, the features regarding secondary school teacher’s lesson planning, and students’ reward and punishment are encumbering the equity in education. Most of the teachers consider that Khyber Pakhtunkhwa Elementary and Secondary Education Department (KPESE) have a chief role in the provision of an equitable secondary school education. On the basis of finding the conclusion was drawn and possible recommendations were suggested.

scholarly journals Implementasi Pendidikan Akhlak Integratif-Inklusif

2020 ◽  
Vol 12 (01) ◽  
pp. 37-48
Author(s):  
Muhammad Syafiqurrohman
Keyword(s):  
Moral Education ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Human Life ◽  
Scientific Field ◽  
Educational Process ◽  
The World ◽  
Character Style ◽  
Scientific Fields ◽  
Education Process

Integrative-inclusive moral education can be interpreted as a formulation of a broad and holistic moral education process. Moral education materials can work together with all subjects, school culture, extracurricular activities, and even with the community. It is said that the integrative scientific structure does not mean that the various sciences are merged into an identical form of science, but rather the character, style, and nature of the science are integrated in the unity of the spiritual material dimensions, revelation, secularl-religion, physical-spiritual, and the world hereafter. Integration requires the existence of a relationship or unification or synchronization or greet each other or alignment between each existing scientific fields. Each scientific field cannot stand alone, without greeting each other with other scientific fields. While inclusive education, is a matter relating to many aspects of human life based on the principles of equality, justice, and individual rights. So integrative-inclusive education means that an educational process must cover a broad and comprehensive scope. Integrative-inclusive moral education has a holistic scope. Keywords: Moral education, integrative-inclusive   Abstrak Pendidikan akhlak integratif-inklusif dapat dimaknai sebagai suatu rumusan proses pendidikan akhlak yang dilakukan secara luas dan holistik. Materi pendidikan akhlak dapat bersinergi dengan seluruh mata pelajaran, budaya sekolah, kegiatan ekstrakurikuler, serta dengan komunitas. Dikatakan struktur keilmuan integratif bukan berarti antara berbagai ilmu tersebut dilebur menjadi satu bentuk ilmu yang identik, melainkan karakter, corak, dan hakikat antara ilmu tersebut terpadu dalam kesatuan dimensi material spiritual, akal-wahyu, ilmu umum-ilmu agama, jasmani-rohani, dan dunia akhirat. Integrasi menghendaki adanya hubungan atau penyatuan atau sinkronisasi atau saling menyapa atau kesejajaran antar tiap bidang keilmuan yang ada. Setiap bidang keilmuan tidak dapat berdiri sendiri, tanpa saling menyapa dengan bidang keilmuan yang lain. Sedangkan pendidikan inklusif, merupakan suatu hal yang berkaitan dengan banyak aspek hidup manusia yang didasarkan atas prinsip persamaan, keadilan, dan hak individu. Maka pendidikan integratif-inklusif memiliki makna bahwa suatu proses pendidikan harus mencakup ruang lingkup yang luas dan menyeluruh. Pendidikan akhlak secara integratif-inklusif memiliki cakupan yang menyeluruh dan holistik. Kata Kunci: Pendidikan akhlak, integratif-inklusif

scholarly journals An investigation into teacher’s L1 and L2 use in Indonesian EFL classroom

2018 ◽  
Vol 1 (2) ◽  
pp. 72-79
Author(s):  
A Amriana
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Research Result ◽  
Foreign Language Teaching ◽  
Teaching Approach ◽  
Advantages And Disadvantages ◽  
L1 And L2

Teacher’s L1/L2 use in Indonesian EFL classroom has been the object of debate among practitioners of a second language and foreign language teaching. Despite the considerable amount of the research that has been conducted on the phenomenon, the focus has often been the advantages and disadvantages. This study reports on a study that investigated subject teacher’s language use on Indonesian EFL classroom. It reports research conducted in a private secondary school in Makassar. An Ethnography research has been employed to collect data on how the teacher perceives the L1/L2 use and the extent to which the approaches they adopt impact on students’ achievement. The research result demonstrates that the more active the teacher in promoting L2 learning, the more he is aware of the teaching practices used in the classroom. Also, the research result also reveals that the more he improves the quality of his teaching approach, the better language learning his students acquire.

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