Autonomous work of students: ways and means of its organization

The article discusses the issues of organizing students' autonomous work as one of the fundamental components of the process of obtaining professional education. Autonomy is understood as the ability and readiness of a student to independently control their own activities. Autonomy is a broad concept that combines responsibility, independence, broad outlook and critical thinking, as well as self-sufficiency. It applies to both teachers and students. The article describes the levels of autonomy, conditions, ways and means of its development. Specific groups of tasks are proposed, developed depending on the level of development of students' autonomy, as well as the stages that a student must go through to develop their autonomy.

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Pengembangan Lembar Kerja Siswa (LKS) Berbasis Karakter melalui Pendekatan Saintifik pada Materi Fluida Statik untuk Sekolah Menengah Atas

Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ◽

10.22437/jmpmipa.v4i2.2533 ◽

2015 ◽

Vol 4 (2) ◽

Author(s):

Husna Mayasari ◽

Syamsurizal Syamsurizal ◽

Maison Maison

Keyword(s):

Character Development ◽

Practical Work ◽

Scientific Approach ◽

Teachers And Students ◽

Research Procedure ◽

Development Of Students

The purpose of this study is to create students’ worksheet based on characters through scientific approach of statistical fluid material, to examine the feasibility of worksheet according for experts, teachers and students, to investigate the effectiveness of the development of students' character and skills of the students in doing practical work after using worksheet. This research uses design R & D with model Dick and Carey. The research procedure includes four stages, which is analizing, designing, creating, and evaluating stage. The feasibility of worksheet was examined using a questionaire. Based on the result questionaire validity tested by the experts, the worksheet was declared to be valid and it is apliable to be used and tested,, whereas the response of the teachers and students about the worksheet, it stated that the worksheet categorized as a very good one. Meanwhile the data of character development and students skill on doing practical work that gained from the observation sheet. Analysis of the character development shows that the character of the students are in the category began to evolve become as a habit (culture of the students), while the influence of worksheet to the students’ skill on doing practical are in good criteria.

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Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

SHS Web of Conferences ◽

10.1051/shsconf/20185001155 ◽

2018 ◽

Vol 50 ◽

pp. 01155

Author(s):

Yuliya Savinova ◽

Tatiana Akhmetzyanova ◽

Svetlana Pozdnyakova ◽

Ekaterina Dvorak ◽

Zhanna Zarutskaya

Keyword(s):

Critical Thinking ◽

Student Engagement ◽

Foreign Language ◽

Communicative Competence ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Foreign Languages ◽

Research Skills ◽

High Level ◽

Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

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Features of the work organization at the main stages on the project in the primary classes

Revista on line de Política e Gestão Educacional ◽

10.22633/rpge.v25iesp.2.15269 ◽

2021 ◽

pp. 828-841

Author(s):

Sardarova Zhannat ◽

Abildina Saltanat Kuatovna ◽

Zhalgassova Anargul Asauovna ◽

Bakhtiyarova Gulshat Rahmetzhanovna ◽

Adilshinova Zina ◽

...

Keyword(s):

Critical Thinking ◽

Primary School ◽

Goal Setting ◽

Cognitive Skills ◽

Work Organization ◽

Significant Problem ◽

Project Method ◽

Project Activity ◽

Real Practice ◽

Development Of Students

The main aim of the article is to analyze the main stages of work on the project, characterizes the activities of the teacher and student at these stages. The basis of the project activity is the development of students' cognitive skills, the ability to independently design their knowledge and navigate the information space, the development of critical thinking; an idea is laid that constitutes the essence of the concept of "project", its pragmatic focus on the result, which is obtained when solving a particular practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children to think independently, find and solve problems, using knowledge from different areas for this purpose, the ability to predict the results and possible consequences of different solutions, the ability to establish cause-and-effect relationships. To accomplish the goal of the study, several primary stages of work on a project are taken into account, including problematization, goal-setting, planning, implementation, presentation, and reflection. In conclusion, it can be inferred that the application of the project method in the classroom in primary school does not supplant the classroom system but complements, arranges, and extends it.

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Scholarly skills as everyday practice – implications for education

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-04-2015-0021 ◽

2016 ◽

Vol 6 (3) ◽

pp. 224-236

Author(s):

Inga Wernersson ◽

Monica Hansen Orwehag

Keyword(s):

Teacher Education ◽

Critical Thinking ◽

Professional Education ◽

Design Education ◽

Research Question ◽

Work Practice ◽

Content Type ◽

Analytical Skills ◽

One Year ◽

Almost All

Purpose – The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education. Design/methodology/approach – Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study. Findings – Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging. Research limitations/implications – The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes. Practical implications – This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes. Social implications – Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society. Originality/value – The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).

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The Old and New Face of Civic Education: Expert, Teacher, and Student Views

European Educational Research Journal ◽

10.2304/eerj.2003.2.3.9 ◽

2003 ◽

Vol 2 (3) ◽

pp. 446-454 ◽

Cited By ~ 3

Author(s):

Heinrich Mintrop

Keyword(s):

Social Movements ◽

Critical Thinking ◽

Civic Education ◽

Community Organizing ◽

Educational Achievement ◽

International Association ◽

Political Activity ◽

Expert Teacher ◽

The Social ◽

Teachers And Students

Using the representative database of the Second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study, this article takes a look at civic education through the lens of expert scholars, teachers, and students. The data reveals that, as some of the experts reported, political interest is not pervasive among students and classrooms are not places where a culture of debate, controversy, and critical thinking flourishes for students. But things have changed if civic education was primarily an imparting of facts about national history and the workings of the political system. As for teachers, now the discourse of rights and the social movements associated with it top the list of curricular concerns. Large majorities of teachers share with national scholars a conceptualization of civic education as critical thinking and value education, repudiating knowledge transformation as ideal, and they recognize the wide gulf that exists between these ideals and reality. As for many students, political disinterest notwithstanding, forms of participation born out of social movements and community organizing are the preferred channels of political activity. And yet, it seems the experts have a point: the field is not where it should be.

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Neurotechnology and development of students and teachers’subjectivity in inclusive education

Vocational education and labour market ◽

10.52944/port.2021.47.4.005 ◽

2021 ◽

pp. 73-87

Author(s):

А.И. Тащёва ◽

С.В. Гриднева ◽

Р.И. Хотеева ◽

Н.Н. Сетяева ◽

М.Р. Арпентьева

Keyword(s):

Inclusive Education ◽

Digital Technologies ◽

Educational Process ◽

High Culture ◽

The World ◽

Teachers And Students ◽

Digital Competencies ◽

The Impact ◽

Development Of Students ◽

Artificial Intelligence Systems

В статье рассматриваются результаты и последствия внедрения смарти нейротехнологий в инклюзивное образование. Цель работы — изучить их влияние на развитие субъектности студентов и преподавателей, применяющих цифровые технологии. Новизна исследования заключается в попытке интегративно осмыслить социально-психологические проблемы нейрообразования, связанные с внедрением и применением систем искусственного интеллекта в инклюзивном образовательном процессе, в рамках которого формируется и развивается субъектность. Изучение подводных камней нейрообразования необходимо для осмысления результатов воздействия цифровых технологий на становление и развитие обучающихся и педагогов как субъектов воспитательно-образовательного процесса. Варианты преобразования инклюзивного образования и его субъектов должны рассматриваться в контексте изменения ценностей, целей, концептов и концепций, которые определяют и трансформируют взаимоотношения человека с собой и окружающим миром. Результаты исследования показали, что нейротехнологии вызывают серьезные изменения в инклюзивном образовании, влияют на отношение человека к себе и окружающему миру и в конечном итоге могут привести к потере субъектности. Соответственно, их использование подразумевает высокую культуру инклюзивного образовательного процесса, развитие человеческих и профессиональных качеств педагогов и обучающихся. Нейрообразование может сыграть существенную роль в становлении и совершенствовании человека как субъекта при условии формирования нейросреды в контексте цифровой и общечеловеческой культуры. The article focuses on the results and consequences of the introduction of smart and neurotechnologies in inclusive education. The purpose of the study is to analyze the development of the subjectivity of students and teachers using digital technologies. The novelty of the research lies in the desire to integratively reflect on socio-psychological problems related to the introduction and application of artificial intelligence systems in an inclusive educational process, within which subjectivity is formed and developed. The study of the problems of neuroeducation is necessary for understanding the results of the impact of digital technologies on the formation and development of students and teachers as subjects of the educational process. Options for the transformation of inclusive education and its subjects should be considered in terms of changing values, goals, concepts that define and transform a person’s relationship with themselves and the world around them. Research results showed that neurotechnologies bring serious changes in inclusive education; they affect a person’s attitude towards himself or herself and the world around him or her and can eventually lead to a loss of subjectivity.They can be introduced only on the basis of a high culture of the educational process, highly developed human and digital competencies of teachers and students. Neuroeducation can play an essential role in a person’s formation and improvement as a subject provided the neuro-environment is created on the basis of digital and human culture.

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Equity in the Classroom and the Clinic: Understanding the Role of Sociology in Health Professional Education

Teaching Sociology ◽

10.1177/0092055x211053374 ◽

2021 ◽

pp. 0092055X2110533

Author(s):

Ann Taylor ◽

Caragh Brosnan ◽

Gwendalyn Webb

Keyword(s):

Professional Education ◽

Health Professionals ◽

Future Health ◽

The Social ◽

Student Cohorts ◽

Teachers And Students ◽

Health And Illness ◽

Language Pathology ◽

Conversation Piece ◽

Reflective Skills

Sociology teachers often encounter students studying to be future health professionals; sociology content can assist students to increase their understanding of patients, the social context of health and illness, and the social determinants of health. Engaging these students in sociological thinking can be challenging because of their diverse social locations and their identification with their future profession, which may emphasize clinical competence over broader reflective skills. In this conversation piece, we encourage critical reflection on the assumptions that underpin the teaching of sociology to aspiring health professionals. Through case studies of nursing, medicine, and speech-language pathology, we consider differences in the social locations of students and how sociological ideas are received by these professions. We argue that sociology teachers can assist health professions students to gain more from sociology by understanding these student cohorts and by reflexively considering power relations between teachers and students and between disciplines and professions.

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Dino Lab

Research Anthology on Developing Critical Thinking Skills in Students ◽

10.4018/978-1-7998-3022-1.ch021 ◽

2021 ◽

pp. 395-428

Author(s):

Kirsten R. Butcher ◽

Madlyn Runburg ◽

Roger Altizer

Keyword(s):

Critical Thinking ◽

Student Centered ◽

History Museum ◽

University Of Utah ◽

Domain Specific ◽

Simulation Based ◽

Teachers And Students ◽

Specific Rule ◽

High Level ◽

The University

Dino Lab is a serious game designed to explore the potential of using games in scientific domains to support critical thinking. Through collaborations with educators and scientists at the Natural History Museum of Utah (NHMU), game designers and learning scientists at the University of Utah, and Title I middle school teachers and students, the authors have developed a beta version of Dino Lab that supports critical thinking through engagement in a simulation-based game. Dino Lab is organized around four key game stages that incorporate high-level goals, domain-specific rule algorithms that govern legal plays and resulting outcomes, embedded reflection questions, and built-in motivational features. Initial play testing has shown positive results, with students highly engaged in strategic game play. Overall, results suggest that games that support critical thinking have strong potential as student-centered, authentic activities that facilitate domain-based engagement and strategic analysis.

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