El trabajo cooperativo y el interaprendizaje en los estudiantes de Química de primero de bachillerato

La presente investigación se la realizó debido a la importancia que implica la calidad de educación que se imparta a los estudiantes en el aula de clases y se cumplan los objetivos que en un principio fueron establecidos por los docentes. Hay que estar conscientes de que, el proceso educativo es una cadena de propuestas objetivas que deben cumplir en un orden secuencial hasta cumplir su objetivo final que es la formación académica de un ser humano listo para enfrentar, cumplir nuevos retos y metas. El aprendizaje cooperativo constituye una de las metodologías alternativas de gran importancia en el proceso de interaprendizaje que permite desarrollar habilidades y destrezas grupales que promuevan la motivación del estudiante. En este sentido se pudo determinar la incidencia del trabajo cooperativo en el interaprendizaje de los estudiantes en la asignatura de Química en la Unidad Educativa fiscal “José Leónidas Delgado” mediante la aplicación de los métodos descriptivos y propositivos, fortaleciendo el aprendizaje de manera colectiva, generando mayor motivación y el deseo de aprender de manera cooperativa. PALABRAS CLAVE: Metodología; colaboración; motivación; innovación. Cooperative work and inter-learning in Chemistry students of the first year of high school ABSTRACT This research was carried out due to the importance of the quality of education given to students in the classroom and the objectives that were initially established by teachers are met. We must be aware that the educational process is a chain of objective proposals that must be met in a sequential order until they reach their final objective, which is the academic formation of a human being ready to face, meet new challenges and goals. Cooperative learning is one of the alternative methodologies of great importance in the inter-learning process that allows developing group skills and abilities that promote student motivation. In this sense, it was possible to determine the incidence of cooperative work in the inter-learning of students in the subject of chemistry in the Fiscal Education Unit "José Leónidas Delgado", through the application of descriptive and propositive methods, strengthening learning collectively, generating greater motivation and the desire to learn cooperatively. KEYWORDS: Methodology; collaboration; motivation; innovation.

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MODELO METODOLÓGICO DE VISITAS A CLASES HACIA LA MATERIALIZACIÓN DE INTEGRACIÓN DE CONTENIDOS

Revista Cognosis. ISSN 2588-0578 ◽

10.33936/cognosis.v3i3.1353 ◽

2018 ◽

Vol 3 (3) ◽

pp. 55

Author(s):

Pedro Manuel Gómez Ávila ◽

Adis Nilda Cutiño Ocaña ◽

José Antonio Leyva Regalón

Keyword(s):

Educational Process ◽

Teaching Staff ◽

First Year ◽

Computer Engineering ◽

Content Integration ◽

Palabras Clave ◽

Teaching Learning ◽

The University ◽

Academic Content

Es un reto de los educadores del colectivo docente de primer año de la carrera de Ingeniería Informática de la Universidad de Granma perfeccionar el proceso docente-educativo, a partir de que se revelan insuficientes nexos y relaciones entre las disciplinas y asignaturas del currículo de primer año, que hace que no se aprovechen adecuadamente los conocimientos previos para potenciar nuevos conocimientos de forma integrada. Por tanto, esta investigación tiene como fin elaborar un modelo metodológico de visitas a clases hacia la materialización de integración de contenidos en el proceso formativo. Es un modelo, quefacilita el problema de la integración de los contenidos académicos y proporciona una mejor contribución a la contextualización del contenido y a la calidad de los resultados en el proceso de enseñanza aprendizaje. PALABRAS CLAVE: Proceso formativo; integración de contenidos; proceso interdisciplinar; contextualización de contenidos. METHODOLOGICAL MODEL OF VISITS TO CLASSES TO THE MATERIALIZATION OF INTEGRATION OF CONTENTS ABSTRACT It is a challenge for educators teaching staff first year of the Computer Engineering degree from the University of Granma improve the educational process, from that insufficient linkages and relationships between disciplines and subjects in the curriculum of the year are revealed, which makes no prior knowledge properly exploit new knowledge to enhance an integrated manner. Therefore, this research aims to develop a methodological model of class visits towards the materialization of content integration in the training process. It is a model that facilitates the problem of the integration of academic content and provides a better contribution to the contextualization of the content and the quality of the results in the teaching-learning process. KEYWORDS: Formative process; contents integration; interdisciplinary process; contents contextualization.

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Apontamentos para uma avaliação de currículos no Brasil: a BNCC em questão

Estudos em Avaliação Educacional ◽

10.18222/eae.v30i74.5693 ◽

2019 ◽

Vol 30 (74) ◽

pp. 508

Author(s):

Cláudia Valentina Assumpção Galian ◽

Roberto Rafael Dias da Silva

Keyword(s):

Evaluation Process ◽

The Other ◽

Quality Of Education ◽

Curricular Content ◽

Palabras Clave ◽

The Subject ◽

Materials Used ◽

The One ◽

Prime Target

A recente publicação da Base Nacional Comum Curricular (BNCC), no contexto brasileiro, adquiriu intensa visibilidade pública e, por variadas abordagens, tornou-se alvo privilegiado dos estudos acadêmicos acerca da implementação das políticas curriculares em nosso país. Este artigo busca identificar alguns elementos que podem vir a guiar um processo de avaliação dessa política curricular segundo, por um lado, a aposta presente na BNCC e, por outro, o panorama de críticas delineado na produção acadêmica. Para isso, a análise partirá do reconhecimento e discussão dos conceitos de qualidade da educação e competência mobilizados no documento e em materiais utilizados para a sua divulgação, e da leitura de artigos produzidos sobre o tema. Dessas ponderações são destacadas questões para a avaliação do processo de transformação dessas promessas em currículo real.Palavras-chave: Avaliação de Currículo, BNCC, Política Curricular, Conteúdos Curriculares. Apuntes para una evaluación de currículos en Brasil: la BNCC en cuestiónLa reciente publicación de la Base Nacional Comum Curricular (BNCC) en el contexto de Brasil, adquirió una intensa visibilidad pública y, por medio de varios enfoques, se convirtió en objeto privilegiado de los estudios académicos acerca de la implementación de las políticas curriculares en nuestro país. Este artículo intenta identificar algunos elementos que pueden guiar un proceso de evaluación de tal política curricular de acuerdo, por un lado, a la apuesta presente en la BNCC y, por otro, el panorama de críticas delineado en la producción académica. Para ello, el análisis partirá del reconocimiento y discusión de los conceptos de calidad de la educación y competencia movilizados en el documento y en materiales utilizados para su divulgación, y de la lectura de artículos producidos sobre el tema. De dichas ponderaciones se destacan puntos para la evaluación del proceso de transformación de tales promesas en currículo real. Palabras clave: Evaluación de Currículo, BNCC, Política Curricular, Contenidos Curriculares. Notes on curricular assessment in Brazil: the BNCC at issueThe recent publication of the National Common Curricular Base (Base Nacional Comum Curricular) (BNCC), in the Brazilian context, has gained intense public visibility and, through various approaches, has become a prime target of academic studies on the implementation of curricular policies in our country. The present article seeks to identify some elements that may guide an evaluation process of this curricular policy according to, on the one hand, the belief in the BNCC and, on the other hand, the panorama of criticism outlined in the academic output. In order to do this, an analysis based on the recognition and discussion of the concepts of quality of education and competence outlined in the document and in materials used for its dissemination as well as on articles on the subject will be conducted. From these considerations, issues for the evaluation of the process of transforming these promises into real curricula are highlighted.Keywords: Curricular Assessment, BNCC, Curricular Policy, Curricular Content.

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IMPLEMENTING INTERACTIVE METHODS FOR DEVELOPING STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE

CURRENT RESEARCH JOURNAL OF PEDAGOGICS ◽

10.37547/pedagogics-crjp-02-05-04 ◽

2021 ◽

Vol 02 (05) ◽

pp. 20-24

Author(s):

Feruza Ibrohimjonovna Alimjanova ◽

Keyword(s):

Communicative Competence ◽

Educational Process ◽

Interactive Methods ◽

Quality Of Education ◽

Intercultural Communicative Competence ◽

Intellectual Activity ◽

Teaching Technology ◽

New Methods ◽

The Subject

It is known that any language teaching technology is based on new principles of education, but at the same time should serve for developing students’ intercultural communicative competence in the educational process. One of the main tasks of pedagogy is to improve the quality of education, increase the intellectual activity of students, the formation of the speech culture, and the introduction of new methods in the classroom. The subject and object of the educational process are a teacher and a student in effective pedagogical technology.

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Managing the Online Classroom (А Reflexive Observation of the Experience of Primary Teachers in Distance Learning)

Педагогически форум ◽

10.15547/pf.2020.020 ◽

2020 ◽

Vol 8 (3) ◽

pp. 25-34

Author(s):

Rumyana Neminska

Keyword(s):

Distance Learning ◽

Classroom Management ◽

Primary Teachers ◽

Educational Process ◽

Quality Of Education ◽

Successful Management ◽

Online Classroom ◽

Teacher Survey ◽

Pedagogical Analysis

Online classroom management is an innovation in the overall educational process. Its main characteristics - pedagogical communication, digital methodology and quality of learning in the online environment are the main semantic pillars on which this article is built. Empirical results from a teacher survey are presented. Their professional reflection outlines three research profiles: personal professional, pedagogical-methodological, competence-reflexive. In the pedagogical analysis of these profiles a number of conclusions are formed for the management of the online classroom in the process of distance learning. They are related to issues such as basic methodological skills, digital skills of teachers; quality of education, continuing qualification and others. The question is to develop a digital methodology for more successful management of the online classroom in the process of distance learning.

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Criteria and indicators associated with adaptation to the educational process of first-year students at the university

Psychological-Pedagogical Journal GAUDEAMUS ◽

10.20310/1810-231x-2021-20-1(47)-87-93 ◽

2021 ◽

pp. 87-93

Author(s):

Evgeniya N. Popova

Keyword(s):

Research Topic ◽

Educational Process ◽

First Year ◽

Higher Education Research ◽

Adaptation Process ◽

Adaptive Potential ◽

First Year Students ◽

Self Development ◽

The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

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REQUIREMENTS FOR THE DEVELOPMENT OF ELECTRONIC EDUCATIONAL MATERIALS

Alatoo Academic Studies ◽

10.17015/aas.2020.201.01 ◽

2020 ◽

Vol 20 (1) ◽

pp. 9-17

Author(s):

Aizhan Ibirayim kyzy ◽

◽

Askerbүbү Solpubashova ◽

Salidin Kaldybaev ◽

◽

...

Keyword(s):

Electronic Materials ◽

Educational Material ◽

Educational Process ◽

School Education ◽

Quality Of Education ◽

Kyrgyz Republic ◽

Educational Materials ◽

High Quality ◽

E Learning

In the system of school education of the Kyrgyz Republic, the problem of developing electronic educational material and introducing it into the educational process of schools is becoming urgent. This goal allows the further implementation of the issue of computerization of school education. This article focuses on the quality of education. To achieve high-quality modern training, the use of electronic materials is required. Electronic materials must be designed in accordance with the rules. Therefore, the content of this article is aimed at revealing the importance of e-learning, at developing electronic materials, at characterizing the requirements for compiling electronic materials and the requirements for using electronic educational materials.

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Autoavaliação institucional: outros sentidos de avaliação (im)possíveis?

Estudos em Avaliação Educacional ◽

10.18222/eae.v30i74.5829 ◽

2019 ◽

Vol 30 (74) ◽

pp. 558

Author(s):

Rita de Cássia Prazeres Frangella ◽

Maria Cristina Rezende de Campos

Keyword(s):

Rio De Janeiro ◽

Evaluation System ◽

Quality Of Education ◽

Self Assessment ◽

Institutional Assessment ◽

Palabras Clave ◽

El Sistema ◽

Evaluation Policies ◽

Educational Field

Neste artigo, analisamos a autoavaliação institucional que integra o Sistema de Avaliação da Educação de Niterói (Saen), estado do Rio de Janeiro. O objetivo é discutir seu processo de constituição num contexto de centralidade das políticas de avaliação, defendendo essa como possibilidade de produção de políticas pelas escolas, como produção de sentidos de avaliação para além da lógica de accountability, colocando outros sentidos de qualidade em disputa. A partir de aportes pós-estruturais, assumimos o entendimento da política como luta pela significação, que se dá entre tensões, negociações, traduções. Concluímos argumentando que a experiência posta em análise nos permite problematizar de forma propositiva as políticas de avaliação centralizadas e centralizadoras que têm ganhado destaque no cenário educacional. Palavras-chave: Autoavaliação, Avaliação Institucional, Autoavaliação Institucional, Qualidade da Educação. Autoevaluación institucional: ¿otros sentidos de evaluación (im)posibles? En este artículo analizamos la autoevaluación institucional que integra el Sistema de Evaluação da Educação de Niterói (Saen), estado de Rio de Janeiro. El objetivo es discutir su proceso de constitución en un contexto de centralidad de las políticas de evaluación, defendiendo a ésta como una posibilidad de producción de políticas por las escuelas, como producción de sentidos de evaluación más allá de la lógica de accountability, colocando otros sentidos de calidad en disputa. A partir de aportes post-estructurales, asumimos el entendimiento de la política como lucha por la significación, que se da entre tensiones, negociaciones, traducciones. Concluimos argumentando que la experiencia en análisis nos permite problematizar de forma propositiva las políticas de evaluación centralizadas y centralizadoras que han ganado destaque en el escenario educacional.Palabras clave: Autoevaluación, Evaluación Institucional, Autoevaluación Institucional, Calidad de la Educación. Institutional self-assessment: other (im)possible meanings of assessment? In this article, we analyze the institutional self-assessment that integrates the Education Evaluation System of Niterói (SAEN) in the state of Rio de Janeiro. The aim is to discuss its constitution process in a context of centrality of evaluation policies, supporting it as a possibility for the schools to produce policies as production of meanings of evaluation beyond the logic of accountability, putting other meanings of quality in dispute. From post-structural contributions, we assume the understanding of the policies as the struggle for meaning, which occurs between tensions, negotiations, and translations. We conclude by arguing that the analytical experience allows us to propose centered and centralized evaluation policies that have gained prominence in the educational field.Keywords: Self-Assessment, Institutional Assessment, Institutional Self-Assessment, Quality of Education.

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Pengertian dan proses administrasi peserta didik

10.31227/osf.io/xc7ba ◽

2019 ◽

Author(s):

Suci Febriyanti

Keyword(s):

Educational Administration ◽

Teaching Profession ◽

Educational Process ◽

Quality Of Education ◽

Educational Goals ◽

Whole Process ◽

National Life ◽

The Right ◽

Professional Teaching

Abstrack- Educational Administration is the whole process of collaboration of two or more people by utilizing all available personnel and material resources and appropriate to achieve the educational goals that have been set effectively and efficiently. Professional teaching is a profession that is very important in the life of a nation, this is not because the educational position is very important in the context of national life. Educators are the dominant element in an educational process, so that the quality of education is largely determined by the quality of educators in carrying out their roles and duties in societ. Therefore the development of the teaching profession will have a major impact on improving the quality of education that is still lagging behind, as well as giving the right direction for students to play a role in the community to participate with the community in building the nation.

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Integration Trend of Digitalization of Teachers' Labor in the Practice of Russian Universities

SHS Web of Conferences ◽

10.1051/shsconf/20219301014 ◽

2021 ◽

Vol 93 ◽

pp. 01014

Author(s):

Maria Zakharova ◽

Maksim Voronin

Keyword(s):

Comparative Analysis ◽

Educational Experience ◽

Educational Process ◽

Quality Of Education ◽

Open University ◽

Digital Environment ◽

Educational Content ◽

Russian Universities

The article examines the features of the organization of the educational process in the context of digitalization, analyzes the integration tendency of teachers' work in the practice of Russian universities, provides a comparative analysis of the practice of the Open University. This paper analyzes the educational experience that has developed in the process of emergency delivery of educational content to students during a pandemic. The models of mixed, purely distance and duplicate education are analyzed. The article substantiates the idea that there is a need for the formation of criteria for the quality of education online, and, therefore, the criteria for the quality of the organization of the educational process, including the work of teachers, are changing. This paper outlines some steps that are being taken by Russian universities in the field of researching trends related to improving the digital environment as a whole, regardless of the pandemic and other factors.

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Status of the quality of education and accountability unit in the educational process from the point of view of the principals of Kasbah Al Mafraq schools: واقع الاستفادة من وحدة جودة التعليم والمساءلة في العملية التربوية من وجهة نظر مديري مدارس قصبة المفرق بالأردن

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.s180919 ◽

2020 ◽

Vol 4 (7) ◽

Author(s):

Muneera Abdalkareem Alshdefat

Keyword(s):

Evaluation Criteria ◽

Educational Leaders ◽

Educational Process ◽

Point Of View ◽

Quality Of Education ◽

Development Methodology ◽

Low Degree ◽

Study Results ◽

The Status

This Present study aimed at finding out the Status of the quality of education and accountability unit in the educational process from the point of view of the principals of Kasbah Al Mafraq schools To achieve the goal of the study, a descriptive development methodology was developed, which was developed in three areas (evaluation criteria, cooperation and coordination, feedback and incentives) (21) items, and verified their validity and stability, and then distributed to the sample of the study consisting of (167) managers and directors in schools Kasbah Mafraq. The study results showed that the degree of appreciation and the reality of Status of the quality of education and accountability unit in the educational process from the point of view of the principals of Kasbah Al Mafraq schools was at low degree The average of the tool as a whole was (2.00) with a standard deviation of (.55) and at the level of domains, All of them were rated low, with feedback and incentives having the highest average (2.09) followed by evaluation criteria (2.00) and cooperation and coordination (1.90), and the results showed that there were no statistically significant differences in The study sample of the Status of the quality of education and accountability unit in the educational process from the point of view of the principals of Kasbah Al Mafraq schools, according to gender, at the macro level of the instrument and on all dimensions. The study recommended in light of those results the necessity for that efforts should be join efforts to support and deepen the concept of quality of education and accountability, cooperation and coordination between the quality unit of education and accountability and educational leaders, and try to provide incentives and thanks to those who deserve it, to achieve the concept of guidance and support.

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