scholarly journals The students’ image of geography: A systematic review

Geografie ◽  
2021 ◽  
Vol 126 (4) ◽  
pp. 347-370
Author(s):  
Veronika Korvasová
Keyword(s):  
Systematic Review ◽  
Education System ◽  
Teaching Methods ◽  
Quantitative Methods ◽  
Time Limit ◽  
Student Interest ◽  
School Subject ◽  
English Speaking ◽  
Research Gap ◽  
The Subject

Geography as a school subject is facing a crisis of identity. Student interest in geography has decreased and the lack of solutions for improving geography’s image opened a research gap. The aim of the paper is to summarize the knowledge and understanding from the pupils’ perspective and prepare the ground for conducting similar research in Czechia. Getting the pupils’ perspective is crucial for shaping the subject in a more favorable direction and in defending geography’s place in the education system. Subsequently it creates concrete arguments for defending and stabilizing. The author searched for studies using the WoS and Scopus databases. Three criteria were set: studies only in English, the maximum time limit as February 2020, and the age of researched students as 11–19 years. Twenty-seven relevant studies, mainly conducted in English speaking countries, were found. The review focuses especially on applied methods and results of studies. Results showed that quantitative methods prevailed over qualitative. Factors such as the personality of the teacher, teaching methods, and geography topics seemed the most important in the process of developing a positive image of geography.

scholarly journals Studying the use of innovative technologies in biology lessons

2021 ◽  
Vol 4 ◽  
pp. 47-53
Author(s):  
Zh. Shamshatova ◽  
B. Baidalinova ◽  
B. Baymurzina ◽  
B. Kenzhebaeva ◽  
T. Zhakypova
Keyword(s):  
Education System ◽  
Teaching Methods ◽  
Developed Countries ◽  
Quality Of Education ◽  
Innovative Teaching ◽  
Innovative Technologies ◽  
Education Today ◽  
The Subject

In this article we have focused on the types of innovative technologies used in biology, their importance and effectiveness. Due to the fact that the education system is continuously developing, without ceasing, the education system is moving from traditional to innovative. To become one of the 30 developed countries, it is important to educate a comprehensive generation, to educate a qualified educated specialist. The use of new innovative technologies in education is a requirement of modernity. Every teacher wants to diversify their lesson. After all, the use of modern innovative technologies is the key to improving the quality of education. Today, using innovative teaching methods, the main goal is to increase the student's abilities, instill interest in the subject, develop his curiosity, and form competencies. Today it is important that the student is not only educated, but also comprehensive, inquisitive, and the teacher is guided not only by knowledge, but also by skills.

scholarly journals Approaching the renewed Finnish basic education curriculum as a potential and an option for aesthetics

2020 ◽  
pp. 34-52
Author(s):  
Kauko Pekka Komulainen ◽  
Sara Sintonen ◽  
Seija Kairavuori ◽  
Aleksi Ojala
Keyword(s):  
Divergent Thinking ◽  
Core Curriculum ◽  
Basic Education ◽  
Interdisciplinary Approach ◽  
Education Curriculum ◽  
School Subject ◽  
English Speaking ◽  
The Subject ◽  
Traditional Arts ◽  
Curriculum Document

This article provides an overview of how aesthetics is treated in the current Finnish basic education core curriculum document. Relatively little research has been conducted on aesthetics in Finnish curricula, particularly from an interdisciplinary approach. In the broader picture, the position of aesthetics and the appreciation of arts subjects in curricula has paradoxically weakened globally over recent decades, particularly in English-speaking cultures. At the same time, the significance of aesthetics has increased in postmodern culture with, for instance, increasingly more commercial brands. Finland has a broad national core curriculum, and although aesthetics (as a school subject) is not officially part of it the traditional arts subjects (arts, music, crafts), aspects of aesthetics are nevertheless involved in the curriculum. In this study, we investigate how aspects of aesthetics feature in the renewed Finnish curriculum text for basic education. Our analysis shows that only a few specific references to aesthetics can be found in the Finnish renewed curriculum. Conceptually, the lack of postmodern aesthetics is noticeable, particularly in the subject of art, where one can see features of it without the concept being explicitly mentioned. In order to successfully incorporate aesthetics into basic education curricula, we conclude that the subject needs to better reflect notions of participation, self-expression, and divergent thinking.

scholarly journals Information-seeking behaviours of teacher students: A systematic review of quantitative methods literature

2020 ◽  
pp. 1-26
Author(s):  
Claes Dahlqvist
Keyword(s):  
Systematic Review ◽  
Information Seeking ◽  
Quantitative Methods ◽  
Education For All ◽  
Qualitative Synthesis ◽  
Valuable Contribution ◽  
Teacher Students ◽  
Research Gap ◽  
Meta Analyses ◽  
Literacy Research

Teachers are the key to an inclusive and quality education for all. Therefore, the training of teachers and teacher students and understanding how they learn is crucial. This also applies to information-seeking behaviours as part of learning. This systematic literature review explores the observed research gap regarding teacher students’ information-seeking behaviours. Of specific interest is information-seeking affective behaviours and the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstracts and titles were screened and assessed using Rayyan. After screening, 58 publications were chosen for the qualitative synthesis, of which 39 used only or partly quantitative methods and thereby of interest for the review. The results were then analysed through thematic analysis. The results revealed a research gap regarding quantitative and mixed methods studies of non-normative and qualitative features of teacher students’ information-seeking behaviours, especially affective behaviours and in research practices. This is the first systematic review of teacher students’ information-seeking behaviours. Thus, a valuable contribution to information-seeking behaviour and information literacy research has been provided.

scholarly journals IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH DEMONSTRATION METHOD OF THE CLASS XI IPS 1 STUDENTS OF SMA MUHAMMADIYAH 1 PALEMBANG

2019 ◽  
Vol 2 (2) ◽  
pp. 262
Author(s):  
Waliyani Waliyani ◽  
Sri Yuliani
Keyword(s):  
Quantitative Methods ◽  
Research Instrument ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
English Speaking ◽  
The Subject ◽  
Descriptive Qualitative ◽  
Speaking Skills

Improving Students’ English Speaking Skills Through Demonstration Method of The class XI IPS 1 students  of SMA Muhammadiyah 1 Palembang. This study aims to improve the students’ speaking skills of class XI IPS 1 at SMA Muhammadiyah 1 Palembang by using the demonstration method. The subject of this research is all the students of class XI IPS1 of SMA Muhammadiyah Palembang consisting of 32 students. This study used descriptive qualitative and quantitative methods in which the data contained in this study are numbers, percentages and depictions used to determine the success or failure of a study. The research instrument was in the form of daily tests and interview. The data obtained from the instrument that shows students who reached the KKM on: (1) Pre-test are 3 students (9.37%), (2) the result of  Cycle I is 7 students (21.87%), (3) the result of cycle II is 17 students ( 53.12%), and (4) the result of Cycle III is 25 students (78.12%). From the data can be concluded that the application of the demonstration method can improve students’ speaking skills of class XI IPS 1 studens of  SMA Muhammadiyah 1 Palembang.

scholarly journals Subject-Object of the Educational Process in the Realities of Contemporaneity, or IP Aliases → ∞

2018 ◽  
pp. 7-30 ◽  
Author(s):  
Tigran Marinosyan
Keyword(s):  
Education System ◽  
Teaching Methods ◽  
Ad Hoc ◽  
Educational Process ◽  
Traditional Teaching ◽  
Scientific Instruments ◽  
Traditional Teaching Methods ◽  
New Type ◽  
The Subject ◽  
The Relationship

The educational doctrine of The Great Didactic as one of the “grand narratives” (J.-F. Lyotard) suffered its complete setback as a result of events that took place in Paris in 1968. Students stopped believing in the correctness of the entrenched education system with its goals and ideals, and from the inside they “blew up” the “walls” of universities, which continued to follow the traditional teaching methods and content of the learning process. According to the author of this study, the ideological explosion inside the society in the form of a revolutionary riot of students of the Parisian universities in May 1968, who protested against the existing education system as a whole and against the current structure of the relationship between the actors of the educational process, served as a symbolic and actual end of the didactic era of John Amos Comenius and as a beginning of a new poststructuralist didactics. It is important to note that the destruction of the boundaries of the traditional educational space, which led to the emergence of a new type of university, was precisely due to the forces within the classroom curriculum. Today pedagogy is unable autonomously, through its own theories and scientific instruments to determine whom to teach because the student from the subject turns into a subject+, virtually migrating in the cyber-educational space through all sorts of gadgets, which form the prosthetic skeleton of the modern learners - schoolchildren, students. The trajectory of child’s education should not be rigidly determined by curricula and programmes. Teaching in the school should be organized by a teacher on the principle of “ad hoc.”

scholarly journals Could the ‘evolution’ from biology to life sciences prevent ‘extinction’ of the subject field?

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
Johanna G. Ferreira
Keyword(s):  
Teaching Methods ◽  
Life Sciences ◽  
Tertiary Level ◽  
School Subject ◽  
Subject Field ◽  
The Subject ◽  
New Curricula

In this article the change of the school subject ‘biology’ to ‘life sciences’ as well as the associatedand expected implications of this change are discussed. The question arises whether the intended change is significant enough and whether it would address the decreasing interest in the life sciences at tertiary level. The changes in the new curricula make the content more relevant to learners and the community itself, but certain selected issues are not addressed. Suggestions are made to amend the curriculum and to adapt teaching methods to facilitate the development of the necessary skills in learners.

scholarly journals A Project of Astronomy Teaching in the Secondar Schools

1990 ◽  
Vol 105 ◽  
pp. 284-286
Author(s):  
N.S. Nikolov ◽  
T. Stefanova
Keyword(s):  
Secondary Schools ◽  
Teaching Methods ◽  
School System ◽  
Computer Programs ◽  
Knowledge Level ◽  
Ministry Of Education ◽  
School Subject ◽  
Economic Progress ◽  
The Subject

At present, astronomical teaching in the Bulgarian secondary schools is incorporated in the subject of physics. This situation dates from about 10 years ago. Before that, astronomy was a separate school subject with 15 to 30 hours in the last (10th) year of school. Now a new reform aroused by the rapid social and economic progress is in operation. During the course of the reform, one not very definitive decision was taken by the Ministry of Education to again separate astronomy, with about 30 hours in the 11th year of a school system which now has 12 years. In connection with this reform, the Ministry asked the Department of Astronomy at Sofia University to work out a project for developing a didactic system for teaching astronomy in the secondary schools. The elements of the system are: alternative variants for the curriculum and the respective textbooks; advisable teaching methods with the appropriate didactic means (diagrams, models, slides, films, etc.);computer programs to demonstrate astronomical objects and phenomena and for pupil computer dialogues, including means for controlling the knowledge level.

scholarly journals MOSQUE SCHOOLS AND TARIQA ABODES OF JHAR MUNICIPALITY (ON FIELD MATERIALS)

2020 ◽  
Vol 16 (3) ◽  
pp. 608-619
Author(s):  
Zahid A. Halaev
Keyword(s):  
Education System ◽  
Teaching Methods ◽  
Educational Institutions ◽  
Special Study ◽  
Religious Knowledge ◽  
Revolutionary Era ◽  
The North ◽  
The Arts ◽  
North Eastern ◽  
The Subject

A huge role in the dissemination of Muslim religious knowledge was played by the mosque schools раса madras and hujra (hIuzhra- (الهجرة. However, in the pre-revolutionary era, in many rural societies of the former Zakatala district, as in many regions of the North-Eastern Caucasus), there were special premises  abodes of tarikat brotherhoods, which also called "hujras" (. (الهجرة These premises were not educational institutions in the classical sense. Such premises could be houses built at the expense of villagers, patrons of the arts or at the expense of a separate clan (tukhum), bearing the names of this tukhum This could be the house of a mullah or a religious figure, kindly given for religious needs or for holding various religious events, including Tariq rituals. In the article offered to the readers' attention, on the basis of field material, an attempt is made to study the construction of khujras, both mosque schools and monasteries on the example of lying enunciated Jar municipality of Zagatala region of RA. The author of the article ignored issues related to the Muslim education system, programs, methods and teaching methods, since these issues are the subject of a special study. The article contains information about the construction of hujras, analyzes a number of inscriptions found during the collection of field material, gives a polygraphic description of the inscriptions, comments, translation, transliteration. On some hujras, inscriptions were not preserved, or were not applied at all. Of course, in this case, the author resorts to the help of oral folk legends.

scholarly journals Learning Loss During COVID-19: An Early Systematic Review

2021 ◽  
Author(s):  
Harry Patrinos ◽  
Robin Donnelly
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Education System ◽  
Global Education ◽  
Learning Gains ◽  
Learning Loss ◽  
The Subject ◽  
Learning Progress ◽  
The Impact

Abstract With COVID-19 having caused significant disruption to the global education system, researchers are beginning to become concerned with the impact that this has had on student learning progress and, in particular, if learning loss has been experienced. To evaluate this, we conduct a thorough analysis of recorded learning loss evidence documented between March 2020 and March 2021. This systematic review aims to consolidate available data and document what has currently been reported in the literature. Given the novelty of the subject, eight studies were identified; seven of these found evidence of student learning loss amongst at least some of the participants, while one of the seven also found instances of learning gains in a particular subgroup. The remaining study found increased learning gains in their participants. Additionally, four of the studies observed increases in inequality where certain demographics of students experienced learning losses more significant than others. It is determined that further research is needed to increase the quantity of studies produced, their geographical focus, and the numbers of students they observe.

scholarly journals Kurikulum Pendidikan Islam Masa Klasik

2016 ◽  
Vol 6 (2) ◽  
pp. 155
Author(s):  
Laelatul Badriah
Keyword(s):  
Learning Outcomes ◽  
Education System ◽  
Teaching Methods ◽  
Islamic Education ◽  
Educational Institutions ◽  
Education Curriculum ◽  
Good Education ◽  
The People ◽  
The Subject ◽  
Education Process

Abstract Curriculum is a term that is very important for a good education lembaga Islamic educational institutions and public educational institutions. The curriculum covers all aspects related to the learning process. But studies curriculum more focus on four components, namely subject, goals, methods, and learning outcomes. Classical Islamic education curriculum can be regarded an Islamic education system beginning still very simple but of simplicity that is capable of scoring leaders, scholars, scientists lauar very unusual. Education applied Rosulullah in his time, he is the forerunner of Islamic education process that is capable of inspiration friends, Tabin, tabi’in tabi’in at this time. Education Rosulullah then forwarded by the first four Rasyidbani government period, then passed back to the Umayyads and the ‘Abbasids Bani period. Where in each of the reign of Muslims is generally the same that emphasizes learning ketauhidan or divinity in order to establish the people Islam earlier. However curriculum that has not been well documented it can be inferred consists of learning materials, teaching methods, the subject of learning, learning outcomes and competence. Keywords: curriculum, classical period, education.

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