scholarly journals MONITORING AWARENESS ABOUT CRITICAL THINKING OF COLLEGES STUDENTS IN ALMATY

2021 ◽  
pp. 20-30
Author(s):  
M. O. Kabysheva ◽  
A. A. Shaymardanova ◽  
M. E. Semenov
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Secondary Education ◽  
Educational System ◽  
Education Program ◽  
Self Regulation ◽  
Adoption And Implementation ◽  
Significant Difference ◽  
Monitoring Study ◽  
The Republic

The need to understand the concept of critical thinking grows out of the requirements for a modern person, in addition, critical thinking is an important component of the state strategy for the development of education and science of the Republic of Kazakhstan. We are convinced that this topic will develop together with the educational system of our country. The monitoring study presented in the article is the first in Kazakhstan, its purpose is to find out how successfully the concept of critical thinking as a way of thinking has been conveyed to students over the years since the adoption and implementation of the updated content of secondary education program. The study compared two groups of students: those who studied and those who did not study according to the updated content of secondary education, in order to find out how effectively the concept of critical thinking was learned by students. According to the monitoring results, there was no significant difference between the two groups of students, but the respondents' answers showed that there is a persistent non-distinction between such concepts as decision-making in emergency and critical situations, analysis, conclusions, self-regulation, speed of decision-making and success in the exact sciences in the perception of the concept of "critical thinking". At the end of the article, recommendations are given for further use of the obtained data for other studies.

scholarly journals Strategija razvoja - suvremeno promišljanje učeničkih domova

2018 ◽  
Vol 33 (10) ◽  
Author(s):  
Anđelko Mrkonjić
Keyword(s):  
Secondary Education ◽  
Educational System ◽  
Social Function ◽  
Social Needs ◽  
Educational Role ◽  
Basic Purpose ◽  
The Republic ◽  
The Individual ◽  
Near Future

Residential halls came into existence and developed complementarily with schools as institutions of education. Throughout history, alongside their educational role they also had a social function. Their basic purpose was to participate in the upbringing of both the individual and his society. This testifies that they came into existence as a response to both individual and social needs. The author taxonomically explicates this basic purpose by tackling the following issues: residential halls as functioning within the democratization of the pedagogical-educational system; the role of residential halls in realizing the aims of secondary education and making its organization more efficient; the place of residential halls in the development of youth tourism.There is a special needs for residential halls during and after times of revolutionary changes and war. This has been the case in the Republic of Croatia during the present war and is to be expected in the near future. Certain undertakings by society at large ought to be aimed in the direction, of constructing a network of residential halls and giving them a proper educational function.

scholarly journals The Development and Effect of a Simulation Education Program Based on the Korean Triage and Acuity Scale (KTAS)

2020 ◽  
Author(s):  
Jae-Hyuk Jang ◽  
Sang Suk Kim ◽  
Sunghee Kim
Keyword(s):  
Job Satisfaction ◽  
Decision Making ◽  
Education Program ◽  
Clinical Decision Making ◽  
Customer Orientation ◽  
Medical Center ◽  
Clinical Decision ◽  
Simulation Education ◽  
Emergency Medical ◽  
Significant Difference

This study focused on the development and implementation of an educational simulation program based on Korean Triage and Acuity Scale (KTAS) for nurses in emergency medical centers who completed KTAS training. We also examined its educational effects based on the evaluation of clinical decision-making ability, job satisfaction, and customer orientation. The study participants were 30 nurses in the emergency medical center of a general hospital. Data were collected from May 3 to 24, 2017, and analyzed using SPSS 22.0. There was a significant difference in the mean scores in clinical decision-making ability, job satisfaction, and customer orientation before and after simulation education. In other words, emergency nurses who received KTAS-based simulation education program improved their clinical decision making ability, job satisfaction, and customer orientation. Based on the results of this study, it is expected that it can be used for KTAS education, and it was found that simulation-based education is a useful learning method for triage nurses in emergency medical center.

scholarly journals Finding Spaces: Teacher Education Technology Competencies (TETCs)

2021 ◽  
Vol 11 (11) ◽  
pp. 733
Author(s):  
Andrea C. Burrows ◽  
Gabriel P. Swarts ◽  
Linda Hutchison ◽  
Jason M. Katzmann ◽  
Rod Thompson ◽  
...  
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Education Program ◽  
Education Technology ◽  
Faculty Members ◽  
Technology Competencies ◽  
Use Of Technology ◽  
Adoption And Implementation ◽  
Mountain West ◽  
Secondary Methods

This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing practices of incorporating technology into secondary methods coursework and to search for new spaces to implement the TETC guidelines and structure, as well as explore the roles faculty play in the adoption and implementation of technologies. Vignettes authored by faculty in each content area provide a rich depth of faculty experience and dispositions regarding technology integration, as well as spaces for the deeper use of technology based on the TETC recommendations. Key questions emerged about the efficacy of current technology practices, as well as the experiences and dispositions of the faculty within the secondary education program. Findings show that secondary education faculty use domain/content-specific technologies in their course; are expected to be “meta-experts”, both discovering and implementing technology simultaneously; and tend to discover technologies through content-specific interactions and discussions.

scholarly journals The concept of new Ukrainian school in the system of philological education

2019 ◽  
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Secondary Education ◽  
Problem Statement ◽  
Research Activity ◽  
Teaching Language ◽  
Language And Literature ◽  
Priority Direction ◽  
The Subject ◽  
Key Competences

The priority direction in the concept is the development of critical thinking of students as a trajectory of movement to the New Ukrainian school. Technologies of development of critical thinking – the ability of a person to clearly identify the problem that needs to be addressed; independently find, process and analyze information; logically build your thoughts; give convincing arguments; the ability to think mobile, choose the only correct solution to the problem; Be open to the perception of the thoughts of others and at the same time crucial in defending its position. In classes on methodology, we introduce students to the features and characteristics of technologies of critical thinking: independence, problem statement, decision-making, clear argumentation, sociality, ability to critically perceive the thoughts of others, competence, indifference in perceptions of events, independence of thoughts, curiosity, ability to dialogue and discussions; the conditions for the creation of critical thinking technologies: the budget of time, the expectation of ideas, communication, the appreciation of the opinions of others, the belief in the ability of students, active position. The new content of education, based on the formation of 10 key competences defined in the concept, should become a priority in the New Ukrainian School. The experience of using folklore as a means of implementing the principle of childhood cenzism in the New Ukrainian school, the system of work of the methodical service on the preparation of a teacher for work at the New Ukrainian school, motivation of teachers on the way to the New Ukrainian school, project-experimental and research activity of teachers of philology at the New Ukrainian school – these and other problems will be the subject of discussion at classes on methods of teaching language and literature in secondary education institutions.

Primary and Secondary Education in Morocco: From Access to School into Generalization to Dropout

2017 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Zoulal Mansouri ◽  
Mohamed El Amine Moumine
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Educational System ◽  
Education System ◽  
Education Program ◽  
Primary And Secondary Education ◽  
The 1960S ◽  
Made In

This article provides an overview of school wastage, namely repetition and dropout in primary and secondary schools in Morocco. It describes how this phenomenon has progressed since school was implemented in the 1960s. It shows that the fundamental principles of the education system established in the aftermath of Morocco’s independence in 1956 did not succeed in providing a clear, stable education program. The article concludes that despite the tremendous efforts made in enrollment, school wastage persists, and the educational system is still trapped in the idealistic principles of the 1960s, causing education to flounder in the dramatic triangle of schooling, generalization, and dropout.

scholarly journals 21 ST CENTURY SKILLS IN SCHOOL EDUCATION IN THE UNITED KINGDOM

2021 ◽  
pp. 202-206
Author(s):  
M. TIMENKO
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Knowledge Transfer ◽  
21St Century ◽  
Self Regulation ◽  
Economic Literacy ◽  
Innovative Schools ◽  
It Skills

The author of the article considers and characterizes the main current trends in the development of school education in the UK. The author describes the necessary skills of the XXI century for students of secondary schools in Great Britain and the conditions of their formation. These are skills such as: joint problem solving, responsibility, critical thinking, creativity, emotional intelligence, cooperation, decision making, IT skills, self-regulation, communication, flexibility and adaptability, respect, information and economic literacy, etc. The author also describes the so-called soft skills (flexible) and hard skills (hard). The article notes the role of the 21st century teacher, which today cannot be limited to knowledge transfer, but to focus, discuss and, of course, evaluate students' progress so that they know when more support is needed, as today's innovative schools design classes for knowledge. , not its transportation. It is argued that modern and relevant and key skills of the 21st century include: problem solving, critical thinking, creativity, collaboration, decision making, IT skills, self-regulation, communication, respect, information and economic literacy, which in turn require appropriate teaching methods of the 21st century. The role of teachers can no longer be limited to knowledge transfer, but should be well-guided, discussed and, of course, evaluated by students' progress so that they know when more support is needed. Today, innovative schools design classrooms for the pursuit of knowledge, not its transportation.

scholarly journals Development and tendencies of education of nurses-technicians in the process of reforming the educational system of the Republic of Serbia // Razvoj i tendencije obrazovanja medicinskih sestara-tehničara u procesu reformi obrazovnog sistema Republike Srbije

2018 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Marijana Dabić ◽  
Jovan Vukoje
Keyword(s):  
Nursing Education ◽  
Secondary Education ◽  
Educational System ◽  
Education System ◽  
Developed Countries ◽  
Teaching Staff ◽  
The European Union ◽  
Study Programs ◽  
Professional Titles ◽  
The Republic

Education of nurses in Serbia as in developed countries must follow the development and needs of the health system. This is still very difficult to implement because of the multi-week ‘hyperproduction’ of healthcare staff, and insufficiently basic systematization of jobs, mismatch of professional titles, as well as the ever more intensive departure of our healthcare workers abroad, primarily in the countries of the European Union. Also, the development of society, the political and economic situation, significantly disturb the development of sisterly practice as well as education that plays a key role.The issue of education and harmonization with European standards also entails the question of the competencies and competencies of teaching staff dealing with the education of future nurses, which still, at least in terms of secondary education, shows quite a strong resistance to change.The results of this research indicate that reforming the educational system in Serbia is present in higher education of nurses while in secondary education continues to stagnate. There is no complete harmonization of the education system with respect to the lesson of hours, the structure of study programs, or the unique nomenclature of vocational titles.The level of the pre-term for enrollment in the secondary medical school as well as the continuation of education is incompatible with European frameworks and makes it difficult to integrate into the European system of secondary education.Teaching and study programs are not fully comparable to the European ones, except for ESPB credits and study levels.There is a tendency for the development of nursing education in Serbia, but there is only partial preparation of nursing teachers in terms of upgrading professional titles and competences for the new education system.

Education

2020 ◽  
pp. 110-133
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Communication Skills ◽  
Educational System ◽  
Basic Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Systems ◽  
Critical Thought ◽  
Basic Need

Our educational system is in need of disruptive leadership, and it will take disruptive leaders who are able to lead change and influence a collaborative mindset. The shortage of talent in the workplace is a sign that education is not fulfilling this basic need. In countries rated the highest in education, businesses are complaining that candidates have the basic skills but lack critical thinking skills, communication skills, creativity, and the ability to handle ambiguity. Educators lecture on the importance of disruptive leadership and creativity, but fall short in providing the graduates ready for the current modern workforce. However, disruptive educators are starting to change the old norms of academia and disrupting the educational systems. Systems of silos are being replaced with collaboration based on disruptiveness, heightened creativity, divergent and critical thought, and decision-making. A new disruptive education is on the forefront. This chapter explores this.

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