CIRCUMSTANCES CONSTRICTING THE DIDACTIC COOPERATION OF TEACHERS AND STUDENTS IN THEIR ASSESSMENT

2019 ◽  
Vol 19 ◽  
pp. 183-194
Author(s):  
Anna Krajewska
Keyword(s):  
Educational Process ◽  
Small Fragment ◽  
Research Results ◽  
Teachers And Students ◽  
The Subject

The presented research results are a selected, small fragment of the more extensive ones. The subject of the research is the circumstances hindering the didactic cooperation of teachers and students in their assessment. The aim of the research is to present circumstances hindering didactic cooperation in the subsequent stages of the educational process and their justifications expressed by students and teachers in open statements. Teachers and students mainly pointed to difficulties in cooperation regarding external circumstances (related to the educational process and organizational), and less frequently emphasized the importance of internal circumstances regarding the participants of the educational process.

scholarly journals Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Ana Glaucia Paulino Lima ◽  
Danielle Abdel Massih Pio ◽  
Ana Carolina Nonato ◽  
Mara Quaglio Chirelli ◽  
Roseli Vernasque Bettini
Keyword(s):  
Medical Students ◽  
Educational Process ◽  
Biomedical Knowledge ◽  
Clinical Communication ◽  
Student Work ◽  
Communication Practice ◽  
Extensive Training ◽  
Teachers And Students ◽  
The Subject ◽  
Teaching Learning

Abstract: Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.

scholarly journals PENERAPAN MODEL PEMBELAJARAN TIME TOKEN UNTUK MENINGKATKAN KEMAMPUAN BERTANYA DAN HASIL BELAJAR KIMIA SISWA KELAS X MIPA 1 SMAN 09 KOTA BENGKULU TAHUN AJARAN 2017/2018

Alotrop ◽  
2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ufi Damayanti ◽  
Amrul Bahar ◽  
Salastri Rohiat
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Redox Reactions ◽  
Learning Cycle ◽  
Research Results ◽  
School Year ◽  
Teachers And Students ◽  
The Subject

Research the act of this class carried out of date 01 February 2018 – 08 March 2018aims to (1) enhance the capacity of ask a student to lose their; (2) increase yields of of students to study, declaration of relinquishing his her to see liveliness of teachers and students in the process of learning to promote disorder to. A subject in this research is a student X MIPA 1 SMAN 09 city Bengkulu school year 2017/2018 on the subject of redox reactions, which amounted to 28 students. The research results show that the implementation of learning cooperative type time token can improve the ability ask students, improve learning outcomes students, and improving liveliness teachers and students in learning in subject matter reaction redoks the result of which have be completed in cycle 3rd. On the ability of cycle I ask students 75 % rate of C1, 15 % rate of C2, 10 % rate of C3 and 28,57 % student learning. Cycle II ask students 65,22 % rate of C1, 21,74 % rate of C2, 13.04 % rate of C3 with 64,29 % student learning. The cycle III ask student 4,35 % rate of C1, 78,26 % rate of C2, and 17,39 % rate of C3, with 89,29 % student learning (who has achieved indicators of the quality of the success of research and KKM). To liveliness teachers from the cycle I, II, and III each 25, 27, and 30, while liveliness students in each 21, 24, and 28

scholarly journals Efektywność nauczania w klasach łączonych na poziomie edukacji wczesnoszkolnej

2018 ◽  
Vol 40 (1) ◽  
pp. 40-49
Author(s):  
Ryszard Pęczkowski
Keyword(s):  
Empirical Studies ◽  
Educational Process ◽  
School Education ◽  
Theory And Practice ◽  
Research Results ◽  
Early School ◽  
The Subject ◽  
The One ◽  
Grade Classroom ◽  
Education Process

This elaboration undertakes the subject of the effectiveness of teaching in multi-grade classes on early school education level. This form of organising the education process, despite considerably quantitive contribution to organising work for the Polish school, it never has been and still is not a subject of particular interest of pedagogical theory and practice. The deliberations presented in this article are the result of empirical studies which have been being performed by the author for twenty years in schools environment functioning in multi-grade classroom system. The research results presented, on the one hand constitute, in the author’s opinion, a substantial complement of knowledge regarding functioning of early school education, and on the other hand, they represent an attempt of verification of a widely spread stereotype referred to the multi-grade classroom system, namely, organising the educational process in multi-grade classes determines low level of pupils’ school achievements who are enrolled in this system. Nothing could be further from the truth and it is proven by the analysis of research results presented in this elaboration.

scholarly journals Comunicação clínica no internato: habilidade em interface com o currículo integrado e orientado por competência

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Ana Glaucia Paulino Lima ◽  
Danielle Abdel Massih Pio ◽  
Ana Carolina Nonato ◽  
Mara Quaglio Chirelli ◽  
Roseli Vernasque Bettini
Keyword(s):  
Medical Students ◽  
Educational Process ◽  
Biomedical Knowledge ◽  
Clinical Communication ◽  
Student Work ◽  
Communication Practice ◽  
Extensive Training ◽  
Teachers And Students ◽  
The Subject ◽  
Teaching Learning

Abstract: Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.

Implementation of psychological and pedagogical assistance at school - system assumptions and educational reality

2020 ◽  
Vol 588 (3) ◽  
pp. 16-25
Author(s):  
Bożena Kanclerz
Keyword(s):  
School System ◽  
Communication Theory ◽  
Educational Process ◽  
Research Results ◽  
Basic Assumptions ◽  
System Changes ◽  
The Subject ◽  
The Relationship ◽  
Theoretical Foundations ◽  
The Way

The article is an attempt to refl ect on how to implement psychological and pedagogical assistance at school from the perspective of diffi culties and challenges that teachers, school educators, other specialists and students may e ncounter during organized assistance. The aim of the article is to show how working with documents translates into actual activities and work with children. In the introduction, the author refers to the theoretical foundations related to the implementation of psychological and pedagogical assistance, then referring to the subject literature, to the analysis of research results and reports as well as to her own experience, attempts to reconstruct system and relational challenges in the implementation of psychological and pedagogical assistance at school. Conclusions and recommendations refer to system changes and communication theory. The summary refers to the basic assumptions of the teacher’s work, which set the way of thinking about the student as a full-fl edged subject in the relationship in the educational process.

Earth2Class (E2C) Connecting research scientists with Teachers and Students

2020 ◽  
Author(s):  
Michael Passow
Keyword(s):  
Common Knowledge ◽  
Classroom Teachers ◽  
Columbia University ◽  
General Introduction ◽  
Monthly Basis ◽  
Research Results ◽  
Teachers And Students ◽  
The Subject ◽  
Research Scientists

<p>The Earth2Class (E2C) Model is an effective way of connecting research scienctists with Classroom teachers and students. This model has been used at the Lamont-Doherty Earth Observatiry of Columbia university on a monthly basis for almsot twenty years, and in a modified form for three program at UFVJM in Diamantina, Brazil.  Each program begins with a general introduction by the organizer (poster presenter) to assure that all attendees have some common knowledge of the subject and understanding of key term. Then the scientist(s) present their work. This is followed by 'lunch wirth the scientist' and networking among the teachers and students. In the afternoon, we explore some classroom application of the scientific concepts.This model can easliy be adapted by other institutions to provide effective broader outreach of research results.</p>

scholarly journals PSYCHOLOGICAL PREREQUISITIES OF DISASTER RISK REDUCTION / DRR / AS STUDENTS PSYCHOLOGICAL SAFETY ENSURING ELEMENT

2014 ◽  
Vol 6 (3) ◽  
pp. 104-110
Author(s):  
MELS MKRTUMYAN ◽  
LILIT MKRTUMYAN
Keyword(s):  
Risk Reduction ◽  
Disaster Risk Reduction ◽  
Practical Knowledge ◽  
Psychological Safety ◽  
Disaster Risk ◽  
Educational Process ◽  
Psychological Mechanisms ◽  
Teachers And Students ◽  
The Subject ◽  
High Level

The following article considers the ways and possibilities of the implementation of separate lectures and practical lessons of DRR in the subject programs of the educational process in the pedagogical Universities of RA, as a special subject to ensure the students psychological safety. The article also reveals the psychological mechanisms of ensuring security and preserving the integrity of individual learners in the alleged extreme situations. A set of activities with the use of art genres /canvases, photographs, laboratories, gyms, etc/ is proposed, as well as modeling of challenging situations by which it becomes possible for the teachers and students to shape primary knowledge of DRR. Special designed programs will allow the future teachers to provide a high level of practical knowledge and psychological preparation to learners in case of possible disasters.

Self-Development Of Subjects Of Pedagogical Interaction As An Essential Characteristic Of Pedagogical Innovations

2021 ◽  
Vol 03 (02) ◽  
pp. 410-413
Author(s):  
Jamshid Oktyamovich Khakimov ◽  
◽  
Oybek Olimovich Daminov ◽  
Mukhlisa Dostnazar Qizi Omonova ◽  
◽  
...  
Keyword(s):  
Educational Process ◽  
Professional Activity ◽  
Essential Characteristic ◽  
Personal Meanings ◽  
Human Ability ◽  
Self Development ◽  
Teachers And Students ◽  
Professional Self ◽  
The Subject ◽  
Pedagogical Innovations

The work reveals the conditions and mechanisms that determine the pedagogical essence of innovations that contribute to the personal and professional self-development of teachers and students as a fundamental human ability to become and be a subject of transforming oneself. Pedagogical innovations are considered as a type of professional activity associated with the subject-subject interaction of the participants in the educational process. Reliance on personal meanings and reflection serve as tools for innovative development.

MANAGEMENT OF THE SUCCESS OF STUDENT’S LEARNING BASED ON THE MARKOV MODEL

2018 ◽  
pp. 4-11
Author(s):  
M. V. Noskov ◽  
M. V. Somova ◽  
I. M. Fedotova
Keyword(s):  
Information System ◽  
Markov Process ◽  
Continuous Time ◽  
Information Technologies ◽  
Educational Process ◽  
Automated Information System ◽  
The Subject ◽  
The University ◽  
Independent Work ◽  
Near Future

The article proposes a model for forecasting the success of student’s learning. The model is a Markov process with continuous time, such as the process of “death and reproduction”. As the parameters of the process, the intensities of the processes of obtaining and assimilating information are offered, and the intensity of the process of assimilating information takes into account the attitude of the student to the subject being studied. As a result of applying the model, it is possible for each student to determine the probability of a given formation of ownership of the material being studied in the near future. Thus, in the presence of an automated information system of the university, the implementation of the model is an element of the decision support system by all participants in the educational process. The examples given in the article are the results of an experiment conducted at the Institute of Space and Information Technologies of Siberian Federal University under conditions of blended learning, that is, under conditions when classroom work is accompanied by independent work with electronic resources.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

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