ALTERNATIF PENILAIAN EVALUASI PEMBELAJARAN PASCA PANDEMI COVID – 19 PADA JENJANG PENDIDIKAN SEKOLAH DASAR

Education is a conscious and planned effort to create a learning atmosphere and learning process that is actively able to make students develop their potential. Education is expected to be able to create students who have religious spiritual strength, self-control, personality, intelligence, and noble character. These skills are not only needed for themselves, but also useful for the people of the nation and state. Efforts that can be made to ascertain whether an educational goal has been achieved is by conducting an evaluation. This evaluation is carried out to determine whether a program is feasible. In addition, evaluation is intended to control, guarantee, and determine the quality of education related to the sharing of educational components. Evaluation is carried out at all levels and types of education in order to be accountable to students related to the implementation of education that has been carried out by an educational institution. Thus, between teaching and learning activities and evaluation is a continuous series and cannot be separated. This is because evaluation is used as a useful measuring tool to determine and determine the level of success of students in learning activities.

A Life Knowledge Approach to Life Skills: Empowering Boys with New Conceptions of Masculinity

This chapter argues for a structural, human rights and social justice-based approach to life skills, contextualized in an urban setting in the state of Uttar Pradesh, India. This approach takes a more socially and politically embedded view of life skills than most other life skills approaches, which take a more individualized, decontextualized, and apolitical approach. I argue that since our lives are framed and structured by the socio-political contexts in which they are lived, a deeper conceptual understanding of these contexts is essential in order to navigate this terrain skillfully and successfully. This chapter provides a descriptive analysis of a school program for girls and boys from marginalized backgrounds, which educates them to become active democratic citizens with gender-just perceptions and behaviors. The school, Prerna, was established and is run by Study Hall Educational Foundation (SHEF). Prerna focuses on life outcomes and learning outcomes, with the educational goal of educating its students to develop egalitarian and gender-just habits, and the intellectual, emotional, and behavioral skills that will enable them to live as equal persons, including respecting others’ (girls’) right to equality. This chapter focuses particularly on the school’s program for boys, where they are empowered to develop an egalitarian conception of masculinity and of themselves in relationship to girls.

Argumentointimallit fysiikan tiedon kuvaamisessa

Argumentointi on tunnistettu tärkeäksi koulutuksen tavoitteeksi, minkä vuoksi sitä on painotettu luonnontieteiden opetuksessa. Painotus on avannut lupaavia mahdollisuuksia, mutta myös ongelmia, joiden ymmärtämiseksi tarkastelemme neljää argumentoinnin mallia. Tavoitteena on ymmärtää, millaisella mallilla voitaisiin kattavasti kuvata fysiikan tiedon argumentointia opettajakoulutuksen kontekstissa. Toulmin kuvaa argumentin rakennetta ottamatta kantaa sisältötiedon oikeellisuuteen. Böttcher ja Meisert kuvaavat argumentointia selitysmallien kehittymisen näkökulmasta. Sampson tarkastelee argumentointia koulukokeellisuuden näkökulmasta. Sandoval ja Millwood käsittelevät argumentin käsitteellistä ja episteemistä laatua. Argumentointimallit ovat ansiokkaita, mutta riittämättömiä fysiikan tiedon luonteen kuvaamiseksi. Niistä puuttuu muun muassa fysiikan tiedonmuodostuksen kannalta keskeinen teorialähtöisen päätelmän näkökulma. Fysiikan tiedon argumentointiin tarvitaankin fysiikan tiedon luonteesta kumpuava malli. Argumentation Models in Illustrating Physics Knowledge Abstract Understanding scientific argumentation is an important educational goal. To emphasize argumentation in science class, we need suitable models to illustrate what argumentation is. We review four argumentation models to find perspectives for specifically physics argumentation. Toulmin’s model identifies argumentative moves. Böttcher and Meisert see argumentation as comparing data and explanatory models. Sampson looks at the use of evidence. Sandoval and Millwood study the conceptual and epistemic quality of an argument. Deductive reasoning, which is a relevant part of physics knowledge, is not for example lacking in some argumentation models. Physics argumentation needs a model, which raises from the nature of physics knowledge. Keywords: argumentation, argumentation models, physics

Rethinking the Curriculum in the Context of Education for Sustainability: Lessons from the COVID-19 Pandemic

In considering the current COVID-19 pandemic as a moment of reflection on a wide variety of issues, this paper discusses the need to rethink the curriculum, in regard to its priorities and in the context of education for sustainability. It does so by revisiting some ideas that have received, or have begun to receive, attention in the field of education. More specifically, the paper focuses on the development of global awareness as an educational goal, the notion of hope and the future dimension of the curriculum, the value of systems and ecological thinking, as well as the value of decision making and the role that knowledge of the nature of science can play in decision making. Given that the world will most likely face in the future complex global issues and problems, just like the COVID-19 pandemic, all the aforementioned ideas deserve particular attention, especially if the curriculum is to promote and foster the idea of sustainability.

Physical literacy – a new educational goal

Viimase kahekümne aasta jooksul on märgatavalt suurenenud kehalise kirjaoskuse alaste uuringutulemuste avaldamine. Kehalist kirjaoskust kirjeldatakse kui inimese motivatsiooni, enesekindlust, kehalist kompetentsust, teadmisi ja mõistmist kehalise aktiivsuse väärtusest ja isiklikku vastutust selles. Kehaline kirjaoskus toob välja iga inimese võimalused, individuaalsuse ja võimekuse kehalise kirjaoskuse omandamisel. Koolitasandi uuringud keskenduvad kehalise kirjaoskuse kujundamise õpetuslikule aspektile ja selle tulemusel ka muutuvale traditsioonilisele spordikeskse lähenemisega kehalisele kasvatusele. Kehalise kirjaoskuse eesmärk on luua eeldused, et inimene oskaks tervislikult elada ning tervisliku eluviisiga kaasnevat potentsiaali rakendada. Siinse artikli eesmärk on anda ülevaade kehalise kirjaoskuse olemusest ja komponentidest rahvusvaheliste teadusuuringute kaudu. Summary

METHODOLOGICAL FOUNDATIONS IN CONDUCTING MEDIATION IN THE PROCESS OF FOREIGN LANGUAGE TEACHING

The paper presents methodological foundations of conducting mediation in the process of teaching foreign languages to students that do not specialize in translation. Outcomes of the research are the following: principles of the concept of conducting mediation described in the Companion Volume to Common European Framework of Reference for Languages CEFR are analyzed and principles applicable for teaching mediation to students are outlined; typical communicative situations in which mediation is carried out are analyzed; the practical orientation of the mediation process in foreign language teaching is explained; algorithms for creating mediation tasks are developed; possibilities of optimization of educational process through the integration of mediation tasks are considered; examples of tasks for execution of mediation are suggested. It is concluded that in light of the significance of functions that mediation serves in the nowadays society, it is necessary to take into account the problem of incorporating teaching of meditation into the process of foreign languages teaching. Advanced mediation concept, which is presented in the Companion Volume to Common European Framework of Reference for Languages CEFR, provides theoretical principles for the development of methodologies for teaching mediation. Social functions of language use in mediation lay the foundations of these methodologies. Peculiarities of mediation tasks are the following: tasks are based on the educational goal that is formulated on the basis of illustrative scales with competencies for mediation that are provided in the Companion Volume to CEFR, tasks have natural for students communicative situation, which indicates for whom and with what purpose mediation is carried out. Provided that these requirements are met, mediation tasks fully and completely correspond to the activity-oriented approach in foreign language teaching and help to optimize educational process.

Formation of V. Vernadsky's noospheric ideas as the basis of the educational pedagogical policy strategy

The aim of the scientific research is a philosophical comprehension of the noosphere ideas of Academician V.I. Vernadsky under the prism of temporal and socio-political changes. Spirituality is considered as an educational goal of the human true. The study focuses on the analysis and design of future humanity - a biosphere cell - the region's noosphere and its unit matrix - a noosphere-educated integral personality. The authors of the study intend to carry out a philosophical analysis of the world life under the conditions of civilizational changes and transformations.The theoretical research is based on the works of V.I. Vernadsky and his followers: Whitehead A., Fedorov N., Schelling F.I.J., Spengler O., Samodrin A. and others. The application of methods that helped to conduct theoretical research - analysis and synthesis, systematization of materials, historical and logical, comparative, systemic and structural, allowed to study the essence of the research problem. Our study is an attempt through the prism of V.I. Vernadsky's personality to notice the guidelines for improving the noosphere personal potential formation mechanisms of the Ukrainian for the success of effective shifts of education and science in the direction of noosphere consciousness revolution.

Ergonomic Aspects of Choosing Children’s Robotics for the Smallest Children and Preschool Children

At present, there are a large number of manufacturers operating on the market, which are engaged in the production and distribution of mechatronic and robotic toys. These toys range from the cheapest and simplest to sophisticated costly models for play education. Looking at the market offer, it can be stated that mechatronic toys are being produced, which are intended for children of several months. When developing children’s and educational robotics, it is, therefore, necessary to take into account the psychomotor development of the child. Respecting or not respecting it has a major impact on the success of the toy for the consumer and the fulfillment of the educational goal for which it is intended. Last but not least, in connection with the child’s development, the question arises as to what ergonomic principles, when designing toys intended for children depending on age, need to be respected and implemented into solutions to eliminate problems related to the development of children’s and educational robotics. The subject of interest in the article is the age groups of children from birth to preschool age. The aim of the article is to identify which factors in the construction of children’s robotic toys for the youngest children up to the period of preschool age are key from the point of view of ergonomics.

A Demand Survey on the Priority of Agricultural College Students’ Core Competencies Required by Agriculturel Companies: A case study on G University

Background and objective: As the agricultural industry becomes a more convergent industry, it is believed that the demand for human resources by companies will change. Therefore, a survey was conducted to investigate the human resources required by agriculture companies. Methods: In the survey on 77 agriculture companies, 98.7% of respondents answered that new employees with a college degree needed additional training to adapt to practical affairs. Results: The first priority of education was “community spirit” (22.1%) and the second priority was “convergence capability” (15.6%). The most important educational goal desired by agricultural companies was “cultivating human resources with community spirit and ethical judgment”, followed by “cultivating human resources with serious communication and problem-solving skills”, and “cultivating human resources with scientific thinking and unique creative imagination.” Sub-competencies that companies want agricultural colleges to strengthen were “community spirit” 4.32(SD=0.96), “desirable values” 4.30 (SD = 1.05), “sympathy” 4.28 (SD = 0.95), “convergence capability” 4.16 (SD = 0.88), “creativity” 4.11 (SD = 0.83), “civic spirit” 4.10 (SD = 0.91), and “rational/critical thinking” 3.94 (SD = 1.04). There was a significant difference in sub-competencies that require reinforcement depending on the number of full-time employees. “Creativity” was most necessary in companies with less than 3 employees (4.39), and 4~7 employees (4.33), and “aesthetics”” in companies with less than 3 employees (3.94), and 4-7 employees (3.61) “Civic spirit” was most necessary in companies with 31 employees or more (4.33). Conclusion: The most important educational goal desired by companies was “cultivating human resources with community spirit and ethical judgment”.

Making use of non-invasive prenatal testing (NIPT): rethinking issues of routinization and pressure

First mapping the main ethical issues surrounding prenatal testing, we then analyze which concerns are specific to non-invasive methods. Presupposing the privatization premise for reproductive autonomy in fundamentally liberal societies, we go on to specify common concerns about non-invasive prenatal testing (NIPT) covered by the term ‘routinization’, and conceptually unravel the frequently expressed worry of increasing ‘pressure’ to test and/or terminate affected pregnancies. We argue that mindful decision-making should be a key educational goal (not only) of NIPT counseling which could be achieved through stepwise disclosure. In addition, we identify indirect social pressure as the most plausible threat to reproductive freedom. While continuous efforts need to be made to prevent such pressure – not least by ensuring balanced availability of options –, restricting testing options, and thus freedom of choice, cannot be the answer to this concern. Lastly, we suggest abandoning the vague term ‘routinization’ and instead focusing on specified concerns to enable a fruitful debate.