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2022 ◽  
Vol 8 (1) ◽  
pp. 252-257
Author(s):  
K. Baimuratov ◽  
T. Daminov ◽  
Zh. Abdullaeva

Research relevance: article discusses problem in organizing lessons on the school subject of pre-army physical training of youth with subdivision into external and internal organization moments. Research objectives: to determine the conditions for organizing classes and preparing students for the perception of the proposed information. Research materials and methods: distribution of class students into educational subgroups; setting up work within each subgroup; change of places of employment, sports equipment and equipment, a combination of educational and disciplinary requirements; organized ending of classes. Research results: the general level of organization is a kind of assessment of a teacher’s ability to competently manage educational cognitive process (ECP) in a wide variety of situations. Conclusions: an important condition for increasing the ECP organization is full preparation of material and technical base for its implementation.


2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Sinikka Pöllänen ◽  
Marja-Leena Rönkkö ◽  
Anssi Salonen ◽  
Tellervo Härkki ◽  
Eila Lindfors

Peruskoulun käsityö on monimateriaalinen oppiaine, jonka sisältöjä ja toimintaa tukevat sekä teknisen työn että tekstiilityön työtavat. Perusopetuksen opetussuunnitelman perusteiden mukaan käsityön tehtävänä on ohjata oppilaita kokonaisen käsityöprosessin hallintaan. Kokonaista käsityöprosessia ja monimateriaalisuutta toteuttava käsityö on kuitenkin koettu epäselväksi ja vaikeaksi toteuttaa. Ongelmalliseksi on koettu resurssien rajallisuus sekä se, että teknisen työn ja tekstiilityön työtapojen oppimisympäristöt sijaitsevat usein erillään toisistaan. Lisäksi käsityötä opettavien koulutustausta ja perehtyneisyys eri käsityön työtapoihin on vaihteleva riippuen opintojen sisällöistä ja harrastuneisuudesta. Tämän kuvailevan kirjallisuuskatsauksen tavoitteena on konkretisoida esimerkein pedagogisia lähtökohtia käsityön monimateriaalisuuteen. Näiden lähtökohtien taustoittamiseksi kuvataan myös käsityöoppiaineen opetuksen organisoinnissa tapahtuneita muutoksia ja avataan monimateriaalisuuden käsitettä sekä siihen liittyviä reunaehtoja. Monimateriaalisuutta kuvaavissa pedagogisissa esimerkeissä on nostettu esiin, miten monimateriaalisuus näyttäytyy opiskeltavana sisältönä ja miten se välittyy oppilaille yksin tai yhdessä työskenneltäessä.     Multi-materiality in Basic education Craft education Abstract Craft education is a multi-material-based school subject in basic education, the contents, and activities of which are supported by the working methods of both technical work and textiles. According to the National Core Curriculum, the role of craft teaching is to guide students in mastering the entire holistic craft process. However, the concept of multi-material-based holistic craft has been found to be unclear and difficult to implement. Furthermore, the different learning environments for teaching technical work and textiles have caused problems. Craft has generally been taught by two different teachers, who have studied either technical work or textiles. The aim of this literature review is to describe different pedagogical solutions that can be utilized in the implementation of multi-material handicraft. To illustrate these examples, changes in the teaching of craft subject are also described and the concept of multi-materiality and the related boundary conditions are opened. The description of each pedagogical orientation illustrates how multi-materiality is seen as a learning content and how it is conveyed to pupils when working alone or together. Keywords: Multi-material, holistic craft process, craft education, basic education 


Author(s):  
Anita Neuberg

In this paper I will take a look at how one can facilitate the change in consumption through social inno­vation, based on the subject of art and design in Norwegian general education. This paper will give a presentation of books, featured relevant articles and formal documents put into context to identify different causal mechanisms around our consumption. The discussion will be anchored around the resources and condition that must be provided to achieve and identify opportunities for action under the subject of Art and crafts, a subject in Norwegian general education with designing at the core of the subject, ages 6–16. The question that this paper points toward is: How can we, based on the subject of Art and crafts in primary schools, facilitate the change in consumption through social innovation?


2021 ◽  
Vol 14 (1) ◽  
pp. 286
Author(s):  
Caterina Artuso ◽  
Paola Palladino ◽  
Perla Valentini ◽  
Carmen Belacchi

The general aim of the current study was to investigate the role of definitional skills in promoting primary school achievement (third- to fifth graders) and how school learning may shape definitional skills. Marks from four school subjects, linguistic (Italian and English) and scientific (Math and Science) were collected as well as scores in a Definitional Task. These two domains were chosen as they clearly entail the two different definition types, that is, lexicographic and scientific. Results indicated that scientific school subject marks are more predictive of definitional skills than linguistic school marks are. The opposite direction (i.e., how definitional skills are predictive of school achievement) appears less clear. In sum, the results, although preliminary, suggest that definitional skills represent a bridge towards school achievement as they promote good marks in all disciplines. Moreover, definitional skills are predicted from levels of competence acquired especially in scientific school subjects that request a higher degree of formal/organized learning. It is then of primary importance to promote interaction–integration between these two kinds of concepts via formal schooling.


2021 ◽  
Vol 7 (1) ◽  
pp. 78
Author(s):  
Maria Cristina Ferreira dos Santos

Este estudo tem como tema o ensino de Biologia e História Natural, com foco na história dessas disciplinas escolares e nas mudanças educacionais ocorridas nas décadas de 1920 a 1950 no Brasil. O objetivo foi investigar mudanças e continuidades na constituição dessas disciplinas escolares. Foi realizada uma pesquisa documental, utilizando como fontes programas de ensino, legislação e textos da época. Foram analisados programas de ensino oficiais e do Colégio Pedro II, das disciplinas História Natural e Biologia, dos anos de 1920 a 1951, além da legislação e discursos referentes às reformas educacionais. Houve a permanência de conteúdos de Botânica, Zoologia, Geologia e Mineralogia nos programas do ensino secundário de História Natural desse período. No programa de Biologia de 1943, permaneceram conteúdos botânicos e zoológicos e foram excluídos os geológicos e mineralógicos.  A disciplina escolar Biologia emergiu nos anos 1930 e foi substituída pela História Natural em 1946, mas conteúdos biológicos permaneceram nos programas de 1936 a 1951. Das “lições” e “pontos práticos” nos programas de 1920-30 às metodologias ativas e experimentais dos anos 1930-50, destaca-se a valorização dos fundamentos científicos e de conhecimentos especializados na história da disciplina escolar Biologia no Brasil.Natural History and Biology Education: educational reforms and secondary school programs (1920-1951)AbstractThis study has as its theme the Biology and Natural History Education, focusing on these school subjects’ history and on educational reforms in the 1920s and 1950s in Brazil. The objective was to investigate changes and continuities in the constitution of these school subjects. A documentary research was carried out, taking as sources educational programs, legislation and other texts. Official educational programs and those of Colégio Pedro II of the school subjects Natural History and Biology from the years 1920 to 1951 and the legislation and discourses related to educational reforms were analyzed. Botany, Zoology, Geology and Mineralogy contents remained in the secondary education programs of Natural History from 1920 to 1951. In the Biology program of 1943 remained botanical and zoological contents and geological and mineralogical ones were excluded. The Biology school subject emerged in the 1930s and was replaced by Natural History in 1946, but biological contents were present in the curriculum from 1936 to 1951. From the “lessons” and “practical points” in the 1920-30 programs to the active and experimental methodologies in the 1930s and 1950s, the emphasis on scientific foundations and specialization stands out in the history of science education in Brazil.Keywords: Biology and Natural History Education; School subject; Educational programs; Science Education History.


Author(s):  
Marta Szymańska

The aim of the article is to draw attention to the necessity of creating conditions for linguistic development for students in all school subjects. The basis here is to define the language of schooling as a functional variety of language that is used in school contexts in communication between teachers and students, school textbooks and other educational materials. The article explains and illustrates with examples the basic features of the language of schooling that distinguish it from the language of communication. Support for targeted activities aimed at developing the linguistic competence of students in spoken and written form are also provided by the core curriculum for all subjects, as shown on the example of biology and physics as a school subject.


Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 205
Author(s):  
Christina Hedman ◽  
Ulrika Magnusson

This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. The overarching aim is to contribute new knowledge on the complexities of arranging for sustainable, equitable and high-quality language educational provisions that include the teaching and learning of the language of schooling, through the lens of SSL. First, we outline and discuss the relatively unique design of SSL and discourses surrounding the subject, and also make some international comparisons with English as an Additional Language. Secondly, we discuss the role of pedagogical scaffolding of advanced literacy and literary content, and of multilingual aspects in SSL, as well as examine policy frictions in the data. We conclude by reflecting on the role of teacher competences and research methodology. Researching a second language subject is to stand in the crossroad of macro policy, the theory and practice of language education, and equity. All these aspects need to be considered to reach sustainable educational goals.


Author(s):  
Rebecca Schneider ◽  
Jörn R. Sparfeldt ◽  
Christoph Niepel ◽  
Susanne R. Buch ◽  
Detlef H. Rost

Abstract. School-subject-specific test anxieties have been widely examined, but there is a lack of analyses of measurement invariance of test anxiety across subjects. In order to preclude a mixture of test anxiety construct differences across school subjects with actual test anxiety differences and to ensure meaningful comparisons of test anxiety across school subjects, we examined such measurement invariance. Two test anxiety factors (worry and emotionality) were inspected across four school subjects (mathematics, physics, German, and English) in a sample of secondary school students ( N = 1,280). Strict measurement invariance was ascertained (i.e., comparable factor loadings, intercepts, and residual variances of the items of worry and emotionality factors across school subjects). The correlations of subject-specific test anxiety factors with subject-specific academic self-concepts and grades showed a convergent/divergent correlation pattern, thereby supporting criterion-related validity. The results of this study provide insights into the comparability of test anxiety assessments across school subjects.


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