Clustering Algorithm to Measure Student Assessment Accuracy: A Double Study

Self-assessment is one of the strategies used in active teaching to engage students in the entire learning process, in the form of self-regulated academic learning. This study aims to assess the possibility of including self-evaluation in the student’s final grade, not just as a self-assessment that allows students to predict the grade obtained but also as something to weigh on the final grade. Two different curricular units are used, both from the first year of graduation, one from the international relations course (N = 29) and the other from the computer science and computer engineering courses (N = 50). Students were asked to self-assess at each of the two evaluation moments of each unit, after submitting their work/test and after knowing the correct answers. This study uses statistical analysis as well as a clustering algorithm (K-means) on the data to try to gain deeper knowledge and visual insights into the data and the patterns among them. It was verified that there are no differences between the obtained grade and the thought grade by gender and age variables, but a direct correlation was found between the thought grade averages and the grade level. The difference is less accentuated at the second moment of evaluation—which suggests that an improvement in the self-assessment skill occurs from the first to the second evaluation moment.

Vocal Pedagogy and the Alexander Technique: a reflection

This article is a reflection about the role of the Alexander Technique and its application and influence in vocal pedagogy. It is based on more than seventeen years of active teaching as a qualified Alexander Technique Teacher and as a professional singer, working alongside vocal pedagogues, teachers, students and professionals. Its objective is to reflect upon the role of body awareness, psychophysical and emotional consciousness, and wellbeing in the realms of vocal pedagogy and singing.

STUDY OF PSYCHOLOGY BY STUDENTS AT THE AGRICULTURAL UNIVERSITY

The article is devoted to the issue of application and use of active teaching methods in the study of psychology by students of agricultural universities. It is shown that the full potential of these methods can be revealed during practical classes and organized independent work of students. The object of the study may be the members of the student group, and methods should be chosen so that on the one hand, they can be implemented in a group study for a limited time, and on the other - the studied phenomena correspond to the theoretical program of psychology. The article discusses the problems of technology of research and interpretation of results, as well as the possibility of using psychological achievements in professional and educational activities.

Analysis of the MOOC Capabilities for Student Training in the Humanities

The article provides a quantitative analysis of the online courses which can be used for student training in the humanities. It is noted that the development of in-formation society influenced the ways of educational activities organization, the process of obtaining new knowledge and competency formation. Under the con-ditions when online education, blended and distance learning are considerably relevant, massive open online courses are an effective tool for learning and self-development. It was found that training in the humanities plays an important role in personal development of the future specialist. It involves the development of social competence, communication culture, leadership skills, as well as skills of conflict avoidance, teamwork, etc. The effectiveness of training in the humanities is influenced by active teaching methods, interactive technologies, and various means of information and communication technologies. The authors analyzed both the English-language (Coursera, Udemy, Edx) and Ukrainian-language (Prometheus, EdEra, OUM) online platforms. The article provides a quantitative analysis of online courses according to various directions in the humanities on each of the platforms. As of October 2021, we identified 4,769 free and fee-paying courses. The largest number of online courses for training in the humani-ties is presented on the Udemy platform (4,295 courses), the smallest number – on all Ukrainian-language platforms together (45 courses).

Comparison of hybrid learning and remote education in the implementation of the “Adopt a Microorganism” methodology

The Internet has changed the way teachers and students access information and build knowledge. The recent COVID-19 pandemic has created challenges for both teachers and students and a demand for new methodologies of remote learning. In the life sciences, mixing online content with practical activities represents an even greater challenge. In microbiology, the implementation of an active teaching methodology, the #Adopt project, based on the social network Facebook®, represents an excellent option for connecting remote education with classroom activities. In 2020, the version applied in high school, “Adopt a Microorganism”, was adapted to meet the demands of emergency remote education owing to the suppression of face-to-face activities caused by the pandemic. In the present study, we assessed how the change in methodology impacted the discourse richness of students from high school integrated with technical education in the Business Administration program of the Federal Institute of São Paulo, Sorocaba Campus. Three questionnaires related to the groups of microorganisms (Archaea, Bacteria, Virus, Fungi, and Protozoan) were applied. The students’ responses in the 2019 and 2020 classes were compared concerning content richness and multiplicity of concepts through the application of the Shannon diversity index, an approach that is generally used to assess biodiversity in different environments. The observed results suggest that remote learning provided students with a conceptual basis and richness of content equivalent to that achieved by students subjected to the hybrid teaching model. In conclusion, this study suggests that the #Adopt project methodology increases students’ discourse richness in microbiology even without face-to-face traditional classes.

Distance learning problems in the educational process of a university in a pandemic

В данной статье представлены основные ограничения дистанционного обучения в эпоху экстремальных явлений: во-первых, слабая цифровая компетентность педагогов, которая не позволяет максимально использовать ресурсы педагогической деятельности посредством дистанционных технологий, формирование данной компетенции является важной задачей, реализация которой возможна через программы повышения квалификаций; во-вторых, несовершенная система дистанционного обучения, которая может быть внедрена в образовательный процесс как дополнение традиционному обучению, создание программного обеспечения требует как финансовых, так и трудовых ресурсов; в-третьих, слабая мотивация студентов к образовательной деятельности в процессе дистанционного обучения, которой должен управлять преподаватель, применяя активные методы обучения и координируя студентов на протяжении всего образовательного процесса. На основании полученных данных, предложены пути решения данных ограничений дистанционного обучения в эпоху экстремальных явлений. This article presents the main limitations of distance learning in the era of extreme events: firstly, the weak digital competence of teachers, which does not allow the maximum use of the resources of pedagogical activity through distance technologies, the formation of this competence is an important task, the implementation of which is possible through advanced training programs; secondly, the imperfect distance learning system, which can be introduced into the educational process as an addition to traditional learning, the creation of software requires both financial and labor resources; thirdly, the weak motivation of students for educational activities in the process of distance learning, which must be managed by the teacher, using active teaching methods and coordinating students throughout the educational process. Based on the data obtained, ways of solving these limitations of distance learning in the era of extreme phenomena are proposed.

Active Methodologies in Teaching Human Anatomy

Human anatomy is one of the fundamental disciplines for the training of health professionals, especially in the medical field. Its didactic origin is based on the European school where the body was dissected in amphitheaters and anatomical knowledge was transmitted from the teacher to his students. With the restructuring of medical curricula, and the use of active methodologies, seeking to make the student the center of the learning process, anatomy started to be taught in another way. This study carries out an integrative review in the Scielo, Science Direct and Google Scholar databases, from 2015 to 2020, about the active methodologies used in the teaching of human anatomy for the medical course. The PICo strategy was used to form the guiding question and the results were presented through the Prisma Flow diagram. It was found that there are a number of tools and strategies that can be used aiming at the active teaching of human anatomy, however, a common point observed in most works is the approach of joint use with cadavers and anatomical parts, thus seeking to stimulate the development of the skills and competences of medical students.

Objectives of Teaching and Interactive Learning

An important aspect of teaching is to promote learners’ awareness and an appropriate learning strategy can enhance success with the learning task. The different types of Strategies like Memory, Cognitive, Compensation, Social Strategies and skills provide the learners with the opportunity to practice progress in their own way. The main role of the English teacher is to help students discover effective approaches to learning and to stimulate knowledge and provides kills to the learners. They must adapt various approaches to teaching in order to serve the needs of the students. Teaching methodologies define specific roles for a teacher as an analyst, curriculum developer, counselor, mentor, and a researcher. Researchers of class room interaction have developed observational systems to describe and classify patterns of student-teacher interaction. Teachers create their own roles within the classroom based on their theories of teaching and learning. A more recent model of teaching used in mainstream education, known as active teaching reflects the management and monitoring of learning as a primary role for teachers. The study highlights the ways in which the teachers and learners can collaboratively engage in developing effective approaches to interactive learning.

PROBLEMS OF APPLICATION OF ACTIVE LEARNING METHODS IN PHYSICS AND METHODS OF SOLUTION

This article discusses the problems that arise when using active methods of teaching physics in the educational process according to the updated curriculum, and ways to solve them. The analysis of documents, survey methods, analysis of the results of scientific research on the topic. Analysis of domestic and foreign articles. As a result of the study, problems, difficulties and a number of ways to solve them were identified when using active teaching methods by teachers of physics and natural science.In addition, the classification and benefits of active teaching methods are presented. Examples of active physics lessons, practical exercises are considered. It guides students in solving theoretical problems and issues of daily life. It is convenient to systematize a large amount of information in lectures and practical exercises, where the main issues of the topic are explained and recommendations for independent study of the material are given.The results of scientific research can be a useful and auxiliary tool for students, young professionals, teachers of physics and natural science in higher and special educational institutions.

Telegram como um Recurso de Apoio Metodológico no Curso de Ciências Contábeis: Relato de Experiência

ResumoEste trabalho tem como objetivo proceder um relato de experiência na disciplina de Contabilidade Tributária do Curso de Graduação presencial em Ciências Contábeis, tendo como recurso de apoio metodológico a utilização do Telegram, um aplicativo caracterizado como um serviço de mensagens instantâneas baseado na nuvem, em que é permitido ao usuário troca de mensagens, fotos, vídeos e arquivos de qualquer tipo, possibilitando a comunicação entre professor e aluno no compartilhamento de informações e materiais de aula. Trata-se de um estudo descritivo, com o objetivo de retratar as características de utilização do Telegram como suporte de apoio metodológico, levado a campo com abordagem qualitativa e que se ancora nas intersecções entre metodologias ativas e ações didático-pedagógica. O instrumento de coleta de dados foi o registro das interações realizadas no Telegram. Utilizou-se de categorias de análises, sendo essas: descrever, informar, confrontar e reconstruir. O início desta pesquisa ocorreu com a criação de um canal dedicado ao compartilhamento de informações e materiais da disciplina. Os resultados deste estudo indicaram um avanço na socialização e interatividade, promovendo discussões sobre os temas da disciplina, ampliando as capacidades de retorno de informações e reflexões do professor e suas práticas, o que favorece amplamente as mudanças. Conclui-se que, o uso de metodologias ativas de ensino realizadas, por meio deste aplicativo, contribuem no campo de conhecimento, quanto às potencialidades do Telegram, na socialização, na comunicação, na mediação e ao estímulo para a continuidade dos estudos. Palavras-chave: Ensino. Ensino Híbrido. Contabilidade Tributária. Letramentos Digitais. AbstractThis work aims to provide an experience report in the Tax Accounting discipline of the on-site undergraduate course in Accounting Sciences, using Telegram as a methodological support resource, an application characterized as a cloud-based instant messaging service, where the user is allowed to exchange messages, photos, videos and files of any kind, enabling communication between the professor and the student in the sharing of information and class materials. This is a descriptive study, with the objective of portraying the characteristics of using Telegram as a support for methodological support, carried out in the field with a qualitative approach and anchored in the intersections between active methodologies and didactic-pedagogical actions. The data collection instrument was the recording of interactions carried out on the Telegram. Analysis categories were used, namely: describe, inform, confront and reconstruct. The beginning of this research took place with the creation of a channel dedicated to sharing the discipline's information and materials. The results of this study indicated an advance in socialization and interactivity, promoting discussions on the subjects of the discipline, expanding the professors’ ability to return information and reflections and their practices, which largely favors changes. It is concluded that the use of active teaching methodologies carried out, through this application, contributes to the field of knowledge, regarding the potential of Telegram, in socialization, communication, mediation and encouragement in the continuity of studies. Keywords: Teaching. Hybrid Teaching. Tax Accounting. Digital Literacies.