STRESS, ANXIETY AND DEPRESSION AMONG RADIOGRAPHY STUDENTS DURING THE COVID-19 PANDEMIC

INTRODUCTION:This study aims to evaluate the psychological impact of COVID-19 emergency period on a sample of Radiography students. METHODS:Levels of anxiety, stress, and depression were measured in a sample of 206 Greek Radiography students, using the DASS scale. RESULTS: Radiography students reported moderate levels of stress anxiety and depression. The 27,7% for depression scale, 20,4% for anxiety and 15% stress found to have extremely severe levels. 48% of the sample declared dissatised and 16,1% very dissatised from the teaching method and 83% from our sample declared that prefer traditional classroom lesson. These perceptions of the students about the effectiveness of the distant educational method have signicant differences in all subscales. CONCLUSION: The impact of the Covid-19 pandemic on Radiography students' education and mental health are undeniable. Academics should discuss future strategies to address problems that arise.

Educational Resources for EPN24 Planetary Field Analogue Sites

<p>The Europlanet 2024 Research Infrastructure (RI) provides free access to the world’s largest collection of planetary simulation and analysis facilities. The project is funded through the European Commission’s Horizon 2020 programme and runs for four years from February 2020 until January 2024. The Transnational Access (TA) programme supports all travel and local accommodation costs for European and international researchers to visit over 40 laboratory facilities and 6 Planetary Field Analogues (PFA) [1].</p> <p>As part of the education and inspiration tasks associated with Europlanet 2024 RI, we have produced classroom resources aimed at age 10-14 year olds relating the conditions found within the PFA sites to astrobiology and the habitability of Mars.</p> <p>These resources have been produced around all PFA sites:</p> <ul> <li>Rio Tinto River (Spain)</li> <li>Iceland Field Sites (Iceland)</li> <li>Danakil Depression (Ethiopia)</li> <li>Kangerlussuaq Field Site (Greenland)</li> <li>Makgadikgadi Salt Pans (Botswana)</li> <li>Andes (Argentina)</li> </ul> <p>These resources link in with common areas found in worldwide STEM curriculums, such as volcanism, pressure, pH and evaporation. To achieve this, we have filmed lab-based demonstrations and included them in a classroom lesson plan alongside teachers' notes. In addition, each lesson plan focuses on how the conditions of the PFAs could affect the habitability of Mars.</p> <p>An Italian version of the resources has been produced by EduINAF with the addition of brief video-lessons.  English versions were released on a weekly basis from mid-March through April with opportunities for training sessions to support teachers wishing to engage with these resources.</p> <p>Following studies such as Salimpour et al 2020 [2], highlighting the extent to which astronomy has been incorporated into school curriculums, we have chosen to highlight three subject areas with lower representation in high schools into our resources: physics, space exploration and astrobiology.</p> <p>As these analogue sites can be linked to more planetary bodies than just Mars, our next steps are to create similar resources based around the habitability of the icy moons of the Solar System.</p>

Interactive educational and methodological complex "Initial information about the structure of substance"

The article presents the author's digital educational resource — an interactive educational and methodological complex "Initial information about the structure of substance". The resource was developed in support of the school physics course of the 7th grade and is dedicated to the section "Initial information about the structure of substance". This is a didactic manual that can be used both in the classroom-lesson system of teaching, and in the independent study of physics — in the form of distance or home learning. The article describes the structure and content of a digital educational resource, as well as its features. The idea of its creation and the prospects of its use are considered. The interactive educational and methodological complex "Initial information about the structure of substance" was presented at the Republican competition "Mosaic of digital educational resources — 2021" and was awarded a 1st degree diploma.

“Inverted Classroom” – Lesson in Geography and Economics with Innovative Elements

The article examines the possibilities that offers the Flipped Clarssroom to students and teachers in Geography and economics subject. The approach of the inverted classroom changes the places of the homework and the class lessons when gaining new knowledge. First, the students receive information on the curriculum independently, and then the teacher, stepping on the laid foundation, clarifies concepts and structures the respective volume of teaching material. Through this approach the student steps in an active position. There is increase of learning motivation. New models of communication between teachers and students are being formed. Individual and group forms of work are combined. Applying the inverted classroom method in Geography and economics subject, the teacher turns his role into a mentor who helps students consolidate what they have learned through discussions, games, teamwork and making mind maps.

Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics

The paper addresses cognitive processes during a teacher's professional task of assessing learning-relevant student characteristics. We explore how eye-movement patterns (scanpaths) differ across expert and novice teachers during an assessment situation. In an eye-tracking experiment, participants watched an authentic video of a classroom lesson and were subsequently asked to assess five different students. Instead of using typically reported averaged gaze data (e.g., number of fixations), we used gaze patterns as an indicator for visual behavior. We extracted scanpath patterns, compared them qualitatively (common sub-pattern) and quantitatively (scanpath entropy) between experts and novices, and related teachers' visual behavior to their assessment competence. Results show that teachers' scanpaths were idiosyncratic and more similar to teachers of the same expertise group. Moreover, experts monitored all target students more regularly and made recurring scans to re-adjust their assessment. Lastly, this behavior was quantified using Shannon's entropy score. Results indicate that experts' scanpaths were more complex, involved more frequent revisits of all students, and that experts transferred their attention between all students with equal probability. Experts' visual behavior was also statistically related to higher judgment accuracy.

Improving Reading Comprehension in Spanish Using iSTART-E

iSTART-E is a web-based intelligent tutor developed for Spanish-speaking students to improve their reading comprehension through self-explanation strategy training. This study examined the effects of a blended comprehension strategy intervention on students' reading comprehension skill. Chilean high school students (N = 22) completed nine iSTART-E sessions and a face-to-face classroom lesson that included integrative video and additional examples of self-explanation. Survey data indicated that students thought that iSTART-E was useful and that they had improved their reading skills. Critically, this was supported by objective assessment—students' standardized reading comprehension test (Lectum) performance improved from pre-training to post-training. These findings demonstrate promise for the use of iSTART-E as a computer-supported learning environment for Spanish readers.

National Priorities in the Education System of the Republic of Kyrgyzstan: Trends in the Introduction of Manas Studies and Innovation

The purpose of the article is to describe the new requirements for teaching the discipline “Manasology”. Objectives of the article: To present changes in the education system of Kyrgyzstan in connection with the adoption in 2011 of the Law “On the epic «Manas»” and to describe new technologies that can be used in the country’s education system with the introduction of the discipline “Manasology”. The object of the research is the current situation in schools and universities of Kyrgyzstan, the subject is the process of forming new teaching technologies and creating educational literature. The educational community of the Republic of Kyrgyzstan takes into account a number of teaching technologies tested in the world, the practical application of which includes the creation of new educational literature. Among them: Technology of integrated learning; Case-technology; Game technology; Technology workshops; Traditional technologies (classroom lesson system). The first technology presupposes a special type of integrated lesson, combining familiarity with the epic “Manas” simultaneously with other subjects while studying one topic. Disciplines of the auxiliary cycle can be “National Literature”, “Kyrgyz Language”, “Oral Folk Art”, etc. The second technology involves the use of educational, research and practical cases, their sources can be epic material: “Manas”, “Semetey”, “Seytek”. The third technology for game therapy, communication games, art therapy, fairy tale or myth therapy, technology of musical influence involves a direct appeal to the heroic epic “Manas”. The fourth technology – a workshop of value orientations – introduces the ideas of tolerance of all ethnic groups and interethnic harmony, covering the history, philosophy, worldview and spiritual culture of the Kyrgyz, glorifying patriotism, friendship, freedom of spirit and who played a creative role in the formation and strengthening of the Kyrgyz statehood, proclaimed in article 1 “Law on the epic «Manas»”.

The health saving educational environment at the institutional higher educational

Today, all developed countries are concerned about saving the lives and health of their citizens. And this is a priority task for the society. Attitude to health, awareness of its value is considered as an important element for national culture, a criterion for the well-being of society. Regardless of age and profession, health has always taken one of the leading role in a person's life.Health is an integrated indicator of social development for any country, which reflects its political, socio-economic and moral position, a strong factor of forming demographic, economic potential of the state and society.That is why health phenomenon throughout human history has attracted the attention of many scientists from all over the world, who have developed a large number of different characteristics of this phenomenon.One of the most influential factor in the formation and maintenance of human health is education, which lays the foundation for education and culture of the entire population while studying at the university. Students from H. S. Skovoroda Kharkiv National Pedagogical University, Primary Education Faculty took part in our experimental work. In order to understand the level of healthy development ideas for teachers and students, the importance of the teaching process and educating health, a set of research methods were used: monitoring the activities of teachers in the classroom, lesson analysis; questionnaires; group conversation, discussions, which were to solve the planned tasks.The research revealed that students do not have a high interest level in the development of health activities and readiness to implement health technologies in education. Almost half of the students do not even think about the need for a conscious attitude to health care, and therefore are not interested in these issues. Of course, it is very important to understand that for young people the problem of health requires careful attention of all interested in it: teachers, doctors, parents, members of the public. However, a special place and responsibility in health activities is given to the educational system, which must and has all the opportunities to make the educational process health-preserving, and in this case it is not just about the health of modern students, but about the future of Ukraine.

APPLICATION OF THE COMPETENCE APPROACH IN EDUCATION – METHODS, APPROACHES, ORGANIZATIONAL FORMS, METHODOLOGICAL SOLUTIONS

The application of the competence approach in the education field is a complex process that requires the creation and testing in practice a number of methodological solutions. The change from a knowledgereproducing learning process to competence-oriented one must be realized at all levels of the educational structure. Even in their preparation, future teachers must get acquainted with the modern achievements of pedagogy and be ready to apply in practice a variety of organizational forms other than classroom-lesson. The article presents methods, approaches, forms that facilitate the application of the competence approach in the education of children and students of preschool and primary school age.