COMPUTER ANIMATION IN 7TH GRADE ALGEBRA LESSONS: RESULTS OF EXPERIMENTAL WORK

Statement of the problem. The article deals with the problem of visualization in teaching mathematics using animated drawings. The purpose of the article is to present the analysis of the experimental work on computer animation in the GeoGebra environment as a means of improving mathematical education at school. Research methodology. The methodological foundations of the research include activity-based, informational and visual approaches to teaching mathematics, a synthesis of the author’s work experience in testing computer animation at school. Research results. The results of the experimental work confirmed the expediency of using computer animation in the process of teaching algebra in the 7th grade (educational activity of students increased, as well as interest in research work and quality of mastering mathematical knowledge and skills). Conclusion. The use of computer animation in math lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clear illustrations of mathematical concepts and statements. The analysis of experimental work using the animation capabilities of computer environments shows an increase in the technological equipment of modern mathematics teachers, which help them achieve higher educational results.

SDGs: A Responsible Research Assessment Tool toward Impactful Business Research

An alternative research assessment (RA) tool was constructed to assess the relatedness of published business school research to the United Nations’ 17 Sustainable Development Goals (SDGs). The RA tool was created using Leximancer™, an on-line cloud-based text analytic software tool, that identified core themes within the SDG framework. Eight (8) core themes found to define the ‘spirit of the SDGs’: Sustainable Development, Governance, Vulnerable Populations, Water, Gross Domestic Product (GDP), Food Security, Restoration, and Public Health. These themes were compared to the core themes found in the content of 4576 academic articles, published in 2019, in journals that comprise the Financial Times (FT) 50 list. Their relatedness to the SDGs was assessed. Overall, 10.6% of the themes found in the FT50 journal articles had an explicit relationship to the SDG themes while 24.5% were implied. Using themes generated from machine learning (ML), augmented by researcher judgement (to account for synonyms, similar concepts, and discipline specific examples), improved the robustness of the relationships found between the SDG framework and the published articles. Although there are compelling reasons for business schools to focus research on advancing the SDGs, this study and others highlight that there is much opportunity for improvement. Recommendations are made to better align academic research with the SDGs, influencing how business school faculty and their schools prioritize research and its role in the world.

Perpectives on Gender: An Investigative Study of Gender Equity in Children [Espejuelos para el género: Apuestas investigativas por la equidad en la infancia]

The construction of gender identities begins at a very early age. These identities are consolidated through the influence of various socialization actors, among which the family, the school, and the media stand out. Therefore, addressing gender issues is necessary from childhood to ensure that girls and boys reach adulthood as women and men capable of establishing more equitable, horizontal, collaborative, and healthy gender relations. For this reason, since 2012, Perspectives on Gender [Espejuelos para el Género] has conducted a school research project, focusing on the second cycle of primary education in Cuba. The collective goals of the two phases of the project were to analyze gender constructs in girls and boys as well as those associated with actors involved in the children’s formal and informal education, such as family, teachers and the media. The basic methodological design was conceived from arts-based action research. Up until now, the persistence of sexist gender stereotypes has been identified in the scenarios and subjects under study although, at a discursive level, some gender equity is noticeable. This article describes the main results of the project. Editors' note: The English version of this article is a translation from the original Spanish, and this special feature is a result of a partnership between IJPS and the University of Havana, Cuba. The original Spanish article appears after the English translation.

Teaching family vocabulary during Ukrainian language lessons (communicative approach)

The relevance of the study derives from the modern objective reality, which is represented by lack of attention to family lexical nominations of family members, the features of the names of communication lines and situational options for the latest use; identifying factors for improvement of interpersonal contacts; fostering a culture of mutual support, etc. (communicative approach). The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of this model and the chosen approach for the development of family lexical competence in high school. Research methods were theoretical (comparative and systematic analysis of philosophical, methodical, psychological, didactic and sociological literature); empirical (analysis of conceptual scientific principles of school education and universal ideas about family nomination, observation, comparison, survey (conversation, questionnaire for teachers and students), study and generalization of pedagogical experience); practical (problem-searching, modeling, pedagogical experiment, mathematical statistics, including quantitative and qualitative analysis of the results of experimental training). They allowed for comprehensive analysis of the problem and influenced it. Ivano-Frankivsk Vocational College of Vasyl Stefanyk at Precarpathian National University served as the basis for the experiment. The study discusses the implementation of the proposed methodological model (communicative approach) in high school and proves the effectiveness of application.

The Development of Monopoly Game as Media for Science Learning at Elementary School

The purpose of this study was to examine the validity of the development of the game of Monopoly on hydrospheric science learning in grade V Elementary School. Research and Development (RD) research is used in this type of research. The Four-D model describes the research and development process, consisting of four stages: defining, designing, developing, and distributing. The study took place in Pekanbaru in the 2020/2021 academic year with four fifth grade private elementary school students. The Four-D model in this development research is only up to the development stage. The purpose of this research is to develop a product and validate by the validator then test individually. We were collecting data using a Likert scale instrument. Physical aspects, usage aspects, image aspects, colour aspects, writing aspects, and functional aspects obtained an average score of 97.78%, categorized as very valid in the assessment carried out by media expert validators. The assessment results carried out by the material expert validator consisted of the content/material aspect, and the learning aspect resulted in an average score of 90%, which indicated both were very valid. The average individual test evaluation results were 97.78%, categorized as very good. Monopoly game media was declared valid for grade V Elementary School science learning based on data analysis by media experts, material experts, and individual trials.

Pedagogical Models to Implement Effective STEM Research Experience Programs in High School Students

High school research experience programs (HSREPs) provide opportunities for true science education and expose students to scientific investigations in laboratory settings. Various HSREPs models have been practiced to shape students’ research understandings; however, a systematic comparison of the success, challenges, and opportunities of these HSREPs has not been gauged. This article compares the effectiveness of such science, technology, engineering, and mathematics (STEM) based HSREP models reported in the last two decades. We shortlisted seventeen studies on the most effective HSREPs and identified the characteristics of these reports. Results show that student research experiences vary depending on the structure of the model used and the nature of the laboratory setting to which students are exposed. However, there is a dire need to integrate more collaborative and customized research practices to accommodate more students in HSREPs. Additionally, intensive support, mentoring, and coaching are essential to provide students a comprehensive understanding to excel in their research career pathway. Finally, there is a desperate need for further studies to develop the frameworks that can help the smooth transition of high school students into research-oriented university programs.

Transversal Skills for the Implementation of Competence Approach during a Music Pedagogy Process at Primary School

Expertise-based (competence) approach is one of the approaches in pedagogy which in the 21st century can be applied to develop important value-based knowledge, skills and habits. Transversal skills help learners to use knowledge in a real-life context, be ready to take on responsibility for their own learning, constituting a complex achievement, and strengthening the link between knowledge and personal experience. These skills can be acquired by purposefully integrating them with the core skills in all subjects, music including. Transversal skills include such components as: cooperation, creative and entrepreneurial ability, civic participation, critical thinking and problem solving, digital literacy, and self-guided learning skills. It is essential to bring the above-mentioned skills into focus in music pedagogy – to substantiate them theoretically and give a practical guidance how they can be seen in a pedagogical reality and develop them within the frame of music teaching in primary school. Research aim: to describe and substantiate how to enhance the development of transversal skills by applying competence approach during a music pedagogy process at primary school. Materials and methods: this paper will provide the analysis of theoretical literature and education documents on the competence approach, examine possibilities of developing transversal skills in music at Music Primary School. Theoretical findings will be brought into foreground in connection with the pedagogical experience obtained while teaching at Jazeps Vitols Latvian Academy of Music and giving music lessons in general education institutions.

Pedagogical practice of philological students: cooperation with the basic school

The author considers pedagogical practice from the positions of professional risks presented in the scientific literature, taking into account which he builds a practice-oriented system of complex dispersed training of students for practice in the Russian language. At the same time, the emphasis is on interaction with basic schools, where future teachers receive their first professional experience. The university teachers ‘ knowledge of the school’s requirements, the general concept of practice, long-term cooperation of educational organizations of higher and secondary education, the built system of propaedeutic methodological training of students allow them to develop general pedagogical and special competencies of novice teachers, prevent possible risks, and contribute to their successful adaptation at school. Research methods: analysis of scientific literature, associative experiment, method of unfinished sentences, questionnaire, observation, reflexive essay, experimental training, conversation with the employer.

Do organizations learn? Results of a Hungarian longitudinal school-research program

Our study was based on the results of longitudinal research conducted between 2015 and 2021, which examined the schools learning organizations and sought to answer the question of what factors may be most decisive in the operation of schools that can effectively support student achievement, and how they change over time. After describing the theoretical models describing the learning organization of schools, the correlations of quantitative data and models and their five-year change are analyzed.It is clear from the data that educators and leaders see shared goals and a vision, and a willingness to take risks and innovate as the most advanced. There is a lack of responsibility and a collaborative atmosphere, and a dimension of knowledge sharing and partnerships. The shift in primary variables and more advanced statistical analyzes predict the emergence of newer learning organization model alternatives that can more accurately describe changes and areas of learning organization dimensions.

Characteristics of schools for girls: a case study

Single-sex schools account for a minimal percentage of alternative forms of education in Poland. Debates around such institutions focus on the issues of work efficiency in the context of academic achievements and dilemmas related to the social functioning of students. Most research on singlesex education is based on the positivist paradigm and uses quantitative methods. However, there are no monographic descriptions that consider the interpretative paradigm. In response to this gap, the author conducted a study of the culture of the girls’ school using qualitative methods – a case study based on the method of ethnography. The aim of the research was to conduct an in-depth study of a selected institution and describe its culture applying anthropology-based concept. I was interested in what image of the institution emerged based on individual interpretations of its members. The aim of the study. The main research questions concerned the specificity of the functioning of the staff in particular – the relations and key program assumptions. I tried to find out which aims are declaratively important and which are implemented by members of the school community. An important topic was also their perception of social relations and the style of working of the staff. The next task was to analyse and interpret the meanings that my interviewees attached to selected aspects of the school’s operation. The actions taken can be defined as constructing and reconstructing the model of the studied reality. The main aim of the analysis was to hear the “voice from the field” in order to understand better the meanings that the interlocutors attach to the everyday life at school. Research methods. The basic procedure for collecting data were interviews, partially structured and indepth, as well as observations of various school situations (both formal and informal). I interviewed parents, teachers, representatives of the board, and other school employees, I conducted focus group interviews (FGI) with students, I shadowed the headmaster, and analysed the documents. I used Atlas.ti software for the data analysis, which facilitated assigning and classification of codes and then combining them into broader categories. Conclusions and recommendations. Research has shown that adult respondents interpret the school reality in a similar way. Both parents and school employees emphasized the importance of values in constructing the school’s working style and the unique climate of families connected with the school. Social relations and emotions accompanying them were a significant problem, which on the one hand was a challenge for everyday work, and on the other hand, the expected style of functioning. The female character of the school manifested itself mainly in these dimensions. To a lesser extent, it was reflected in the style of work that would be in line with the stereotyped interests of the students. The results of the study apply to the specific case of the studied school. The methodology can be used many times in relation to any institution of this type.