Cognitive component of educational mathematical projects in basic secondary education

The article aimed to analyze the purposes of educational policies that reformed the last stage of basic education (high school) and higher education in Brazil, between 1997 and 2017, considering the mode of state regulation established in its relationship with access to education Brazilian public superior. Starting from a Marxian theoretical perspective, we undertook descriptive and explanatory research taking as sources the legal provisions enacted in the period that reformed secondary education and higher education in the period established in the study. The analysis of the proclaimed and real purposes of the devices showed that although there are specific regulations for higher education, access to this level is also impacted by policies relating to basic education, especially secondary education, which is why we infer that the regulation of basic and higher education produced in the period calibrates processes of state regulation of access to higher education. To the extent that they are reforming policies that directly (higher education) and indirectly (secondary education), due to their purposes analyzed here, have an impact on expanding or slowing access to higher education, highlighting societal and educational projects in dispute that, for a certain period, they maintain hegemony by implementing their policies. expanding or slowing down access to higher education, highlighting societal and educational projects in dispute that, for a certain period, hold hegemony by implementing their policies.

The effects of relaxation exercises on orthography performance in language arts education of fifth to seventh graders were experimentally tested. Participants were 399 basic secondary school students and their language arts teachers from the Hauptschule, a German type of secondary education covering grades five to nine that leads to a basic educational degree. Half of the students were trained in their classrooms in the basic autogenic training (AT) formulas (self‐suggestions of passive self‐attention, heaviness and warmth) and in the technique of reactivation after relaxation. After completing a regular dictation test students applied the relaxation exercise for four minutes on their own and were then given the opportunity to reread what they had written and to correct any mistakes they found on the test. In comparison to 200 students in the control group (who were not trained in the systematic relaxation exercises), who were also given the opportunity to revise their texts after a four‐minute break, the experimental group students made significantly fewer mistakes and received better grades on the test. In addition, the results show that there were significantly fewer correct revisions and significantly more incorrect revisions of the dictation tests made by the students in the control group, thus worsening their academic performance by the possibility of ‘self‐correction’. Students and teachers evaluated AT exercises positively. Implications of the results for the application of AT in the classroom are discussed.

The article presents the main results of the analysis of the state of Ukrainian secondary education in terms of health and safety, as well as its changes due to Russia's full-scale war against Ukraine. Ukrainian secondary education is undergoing a profound transformation and transition from the old concept of teaching to new approaches formulated in the concept of the "New Ukrainian School." Changes in Ukrainian education affect all subjects and integrated courses, approaches to teaching, and schoolchild achievement assessment. The article analyzes the state of education in health and safety at the preschool stage and in primary, basic, and specialized secondary education. A separate subject, "Basics of Health," dedicated to health and safety issues, is proposed for schoolchildren in basic secondary education, i.e., grades 5-9. As part of the transformation of Ukrainian secondary education, the subject "Basics of Health" is gradually being replaced by the integrated course "Health, Safety, and Well-being." The article provides model programs for the integrated course "Health, Safety, and Well-being" recommended by the Ministry of Education and Science of Ukraine for the adaptation cycle (grades 5-6) and the basic subject learning cycle (grades 7-9). The main themes of health education studied by schoolchildren in basic secondary education are analyzed in detail and examples are provided. A separate section is dedicated to safety education. The curriculum for safety education covers a wide range of topics, including safety theory, home safety, safety in natural and urban environments, emergencies, communication safety, digital safety, and many others. The full-scale war of Russia against Ukraine has led to the emergence of specific military risks. It should be noted that many educational subjects underwent various changes as a result of the war. The main changes regarding health and safety, as well as additions concerning military risks, have been made in the subject "Basics of Health" and the integrated course "Health, Safety, and Well-being." The article analyzes the quantitative and qualitative characteristics of the added topics. Many conclusions have been drawn, including the necessity of studying military risks and ways to overcome them, as well as ensuring safety and health in wartime conditions.

From international comparative studies (TIMSS, PISA) it appears that students in lower secondary education in the Netherlands perform relatively well in mathematics and science compared to their peers from other participating countries. Policy-makers, especially, are eager to bring these positive outcomes into the limelight. However, one may wonder whether, in case of the Netherlands, there is good reason for such zeal. An evaluation study, conducted by the Netherlands Inspectorate of Education, shows that lower secondary schools do not meet the quality required in implementing a curriculum reform that started in 1993, entitled ‘basic secondary education’. So, in spite of all rhetoric on the positive outcomes of TIMSS and PISA in the Netherlands, when putting the relatively good student performance in the context of the implementation of this ambitious curriculum reform, many people become puzzled. Research findings on the quality of mathematics and science education seem to be in conflict with the results of TIMMS and PISA. This conclusion and also the observation that international comparative assessment studies have serious difficulty in meeting the goal of providing proper interpretations of student achievement, especially from a curriculum perspective, give reason to attempt to disentangle the conflicting images.

This article addresses the importance of the construction of the educational curriculum in basic secondary education following the guidelines of the Ministry of National Education in Colombia. The main objective is to analyze in detail the transversalization of learning through evidence-centered design at this educational level, being its categories the Transversalization of learning, Evidence-centered design and Transversalization of learning through evidence-centered design in Secondary Basic Education in Colombia. In this sense, the adoption of a competency-based approach in the curriculum design of basic secondary education is key. This provides greater flexibility and adaptability to different pedagogical models. Likewise, the evidence-based evaluation design implemented by the ICFES at the different educational levels in Colombia is a valuable tool for educational institutions. It is essential that educational institutions use the results of internal and external tests as inputs for their continuous improvement process. They seek to raise educational quality standards and optimize students' academic results. In this way, a quality education that responds to the needs of today's society is promoted.

The article is devoted to the issue of the museum lessons as an alternative form of teaching Natural Sciences for students in basic secondary school. It proposes the detailed analysis of the concept «natural sciences museum lessons» and explores educational activities provided by the Ukrainian museums to schoolchildren. The author of the article emphasizes the importance of the museum educational activities for both, students and teachers: while for students museum lessons are the chance to improve their knowledge, skills and abilities, for teachers, they are the opening to explain subject material in an accessible way and meet the basic curriculum. Most museums in Ukraine and abroad offer standard tours, museum lessons, lectures and educational workshops. Analysis of those activities showed that natural museums have an extremely important role in the education process of children. Natural history museums clearly realize the importance of their educational role by setting the programs for schools. They provide the interdisciplinary approach in teaching and offer natural sciences lessons to students of all educational levels. Educational activities offered by natural history museums are usually complementary to school natural sciences curriculum, which include several school subjects – biology, geography, physics, chemistry, and astronomy. It is emphasized that apart from the educational content, the museums offer a very wide choice of possibilities and new teaching methods, which require students’ active participation. The educational activities of the museums are included into the curricula of basic secondary education and provide information and communication technologies for the organization of information and educational environment of the museum. The study describes and characterizes the activity of Lviv museums, which offer museum lessons their compatibility with the core curriculum of basic secondary education. Keywords: museum lesson, museum education, natural history museum, basic secondary education, educational program, museum innovations.

Event Abstract Back to Event Cognitive Activation in Mathematics Lessons: Links to Mathematics Interest, Self-Efficacy, and Achievement Shaljan Areepattamannil1*, Myint Swe Khine1 and Michael Melkonian1 1 Emirates College for Advanced Education, United Arab Emirates There are growing concerns among educational policymakers and practitioners over the dwindling numbers of students choosing to study STEM subjects such as science, technology, engineering, and mathematics. As a result, education systems across the world have been ‘frantically’ exploring ways to foster students’ interest in STEM subjects, and to encourage them to pursue a career in STEM-related fields. Of the STEM subjects, mathematics cuts across the other three subjects, and a high-level of content mastery in mathematics is considered indispensable to success in STEM-related careers. The present study, therefore, drawing on data from the fifth cycle of the Program for International Student Assessment (PISA), examined the relations of cognitive activation in mathematics lessons to mathematics interest, self-efficacy, and achievement among a nationally representative sample of over 5000 adolescents hailing from Shanghai-China. The results of the study revealed that mathematics teachers’ use of cognitive activation strategies in their lessons—asking students to apply what they have learned to new contexts, encouraging students to reflect on problems, helping students to learn from mistakes they have made, presenting problems with no immediately obvious method of solution, giving problems with multiple solutions, and asking students to use their own procedures for solving complex problems—was significantly associated with higher mathematics interest, self-efficacy, and achievement. The findings of the study shed light on the key roles that mathematics teachers’ use of cognitive activation strategies play in enhancing students’ mathematics interest, self-efficacy, and achievement. The results of the study also highlight the need to create a mathematics teaching force which is capable of effectively and efficiently employing varied cognitive activation strategies in their lessons. However, further research is warranted to investigate the validity and efficacy of these strategies in other cultures. Keywords: Cognitive activation, mathematics achievement, Mathematics interest, Mathematics self-efficacy, Mathematics lessons Conference: International Conference - Educational Neuroscience, Abu Dhabi, United Arab Emirates, 28 Feb - 29 Feb, 2016. Presentation Type: Poster Presentation Topic: Educational Neuroscience Citation: Areepattamannil S, Swe Khine M and Melkonian M (2016). Cognitive Activation in Mathematics Lessons: Links to Mathematics Interest, Self-Efficacy, and Achievement. Front. Neurosci. Conference Abstract: International Conference - Educational Neuroscience. doi: 10.3389/conf.fnins.2016.92.00022 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 11 Feb 2016; Published Online: 23 Mar 2016. * Correspondence: Dr. Shaljan Areepattamannil, Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates, sareepattamannil@ecae.ac.ae Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Shaljan Areepattamannil Myint Swe Khine Michael Melkonian Google Shaljan Areepattamannil Myint Swe Khine Michael Melkonian Google Scholar Shaljan Areepattamannil Myint Swe Khine Michael Melkonian PubMed Shaljan Areepattamannil Myint Swe Khine Michael Melkonian Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

У роботі акцентованона усперечливості й еторетико-правовій неузгодженості мовнихправовідносин у сучасномуукраїнському суспільстві, щоне абезпзечує повнотусуверенітету держави, суверенітетунації, суверенітету народу.На основі теоретико-практичногоаналізу окремих статей КонституціїУкраїни, окремих позицій суддівКонституційного Суду Українивисвітлено загальнодержавніпроблеми використання українськоїмови в офіційному спілкуванніта в ніших сферах суспільноговжитку на всій території України.

The article is devoted to the problem of the student educational and research skills formation on the Ukrainian language lessons in the context of the State Standard for Basic Secondary Education that is implemented and reflects the conceptual foundations of the New Ukrainian School. The state regulatory documents have been analyzed and the attention is focused on the research component that is in the list of learning outcomes achieved in the language and literary branch of the State Standard of Basic Secondary Education. The essential characteristics of such definitions as «research activity», «research training», «educational research», «educational research skills» of students have been analyzed. Based on the analysis of psychological, pedagogical, linguistic and methodological literature the peculiarities of educational and research skill formation are revealed. The typology of teaching and research skills is presented. The author substantiates the features and types of educational and research skills and defines its didactic functions. The optimal teaching methods have been chosen that assist in the formation of educational and research skills in the Ukrainian language classes, and their effectiveness is substantiated. The theoretical theses have been illustrated with the examples of practical tasks. The criteria are provided to evaluate the educational research skills and their formation. The article identifies the prospects for further research related to the methodology of educational and research skill formation, its development, testing and implementation in the educational process with the help of curricula and Ukrainian language textbooks on the basis of research approach.

The article explores the legal aspects of the professional activities of teachers in the context of reforming the educational sector in Ukraine, with a particular focus on civic and historical education. An analysis is conducted of the regulatory framework governing the activities of teaching staff in the context of implementing the New Ukrainian School and introducing a competency-based approach to education, including the Law of Ukraine «On Education,» the Law of Ukraine «On Complete General Secondary Education,» the State Standard of Basic Secondary Education, and the updated Professional Standard for Teachers of 2024. The specifics of the legal status of teachers of civic and historical education, their rights, duties, and responsibilities are examined. The author analyses the transformation of professional requirements for teachers in the context of the decentralization of education and the expansion of institutional autonomy. Particular attention is paid to the legal mechanisms for protecting the academic freedom of teachers when addressing socio-political and historical disciplines that are inherently controversial. The legal aspects of forming students’ civic competencies and the role of the teacher as a facilitator in this process are investigated. The work highlights problematic issues in the regulatory framework for the professional development of history and civic education teachers, including certification, professional development, and attestation. International experience in the legal support of teachers of social studies subjects is analyzed, along with the possibilities of adapting it to Ukrainian realities. Prospective directions for improving the regulatory framework to enhance the quality of teaching in the fields of civic and historical education, in the context of developing students’ civic competencies, are identified. Based on the research, the author formulates proposals for improving the legislative support for the professional activities of teachers of civic and historical education, particularly in terms of strengthening legal guarantees of professional autonomy, protection from political pressure, and expanding opportunities for innovative pedagogical activities. The necessity of developing specialized regulatory documents that take into account the specifics of teaching civic and historical education subjects in the context of societal transformations is substantiated.

The article highlights the results of the pilot study with regard to the evaluation of the custom quality of textbook by students of basic secondary education through their assessment of structural components (student texts, drawings, charts, graphs, diagrams, tasks of different types, field works, educational projects, glossary of terms) of natural science textbooks (biology, chemistry, geography) using the author’s methods. The overall assessment as to the custom quality of biology, chemistry and geography textbooks for 9th grades was provided and separately the measurement of custom quality of their polycode texts (drawings, charts, graphs, diagrams), together with all components which require effective implementation (tasks, field works, educational projects, glossary of terms). At the time of this study the following was found out: 1) The proximity of integral assessments of textbooks and affinity of average score of their individual parts which can be attributed to approximately the same experience of every pupil resulting from using of these textbooks, along with linguistic and didactic similarities of their texts and similarity of structural arrangements of textbooks as a whole. 2) The high rate of empirical coefficient of determination on all data categories of evaluation results that reaffirm that at the time of the study the custom quality of textbook were highlighted from the point of view of pupil. There are four factors that have been experimentally established («Accessibility», «Visibility», «Interestingness», «Practicality») which characterize the custom quality of textbook from the point of view of the ninth-grader. Thus, the factor «Accessibility» incorporates such characteristics of textbook as simplicity and comprehensibility of its teaching texts, as well as the presence of drawings therein; «Visibility» includes diagrams, graphs and tables; «Interestingness» is a interestingness of study texts and also placement of tests and vocabulary. «Practicality» implies the presence of educational projects and practical works. The textbook is considered to be a means of scientific activity and the performance measures for the utilization of the latter depends on the quality of method and users’ attitude towards structural issues of textbook.

Although Indonesia has made improvements in the basic education and secondary education, one of the biggest problems is regarding the provision of equitable access and success for disadvantaged children aged between 7-15 years old in obtaining basic education with an acceptable quality in rural, urban, and remote areas. The purpose of this paper is to explore the causes related to disadvantaged children's limited access and success and the social justice educational programs to promote their access and success in the Indonesian basic education. Data gathered from research articles and policy reports are the sources of the chapter. This chapter focuses on the contexts of access and success for disadvantaged children, the constraints on access and success in the Indonesian basic education for disadvantaged children, and how various policies and programs or groups (e.g., programs and policies at national government, local government, school district, and school levels) should address the problems to promote access and success for disadvantaged children in the basic education.

Although Indonesia has made improvements in the basic education and secondary education, one of the biggest problems is regarding the provision of equitable access and success for disadvantaged children aged between 7-15 years old in obtaining basic education with an acceptable quality in rural, urban, and remote areas. The purpose of this paper is to explore the causes related to disadvantaged children's limited access and success and the social justice educational programs to promote their access and success in the Indonesian basic education. Data gathered from research articles and policy reports are the sources of the chapter. This chapter focuses on the contexts of access and success for disadvantaged children, the constraints on access and success in the Indonesian basic education for disadvantaged children, and how various policies and programs or groups (e.g., programs and policies at national government, local government, school district, and school levels) should address the problems to promote access and success for disadvantaged children in the basic education.

The peculiarities of organizing project activities in mathematics lessons with younger students are revealed in the article. Psychological and pedagogical literature on the problem of organization of project activity is analyzed. The concepts of "project method", "educational project", "project technology", "project work" are revealed. The specifics of the project activity in mathematics lessons and its role in the formation of interest in the study of mathematics are highlighted. Examples of project topics that can be used with younger students in math lessons are given. To use the project method in mathematics lessons in elementary school, you need to create a topic base of varying degrees of complexity. In terms of project objectives, it is necessary to take into account the individual features of cognitive activity of elementary school students. When working on a project, younger students should be given the opportunity to choose the topic of the project, the organizational form of its implementation (individual or group), the degree of complexity of the project activity. Creative projects are used to teach students new subjects and to reinforce appropriate mathematical skills. The project activity should be directed not so much at deepening of knowledge of students on a certain issue, but at gaining experience of independent performance of tasks, ability to formulate tasks and ask questions, to work in a team, to find non-standard and original solutions to a problem, to reveal their individual potential, to show creativity.

The article highlights the actual problem of the dependence of the psychological component of the professional competence of future specialists on the use of an educational project in the educational process. The purpose of the article is to study the features of the influence of the use of an educational project in the educational activities of a higher educational institution on the psychological component of the professional competence of future specialists. The content and structure of the psychological component of the professional competence of future specialists have been determined, which is considered as a complex of characteristics of future specialists, contains psychological knowledge, skills, motivational, emotional processes, personal properties that help to carry out professional activities, self-improvement, and consists of motivational, emotional, activity, personal, cognitive components. The experience of the formation of the psychological component of the professional competence of future specialists with the help of an educational project introduced into the educational process of the Institute of Philology of Borys Grinchenko Kyiv University is characterized. Among the research tools were used: diagnostic methods for studying the components, indicators of the psychological component of the professional competence of future specialists, the experimental method, the comparison method, and correlation analysis. The relevance of the topic is confirmed by the results of a survey of future specialists who underwent diagnostics on the problems of studying the level of the psychological component of professional competence for use in the educational process of an educational project and after. The experiment involved 227 future specialists in the specialty «035 Philology». Through experimental activities, the features of the application of the educational project in the educational process of the institution have been determined. It was revealed that the level of the psychological component of professional competence before the implementation of the educational project was lower than the level of the studied phenomenon after the application of the project in the educational process. The results of the analysis showed that the process of creating and implementing an educational project by future specialists affects the formation of the psychological component of students’ professional competence.