Socrates’ Pedagogical Methods in his Geometry Lesson to the Slave-Boy

Teachers in today’s information society are required to rethink their teaching approaches to accommodate the learning needs of children and adults, either in the traditional classroom settings or the virtual environment. Logically speaking, children require instructors to teach them by using the pedagogical methods. Likewise, adults require teachers to help them learn by using andragogical approaches such as facilitation methods. When it comes to teaching children or helping adults learn in the online teaching and learning environment, it is the epistemological positions of the teachers that predetermine their instructional methods. In this chapter, the author compared and contrasted those pedagogical teaching methods with those andragogical approaches.

Computers have evolved over the course of history through successive generations. The impact of this technology on society has revolutionised the way we communicate, participate in the political life of a country or access education. The potential of the computer in the field of education has been highlighted by last year's global event. The objective of the study is to analyze the literature on the term computer in the field of education (COMPU-EDU) in the Web of Science database. For this, a bibliometric methodology based on a scientific mapping of the publications on the state of the question has been used. It has worked with an analysis unit of 10939 documents. The results indicate that research related to "computer" in education is mainly presented in English and in research articles. In addition, the journal with the most manuscripts on this line of research is Computer & Education. The analysis of the scientific evolution of this line of research shows that studies are mainly focused on teaching and learning processes, as well as on students' attitudes towards computer use. It can be concluded that the COMPU-EDU investigations are currently at an inflection point, given that there is a downward trend, as far as production volume is concerned. The scientific community is beginning to focus its research on other more specific branches of computer, such as augmented reality or robotics. In addition, the scientific production of COMPU-EDU in the 21th century focuses mainly on the attitudes of the members involved in the pedagogical act, on gender differences, on the elements of the teaching and learning processes - pedagogical methods and evaluation - and in the attention of students with special educational needs. Probably in the future the lines of research will begin to focus on self-regulation of learning, computational-thinking and gamification.

This article introduces the Plurilingual Intercultural Creative Keys (PICK) program, which aims to enhance individual adaptability by developing creative, intercultural, and linguistic competencies. Drawing on empirical studies from the past 25 years, PICK emphasizes the interconnectedness of these competencies and their role in fostering personal and cognitive adaptability. The program takes a holistic approach, complementing existing curricula by addressing the educational environment’s curricular, psychological, and sociocultural dimensions. Importantly, PICK seeks to reform educators’ pedagogical methods without altering the existing curriculum, focusing instead on transforming teaching practices within current educational structures. Targeted at teachers, tutors, and homeschooling parents, PICK equips educators with both theoretical insights and practical tools to innovate their teaching approaches. The program consists of training modules centered on each competency, supported by lectures and workshops that promote intrinsic motivation, critical thinking, and a positive psychological climate through project-based learning. Additionally, PICK provides continuous psychological and methodological support to ensure the effective application of its methods. This article also presents a theoretical framework that integrates the concepts of plurilingualism, creativity, intercultural competence, and systemic adaptation. Rather than introducing new empirical data, it synthesizes existing theories and research from educational psychology, cognitive development, and cross-cultural studies. This synthesis forms the basis of the PICK program, offering a conceptual model that positions plurilingual creativity - the ability to think creatively and communicate across languages and cultures - as a catalyst for systemic adaptation. By uniting theories of cognitive adaptability, psychological resilience, and educational methodologies, the article contributes to advancing theoretical understanding while laying the groundwork for future research and practical applications. By bridging traditional academic instruction with the evolving demands of a globalized world, PICK offers a robust framework for integrating soft skills into education. The program’s potential to foster adaptive, innovative, and globally competent learners underscores its contribution to advancing contemporary educational paradigms.

The paper presents the findings of a qualitative study of the top 50 free educational apps in Norway on March 3rd 2016 and September 3rd 2015, focusing on how the apps can be used in a learning process. The apps were analyzed based on a number of educational categories, e.g. which pedagogical method is the app built upon, what level of the revised Bloom's taxonomy does the app cover and what are the added values of the app compared to traditional classroom teaching. The research question of the study is: What are the educational characteristics of the most popular apps in the Norwegian App Store? We found that the apps are based on a variety of pedagogical methods. There is a predominance of drill and practice-apps, but there are also apps based on presentation, tutorial, gaming and demonstration in addition to discovery, problem solving and simulation. Discussion and collaboration as pedagogical methods are not found among the apps from the top 50 charts. Some apps allow for construction of content, like images, audio, video, mind maps etc. We have demonstrated how many apps cover the lower level of Bloom's revised taxonomy, but that some of the apps also can cover the Create level of the taxonomy. It is not hard to describe added values of most of the apps, if one sees the factors isolated from each other. Examples of added values are repetitions, immediate feedback, fun, creative tools, variation, and pronunciation. The paper discusses how added values also can turn into distractions and how many of the "free" apps unfortunately have major limitations in the free version.

Pedagogics in Education: Moving Backwards or Forward? Monika A. Papa, Sousanna-Maria Nikolaou Abstract Education is and has been in the center of a greater debate as to the pedagogical or non- pedagogical methods, a debate escalating continuously since different theoretical and scientists have not always agreed as to which method is the best. From the industrial revolution, a time in which children are to be punished for using their imagination, to the behaviorists who believed feelings, values, dreams, mean very little to the learning process, teachers always struggle to achieve a harmonic balance with their students, despite all difficulties and challenges. The role of pedagogics is to help all educational systems to evolve and upgrade themselves to their maximum potential in order to allow students to overcome the problems and thrive in the learning experience. Full Text: PDF DOI: 10.15640/jehd.v6n1a19

Introduction. The digitalization of education makes it possible to supplement the known pedagogical methods and technologies with new means, thus raising their effectiveness. The goal of distance learning digital technologies is not only to maintain the level of vocational training, but also to increase it. To do this, it is necessary that these technologies: help inspire learning, stimulate involvement at all stages of the longitudinal dynamics of learning, pro-vide developmental and inspiring feedback. Materials and methods. The longitudinal dynamic characteristic of the learning process includes five stages — curiosity, immersion, involvement, significance, implementation. Each of them is important and valuable. Digital technologies make it possible to increase the efficiency of each of them. In the article, the authors share their experience of using digital technologies at all stages of the longitudinal dynamics of learning. Results. The use of digital technologies contributes to an increase in the level of vocational training by attracting new pedagogical methods into the educational process. The use of various digital programs allows to improve the skills of communication and coop-eration in the digital environment, search for information in open databases, and stimulate creative thinking when creating presentation materials relevant to educational topics. Modern technologies contribute to the involve-ment of students and the positive group dynamics of the educational process, which confirms the average score received by students at the State Final Attestation, includ-ing in 2020, and 2021. Conclusions. Digitalization of the educational process is a global change in traditional approaches to the educational process. Further prospects are to improve educational content, including the cre-ation of online courses, electronic knowledge bases. digi-tal analytical applications that allow, based on big data, to develop effective individual learning paths. The learning management system is also a support in the form of an electronic dean’s office, students’ personal accounts, and university department/chair. All together these will help to form a digital footprint (portfolio) of the student, which will be taken into account by the employer in the future.

This study explores the integration of sensory-based materials designed for the students of Australian violin pedagogue Lyndall Hendrickson, whose experimental teaching ideas were developed from the 1960s. This research examines principles that influenced her multi-sensory teaching approach to violin instruction. Investigated are Hendrickson’s use of elements from Dalcroze Eurhythmics, her training of Ševčík’s exercises, knowledge from polio recovery, and the ways this informed her pedagogy. Hendrickson engineered combinations of vision-, auditory-, and proprioception-guided materials to engage the young violinist’s sensory perception in their learning process. Investigations from her archival material are personal letters, transcriptions of teaching diary notes, collated files of handwritten drills, and previously unknown transcripts of lectures she delivered between 1960 and 2010. They reveal her use of educational psychology and principles for using structures of the Human Performance Theory. Also discussed are the applications of student-centred approaches for her understanding of pupils’ sensory needs, as well as her investigations to determine differences in their thinking behaviours. This examination of Hendrickson’s pedagogical methods may benefit teachers of students who struggle to grasp the perception of patterns or haptic associations.

This study delves into the intersection of multiple intelligence theory and mathematical pedagogical simulation methods, exploring the combined impact on grade three children’s academic Mathematics attainment set against the backdrop of ongoing debate around multiple intelligence (MI) theory, with some researchers questioning its validity and labelling it as a ”neuromyth” due to perceived lack of empirical evidence. Therefore, this research argues for the continued relevance and critical evaluation of multiple intelligences (MI) theory in the educational context. Using a mixed-methods approach, the study examines how incorporating diverse intelligence preferences into Mathematics instruction influences the Mathematics outcomes of grade three children. The findings reveal a significant positive correlation between students’ intelligence preferences and their academic attainment in Mathematics (p < 0.05), indicating that tailored instruction aligned with dominant intelligence preferences enhances learning outcomes. 32.1% of children who enjoyed asking life questions scored above average in Math, compared to only 13.0% of those who disagreed (χ² = 144.158, p = .000). Instruction that caters for diverse intelligence preferences leads to improved academic attainment in Mathematics. The study underscores the value of recognizing and incorporating children’s endowed competences into mathematical pedagogical simulation methods. Ultimately, the research contributes to the ongoing discourse on MI theory, highlighting its potential to inform effective teaching practices, to enhance students’ outcomes in Mathematics education when integrated into mathematical pedagogical simulation methods, and to advocate for a nuanced understanding of intelligence preferences to foster a more inclusive and supportive mathematics learning environment.

Since the beginning of the 20th century, world history has entered a new era of globalization. This has brought new qualitative and quantitative demands on the outcomes of human activity in education and various labor fields. In a rapidly changing environment where modern innovations replace one another, individuals face the necessity of understanding problematic situations and acquiring the necessary cognitive skills to address them. The answers to questions about how these skills are formed, how the cognitive structure inherent to the concepts of a "new human" and a "new personality" is developed and how to ensure effective, results-oriented cognitive activity lie within the emerging field of cognitive psychology. For this reason, current research in cognitive psychology, particularly studies on the formation of cognitive structures within educational environments at various stages of ontogenesis, holds special relevance. Applying these findings to the learning process is a priority. Since the beginning of the 21st century, another notable issue has emerged in this context. It has become evident that it is essential to create new pedagogical practices that integrate concepts such as "artificial intelligence", "computer metaphors" and "cognitive skills", proposed by cognitive psychology. Consequently, cognitive psychology has become a key discipline for studying changes in human psyche and addressing critical, yet unresolved, issues. One such issue is identifying the psychological and pedagogical conditions for forming learners' cognitive activity during the educational process. The new findings in this area can help identify the methods, tools and environmental standards required to organize conscious, results-oriented and effective activities among learners during the learning process. This would allow for a more efficient organization of cognitive activity. The acquisition of knowledge, skills and abilities by learners – the main subjects of the educational system occur during the learning process. Each problem related to this process is studied within the psychological activity of learners and educators. Therefore, addressing cognition in the learning process and, in modern approaches, exploring the cognitive domain and cognitive activity begins with identifying the connections and relationships between the psychopedagogical structure and other domains. Cognitive skills develop in parallel with adolescents' self-identification, their alignment with images close to their emotions, tendencies, desires and ultimately, their self-awareness. New skills emerge during adolescents' systematically, purposefully and methodically structured cognitive activity within the learning process. In other words, effective cognitive activity during learning helps adolescents achieve their life goals. Thus, there is a growing need to explore adolescents' cognitive activity within the learning process and the factors that stimulate it by referencing the activity approach, a critical direction in cognitive psychology. Adolescents' cognitive activity depends on the motivations driving it. It should not be regulated by random motivations. If learning activity is motivated by inner feelings, desires and emotions, difficulties may arise in completing the activity with willpower. To achieve positive results, adolescents' cognitive activity should align with their value-motivation domain and their needs for self-identification, self-development and self-affirmation, accompanied by emotional and volitional efforts from beginning to end. The research highlights this level of motivation as one of the crucial conditions that shape the psychological structure of cognitive activity. In pedagogical psychology, the issue of how adolescents' learning activities are motivated by needs and interests to acquire a cognitive nature is one of the topics requiring comprehensive study.

Pedagogical art technologies and methods to increase the efficiency of the teaching process are considered as innovative approaches to the pedagogical process. Within the framework of the article, new approaches to make the pedagogical process more creative were revealed, due to which a number of problems of pedagogical nature can be solved, including the organization of the process of teaching, socialization, upbringing, etc. Aim of the article: The aim of the research conducted within the framework of the article is to identify the importance of involving art technologies and methods in increasing the efficiency of the learning process, to interpret their role in terms of improving the learning process. A number of scientific-pedagogical research methods were used for the research, such as analysis, comparison, abstract, generalization, coordination. As a result of the study, we came to the conclusion that pedagogical art methods and technologies are unique pedagogical alternatives that can solve not only the problem of making the teaching process more active, creative and effective. Those can also contribute to the development of a person's creative potential, self- discovery and self-perception, as well as be useful in organizing joint educational activities for biologically healthy children and children with special needs as unique mechanisms of mental regulation, making the learning process more inclusive, collaborative and constructive. Key words: Pedagogical art technologies, art methods, isotherapy, book therapy, music therapy, teaching process, pedagogical process.

The aim: To analyze the relevance of communicative competence in medical practice and to choose the best pedagogical methods by improve communication skills in future doctors through the use of a holistic approach in teaching. Materials and methods: Sociological, informational and analytical research methods were used in the research. Conclusions: The holistic direction in education promotes partnership between a student and a teacher, the achievement of mutual understanding and trust, better commitment and motivation to learn. The use of feedback forms helps to recognize and understand the needs and feelings of each student, work effectively with diversity, motivates the teacher to continuous self-development and self-improvement. Modern teaching methods such as working in small groups, Storytellling and role-play according to students are more valid in mastering the communicative competence of the future doctor.

This article provides a brief historical overview of the two pedagogical methods: integrated and communicative approaches and the advantages and disadvantages of using communicative and traditional methods in teaching and learning English. A method is a general outline of a systematically presented language material, in which all parts are consistent and based on specific approaches. On the other hand, some people study a foreign language for the purpose of integration. Students of this group aim to identify with the speech community of the target language.

This paper takes embedded system teaching as an example, firstly introduces critical issues in engineering education in China. Then active learning through combination of project-based learning with problem-based learning is adopted according to the characteristics of course and different types of teaching, i.e., problem-based learning to theory and basic concept, and project-based learning to experiment and curriculum design. The practice shows that integration of project-oriented problembased learning approach in teaching and learning environment can enhance students’ learning initiative and abilities of active learning, innovation, communication and teamwork. The obtained results are a starting point to other authors willing to use active learning methodologies within the framework of engineering degrees. Keywords—active learning; pedagogical methods; embedded system; problem-based learning; project-based learning

Background:Learning processes are usually characterized by students’ misunderstandings and misconceptions. Engineering educators intend to help their students overcome their misconceptions and achieve correct understanding of the concept. This paper describes a misconception in digital systems held by many students who believe that combinational logic circuits should have only one output.Purpose:The current study aims to investigate the roots of the misconception about one-output function and the pedagogical methods that can help students overcome the misconception.Sample:Three hundred and eighty-one students in the Departments of Electrical and Electronics and Mechanical Engineering at an academic engineering college, who learned the same topics of a digital combinational system, participated in the research.Design and method:In the initial research stage, students were taught according to traditional method – first to design a one-output combinational logic system, and then to implement a system with a number of output functions. In the main stage, an experimental group was taught using a new method whereby they were shown how to implement a system with several output functions, prior to learning about one-output systems. A control group was taught using the traditional method. In the replication stage (the third stage), an experimental group was taught using the new method. A mixed research methodology was used to examine the results of the new learning method.Results:Quantitative research showed that the new teaching approach resulted in a statistically significant decrease in student errors, and qualitative research revealed students’ erroneous thinking patterns.Conclusions:It can be assumed that the traditional teaching method generates an incorrect mental model of the one-output function among students. The new pedagogical approach prevented the creation of an erroneous mental model and helped students develop the correct conceptual understanding.

Visualization of educational material in secondary education institutions is one of the successful components of qualitative learning of this material and its further application in the learning process. In a special need of visualization are the school subjects that are difficult to understand and, essentially, do not have a wide practical application at the beginning of the study, that is, subjects of the mathematical cycle. This is why the aim of this study is to analyze the mobile tools that can be used to visualize educational material when studying a geometry course in high school. The study used such research methods as analysis and justification of the choice of mobile augmented reality tools for studying mathematics. As a result of this analysis, two augmented reality tools, Arloon Geometry and Geometry AR, were identified as ones that can be used to visualize educational material and create a problematic situation in order to gain new knowledge in high school geometry lessons. The analysis of these tools made it possible to say that the use of augmented reality tools in geometry lessons creates the conditions for positive emotional interaction between the student and the teacher. Firstly, students understand that a mobile device can be used to organize the learning process, to intensify it and to build a personal learning trajectory. Secondly, the emotional component of learning creates conditions for better memorization of educational material, promotes their mathematical interest, actualizes their creative potential, introduces conditions for finding different ways to solve geometric problems. Thirdly, the ability to find solutions of simple geometric problems with the help of augmented reality instills into the student a positive attitude towards success, and the solution of more complex problems becomes faster and more intense.