Active Teaching Methods Research Articles

Социокультурный проект как реализация активного метода в процессе формирования профессиональной компетенции у будущих учителей бурятского языка и литературы

The aim of the study is to substantiate the effectiveness of using the project method in the process of professional competence formation among students during the implementation of the socio-cultural project “The Interactive Platform”. The paper describes the implementation of the project method in extracurricular activities of students in the training programme “Pedagogical Education with Two Training Programme Specialisations: Native Language and Literature, Russian Language and Literature” at Buryat State University. The study is novel in that it proposes the idea of using the project method as one of the active teaching methods to increase students’ internal motivation, which is a condition for professional competence formation in extracurricular activities of teacher trainees. As a result of the study, it has been found that project work allowed students to realise the social significance of their future profession, greatly increased their motivation to carry out their future professional activities and contributed to professional competence formation.

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ ХАРЧОВОЇ ГАЛУЗІ НА ОСНОВІ ВИКОРИСТАННЯ ЕЛЕМЕНТІВ ТВОРЧОЇ ДІЯЛЬНОСТІ

The article is devoted to the theoretical substantiation of aspects of the use of creative activity elements in the forms of organization of the educational process, methods and means of teaching future food industry teachers-engineers. The use of creative activity elements in the forms of organization of the educational process, methods and means of teaching future food industry teachers-engineers allows to achieve the goal and solve specific didactic tasks for the preparation of future food industry teachers-engineers for creative professional activity, in particular positive motivation, orientation to the main professional functions that correspond to certain types of professional activity and are characterized by creative content; interest in finding non-standard ways of solving specialized tasks and practical problems in the field of professional activity; a steady desire to achieve the expected results on the basis of value orientations, ethical standards, beliefs and professional attitudes. In the context of our research, active methods of teaching were chosen: non-simulative methods (discussions, brainstorming) aimed at motivating cognitive activity, notifying educational information, forming and improving professional skills, mastering the best practices and controlling the learning results; simulative non-game methods (simulation exercises, analysis of specific situations and group trainings) aimed at simulating professional activity. The proposed forms of educational process organization, methods and means of teaching future food industry teachers-engineers with elements of creative activity contribute to the gradual increase of the acquired educational achievements and ensure the transition of quantitative accumulation of knowledge, skills into new quality — readiness for creative professional activity. Key words: teacher-engineer, food industry, active methods, creative professional activity.

FORMATION OF READINESS OF FUTURE FORESTRY SPECIALISTS FOR PROFESSIONAL ACTIVITY BASED ON META-SUBJECT INTEGRATION IN CLASSROOM AND EXTRACURRICULAR ACTIVITIES

The article reveals the problem of the formation of readiness of future forestry specialists for professional activity on the basis of meta-subject integration in classroom and extracurricular activities. It is established that the training of future forestry specialists is based on the idea of integrating the efforts and capabilities of different objects and subjects of professional training, which provides for the interconnection of classroom and extracurricular activities. It is revealed that the effectiveness of training of future forestry specialists in classroom and extracurricular activities was provided by meta-subject integration which is the integration of educational material of disciplines of different scientific fields, synthesis of knowledge, skills, and competencies of higher education. It is proved that conducting integration classes on the basis of active teaching methods with the involvement of subject teachers allows to implement an integrative approach and to promote the readiness of future forestry professionals to work according to the following criteria: motivational-personal, cognitive-informational, and effective-practical. The use of methods of a problem statement, problem-solving and project method, etc. in the process of training allows considering potential possibilities of software on the basis of real, significant for the specialist of forestry professional situations, promoting the development of readiness.It is established that the formation of readiness of future forestry professionals for professional activities is achieved through the use of such forms and methods of organizing the educational process in classroom work as business games, defense of creative projects, case studies, teamwork, group discussions, independent work, and more. It is revealed that the current forms of extracurricular activities are electives, various forms of group and club work, quizzes, competitions, exhibitions, expeditions, tourist trips, tourist clubs, professional competitions, professional skills tournaments, and professional career passport development. A special place is given to manufacturing practice.
 Keywords: formation; readiness; future specialists; forestry; professional activity; meta-subject integration; forms; methods; classroom and extracurricular activities.

Participation problems and effective accommodations in students with dyslexia in higher education

ABSTRACT Students with dyslexia face particular challenges in higher education. Individuals with disabilities have a right to accommodations to guarantee equal opportunities and participation in education. The present study addresses (1) the frequency of functioning and participation problems of students with dyslexia in higher education, (2) the teaching and evaluation methods during which the functioning and participation problems emerge, and (3) the effectiveness of accommodations perceived by students with dyslexia. Results showed that students with dyslexia primarily have problems with reading comprehension, reading speed, spelling and text writing. Furthermore, most students with dyslexia experience more problems during classical teaching (e.g. lecture) or classical evaluation methods (e.g. written exam with open questions) than during dynamic or activating teaching methods (e.g. excursion or internship) or alternative evaluation methods (e.g. peer evaluation). Finally, perception of the effectiveness of accommodations depends strongly on the individual functioning and participation problems students with dyslexia experienced.

THE EFFECTIVENESS OF A KEYWORD METHOD IN ACQUIRING ENGLISH WORDS

The current article reveals the ways of learning English words with the help of the method called “Keyword method”, developed by J. Atkinson in 1994. Even though it has been a long time since it was introduced in the world of language learners, it can still play a paramount role in second language acquisition. The article also explains the importance of the role of vocabulary enrichment in learning a foreign language as a second language. It is well known that many students find it challenging to memorize new words because when it comes time to use them in speech, the words in their mind get confused and forgotten. Therefore, the article discusses the definition and classification of active vocabulary teaching methods. The examples of rote learning and keyword method learning are provided. Meanwhile, the criteria for application, features, principles and pedagogical conditions for implementingof active teaching methods are indicated. Furthermore, there is a vivid comparison between rote learning (repetition) and the keyword method, which is based on association. For the experimental part, 2 participants have been chosen to precisely check the effectiveness of the keyword method after taking their consent. The results have shown exciting and useful features of both vocabulary learning methods. According to the results of the keyword method, participants were involved in learning new words and performed better than simply repeating new words. They were able to memorize more words, according to the statistics. More details about the experiment are described in the article.

Project-based learning in initial teacher education: contributions for the professional development of elementary school teachers

This study aims to understand how Project-based learning, addressed in initial teacher education programs, is reflected in the practices and professional development of elementary school teachers, as it is a method that contrasts with students' conceptions about teaching and promotes the development of pupils’ skills and knowledge. The study uses a multiple case study design, in which the main data collection techniques are interviews and document analysis. The results show that initial teacher education institutions are concerned with the integration of this teaching method in its programs, although its approach is insufficient for future teachers and beginning teachers to implement it with confidence. Data also reveal the need for greater monitoring by higher education institutions during teachers' induction phase, in order to support them during the constraints of this stage, encouraging the use of active teaching methods and contributing to an early stage of their professional development.

Basics of Students’ Communication Skills

Modern trends in intercultural education and the free choice of curricula and resources for the development of intercultural competence of students in higher education require the use of active and innovative teaching methods based on a results-oriented competency approach. Along with the diversity of all its components, the formation of communicative competence in a foreign language, i.e. intercultural competence, becomes the main goal of teaching foreign languages in universities. It should be noted that the name of intercultural competence means the ability to realize oneself within the framework of "dialogue of cultures". The development of students' intercultural communication skills through the case method puts a great responsibility on teachers. G. Huseynzadeh writes in this regard: “The need for teachers is growing during this process. Teachers must be able to bring the language culture they are learning and the country they are learning to the audience. The teacher must have knowledge of the culture of his country and all English-speaking cultures. The teacher must also be willing to share his knowledge with students”.

Formation of digital competencies among students of economic specialties

The rapid advancement of digital technology is altering the skillsets required of specialists. In today’s world, a competitive analyst working in the field of economics must possess not only professional skills, but also digital competence, which encompasses not only digital skills, but also a body of knowledge and perspectives on the nature and role of information technologies and opportunities, as well as relevant legal and ethical principles. The article examines modern theoretical foundations and approaches to the development of digital literacy in lifelong learning processes: specifically, one of the tools for determining the level of formation of digital competence using the Tsifrogram test (which is based on the conceptual model of digital competence of citizens DigComp - The Digital Competence Framework for Citizens) is described and analyzed in depth. The study was conducted using competence-based, personality-activity, and communication techniques. The economic analyst training program featured active and interactive teaching methods and practices. The findings of a study on the level of digital competence formation among university students of economic specializations are provided. The most important suggestions for improving students’ digital competence are studied, selected, and highlighted. It is proposed to build a roadmap for boosting students’ digital competency during their university studies in the future.

Features of classes on geoinformation technologies with schoolchildren in the framework of additional education

The article reveals the issues of organizing classes on geoinformation technologies with schoolchildren in the framework of additional education. Additional education is considered as an activity of the House of Scientific Collaboration on the basis of Cherepovets State University. The purpose of the work is to describe the system of tasks within the framework of the program "Geoinformation technologies" through the prism of the travel motive. Based on the analysis of psychological and pedagogical literature, the article highlights the following provisions for the system of classes: mastering the concept of "geoinformation technologies"; taking into account the main characteristics of the concept of "travel"; relying on the personal experience of students and the emotional component; the use of active and interactive teaching methods. The paper describes creative cases on the educational program "Geoinformation technologies", which are aimed at studying new information, analyzing the information received, fixing and presenting the results obtained. Intersubject connections are the basis for planning classes. The complex of case tasks is aimed at the formation of personal, meta-subject and subject results, and also allows to develop interest in studying the geography and history of the planet Earth using modern information technologies. Google Maps and Yandex.Maps act as tools for solving case tasks.

Showcase of Active Learning and Teaching Practices in Spatial Data Infrastructure (SDI) Education

Abstract. The new concept of Open Spatial Data Infrastructures (Open SDIs) has emerged from an increased interest in open data initiatives together with national and international directives, such as the EU Open Data Directive (Directive (EU) 2019/1024), and the large investment of European public authorities in developing SDIs for sharing spatial data within public authorities. Open SDIs have the potential to boost reaching SDIs’ general aims and goals of facilitating the exchange and sharing of spatial data to support planning and decision-making by including public participation and increased openness in all aspects of SDIs, including Open SDI Education. The open SPatial data Infrastructure eDucation nEtwoRk (SPIDER) project aims to address Open SDI Education by particular emphasis on studying Active Learning and Teaching (ALT) methods for SDI education. This article provides a theoretical basis of ALT for SDI methodologies. We show in which way ALT practices were already implemented in SDI education at the Partner universities before the COVID-19 pandemic. We also describe how the pandemic functioned as a catalyst for implementing ALT practices to an online environment, and how students evaluated these practices. The outcomes of our research can serve as an inspiration for SDI education in other countries.

ІНТЕРАКТИВНІ МЕТОДИ НАВЧАННЯ В ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ ФАХІВЦІВ АВАРІЙНО-РЯТУВАЛЬНИХ СЛУЖБ

The analysis of scientific and pedagogical literature shows a fairly thorough coverage of the problem of intensifying educational and cognitive activities in the educational process, but the introduction of active teaching methods in the training of emergency service personnel in air transport in ZVO remains poorly studied and needs further development. The article considers the problem of increasing the effectiveness of professional training of emergency services by introducing active teaching methods in the educational process. Training of specialists of emergency and rescue services is a continuous process that begins during training in an educational institution and continues directly at the enterprise, continuing all professional life. In an educational institution, such training includes various educational components, united by a set of principles, forms and methods of training and education of future professionals in order to provide them with high professional training to deal with the consequences of emergencies and disasters. The authors' understanding of the problems of training emergency service specialists in air transport, based on many years of experience, has led to the priority use of active learning methods in teaching special disciplines, which are radically different from passive methods. It is noted that the possibilities of active teaching methods in improving the efficiency and quality of the educational process are not fully used, require more attention from teachers and proper selection, given the educational and professional tasks and features of a particular specialty in general. The experience of application of active teaching methods in the training of specialists in emergency maintenance on air transport at the Flight Academy of the National Aviation University is considered. It is concluded that the intensification of educational and cognitive activities of higher education seekers is not an end in itself, but only one of the ways to increase the effectiveness of their training. The main goal is to form students' activity, assimilate emotional and value experience, ensure adaptation to the social environment, improve the quality of the educational process, as well as promote self-realization and professional potential.

Developing the cognitive activity of students of technical universities using active methods of teaching

This article focuses on the use of active learning methods to improve and enhance the learning process. It analyzes teaching methods that develop active cognitive activity of students of technical universities and assumes the use of such a system of methods, which is mainly aimed not at the presentation of ready-made knowledge by the teacher, their memorization and reproduction, but at the independent mastery of knowledge and skills by students in the process of active mental and practical activity.

ACTIVE TEACHING METHODS IN THE SCHOOL OF YOUNG TEACHER

This article is devoted to the problem of searching of active methods of teaching in young teacher's schools, to the pedagogical conditions which provide effective results of usage of a business game in training young teachers for professional activity.
 Great attention is paid to the active methods such as: pedagogical situations, discussions, conferences.

Achieving handwashing with Social Art for Behaviour Change: the experience of the Lazos de Agua programme in Latin America

Abstract The effectiveness of different hygiene behaviour change approaches is inconsistent. Proven effective elements of behaviour promotion include the following: involving the community, adding psychosocial theory-derived elements and using interpersonal communication with active teaching methods and innovative and culturally sensitive messaging. The One Drop Foundation Social Art for Behaviour Change (SABC) approach encompasses those elements and is embedded in a system-strengthening approach involving users, service providers and policymakers within the Lazos de Agua Programme. Halfway into the programme, the SABC approach has been implemented in more than 280 rural and urban communities in five Latin American countries. According to its midline outcome measurement, the programme's efforts have contributed to a 15% point increase in the population practising proper handwashing within intervention areas. Story-based interviews revealed that SABC interventions are believed to have caused lasting changes in behaviour, perception and skills which transcend beyond the individual and are felt at the household and community levels. While the SABC approach is mostly limited to addressing psychosocial factors, the experience of this programme proves that artists can serve as behaviour change facilitators to accompany water, sanitation and hygiene (WASH) system projects. The SABC approach builds capacity, both within artist groups as permanent local institutions which can act as behaviour change facilitation service providers, and within service users, who become empowered and can continue influencing behaviour change among their peers.

Do online workshops using active teaching methods improve self-rated social skills of future physiotherapists?

Purpose In the context of the COVID-19 pandemic, the need arose for replacing conventional forms of education with remote classes. Therefore, it was decided to test the effectiveness of a social skills workshop conducted using active online methods for second-year physiotherapy students. Methods The experimental factor was the contents of workshop classes taught online. The platforms Teams, Zoom and the Messenger were used to carry out the experiment. The workshops used active learning methods: simulation of work situation, drama, peer feedback and interaction-based communication. Results The results obtained from 78 participants (pre-test and post-test, including 45 women) were analysed. The age of the participants ranged from 20 to 22 years, with a mean of 20.7 years. A self-reported social skills questionnaire consisting of 30 statements was used. Participation in the course resulted in a significant increase in the index of general social competences of the students (F1.76=38.66; p < .0001; η2=.337; observed power (for α = .05) 1 − β > 0.99. There was no interaction between course participation and the gender of the participants (p = .0849). Conclusions Online workshops using active teaching methods, which are an essential element of future physiotherapists’ preparation for clinical work, can stimulate the development of their social skills.

Anatomy Education‐Paradigm Shift from Passive to Active Learning‐Effects on Student Engagement, Comprehension and Retention A Review of Literature from 2012 to 2022

IntroductionThere has been a dramatic paradigm shift from passive to active teaching and learning methods. Passive teaching is faculty‐centric, while active teaching is student‐centric which many academic scholars believe will lead to better student engagement, comprehension, and knowledge retention. Instead of just pouring information into their brains, students must be responsible for their learning, and teachers only act as facilitators rather than the sage on the stage. There is a need to formulate curriculum map designs and lesson plans that leads to higher‐order learning using Bloom's taxonomy in teaching.ObjectiveThe objective is to review literature that compares the passive and active teaching strategies on their advantages and disadvantages regarding student engagement, comprehension, and knowledge retention.MethodologyA review of the literature was conducted on passive and active learning methods in anatomy education from 2012 to 2022.ResultsThe faculty‐centric passive teaching with lectures and videos make students disengaged. On the other hand, in active learning, students are more engaged, have better comprehension, retention and are more responsible for their learning. Active teaching utilizes discussion fora, collaborative and peer teaching, flipped classrooms, blended classes, games, concept maps, chunking, polling, and augmented reality.The pyramid of retention from the National Training Laboratories in Bethel, Maine, showed that passive teaching led to 30 % retention while active teaching had superior retention from 50 to 90 %.ConclusionActive learning methods have more advantages regarding student engagement, comprehension and, retention than passive teaching. In addition, the faculty may combine both strategies to maximize learning among the students.

PROBLEMS AND SOLUTIONS OF USING GROUP DISCUSSION ACTIVITIES IN GENERAL ENGLISH CLASSES AT DONG NAI TECHNOLOGY UNIVERSITY, VIETNAM

The paper discusses the current state and solutions of using group discussions in general English classes at Dong Nai University of Technology. It shows that using group discussions in English speaking classes is a very active and effective teaching and learning method. However, some teachers still do not understand how to deploy group work for their students to bring the best effect. Besides, many students still face some difficulties when participating in group discussions, there are still shy students who do not dare to express their personal opinions in front of the group; rely on other group members or use Vietnamese too much in the discussion process. At the same time, the paper also points out practical solutions, appropriate to improve the problems that both teachers and students are facing during group discussions. From there, teachers can deploy and organize group discussion activities more effectively; students can be more confident during group discussions.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0925/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

FORMATION OF PROFESSIONAL VALUES OF A HIGHER EDUCATION ACQUIRENT IN THE PROCESS OF STUDYING PROFESSIONAL DISCIPLINES

The article is devoted to the problem of the relevance of using active learning methods in the study of professional disciplines, in particular, practical training aimed at the formation of value orientations among student youth in the process of professional training in a higher educational institution. An analysis of the results of modern research in domestic and foreign psychology on the problem of formation of professional values was carried out. The methodological bases of tasks and the content of lectures and practical classes in professional disciplines are highlighted. The hierarchical structure of value orientations was revealed and their content characteristics were analyzed after studying the discipline of professional training "Psychology". The importance of improving the organization of the educational process with the aim of acquiring practical skills close to the conditions of the educational process, the formation of professional and personal competencies in the future specialist of the pedagogical direction is determined. The expediency of introducing active learning methods into the educational process of a higher educational institution, which is one of the main pillars for acquiring practical skills and abilities necessary for the formation of a specialist's personality, has been proven. The following methods were used to form the results of the research: analysis of psychological and pedagogical literature, general scientific methods of comparison, systematization, interpretation and description of ideas and facts; questionnaire “Value orientations of the teacher”. The use of scientific and scientific-methodological publications, methods of psychological-pedagogical research and methodological materials and practical experience of specialists in age and pedagogical psychology and the Department of Educational Psychology of the Faculty of Special Education, Psychology and Social Work of the Ivan Ohiienko Kamianets-Podilskyi National University. The article substantiates the importance of the problem of improving the quality of the professional training of future specialists in the pedagogical industry with the use of active teaching methods, specific pedagogical situations in the study of professional disciplines, in particular, practical training aimed at the formation of a personality of a specialist who would be competitive on the domestic and European labor markets.

Contributions of action research and use of active methodological approaches for the construction of a discipline in management

PurposeThe study aims to investigate how the action research contributes to the collective construction of a discipline in management. This issue was the motivation for the present study, which was developed from the experience of master's degree students attending the post-graduate program in management of an institution in the State of Bahia, Brazil.Design/methodology/approachThe overall objective of this study is to understand the method's effectiveness for this aim, whereas the specific objectives are to identify the commitment of the subjects in the activities proposed and to assess the effectiveness of the use of active methods in the discipline construction. The theoretical background is regarding digital education transformation, active teaching methods and action research. As for the qualitative perspective, the methodological approach of choice was that of participant observation (for data collection) and content analysis.FindingsIt was possible to highlight the awakening of critical sense and the effectiveness of action research in enhancing the protagonism of the master's degree students in the construction of their own knowledge.Originality/valueThis study not only contributes to the field of applied social sciences but also opens a precedent for the experience of collective construction of a discipline in another area of knowledge by means of action research. Another factor demonstrating the relevance of this study is the production of essays and articles by master's degree students in which active methodologies were related to themes of interest.

Promotion of Covid-19 vaccination by nursing students

In the midst of Covid-19 pandemic, on the cusp of a fourth wave, second-year nursing students conducted acampaign to promote vaccination. This educational activity is part of the evaluation of teaching unit 4.6 of semester 3 "educational and preventive care". It is conducted inthe form ofaproject and is based on the principle of so-called active teaching methods.