Activity-based Approach Research Articles

Activity-based measures of landscape fragmentation

Abstract Context Landscape fragmentation, which has demonstrated links to habitat loss, increased isolation, a loss of connectivity, and decreased biodiversity, is difficult to quantify. Traditional pattern-based approaches to measuring fragmentation use landscape metrics to quantify aspects of the composition or configuration of landscapes. Objective The objective of this study was to examine the relative improvements of an alternative activity-based approach using the cost of traversing a landscape as a proxy for fragmentation and compare it with the traditional approach. Methods One thousand binary landscapes varying in composition and configuration were simulated, and least-cost path analysis provided the data to calculate the activity-based metrics, which were compared with computed traditional pattern-based metrics. Results Activity-based fragmentation assessments were sensitive to levels of landscape fragmentation, but offered improvements over exiting pattern-based methods in that some metrics varied monotonically across the spectrum of landscape configurations and thus makes their interpretation more holistically meaningful. Conclusions This study provides a modular conceptual framework for assessing fragmentation using activity-based metrics that offer functional improvements over existing pattern-based approaches. While we present a focused theoretical implementation, the process to be measured and the scale of observation can be altered to suit specific user requirements, ecosystems, or species of interest.

Integrating public health & primary care: a framework for seamless collaboration.

Integration between public health and primary care is rising on the health policy agenda but the terms and concepts involved can be confusing. This article reviews the relevant literature and presents a new framework to help policymakers think through what they are aiming to achieve and why. We unpack different degrees and types of integration and show how they fit together. We argue that the merger of public health and primary care into a single entity with one aim, budget, and one multidisciplinary team isn't necessarily the desired end-point for most health systems, but that seamless collaboration will likely improve patient and health system outcomes, save resources, and improve population outcomes. We recommend that efforts to foster better collaboration should take an activity-based approach, promoting alignment of teams, training, budgets, values and culture around specific tasks, and in proportion to need.

ПРИНЦИПИ НАВЧАННЯ ТА ОСОБЛИВОСТІ ЇХ РЕАЛІЗАЦІЇ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ ДО ОРГАНІЗАЦІЇ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ УЧНІВ

The article is devoted to the topical issue of training future biology teachers to organize students' research activities in the context of the transition to the New Ukrainian School. The article analyzes modern teaching principles that ensure effective training of future biology teachers to organize research activities in biology teaching. The features of the implementation of these principles in the educational process and their influence on the formation of future teachers' competencies necessary to create conditions for successful research work of students are considered. The purpose of the article is to systematize and analyze modern teaching principles that are the basis for preparing future teachers to organize students' research activities in biology; to study the peculiarities of implementing teaching principles in the training of future biology teachers. The following methods were used in the study: theoretical - included a detailed study of scientific literature and determination of the role of research in the general context of biological education, justification of the need to define the principles of training future teachers to organize research activities; empirical - involved direct observation of the educational process and analysis of the results of research work of students, which allowed to assess the real state of affairs in higher education institutions. The study determined that in order to effectively prepare future teachers to organize students' research activities, an integrated approach should be applied based on the following didactic principles: the principle of activity-based approach, the principle of personality-oriented approach, the principle of science, the principle of systematicity and consistency, the principle of practical orientation, the principle of creativity, the principle of cooperation, the principle of reflection, the principle of interactivity, the principle of integrative learning.

Exploring impacts of electricity tariff on charging infrastructure planning: An activity-based approach

In the past decade, electric vehicles (EVs) have gained popularity for their efficiency and environmental benefits. Advances in battery technology and charging equipment have yielded long-range EVs and fast-charging. However, many major cities lack adequate charging infrastructure for daily EV use. This study addresses this gap by integrating activity-based modeling, charging behavior simulation, and charging infrastructure optimization. The research utilizes the POLARIS agent-based transportation model to accurately capture user activities, trip patterns, and traffic flows. Additionally, the study investigates the impact of fixed and spatiotemporal electricity rate distributions on optimal charging infrastructure deployment. The framework is applied to the Chicago regional area network and analyzed under various EV ownership scenarios. The results reveal significant impacts of the charging pricing strategy on user decision-making and charging demand distribution. There is also a need for consistent pricing policies in charging infrastructure planning and operational phases to avoid drops in service quality.

Homonymy of words belonging to different parts of speech: the activity-based approach to studying the topic at school

The article examines the homonymy of words of different parts of speech in the context of teaching orthography to schoolchildren. This phenomenon requires special attention because, firstly, it underlies the understanding of morphology as a branch of linguistics. Secondly, homonymy is one of the causes of spelling errors which are difficult to avoid. Thirdly, understanding the nature of this phenomenon facilitates the perception of language as a system. The paper discusses the activity-based approach to learning the Russian language. Within its framework, no ready-made rules are imposed on schoolchildren. Instead, they are given problems. Solving them contributes to the development of students’ critical thinking, as well as a deeper understanding and appropriation of independently discovered knowledge. On the one hand, the study is based on the examination of linguistic units, on the other – on the analysis of students’ activity when solving orthographic problems. Based on the experience of using the Elkonin-Davydov developmental education system, we propose a tentative structure of a lesson included in the system of lessons on the topic Homonymy of words of different parts of speech. The article also describes individual assignments which are of a research nature and contribute to the development of a few competencies that transform a schoolchild from a recipient of information into a student-researcher. The element common to these lessons is an increasingly complex algorithm for distinguishing homonyms which belong to different parts of speech and are characterised by differences in spelling. The key con[1]clusions of the study reflected in the article include a description of the activity-based approach principles in relation to the study of grammatical homonymy. Motivation built on a "success situation" and a "gap situation", the use of quasi-research techniques, reliance on an algorithm for solving problems, and step-by-step practicing of each algorithm opera[1]tion are among these principles.

Viewpoint: Transporting carbon: calculating A4 emissions for mass timber

Jonathan Skinner, James Morton and Alan Dowdall of Ramboll describe their work to refine the inputs to an activity-based approach to calculating A4 carbon emissions for mass timber, and encourage the industry to go further by reporting actual fuel usage for transportation.

Peculiarities of the influence of the level of motivation for cognitive activities on the development of future teachers’ intellectual abilities

Introduction. The article considers the problem of developing Education students’ intellectual abilities at different levels of their cognitive motivation. The purpose of the study is to reveal how low and high levels of motivation for cognitive activities influence the development of the psychological system of intellectual abilities in different periods of Education students’ learning and professional activities. Materials and Methods. The study follows the system-genetic variant of the activity-based approach, which enables the authors to explain the influence of personality abilities (motivation) on the development of the abilities of the subject of the activity (intellectual abilities). The main methods employed include a survey, testing, analysis of regulatory documents and scholarly literature on the research problems. The sample consisted in 156 undergraduate students majoring in Education. Results. The authors have revealed a nonlinear nature of the influence of cognitive motivation on the development of intellectual abilities of Education students. It was found that an increase in cognitive motivation does not lead to an increase in absolute indicators of intellectual abilities and the level of general intelligence; its influence is manifested in a change in the structural organization of intellectual abilities in different periods of learning and professional activities. A high level of cognitive motivation ensures successful restructuring of intellectual abilities at the beginning of teacher training, testing new methods of intellectual activities in the middle of the degree course, optimization of the structure of intelligence at the end of studying. Thus, the influence of cognitive motivation on intellectual development is mediated by the acquisition of experience in educational and professional activities, requiring testing different methods of arranging students’ intellectual activities. Conclusions. Managing the process of developing motivation and intellectual abilities in a future teacher should take into account the complex nature of relationships between these psychological phenomena. The effect of pedagogical influence on motivation and, as a consequence, intellectual development is of a delayed nature, mediated by the acquisition of experience in solving educational and professional problems by future teachers at different stages of pursuing the degree programme.

Unit Assignment Design of Junior English Based on the Activity-based Approach to English Learning

Unit Assignment Design of Junior English Based on the Activity-based Approach to English Learning

Research on the Application of the Activity-based Approach to English Learning in Senior English Reading Teaching

Research on the Application of the Activity-based Approach to English Learning in Senior English Reading Teaching

Implementation of an Activity-based Approach to the Study of Chemical Properties of Metals

Implementation of an Activity-based Approach to the Study of Chemical Properties of Metals

Transdisciplinary understanding of the fundamental and practice-oriented nature of pedagogical education

Relevance. Increasing of fundamentality and practice-oriented nature are two important strategies for development of pedagogical education at the present stage. Fundamentalization ensures the formation of deep basic knowledge system, defines a holistic scientific picture of the human world. Practice orientation is revealed through a prism of gaining experience in the course of various activities, the willingness of a person to productively increase and use his or her knowledge and methods of activity to solve problems arising in the reality, orientation towards continuous self-education and self-development. The aim of the article is scientific substantiation of transdisciplinarity as a strategy for bringing together the fundamentality and practice-oriented pedagogical education at the present stage. Methodology and methods. The methodological basis of transdisciplinarity is based on the ideas of a synergetic approach. The ideas of the praxiological approach are used in determining the essential characteristics of pedagogical actions success in terms of improving the quality of professional training for teachers. The professional training of future teachers to solve comprehensively set real tasks based on the formed knowledge system and acquired experience is focused on the concept of an activity-based approach. The results of the study. The results are presented by the scientific substantiation of the integration of the fundamentality and practice-oriented training for future teachers on the basis of a transdisciplinary strategy, the definition of conditions for the formation of transdisciplinary thinking among teachers, the development of practical skills and skills for solving complex problems through the prism of diverse knowledge and methods of activity: the inclusion of teachers in project, research, experimental activities, the organization of continuing education, strengthening the nonlinearity of the development in the educational system and ensuring disciplinary flexibility, reflexive understanding of the results for activities based on the consideration of praxiological knowledge to ensure the success of pedagogical actions. Conclusion. A teacher can carry out labor pedagogical actions effectively, efficiently, technologically and safely using the pedagogical education based on a transdisciplinary basis, in close interaction of deep fundamental knowledge acquired through direct practice of skills and experience, as well as using praxiological knowledge based on an understanding of the general theory of successful activity. The presented results can be used in the development of educational programmes for pedagogical bachelor’s degree and programmes of additional professional education based on the capabilities of the digital learning environment.

Investigating the Hermeneutical Equivalence of Idioms in Translation

The article presents a hermeneutic approach to idiomatic equivalents in terms of translation. The hermeneutic, activity-based approach to translation highlights the essence of translation as a process of transferring the way of thinking and thinking activity organization from one culture to another one. The application of the hermeneutic approach implies transition from the traditionally considered level of meanings to the level of meaning relations and the consideration of the idioms as a system of explicit and implicit meanings that are perceived on different levels of the system of thought-activity. The hermeneutical equivalence is viewed with the reference to the fixation of reflection on different levels of thought-activity system (thought-action, thought-communication and non-verbal thinking).

CONCEPT AND MEANS OF FORMALIZING ACTIVITIES IN THE FIELD OF CRIMINAL JUSTICE

Introduction. At the current stage of development of criminal procedure and forensic science, the sphere of criminal justice is often considered from the perspective of an activity-based approach, i.e., as the activities of individual subjects (investigator, prosecutor, suspect (accused), defense counsel, investigating judge, court, etc.) and their interaction. Similarly, a large number of proposals in the literature are related to the improvement or optimization of their activities with regard to the general principles of criminal proceedings. This article is no exception and is aimed at clarifying the approaches to understanding the activities in the field of criminal justice and their regulation (formalization). Summary of the research results. The article makes an attempt to summarize the existing views on the content of such concepts as criminal procedural activity, activity of an investigator, a prosecutor, an investigating judge and other participants to criminal proceedings. The author proposes the term "activity in the field of criminal justice" as a generalized term which reveals the social nature of the activity of investigation and trial of criminal offenses. The author also proposes an approach whereby regulatory and legal regulation, other types of social regulation and organizational and tactical recommendations are considered as means of formalizing activities in the field of criminal justice, i.e., those aimed at streamlining them and bringing them to a certain standard. At the same time, it is proposed to differentiate these measures depending on the degree (rigidity) of formalization. Conclusions. Based on the results of the study, the author concludes that formalization of activities in the field of criminal justice should be understood as the process of streamlining the actions and decisions of participants to criminal proceedings through their legal regulation, established ethical norms, and also such means as planning of activities by the subject and application of the rules of a recommendatory nature which are concentrated in the provided algorithms and programs. These means of formalization have different legal nature, but they can still be considered in the same order in accordance with their function in the field of criminal justice, which provides for the possibility of their grouping.

Development of information and didactic tools for practice-oriented education in universities

Relevance. The relevance of the research is determined by the change in the educational environment, which contributes to the search for new innovative methods of training qualified specialists capable of solving any tasks within their professional activities. Purpose. The purpose of the paper is to analyze the characteristics of practice-oriented education in Kazakh higher educational institutions in accordance with the development of information and didactic tools. Methodology. General scientific theoretical methods were used in the work, such as comparison, synthesis, system analysis, systematization, generalization and statistics, the method from abstract to concrete based on systemic and structural-functional approaches. Results. The author analyzed a number of scientific and methodological Kazakh and foreign sources to determine the semantic component of the phenomena of "practice-oriented education" and "information didactic tools". The current state was considered of the practice-oriented conception of learning in Ukrainian, Russian and Australian universities. The interpretation was substantiated of information and didactic means as material tools of professional interaction of subjects of the educational process. Practice-oriented education was analyzed in universities of the Republic of Kazakhstan, and key information and didactic tools were identified, including very open online courses, case-methods "Workbook", individualized electronic education programs. The promising vector was confirmed of the development of practice-oriented education in Kazakh universities based on statistical data of the state of previous years. Conclusions. It became evident that contemporary educational paradigms prioritize an activity-based approach, necessitating the refinement of pedagogical foundations. Various studies, both local and international, were scrutinized to grasp the nuances of developing informational teaching tools and integrating practical learning methodologies. It was established that a comprehensive analysis of these concepts is imperative. "Practice-oriented education" emerged as a holistic system of innovative teaching techniques designed to enhance essential aspects of a student's development, encompassing psychological, cognitive, motivational dimensions. Keywords: innovative education; didactics; activity approach; applicants for higher education; educational practice; information and didactic competence

Practical work as a means of implementing an activity-based approach to teaching biology in high school at the profile level

The article deals with the problem of forming subject competence in the application of an activity-based approach to the study of biology in high school. Therefore, the purpose of this article is to identify and substantiate specific examples of the application of the activity approach in the course of practical work in biology in the 10th grade of high school at the specialized level. It is shown that the current stage is preparatory to the implementation of the education reform in Ukraine (New Ukrainian School) in high school. Research methods: theoretical (analysis and synthesis, generalization, comparison, etc.), which were used to identify the peculiarities of using practical work in high school biology lessons; empirical (pedagogical observation) - to finalize the conclusions and prospects for further research. It is indicated that practical work in biology, provided in the school curriculum for grades 10-11 at the specialized level, provides ample opportunities for the formation of skills and abilities necessary for life in modern society. The article identifies the topics of specific practical works from the general list of them in the school curriculum in the topics "Introduction" and "Biodiversity". The possible ways and methodology of their implementation for the effective formation of subject competence in biology are shown. The implementation of these practical works involves the analytical activity of students, their identification of important components in the general array of biological information, the use of various sources and means to obtain information with the subsequent critical assessment of their reliability. It is recommended to use a number of modern mobile applications that simplify the process of plant identification - Plant Identifier & Care, Planti: Plant Care, Lovely: plants care journal, etc. The article notes that the practical work "Calculation of basic statistical indicators for comparing the variability of biological objects" is the basis for the formation of critical thinking skills and the application of the method of scientific knowledge, which is defined in the school curriculum as the expected learning outcomes. The author emphasizes the expediency of using the group method of teaching during practical work not only for the effective implementation of the activity approach, but also for the formation of students' communicative competence. The examples and methodology of performing certain practical works given in the article will help teachers to effectively use the activity approach to achieve the expected results of teaching biology to high school students at the profile level.

Д.Б. Эльконин о развитии способностей ребенка: взгляд с позиций концепции произвольного воспроизведения

<p>In 2024, the attention of Russian scientific community is focused on the most important date, the 120th anniversary of the birth of Daniil Borisovich Elkonin, the author of the psychological theory of children's play, co-author of the theory of educational activity. The article analyzes the views of D.B. Elkonin on the development of children’s skills from the standpoint of the author’s concept of reproduction of an activity. Arbitrary activity reproduction is a purposeful reconstructive-reproductive process, relatively independent from memorization, characterized by individual originality, manifested in the quantity and quality of recall of previously memorized information for the purpose of future activity based on a certain level of its understanding and comprehension. We consider mnemonic abilities as tools for memorizing, reproducing, forgetting, recognizing and preserving any material. It is shown that the concept of arbitrary activity reproduction of educational material implement an activity-based approach to the development of skills. The research results prove the importance of developing children’s cognitive skills and abilities through the pupil’s mastery of educational activities — associative-indicative, analytical-synthetic, control-evaluative.</p>

Дуализм истины и заблуждения в контексте онто-гносеологического анализа

The aim of the present article is to investigate the most significant epistemological aspects of the concepts of truth and delusion. In this regard, particular attention is paid to comparing these concepts and analyzing them from the point of view of the principles of relativity and scientific realism. The study includes the identification of specific aspects of the interpretation of the fundamental characteristics of the concept of truth, such as absoluteness and relativity. Emphasis is placed on applying the status of relativity to both the concept of truth and the concept of delusion. The study was conducted using an activity-based approach in understanding scientific cognition, the method of dialectical complementarity, as well as etymological and formal logical analysis of terms. The principles of scientific realism and, partly, hypothetical realism are used as general methodological guidelines. The key concepts of the study are determined on the basis of the scientific and philosophical principle of relativity. The scientific and philosophical novelty of the work is the interpretation of the problem described in the text as correlated with classes of those problems that, in principle, do not have a generalized system of exact solutions in the theory of knowledge, but at the same time manifest themselves as requiring an integrated approach and denoting a multiplicity of study contexts.

Probing secondary school students' test anxiety in biology using Inquiry-based instructional approach in Anambra State

The study investigated the effect of inquiry-based instructional approach (IBIA) on secondary school students’ test anxiety in biology. The study is a quasi-experimental research, adopting specifically the non-randomized control group design. 4,755 (2,067 males and 2,688 females) Senior Secondary year two (SS2) students offering biology in the 62 government owned secondary schools, in Awka Education Zone of Anambra State, Nigeria constituted the population. 52 (20 males and 32 females) SS2 biology students drawn from, two intact classes, in the two sampled schools, using multi-stage sampling procedure constituted the sample size. The instrument for data collection was an adapted Biology Test Anxiety Scale (BTAS), validated by three experts with reliability coefficient of 0.78 established using Cronbach Alpha. In analyzing the collected data, mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was employed to test the null hypotheses. The findings revealed that students taught biology with IBIA significantly showed low test anxiety in biology than those taught with the conventional lecture method, irrespective of gender. Based on the findings, the study concluded that IBIA is a gender friendly, activity-based approach that boosts students’ confidence, and promotes meaningful learning in biology. In light of this, it was recommended among others that IBIA should be adopted by biology teachers in secondary schools to actively engage students in the learning process which will in return help boost their confidence during tests and thus, reduce their anxiety.

Theoretical aspects of the development of physics teaching methods in Ukraine

The article discusses the results of the analysis of approaches to teaching natural science subjects, in particular physics, in Ukrainian schools. It points to the general problem of a decline in students' interest in learning physics and natural sciences. The authors note that abroad, attention is paid to the practical orientation of learning, while in Ukraine, the emphasis is on theoretical reasoning and knowledge of the laws of physics. At the same time, the importance of taking into account the practical application of physics in modern production in new physics programmes is noted. Priority areas and ways of organising physics education are proposed, including humanisation of learning, activity-based approach, level differentiation of students, modular learning and team approach. The paper emphasises the need to combine theoretical and practical physics education to improve the efficiency of the educational process in Ukraine.The purpose of this article is the theoretical justification and analysis of the main aspects of the development of physics teaching methods in Ukraine.The following methods were used in the work: historical and theoretical. The historical method is implemented on the basis of the study and selection of factual material regarding the development of methodological thought in physics in Ukraine. The theoretical method was used to develop the described historical-methodical concept as a result of the analysis, generalization and systematization of the collected factual material.It is found that the study draws attention to the constant evolution and adaptation of physics teaching methods to changes in society, technology and scientific achievements. Attention is drawn to the importance of creating a stimulating and effective learning environment that promotes the development of knowledge, skills and understanding of physical phenomena.It is noted that the work considers various aspects of physics teaching methodology, namely: the role of technologies in teaching physics and their interaction with teaching methodology and theory are discussed, pointing to the analysis of physical education tasks and advanced pedagogical experience; the need for constant improvement of physics teaching methods is emphasized, noting possible errors and inaccuracies in traditional approaches to studying certain issues; refers to the integration content in the methodology of teaching physics, substantiates the principles of integration of the content of physical and astronomical education at the basic level, and also points out the importance of taking into account modern trends in the development of science; methodological foundations of the development of the content of school physical education are proposed, which take into account modern scientific achievements and pedagogical experience.The obtained results prove the need for further research and improvement of physics teaching methods in Ukraine. Special attention should be focused on taking into account modern scientific achievements, changes in technologies and accumulation of pedagogical experience.

ANALYSIS OF THE PROFESSIONAL COMPETENCIES OF PHYSICAL EDUCATION TEACHERS IN THE CONTEXT OF THE UPDATED CONTENT OF EDUCATION

Purpose. The article is devoted to the problem of professional competence of physical education teachers in the process of implementing the updated content of the subject "Physical culture" in secondary schools. The purpose of the study was to analyze the professional competencies of physical education teachers in the context of the requirements of the updated content of general education. Methodology. A systematic and activity-based approach is fundamental in the study. Research methods: analysis, diagnostic methods, conversation. Results. The results of diagnostics of the formation of professional competencies of physical education teachers within the framework of advanced training courses at the levels of formation (optimal, acceptable, critical, unacceptable) in the field of subject, psychological, pedagogical and methodological training are presented and interpreted. Professional deficits of normative and legal competence among teachers have been identified, the levels of professional skills for the implementation of the educational process on the subject of "Physical culture" in the context of the requirements of the updated content of general education have been determined. Practical implications. The results of the study can be applied in the field of additional professional education of teachers, as well as in the educational process of university training.