Activity-based Education Research Articles

Advantages and Problems of Integrated Teaching: The Role of Neurodidactics in Partnership Pedagogies

The article is pertinent as the approach to education in school is presently undergoing a troublesome period. Secondary education goals are evolving, with more and more new curricula and teaching approaches being developed, and activity-based education provisions being established and implemented. The quality of one’s knowledge is determined by how one can use one’s abilities and skills. Observed tendencies are closely connected with the creation and implementation of modern pedagogical technologies in the educational process. Non-traditional ways and forms of organizing education, including integrative ones, are beginning to be used in education. They encourage students to apprehend the world more promptly and shape an activity-based approach to learning. The objectives of integrated teaching are to generate the perfect environment for the expansion of students’ thought processes throughout the teaching of different topics; to confront any disparities in the learning process; and to boost and develop students’ eagerness for the referred to subjects. The article defines the purpose of integrated learning; outlines the conditions for effective integrated learning; investigates the principles on which integrated learning, its forms and models are based: the advantages and problem points of integrated learning are identified; the concept of cooperation in integrated learning is given; the role of neurodidactics in integrated learning is defined.

The Effectiveness of Communication Strategies to Develop the Communicative Competency of ESL Learners

This empirical research study emphasizes the significance of communication strategies that assist rural learners’ language learning progress. It examines the opinion of learners about the learning methodology, classroom instruction, and communicative competency. The findings of a questionnaire survey of second-year rural students revealed that classroom teaching and activity-based education positively influence communicative proficiency. The reliability of the data is confirmed through Cronbach’s Alpha. The alpha value is .803. The outcomes of the data also revealed that the teacher’s competency is one of the major components that promote communicative competency. It creates variations in the communicative competency of learners. The ANOVA findings revealed that rural learners’ communicative competency varied depending on the type of college. According to the research, effective classroom teaching using the TBLT method can improve learners' communicative competency.

Opinions of Social Studies Teachers on Environmental Education Through Social Studies Curriculum and Textbooks

As the number of global environmental problems is increasing day by day, one of the courses given in environmental education, which is gaining importance, is social studies. In this context, environmental education in social studies gains importance, as well. From this point of view, this research aims to determine the views of social studies teachers about environmental education given through social studies curriculum and textbooks. The research was conducted with a phenomenological design, one of the qualitative research designs. The study group of the research consisted of 8 social studies teachers working in schools affiliated with the Ministry of National Education of Türkiye (MoNE) in the fall semester of 2021-2022. The study data were collected with a semi-structured interview form prepared by the researcher. The obtained data were analysed by the descriptive analysis method. According to the research findings, social studies teachers are of the opinions below: the emphasis on the sustainability principle of environmental education in the curriculum is low, it is insufficient in terms of achievements and is not suitable for the level, however, it is sufficient in terms of skills. In addition, the textbooks are far from actuality, and especially at the 5th-grade level, the visualization is insufficient. While the applied-based education approach is mostly adopted in environmental education, it has been emphasized that the most important problem in the realization of environmental education is the procedure. Teachers suggested the practice and activity-based education approach and environmentalist content.

Детско-взрослое взаимодействие: направленность детской инициативы

The purpose of our work was to establish diagnostic criteria for assessing how the child interprets the proposed form of interaction in a situation where an adult sets an intellectual task and offers help. In this case study, we described two productive children’s strategies for redefining the situation of interaction. Some children prefer to act independently of their partner putting forward and testing their own assumptions about the way to solve the task, whereas others consider the offer for help as an effective way to find out through questioning the missing conditions of action. Nevertheless, our diagnostics showed that in today’s school, the proactive actions of children (targeted primarily at the content of the task and / or at the partner) are registered in less than a half of the 3—4 graders. We believe that one of the goals of activity-based education is to expand the proactive repertoire of each student in a situation of an intellectual task and to alleviate the tendency to discard his own initiative by lingering instead on ready-made answers and instructions by the adult and by yielding at the first failure. This goal will be met more successfully when the teacher takes into account that the children who come to school have already developed their favored attitudes for interaction when an adult sets a new task.

Обучающая мыследеятельность нового поколения и базовые педагогические компетенции

The article analyzes changes in the practice of schooling associated with the transition to forced distance learning in the context of a pandemic and the ongoing digitalization of education. These changes make it possible to discover an extremely poor arsenal of pedagogical competencies in the work of a teacher in the upper grades of secondary school. The teacher of today's school is not able to acquaint students with the basic principles of the initial forms of research and project activity, ensure that students master the methods of action of these different types of activity and connect the development of these methods of action with subject-disciplinary education. At the same time, in the system of additional education, in particular, during the NTI1 Olympiad, teams of students successfully master the principles of operation of complex equipment and perform engineering tasks. These data indicate that high school students are capable of much more intensive development of design and experimental-search thinking when solving practical problems in joint activities. In order to organize the processes of mastering project and research types of activity by schoolchildren in the upper grades of secondary school using digital models, the teacher should form a new generation of teaching mental activity based on a different system of pedagogical competencies. The article proposes a generalized description of the most important pedagogical competencies that ensure the organization of activity-based education in high school.

Pelatihan Fun Physical Fitness Training untuk Guru PJOK di Bojonegoro

Fun Physical Fitness Training is a fun and effective program of physical activity which can be applied by physical education teachers for students during the teaching-learning process. An activity-based education program that stimulates students to exercise and expects students' minds and bodies to be in better results. In this program, students are encouraged to jump, pull, hold their body, walk, jogging in the prepared place. The focus of methods and activities in Pengabdian Kepada Masyarakat (PKM), mentoring and assistance to the partners on Fun Physical Fitness Training with a circuit training method based on individual performance and not competition. Mentoring is carried out regarding the selection of movements and media used, guidance in carrying out body movements in each post with the aim of making students more fit and learning to change activity behavior by setting and achieving personal goals. This program is easily run by teachers in the physical education field of study in schools. Based on the training given to the partners, the results are: 1) they are able to identify physical fitness movement models, 2) they are able to compile a movement with a circuit model, 3) they are able to carry out movement activities based on a post by post on the circuit model, and 4) they are able to make reports on fun physical fitness training for students.

Peer-delivered activity-based education as a preferred method to deliver healthy lifestyle, stress management, life skills and anti-addiction education to adolescents

Peer-delivered activity-based education as a preferred method to deliver healthy lifestyle, stress management, life skills and anti-addiction education to adolescents

О критериях деятельностной педагогики

The goal of this article is to discuss diagnostic criteria that are directly observable and at the same time allow to judge with sufficient reliability whether learning is activity-based not only in its project, but also in its implementation - in a cooperative child-adult action. Only one criterion is proposed here: children's initiative aimed at discovering and appropriating new concepts. In an attempt to elucidate the blurred meaning of such terms as “activity-based education”, “student as an agency (initiator) of learning activity” the authors suggest revising the subject matter behind these words, and for this purpose to visit the lessons and highlight the events that manifest children's learning initiative. The evidence from the literacy lessons taught according to the Elkonin’s ABC primer shows how the guesses and questions by individual students reveal to the observer that the students relate the concept mastered here and now and the concepts that belong to the same system but have not been discussed as yet in the classroom. Such transcending beyond the scope of the task as initially set by the teacher, discloses children's efforts to construct the concepts that outstrip the teacher's plan by several hours, weeks, and even months. As a rule, such initiatives are accompanied by expressed emotions of joy, surprise, pleasure, inspiration, interest, signifying their personal meaning for children.

Exploration on the Concept of Culture and Arts Activity-Based Education and its Relation to Constructivistic Learning Environment

Exploration on the Concept of Culture and Arts Activity-Based Education and its Relation to Constructivistic Learning Environment

Exploring the intrinsic value of activity-based education

Exploring the intrinsic value of activity-based education

Raising Sun Protection and Early Detection Awareness among Florida High Schoolers

Changing adolescents' sun protection behaviors remains a challenge, and the need for effective interventions targeting this group is a priority, particularly in warmer climates where emphasis on appropriate sun protection remains a year-round concern. However, there has been little prospective research on the effect of school-based sun protection interventions, particularly on adolescents, especially teens aged 15 to 18. High school science students in Palm Beach County, Florida, received a seven-lesson sun protection and early detection curriculum preceded by pretests and followed with post-tests 6 months later. The main outcome measures were student knowledge and sun protection practices, including adherence to sunscreen recommendations. Of 344 students completing the baseline surveys, 184 students completed the postintervention questionnaire. Overall, there were significant improvements from baseline to follow-up for many of the knowledge questions. Greatest change scores were seen in the children's ability to correctly define the five rules of early detection of skin cancer (27-60%, p<0.001) with improved change scores by gender and race persisting after 6 months. No significant differences were found in reported use of sunscreen, hat wearing, or sunglasses, although there was a slight decrease in the reported use of always wearing sun protective clothing (p=0.03). In conclusion, in this study, a skin cancer prevention and detection curriculum integrated into high school biology, resulted in knowledge gains maintained at least 6 months after classroom teaching. For example, procedural knowledge (e.g., knowing ways to identify early malignant moles) obtained in this study improved in 6 months, and may lay the foundation for future behavioral change. Sun protection activities in the United States have met with many challenges and obstacles and thus, further work is needed to better understand what combination of knowledge-based information, activity-based education, school-wide changes, and community efforts, will create a long-term systemic improvement in sun protection habits in children.