Analytical Ability Research Articles

Language Analytic Ability, Print Exposure, Memory and Comprehension of Complex Syntax by Adult Native Speakers.

Nativist theories of language development assume that all native speakers of a particular language ultimately converge on (more or less) the same grammar, and argue that this is only possible because they are born with a genetic blueprint for language. However, a number of recent studies have found that there are, in fact, considerable individual differences in adult native speakers' grammatical attainment. In this study, we examine some possible reasons for these differences. We examine both learner internal cognitive factors (implicit and explicit memory for sequences, non-verbal working memory, and language analytic ability) as well as an experiential factor (print exposure). In contrast to many earlier studies which focused on the temporal aspects of language processing, we are interested in the extent to which individuals are able to use grammatical cues to extract meaning from complex sentences. To minimize the effect of performance factors, sentences remained on screen while participants responded to comprehension questions (thus easing working memory load) and participants were given as much time as they needed to respond. Our findings revealed large effects of language analytic ability and print exposure, and a much smaller effect of implicit learning. While the effect of implicit learning fits in well with current theories of language acquisition and processing, the first two findings do not. The strong relationship between print exposure and comprehension suggests that the ability to process complex syntax may depend on a particular type of language experience which is not available to all speakers. Finally, the effect of language analytic ability challenges the wide-held conviction that the ability to identify and explicitly reason about linguistic patterns is only relevant in adult second language learning.

Aberrant salience in cannabis-induced psychosis: a comparative study.

Natural Cannabis (NC) and Synthetic Cannabinoids (SCs) use can increase the risk and exacerbate the course of psychotic disorders. These could be influenced by the Aberrant Salience (AS) construct. It refers to an excess of attribution of meaning to stimuli that are otherwise regarded as neutral, thereby transform them into adverse, dangerous, or mysterious entities. This leads the patient to engage in aberrant and consequently incorrect interpretative efforts concerning the normal perception of reality and its relationship with our analytical abilities. AS appears to play a significant role in the onset and perpetuation of psychotic disorders. The internal conflict arising from aberrant attributions of significance leads to delusional thoughts, ultimately culminating in the establishment of a self-sustaining psychosis. To examine the differences between psychoses course not associated with cannabis use and those associated with NC-use and SCs-use, in terms of psychotic and dissociative symptoms, AS, global functioning and suicidal ideation. A sample of 62 patients with First Episode Psychosis (FEP) was divided into 3 groups: non cannabis users (non-users, N = 20); NC-users or rather Delta-9-tetrahydrocannabinol (THC) users (THC-users, N = 21); SCs-users, commonly referred to as SPICE-users (SPICE-users, N = 20). Each group underwent assessments at the onset of psychotic symptoms, as well as at the 3 months and 6 months marks, utilizing a range of psychopathological scales. These included the Positive and Negative Syndrome Scale (PANSS) for investigating psychotic symptoms, the Global Assessment of Functioning (GAF) scale for assessing overall functioning, the Dissociative Experiences Scale (DES-II) for measuring dissociative symptoms, the Scale for Suicide Ideation (SSI) for evaluating suicidal ideation and the Aberrant Salience Inventory (ASI) scale for gauging AS. SPICE-users showed more severe and persistent positive symptoms, while negative symptoms were mostly represented among non-users. Non-users showed better recovery than SPICE-users in global functioning. All groups showed a decrease in both ASI scores and subscale scores. SPICE-users exhibited higher global AS scores and less improvement in this aspect compared to other groups. This study may help understanding the role of AS in both non-substance-related and substance-induced psychosis. This knowledge may lead clinician to a better diagnosis and identify patient-tailored psychopharmacological treatment.

Water Inquiry in Geography Education: A Comparative Analysis of Analytical Thinking Enhancement in Hydrosphere Dynamics among Indonesian High School Students

Analytical thinking skills, characterised by complex reasoning and the creation of meaningful learning processes, are crucial for students to master in the evolving educational landscape. Despite the widespread application of inquiry-based learning methods, there needs to be more research exploring the specific effectiveness of the Water Inquiry Learning Model within the context of geography education, particularly in the domain of hydrosphere dynamics. This study aimed to ascertain the influence of the Water Inquiry Learning Model on the analytical thinking abilities of 10th-grade students at SMA Negeri 2 Batu, Malang, Indonesia. Utilising a proper experimental design with a pretest-posttest control group setup, two classes were observed: X-7 (experimental) and X-8 (control). Findings revealed a superior gain score of 72% for class X-7 compared to 45% for class X-8, signifying a significant enhancement in the experimental group's analytical thinking capabilities. These results underscore the powerful impact of the Water Inquiry Learning Model on students' analytical thinking skills. Nonetheless, a deeper understanding and adaptation of the model by students are imperative. Future implementations should provide detailed instructions regarding using biomonitoring cards, a component that may further amplify learning outcomes.

Does joining online groups increase farmers' incomes in the mountainous areas of northern Vietnam? The role of information

PurposeThis study analyzes whether farmers' incomes increase as they participate in online groups.Design/methodology/approachThe study analyzed interview data from 673 farming households in three mountainous provinces of northern Vietnam, utilizing the propensity score matching (PSM) method.FindingsThe empirical results reveal that farmers participating in online groups, particularly those engaged in 1–3 groups, experience an increase in their income attributed to the three advantages of sharing-accessing-saving (SAS) information. Farming households engaged in online groups earn higher incomes, ranging from equivalent to 25.78 to 26.96 USD, in comparison to those who do not participate. Notably, farmers participating in 1–3 online groups outpace their counterparts in 4–5 groups in terms of income.Research limitations/implicationsThis study exclusively focuses on examining farmers' total income derived from all their agricultural activities and does not quantify the specific impact of online group participation on the income generated by each product. Furthermore, it is important to note that the PSM method has the potential to introduce bias due to unobserved factors, such as social networks and local culture. Consequently, future research should prioritize the segmentation of income from individual agricultural products, distinct from the overall income, to gain a more nuanced understanding of each product’s sensitivity to information exchanged in online groups. Simultaneously, accounting for unobserved factors is crucial to obtain unbiased estimates.Originality/valueThis study represents the inaugural exploration into the comparison of farmers' incomes within a novel context – participation in digital-based groups. Furthermore, it extends the inquiry by delving into the correlation between the number of online groups joined and farmers' income. The empirical findings indicate that farmers may benefit the most by limiting their participation to a select few groups that align with their information needs and analytical abilities.

Exploring the Role of TPACK in Promoting Inquiry-based Learning in 21

The realm of science education is grappling with the growing demand to equip learners with the scientific reasoning and technological capabilities vital for the 21st century. In light of this, the present study delves into how Technological Pedagogical Content Knowledge (TPACK) can enhance inquiry-driven approaches in modern-day science education. Using a literature review as its methodological approach, this research ascertains that TPACK is pivotal in making inquiry-based learning more accessible in science pedagogy. Specifically, educators who possess a profound grasp of TPACK can seamlessly weave technology into science lessons, tailor their teaching methods to cater to student requirements, and combine scientific factual knowledge with analytical reasoning abilities. As it pertains to applying an inquiry-driven curriculum, TPACK empowers educators to design engaging, collaborative, and experiential learning scenarios within the ambit of scientific exploration. Consequently, this study sheds light on the instrumental role of TPACK in science education of the 21st century, advocating for a more dynamic and learner-focused approach. This research underscores the need for specialized training and continual professional enhancement with a spotlight on cultivating TPACK skills among science educators. Furthermore, the insights derived from this study can pave the way for avant-garde curriculum frameworks and pedagogical structures, further championing inquiry-oriented instruction in contemporary science education.
 Keywords: TPACK, science education, inquiry based learning, 21st century

Training the "Scaffolding Digital Storytelling" for Secondary Level English Teacher at Middle Aceh

The "Scaffolding Digital Storytelling" training program has undergone a comprehensive evaluation using a rigorous mixed-methods methodology, which includes both quantitative and qualitative assessments. The program demonstrated significant effectiveness in improving participants' comprehension and abilities in digital storytelling and scaffolding. An analysis of assessments conducted before and after training, with the use of statistical tests, revealed a noteworthy enhancement in knowledge and abilities within the experimental group. This underscores the success of the program. The qualitative findings provided more clarity on the participants' experiences, highlighting their active involvement, contentment, and effective incorporation of digital storytelling into their teaching methods. The program's favorable impact on pedagogical techniques was evidenced through observations, surveys, and analysis of lesson plans. The program's revolutionary power was further validated by notable success stories, such as those of HM, LF, and EB, which demonstrated its adaptability across different degrees of technological expertise. The use of digital storytelling in educational settings, as demonstrated by teachers like Sarah Thompson, RM, PK, and BS, highlights the long-lasting beneficial impacts on student involvement, linguistic aptitude, and analytical thinking abilities. Crucially, the program went beyond just one intervention and encouraged educators to continuously improve and adapt. In conclusion, the "Scaffolding Digital Storytelling" training program proves to be a powerful force for promoting positive transformation in both the skills of the participants and the methods of instruction. The significant influence it has on gaining knowledge, effectively incorporating it into teaching methods, and consistently improving student outcomes make it a powerful resource for enhancing language training using digital storytelling and scaffolding strategies.

Modern trends in teaching Business English

In the modern world, professionally oriented English language training in business is becoming increasingly in demand. The development of cognitive skills, innovative and effective approaches to learning, as well as the development of critical thinking, analytical and independent problem-solving abilities are becoming key to the requirements of modern employers. The relevance of the study is due to the need to develop students’ professional competencies that meet modern labor market requirements. The scope of the study is the analysis of current trends in the field of teaching English in business, as well as the identification of the most effective methods that promote the development of critical thinking, analytical abilities and the ability to independently solve problems. The objectives of the study are to analyze existing approaches to teaching English in business, identifying their strengths and weaknesses, as well as recommendations for optimizing the learning process taking into account modern requirements for professional skills. The purpose of the study is to identify optimal methods and approaches to teaching English that contribute to the development of professional skills and competencies. As a result of the study, optimal approaches to teaching English in business were identified that promote the development of cognitive skills, critical thinking, analytical abilities and the ability to independently solve problems. The main research finding in this area is that effective teaching of English in business should focus on developing not only language skills, but also the cognitive and intellectual abilities of students.

ІСТОРІЯ ТА ІСТОРИК В КОНТЕКСТІ СУЧАСНИХ СТРУКТУР ІНТЕРНАЦІОНАЛІЗАЦІЇ ЦИФРОВИХ РЕСУРСІВ

This article examines the role and advantages of a professional historian in the context of tasks related to the internationalization of information technology (IT) resources. Building on the premise that globalization processes require a comprehensive approach to adapting IT products to the cultural and social specificities of various countries and regions, the author argues that historical knowledge can serve as a reliable foundation for developing internationalization strategies. Particular attention is given to historians’ analytical abilities, their deep understanding of cultural and historical contexts, language skills, and the capacity for ethical and politically correct reviewing, which are critically important for successful localization and cultural adaptation of IT resources. The analysis explores how historical knowledge and methodological approaches can be integrated into the development and implementation processes of IT resources, as well as into procedures for assessing their effectiveness in the international market. The potential of historical science in predicting future societal trends and adapting technological innovations to these trends is addressed. The importance of an interdisciplinary approach in the modern globalized world is emphasized, where historical science not only serves as a means of understanding the past but also as a tool for effective adaptation and internationalization of electronic resources. The author argues that professional historians can play a key role in developing global strategies for the IT sector, contributing to the creation of inclusive, culturally adapted technological solutions that take into account the historical experience and cultural peculiarities of different peoples. The discussion includes how historical knowledge helps identify potential risks and opportunities associated with entering new markets, and how this knowledge can facilitate the development of more adapted and acceptable strategies for intercultural communication and interaction.

THE FISHBONE METHOD AS ONE OF THE TOOLS FOR CRITICAL THINKING DEVELOPMENT IN HIGHER EDUCATION STUDENTS DURING THE STUDY OF THE EDUCATIONAL COMPONENT “MICROBIOLOGY, VIROLOGY, AND IMMUNOLOGY”

Introduction. One of the primary objectives in training the new generation of specialists within the post-non-classical educational paradigm is to accelerate the development of critical thinking through interactive learning technologies. In the updated educational environment of the Department of Microbiology, Virology, and Immunology at Poltava State Medical University, fostering creative aptitudes promises significant benefits for both general personal growth and specialized professional preparation, which is particularly crucial for future doctors. Among the innovative tools for cultivating critical thinking skills, the Fishbone method stands out as a practical opportunity for integration into the educational process. This research aims to highlight and analyze the implementation of the Fishbone method as a means of fostering critical thinking among students during practical sessions in the course "Microbiology, Virology, and Immunology" at Poltava State Medical University. By using this institution as a case study, the study seeks to demonstrate the method's effectiveness in enhancing students' analytical abilities and preparing them for the complexities of their future professional roles. Discussion. The authors employ general scientific methods of theoretical inquiry to substantiate the importance and development trajectories of critical thinking among higher education students, emphasizing its role as an integral component in training future specialists of the new generation. The study underscores that fostering critical thinking in contemporary educational landscapes requires embracing a holistic post-non-classical educational paradigm and innovative methodological approaches. Within this framework, the authors examine the feasibility of integrating the Fishbone method into the educational environment of the Department of Microbiology, Virology, and Immunology at Poltava State Medical University. The authors outline the Fishbone method, highlighting its universal applicability and proposing various strategies for its integration into the educational process. By detailing the method's practical implementation in specific practical sessions and offering a catalog of recommended lesson topics suitable for its use, the article provides a comprehensive framework for its adoption. The implementation of the Fishbone method is expected to enhance students' intellectual engagement, spark a thirst for knowledge, enable critical appraisal of information, and facilitate the identification of key points from vast amounts of data. It also aids in transforming analyzed data into compelling ideas and honing the ability to discern causal relationships, visually reinforced through diagrams. Moreover, this method is instrumental in cultivating soft skills and imparting a research-oriented character to certain educational stages. Through these innovations, students are better prepared to navigate complex educational settings and develop into well-rounded professionals. The authors emphasize the essential role of teachers with modern professional competencies in fostering effective collaboration among all stakeholders in the educational and cognitive process. The article argues that adopting innovative pedagogical technologies not only enhances the quality of the "subject-subject" partnership and promotes the acquisition of key competencies but also significantly contributes to the development of students' professional and personal attributes and propaedeutic thinking. This approach ultimately leads to a more holistic and effective educational experience, preparing students to excel in their future careers. Conclusions. The implementation of the Fishbone method in the study of "Microbiology, Virology, and Immunology" has proven to be both feasible and effective as a modern educational technology. This structured approach encourages students to engage deeply with scientific and informational content, prompting critical analysis and fostering intellectual autonomy. By using the Fishbone method, educators can stimulate students' capacity for independent thought and enhance their ability to communicate effectively within the discipline. This method not only promotes creative collaboration but also equips students with the skills necessary to navigate uncertainties and devise solutions in educational settings. Ultimately, it lays a solid foundation for their future academic and professional endeavors.

Explaining the Dimensions and Components of the Competency Model for Managers of Iran's Water Resource

Objective: The objective of this study was to elucidate the dimensions and components of the competency model for managers at Iran's Water Resource Management Company, aiming to identify the specific competencies needed to navigate the complex challenges of water resource management effectively. Methodology: This qualitative study employed semi-structured interviews to collect data from 19 participants, including both academic experts and experienced officials within the water resource management sector. The participants were selected based on stringent criteria related to their experience and expertise in the field. Data analysis was conducted using NVivo software to ensure thorough thematic analysis and theoretical saturation. Findings: The study identified five main themes integral to managerial competency in water resource management: Leadership Competence, Technical Competence, Interpersonal Skills, Analytical Abilities, and Adaptability and Learning. Each theme comprised various categories with specific competencies, such as visionary and ethical leadership, technical and financial management skills, effective communication and collaboration abilities, critical thinking, and continuous personal and professional development. Conclusion: The competencies identified are essential for the effective management of water resources in Iran, highlighting the need for a holistic approach to managerial training and development. The competency model developed provides a structured framework that can guide training initiatives and enhance managerial practices, thereby supporting sustainable water resource management.

The importance of teaching literature in developing interest and communicative competence in English as a foreign language

The paper delves into the importance of teaching literature in developing interest and communicative competence in EFL learners. It emphasizes the role of literature as a linguistic resource and a cultural gateway, highlighting its significance in enhancing intercultural competence and communicative skills among students. The study explores the evolution of literature's role in modern language pedagogy, discussing historical perspectives and the integration of technology in teaching literature. It also delves into how literature fosters communication skills, critical thinking, and analytical abilities in EFL learners. The research further examines the impact of literature on motivation and engagement in EFL classrooms, emphasizing the practical application of literary texts to enhance student interest and participation. It discusses strategies for selecting literary works and using them to improve motivation during English language classes. The paper includes an experimental research section that outlines the study's objectives, data collection methods, participant details, and analysis techniques. It concludes with a discussion of the results, pedagogical implications, and an analysis of the findings to draw meaningful conclusions. The study's theoretical value lies in its comprehensive exploration of how integrating literature can enhance communicative competence among Ukrainian EFL learners. By drawing on international research and local teachers' perspectives, the paper aims to provide insights into effective pedagogical approaches for utilizing literature to stimulate learner engagement and improve communication skills in English. The practical implications of the research focus on teaching materials and strategies for integrating literature effectively in the English language classroom in Ukraine, aiming to enhance student interest and engagement in learning English. The study's relevance extends to teachers and individuals interested in language education, offering valuable insights into the benefits of incorporating literature in EFL instruction.

Optimization of Higher Education Teaching Method System Based on Edge Intelligence

Abstract Nowadays, educational information technology is widely used in higher education teaching, but various teaching resources are not reasonably utilized and effectively managed. In order to solve such problems, this paper introduces edge computing in the basic cloud computing environment to innovate and optimize the multimedia teaching mode of higher education, proposes a VR edge cloud classroom teaching mode, and proposes a collaborative transmission and resource allocation strategy based on DIBR vision synthesis technology to optimize the teaching experience. The VR Edge Cloud Classroom teaching model is designed from three aspects: teaching methods, teaching content, and teaching evaluation. Through practical teaching, students believe that the advantages of this teaching mode are mainly rich in learning resources, conducive to learning-related knowledge and that they will achieve gains in expanding their knowledge, improving their independent learning ability and cultivating their analytical and problem-solving ability. Comparing and analyzing the teaching effect of VR edge cloud classrooms with the traditional teaching effect, there is a significant difference between the two in terms of the achievement of the total objectives (P=0.015<0.05). The teaching effect of a VR edge cloud classroom is significantly better than that of a traditional classroom.

Application of Hierarchical Analysis of the Efficacy of Digital Resource Integration in Mathematics Teaching and Learning

Abstract At present, the construction and application of digital teaching resources is no longer an educational development trend but a normalized teaching tool. The purpose of this paper is to analyze the principle of digital integration of resources for teaching mathematics and develop the FAHP-Entropy model. Determine the weights of the first-level indicators in the hierarchical model constructed in this paper, then determine the weights of the second-level indicators by the entropy method, and use the fuzzy comprehensive evaluation method to carry out a comprehensive evaluation of the established indicators and then get the results. The study found that the total score of the fuzzy comprehensive evaluation of algebraic knowledge points is 83.825 points, and the secondary indicators are all above 75 points, with the highest being that D1 can make students’ analytical problem-solving ability improve significantly, up to 91.21 points. Most of the secondary indicators are in the first and second quadrants, of which A1 and B1 continue to maintain the zone in the first quadrant with high importance and good evaluation results. The fourth quadrant focuses on the improvement area with two secondary indicators, A4 and C1, indicating that A4 media presentation is diversified and C1 media is well-produced and attractive, both of which need to be further improved. The scores of the four first-level indicators in the comprehensive evaluation results of the geometry category are 81.111, 86.061, 82.525, and 82.957, respectively, and the highest among the second-level indicators is D3, with a score of 87.76. A1, A4, and C1 are in the fourth quadrant of the key improvement area, which is an indicator that does not match the importance of the results of the evaluation and is in urgent need of improvement. The Probability Statistics category had a slightly lower overall evaluation score than the Algebra and Geometry category of knowledge points. The total score of the comprehensive evaluation results was 81.898. The four primary indicators have scores of 80.438, 84.01, 79.901, and 83.281. The evaluation results of the A4 and C1 indicators are not aligned with their importance, and the other indicators perform better or have lower importance. This study provides new ideas for the analysis of the effects of digital resource integration.

Penerapan Pencatatan Akuntansi, Penyusunan Laporan Keuangan Pada UMKM

The study evaluated the methods of accounting and financial reporting on two SMEs in the fashion & accessories sector in Tempursari Village and SMEs handicrafts sector in Lebakharjo Village. The research method used is qualitative descriptive, with the use of observations, questionnaires, and direct interviews with SMEs owners Rendis Zalfa Olshop and Abyudaya Craft. The purpose of this research is to analyze the differences in methods of accounting recording and preparation of financial reports between the two SMEs, as well as their impact on financial management and decision-making. The results of the research showed that SMEs Rendis Zalfa Olshop implemented a modern approach using the Qasir application for accounting records, which allows for the preparation of structured and detailed financial reports. Instead, SMEs Abyudaya Craft continued to use a manual method with a cost book, which limits the clarity and regularity in the elaboration of the financial report. This difference in approach affects the analytical ability and efficiency in the financial management of both SMEs, where Rendi Zalfa Olshop is able to have a more detailed financial picture for more accurate decision-making, while Abyudaya Craft still faces limitations in terms of in-depth analysis of financial data.

The Soldier’s Second Act: Navigating the Challenges and Opportunities of Entrepreneurship After Retirement

The transition from military duty to civilian entrepreneurship has distinct obstacles and possibilities. This phenomenal movement has garnered significant interest as seen from the increasing number of veterans engaging in entrepreneurial endeavors. The present study examines the diverse experiences of former military personnel who engage in entrepreneurial endeavors, with a specific emphasis on the obstacles encountered and the prospects they profit from. The present study employs a conceptual research approach that emphasizes on the synthesis and analysis of extant literature pertaining to the obstacles and prospects encountered by veterans during their transition into entrepreneurship. The findings of this study highlight notable challenges, such as restricted access to civilian networks and financial limitations. However, they also demonstrate that veterans have transferable competencies such as leadership and strategic analytical abilities. Furthermore, this study reveals some effective techniques employed by veteran entrepreneurs, for instance using military networks and implementing focused training programs. The aforementioned findings highlight the necessity of customized support initiatives that cater to the distinct requirements of veteran entrepreneurs. Furthermore, they propose that the integration of military and civilian resources can immensely facilitate the process of transitioning. The present study contributes to the extant body of literature by offering valuable insights that can be applied by policymakers, veteran support organizations, and researchers seeking to enhance entrepreneurial results among former military veterans.

Enhancing Critical Thinking Skills in Students: A Study on the Effectiveness of Group Counselling Strategies Using the Talking Stick

Critical thinking skills are a crucial aspect of education aimed at equipping students with strong analytical abilities, deep understanding, and effective problem-solving skills. The primary objective of this study is to assess the impact of implementing the talking-stick-playing strategy during group guidance sessions on the enhancement of critical thinking skills among students majoring in Guidance and Counseling at Bengkulu University. The research methodology employed in this investigation is experimental, utilizing a one-group pretest-posttest design. Participant selection involved purposive sampling, with a sample size of eight students from 29 students. Data collection used the critical thinking ability scale adapted from Purnomo (2020), comprising 5 dimensions and 15 statement items. Analytical techniques were using descriptive analysis and Wilcoxon test analysis. Findings from the descriptive analysis reveal that students' critical thinking abilities were categorized as sufficient before the intervention, but improved to a good level after the treatment. Furthermore, the Wilcoxon test results yielded an Asymp. Sig. (2-tailed) value of 0.000, indicating that the implementation of the talking-stick strategy during group guidance sessions significantly influences the development of students' critical thinking skills. This indicates that the structured and participatory communication method introduced through the Talking-Stick helps students develop their critical thinking skills. Therefore, this approach should be considered by educators and counsellors as a valuable resource in enriching students' learning experiences in higher education.

Strategi Membangun Kemampuan Logis Matematis Bagi Siswa Sekolah Dasar

Mathematical logical abilities are really needed, one of which is in solving complex problems that students will face, for this reason they need to be trained, studied and conveyed to students. This research method is qualitative descriptive research with a literature study approach from various book sources, journal articles and other relevant sources. The research results showed that mathematical logical abilities can be trained through methods, media, and mathematical problems in the form of questions in the form of educational games, computational thinking (CT) questions, and puzzles because they are related to students' ability to solve problems by drawing conclusions through logical reasoning. The practical benefits of students studying CT are improving problem solving abilities, improving logical thinking and analytical abilities. The advantage of students learning educational games, puzzles and HOTS questions is that they train and develop students' abilities to think logically, critically and creatively.

EXPERIENCE OF THE ORGANIZATION OF THE PRE-SCHOOL EDUCATIONAL ENVIRONMENT OF THE UK

The article examines the experience of organizing a preschool educational environment in the UK. Features of functioning and educational approaches of preschool educational institutions in the country, particularly kindergartens and preschool centers, are considered. It provides an overview of current early childhood education in the UK and emphasizes its importance for developing children under five. The "Fundamental Program of Preschool Education" – a national document that defines the standards, goals, and content of preschool education – was considered, and its fundamental principles were analyzed, such as the child's overall development, learning through play, partnership with parents, and individualization. The article highlights the role of qualified pedagogical workers and teaching methods that contribute to the development of children in preschool educational institutions. Special attention is paid to play and play activities as an essential means of supporting and stimulating children's development. The article examines the interaction between teachers and parents in the process of preschool education and also notes the importance of involving parents in the educational process. It is substantiated that the introduction of the experience of organizing a preschool educational environment in the UK into the educational space in Ukraine can positively affect the development of children, preparation for school, the development of their creative and analytical abilities, as well as increase the status and quality of preschool education in our country.
 The overall informativeness and relevance of the article make it a valuable resource for those interested in preschool education, teachers, parents, and education professionals.

Building Evaluation Capacity for Integrated Care: Lessons from an Embedded Researcher Program

Introduction: Evaluation has an important role to play in supporting integrated care. By collecting data early and often, care teams can better learn and adapt as new models of care are implemented. While the benefits of evaluation are well known, organizations may lack the capacity to conduct these well. This is particularly true of smaller organizations, where research is often seen as a luxury rather than a ‘must have.’
 This paper presents lessons from the OHT Impact Fellows, a training program that places postdoctoral fellows in healthcare organizations where they support implementation and evaluation of integrated care projects. Since its launch in 2021, the program has placed 22 fellows in health teams across Ontario, Canada. Drawing on the collective experience of these fellows, we offer suggestions on how to build evaluation capacity for integrated care.
 Background: Introduced by the provincial government in 2019, Ontario Health Teams (OHTs) are a new way of organizing care in Ontario. The primary goal of OHTs is to deliver care in a more integrated way, with care providers in different sectors (e.g., hospitals, primary care, home and community care) working as one coordinated team. To support their development, the government has funded several support programs, including the OHT Impact Fellows. Designed with input from researchers, funders (government), and knowledge users (clinicians, health leaders, and patients), this program provides on-the-ground support tailored to the needs of host OHTs. 
 The Program: Each year, OHTs are invited to submit expressions of interest to host a research fellow. Soon afterwards, a call is issued for fellowship applicants. After a rigorous selection process, fellows are matched with a host OHT based on their mutual fit. This process ensures that the skills and interests of fellows match the needs of their host organizations. Fellows then spend one year embedded in an OHT, supporting evaluation within and learning across OHTs. Fellows are matched with a host and academic mentor and supported with ongoing training and professional development opportunities. At the end of their fellowship, participants provide detailed feedback on the program through a survey.
 Results: Based on this survey data, here are some learnings so far:
 
 1. Fellows were seen as highly impactful in supporting local projects and building OHT capacity. They were seen as moderately impactful in supporting learning across OHTs.
 2. Fellows were extremely productive, sharing knowledge through conference presentations (>30), technical reports (>20), and internal briefings (>90) in one year.
 3. Many fellows worked on projects that engaged patients and caregivers, often using a co-design approach. Patient engagement and co-design are among the top topics for which fellows have requested additional training.
 4. Building evaluation capacity is as much about culture as analytical ability. For some organizations, ‘evaluation’ is a scary word that needs to be demystified before it can be embraced.
 Next Steps: We hope to offer a third round of fellowships in 2023.
 Audience: This presentation will be of interest to clinician-scientists, health leaders, researchers, and others interested in evaluation and its use in integrated care settings.

Enhancing Analytical Thinking Skills and Scientific Attitudes of Prospective Science Teacher Students through Pre-Practicum Virtual Simulation

Analytical thinking skills are important for science pre-service teachers to achieve the professional competence of science educators. The aim of national education mandates the formation of a complete human being through the development of character and attitudes in the learning process, including a scientific attitude. Data shows that students' analytical thinking skills are still below standard and scientific attitudes have not been sufficiently trained in learning. The purpose of this research is to describe the analytical thinking skills and scientific attitude of prospective science teacher students through pre-practicum virtual simulation. The research design was a post-test-only control group design with a sample of 55 prospective science teacher students. The data was taken using an analytical thinking ability test and a scientific attitude questionnaire. The instruments used are worksheets and web-based simulations. The experimental class conducted a pre-practicum virtual simulation before the field practicum. The results of the Wilcoxon test were <0,05 showing differences in students’ analytical thinking skills through practicum and pre-practicum virtual simulation learning. The highest score of the analytical thinking skills indicator is ‘organizing’ namely 71,0 in the experimental class. Scientific attitude with the highest indicator is curiosity in the experiment and control class with percentages of 97% and 88% respectively. Overall, both analytical thinking skills and scientific attitude are enhanced through virtual simulation pre-practicum.