School Applicants Research Articles

4C SKILLS OF THE 21ST CENTURY: THEIR NATURE AND IMPORTANCE IN PRIMARY SCHOOL LEARNING

21st century skills absolutely must be taught at all levels of education, especially elementary schools, because students have experienced very fast changing times. Elementary school students are automatically involved in becoming part of 21st century society. Therefore, 21st century 4C skills, namely Critical Thinking and Problem Solving, Communication, Collaboration, and Creativity and innovation should be taught at all levels of elementary school classes according to the development and needs of students . The aim of the study is to describe the nature of 21st century skills and the importance of their application in elementary schools. The research method used is literature study. The data sources in this study were examined from various reading sources such as books and journal articles. This method is carried out so that this journal article can provide relevant and reliable information based on data sources and provide a clear picture of 21st Century 4C skills in elementary schools. The results of this study indicate that teaching 21st century skills is a necessity for every school to form skilled students in 21st century society. The learning objectives are so that students are familiar with good communication, cooperate in a compact manner, are critical of problems and are able to solve them, and are critical and innovative in their work produce new goods.

Synchronous and Asynchronous Online Classrooms in Tourism Vocational High School in Indonesia: Technological Applications and Challenges

There has been an increasingly dominant use of technology in education institutions, yet limited studies holistically investigate the utilization of technological applications in tourism vocational high schools. This research explored the synchronous and asynchronous technological applications used and the challenges experienced by teachers and students of a tourism vocational high school in Indonesia, mainly in hotel and culinary online classrooms. This research employed a qualitative approach. Data were collected by observing four classes in two vocational schools in Yogyakarta and Bali. Interviews with five teachers and five students were also conducted on a voluntary basis. The findings indicate that teachers and students used various technological applications like Google Meet, Zoom, Microsoft Team, Cisco WebEx, Discord,and Skype for synchronous online learning. They also utilized more technological applications such as WhatsApp, YouTube, Google Classroom, Google Form, Telegram, Moodle, Screencast-O-Matic, Facebook, Instagram, Quizzes, Kahoot, and Twitterfor their asynchronous online learning. Both teachers and students faced technical, pedagogical, psychological, and personal challenges such as an unstable internet connection, a lack of technological literacy, incompatible gadgets, limited participation, work overload, demotivation, and a lack of focus on learning. To conclude, a number of technological applications were used to facilitate learning in hotel and culinary departments, even though there were many challenges that came with their usage. The results of this research can be used by relevant stakeholders preparing for future learning, especially in vocational high schools.

Lessons Learned From Early Undergraduate Exposure to the Medical School Curriculum: A Qualitative Analysis.

Students considering the health profession as a career rarely have an opportunity to explore medical school experiences. Pathway programs and "mini-medical school" programs existbut rarely involve integrating participants into the medical school experience. A novelfor-credit undergraduate course was developed to embed students into a clinical skills course for medical students beginning in 2013. To better understand the impact of these experiences, this study explored former students' perceptions and career trajectories. Participants were contacted via email to participate in a virtual, semi-structured interview. Virtual interviews were recorded and transcribed verbatim. Three investigators analyzed 17 interview transcripts independently and developed a codebook. Investigators met to discuss common themes and outcomes. Participants received early education on patient interviewing and physical examination skills, healthpolicy, and ultrasound. They noted their course experience was a productive way to gain insight into medical school and often cited it when applying for their chosen professional school. Although not a formal part of the course curriculum, many received guidance on the medical school application process, and some obtained letters of recommendation from physician facilitators. Participants emphasized the sense of belonging within the medical school community and affirmation of pursuing a health professional degree. Participants found their experience to be meaningful and cited it as an influential factor in deciding to pursue a health professional degree. The course could be adopted by other institutions to enhance the variety of pre-health experiences for future medical students or health professionstudents.

Teachers’ motivation and engagement to harness generative AI for teaching and learning: The role of contextual, occupational, and background factors

Since their release in late 2022, generative AI (genAI) tools have led to widespread use, including among teachers. The aim of our study is to examine several factors that may be implicated in teachers' motivation and engagement to harness genAI in teaching and learning. We examined contextual (i.e., autonomy-supportive leadership, autonomy-thwarting leadership), occupational experience (i.e., professional growth striving, change-related stress), and background factors (i.e., gender, age, teaching experience, contract length, class size, school level) as predictors of motivation (i.e., genAI valuing) and, in turn, engagement (i.e., integration in teaching-related work and student learning activities). Among 339 Australian teachers, our findings revealed that perceived autonomy-supportive leadership, professional growth striving, and change-related stress were linked with greater genAI valuing. In turn, genAI valuing was associated with greater genAI integration in both teaching-related work and student learning activities. Perceived autonomy-thwarting leadership was directly linked with greater genAI integration in student learning activities, and professional growth striving was directly associated with greater genAI integration in teaching-related work. Teachers’ gender and school level were also linked with the motivation and engagement factors, and there were several indirect associations as well. Our results pinpoint areas of focus for future research, policy, and practice to support genAI and its application in schools.

중등학교 예비 진로전담교사의 MSCI 참여경험과 학교적용방안 탐색

Objectives This study was conducted to explore the program participation experience and school field application methods of secondary school prospective career teachers who participated in My System of Career Influences (MSCI), one of the constructivist career counseling programs.
 Methods For these purposes, the MSCI program, which consists of 5 sessions of 90 minutes per session, was implemented as a group counseling method to secondary prospective career teachers, and the contents of the reflection journals submitted by 16 research participants after each session and the last session were analyzed using the CQR. The CQR is a method that inductively organizes and categorizes the statements made by research participants, and is an appropriate method for revealing the inner experiences of research participants that cannot be easily detected with quantitative methods.
 Results The research participants’ experience of participating in the MSCI program consisted of three categories such as ‘discovery and enlightenment’, ‘experience of ambivalence in group activities’, ‘learning constructivist career guidance and counseling methods’ and nine subcategories. MSCI’s school application plan consisted of two categories such as ‘Program modification and supplementation plan’ and ‘Application to school curriculum’ and six subcategories.
 Conclusions These results suggest that learning through the MSCI experience can help participating prospective career teachers gain confidence and specific application plans for implementing constructivist career counseling in school settings.

ANALISIS PENERAPAN METODE SISOLMI DALAM PEMBELAJARAN INSTRUMEN BIOLA BERBASIS CARA BELAJAR SISWA AKTIF DI BAVISCH MUSIC SCHOOL

This research is motivated by the implementation of the Student Active Learning System (SAL/CBSA in Indonesia) in music education, specifically in violin instruction. The SAL system has been in existence since 1984 and is used in formal schools such as Elementary Schools, Junior High Schools, and Senior High Schools. In this case, the SAL system, which is typically applied in formal schools, is used in a music course setting, namely at Bavisch Music School. SAL itself can be applied in all branches of education, including formal, informal, and non-formal. However, the application of the SAL system to non-formal education, especially in violin instruction, differs slightly from its application in formal schools. Generally, SAL focuses on three aspects of education: cognitive, affective, and psychomotor. Its implementation in formal education differs from that in music courses, as the latter involves much more practical training, although the curriculum is also given significant attention.

Perancangan Net Support School Sebagai Monitoring Praktikum pada Laboratorium Komputer SMP Negeri 2 Bukittinggi

This research was conducted on the importance of computer laboratories and the implementation of teaching and learning activities because most of the material is practical. It will be very difficult to carry out practical learning without learning tools or media that are in accordance with the guidance of the curriculum material, there are other subjects that cannot be done without a laboratory. The practicum learning process is less than optimal because one of the reasons is that students don't pay too much attention to the learning material. And there are no tools or software to monitor student work in the process of using computers. The Network Development Lifecycle method is used to develop and design network topologies, in this case the use of the Net Support School application to monitor learning in the laboratory at SMP Negeri 2 Bukittinggi. The result of implementing net support school is that teachers can share learning materials from the computer server. Teachers can also supervise and control students' activities in using computers while the learning process is in progress. So using the net support school application is very helpful for use in the learning process.

COMMUNICATION SKILLS AND REPORT WRITING FOR BUILDING SCIENTISTS

ABSTRACT Communication Skills and Report Writing for Building Scientists addresses the primary questions of inexperienced technical writers: “How should my report be written?” and “How do I present my work in style, format, data presentation and illustration program?” An undergraduate research report is given as an example of good report writing and key elements of the report are highlighted for student learning. This concise handbook also covers writing to land a job or applying to graduate school, and a step-by-step guide is provided on how to successfully navigate the job search or graduate school application process. Several sample resumes are provided as well as effective means to communicate with prospective employers or graduate programs of interest. The last section of this guide covers writing on the job and speaks to the kinds of tasks students face when they make the transition from classroom reporting to workplace communication, where problems are often open-ended and audiences cannot be assumed to be building science professionals. Instruction is also given to students on how to use the library as a research tool and how to master various virtual communication platforms: Zoom, Microsoft Teams and LinkedIn.

Science Education for the Youth (SEFTY): A Neuroscience Outreach Program for High School Students in Southern Nevada during the COVID-19 Pandemic.

Laboratory outreach programs for K-12 students in the United States from 2020 to 2022 were suspended or delayed due to COVID-19 restrictions. While Southern Nevada also observed similar closures for onsite programs, we and others hypothesized that in-person laboratory activities could be prioritized after increasing vaccine doses were available to the public and masking was encouraged. Here, we describe how the Laboratory of Neurogenetics and Precision Medicine at the University of Nevada Las Vegas (UNLV) collaborated with administrators from a local school district to conduct training activities for high school students during the COVID-19 pandemic. The Science Education for the Youth (SEFTY) program's curriculum was constructed to incorporate experiential learning, fostering collaboration and peer-to-peer knowledge exchange. Leveraging neuroscience tools from our UNLV laboratory, we engaged with 117 high school applicants from 2021 to 2022. Our recruitment efforts yielded a diverse cohort, with >41% Pacific Islander and Asian students, >9% African American students, and >12% multiracial students. We assessed the impact of the SEFTY program through pre- and postassessment student evaluations, revealing a significant improvement of 20.3% in science proficiency (p < 0.001) after participating in the program. Collectively, our laboratory curriculum offers valuable insights into the capacity of an outreach program to actively foster diversity and cultivate opportunities for academic excellence, even in the challenging context of a global pandemic.

Creating an Undergraduate Research Program in Otolaryngology-Head and Neck Surgery (Oto-HNS) for Students Underrepresented in Medicine.

To report implementation and outcomes associated with a novel paid Summer Undergraduate Research Education Program (SREP) over the first 2years in an academic otolaryngology program recruiting students underrepresented in medicine (URiM). A 10-week program including a research bootcamp, curriculum, mentoring, and clinical shadowing was created. Grant funding to provide salary and support for transportation, conference attendance, and graduate school preparation or applications was procured. Primary objectives included (1) development of successful mentorship relationships; (2) increasing student-reported outcomes using pre- and post-program surveys to assess confidence, career planning, and overall satisfaction; (3) increasing exposure to medicine; (4) completion of an oral presentation; and (5) submission of a manuscript. Secondary objectives included abstract submission and completion of a graduate exam course or graduate school applications. Tertiary objectives included conference attendance and graduate school matriculation. One hundred thirty-five total applications were reviewed (89 from year 1 and 46 from year 2). Twelve students were interviewed for 3 spots in year 1, while 11 students were interviewed for 6 spots in year 2 (median application score, 9.25 (range, 1-14); median interview score, 8.7 (range, 5.4-10); acceptance rate, 6.7% (9/135)). Students met all primary objectives. Mean program survey scores increased from 3.8 to 4.77 (p < 0.0001). Eight of nine students submitted an abstract to a national conference, with five of eight students accepted for a presentation. Two students were accepted into graduate school, while five others are on track for graduate school application. Identifying mentors, curriculum, and opportunities to meaningfully strengthen graduate school applications for URiM students through a clinically rigorous, financially supported, and research-focused summer program in an academic otolaryngology program is feasible and may be an effective means of increasing diversity in medicine and otolaryngology. The online version contains supplementary material available at 10.1007/s40670-024-02021-z.

Mindfulness in education: Critical debates and pragmatic considerations

AbstractMindfulness has all but become a mainstay in modern education. Yet despite the incredible enthusiasm and increased application in schools, there remains significant divergence between advocates and critics. Advocates assert that mindfulness practice promotes individual and societal health and well‐being. Meanwhile, critics question the intention and the social and political implications of promoting these ancient practices in schools, arguing that the Buddhist ethics underlying mindfulness remain incompatible with the neoliberal ideology and instrumentalism of contemporary schooling. As mindfulness has been commodified, instrumentalised and used as a therapeutic tool for acute coping, its broader potential for human growth and development may be undermined. Furthermore, scholars caution that the fledging nature of mindfulness research leaves critical questions unanswered, especially the potential for adverse effects. The work herein examines these critiques, presenting three critical considerations for mindfulness in education, and articulates practical recommendations for educational leaders, policy makers and stakeholders. We aim to empower educators and others to make judgements about the promotion and integration of mindfulness into educational settings, considering context‐specific factors such as developmental needs and capacities, as well as recommendations to support effective and ethical practice of mindfulness in education.

Improving the ventilation of a classroom to achieve heating energy savings and better indoor air quality

Indoor air quality and heating energy consumption are closely linked, especially in densely occupied spaces, as classrooms. In a classroom of Rennes University, a transient thermal simulation highlights the impact of ventilation on heating consumptions for different cases: (1) without controlled mechanical ventilation (CMV), (2) with a single flow CMV (SF CMV) of a regulatory flow of 18 m3.h−1. person−1 during periods of occupancy, and (3) a double flow CMV (DF CMV) whose flow is during periods of occupancy either equal to 18 m3.h−1. person−1 or (4) to 35 m3.h−1.person−1. The infiltration flowrate was evaluated experimentally using CO2 concentration measurements in the first case, which corresponds to the actual situation. In the normal use of the classroom with 30 persons inside, CO2 concentration exceeds 5000 ppm and the heating energy consumption is equal to 52 kWh.m−2.year−1. In case (2) and (3), CO2 concentration has a maximum level of 1350 ppm and the energy consumption is equal to 65 and 53 kWh.m−2.year−1, respectively. In case (4), the maximum CO2 concentration stays in the range 800-900 ppm without excessive heating consumption (58 kWh.m−2.year−1). Finally, by limiting the fresh air flowrate to 18 m3.h−1.person−1 in DF CMV and coupling it to a façade insulation (extra Case 5), the heating consumption is reduced to 32 kWh.m−2.year−1. These results are valuable within the context of the upcoming energy renovation strategy of the campus. Practical application In most schools, in France and elsewhere, insufficient ventilation flowrates are often observed compared to regulatory requirements. If compliance with ventilation standards and the subsequent revision of CMV installations are necessary to ensure the health of users, it is important to evaluate the energy cost of these renovations, and to identify the best choice to reduce heating consumptions. Our contribution is to compare different renovation choices in terms of two indicators: energy consumption and indoor air quality evaluated using CO2 concentration.

"Will I be able to be myself? Or will I be forced to lie all the time?": How Trans and Non-Binary Students Balance Professionalism, Authenticity, and Safety in Canadian Medical Programs.

Promoting the inclusion of trans and non-binary (TNB) medical trainees is a key step in building an inclusive health workforce well-positioned to provide high-quality healthcare to all patients. Existing data on the experiences of TNB physicians and trainees describe widespread challenges related to prejudice and discrimination, with most trainees concealing their gender identity for fear of discrimination. We aimed to understand how TNB medical students have experienced professionalism and professional identity formation. This was a secondary analysis of data gathered in a constructivist grounded theory study. The authors conducted semi-structured qualitative interviews in 2017 with seven current or recently graduated TNB Canadian medical students. From medical school application to graduation, TNB medical students reported feeling tensions between meeting expectations of professionalism, being their authentic selves, and seeking to avoid conscious and implicit biases. These tensions played out around issues of disclosure, foregrounding identity through impression management, and responding to identity exemplars. The tension between TNB trainees' desire to bring their whole selves to the practice of medicine and feeling pressured to de-emphasize their gender is ironic when considering the increased call for medical trainees from equity-seeking communities. The most commonly used behavioural frameworks of professionalism were inherited from prior generations and restrict students whose experiences and community-based knowledge are most needed. Demands of professionalism that are incompatible with authentic professional identity development place an inordinate burden on trainees whose identities have been excluded from normative concepts of the professional, including TNB trainees.

College preparation for a medical career in the United States.

A college degree is required to enter medical school in the United States. A remarkably high percentage of students entering college have pre-medical aspirations but relatively few end up as medical students. As an "applied science", education about medicine is usually thought to be beyond the purview of a liberal arts curriculum. Students therefore receive little education about a medical career, or information about the many alternative careers in health science. Instead, they take courses for Medical College Admission Test (MCAT) preparation and medical school application prerequisites in biology, chemistry, physics, and math. These classes give them little insight into a real medical career. The current report considers this mismatch between student needs in health science and available resources in colleges across the United States. A Collective Case Series framework was used to obtain qualitative data. Key informant interviews were requested from a convenience sample of representatives from 20 colleges, with six colleges providing extensive data. Three institutions collected data specifically on students who matriculated college interested in a career as a physician. At these schools, one-half to one-quarter of students who said they were interested in medicine at the beginning of college ended up not applying to medical school. At each of the six schools, we saw a wide range of generally sparse academic and professional advising involvement and a very limited number of classes that discussed concepts directly related to careers in health science. Looking at this data, we provide a novel conceptual model as a potential testable solution to the problem of an underexposed and unprepared student population interested in medicine. This includes a brief series of courses intended to inform students about what a career in medicine would fully entail to help foster core competencies of empathy, compassion and resilience.

Disparities in pre-health advising across California's public universities.

The Supreme Court's decision in Students for Fair Admissions, Inc., v. Harvard College is likely to result in the matriculation of fewer students from historically excluded racial/ethnic groups at more selective colleges and universities and matriculation of more students at less selective colleges and universities. Because of this, it is important to understand how resources for pre-health advising, a modifiable factor that can help increase the diversity of the health workforce, vary across institutions with differing levels of selectivity. Colleges are known to vary in resources, structure, and investment in pre-health advising but data are lacking and there is no estimate of any pre-health advising resource gap. To quantify availability of advising resources and identify perceived challenges in pre-health advising in California's highly diverse public and select private undergraduate institutions. Structured 60-minute Zoom interviews from June 2022 -October 2022 at 18/23 CSU (California State Universities), 9/9 University of California (UC) institutions and 6 select private institutions with varying levels of selectivity. Two investigators independently analyzed interviews using a Grounded Theory Approach. The full study team reviewed transcripts and themes. Pre-health advisor capacity varied greatly across the three types of institutions. CSU: mean = 1 FTE advisor: 24,620 graduates (range: 1: 1,059-1: 150,520); UC mean = 1 FTE advisor: 4,526 graduates (range: 1: 1,912-1: 10,920); private institutions mean = 1 FTE advisor:1,794 graduates (range: 1: 722-1: 5,300). Participants reported common challenges: advising capacity, lack of advisor training, advisor turnover, and student difficulties in accessing clinical opportunities and required coursework. CSU and UC participants noted that these had greatest impact for first generation and racially/ethnically underrepresented students for whom lack of informal professional networks, lack of other mentors, and financial responsibilities complicate college navigation and professional school application. Students at CSU campuses had 5 times less access to pre-health advising per graduate than UC students, and 13 times less than students at private institutions. Much greater investment is needed in California's public institutions, particularly CSUs, to increase equity in access to advising for pre-health professional students. Research should examine pre-health advising resource capacity in other states, especially those that are now facing race-neutral admissions policies at undergraduate institutions and health professions schools.

The Application Degree of Total Quality Standards at Arab Private Schools inside the Green Line and its Relationship with Teachers Instructional Performance Effectiveness

The study aimed to determine the application degree of total quality standards at Arab private schools inside the green line and its relationship with teachers instructional performance effectiveness. A correlartional descriptive methodology using a questionnaire was applied. The sample consisted of (281) teachers. Results indicated that the degree of total quality standards at Arab private schools and teachers instructional performance effectiveness were moderate. A statistically significant positive correlation between total quality standards at Arab private schools inside the green line and teachers instructional performance effectiveness. The study recommended the necessity of developing total quality standards at Arab special education schools by focusing on providing requirements for its effective application in schools.

Attitudes of computer teachers towards employing educational technology means and obstacles to their application in public schools in Karak Governorate

Attitudes of computer teachers towards employing educational technology means and obstacles to their application in public schools in Karak Governorate

The Promise and Perils of Artificial Intelligence in Health Professions Education Practice and Scholarship.

Artificial intelligence (AI) methods, especially machine learning and natural language processing, are increasingly affecting health professions education (HPE), including the medical school application and selection processes, assessment, and scholarship production. The rise of large language models over the past 18 months, such as ChatGPT, has raised questions about how best to incorporate these methods into HPE. The lack of training in AI among most HPE faculty and scholars poses an important challenge in facilitating such discussions. In this commentary, the authors provide a primer on the AI methods most often used in the practice and scholarship of HPE, discuss the most pressing challenges and opportunities these tools afford, and underscore that these methods should be understood as part of the larger set of statistical tools available.Despite their ability to process huge amounts of data and their high performance completing some tasks, AI methods are only as good as the data on which they are trained. Of particular importance is that these models can perpetuate the biases that are present in those training datasets, and they can be applied in a biased manner by human users. A minimum set of expectations for the application of AI methods in HPE practice and scholarship is discussed in this commentary, including the interpretability of the models developed and the transparency needed into the use and characteristics of such methods.The rise of AI methods is affecting multiple aspects of HPE including raising questions about how best to incorporate these models into HPE practice and scholarship. In this commentary, we provide a primer on the AI methods most often used in HPE and discuss the most pressing challenges and opportunities these tools afford.

The Quizizz Application for Improving Mentally Retarded Students' Vocabulary

This study was to research students’ vocabulary for using the Quizizz application in a special need school for mentally retarded students and how Quizizz applications used by teachers. To determine if the Quizizz app has an effect on mentally retarded students' vocabulary ability. These studies employed a quantitative research methodology with an experimental design that utilized a single organization for the pretest and posttest. The twenty test takers were all students and made up the population. Due to the fact that this pattern checks all college students, a total of 20 persons, it is a saturated pattern. Descriptive facts, prerequisite check assessment, and speculation testing make up the information series approach. Following the use of the Quizizz program, a code value reflecting pre- and post-test data on students' vocabulary proficiency was produced from the test results. 0.253 &gt; 0.05. Similarly, at a critical threshold &amp; it; (0.000 0.05), H0 and H1 are also rejected. These results imply that the ninth-grade Quizizz program has an impact on how pupils communicate.

The Use of Educational Games to Promote Learning in Geology: Conceptions of Middle and Secondary School Teachers

Studies highlight researchers’ concerns about how science should be taught today. It is recognised that teachers have difficulty involving and motivating students to learn about different complex topics, such as geology. Schools must promote skills development to develop citizens who can be active and informed in society. One way of undertaking this is to use active methodologies such as educational games, in which students play an essential role in developing activities. Games encourage changes in conceptions regarding the relevance of this scientific topic that is often undervalued by students. Games have gained space in recent years in several disciplines, and it is essential that this tool is thought out and planned within a consistent pedagogical proposal. This educational resource is used to increase motivation for learning, as well as enhance and strengthen the effects of learning. An intervention plan can be framed within game-based teaching. Teachers have been underrepresented in the game-based learning literature, with more emphasis on games’ effects. However, the pedagogical issue of games has been particularly relevant in recent decades. The current investigation used a survey given to geology teachers (n = 112) from public and private middle and secondary schools in Portugal. Its purpose was to assess teachers’ perceptions regarding game-based teaching and its potential to promote active learning. Our sample ages ranged from 24 to 64 years (average of 48.9 years old); 81.3% were women and 18.8% were men. The analysis of the results seems to confirm that although they do not always use games to promote learning in geology, most teachers still recognise their potential to motivate, enhance, and reinforce the learning of geological content, with digital games being the preferred option. They emphasise the importance of teacher training in this area and the inclusion of game applications in school textbooks to approach different geology-related themes. Our results seem to indicate some lack of consistency in teachers’ opinions on the impact of games on student learning.