Classical Teaching Methods Research Articles

TÜRKİYE’DE 4 VE 5 YILLIK ECZACILIK EĞİTİMİNİN KARŞILAŞTIRILMASI

Objective: In this study, by comparing the views of pharmacists who graduated from 4-year pharmacy degree and 5-year pharmacy degree is discussed whether the 5-year pharmacy degree education achieves its purpose. Material and Method: A mixed method was used in the research. In the quantitative research, 160 pharmacists graduated from different Pharmacy Faculties participated in the questions asked by the questionnaire technique. In the qualitative research, focus group discussions were held with 24 pharmacists in 3 separate sessions Result and Discussion: As a result, it has been shown that nanocrystals can perform similar imaging by using less radiocontrast materials with their unique properties. In this way, it is likely to cause fewer side effects and/or toxic effects due to the lower dosage. In the light of these successful results, it is planned to detail this study with clinical trials in the future. As a result of the research, although statistically positive changes were observed in 5-year education compared to 4-year education, it was seen that there are still areas that need improvement. Such as patient-oriented education has increased, but not enough. In addition to classical teaching methods, it was determined that it would be appropriate to use more catchy and problem-based methods, the importance of continuing internship practices and supervision, and finally, career management was better done in 5-year education. It is recommended to complete the identified deficiencies and increase the research.

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

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

МЕТОДИЧНІ АСПЕКТИ ВИКЛАДАННЯ ДИСЦИПЛІНИ «ФІЗИЧНА І КОЛОЇДНА ХІМІЯ» ДЛЯ МАЙБУТНІХ ВЧИТЕЛІВ ХІМІЇ

Teaching would-be teachers of Chemistry disciplines should be specific due to the necessity of practice aimed training of would be professional teachers. Wholesome methodological training of professional Chemistry teachers can be provided by strengthening professional and pedagogical aiming of studying fundamental Chemistry disciplines. Implementation of this idea means development of the methods of professionally oriented studies of the courses of Chemistry disciplines and the course of Physical and Colloid Chemistry in particular. This approach provides shaping would be Chemistry teacher’s professionally significant competences, contributes to training professionals beginning with the freshmen years. From the point of view of would be Chemistry teacher training not only student professional competences should be shaped but also attention should be paid to methodological aiming in teaching it. While studyingbases of Physical and Colloid Chemistry, along with classical teaching methods special attention is paid to teaching methods, which are professionally aimed, which makes it possible to shape both competences in the field of the studied discipline and methodological competences necessary for would be Chemistry teachers. In the article key, general professional, special subject and subject methodological competences are identified, which are shaped at competence aimed teaching of Physical and Colloid Chemistry. Examples are given of shaping methodological competences in the lecture course, laboratory practice as well as during extracurricula work. Attention is paid to the application of the technology of tutor accompaniment of students, or mutual teaching principle, while doing the course of Physical and Colloid Chemistry, tasks for the tutor are offered, which are clearly professionally and methodologically aimed. Professional and methodological aiming of the course of Physical and Colloid Chemistry accompanied by fundamental training creates conditions for more successful development of professional competences. At the same time it promotes wholesome, system training of students, makes it possible for them to master the Methods of Chemistry material better and to feel at ease during school teaching practice.

Efektivitas Penggunaan Metode Audiolingual Dalam Pembelajaran Bahasa Arab

The development of language teaching method continuously develops fast. However, a classical language teaching method is still commmonly used in learning activity of language classes. This article investigates the classical method which is still used by a course institution of OCEAN Pare, Kediri namely Audiolingual method, and how effective the method is for developing language skills. This research employes fenomenology approach in which the researcher tries to understand the meaning of an even and the relations toward the people in a certain situation. The finding shows that the use of audiolingual method in learning Arabic language in OCEAN Pare, Kediri has been implemented in many years and resulted some students having good skills in Arabic language.

Effectiveness of mnemonics based teaching in medical education

Background: Classical teaching methods by faculty lectures and text-based materials are thought to be less interactive and research aimed to compare the effectiveness based on mnemonics is the need of the hour.Methods: All study enrolled students underwent a pre-test on six physiology topics. The pretest retention capacity of knowledge of all the students was assessed by multiple choice questions (MCQs). Later students were randomly assigned to the intervention-based mnemonic text-reading group which served as Group A or non-intervention group (control) which served as Group 2. Group A was subdivided in to group A1, group A2, group A3, group A4 and group A5 consisting 10 students in each with mnemonics-based teaching on six topics randomly assigned among them and educated. Similarly, group B was also subdivided into group B1, group B2, group B3, group B4 and group B5 consisting 10 students in each and were taught same six topics without the aid of mnemonics. The mean score difference and percentage between intervention and non-intervention group was compared and compared between pretest and posttest.Results: The data were analyzed by ANOVA followed by Dunnett’s multiple comparison test. Unpaired T rest with Two paired ‘p’ value.

Проблемы формирования системного мышления в современном российском образовании

The construction of new, market-based economic relations in Russia in the early 90s of the last century was accompanied by a radical transformation of the education system to the Bologna standard. At the same time, Western scientists - teachers drew attention to the work on the cognitive development of the child by L.S. Vygotsky, the theory of developmental education by P.Ya. Galperin, the theory of inventive problem solving by G.S. Altshuller and the results of research by other scientists providing the formation of systems thinking in Soviet education.
 The article shows that the documents regulating the development of Russian education include the formation of systematic and critical thinking in students, but in practice this is not always implemented. The directions of transformation of the Russian education system since the beginning of building market relations in the 90s of the last century are identified as the cause of the current situation.
 The formation of systems thinking in higher education should consider the peculiarities of the age dynamics of adults. The most developed figurative and verbal thinking among students makes it possible to use the teaching methods of V.F. Shatalov, which reduces the time for studying educational materials by more than 30 times in comparison with classical teaching methods.

Career orientation, development and evolution based on personal skills and aptitudes

This paper aims to bring forward the importance of the implementation of personal development and evolution programs within the educational systems. Combined with coaching techniques that help establish emotional balance and achieve positive changes with long-term effects, these programs are meant to bring together the educational offer and demand and match them with the labor market requirements. In the context of aligning educational policies at European level, an innovative and future-oriented approach is needed, reflecting current trends without sacrificing traditional values, which focus on classical teaching methods, but combining them with modern educational techniques. The proposed theme meets the current needs of the younger generations by identifying through the Holland Test skills and attitudes that allow lifelong learning and by creating learning contexts tailored to the needs of students, connected to the ever-changing world. The aim of the research is to identify programs that lead to the activation of a person’s potential to maximize their performance through various coaching techniques and professional development programs carried out in internships, as well as in customized programs carried out in several stages, which combines traditional teaching techniques with modern ones (online school, new technologies, skills development).

How University Teachers View the Digital Transformation of Higher Education

The absolute majority of publications about changes in higher education resulting from the COVID-19 pandemic focus on the problems faced by students. They fail to articulate the position of university faculty members who are concerned about their dwindling role as a result of the digital transformation of education. Since 2020, the Institute of Social Analysis and Forecasting at the Russian Presidential Academy of National Economy and Public Administration with the support of the Russian Ministry of Science and Higher Education has conducted a monitoring study of the attitude of university faculty members to the changes taking place in higher education. The present article is based on the results of three research waves (non-random, administrative, two-stream samples) conducted in April 2020 (N = 33,987), June-July 2020 (N = 27,484) and April-May 2021 (N = 26,334). An overall positive trend is observed in teacher attitudes: the peak of discontent about the introduction of distance education has passed, and the attitude to online learning has become calmer and more level-headed. Most teachers continue to express unconditional support for traditional in-person learning, however. The article takes a close look at the attitude of teachers to the digital transformation of higher education and analyzes their narratives. Teachers believe that the most promising aspect of the digital transformation of universities is the use of blended learning technologies that combine the benefits of classical and innovative teaching methods. The article identifies risk factors and further opportunities for digital innovations in higher education.

Methodology of Teaching Law Disciplines in Russian and English to Law Students: A Digital Form and Traditional Content

The research problem addressed in this paper is to substantiate the most optimal forms and methods of teaching the law disciplines both in Russian and in English in a law school in the context of the introduction of digital forms of learning into traditional educational environment of a law school. The research applies the methods of the concept of professional training in advocacy. Professional training in advocacy is one of the practice-oriented areas of advocacy that includes the methodology of training students in a law school covering the statistical method, systematic method, historical and legal method, method of participatory observation, method of analysis and synthesis. The paper describes new areas of work and new opportunities that have become available to students in 2020–2021, including new master’s programs and additional in-person and online courses of students’ practice-oriented training. The paper examines how students of Kutafin Moscow State Law University (MSAL) can acquire necessary knowledge and practice skills in order to pass the qualification examination for the status of an advocate and be able to practice law in the Russian Federation and abroad. The authors of the paper believe that the development of digital technologies has made it possible to move to a qualitatively new level of teaching. Along with classical teaching methods, the faculty have started implementing digital technologies in the learning process, focusing on practice-oriented types of work, including practice-oriented projects. A partial transition to distance learning has contributed to creation and development of the common educational environment that will enable international cooperation in student education and development of other digital environments, such as an integrated information system for the Russian Advocacy as well.

Improving Undergraduate Novice Programmer Comprehension through Case-Based Teaching with Roles of Variables to Provide Scaffolding

A role-based teaching approach was proposed in order to decrease the cognitive load placed by the case-based teaching method in the undergraduate novice programmer comprehension. The results are evaluated by using the SOLO (Structure of Observed Learning Outcomes) taxonomy. Data analysis suggested novice programmers with role-based teaching tended to experience better performances, including the SOLO level of program comprehension, program debugging scores, program explaining scores, except for programming language knowledge scores, compared with the classical case-based teaching method. Considering the SOLO category of program comprehension and performances, evidence that the roles of variables can provide scaffolding to understand case programs through combining its program structure with its related problem domain is discussed, and the SOLO categories for relational reasoning are proposed. Meanwhile, the roles of variables can assist the novice in learning programming language knowledge. These results indicate that combing case-based teaching with the role of variables is an effective way to improve novice program comprehension.

Gamification in entrepreneurship education: A concrete application of Kahoot!

Research on pedagogical tools for use in entrepreneurship education reveals that games can be an effective teaching method in class. This paper examines how using an online game— Kahoot!—in the class affects entrepreneurship students. We tested three typical effects from entrepreneurship research (i.e., the honeymoon effect, the performance effect, and the grading effect) in Estonia and Australia. Our results suggest that using an online game in conjunction with offering gifts to the best players can motivate students to participate in class activities but has no discernible influence on enhancing their ability to recall information.

Learning games creation: IMIE model

In this article, we propose a new model for the learning games design, which aims to enrich and solve the problems of existing models. From the work carried out around the models of educational games, we carefully identify a series of steps to follow, taking into account the simplicity, ease of adaptation and the integration of several factors interest such as the integration of a set sub-models treated pedagogically define the pedagogical side in the game, also the distribution of the intervening necessary for each of the stages to ensure better collaboration between them, for the purpose to helping the creators to trace their path from the start of the creation, in order to achieve the best example of games with an adequate oscillation pedagogical-fun, that will meet the requirements of existing classical teaching methods.

Virtual Laboratory and Mobile Devices as a Support Tool for the Teaching-Learning Processes of Physics in Pandemic Times

<p class="0abstract"><strong>The COVID-19 pandemic forced universities to close their doors creating the largest disruption of education systems in history. It was necessary to find new ways and new alternatives to classical teaching methods. This paper presents the proposal made by the Faculty of Engineering of the Catholic University of Cordoba (UCC) for the continuity of practical laboratory work in the teaching of Physics. To this end, the data obtained from a survey of university students at the end of the academic year 2020 are analyzed. The survey covers first-year students, as well as students from higher education who took Physics I under the classroom modality. It should be noted that the number of students in the Faculty of Engineering of the UCC is very small to obtain conclusive results in a first research, therefore, the authors consider that the project is at an introductory stage that, in the future, will continue to pursue. So far, the results showed that the application of Physics laboratory experiences through simulation can become an excellent tool to facilitate students' understanding of abstract and complex concepts in the face of lack of presence.</strong></p>

Formation of Communicative Skills of Future Teachers in the Process of Studying at Higher Educational Institutions

Solving communication problems in the digital environment is becoming increasingly difficult for both teachers and students. The formation of communicative skills of future teachers in the learning process is also important from the standpoint of increasing relevance in the development of emotional intelligence of the personality. The purpose of the academic paper was to develop and test a model of formation of communicative skills of future teachers in the process of studying at higher educational institutions (HEI). The research methodology is qualitative and quantitative; it is based on a quantitative assessment of the formation success of communication skills in the process of teaching the course “Psychology” for 120 students of the Faculty of Philology in Ukraine. Qualitative analysis of the effectiveness of the developed formation model of future teachers’ communicative skills involved observing the teachers’ and students’ behavior of control and experimental groups of the course. The results demonstrate the effectiveness of the proposed formation model of future teachers’ communicative skills in the process of studying at HEI. A liberal approach to teaching ensures the participation of students in discussions, confidence, lack of fear of making mistakes. As a result, the expression of false opinion does not reduce the level of participation in the communication process in the group. The teacher’s behavior forms his image and attitude to the course as a whole, the level of interest and ease of perception of information by students, regardless of the complexity level of the material. Feedback in the form of teacher – student – teacher is extremely effective in the formation of communication skills. The student-centered approach provided a better level of communication skills in the experimental group. In the control group, the traditional approach based on classical teaching methods reduced the level of communication, both in lectures and seminars. The practical value of the research results lies in the possibility of integration of certain strategies and methods as components of the developed formation model of communicative skills of future teachers in the process of teaching specialized courses at HEI.

Teaching Pedagogies of the Prophet Muhammad. Part 1

Abstract. The primary objective of this article is to explore the pedagogies of the prophet Muhmmad in his teaching. Modern teaching methods and methodologies are totally different from the classical teaching methods and methodologies. Comparing modern pedagogies of teaching with the prophetic teaching pedagogies is not appropriate in some respects. The socio-political, cultural, and religious contexts of the modern world and its education system is totally different from the medieval education system. Learning and teaching methods in old days were totally different from that of modern times. So, making comparison would not be that much academically convincing and yet, cognitive thinking, human reasoning faculties and human sentiments have been the same always. It is often argued that the Greek philosophers introduced logical and rational debates, discussions, and teaching methods. Prophet Muhammed was sent by God as a final divine messenger. He was blessed with the final divine revelation. In fact, according to Qur’an, he was sent as a universal teacher. So, his teaching methods and teaching methodologies must have some universal implications and impacts.

Development, Implementation and Evaluation of E-Learning Materials for FFL with Adobe Captivate Software

Developing technology has significantly affected the education and training process as it is in all areas of life. In today’s society, smart phones, tablets and computers which almost every individual owns have facilitated access to information, and besides classical teaching methods, technology-supported or technology-based education activities have also become a part of the process. E-learning tools are important tools by which technology is included in the education and training process. Especially during the COVID-19 pandemic which has been experienced around the world since the beginning of 2020 has revealed the importance of e-learning materials more. The aim of this study, carried out in the light of the information given above, is to develop, apply and evaluate Adobe Captivate, one of the most used e-learning software worldwide, for use in the French teaching process. The study was carried out in an experimental model. The universe of the study consisted of 53 French preparatory class students. The achievement test developed by the researcher was used as the data collection tool of the research. The data obtained as a result of the pre-test and post-test applications showed that the use of Adobe Captivate positively affected the general language competency of the students.

ТЕХНОЛОГІЇ ВІЗУАЛІЗАЦІЇ В ПРОЦЕСІ ВИКЛАДАННЯ ФАХОВИХ ДИСЦИПЛІН

The article considers the using video materials’ problem in the professional training of future engineers-teachers, in particular, the visualization of didactic materials in the professional training of future specialists in computer technology. It is proved that it is necessary to change the paradigm of teaching computer disciplines in the context of didactic materials’ visualization as a basis for material abstraction. It is established that teaching computer disciplines is carried out in a very variable subject area and a large number of different methods and tools. One of the main principles of student learning is a high level of educational material abstraction. The classical methods of teaching the discipline "Content Management Systems" are considered, which provide a lecture-practical form of teaching with mostly textual didactic materials It is proved that classical teaching methods have a low level of abstraction compared to the video materials using. It is shown that the quality and efficiency of the educational process improve due to the using video materials' technical advantages. Such advantages include speed, maneuverability, efficiency, ability to view and listen to fragments and other multimedia functions; didactic – interactivity (creating the effect of presence, authenticity, the reality of events, interest, desire to learn, and see more). The didactic bases of video materials application in teaching students of content management systems are determined. Video materials have been developed for students to use content management systems and introduced into the training of future engineers-teachers. It is established that the educational videos using has significant potential, increases the efficiency of education, and guarantees quality professional training of students. Key words: higher education, professional training, future engineers-teachers, information technologies, content management systems, video materials.

Augmented Reality as a Tool in the Teaching-Learning Process of Natural Sciences in a Primary Institution

Recent challenges for strategic educational planning in Ecuador request implement Information and Communication Technologies (ICT) in different levels of educational institutions. However, there´s a notable lack of successful implementations of ICTs on national educational institutions, which causes several problems in student's learning cycle such as loss of attention, motivation and innovation. These problems are further aggravated at the level of primary education institutions. Nevertheless, this paper demonstrates the feasibility of implementing digital tools with augmented reality (AR) for teaching and learning of Natural Sciences (NC) in the Cesar Mosquera Primary School located at the northern zone of Ecuador. To this end, we began by identifying digital strategies that facilitate the teaching of NC as an element of feedback and development of spatial imagination. Next, a diagnosis was made of the weaknesses of both teachers and students in the teaching of NC at primary school level. A mixed research method was applied, using quantitative techniques such as survey analysis and using qualitative techniques such as direct observations, to make a content analysis applied to teacher planning. Then, cutting-edge technologies such as augmented reality deployed on easily accessible devices such as Smartphones or Tablets were implemented using Curiscope-Virtuali-Tee software and web 3.0 virtual classroom tools that were applied during the COVID-19 pandemic. Once implemented, the proposed AR system was compared with classic teaching methods. Finally, the feasibility of applying AR in the mentioned institution was demonstrated due to all students approved the final test of acquired knowledge in each class taken.

КОММУНИКАТИВНАЯ МЕТОДИКА ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ СТУДЕНТОВ ВУЗОВ

In this article the main principles, relevance and prospects of the communicative approach in teaching university students foreign languages are considered. Special emphasis is given to the versatility of the method application in teaching a big variety of themes, including highly specialized ones, by creating a comfortable teaching/learning environment that makes it easier for students to study the material and overcome the difficulties that are typical for classical teaching methods.

High School Students’ Weakness of Arabic Reading Comprehension and Its Linkage to the Teaching Methods Used by Teachers The Case of the UAE

This study focuses on Arabic reading comprehension. It aimed to identify students’ perspective regarding teaching and learning practices during reading lessons in the United Arab Emirates high schools. The study adopts a descriptive method through a focus group of 12 freshmen female students at Zayed University. After analyzing students’ responses, the study found that reading lessons are mainly conducted in traditional way where teachers are the supplier of the information and students are simply the recipients. It also indicated that teachers focus primarily on word-by-word understanding of the text without stimulating the students’ higher thinking skills such as analysis, interpretation, comparisons, inference, criticism, and evaluation. The study also found that teachers did not give the importance of grammar lessons to reading lessons whereas few teachers used interactive teaching methods in class to stimulate students’ thinking and increase their motivation. The study concluded that the students were dissatisfied with the methods used during reading lessons, as they do not show interest in class participation since their minds are not challenged. The study recommended reconsidering qualifying and training programs for Arabic language teachers at the university level. It also emphasized the importance of the continuous professional development in a practical context in addition to monitoring the process of teaching Arabic language in general and reading in particular in an attempt to support teachers with needed help to make Arabic reading a daily habit in students’ lives. Key Words: Conscious Reading, Focus Groups, High School Stage, Higher Reading Skills, Teaching Methods, Thinking and Reading.