Classroom Research Research Articles

Exploring Teacher Contributions to Student Argumentation Quality

The purpose of this study was to improve our understanding of how experienced teachers contribute to student argumentation quality during classroom inquiry dialogue. Analysis of discussion transcripts, teacher interviews, and shared review of discussion video identified a set of seven teacher moves used by three experienced teachers in support of student argumentation. Analysis further suggested the moves were enlisted to serve two primary purposes – to clarify the process and the product of the inquiry dialogue.

Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition

This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community college in North America. Ninety-two students in five sections used the same free OER course materials, but two sections were given traditional assignments (i.e. formal essays and grammar exercises) and the other three sections were given “open” assignments that involved designing and remixing open resources. Assignment results and other course metrics used to investigate the impact on student skills mastery yielded no statistically significant differences in performance between the student groups, which suggests that there may be no harm in shifting away from the traditional “disposable” assignment.

A percepção de estudantes dos anos iniciais do ensino fundamental sobre a vivência da pesquisa a partir de uma unidade de aprendizagem

O presente artigo tem como objetivo compreender de que modo os estudantes dos anos iniciais do Ensino Fundamental percebem as vivências proporcionadas a partir de uma Unidade de Aprendizagem sobre a origem do planeta Terra e da vida existente nele, na perspectiva da pesquisa em sala de aula. Trata-se de uma pesquisa com abordagem qualitativa, do tipo estudo de caso. Os participantes do estudo foram 23 estudantes do 4º ano do Ensino Fundamental, de uma escola pública municipal do interior do Rio Grande do Sul. Durante dois meses uma Unidade de Aprendizagem sobre o tema foi desenvolvida, a partir dos interesses expressos em perguntas formuladas pelos próprios estudantes. Após o desenvolvimento da proposta, oito estudantes participaram de uma entrevista semiestruturada, gravada em áudio e, posteriormente transcrita. As respostas foram tratadas via Análise Textual Discursiva. Os resultados fornecem indicativos para assegurar a relevância de propostas metodológicas que valorizem os conhecimentos dos estudantes e seu protagonismo, bem como considerem os seus interesses expressos em perguntas.

Digital Classroom Enquiry System

Digital world is the one wherein the ideas and the services are being exchanged through Online medium. In this digital world everyone can get connected with every other person for the process of communication. In the process of digitalization, we have emerged into a new concept of digital class room. This digitalization can be extended outside the classroom which shall make the digital classrooms even smarter. In this paper we propose a system which uses a digital touch screen placed outside a classroom. This touch screen is the communication medium between the students and the teachers. The display screen is designed in such a way that every detail regarding the classroom can be viewed on the display. Just a glance at this digital touchscreen enables the students to understand what is going on in the classroom. This screen is accessible to anyone. The home screen of the display is designed in such a way that it gives the glimpse of the events happening in the classroom.

EFL Students’ Perception of Classroom Assessment Environment in Translation Courses

The aim of this study was to explore the students’ perceptions on classroom assessment environment in translation courses. The sample of this study was made of 341 participants studying at an English language department in a Saudi university. Data were collected using self-reported questionnaire which was designed based on Alkharusi’s (2011) scale. Factor analysis was computed and the results revealed the presence of Alkharusi’s two original factors: perceived learning-oriented, and perceived performance-oriented classroom assessment environments. T-test was employed to explore the differences in perceptions between male and female students, but no significance was found between them. Implications and recommendations for classroom assessment as well as for future research have also been discussed. The practical implication of the research is that student outcomes might be improved by establishing classrooms that match those educational environments which have been shown to be associated with students’ learning. A limitation of most classroom learning environment instruments is that they measure an individual student’s perceptions of a whole class, as distinct from students’ perceptions of their own roles in the classroom. It is likely that future classroom and school environment research will be enhanced if personal as well as group assessments are adopted.

Analysis of Articles in The American Biology Teacher for Essential Features of Inquiry Representation

Most studies on inquiry have focused on student outcomes, teachers’ conceptions of inquiry, implementation of inquiry in science classrooms, and inquiry coverage in science textbooks. Little is known about the nature of inquiry representation in science practitioner journals that serve as sources of inquiry science activities for many science teachers, science teacher educators, college instructors, and informal science practitioners. Therefore, this study examined the nature of inquiry representation in the articles that were published in The American Biology Teacher from 1998 to 2015. The study also sought to find out if there was a difference in inquiry representation between the articles that were written by teachers and college instructors. The nature of inquiry representation in the articles was determined by establishing the extent to which six essential features of inquiry—question, evidence, analysis, explain, connect, and communicate—were addressed in the articles. Results showed that most essential features of inquiry were adequately represented in the articles analyzed. However, most science activities did not have investigative questions to guide the inquiry process. We also found a significant difference in inquiry representation between the articles written by biology teachers and college instructors. Teachers addressed more essential features of inquiry in the articles than college instructors. On the other hand, there was no significant difference in the degree of student-directedness inquiry in the articles written by the teachers and college instructors. Overall, there was more partial inquiry than full inquiry representation in the articles analyzed. Implications of the findings and recommendations are discussed.

Using memes to teach critical inquiry in the ESL classroom

TESOL JournalVolume 11, Issue 2 e505 CLASSROOM EXPLORATIONS Using memes to teach critical inquiry in the ESL classroom Paolo Nino Valdez, Paolo Nino Valdez orcid.org/0000-0002-4404-350X De La Salle UniversitySearch for more papers by this authorJocelyn Amor Navera, Jocelyn Amor Navera De La Salle UniversitySearch for more papers by this authorLeif Andrew B. Garinto, Leif Andrew B. Garinto De La Salle UniversitySearch for more papers by this author Paolo Nino Valdez, Paolo Nino Valdez orcid.org/0000-0002-4404-350X De La Salle UniversitySearch for more papers by this authorJocelyn Amor Navera, Jocelyn Amor Navera De La Salle UniversitySearch for more papers by this authorLeif Andrew B. Garinto, Leif Andrew B. Garinto De La Salle UniversitySearch for more papers by this author First published: 16 December 2019 https://doi.org/10.1002/tesj.505Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume11, Issue2June 2020e505 RelatedInformation

PENINGKATAN KETERAMPILAN MENULIS CERITA FABEL DENGAN MENGGUNAKAN MODEL PICTURE AND PICTURE DI KELAS VII SMP GLOBAL PRIMA NATIONAL PLUS SCHOOL TAHUN PELAJARAN 2018/2019

This study aims to determine the quality of the process, the quality of results and the improvement of learning to write fables using picture and picture learning model. The problem of the research arose when the researcher interviewed Indonesian teachers in class VII-A of the GLOBAL PRIMA NATIONAL PLUS SCHOOL Middle School that the student's learning outcomes were still low 75 and still not reached the minimum completeness criteria. To answer the problems of the research, researchers conducted research using picture and picture learning models in improving student writing learning. The researcher used an action classroom research approach and used data collection methods by means of observation and tests. The research instrument consists of guidelines for observing observations for both students and researchers and guidelines for evaluating student work in writing fable stories. The research subjects (respondents) were the GLOBAL PRIMA NATIONAL PLUS SCHOOL. The data were analyzed by qualitative descriptive analysis techniques and quantitative descriptive analysis. Based on the methodology of the research, result of the research were obtaineda) Cycle I (one) with classical completeness quality process 74.07%, quality of result 59.25% and the quality of researchers using 45% learning models, b) Cycle II (two) with quality process classical completeness 88.88%, quality of results 92.59% and the quality of researchers using the learning model to be 100%. There is an increase in learning, namely an increase in process and student learning outcomes from cycle I, 59.25% to cycle II being 92.59%, with a increase percentage of 33.34%. Therefore the model of picture and picture learning model can help improve the learning process so that learning objectives are maximized.

Retrieval-Based Learning in Neuroanatomy Classes

ABSTRACT Medical schools are continuously challenged to develop teaching modalities that improve understanding and retention of anatomical knowledge. Traditionally, learning has been regarded as the encoding of new knowledge, whereas retrieval has been considered a means for assessing learning. A solid body of research demonstrates that retrieval practice is a way to promote learning that is robust, durable, and transferable to new contexts. It involves having learners set aside the material they are learning and practice actively reconstructing it on their own. A general challenge is to develop ways to implement retrieval-based learning in educational settings. We developed a pedagogical approach that implements retrieval-based learning in practical neuroanatomy classes, which differs from usual neuroanatomy teaching in that it actively engages students through active learning. It requires students to retrieve anatomical knowledge in oral and written form, as well as to identify structures in cadaveric material. Practical anatomy classes have traditionally relied on students’ passive exposure to cadaveric material, with the lecturer pointing to and naming anatomical structures. Since August 2014, we have been applying retrieval practice in neuroanatomy classes. A total of 720 students were included in the study. Student performance one week after the practical lesson was higher in the traditional method group than in the retrieval-based learning group (p < 0.0001, effect size = 0.60). Four weeks after the intervention, however, the performance of students who learned using a retrieval-based approach was higher than that of students passively exposed to the learning material (p < 0.0001, effect size = 0.75). Taken together, our results suggest that retrieval-based learning has a greater effect on long-term retention. Retrieval-based learning is easy to apply and cost-effective. It can be implemented in nearly any educational setting. We hope that our report may inspire educators to adopt retrieval practice approaches and seek ways to apply methods from learning research in actual classrooms.

Utilizing Idea Mapping to Enhance EFL College Students’ Writing Performance at Universitas Islam Negeri Maulana Malik Ibrahim Malang

Writing, among the four skills, is clearly a complex process, and being competent in writing is frequently accepted as being competent of last language skill to acquire (Nunan, 1991:91). Idea mapping refers to mind mapping which can help students to generate and organize their ideas in writing. This study attempts to investigate how can idea mapping improve the writing ability of the third semester students of English Department at Universitas Islam Negeri Maulana Malik Ibrahim Malang. The classroom action research design employed in this study is a collaborative classroom action research. The design of classroom action research utilized in this study follows that of Kemmis and McTaggart (2000:595) cited in Koshy (2007:4) which comprises four main steps, namely, planning, implementing the action, observing, and reflecting which are preceded by reconnaissance (preliminary study). The findings of the study are presented based on the result of students’ writing, observation checklists, and field notes. All the findings are about the activities done in Cycle 1 and Cycle 2. Based on the results of the students’ writing, there was a slight improvement of the students’ mean score from the previous score in the preliminary study to Cycle 1. The mean of the previous score was 46.25 and the mean score of the students’ writing in Cycle 1 was 59.69. The students’ involvement in writing activities was more than what had been stated in the criteria of success. This situation implied that the second criterion of success had not been fulfilled. Better improvement of mean score is gained from the preliminary study to the Cycle 2. The mean of the previous score in the preliminary study was 46.25 and the mean score of the students’ writing in Cycle 2 was 69.85. The improvement met the first criteria of success because there was 75% of the students who achieved the target score 65. Further, Idea mapping has revealed improving the writing ability of the third semester EFL college students at Universitas Islam Negeri Maulana Malik Ibrahim Malang. Based on the implementation of idea mapping in teaching writing, it is suggested that English teachers apply idea mapping especially in teaching writing. Besides, it is advisable for teacher to give more and various tasks to the students. To the future teacher-researchers, particularly those who are interested in applying idea mapping in their classroom research, it is suggested that they conduct classroom action research on the use of idea mapping in teaching writing related to other text types, such as narrative, procedure or recount.

Classroom Action Research Training Teacher Physical Education, Sports and Health in Padang City

In Teaching-learning process on class, teacher playing vital role for reaching planned education purpose. But that not an easy case, because there are many problems occur in class. Those problems have to be eliminated, and the way to do that is by using class room research. Class room action research is designed to solved a teaching-learning process on class. Class room action research purposed repairing learning process simultaniusly. Class room action research conducted simultaniously to repairing teaching-learning process naturally without disturbing teaching learning process it self. Class room action research conducted based on cycle. Each cycle play vital role fo the next cycle. By conducting training activity for education sports teachers for making and designing a classroom research, they will solve the problems occur in teaching-learning process. By developing education sports teacher ability in class room research will lead the educational purposed to optimal result. Training designed by using classical models, including: discussing, interview, guiding, and assinment. At the end of the training process, every education sports teaching producing one class room action research proposal and making one research based on their own class problem.

PENINGKATAN HASIL BELAJAR DENGAN METODE BERMAIN PERAN PADA MATA PELAJARAN BAHASA INGGRIS DI KELAS IV MI THORIQOTUL FALAH TALANGKEMBAR TAHUN PELAJARAN 2017/2018

English is an international language that is important to learn because English can be used to communicate with any nation. Along with the above, learning English needs to be introduced to students as early as possible. The limited allocation of time in learning English has an impact on the lack of level of student understanding and enthusiasm of students in English subjects, so that the achievement of learning outcomes is also far from the minimum standards of completeness set by the institution. This study aims to increase the level of activity and enthusiasm of students in learning English, improve student learning outcomes in English subjects. This research method uses classroom action research (Action Classroom Research) with a learning approach using a cycle and described using descriptive analysis methods. Qualitatively, namely by observing to obtain student attitudes data during the process of teaching and learning activities (KBM) and teachers in applying methods in learning. While quantitative is to process data in the form of numbers from formative test results in each cycle. Descriptive analysis is intended to explain the recapitulation of qualitative data obtained during KBM. The research subjects were class IV MI Thoriqotul Falah Talangkembar District Montong Tuban Regency, with the number of students 19 children consisting of 10 female students and 9 male students with heterogeneous student abilities. From the results of this study it can be concluded that, the use of role playing methods has an effect on improving student learning outcomes. Recapitulation of the acquisition of the class average of 67.5 at the pre cycle stage, 75.68 in the first cycle, and 77.37 in the second cycle. The number of students completing learning increases each cycle, initially 9 students at the pre-cycle stage, 12 students in the first cycle, and 17 students in the second cycle. Classical completeness also reached the target height of 89.50% at the end of the second cycle, from 43.36% at the beginning of the cycle and 75.68% at the cycle I stage.

PENERAPAN MODEL BELAJAR INKUIRI UNTUK MENINGKATKAN PRESTASI BELAJAR IPA DALAM MATERI POKOK DAUR HIDUP PADA SISWA KELAS V MI SUNAN KALIJOGO

Learning is a way for someone to gain knowledge through experience, remembering, and getting information / finding. Teaching through providing experience in finding his own knowledge, it is hoped that these lessons will be meaningful for students. This study aims to find out about the application of inquiry learning models, improve student learning achievement through inquiry models, student responses to the application of inquiry learning models in science subjects the subject matter of life cycle in class V MI Sunan Kalijogo Wolutengah Kerek District, Tuban lesson year 2017/2018. This research is a type of Classroom Action Research (Action Classroom Research). The data in this study are data on increasing the learning achievement of science subjects in the life cycle with inquiry learning models. Data analysis was carried out by observing student activities, questionnaires to determine student responses that were calculated in the form of percentages, and data from student evaluation results. From the implementation of this study the results were obtained (1) that the application of inquiry learning models in science learning the subject matter of the life cycle of living things can improve student learning achievement. The increase can be seen from the learning outcomes achieved by students in the first cycle and second cycle which are significant. (2) student learning achievement has increased after the implementation of inquiry learning models. After the application of the inquiry learning model in the first cycle the average value of students was 62.63, in the second cycle it increased to 81.84. Increased activity of students in observation or group discussion, in the first cycle 52.63%, in the second cycle to 84.21%. The accuracy of completing the chart or table of observation in the first cycle is 57.89%, in the second cycle becomes 84.21%. The activity at presentation in the first cycle was 15.79%, increasing in the second cycle to 57.89%. The intensity of play alone decreased from 31.58% to 15.79% in cycle II. (3) Positive student responses, indicated by 17 students (89.47%) liked the application of the inquiry learning model, and 2 students (10.53%) did not like because they felt left behind from their friends. The results of this class action research can be categorized as successful in its implementation. The conclusions from the results of this study that the application of inquiry learning models in science subjects the subject matter of the life cycle in class V MI Sunan Kalijogo Wolutengah Kerek District, Tuban Regency 2017/2018 school year can improve student learning achievement.

Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom

The traditional lecture-oriented teaching is still the norm in English as a foreign language education courses, but an innovative teaching model, expedited by recent advances in technology, becomes often popular across non-English-speaking subjects. The new model flips the usual classroom paradigm, in which students learn primary concepts outside classroom and class time is reserved for more active problem-based learning. Discussion of model and its impact are more, on the whole, theory-driven than data-informed to consider qualitative feedback to give context before drawing conclusion. Little research has so far been undertaken to rigorously consider class practitioners’ readings on flipped learning experience in EFL discursive contexts in a contrastive manner. In so doing, this study employed a narrative inquiry, using data from interviews and observational field notes. Findings show that that flipped learning is situated practice. The teacher perceived the class challenging due to workload of developing flipped learning materials, inadequate inside-classroom infrastructure, over reliance on student and old-fashioned classroom layout. Likewise, the students found flipped activities time consuming, blaming inadequate outside-classroom infrastructure and teacher’s unavailability for flipped outside class activities. Rather, the teacher valued this model strengthening routs towards transparency for students’ parents on their educational progress. Students appreciated the ubiquitous, more self-paced and autonomous learning nature of flipped model as it makes them more deeply dive into the content. The findings have ramifications for raising awareness of the flipped learning complexities in learning practice.

Peningkatan Hasil Belajar melalui Model Pembelajaran Snowball Throwing pada Pelajaran Ilmu Pengetahuan Sosial di Sekolah Dasar

This research has purpose to improve of study result through Snowball Throwing learning model lesson content social studies theme 1 sub theme 2 and 3 in grade V-A SDN Timbulharjo Sewon Bantul. This research is action classroom research and research desain using Kemmis and Mc. Taggart model. Subject in this research were 30 students in grade V-A SDN Timbulharjo. Object in this research were improving study result of students. Instruments used in this research were observation sheet and test. The data obtained were analyzed by descriptive quantitative. The result of this research are improve of study result through Snowball Throwing learning model lesson content social studies theme 1 sub theme 2 and 3 in grade V-A SDN Timbulharjo, that is 61,83 achievment complete of sudent 46,66% in first cycle to 77,33 achievment complete of sudent 90% in second cycle.

Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia

ABSTRACT Little is known about the integration of current neuroscience knowledge to classroom teaching, although many teachers rely on neuromyths to shape their pedagogies. Through a professional development approach, the learning study, we explored how teachers learned to apply neuroscience to teaching instruction. The teachers collaborated to design, enact and evaluate neuroscience-framed lessons as part of classroom research. Theories relating to neural plasticity, including the neural network hypothesis for memory and learning, hierarchical relational binding theory, and attention and awareness acted as the theoretical frame for the study. Borrowing phenomenographic methods, we drew on a variety of data sources to construct categories describing the teachers’ engagement with neuroscience. Findings highlighted the pivotal role analogies played in the teachers’ interpretation of neuroscience content and its application. Through the analogies of the ‘rose’, ‘butcher on the bus’, ‘deepening the trenches’, and ‘walking the pathway’, we illustrated how teacher learning manifested as the teachers’ deepened understandings of knowledge construction, moving away from didactic forms of instruction and increasing the use of multiple modalities, and creating coherent student learning experiences. Findings suggest how neuroscience holds the potential to support teachers’ development of theoretical coherence in their understandings of learning and pedagogy. Implications are discussed.

Action Research: a Supplementary Source for the English Langauge Teachers

This paper tries to explore that, Action Research is a supplementary source for English Language Teachers to bring out better teaching outcome of the teachers and better learning outcomes of the students. In the current scenario, apart from the syllabus, English Language teachers expect a supplementary source to follow a new strategy in order to satisfy the expectations of the students inside the classroom. They face many challenges in the classroom and one of the important problems is to draw continuous involvement of the students as well as to create good understanding of the subject in the classroom. In this connection, Action Research helps the teachers to explore effective teaching strategy in the classroom. This Action Research is integrated with a new approach called MUSE (Manageable, Urgent, Significant and Engaging), that helps the teachers to plan effectively. Besides, it is an exploratory or activity based classroom research and so it encourages the students to learn effectively and understand clearly with more involvement in the classroom. This study suggests a need for the supplementary source and it also focuses on Action Research to aid the teachers.

Development of student’s submicroscopic representation ability on molecular geometry material using Augmented Reality (AR) media

The purpose of this research is to apply a learning using Augmented Reality media to develop submicroscopic representation ability. The method used is a classroom research on the fourth semester students of Chemistry Education department, UIN Sunan Gunung Djati Bandung. Information obtained by measuring students’ activities during learning, completion of worksheet, and submicroscopic representation ability after learning. The results obtained from the worksheet completion are included in the very good category (with an average of 86), with the highest ability shown in the determination of bonding domains and non-bonding domains based on Lewis structure (with an average of 94). Moreover, the results of submicroscopic representation ability tests after learning are included in the very good category (with an average of 81.5), with the highest ability shown in the determination of bonding domains and non-bonding domains based on Lewis structure (with an average of 92). This is because students discuss and collaborate very well and are supported by Augmented Reality (AR) media. Thus, Augmented Reality (AR) media can be used as one of media in developing students’ submicroscopic representation ability on molecular geometry material. Development of Students’ Submicroscopic Representation Ability on Molecular Geometry Material Using Augmented Reality (AR) Media.

Online learning environment to enhance HOTS in mathematics using Polya’s problem solving model

Low Higher Order Thinking Skills (HOTS) among students is a persistent and pervasive challenge in modern classroom. The problem remains for years despite the intensive manoeuvres to solve it. Yet, the need to enhance HOTS is imperative in ensuring quality education. The purpose of this research is to enhance HOTS among students in Mathematics using an online learning environment. The online learning environment was developed based on Polya’s problem solving model. However, the system is not discussed in this paper. There are three research objectives which are to investigate the current HOTS achievement among students, to study the effect of the developed online learning environment in nurturing HOTS among samples and finally to study how learning process taken place to achieve HOTS among sample while engaging the system. This research implemented experimental research design with a set of pre and posttest and the developed online learning environment as intervention. A total of 76 samples were sampled for the preliminary study and another 32 samples for the four weeks treatment using cluster random sampling technique. Samples are from three schools from a district in Malaysia. Finding shows that the current HOTS achievement among students are still low at mean = 32.05, σ = 15.87. During the intervention, samples show improvement in their HOTS from mean = 39.52, σ = 11.65 in the pretest to higher level in the posttest at mean = 77.84, σ = 12.84. The Paired-Samples T Test conducted to identify the differences between the pre and posttest shows a statistically significant difference at t (31) = -11.58, p < 0.05. Indicating that an online learning environment using Polya’s problem solving for four weeks enhance HOTS among samples. The process of how samples achieve HOTS is also reported. This research shows the importance of integrating technology and inquiry in modern classroom to increase students’ thinking skill ability. Finding suggests that HOTS can be nurtured via technology enhanced learning environment.

Scientific Research on the Issue of Soft Skills Development (Review of the Data in International Databases of Scopus, Web of Science)

Introduction. In today’s world, professionals in any sphere of occupation should have soft skills in order to be in demand in the labour market, to quickly build a career and to achieve personal success. Soft skills involve: skills to communicate, to think creatively and unconventionally, to work in a team and to take responsibility, to organise own time effectively and to adapt quickly in new situations, etc. Therefore, it is necessary to be an owner of social qualities, which are commonly referred to as universal competencies, aimed at to finding optimal balanced solutions in a wide range of daily professional tasks. These skills are not quantifiable and are not generally described in job descriptions, but precisely these skills ensure high efficiency and productivity in any industry. In Western countries, the issues and strategies for soft skills formation in different categories of population have been studied for quite some time. Recently, these problems have become much more common among Russian scientists. The growing relevance of this issue is related to the changes in educational system, the changes in educational and personal guidelines, and the requirements for professional activities. This article is an overview of scientific Russian and foreign publications devoted to the aspects of soft skills development.The aims of the present research are the following: to identify the main trends in the study of soft skills and the possibilities for their acquisition by a person; to find out the similarities and differences between Russian and foreign studies; to determine the most promising scientific inquiry.Methodology and research methods. The study is based on the comparative-historical method. The authors used content-analysis and comparative analysis of documents, articles and results of statistical reports in international databases of Scopus and Web of Science within the period from 1975 to March 2019.Results and scientific novelty. For the first time, the authors conducted retrospective panoramic review of publications on soft skills, systemised additional information concerning the topic under discussion and identified the similarities between existing problems in different countries: lack of appropriate attention to soft skills development when designing educational programmes; insufficient involvement of employers in this process; complexity of the process of observing and evaluating soft skills; difference between the set of competencies acquired by graduates during studies with expectations and demand in the labour market, etc. Diverse ways of soft skills development are offered: organisation of special courses taught out of the subject context (which have already shown their inefficiency), mastering soft skills in parallel with the process of subject-based training or through the potential of particular disciplines. The international scientific community agrees with the statement that educational programmes, in any case, need to be refocused on the soft skills development. However, the general trend is the presentation in most studies of local statistical results, rather narrow professional topics of research and limited time (1–2 academic years). Concerning methodological tools for measuring universal social skills, both Russian and foreign authors prefer case study, classroom research and questionnaires.In general, Russian pedagogical science demonstrates the same vector of development as foreign science, but passes the same stages as other countries with a lag. The only significant difference was found in the research topic: according to the publications of Russian scientists, little attention is given to the problem of migrants’ soft skills. Indeed, the issue of soft skills development is one of the most relevant problems abroad. This can probably be attributed to the specifics of migration processes: for instance, many foreign citizens with completely different cultural and religious mentalities arrive in the European Union; on the contrary, Russia is migrated mainly from former Soviet republics, wherein people are close to the Russians in emotional intelligence.Practical significance. The results of the analytical review allow the scientific and pedagogical community to obtain a comprehensive picture of the main trends in studying the problems of soft skills development and to identify priority directions of further research.