Competence Of Pupils Research Articles

Safety competence promotion in secondary education – A case of the Finnish NouHätä! Programme

The Nouhätä! safety education programme has been organised in secondary schools in Finland for over 25 years. However, to date, it has not been systematically evaluated. The purpose of this quantitative survey is to provide information about good practices, benefits and limitations of the NouHätä! Programme; this has been done by answering the research question what variables explain pupils' safety competence after participating in a NouHätä! safety education programme? The results show that the best learning outcomes in safety education are achieved when training is organised in collaboration with teachers and safety experts. Practical training also seems to have a significant impact on the safety competence of pupils. The results suggest that background variables like school success and the sources of safety knowledge affect the level of pupils' safety competence. The results of the study can be used to develop the programme and other safety education programmes for children and young people.

Features of digital competence of schoolchildren and students and the specifics of their use of the Internet for educational purposes

Introduction. Modern adolescents can spend from 5 to 8 hours a day on the Internet. As a result, the distinction between the digital and real world is gradually blurring. On the other hand, there are only conflicting studies on how digital competence develops and how it is linked to academic activities among students and teachers. Therefore, the purpose of our research is to identify the characteristics of digital competence among pupils and students, as well as the specifics of their use of the Internet for learning objectives. Materials and methods. The methodological basis of the study consists of survey techniques: a questionnaire regarding Internet usage, a questionnaire on the frequency of utilizing the Internet for educational purposes, and a questionnaire on the Index of Digital Competence (Soldatova et al., 2013). An analysis of 606 respondents' results is presented in the article. The questionnaires described above were included in specially created Google Forms filled out by 275 schoolchildren and 331 students. Statistical analysis was carried out using the Python programming language and included descriptive statistics, exploratory factor analysis, and binary regression analysis. Results. Exploratory factor analysis showed that more developed digital competence of pupils is associated with a higher frequency of use of such educational web activities as modeling experiments in the digital environment and participation in online competitions, even if digital knowledge and skills can also be used for noneducational purposes (factor 2). Students, as factor 3 describes, more often search for information on the web and use the Internet for educational purposes. Regression analysis revealed: despite the fact that schoolchildren declare that they less often use the Internet for educational purposes (p < 0,001), they use educational web activities in a more diverse manner: they watch video lessons (p < 0,001), use tests and simulators for self-testing (p < 0,001); take part in online competitions (p = 0.00). Students, in turn, report using web searches more often (p = 0.02) and watching movies for educational purposes (p < 0,001). Also, schoolchildren have a higher declared level of some indicators of digital competence (p ≤ 0.01) compared to students. Conclusion. The conducted research contributes to drawing up a portrait of the digital natives. Future research could focus on identifying actual digital skills. The results of this work can be used in educational practice to develop effective methods for improving the digital competence of schoolchildren and students.

Evelopment of Key Competences of Pupils in the Subject of Technology, Technical education

The contribution is focused on key competences and on the de-velopment of key competences of primary school pupils in the subject of Tech-nology (work-based teaching) in the Czech Republic and Slovakia. In the first part, the authors describe the concept of key competences, competences in the work of a teacher, and then the authors reflect on the key competences that pupils should achieve in the subject of technology after finishing primary school and show some possibilities for achieving these competences.

Model of effects of cultural capital and educational Habitus on Pisa competencies of pupils: An example of Serbia and Croatia

The results of a secondary analysis of the empirical data collected during PISA 2018 on the sample of pupils from Serbia and Croatia are presented in this paper. Based on the theoretical model established by Pierre Bourdieu, we examined the effects of cultural capital in all three forms (objectified, embodied and institutionalized) on reading, mathematical and science competencies of pupils, measured through PISA tests. As a mediator of given variables, we put certain indicators of habitus, which is also one of the key concepts of Bourdieu?s theory. The indicators which were included are adjustment to the educational system and education expectations, specifically marked as educational habitus. The results showed positive effect of all tree forms of cultural capital on a specific type of competence, while education expectations are confirmed as a mediator between cultural capital and competences. A comparative analysis of Serbia and Croatia showed that there are some differences regarding objectified cultural capital and education expectations which have stronger effect on pupil?s competences on the sample from Croatia. The results of this research can be used for creating implications for educational policies which would be focused on obtaining cultural capital among pupils, therefore improving their competencies and, consequently, reducing social inequalities in education by more equal distribution of this form of capital.

PROBLEMS OF CIVIL COMPETENCE OF RUSSIAN SCHOOLCHILDREN: DEVELOPMENT OF A THEORETICAL MODEL

The article is devoted to exploring the process of political socialization of the Russian schoolchildren, within the framework of which his civic competence is formed. Civic competence includes such components as socio-political knowledge, social activity, willingness to take responsibility and patriotism. In the empirical part of this work, a cluster analysis was carried out on the data obtained during face-to-face survey (N=2610). Schoolchildren were divided into 3 clusters: “pessimistic excellent students”, “paternalistic good students” and “activist poor students”. More detailed characteristics of the clusters were identified on data obtained during interviews with survey participants (N=256). The analysis showed there are no single approach to raising the level of civic competence of pupils. “Pessimistic excellent students” need educational technologies that would increase the involvement of these children in events of social significance. “Paternalistic good students” need to increase their level of responsibility, and “activist poor students” need to systematize basic knowledge about the socio-political reality of Russia.

Formation of informational and digital competence of the student of primary education by means of robotics

The article examines the problem of forming the information and digital competence of elementary school students by means of robotics. Our research work is aimed at analyzing the modern state of educational robotics, the readiness of educators for its teaching and experimental testing the possibilities of robotics as a means of forming information and digital competence of primary education seekers. The organization of pedagogical experiment meant diagnosis and correction of such components of information and digital competence as motivational, cognitive, active, reflexive, the formation of which took place in the course of pupils’ learning robotics constructors and interactive manuals devoted to the history and development of robots. To measure the level of information and digital competence of primary school pupils the system of expert assessments of its components was used. As a result of observing behavior, accuracy, speed and independence during the fulfillment of special tasks connected with the search and processing of information, computational thinking, work on the Internet, understanding the ethics of working with information etc. the level of information and digital competence of every pupil is defined as the sum of all its indexes. The generalization of the results allowed the conclusions: the use of robotics constructors and interactive manuals, online resources that imitate actions with robots help to increase the level of information and digital competence of education seekers.

GRAPHIC CULTURE OF CONSTRUCTIVE MODELING OF FIGURES IN METRIC STEREOMETRY

Two approaches for drawing of stereometric objects by a constructive method are presented using algorithms designed to help solve problems in the construction of correct, visual and easy-to-draw drawings. The first approach is based on operations borrowed from engineer drawing, where standardized axonometric projections guarantee the quality of drawings. The second one is based on the experience of many generations of teachers and practitioners. A list of methodological advice has been proposed. The analytical method of reasoning in computational problems is promoted, the method of combining with the image plane is established, which visualizes the way to the result, adds empiricism to the discipline. The presented statistical survey among mathematics teachers demonstrates their attitude to the constructive solution of stereometric problems. The advantages and disadvantages of teaching constructivism methods are highlighted. It has been established that the skills of qualitative drawings contribute to the formation of life competencies of pupils.

The Impact of Drama Activities on the Development of Communicative Competence in Primary Education

The paper will present the results of experimental research on the impact of drama activities on the development of pupils’ communication competence in primary education. The study was conducted on a sample of pupils in the fourth year of primary school (N=344) in the City of Zagreb, Croatia. An experimental model with equal parallel groups was applied. The procedure was carried out according to the following scheme: K-control group - traditional Croatian Language classes (lecturing and presenting) and E-experimental group – where drama activities were performed in Croatian Language classes. The pupils’ communication competence was measured by a written composition evaluated at three levels: content, language, and handwriting. The results of the analysis showed that there was a statistically significant difference in the communication competence of pupils between the control and experimental group at two of the three levels.

Bildungschancen verbessern – Familien unterstützen

Abstract The deteriorating competencies of pupils in recent years and the increasing inequality of educational opportunities threaten to reduce the supply of skilled labour and innovative strength in Germany. The diminishing educational opportunities begin with the fact that parents from educationally disadvantaged households are less able to support their children by reading to them. Children from educationally disadvantaged households attend early childhood education less often; their parents have greater difficulty finding a place in a day-care centre, have less contact with teachers at schools and are often unable to assist with homework. There are also disadvantages in the choice of educational paths and professions. In order to increase educational equity, parents in particular should receive more language support in early childhood education; all-day facilities should be expanded (as well as the quality in the direction of family centres), more multi-professional staff could be available at schools to support teachers and parents, and STEM subjects and vocational orientation at schools could be strengthened to help improve equal opportunities and better utilise the potential of children from educationally disadvantaged households for securing skilled labour.

Test Control of English Grammatical and Lexical Competencies of Secondary School Pupils in Ukraine

The article is dedicated to the test control of English grammatical and lexical competencies of secondary school pupils (five-grade). The study examined the nature and structure of the concepts of “control,” “test” and “test control.” This scientific research aims to investigate the features of the designed exercises for monitoring the formation of the English competencies of pupils of the middle level mentioned above. The significance of the study is determined by the focus of modern linguistics and pedagogics on identifying the features of the methodological control of the formation of English grammatical and lexical evaluation of five-grade school pupils. The main question of the research is how testing control can ensure the successful implementation of the purpose and all functions of control, as well as meet the requirements for its quality. The conditions for the effective use of the mentioned methods in controlling the competence in grammar and lexicon of five-grade school pupils are determined. The Physiological features of students and their psychological readiness for tests were revealed. Methodological analysis was made for the choice of exercises or activities to check for grammar and vocabulary of pupils of the fifth grade. Experimental verification of exercises is designed to check for grammatical and lexical competence of five-grade pupils. To control and evaluate the knowledge and skills of the pupils, at the end of the pedagogical experiment, we held a kind of control competition between the experimental and control grades, for the implementation of which the test tasks were thought out.

Legitimation of digitalisation in education. A case study of vocational student teachers´ lesson plans

In 2018, the curricula and subject syllabi in Sweden were revised, the aim being to increase the digital competence of pupils. This article presents a study of how vocational student teachers at uppersecondary school legitimise the use of digital tools in their lesson planning as a means to support the learning of pupils. This provides knowledge of what vocational student teachers view as central to their teaching. Using Theo van Leeuwen's legitimation analysis, the lesson plans of 25 vocational student teachers, as well as eight ethnographic interviews, were analysed. In legitimation, the vocational student teacher argues using references or actions that need to be performed, or not performed. The task of the argument is to justify language or actions so that they are acceptable to others. Legitimation also makes visible the relationships and responsibilities between different parties. The results show that vocational student teachers legitimise their choices to authority. The lesson plans are based on the relationship of vocational student teachers to their own actions in teaching. However, how pupils develop their learning and digital competence is not affected. The digital tools as resources in teaching are legitimised with reference to speed, agility, control, and overview. The use of digital tools links strongly to writing, which affects the educational environment and professional life.

THE MAIN PEDAGOGICAL REQUIREMENTS AND CRITERIA FOR ORGANIZING TRAINING FOR THE DEVELOPMENT OF PUPILS' PROFESSIONAL COMPETENCE USING MULTIMEDIA ELECTRONIC EDUCATIONAL RESOURCES

In the conditions of modern development of education, the training of pupils with the skills and abilities of socio-psychological and professional adaptation in a rapidly changing world comes to the fore. Education becomes not only a means for the most adequate reflection of the requirements of a market economy and a new society, but also a way to achieve, form the creative, spiritual needs of the individual. Changing the foundations of education is accompanied by a global process of reorientation of the result of education. Therefore, the article presents the investigation of the pedagogical requirements and criteria for the organization of training in the development of professional competence of pupils with the usage of multimedia electronic educational resources. The result of the research depicts that multimedia electronic educational resources are valuable source in improving pupils' professional competence. In addition, the presented requirements and criteria are beneficial in organizing training in the development of professional competence of pupils for multimedia electronic educational resources.

CRAFTS CREATIVITY AND ITS DEVELOPMENT FROM THE PRIMARY SCHOOL TEACHERS` PERSPECTIVE

Education in Czech Republic has recently undergone considerable changes. Emphasis is placed on the development of individuality, personality qualities, and competencies of pupils and students. Creativity has become an essential quality of modern man and it is proclaimed across many areas of human activity, being defined in various ways depending on the application of creative aspects. The area which we deal with in more detail in the article is creativity in technical education. In the context of current events in the field of educational policy in the Czech Republic, we present partial results of a research probe of a qualitative nature focused on identifying key elements of educational strategies of primary school teachers in the implementation of creative technical activities at primary school.

Typology of competence characteristics of pupils with intellectual disabilities

The purpose is to develop a typology of competence characteristics of pupils with intellectual disabilities as a measure of a child’s integration into educational activity. The following methods were applied: retrospective analysis and generalization; empirical measurement of relevant parameters of the research subject by means of valid and proprietary methods; k-means clustering, mathematical methods for data processing. The experiment participants: the total number (n=114) of the children from the first to the fifth grades: the pupils with intellectual disabilities (Group 1: n=57; 50.0%) and the pupils with normal development (Group 2: n=57; 50.0%). Key differences were found in the following competences of the research participants: intellectual-cognitive, emotional-motivational and social. It was established that deficiency of cognitive and adaptive skills, violation of social norms and limited communication prevail in the children with intellectual disabilities. Three types of competence characteristics in the pupils with intellectual disabilities in education were determined: Operational-Reproductive (ORT), Limited-Practical (LPT), Limited-Fixed (LFT). The prospect is to create a conceptual model and correction-development program for the formation of key competences of pupils with intellectual disabilities.

STEM centre as a factor in the development of formal and non-formal STEM education

The article is devoted to the study of STEM education. It is one of the important directions of educational reform of the XXI century and can be implemented through the integration of formal and non-formal education. The authors of the paper study the ecosystem of formal and non-formal STEM education. Researchers have identified the main characteristics of this ecosystem such as the harmonious combination of formal and informal components of STEM learning, increasing the motivation of students to STEM sciences, constant updating of educational programs and professional development programs for teachers; use of non-formal education approaches; constant connection with external communities of STEM professionals; building partnerships between schools and non-formal institutions. The authors have developed the main components of the model of functioning of the educational STEM centre as an education ecosystem. In particular, they are educational research, assessment (evaluation), research projects, innovative teaching methods, programs for training, undergraduate education, teacher training, mentoring, services, communications, cooperation, infrastructure, connection, networking. To assess the extent of the impact of various forms of formal and non-formal learning activities on the results of the implementation of STEM education, an expert survey was conducted. The results of the survey are systematized, illustrated with the help of infographics, statistically significant relationships between individual parameters of the proposed model are established. To test this model in practice, an experiment was conducted. It lasted from 2016 to 2020. Researchers have confirmed the hypothesis that STEM education gives the best results due to a combination of formal and non-formal levels. Therefore, their STEM centre promotes STEM education among the general public, training and retraining of educators involved in STEM, development of STEM competencies of pupils and students.

FORMATION OF LIFE COMPETENCE OF BOARDING SCHOOL STUDENTS AS AN INDICATOR OF SUCCESSFUL SOCIALIZATION

On the basis of the analysis of the existing philosophical, sociological, psychological and pedagogical approaches the maintenance of the concept of "formation of vital competence of pupils" is opened. The life competence of boarding school high school students is defined as a set of integrative qualities that are formed in the process of education, upbringing, development, activity and find their expression in the ability and readiness for prosocial actions, social interaction. The success of life competence is defined as the success of physical, mental, social and spiritual functioning of man. Meaning are defined of factors of social influence on the process of formation of life competence of a person, namely the influences of: the environment; social order and type of culture of society; social status and sex of the individual on the process of forming the vital competence of the individual. Characteristics of the criteria for the formation of life competence of students of boarding schools is made through a set of indicators: motivational (the desire for life self-realization; the desire to gain recognition from others; the desire to become a successful person); cognitive (knowledge of: basic life competencies; norms and requirements of society regarding the manifestations of life competencies; components of the culture of life of the individual); and axiological (awareness of the importance of basic life competencies; recognition of basic life competencies as values; acceptance of basic life competencies as personal values) criteria. Evaluation of the results of the experiment allowed to determine the socio-pedagogical conditions for the formation of life competence of students of boarding schools, namely: the promotion of free life and social choice personalities in the conditions of a boarding school; directing the efforts of the teaching staff to create a favorable microclimate of the boarding school; ensuring early diagnosis of social disorders and adequate corrective intervention.

RESTRUCTURING NATIONAL LANGUAGE POLICY IN NIGERIA: A NEW DIRECTION TO EDUCATIONAL DEVELOPMENT

The emergence of the Universal Basic Education (UBE) Programme in Nigeria was in September 1999. The Programme was amended in 2008 by the Federal Government of Nigeria, through the Nigerian Educational Research and Development Council (NERDC). This yielded a great landmark for introducing and developing the 9-Year Basic Education Curriculum (BEC) which was aimed enabling every Nigerian citizen access to equivalent education comprehensively and coeducationally. Similarly, Nigeria's national language policy which focused on the official structure of the English language as an official medium of instruction from primary four to subsequent levels of education, while the mother tongue or the language of the immediate community to be the medium of instruction at pre-primary and early primary levels has left a wide gap which may serve as one of the factors or reasons that may affect the communicative competence of pupils or learners in handling English as a subject or medium of instruction. Especially, considering the designed objectives of inculcating in the school childrens’ permanent literacy, numeracy and the ability to communicate effectively which lays the concrete educational foundation of pupils in terms of language development. The common criticisms or observations that this paper may raise on the issue of language policy and that of UBE is lack of a well-articulated transition from the mother tongue to English, or lack of proper implementation of the policy, as language cannot be properly taught using another language. Therefore, the paper draws the attention of policymakers and curriculum designers in revising and restructuring the language policy in order to ascertain the objectives designed by UBE and the educational policy in general.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0940/a.php" alt="Hit counter" /></p>

Методичні засади формування екологічної компетентності під час навчання інтегрованого курсу «пізнаємо природу»

The article examines the issue of the formation of environmental competence as a part of nature study for students, and represents the model program of T.V. Korshevniuk “Experience the Nature”. 5-6 grades (integral course)” for institutions of general secondary education.The goal of the research is to substantiate the methodological basis of the formation of the students’ environmental competence while studying under the new model program. To achieve the goal, general scientific and special research methods were used (analysis, synthesis, systematization, comparison, and generalization) to uncover to what extent the issue is explored. It is clarified that the model program fully meets one of the requirements of the State Standard of Basic Secondary Education for the level of the formation of the environmental competence through acquired skills. The importance of the development of the environmental competence of pupils is accentuated; it involves the abilities to investigate and highlight the ecological aspects of any human activity, to assess the consequences of anthropological influence, to understand the biological ground of rational nature management and protection, to comprehend the need of balancing the necessities for comfortable living of humanity with the possibilities of environmental resources to satisfy it. The types of educational activities that involve direct contact with natural objects are offered: pre-planning and observing a natural object (for choice of a teacher); pre-planning and experimenting (for choice of a teacher), etc. It is pointed out that such types of practical activities lead to the creation of the ability to explain the value of nature and knowledge about it as well as traits of character and human qualities helpful in learning about nature. The unified approach to the study of inanimate nature objects and living organisms is suggested, which emphasizes their equivalence within the ecosystem and the equivalence of all environmental components without exception. It is stated that this is a way to line up the value hierarchy of students and the place of ecological and co-evolutionary values within it, which is one of the bases of the formation of the environmental competence.

Opportunities of the school course of biology in the formation of environmental competence of pupils

Opportunities of the school course of biology in the formation of environmental competence of pupils

Teachers’ Insights on the Development of Personal Competence of Pupils with Visual Impairments in Music Schools

According to the legal acts of the European Union and Lithuania regulating the aims and peculiarities of the organization of education, non-formal education and learning and educational assistance for pupils with special educational needs, scientific research of Lithuanian and foreign authors, it can be stated that musical activity for pupils with special educational needs benefits revealing and strengthening of their personal competence. However, the research on development of personal competence through non-formal and formal education, complemented with music and art programs for children with special needs, especially students with visual impairments, is insufficient. The aim of the research is to reveal teachers’ insights on the development of personal competence of pupils with visual impairments in music schools. To reveal the aim of this work and to reach its goals qualitative research based on qualitative content analysis is used. The methods to collect information are: semi-structured interviews and monitoring. Personal competence can be defined as corresponding components, that make up three types of skills: self-understanding (well-being, self-expression, independence), self-evaluation (self-assessment, self-esteem, self-confidence), self-control (self-regulation, decision-making, responsibility, sociability). The results of the semi-structured interview with 5 teachers suggest that purposeful development of personal competence of pupils with visual impairments can help to create and implement already existing social skills, to strengthen and expand them with practical experience. Music schools have an opportunity to educate pupils with visual impairments by individualizing curricula, enabling them to disclose their talents and meeting their individual needs for self-expression, nurturing innate powers, preparing for autonomous life, understanding common values, which will later be used as a framework for their future lives.