Subject Competence Research Articles

Model of Bilingual Mathematics Teaching at a Technical University

The article highlights issues related to the implementation of bilingual education in Ukrainian technical universities. The study of this problem contributes to the training of engineering specialists who are able to carry out professional activities in the conditions of a foreign-language multicultural environment. The model and levels of implementation of bilingual higher mathematics teaching/learning for students of engineering and technical specialties is considered. It is noted that the system of bilingual education should be integrated into the general model of the organization of training engineering personnel in a specific specialty. The formation of a certain level of students' foreign language communicative competence is considered as a criterion for the allocation of training stages. The following stages of bilingual mathematics teaching/learning in technical university are distinguished: preparatory, transitional, actual bilingual. Each stage of bilingual teaching/learning is analyzed in detail from the following points: 1) direction of content (socio-cultural, mathematical, scientific), main unit of content (bilingual didactic element, bilingual subject-thematic module, discipline in a foreign language); 2) organizational forms and methods of training (integrated lectures and practical classes; conversation; project activity; information technologies; traditional, developing learning methods; elective course, special course or optional classes; text information activity; solving language tasks; methods of active learning; soft immersion; problem-based learning, independent work with educational and scientific literature); 3) the ratio of native and foreign languages (duplicative model, additive model, parity model and displacing model). The designed model of bilingual mathematics teaching/learning ensures the formation of bilingual subject competence in mathematics and provides an interdisciplinary synthesis of subject, linguistic, general technical (engineering) and cultural components.

Effect of Implementing a Competence-Based Curriculum on Students’ Academic Performance in Mathematics: A Case of Selected Lower Secondary Public Day Schools in Rwamagana District, Rwanda

This study is designed to determine the effect of implementing competence-based curriculum on students’ academic performance in mathematics in selected lower secondary public day schools in Rwamagana District, Rwanda. This study is beneficial to Rwandan secondary schools, to the researcher himself, teachers, and other researchers providing advice on how they can develop the students’ competences in mathematics subjects. Guided by constructivism and social constructivism learning theories, the study’s participants were 8 head teachers and Deans of studies (5 respondents), 7 teachers of mathematics (5 respondents) and 275 students (158 respondents). These made a sample size of 168 respondents from four secondary day schools in Rwamagana district were involved in this research. The target population of this study was 290 participants. Purposive sampling by choosing the Dean of studies and Head teachers and simple random sampling was used to choose teachers and students as well as stratified random sampling. Instruments used to collect data are questionnaires and interviews. The quantitative data was analyzed by using IBM SPSS 20 while analysis of qualitative data was done using inductive thematic analysis. Results on the implementation of competence-based curriculum structure indicated that 81.7% strongly agree that discussing math concepts with classmates helps them to learn better. 86.7% agree that the school leaders support the implementation of Competence-Based Curriculum (CBC) in mathematics. 89.9% of the asked students agree that their mathematics teachers seemed well prepared to teach the CBC. The study found that the CBC program is being implemented effectively in Rwamagana District. Students are more engaged, better at problem-solving, and have a better understanding of math. The study shows that the program should continue and be improved to help students succeed in school and their careers. It was proposed that Rwanda Education Board is advised to support and train schools in implementing the CBC in mathematics. It should regularly evaluate and adjust the curriculum to improve outcomes. Teachers should participate in professional development and adopt a student-centered approach. Schools should ensure adequate resources and foster a collaborative culture. Families should encourage active student participation, maintain open communication, and provide a supportive home environment.

Perceptions on e-service-learning: active methodology to connect pre-service teachers and society / (Percepción sobre e-aprendizaje y servicio: metodología activa para conectar los estudiantes de Magisterio con la sociedad)

E-service-learning is a pedagogical methodology that promotes social awareness in higher education classrooms. The main objective of this study is to study undergraduate students’ acquisition, from a real and practical 100% online perspective, of the competencies in different subjects by providing the community with educational reading and writing resources designed by themselves to work literacy. 161 university students ( M = 23.02; SD = 4.78) from the Faculty of Education created digital tools that addressed the preschool teachers’ needs of two educational institutions. Forty-nine digital resources for literacy were created by undergraduate students. Results showed satisfaction of all the groups involved in the e-SL project; regarding undergraduate students, the experimentation improved the perception of the connection between the theoretical and practical contents taught, motivation and learning. Extreme e-SL or 100% online is an effective pedagogical methodology that academically develops citizens committed to society without geographical limitations.

Beyond Legislative Intent

Abstract There is a widely held view that legislative intention determines the meaning of a statute. The focus of this article is meaning in the sense of full linguistic content, which may not be the same as legal content. Linguistic intentionalism appears to have its greatest appeal when a statute has a partly implied linguistic meaning. It seems natural to suppose that the part of the meaning that is implied by the explicit wording in the statute is determined by an intention of the legislature—roughly, what the legislature intended to imply. The purpose of this article is to present some new reasons to doubt linguistic intentionalism and to offer an alternative for a particular kind of implied statutory meaning that some philosophers of language call implicitures. Rather than legislative intention, the meaning of implicitures is metaphysically determined by intention-free pragmatic linguistic norms, the grasp of which is part of the language competence of ordinary law subjects. The use of these norms, in combination with certain facts about background social practices and other conventions, generates implicitures that may be inconsistent with actual communicative intentions. These intention-free pragmatic norms, and the implicitures they generate, are explanatorily prior to the fact—if there is such a fact—of what impliciture it is reasonable to infer that the enacting legislature (or the legislators collectively) intended. Reference to legislative linguistic intention (actual or reasonably imputed) is thus explanatorily inert.

언어 네트워크를 활용한 가정과 교육과정 비교 분석: 2015 및 2022 개정 교육과정을 중심으로

This study aims to compare the 2015 and 2022 home economics education curricula using a language network analysis, examining changes in core keywords and major topics between these two periods. Keywords from middle and high school home economics curriculum documents of both periods were used to construct language networks, analyzed using centrality measures and topic modeling. The results follow. First, the core keywords of the middle school 2015 revised home economics curriculum were ‘family’, ‘health’, ‘problem’, and ‘solution’, and the core keywords of the 2022 revised home economics curriculum were ‘life’, ‘choice’, ‘environment’, ‘routine’, and ‘change’. In addition, a comparison of six topics extracted by both periods revealed that the 2015 revised curriculum dealt with the contents related to ‘family’ and subject competency (practical problem-solving ability) as core elements, while the 2022 revised curriculum emphasized changes in living environment, daily life, and sustainable choices. Secondly, the core keywords of the high school 2015 revised home economics curriculum were ‘family’, ‘life’, ‘safety’, and ‘problem’, and the core keywords of the 2022 revised home economics curriculum were ‘living’, ‘family’, ‘culture’, ‘life’, and ‘welfare’. An examination of the five topics extracted by both periods confirmed that the emphasis on ‘family’ and ‘safety’ decreased and the influence of content related to life culture, digital environment, and life welfare increased in the 2022 revised curriculum. This study is essential in providing foundational data for developing the next curriculum and offers insights into subject competency, teaching and learning methods, and evaluation.

Методы противодействия информационно-психологическим диверсиям и «вестернизации» культуры как один из аспектов обеспечения ментальной безопасности

The article is devoted to the study of information and psychological sabotage and the «Westernization» of culture, which are considered as a threat to the mental security of modern Russia. The main focus is on considering those measures that can minimize the consequences of this threat. The purpose of the study is to develop and propose measures aimed at overcoming the negative consequences of the threat to nation-al security, called information and psychological diversions and the «Westernization» of culture. The work uses a systematization method, a systematic method, as well as a structural approach. Mental security is presented as an important part of military security, in which the main object of attacks is the consciousness and identity of a person as a representative of a separate nation. The study provides definitions of the basic concepts, reveals their essence and role in the overall security system, suggests various initiatives to counter information and psychological diversions and the «Westernization» of culture, and also provides a list of competencies of subjects of mental security from among the institutions of government and civil society of Russia aimed at preventing the negative consequences of the threat under consideration.

CONTENTS OF THE INFORMATIONAL AND METHODICAL COMPETENCE OF THE FUTURE CHEMISTRY TEACHER

The content of the informational and methodological competence of the future chemistry teacher is revealed in the article. The need to implement a competency-based approach to the professional training of future chemistry teachers was determined. It has been established that in the conditions of informatization of society, new components of the professional competence of the future chemistry teacher have arisen, related to the need for active use of information and communication technologies in the educational process. From the composition of the professional-pedagogical and methodical competence of the future chemistry teacher, the informational-methodical competence is distinguished, which is defined as a special system of personality quality, which represents the unity of competences in the field of chemistry, information and communication technologies, general and partial methods of teaching chemistry and educational technologies. The educational functions of the informational and methodological competence of the future chemistry teacher are defined: adaptive-corrective, stimulating-developmental, creative, normative-evaluative. It is proven that the formation of informational and methodological competence of the future chemistry teacher can be achieved as a result of the functioning of a complete didactic system, the most important function of which is to ensure the organization, management and orderliness of all components of the learning process related to the informatization of chemical education. It has been established that this will enable content-technological integration of various disciplines and create conditions for the formation and development of the informational and methodological competence of the future chemistry teacher. It is revealed that the informational and methodical competence in the structure of the future teacher’s professional activity performs specific functions and reveals specific properties determined by the peculiarities of professional activity in the information society. It has been proven that informational and methodical competence accumulates and structures all groups of professional and pedagogical competences and professionally significant personality qualities and is manifested in the ability to perform various professional functions and tasks based on the integration of informational, methodical and subject competences. We see the prospects for further research in the revealed structures of the informational and methodological competence of the future chemistry teacher.

The Effectiveness of Experiential Learning Strategy in Achieving Science Subject Competence Among Fifth Grade Elementary School Students

This study investigates the effectiveness of experiential learning strategies in enhancing science subject competence among fifth-grade elementary students in Anbar Governorate, where traditional teaching methods dominate. Prior research indicates a lack of engagement and critical thinking among students, emphasizing the need for pedagogical approaches that promote active learning and real-world experiences. Employing a descriptive and experimental design, this research included two groups: an experimental group receiving instruction through experiential learning and a control group taught via traditional methods. The sample consisted of 65 fifth-grade students from Al-Mu'min Primary School, chosen to ensure representativeness. Pre-experimental assessments ensured equivalence in variables such as age, intelligence, and previous academic achievement. The study's impact was evaluated using a post-test composed of 40 multiple-choice questions aligned with the science curriculum. Statistical analysis revealed a significant difference in mean achievement test scores between the groups, with the experimental group achieving a higher average score of 29.90 compared to the control group's 22.55. The calculated t-value was 10.11, surpassing the critical t-value of 2.00 at the 0.05 significance level, indicating strong evidence for the effectiveness of experiential learning strategies. Furthermore, the effect size measured using eta squared (η² = 0.63) confirmed a large impact on student achievement. The findings signify that experiential learning strategies substantially enhance science subject competence among elementary students, fostering greater engagement and understanding of scientific concepts. These results advocate for the integration of experiential learning methodologies in science education, reflecting a shift away from traditional teaching practices to more effective, student-centered approaches that promote critical thinking and real-world application of knowledge.

Assessing the Impact of Minimum Learning Mastery Standard on the Effectiveness of Follow-Up Programs in Madrasa

This study aims to analyse the assessment and follow-up processes of Arab learning at Madrasah Aliyah using qualitative methods with a phenomenological approach. It involved 24 Arabic language teachers from Madrasah Aliyah in South Kalimantan. The findings indicated that Minimum Learning Mastery Standards (MLMS) were not adjusted to accommodate student characteristics, subject competencies, and educational unit conditions. Consequently, learning assessments became less credible, often serving merely to fulfil MLMS requirements. Both enrichment and remedial follow-up were perceived as formalities, lacking a basis in the analysis of student assessments, which undermined students' motivation to learn. Teachers encountered ethical dilemmas in assessment and decision-making processes, exacerbated by external pressures for students to meet MLMS benchmarks. The study emphasizes the importance of reducing external pressures in determining MLMS, enhancing teacher competence in adopting new assessment methods, and improving evaluation systems. These improvements are crucial for developing evidence-based structured enrichment and remedial programs

БОЛОЧОК ХИМИЯ МУГАЛИМДЕРИНИН МЕТОДИКАЛЫК КОМПЕТЕНТТҮҮЛҮГҮН КАЛЫПТАНДЫРУУНУН ПРИНЦИПТЕРИ

The article examines the problems of developing the methodological competence of a chemistry teacher in a dynamically developing education system. The components of the subject competence of a chemistry teacher, the directions of their development, the structure and content of the directions of development of professional competence are analyzed: course training in the system of additional professional pedagogical education, self-educational activities. The issues of self-education and the formation of motivational and value components of the professional activity of a chemistry teacher are considered. In addition, the article examines the development of a chemistry teacher’s subject competence throughout his entire professional career, based on the unity of four components - self-forecasting, self-education, self-education and achievement motivation as the driving force of professional self-improvement. One of the key directions in the process of developing a teacher’s professional competence is self-education - systematic, purposeful independent cognitive activity to master psychological, pedagogical, subject and methodological knowledge. Self-education is determined by the personal, social and professional needs of the teacher, the desire to maximize one’s creative potential, the presence of achievement motivation and a value-based attitude towards one’s own professional activities.

БАШТАЛГЫЧ МЕКТЕПТЕ ЖАҢЫ ПРЕДМЕТТИК СТАНДАРТТЫН НЕГИЗИНДЕ МАТЕМАТИКАНЫ ОКУТУУГА СУНУШТАЛГАН МАТЕРИАЛДАР

This article discusses the main goals of teaching mathematics in elementary school, the implementation of learning goals and objectives and subject competencies presented in the standard, the content bands specified in the subject standard of elementary school, the didactic development of scientific mathematical material included in the subject bands of mathematics, taking into account the age characteristics of younger students, the order of educational materials and ideas of mathematics, established in the primary school subject standard, we are talking about methods. The student will have to accurately determine the correct answer to the task among several answers offered in one type of test. To do this, the student must have a certain level of knowledge and skills, such as analysis, comparison and analogy. And in some tests, it is necessary for the child to have a certain level of choosing the appropriate "yes" and "no" answers.

Entrepreneurship education in East, West and North Africa Higher Education Institutions (HEIs): mapping agripreneurship curriculum and lecturers’ competencies

This study focused on mapping agripreneurship curriculum and lecturers’ competencies in 8 African Higher Education Institutions (HEIs), participating in the Strengthening Agri-Entrepreneurship and Community Engagement Training in East, West and North Africa (AgriENGAGE) joint Project. A sample of 194 lecturers from East, West, and North Africa participated in the study. The study employed a mixed method approach with concurrent nested research design methodology to collect information. Among the main results found in this study, the key aspects that were implemented in curricula were; business plan development (µ = 3.57), business opportunities identification (µ = 3.56), and communicating with value chain actors (= 3.51). Concerning the forms of entrepreneurship taught, most institutions focused on subsistence agripreneurship (µ = 3.23) with growth-oriented agripreneurship (µ = 2.50) and innovative-oriented agripreneurship (µ = 2.50) having the lowest rating. Regarding teaching methods within the provision of entrepreneurship education, most of the institutions were using traditional teaching methodologies with the common ones being formal lectures, field trips, in-class group discussions, and group project-based learning. Most lecturers had low teaching competencies concerning instructional quality and a moderate/average level of entrepreneurial competencies. The study recommends that universities should implement more professional development and pedagogical training over and above the subject competency to improve lecturers’ entrepreneurial competency.

МАТЕМАТИКА САБАГЫНДА БАШТАЛГЫЧ КЛАССТАГЫ ОКУУЧУЛАРДЫН ЛОГИКАЛЫК ОЙ ЖҮГҮРТҮҮЛӨРҮН ӨЗГӨЧӨ ТАПШЫРМАЛАР АРКЫЛУУ ӨНҮКТҮРҮҮ

In this article, the author examined the problems of developing logical thinking in primary school students through special tasks. One of the main issues in Kyrgyzstan is improving the quality of education, building a future state, achieving prosperous economic development, and providing decent education and training to future generations of its society. Therefore, given the economic level of our country, in order to ensure a decent education and quality education for future generations in the field of education, the formation of logical thinking, basic and subject competence of primary school students is considered a pressing issue. Methods of teaching mathematics in primary school is one of the most important sections of teaching methodology in primary school. Today, the science of teaching in secondary schools in our country, including primary schools, is faced with the most important tasks. Among them are the main tasks, such as the formation of students’ thinking, logic of thinking, activity, the development of new methods and methods of teaching, and increasing the scientific and methodological level of education.

Review on Linkage Analysis between the 2022 Korean Language Basic Curriculum of Special Education and the Korean Language Curriculum (Ⅰ): Focusing on subject competencies, goals, and subject content system

Review on Linkage Analysis between the 2022 Korean Language Basic Curriculum of Special Education and the Korean Language Curriculum (Ⅰ): Focusing on subject competencies, goals, and subject content system

PREPARATION OF FUTURE TEACHERS FOR TRAINING PHYSICS IN INSTITUTIONS OF PROFESSIONAL PRE-HIGHER EDUCATION AND VOCATIONAL EDUCATION

The article highlights relevant aspects of training future teachers of physics in institutions of professional pre-higher education, vocational education and modelling of practice-oriented tasks. The authors justified the importance of modernizing the content of relevant programmes of the "Physics" discipline, considering the profession of students at professional colleges and lyceums. It is noted that studying physics contributes to the formation of subject competencies of students, the ability to analyse, systematize, generalize information, overcome difficulties of adaptation to professional activity. Based on the analysis of scientific sources, the target, content, operational-activity, diagnostic-resultative blocks of the structural-functional model of training future teachers for teaching physics in institutions of professional pre-higher education and vocational education were selected. The target block is based on the socio-economic demand of society for qualified specialists. The content block contains pedagogical, psychological, methodical, and technological knowledge. Gnostic (research), design, organizational, and communication skills are highlighted in the structure of the operational-activity block. The diagnostic-resultative block will help the physics teacher to make corrections in the process of professional training of college students and vocational-technical lyceums. The importance of practice-oriented tasks in the process of learning physics for students of professional higher education and professional and technical education is indicated. Differences between practice-oriented tasks and other physical tasks are determined. The structure (name of the task, individually meaningful cognitive question, information, task involving work with information) and the algorithm of preparation for creating tasks of practical content in physics are presented. The methodology of teaching simulation of practice-oriented tasks in the process of studying the educational component "Methodology of teaching physics in a specialized school" is illustrated.

Identification of Local Wisdom of Ogan Ilir Regency in South Sumatra as Resource for Learning Physics in High School

This research aims to discover whatever local wisdom in Ogan Ilir Regency, South Sumatra, can be used as a resource for learning physics in high school as well as whatever basic competencies in physics subjects can be integrated with the local wisdom of Ogan Ilir Regency, South Sumatra. This research was qualitative in nature. The data analysis techniques used was the Miles and Huberman model consisting of data collection, data reduction, data display, and conclusion drawing. Based on the findings there are six local wisdoms in Ogan Ilir Regency that can serve as resource for learning Physics in high school, namely: the Knock-Down House from Tanjung Batu, Dodol from Tebing Gerinting, Mapak Raje Dance from Indralaya, Gebeng cloth from Limbang Jaya Tanjung Batu, Mande skill from Tanjung Dayang, and Syarofal 'Anam (Terbangan) from Indralaya. There are six basic competencies in the physics subject in high school that can be integrated with the local wisdom of Ogan Ilir Regency, two (3.1 and 3.7) from class X and four (3.2, 3.3., 3.5, 3.8.) from class XI.

Implementation of the Teaching Factory Learning Model to Improve Student Competencies in Entrepreneurship Subjects at SMKN 1 Bagor, Nganjuk Regency

This study aims to determine (1) the implementation of the teaching factory learning program, (2) describe the implementation of the teaching factory learning model in improving students in entrepreneurship subjects. Teaching factory learning aims to train students to become entrepreneurs. Teaching factory is implemented by setting up a business unit or company at school. The method used in this research is descriptive qualitative method. The data collection techniques used are documentation, interviews and questionnaires. Data validity uses credibility test criteria, transferability, dependability, and confirmabilitaty criteria. The data analysis technique used is the Miles and Huberman model, namely data reduction (Data Reduction), data presentation (Data Display), and conclusion drawing / verification. The results of this study can be obtained that: 1) the implementation of teaching factory learning is in accordance with the concepts and elements, equipment and equipment have been fulfilled, the marketing aspect has not been maximized, 2) teaching factory learning to improve student competence in entrepreneurship subjects. The goal is to train and facilitate students to maximize their talents and interests. The principles make students independent by instilling an entrepreneurial mentality, and 3) students have motivation to move forward, creativity, commitment innovation and honesty, The level of tendency of the entrepreneurial spirit of students is included in the high category. the implementation of the teaching factory learning model in improving student competence in entrepreneurship subjects includes 3 components, namely: (1) Product, (2) Block Schedule, (3) Job Sheet. The results of the Implementation of the Teaching Factory Learning Model are: the practical learning process is carried out based on real work procedures (real job), teaching factory learning is done by learning by doing, teaching factory learning activities produce learning that takes place centered on students (student active learning). Keywords: teaching factory learning model, student entrepreneurial competence

Measuring Communication and Collaboration Skills in Sciences of Secondary School Students in New General Curriculum: A Case of Vietnam

Communication and collaboration are important skills for students in the 21st century. In order to develop these skills, students will interact with others in specific situations, where they will need to face a situation directly. In Vietnam, the new general education curriculum was issued by the Ministry of Education and Training in 2018. This curriculum has been developed using competency-based approach. Communication and collaboration are identified as core competencies in this curriculum, and these competencies have been proposed with detail components and criteria for students at the final stage of each education levels (e.g., primary, lower secondary and upper secondary education). However, one of the practical problems teachers and students facing is that these criteria are too general. Therefore, it is difficult for teachers and teachers to monitor and assess these competencies in specific subjects. The purpose of the present research is to propose a detailed assessment framework and to validate an instrument for assessing communication and collaboration competencies in the Science subject based on general criteria of these competencies in the general education curriculum in Vietnam. The present research used Exploratory Factor Analysis (EFA) to analyse the research data. The results show that there are three components to measure communication and collaboration competencies with 19 out of 20 indicators having good factor loadings. Reliability analysis for each factor using Cronbach’s alpha shows that each factor has internal consistency, with values ranging from .704 to .861.

The Application of Reading Circles Model in English Reading Teaching in Senior Middle School

There are various input methods for language learning, among which reading is the most important one. English reading class in High school aims to cultivate students’ comprehensive literacy by guiding them to think independently and actively participate in reading activities. The new curriculum standard proposes that English reading teaching in high school should focus on strengthening the cultivation of English subject competence. Thus, the effect of the reading circle model on students’ English reading is consistent with the educational purposes required by the core literacy of the English subject. Therefore, the article tries to explore the effect of reading circle on improving secondary school students’ English reading ability.

The Construction of High School English Teachers' Assessment Literacy from the Perspective of English Key Competence

The English curriculum standard of senior high school emphasizes that teachers should start from cultivating students' key competence of English subject, and constantly examine their own teaching concepts and methods, so as to improve teaching purposefully. Accordingly, the evaluation of English courses should also reflect the development of students' English key competence. This kind of curriculum evaluation system puts forward higher requirements for English teachers' assessment literacy, so it is extremely important to strengthen the construction of high school English teachers' assessment literacy. Based on the requirement of the key competence of English subject to teacher evaluation, senior high school English teachers should have certain evaluation knowledge and skills.