Subject Competence Research Articles

Subject competency and teacher knowledge: An exploration of second-year pre-service mathematics teachers’ difficulties in solving logarithmic problems using basic rules for logarithm

Pre-service mathematics teachers’ (PMTs) subject competency continues to engage scholars and researchers. Understanding level of knowledge of concepts that PMTs bring to their learning in university is crucial to developing their teacher knowledge. This article examines genetic decomposition of schemas PMTs in one university in South Africa build (to know about rules) for solving logarithmic equations. A mixed methods approach, and the action-process-object-schema (APOS) theory were employed to examine mental construction the 19 purposively selected PMTs that responded to a 90-minute simple logarithm research task (LRT) made while solving problems. Analysis of task scripts using percentage score forms the basis of the qualitative phase of the research. Individual interview was useful to elicit PMTs’ views and perceptions of their encountered difficulties in solving LRT problems. One common difficulty was proving the logarithmic equation. This highlights gaps in PMTs’ prior knowledge of logarithmic concepts and basic rules. Implications of the findings for PMT subject competency were discussed.

PROBLEMS IN FORMING STUDENTS’ COMPETENCE IN TEACHING PHYSICS

In recent years, global challenges have brought about significant changes in the field of education. While some of these changes have positively impacted the learning process, others have had negative consequences. On the positive side, the introduction of innovative technologies and digital learning tools has enhanced the quality of education and improved learning outcomes. However, the negative aspects of globalization, such as increased distractions and the loss of traditional learning values, have led to a decrease in students’ motivation to study.This article aims to identify the factors that hinder the development of subject competence in phys-ics among students in the current educational landscape. To achieve the goals and objectives of the study, a survey was conducted involving 53 teachers with varying years of experience teaching physics in Kazakh-medium classes. These teachers provided valuable insights into the challenges they face in fostering subject competence among their students.The results of the survey revealed that the vast majority of teachers believe the primary obstacle to the formation of students’ competence in physics is the lack of didactic materials aligned with the updated curriculum. The absence of well-structured resources that reflect the changes in the curriculum has made it difficult for teachers to effectively engage students and reinforce key concepts in physics. Furthermore, the study found that the inadequate provision of teaching aids, particularly in remote rural areas, further exacerbates the issue. Many schools in these areas lack the necessary equipment and re-sources to provide students with hands-on learning experiences.In addition to material challenges, the survey highlighted the decline in students’ motivation to acquire knowledge. This drop in motivation is attributed to several factors, including the increasing influence of digital distractions and a growing disconnect between students’ daily lives and academic learning. The lack of motivation, combined with the scarcity of modern educational tools and resources, poses a significant barrier to the effective teaching of physics.In conclusion, the study underscores the urgent need to address these challenges in order to improve the teaching of physics and foster better student competence in the subject. This will require not only updating didactic materials to align with new curricula but also ensuring that all schools, especially those in rural areas, are equipped with the necessary teaching aids. Additionally, strategies to enhance student motivation and engagement must be prioritized to create a more conducive learning environment.

Forms and methods of preventing crimes in the field of drug trafficking

The subject of this study is the forms and methods of preventing crimes in the field of drug trafficking. The purpose of the study is to analyze the forms and methods of preventing drug crimes, their differentiation, identify current problems and develop ways to solve them. Attention is drawn to the fact that the main actors in the prevention of drug crime are the state and society. The role of the state is to coordinate and determine the vectors of combating drug crime, draw up plans and programs for preventive activities, and determine the competence of other subjects of prevention. Society also plays an important role in reducing drug crime, so it is important to involve citizens in the prevention of crimes in the field of drug trafficking. It is determined that the feedback mechanism contributes to the qualitative interaction of civil society institutions with law enforcement agencies and government agencies. The research methodology includes a number of general scientific methods of scientific cognition. The following methods were used in the course of the research: the method of analysis and synthesis, methods of deduction and induction, the method of analyzing scientific literature, the method of systematization, formal legal, dialectical and other methods. The research is structured according to the principles of logic and structuring. The scientific novelty of this study is to highlight the urgent problems of drug crime prevention as one of the methods of preventing crimes in the field of drug trafficking. Special attention is paid to improving the practice of social rehabilitation of drug addicts. This topic has been the subject of scientific research, but the main focus of many researchers is on drug treatment. At the same time, social rehabilitation and employment of drug addicts are of no less importance, as they seriously reduce the likelihood of such persons committing crimes in the field of drug trafficking. The considered method of preventing drug crimes, expressed in individual preventive work with drug addicts, will also contribute to reducing the demand for drugs, which will reduce the number of crimes in the field of illicit trafficking. The conducted research allowed us to conclude that such a method of preventing crimes in the field of drug trafficking as individual preventive work with drug addicts, their adaptation and social rehabilitation is of high importance. Some problems in this area are considered, and possible solutions are proposed.

Educational Disparities in Primary School Students in Austria

Abstract: In this study, we analyze data from the Austrian assessments of educational standards in German and Mathematics, applying an intersectional perspective. We simultaneously consider the effects of gender, socioeconomic status (SES), and immigrant background on fourth-graders’ competencies in both subjects. Besides the expected main effects – girls perform better in German, boys better in mathematics, lower SES and immigrant background predict lower performance in both subjects – we found the following interaction effects: Second-generation immigrant students showed better achievement in German than their peers who had migrated to Austria later in life, except when their country of origin was Turkey. In students without an immigrant background, SES was more strongly related to achievement in mathematics in boys, while among students originating from former Yugoslavia, SES was more strongly related to achievement in German in girls. The study demonstrates that intersectional perspectives in quantitative educational research can help to identify groups with increased support needs.

Вплив інформаційно-комунікативних технологій на засвоєння географічних знань та активність учнів на уроках географії

The article examines the use of the information environment in the process of studying geography in lessons. Special attention is paid to innovative aspects of information and communication technologies (ICT). The main directions and methods of using ICT in geography lessons are highlighted. It is investigated how the joint activity of the teacher and students in the process of assimilation of educational material contributes to the formation of key and subject (geographical) competencies. The effectiveness of monitoring the quality of education with the help of ICT and the integration of ICT with mini-project technologies in the educational process are analyzed.

Institute of forensic activity in Russia: Genesis and formation

The process of disclosing and investigating crimes provides for the need for a full-fledged forensic expert support in order to provide the subjects of the investigation with the necessary information and evidence in a comprehensive manner. The modern functional approach to the organization of forensic activities provides for the implementation of a comprehensive support work of the relevant independent units aimed at the production of forensic examinations and technical and forensic support for the detection, disclosure and investigation of crimes and other processes of countering illegal activities, implemented on the instructions of the initiators. This approach was formed considering the transformation of the political, economic and social situation in Russia, the progressive development of scientific directions, as well as changes in the needs of expert and forensic support of operational search and criminal procedural activities. The historical and legal study of the key directions of the formation of the institution of forensic activity made it possible to identify five main stages in the development of the technical, scientific and methodological foundations for the subjects of the application of special knowledge to support the processes associated with the disclosure and investigation of crimes. The genesis of the development of the institution of forensic support of the disclosure and investigation of crimes is considered considering the ideological, legal and social foundations of society corresponding to each time period, the specifics of introducing the achievements of domestic and foreign science into this activity. The findings made it possible to clearly demonstrate the evolution of the expansion of the competencies of subjects providing technical, forensic and forensic activities. They are largely due to the transformation of the tasks and functions of specialized units, changes in approaches to their direct structural subordination, the establishment of procedures for control over the activities of forensic units, the peculiarities of organizing interaction with other law enforcement agencies.

НАУЧНО-МЕТОДИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ ЭКОЛОГО-ИССЛЕДОВАТЕЛЬСКИХ КОМПЕТЕНЦИЙ В ПОДГОТОВКЕ УЧИТЕЛЕЙ БИОЛОГИИ

The article addresses the issue of developing environmental research competence in the training of biology teachers at pedagogical universities. The new socio-cultural and ecological situation has significantly changed the role of the educator and the content of their activities in overcoming the ecological crisis, pushing the boundaries beyond professional subject competencies, increasing their responsibility for the results of environmental education of the younger generation, and necessitating the formation of new professional competencies in the field of education. The goals and objectives of the study are to form environmental research competencies in the training of biology teachers by identifying significant shortcomings of the traditional system of ecological-pedagogical education, comparing results, and solving the problem of developing the competencies under study through innovative practices of professional training of future specialists. The authors used cluster analysis in forming the environmental research competencies of students. The problem of forming competencies can be solved both through innovative practices of professional training of future specialists and through scientific support of various pedagogical concepts, theories, approaches. The analysis of the study results allowed identifying significant shortcomings of the traditional ecological-pedagogical education system in solving the problems of development and formation of environmental research competencies during university education. The experimental verification of the competence formation concept confirmed its main provisions and allowed determining the main conditions for its successful implementation.

Self-directed learning in post-graduate medical education: Self-judgement and supervisor judgement of competence development in Austrian nine-month basic training.

Self-directed learning in the workplace should lead to the mastery of predefined learning objectives, with subjective competence judgements steering learning and promoting acceptance of feedback. Rotations should support self-directed learning in basic training by allowing junior physicians (JPs) to apply basic clinical competencies in various internal medicine and surgical departments. The study hypothesises that rotations support self-directed learning, as measured by self-judgements and supervisor judgements. Additionally, it describes JPs' willingness to reflect on their learning needs at the end of their basic training. This longitudinal study comprises 147 pseudonymised logbooks completed by JPs from three Vienna healthcare group (WIGEV) clinics. The logbook accompanies JPs' training, requiring them and their supervising specialist physicians to rate their training goal completion (10-level % scale) in training months 2, 3, 5, 6, 8 and 9. In addition, in months 3, 6 and 9, the JPs document the level of competence (knowledge, experience and proficiency) they feel they have achieved for each learning objective specified by the Austrian medical association (ÖÄK). The self-judged level of training goal completion demonstrates a multi-peaked distribution with an increasing trend; the supervisors' judgement of JPs' level of training goal completion is almost parallel. The share of learning objectives where the required level of competence is seen as not yet mastered decreases throughout the training. In the 9th month of training, approximately ¼ of the JPs indicated a need to learn in ≥10% of the learning objectives, independent of the training clinic. After switching departments, JPs downgraded their rating of training goal completion. Rotation supports realistic self-judgement, as competencies must be applied and reassessed in a new context. Most JPs consider the required level of competence per learning objective to be mastered at the end of basic training, yet they remain prepared to reflect critically on their learning needs.

2022 개정 초등영어 교육과정의 변화 및 적용상의 쟁점 분석

This study aimed to analyze major changes in the 2022 Revised Elementary English Curriculum, identify the challenges that in-service teachers might encounter in its implementation, and explore ways to address these challenges. To accomplish this, the curriculum document was examined for changes in its overall structure as well as for detailed changes in four major components to identify the main direction of the revision. Subsequently, to identify any implementation challenges, this study conducted a content analysis of opinion documents from in-service teachers collected during the curriculum development process, along with related research reports and journal articles. The major changes in the new curriculum can be broadly summarized as follows: 1) the notion of a competency-based curriculum was fully realized, with subject competencies explicitly presented, and a framework of learning contents and achievement standards aligned with them; 2) in order to strengthen basic literacy education, the achievement standards for grades 3-4 were adjusted upwards, and the continuity between grade groups was enhanced; 3) there was an emphasis on the use of various educational technologies and artificial intelligence in teaching and assessment, as well as individually tailored learning and assessment. In relation to these changes, three implementation issues emerged from the content analysis: difficulties with teaching and assessing competencies, particularly regarding strategies, attitudes, and values; interpreting and applying the revised achievement standards; and dealing with an increased level of written language in grades 3-4 and providing support for struggling learners.

THE IMPACT OF TECHNOLOGICAL TRANSFORMATION ON CAREER CHOICES IN THE STEM SECTOR

This study aims to analyse the influence of digital transformation on career aspirations in the STEM (Science, Technology, Engineering, and Mathematics) sector. Qualitative and quantitative data analysis methods were used to collect data from various educational institutions and technology companies. The results show that the adoption of digital technology in STEM education increases students' interest and competence in STEM subjects, which directly affects their career aspirations. The research also found that digital skills acquired through STEM education contribute significantly to job readiness in the STEM sector. In addition, the findings highlight the importance of project-based and collaborative learning enriched with digital technologies to prepare students for the changing work environment. This research contributes to the literature by providing insights into how STEM education, accompanied by digital transformation, can shape career aspirations in the STEM sector. Recommendations for education practitioners and policymakers include greater integration of digital technologies in STEM curricula and the development of teacher training programmes to teach with advanced technologies. Implications for career development in the STEM sector are also discussed, emphasising the importance of continuity between education and industry needs.

Интеграция предметных и педагогических компетенций непрерывного профессионального развития в структуре профессиональной компетентности: методологические основания

В статье описаны компетенции непрерывного профессионального развития (НПР), их место в структуре профессионально-педагогической компетентности. Согласно разработанной методологии, профессиональная подготовка будущих педагогов осуществляется на основе интеграции предметных, педагогических и НПР-компетенций. Создаваемая образовательная среда способствует управлению профессионально-ориентированным развитием обучающихся и выпускников. Обосновано назначение компетенций НПР как ресурсов и инструментов улучшения качества функциональной профессиональной подготовки будущих педагогов. Применяемый в исследовании комплекс теоретических и практических методов позволил установить назначение компетенций НПР, которые отражают внутреннюю природу личности педагога и являются базовыми для предметных и педагогических компетенций. Показано, что компетенции НПР, являясь интеграторами профессиональных и предметных компетенций, направлены на укрепление в профессии начинающих педагогов и устойчивое продвижение в ней. Определена рамка компетенций, актуальных для обучающихся и выпускников направления «Педагогические науки», выстроенная на принципах студентоцентрированности, компетентностного обучения, практико-прикладной направленности подготовки. Уточнены направления обновления образовательных программ, реализуемых в образовательной среде Северо-Казахстанского университета имени М. Козыбаева и Карагандинского университета имени академика Е.А. Букетова как ресурсов формирования компетенций НПР в условиях академической самостоятельности вуза.

Lesson-game "In search of lost bytes"

The article describes the experience of developing and conducting a lesson-game in informatics, in which, in the form of a team competition, students' initial knowledge about the computer, types of information, actions with information is repeated and consolidated, and logical thinking is also activated. All stages of team game are presented with the formation of universal educational actions in students and the achieved subject learning results. The content of the lesson is structured in such a way that, after passing all competitions, students will be able to consolidate subject competencies and continue to develop meta-subject competencies. The course of the lesson is based on the fact that students take turns performing tasks and working in a team. Each stage of the lesson is accompanied by a demonstration of tasks and questions on an interactive board with musical accompaniment, which ensures a positive mood for the game. The jury assigns points to teams using score sheets. At the end of the lesson-game, the jury announces the results, and the teams are awarded places in the competition. The teacher prepares award materials in the form of certificates and medals in advance.

ФОРМУВАННЯ ПРЕДМЕТНИХ КОМПЕТЕНТНОСТЕЙ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИКИ ЗАСОБАМИ ІКТ

The article considers the importance of the competence approach in the training of future specialists, which means the focus of the educational process on the formation and development of key and subject competencies of the individual. The need to improve the system of professional training of future teachers based on a rational combination of traditional and innovative forms of organization of the educational process, in particular the use of modern pedagogical software training tools, is well-founded. The methodological features of conducting physics classes when using ICT differs from the classical one in that the teacher needs to develop new structural and logical schemes, a whole package of electronic materials (electronic applications in the form of tables, graphs, diagrams, electronic textbooks, presentations, video materials, complexes of electronic virtual laboratory works, etc.) before classes. ICT tools allow the teacher to expand the possibilities of presenting various types of information, to activate the attention of students, to strengthen their motivation, to develop cognitive processes: thinking, imagination and fantasy, to introduce modelling of physical processes and objects, to carry out automated control of knowledge, to implement the technology of remote and personally-oriented teaching.

Meaning and Structure of Information and Communication Competence as a Subject Competence in Teaching Informatics in Primary School

The article analyzes the research of scientists and State regulatory documents on the concept of key information and communication competence. According to the conducted analysis, the information and communication competence of a primary school student involves mastering the basics of digital literacy; the ability to safely and ethically use information and communication technologies in education and life.
 Information and communication competence belongs to the list of key competences. It is formed in an integrated educational process during the study of all educational branches. In the case of learning the computer science field, this competence is also subjective, because children learn the basics of information and computer literacy in studying.
 The article presents the structure of information and communication competence as a subjective for primary school students. Components of information and communication competence are methodological competence, research competence, model competence, algorithmic competence, and technological competence.
 The author found that there is a communicative component, which is provided in the learning outcomes of primary school students, but is not taken into the structure of information and communication competence. This component is communicative competence. Information and communication competence of a primary school student will acquire a complete structure when the sixth component - communicative competence - is included in its composition. This competence is interdisciplinary and closely intertwined with all components of information and communication competence.
 During the study of informatics, digital communicative competence is most formed during the study of the content line «Information. Actions with information». It also constantly develops integratively during the study of all other content lines of the informatics educational field.
 The author specified the structure of subject information and communication competence of primary school students and developed a model. This model contains the learning outcomes distribution of the informatics educational field according to the State Standard of Primary Education. It is graphically presented in the article.

КАК ОБУЧАТЬ МОЛОДЫХ ПРЕПОДАВАТЕЛЕЙ РКИ РАБОТЕ С ИНОСТРАНЦАМИ В РОССИЙСКИХ ТЕХНИЧЕСКИХ ВУЗАХ

The article presents the main reference points of the course of methodology for training future teachers of the Russian language to foreigners in technical universities of the Russian Federation on the basis of the methodological classification of language teaching for special purposes. The two components of the teacher's professionogram are considered in the most detail: subject competence (what to teach) and teaching competence (how to teach).

PENINGKATAN HASIL BELAJAR SISWA MATERI KONSEP DASAR ILMU EKONOMI MELALUI MODEL DESCOVERY LEARNING BERORIENTASI KEARIFAN LOKAL THK KELAS X

This research is based on problems regarding economics subjects in classes that are still below the KKM, so this research aims to improve the learning outcomes of class X students in economics subjects at MA Nurul Iman by using a discovery learning model oriented to THK local wisdom. The method used was Classroom Action Research with a research sample of 30 MA Nurul Iman Rowokangkung Lumajang students with data collection based on two treatment cycles. Data analysis in this study refers to the indicator of achievement of subject competency, namely 75. The results of applying this method show an increase in learning outcomes based on the pre-cycle of 74.50, then in the first cycle 80.83 and in the second cycle 89.00, meaning that the learning model increases learning outcomes with a percentage of completeness. learning outcomes rose from 30% to 67% in the first cycle then rose again to 87% in the second cycle. Suggestions for teachers should always pay attention to students' learning readiness factors so that it is easy to provide learning. Next, use a cooperative model to make learning more collaborative, and use local wisdom that supports learning so that it can be preserved

The Main Aspects of New Ukrainian School: Child-Centeredness, Competence Approach, Pedagogy of Partnership

The main aspects of New Ukrainian School are considered in the article. The relevance of the article is that the educational reform launched in Ukraine in 2017 is based on a model of 9 key components, among which the prominent pedagogy is partnership, which is based on the cooperation of students, teachers and parents; the content of education is realized through the competence approach; in the educational process the main reference point is the needs of the child, ie the so-called child-centeredness. The purpose of the article: to consider in detail the implementation of key components of the New Ukrainian School Concept in domestic and foreign educational institutions: to clarify the principles of implementation of child centeredness, to reveal the essential features of the competence approach to learning, to compare the implementation of partnership pedagogy in international and Ukrainian education. Methods of work: complex (analysis of the scientific literature and synthesis). Novelty: the activity-based approach to learning is the key to the formation of key competencies of lifelong learning. Results: According to research on this issue, the main goal of each reform is to improve the quality of education. Both the competence approach, and pedagogy of partnership, and child-centeredness interact closely with each other, complement each aspect. Thus, these factors are aimed at the diverse development of the child's personality, the formation of key and subject competencies that will be necessary for life skills and will be the basis for choosing a future profession and the key to success in life. Conclusion: these factors of the New Ukrainian School Concept proclaim the preservation of the value of childhood, personal approach to the child, the development of students' abilities, creating an educational environment that provides psychological and physiological comfort.

Research on the Effectiveness of English Unit Homework Design Based on Big Idea in Junior High School

Homework is a crucial aspect of curriculum that reinforce and expand upon classroom teaching and guide teachers in improving their instruction. After many years of reform, China’s curriculum has entered the era of core competence which should be taken by homework as its ultimate goal. Traditional homework often focuses too much on repetition and quantity over quality, potentially reducing students’ enthusiasm for learning. With the “Double Reduction” policy, homework must now focus on educational value with reduced quantity and higher quality. In this study, the integrated unit design of English homework based on big idea is introduced to the English course of junior high school, trying to verify its effectiveness in helping achieve the core competence of English subject from the perspective of homework. The research involved eighth graders from a Chengdu middle school and used core competency tests from the Jinjiang District for pre- and post-experiment data. Interviews with students and teachers showed a positive reception to this new approach. Despite some limitations, the study suggests that homework based on big idea can effectively boost English core competencies in middle schoolers.

고교학점제 도입에 따른 최소 성취수준 보장 지도 운영에 대한 교원 및 전문가 인식 분석

Objectives This study is expected to face many difficulties in operating guidance that guarantees the minimum level of achievement following the introduction of the high school credit system, so it seeks to listen to the opin-ions of teachers and experts, focusing on the case of the Gangwon Special Self-Governing Provincial Office of Education, and propose support measures to prevent failure to reach the minimum level of achievement. Methods To this end, in-depth interviews (2023. 4. - 2023. 6.) was carried out. The questions of the in-depth in-terview consisted of the suitability of the purpose of preventive guidance to guarantee the minimum level of ach-ievement, differences in teachers' perceptions and practices, the actual state of operation and impediments, and the performance of suitable operation plans and policies. Results Through interview analysis on the cases of the Gangwon-do Office of Education’s guidance for guaran-teeing the minimum achievement level of the high school credit system, the results were analyzed from five as-pects: (1) perception, (2) practice, (3) class, (4) evaluation, and (5) environment. Opinions were understood. In ad-dition, implications were drawn by analyzing the current status of guidance for guaranteeing the minimum ach-ievement level of the high school credit system of other city and provincial offices of education, and cases of pre-vention and supplementary guidance for guaranteeing the minimum achievement level for research and prepara-tion schools at the Gangwon Metropolitan Autonomous Office of Education. Conclusions Firstly, as reviewed in the 2022 achievement evaluation results of high schools (107 schools) of the Gangwon-do Office of Education, it was confirmed that more than 40% of the students had academic achieve-ment E. Secondly, as a result of analyzing the operational tasks of research schools and preparatory schools of other city/provincial offices of education and the Gangwon Metropolitan Autonomous Provincial Office of Education and identifying their characteristics, the main factors were methods of selecting low-achieving students, af-ter-school operation of non-attainment prevention guidance, and emotional support programs. Thirdly, measures to improve and support classes and assessments were proposed to have the subject competencies presented in the 2015 revised curriculum based on everyday life and familiar subjects, rather than just achieving the quantita-tive goal of the subject to reach the minimum achievement level.

Project technologies in teaching natural sciences

This article reveals the peculiarities of the science teacher's activity in organizing the work of high school students on projects of various types. The relevance of this issue is related to the fact that the project method is one of the most effective methods for increasing the cognitive activity of high school students as well as the formation of key and subject competencies in them, including practical skills that are important in further activities. Different types of projects that can be offered to students in the process of studying natural sciences have been considered. They are classified by the direction and the method of implementation (informational, practice-oriented, research), by the term (short-term, medium-term and long-term) and the form of implementation (individual, group and individual-group projects). The functions of the teacher and students at each stage of the implementation of the educational project have been defined, which include: organizational-preparatory, search, final, resulting, final stages. The roles and functions of students that they can perform in the process of group work on the project have been classified (organizational, motivational, executive, control). Within the framework of the practical part of the research, examples of the application of the project method in the educational process of high school have been given. In particular, the peculiarities of the organization of students’ work during the implementation of an individual informational project in chemistry on the topic: «Methods of disposal of PET-products», a group practical-oriented project from the integrated course «Natural Sciences» on the topic: «Research on the compliance of the school menu with the energy needs of children of different ages» and an individual group research project on physics on the topic: «Aerodynamic properties of paper airplanes» have been considered. The emphasis is placed on the fact that the use of project technologies in science lessons allows to increase the motivation of students to study and also contributes to their academic success. At the same time, it requires high professional training of the teacher to apply the project method in educational activities. Therefore, the direction of further research is the formation of future science teachers’ readiness to use project technologies in the teaching of natural sciences at institutions of general secondary education.