School Concept Research Articles

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇКОМПЕТЕНТНОСТІ УЧНІВ НА УРОКАХ МАТЕМАТИКИ

To delineate and substantiate the nuances of developing information and communication competence in students during mathematics lessons, we conducted an extensive analysis of state educational regulations, including the Law of Ukraine "On Education," the New Ukrainian School Concept, the Concept of Digital Competence Development, the State Standard of Basic Secondary Education, and mathematics curriculum materials. We also scrutinized sources available on the Internet related to international educational monitoring studies and synthesized both international and domestic pedagogical experience. The study asserts that the formation of information and communication competence in students during mathematics education arises from the demands of the school mathematics curriculum. Mandatory learning outcomes in the mathematical education sector encompass requirements characterizing students' information and communication competence. The process of learning mathematics should facilitate not only the overall development of students' personalities but also the acquisition of a system of mathematical knowledge, improvement of problem-solving skills, and an understanding of the importance of mathematics as the language of science, technology, and innovation. Additionally, students should recognize the significance of information and communication technologies in effectively addressing mathematical challenges. The integrated use of information technologies in the educational process, especially in the context of distance and blended learning, contributes to the development of students' information and communication competence. This is contingent upon the methodically sound selection of educational content, didactic materials, and teaching strategies by educators. It is elucidated that the primary means of cultivating students' information and communication competence lies in the specialized system of educational tasks and examples present in school mathematics textbooks. These materials are designed to foster students' personal qualities, creativity, critical thinking, and their ability to generate and articulate their thoughts.

Virtual schools for care‐experienced learners in Scotland: Reflections on an emerging concept in a new context

AbstractThe ‘virtual school’ is an approach to supporting care‐experienced children and young people in education. The Virtual School Head (VSH) has been a statutory role within the education landscape in England since 2014. In Scotland, where the education, social care and legal systems are distinct from those in England, there has been a recent increase in the number of local authorities utilising this concept. This research aimed to explore the role and remit of Virtual School Head Teachers (VSHTs) in Scotland, and to identify similarities and differences with those of VSHs in England, to uncover learning about the emergence of this concept and role in a new context. We conducted semi‐structured interviews with relevant post‐holders in Scotland, using key concepts from the published literature on virtual schools in England, and analysed these qualitatively to identify themes. We discuss some of the similarities and differences we identified, noting that while the purpose of the role, and the means by which it functions, were largely common to both countries, there were also nuanced differences. Key similarities included the importance of positioning within the local authority, and the development of relationships with social work. Differences were largely underpinned by the educational and legal contexts in which the post‐holders operated, and included control of budgets and specificity of remit. This research contributes to our understanding of the role of the VSHT in Scotland, and identifies some emerging features as the virtual school concept is translated to a new context.

Undergraduate students’ models of single- and multi-electron atoms

ABSTRACT Quantum physics forms the basis for exciting new technologies, including quantum computers, quantum encryption, and quantum entanglement. The advancement of science and technology highlights the importance of mastering quantum physics and its applications, not only at the college level but also as early as high school. In this multiple case study, we investigated first- and second-year undergraduate college students’ models of single and multi-electron atoms after completing a modern mechanics course, which addressed basic QM topics. The students’ models were categorised into four primary categories: the discrete entity (particle) model, hybrid model, quantum-like model, and quantum model, and subcategories for atom structure and electron attribution and motion. Despite being introduced to quantum concepts in high school and first-year undergraduate calculus-based physics classes, many students constructed incomplete, inaccurate, or incoherent models. Seven of eight students’ atomic structure models and six of eight students’ electron attribution and motion models were classified as discrete entity and hybrid models. The findings of this study reveal students’ conceptual challenges in explaining the structure of single and multiple-electron atoms and shed light on the factors contributing to the persistent difficulties in their understanding of atomic structure in the realm of quantum mechanics.

A review of Rawal, S. Play Practice (2023) Pursue 10-day Bagless School Approach to Pre-vocational: A Practical Handbook for Schools and Teachers. Himalaya Publishing House

This inspiring and invigorating book provides insights into education, especially curriculum development and assessment. The narrative in the book is that of the author, Swaroop Sampat Rawal, an Indian educator and leader on children’s education. It provides a scholarly discourse on education and associated theories from Eastern and Western traditions plus a golden opportunity to better understand various traditions in India of spirituality and improving educational practice and professionalism through those lenses. The book is a welcoming and refreshing introduction to the complex ideas and thoughts on spirituality in India and other countries that embrace Indian traditions. The author clearly enunciates her thoughts about how her bagless school concept has morphed into curriculum and programmes of work. The book has four parts. Part 1 introduces the ‘bagless’ school concept from the dynamics of pre-vocational education in India’s National Education Policy (NEP), 2020; Part 2 discusses designing a pre-vocational approach of a bagless school curriculum for a holistic and learner-centered curriculum. Part 3 offers a detailed classroom illustration relating theory to practice. Part 4 is the epilogue in which the author shares with us her insights, reflections, and thoughts, including re-presenting her living-educational-theory.

Analysis of Child Development in the Home Schooling Learning Process from an Islamic Boarding School Perspective

Early childhood individual development has a major role in the growth and development of children with potential and capacity faster than teenagers (adults). The mistakes made by parents and educators in responding to children's developmental stimuli cannot yet be done in a responsive and measurable manner. Children are still seen as weak individuals and do not have the authority to freely express their creativity and potential. Islamic boarding school education can help children develop optimally in terms of the essence of children's diversity attitudes. The aim of this research is to increase the understanding and skills of parents and educators regarding the function of child development. The aim of this research is to analyze children's development in the home schooling learning process from an Islamic boarding school perspective. Research methodology with a descriptive qualitative approach. The main subjects were 3 children aged 6-9 years and the supporting subjects were 1 parent and 1 Islamic boarding school caregiver . The data collection instrument in this research used interviews . The research results describe that an individual's life starts better by providing positive stimulus to children through learning in the home environment and Islamic boarding school. The definition of school is actually in the home environment. The concept of home schooling was developed for children from an early age to adulthood. Children know home as school at all times. The perception of home schooling is that it is an element of an informal educational institution with a flexible curriculum according to children's needs. Parental education in the 5.0 era is improved to optimize the talents and interests of children's potential at home in continuity

Affirming educative violence: Walter Benjamin on divine violence and schooling

ABSTRACT In his ‘Towards the Critique of Violence’, Walter Benjamin introduces the concept of ‘educative violence’ as a contemporary manifestation of ‘divine violence’. In this paper, we aim to interpret ‘educative violence’ by examining other instances where the young Benjamin addresses pedagogical issues. By connecting the concept of divine violence to Benjamin’s ideas of education in tradition and of the schooling of Geist, our goal is twofold: firstly, to comprehend the productive role that violence may play in the pedagogical context, and secondly, to apply it to the conception of schooling presented by Jan Masschelein and Maarten Simons to highlight its relevance to school education. By linking scholastic violence to divine violence, we argue that schools must be defended not despite but because of the violence they inhere. In doing so, we contribute another layer to the defense of the school and offer fresh insights into Benjamin’s notion of divine violence.

A patrimonialização da escola: implementação de espaços de memória em instituições educacionais de Sergipe (2005- 2018)

Abstract Considering the challenge of inserting school patrimony in debates within the field of patrimony and its preservation, this study seeks to analyze school memory spaces created in Sergipe between 2005 and 2018. More specifically, a dialogue with the concept of school “patrimonialization” is established, in addition to a discussion about the need to value the singularities and specificities of school subjects. Given this end, the sources include five collections safeguarded in public and private institutions, which consist of documents and objects that reveal educational practices from different historical periods, teaching levels, and public assisted. In this sense, this research highlights the materialization of these projects and the role of the community in relation to the paths taken by the group of subjects who contributed to the construction of their archives, with distinct choices and aims

Formation and development of mathematical concepts: Elements for research and teaching

This article presents a theoretical-didactic perspective on the formation and development of concepts concerning mathematical objects as a result of research on didactic difficulties in dealing with concepts in school. The theoretical foundation that supports the research is based on the contributions of the materialist approach to the theory of knowledge. Specifically, an interpretation of its application in the teaching of mathematics is under investigation, specifically in the process of formation and development of concepts in the field of Euclidean geometry. However, the elements that are derived are essential for the treatment of concepts in any sub-branch of mathematics. The analysis of this process and the factors that influence the development show some fundamental elements to consider in the research activity in the field of mathematics education.

Advancing Social Equity: Contributions to and Issues Relating to the Realization of Social Equity through the GIGA School Concept

Advancing Social Equity: Contributions to and Issues Relating to the Realization of Social Equity through the GIGA School Concept

Empowering the Next Generation: Using Minecraft Education to Teach Solar Photovoltaic Concepts in Secondary School

Empowering the Next Generation: Using Minecraft Education to Teach Solar Photovoltaic Concepts in Secondary School

Розвиток громадянської компетентності здобувачів початкової освіти у процесі позакласної роботи з художніми творами

The article actualizes the problem of formation and development of civic competence in modern Ukrainian society. Its importance for educational institutions of different levels is determined; the necessity of working on this issue with primary school students is emphasized. The newest educational documents (the Concept of National and Patriotic Education, the State Standard of Primary Education, the Model Educational Program, the Concept of the New Ukrainian School) on the essence of civic competence, goals and objectives, mandatory learning outcomes for students in terms of civic competence are characterized. The potential of literature for children and youth as means of forming and developing the civic competence of primary school students is determined, the possibilities of its use in extracurricular activity on this issue are revealed. Based on the analysis of the latest publications, texts for children and youth that can be used by primary school teachers in extracurricular practice to develop civic competence in grade 4 are grouped. The system of tasks for the development of civic competence of primary school students (grade 4) in the process of extracurricular activity is presented. Іnformation about the approbation of the system of tasks in the process of pedagogical activity is provided.

Ученичество у В. П. Корзун: заметки историка археологии к юбилею

The article is devoted to understanding the influence of scientific ideas of the professor of Dostoevsky Omsk State University Valentina Pavlovna Korzun to study the history of Russian archaeology. The author examines the influence of the concept of a scientific school, spontaneous historiography and other methodological approaches of the researcher on expanding the subject area of historical and scientific research in domestic archaeology.

ADAPTATION AND INTEGRATION OF INTERDISCIPLINARY APPROACHES IN THE EDUCATIONAL PROCESS FOR THE FORMATION OF COMPLEX PRACTICAL SKILLS IN FUTURE PROFESSIONALS OF PROFESSIONAL AND TECHNOLOGICAL EDUCATION ACCORDING TO THE CONCEPT OF NUS

The article focuses on the analysis of the importance of adaptation and integration of interdisciplinary approaches in the educational process as a key strategy for the formation of complex practical skills in future professionals of vocational and technological education, in accordance with the Concept of the New Ukrainian School (NUS). The theoretical foundations and practical aspects of the integration of disciplines are revealed, focusing on its importance for the training of specialists who are able to act effectively in today’s dynamic and innovative professional environment. The study found that the integration of interdisciplinary approaches contributes not only to a deeper understanding of subject knowledge, but also to the development of critical thinking, analytical skills, creativity and the ability to work in a team. An overview of successful cases of integration is given, which demonstrate the increase in the effectiveness of training and the formation of practical skills through the implementation of interdisciplinary projects and tasks. In addition, the article analyzes the challenges and obstacles to the integration of interdisciplinary approaches, such as the rigidity of curricula, the need for teacher training, and changes in the evaluation system, suggesting ways to overcome them. The importance of innovative teaching methods, the involvement of ICT, the activation of student participation in the educational process and the development of flexible educational programs that support interdisciplinary integration are indicated. The conclusions emphasize that the adaptation and integration of interdisciplinary approaches is not only an opportunity to improve the quality of education, but also a necessity in training specialists ready for the challenges of the modern world. Prospects for further research are seen in the development of specific methods and tools for the effective integration of interdisciplinary approaches, as well as in the analysis of the long-term impact of such integration on the professional development of students.

Smuggling Activities and School Environment as Correlates of Students’ Learning Outcomes in Economics

Smuggling activities across borders by individuals who want to evade the payment of customs duties and tax is not a new trend, but the involvement of secondary school students whose schools are sited in border towns is novel. Thus, the study sought to investigate the correlation between smuggling activities and the school environment on learning outcomes in Economic concepts in secondary schools. The study is underpinned by the Rational Choice Theory within the positivism paradigm. The study was designed using descriptive survey research. A sample size of 320 respondents was obtained through the use of stratified random sampling. Two (2) self-developed instruments were used to collect data; students’ questionnaire on smuggling activities (SQOSA) and an economics achievement test (EAT). Pearson’s correlation conducted on the data collected from the respondents and multiple regression analysis utilizing the step-wise method indicated that the best of the predictors were smuggling of fairly used clothes, fairly used tyres and small firearms accounted for the poor performance in economics concepts at the p < .05 level. The study which is hinged on the rational choice theory concludes that the participation of students in secondary schools in smuggling activities is a result of proximity to border towns which affects their academic performance in economics concepts, hence, the study recommends that schools in future should not be located near border posts, while the ones presently close to the border be upgraded into full boarding schools with a high-security network to prevent the students from participating in smuggling activities.

Изучение феномена региональных фортепианных школ: к постановке проблемы

This article discusses the issues of studying the phenomenon of regional piano schools related to the traditions of Russian musical art and professional education of pianists. Analyzing the contribution of outstanding musicians-teachers to the development of performing and pedagogical skills, the importance of the creative principles of the formation of the personality of a musician-teacher, aimed at achieving a highly artistic learning outcome, is emphasized. The fundamental approaches to the study of the dynamic processes of formation and development of piano schools in various regions of Russia are revealed. The definitions of the concept of school are revealed, uniting around the main idea — the specifics of the performing and pedagogical experience of the Master, who creates a unique piano tradition, which becomes the basis for the further development of the creative activity of students and like-minded people. The specificity of the formation and functioning of regional piano schools, associated both with the development of the traditions of domestic musical art, and with the uniqueness of the national characteristics of the cultural traditions of the regions of Russia, is emphasized.

Implementation of the Clean School: Challenges and Prospects in the Far North Region’s Secondary Schools in Cameroon

The implementation of the clean schools remains a global interest in 21st-century secondary schools. To make the world a more sustainable and better place to live in, humanity needs to be able to generate solutions to increasingly complex, and ever-growing challenges in the secondary school setting. Secondary schools encounter day-after-day violence linked happenings students. Violence has caused secondary school unrest, refusal to undertake various activities, sitting in and at other instances, complete damage of institutional assets, and in other instances, death. Other reasons that led to drug abuse included social pressure from the media, frustrations due to poverty, low self-esteem, depression, anxiety, need to relax and overcome boredom, among others. This research sought to develop prevention and intervention strategies for curbing violence in public secondary schools in the Far North Region of Cameroon. The objective of the study is to find out various ways and means used by secondary school management to implement the clean school concept in public secondary schools. A purposive sampling technique was used to select 10 participants both inspectors, teachers, and principals in public secondary schools. The study indicated that the effects of drug abuse include addiction, violence, and high-risk sexual behavior. To minimize and eliminate violence the school to educate, guide, and counsel the students, and school management should reward staff that promote the clean school implementation. The study recommended that to implement clean schools every category such as parents, teachers, and administrators should be concerned and keep the focus on the things that bring honor and success to them and the school. All staff in the school should give constant and continuous guidance to students.

Impact of Dual Coding Strategy to Enhance Students’ Retention of Scientific Concepts in Middle Schools

Impact of Dual Coding Strategy to Enhance Students’ Retention of Scientific Concepts in Middle Schools

Теріошкола як невидимий коледж: підсумки 30-ти років діяльності

The key stages of formation of the Theriological School (TS) as a network of specialists and as an annual meeting of theriologists from Ukraine and neighbouring countries, are considered. Established as one of the sections of the Ukrainian Theriological Society in 1993, the TS has developed into a powerful movement that includes both conferences and publishing work, and a system of working groups to coordinate, develop or distribute a number of methodological and informational developments important for the implementation of theriological research. Seven key achievements of TC are considered: 1) formation of important research topics for consideration at the annual meeting; 2) development of a system of regular roundtables and working groups; 3) actualisation of new research areas; 4) development of a system of professional growth through competitions, personnel growth and advanced training; 5) wide geography of meetings and participants; 6) peer-to-peer mode and maximum adherence to the concept of the classical school; and 7) development of information infrastructure, including a website, forum, social media pages, newsletter, and professional journal. In the context of the covid and military lockdown, there is a transition to remote forms of work, including social media channels, a website, and publications.

Formation of Communication Skills in Primary School Students in Foreign Language Lessons in the New Ukrainian School

The article highlights the ways of implementing the competence approach in the process of teaching younger students the English language, it involves clarifying the content and results of learning, selecting effective methods, techniques, and forms of organizing educational interaction, updating the didactic and methodological support of the educational process, introducing new approaches to checking and evaluating the educational achievements of students. It has been determined that in the modern conditions of education reform in Ukraine, the formation of communicative competence of primary school students is gaining relevance, because the younger school age is extremely favorable for mastering communicative skills and abilities, since children of this age period, speech hearing and articulation are easily formed, they love to learn new words and stable expressions, master linguistic constructions, show interest and sensitivity to linguistic phenomena, strive for communication and quickly acquire speech experience. It has been proven that the didactic and methodical principles of the organization of competence-oriented teaching of foreign languages of elementary school students. The age characteristics and potential capabilities of elementary school students are outlined, the types and forms of educational activities are proposed and substantiated by the competence, communicative, person-oriented, and cultural approaches to learning, and the methods, forms, and methods of organizing the process of learning language material and the formation of foreign language communication skills are characterized; the specific tasks of the development of the educational process during the implementation of the Concept of the New Ukrainian School in general secondary education institutions are defined.

Implementation of School-Based Management at SD GMIM KOHA

This study aims to explore the implementation of school-based management in GMIM Ko Elementary School. The main focus of this study is the role played by school principals, school committees, and education commissions in managing and improving the quality of education in those schools. This study used a qualitative approach by adopting Miles and Huberman data analysis techniques. The data collection method involved in-depth interviews with principals, school committee members, and education commission members. Direct observation is also conducted to understand the dynamics of interaction between the three parties in the context of decision making and implementation of school-based management programs. The results of the study are expected to provide a clear picture of how principals, school committees and education commissions collaborate to achieve school-based management goals at GMIM Ko Elementary School. The implications of these research findings can be used as a basis for improving school-based management policies and practices in similar schools as well as contributing to the literature on the implementation of school-based management. Based on the results of the study revealed differences in understanding of the concept of School Based Management among school principals, education committees and education commissions. School principals focus more independently on managing resources, while education committees and commissions emphasize comprehensive management. This incomprehension can hinder SBM implementation, so training and modules are needed to improve understanding of concepts. Regarding the role of the principal, it is necessary to improve as educators, supervisors, and managers involving all stackholders. School committees need a greater focus on academic programs, while education committees play an important role as mediators and patrons of school ptograms. Obstacles to SBM implementation involve coordination constraints, lack of effective communication and busy stakeholders. Solutions include improved communication, understanding of roles and a culture of cooperation. The principal's proactive strategy with direct monitoring, limited consultation, efficient communication and quick decision making, plays a vital role in ensuring the effectiveness of SBM. This approach demonstrates pragmatism and flexibility in managing resources to achieve school goals.