Development Of Basic Skills Research Articles

Lessons Learned in Implementing an Aging Research Training Program for Underrepresented Minority Students.

This brief report provides an overview of lessons learned through evaluation of the first five years of the NIA-funded South Carolina-Advancing Diversity in Aging Research (SC-ADAR) undergraduate program, whose goal is to increase the number of qualified underrepresented minority (URM) students who pursue scientific graduate studies in programs focusing on medicine, science, technology, engineering, and mathematics and aging. Partnering with five Historically Black Colleges and Universities in South Carolina, we implemented a research training approach that included two consecutive summers of research training in a University of South Carolina faculty laboratory, as part of a comprehensive 24-month research education program. In addition to the mentored research experience in a laboratory, students had coursework in the biology of aging and social gerontology, with additional workshops tailored to emergent student needs including basic academic skills development, work-life management skills, reflective social experiences, and enhanced support in the transition from undergraduate to graduate school. We provide an overview of lessons learned throughout the early program period, and a description of the iterative changes we made in the program in response to this learning, all of which have been incorporated into the existing SC-ADAR program.

Counting Skills of Young Children With Visual Impairments

The effective teaching of counting skills requires teachers to understand the fundamental concepts related to the development of basic math skills—what they are and how they develop. Teachers of Children with Visual Impairments (TVIs) need to use evidence-based strategies to teach counting skills to help their students understand number and quantity. This article explains the principles of the development of counting skills and typical difficulties children with visual impairments may experience. It provides several strategies that teachers can use to support children with visual impairments in developing counting skills. A case study illustrating the application of these evidence-based teaching strategies is presented.

Okuduğunu anlama becerisinin geliştirilmesinde metin kullanımı: Türkçe ders kitaplarındaki metinler üzerine bir inceleme

Türkçe dersi bilgi aktarımından ziyade beceri kazandırmayı amaçlayan bir derstir. Bu derste kazandırılması hedeflenen becerilerden biri de okuma becerisidir. Okuma becerisi aynı zamanda okuduğunu anlama becerisine de temel teşkil eder. Zira okuma ile başlayan süreç anlama ile devam etmektedir. Bu çalışmanın amacı, okuduğunu anlama becerisinin geliştirilmesinde Türkçe ders kitaplarında yer alan metinlerin kullanımını incelemeyi amaçlamaktadır. Çalışmada MEB tarafından ücretsiz olarak temin edilen ve 2021-2022 eğitim-öğretim yılında kullanılan Türkçe ders kitaplarında yer alan metinler incelenecektir. Doküman analizi ile bu metinlerin tasnifi, tür dağılımı, Türkçe dersi öğretim programına uygunluğu ele alınacaktır. Metin türü dağılımı, okuduğunu anlama becerisine ilişkin etkinlikler analiz edilecektir. Bu analizler ışığında yapılacak sınıflandırmalar ile metinlerin beceri kazandırma sürecine uygunluğu, içerik açısından yeterliliği, etkinlikler açısından verimliliği değerlendirilecektir. Öğrenci ve öğretmenler için birincil ders kaynağı olan ders kitaplarının anlama ve yorumlamaya uygun olarak hazırlanıp hazırlanmadığı tespit edilmeye çalışılacaktır. Kitapların Türkçe dersinin temel amaç ve hedeflerini yansıtma düzeyi ve etkinlik süreçlerinin bu amaca ne aşamada hizmet ettiği ortaya konulacaktır. Çalışmada aynı zamanda Türkçe ders kitaplarının, kitapta yer alan metinlerin ve bu metinlere bağlı etkinliklerin yeterlilikleri değerlendirilmiş olacaktır. Türkçe dersinin sistemli bir şekilde yürütülmesi için en önemli kaynak olan ders kitapları öğrencilerin motivasyon düzeylerini etkilemektedir. Bu kitapların; öğrencilerin derse olan ilgisini arttırması, öğrenmeyi kolaylaştırması, zengin ve nitelikli olması gerekmektedir. Bu kitapların aynı zamanda öğretme/öğrenme sürecinde öğretmene kolaylık sağlaması beklenmektedir. Öğretmenin rehberlik edeceği bu süreçte nitelikli ve zengin içeriklerle hazırlanmış ders kitaplarının temel dil becerilerinin ve bu bağlamda okuduğunu anlama becerisinin gelişiminde katkı sağlaması gerekmektedir. Çalışma kapsamında elde edilecek sonuçlar doğrultusunda hem ders kitaplarının niteliğinin geliştirilmesine hem de içeriklerinin temel dil becerilerinin kazandırılması sürecine katkı sağlaması beklenmektedir.

The effect of harmonious exercises to development the sensory-kinesthetic perception and some forms of passing skill for the players of the specialized school in handball

Harmonious exercises are one of the requirements that the athlete needs at a high level, especially motor abilities exercises, and these abilities help the athlete to integrate several motor skills in an organized and sequential manner, as well as their awareness of the surroundings when performing movements under changing conditions, as happens in handball passing operations, and the importance lies research in the preparation of harmonic exercises to develop sensory-kinesthetic perception and some forms of passing skill for the players of the specialized school. As for the research problem, through the researcher's field experience, he noticed the lack of use of harmonic exercises in the training units for the players of the specialized school, as these exercises are considered important and interrelated with the performance of basic skills that lead to raising the level of performance. Therefore, the researcher sought to prepare harmonic exercises, since the ability of compatibility is one of the main pillars in building the motor program and helps the players to understand their surroundings as well as their correct motor and skill performance, and it cannot be ignored in all cases, and what increased the importance of the research is the lack of research and scientific studies for these exercises. The aim of the research is: Preparing harmonic exercises, as well as identifying the effect of harmonic exercises on sensory-kinesthetic perception and some forms of passing skill for the players of the specialized school. As for the hypothesis of the research, there is an effect of harmonic exercises on sensory-kinesthetic perception and some forms of passing skill for the players of the Specialized School. As for the research methodology and field procedures, the researcher used the experimental approach in solving the research problem, and the research community was determined by the players of the Specialized School in Kirkuk, who numbered (28) players, and they were distributed into two groups equally by random method (lottery) and after preparing harmonic exercises and conducting exploratory experiments. Then the pre-tests were conducted on the experimental and control research groups, and then the experimental group underwent harmonic exercises, while the control group continued to use the usual training curriculum for the trainer, and after (8) weeks had passed, the post-tests were conducted, and then the data were processed using the appropriate statistical methods. As for the most important conclusions, they were: The harmonic exercises prepared by the researchers contributed to the development of sensory perception - motor for the players of the specialized school in handball, as well as the harmonic exercises contributed effectively to developing the accuracy of some forms of passing skill for the players of the specialized school in handball. As for the most important recommendations, they were: the need to use harmonious exercises when training young players and specialized school players because they contribute to the development of mental, physical, motor abilities and basic handball skills, as well as the possibility of conducting similar studies on other activities and skills.

Stage speech as a important component of professional skills in mastering the profession of actor

The purpose of the study. To analyze essential characteristics of stage speech in actor’s profession and to distinguish the aspects relevant in forming of future actors’ professional skills. An additional purpose of the research lies in exploration of significance of all stage speech skills acquired in the course of training and practical activities in young actor’s professional career.
 The methodology. The methodology of the paper is determined by the specifics of the article’s subject and purpose. The basis of the research is determined by historical-chronological, typological, analytical and complex methods along with the use of own methodological materials and generally accepted theatrical literature, archival materials and periodicals on the subject. To solve the set tasks, analytical-synthetic methods of source processing and art analysis (particularly in the part of practical review of using the exercises for breathing posture, development and correction of diction and pronunciation) have also been used, as well as the comparative-historical approach (to outline the state of stage speech development in Ukraine and across the world).
 Conclusions. We revealed the pedagogical conditions for formation of performing skills and professional speech potential in those who master the art of acting through professional training at higher educational institutions. It is appropriate to introduce special courses in practical areas of “Verbal interaction training” and “Training of actor’s acting skills”. Such conditions are fully justified theoretically and proven experimentally in the course of educational process in higher educational institutions and by practical experience in theatrical realities of state and private creative teams. The semantic component of working with words and speech practice in students’ training in the acting field has been defined, structural components, criteria and indicators have been outlined, with performing skills’ levels having also been described to further assess the mastery of acting in the course of professional training. Having analyzed various sources on the subject of the article, we can summarize that perfect mastery of stage speech is one of the future actor’s most significant indicators emphasizing his/her skills. 
 The scientific novelty. In the framework of analytical research, the mechanisms for development of basic professional skills of stage speech in students of higher educational institutions applying for the first (bachelor’s) level of “dramatic theater and cinema” acting art educational curriculum were analyzed.
 The practical significance of results obtained. The research results may be used to improve educational curricula that need to be implemented for the purposes of developing better and more productive skills of professional stage speech. They may also be used in preparation for individual practical lessons, lecture courses on “Stage speech” subject to train future professional actors of theater and cinema.

Developing mental number line games to improve young children’s number knowledge and basic arithmetic skills

The learning of number knowledge in childhood may directly influence children’s mathematics learning ability in subsequent periods. Previous studies also show that the difficulties in mathematics learning faced by schoolchildren are mainly rooted in the lack of number knowledge in early childhood. Focusing on the development of numerical knowledge and basic arithmetic skills in early childhood, this study designed a linear number line game based on the theory of the mental number line. Accordingly, this study examined the effectiveness of the linear number line game in children’s learning of number concepts and arithmetic skills and compared the effectiveness of the linear number line game with that of two other games (a nonlinear number line game and a non-number-line game). This study adopted a quasi-experimental research design. A total of 140 young children from remote areas of eastern Taiwan participated and were divided into three experimental groups and one control group, and a pretest–posttest experiment was conducted. The experimental results showed that the linear number line game could help children to acquire numerical knowledge effectively, especially in number line estimation compared with other experimental groups. In terms of the learning effectiveness of basic arithmetic skills (e.g., addition, subtraction), the two number line games (linear and nonlinear number line games) are significantly superior to the non-number-line game (traditional number decomposition and synthesis game). This study recommends that preschool teachers use linear number line games to improve children’s numerical knowledge and arithmetic skills.

Acquisition of robotic surgical skills does not require laparoscopic training: a randomized controlled trial.

Robotic surgery is a valid option for minimally invasive surgery in most surgical specialties. However, the need to master laparoscopy is questionable before starting specific training in robotic surgery. We compared the development of basic robotic surgery skills between individuals randomized to train in conventional, laparoscopic, or robotic skills. We conducted a single-centered, single-blinded randomized trial. Medical students were randomly assigned to 20h of conventional, laparoscopic, or robotic surgical training. Students with previous surgical experience were excluded. Participants were evaluated pre- and post-training on the dV-Trainer robotic surgical simulator with the following exercises: Camera Targeting 1, Peg Board 1, Ring and Rail 1, and Ring and Rail 2. Sixty-six students were randomly assigned to each training group. Eight individuals did not complete the study (2 in the conventional group, 3 in the laparoscopic group, and 3 in the robotic group). All groups demonstrated significant improvement in the composite score and in each task following the training period (p < 0.001). No differences were seen between the conventional and laparoscopic groups in the composite score or individual tasks. The robotic group showed greater improvement in number of errors, economy of motion, workspace utilization, and time for completion compared to the other groups. The laparoscopic group showed improved camera manipulation skills compared to the conventional group, while the conventional group showed improved errors and economy of motion compared to the laparoscopic group. There was no difference in the acquisition of basic robotic surgical skills between individuals trained in basic conventional or laparoscopic surgical skills. We believe surgeons mastery in laparoscopy is not needed before initiating robotic surgical training. However, basic principles of laparoscopy remain applicable to robotic surgery. Future studies should compare transferability of conventional and laparoscopic training to robotic skills in the operating room.

Prognostic competence as a criterion for the mental health of primary schoolchildren with psychological development disorders

IntroductionYounger schoolchildren with psychological development disorders have low cognitive activity, insufficient development of basic school skills, and a low level of educational motivation. In accordance with the requirements of the educational program for students with psychological development disorders, it is important to develop the ability to predict the results of their actions.ObjectivesThe study of predictive competence in primary schoolchildren with psychological development disorders.MethodsThe study involved 60 children aged 8-10 years with a psychological development disorder. To study predictive competence, the methodology “The ability to predict in situations of potential or real violation of social norms” was used.ResultsThe study revealed a low level of the cognitive and speech-communicative spheres of prognostic competence development in primary schoolchildren with psychological development disorders, as well as a deficit in prediction in the field of learning, which includes educational cooperation and educational communication of the child. Generalized statements, a passive position in future situations and pessimistic attitudes prevailed in the predictions of schoolchildren when constructing an image of the future. For schoolchildren with psychological development disorders, the prognosis is presented by monosyllabic answers, with the observable poverty of speech utterances.ConclusionsThe features of prognostic competence revealed in the study make it possible to develop individual programs for the development of the prognostic abilities of schoolchildren with psychological development disorders. This paper has been supported by the Kazan Federal University Strategic Academic Leadership Program.DisclosureNo significant relationships.

Prognostic competence as a criterion for the mental health of primary schoolchildren with psychological development disorders

IntroductionYounger schoolchildren with psychological development disorders have low cognitive activity, insufficient development of basic school skills, and a low level of educational motivation. In accordance with the requirements of the educational program for students it is important to develop the ability to predict the results of their actions and deeds.ObjectivesThe study of predictive competence in primary schoolchildren with psychological development disorders.MethodsThe study involved 60 children aged 8-10 years with a psychological development disorder. To study predictive competence, the methodology “The ability to predict in situations of potential or real violation of social norms” was used.ResultsThe study revealed a low level of the cognitive and speech-communicative spheres of prognostic competence development in primary schoolchildren with psychological development disorders, as well as a deficit in prediction in the field of learning, which includes educational cooperation and educational communication of the child. Generalized statements, a passive position in future situations and pessimistic attitudes prevailed in the predictions of schoolchildren when constructing an image of the future. For schoolchildren the prognosis is presented by monosyllabic answers, with the observable poverty of speech utterances.ConclusionsThe features of prognostic competence revealed in the study make it possible to develop individual programs for the development of the prognostic abilities of schoolchildren with psychological development disorders, to teach how to predict the development of events in educational activities, to recognize the emotions of the participants in the events. This paper has been supported by the Kazan Federal University Strategic Academic Leadership Program.DisclosureNo significant relationships.

Longitudinal and situational associations between math anxiety and performance among early adolescents.

Studies have found math anxiety and achievement to be related from the beginning of formal schooling, but the knowledge regarding the direction of the relationship is vague. The purpose of the present study was to study this relationship. We investigated math anxiety from two points of view: trait and state anxiety. In the first substudy, we investigated the longitudinal relationship between math anxiety and performance from sixth to seventh grade (n = 848) with cross-lagged modeling. In the second substudy, we investigated the situational relationship of anxiety and performance by giving the participants (n = 149) challenging and nonchallenging math tasks adapted to their skill level, and then examining the association between anxiety and the performance. The results suggest that math anxiety has a small longitudinal effect on performance: High anxiety in sixth grade predicted low performance in seventh grade. Anxiety also had a situational association with performance: when anxiety was aroused, the participants performed more poorly compared to their skill level. The results adduce the two-fold effect of anxiety on achievement: math anxiety seems to have both a real-time association with performance and a long-term effect on the development of basic arithmetic skills.

Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program

BackgroundMedical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical student projects are supervised by academic staff and affiliates, including biomedical science researchers and clinician-academics. This study investigated research supervisors’ observations of the barriers to and enablers of successful medical student research projects.MethodsResearch supervisors (n = 130) completed an anonymous, online survey after the completion of the research project. Survey questions targeted the research supervisors’ perceptions of barriers to successful completion of projects and sources of support for their supervision of the student project. Data were analysed by descriptive statistics and using manifest content analysis. Further quantitative investigation was made by cross-tabulation according to prior research supervision experience.ResultsResearch supervisors reported that students needed both generic skills (75%) and research-based skills (71%) to successfully complete the project. The major barrier to successful research projects was the lack of protected time for research activities (61%). The assessment schedule with compulsory progress milestones enabled project completion (75%), and improved scientific presentation (90%) and writing (93%) skills. Supervisors requested further support for their students for statistics (75%), scientific writing (51%), and funding for projects (52%). Prior research supervision experience influenced the responses. Compared to novice supervisors, highly experienced supervisors were significantly more likely to want students to be allocated dedicated time for the project (P < 0.01) and reported higher rates of access to expert assistance in scientific writing, preparing ethics applications and research methodology. Novice supervisors reported higher rates of unexpected project delays and data acquisition problems (P < 0.05). Co-supervision was favoured by experienced supervisors but rejected by novice supervisors.ConclusionsBoth generic and research-related skills were important for medical student research project success. Overall, protected research time, financial and other academic support were identified as factors that would improve the research project program. Prior research supervision experience influences perceptions of program barriers and enablers. These findings will inform future support needs for projects and research supervisor training for the research supervision role.

A Low-fidelity Simulator for the Development of Vascular Ligation Skills.

Training simulators can facilitate the acquisition and development of basic surgical skills, and they constitute a safe and humane method that does not harm animals in the process. The objective of this work was to create and evaluate a low-cost simulator to help undergraduate students of veterinary medicine acquire and practise vascular ligation skills. A training model was made by using easily accessible and inexpensive materials. Fifteen students, without prior surgical experience, each performed the orchiectomy technique on the simulator seven times. The emphasis was on performing vascular ligatures in both testicles of the simulator (n = 14), in two different scenarios: firstly, with the contents of the blood vessels not under pressure; and secondly, with the syringe plunger depressed by 1 ml to pressurise the blood vessels. The outcomes of the procedure in the simulator were based on three qualitative criteria: Correct (no 'bleeding'), Sufficient (light 'bleeding') and Incorrect (heavy 'bleeding'). After the seventh attempt, all participants were able to perform vascular ligatures with at least a score of Sufficient in both scenarios. By the 10th ligature attempt, they were all able to perform the procedure with a score of Correct (p < 0.05). There was a trend toward a decrease in the time taken to carry out the procedure as learning progress was made during training, with this being significant from the 12th attempt (p < 0.05). The use of this low-cost simulator represents a useful didactic tool, which supports the acquisition and practise of manual skills by using methods that do not involve the use of animals. In addition, this training simulator could be useful in distance learning, in view of the ready accessibility of the materials required for its construction.

MP41-13 DOES QUALITY ASSURED ELEARNING PROVIDE ADEQUATE PREPARATION FOR ROBOTIC SURGICAL SKILLS; A PROSPECTIVE, RANDOMIZED AND MULTI-CENTER STUDY

You have accessJournal of UrologyCME1 May 2022MP41-13 DOES QUALITY ASSURED ELEARNING PROVIDE ADEQUATE PREPARATION FOR ROBOTIC SURGICAL SKILLS; A PROSPECTIVE, RANDOMIZED AND MULTI-CENTER STUDY Stefano Puliatti, Marco Amato, Rui Farinha, Artur Paludo, Giuseppe Rosiello, Ruben De Groote, Andrea Mari, Lorenzo Bianchi, Pietro Piazza, Ben Van Cleynenbreugel, Elio Mazzone, Simon Meganck, Léonore Maertens, Louise Callens, Filippo Migliorini, Saverio Forte, Bernardo Rocco, Salvatore Micali, Alexandre Mottrie, and Anthony Gallagher Stefano PuliattiStefano Puliatti More articles by this author , Marco AmatoMarco Amato More articles by this author , Rui FarinhaRui Farinha More articles by this author , Artur PaludoArtur Paludo More articles by this author , Giuseppe RosielloGiuseppe Rosiello More articles by this author , Ruben De GrooteRuben De Groote More articles by this author , Andrea MariAndrea Mari More articles by this author , Lorenzo BianchiLorenzo Bianchi More articles by this author , Pietro PiazzaPietro Piazza More articles by this author , Ben Van CleynenbreugelBen Van Cleynenbreugel More articles by this author , Elio MazzoneElio Mazzone More articles by this author , Simon MeganckSimon Meganck More articles by this author , Léonore MaertensLéonore Maertens More articles by this author , Louise CallensLouise Callens More articles by this author , Filippo MiglioriniFilippo Migliorini More articles by this author , Saverio ForteSaverio Forte More articles by this author , Bernardo RoccoBernardo Rocco More articles by this author , Salvatore MicaliSalvatore Micali More articles by this author , Alexandre MottrieAlexandre Mottrie More articles by this author , and Anthony GallagherAnthony Gallagher More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000002607.13AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: In particular after the onset of the COVID-19 pandemic, there was a precipitous rush to implement virtual and online learning strategies in surgery and medicine. It is essential to understand whether this approach is sufficient and adequate to allow the development of robotic basic surgical skills. The main aim of the authors was to verify if the quality assured eLearning is sufficient to prepare individuals to perform a basic surgical robotic task. METHODS: A prospective, randomized and multi-center study conducted in September 2020 in the ORSI Academy, International surgical robotic training center. 47 participants with no experience but a special interest in robotic surgery, were matched and randomized into 4 groups who underwent a didactic preparation with different formats before carrying out a robotic suturing and anastomosis task. Didactic preparation methods, ranged from a complete eLearning path to peer-reviewed published manuscripts describing the suturing, knot tying and task assessment metrics. RESULTS: The primary outcome was the percentage of trainees who demonstrated the quantitatively defined proficiency benchmark after learning to complete an assisted but unaided robotic vesico-urethral anastomosis task. The quantitatively defined benchmark was based on the objectively assessed performance (i.e., procedure steps completed, errors and critical errors) of experienced robotic surgeons for a proficiency based progression (PBP) training course. None of the trainees in this study demonstrated the proficiency benchmarks in completing the robotic surgery task (Figure 1a-c). CONCLUSIONS: Quality assured online learning is insufficient preparation for robotic suturing and knot tying anastomosis skills. Source of Funding: No © 2022 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 207Issue Supplement 5May 2022Page: e724 Advertisement Copyright & Permissions© 2022 by American Urological Association Education and Research, Inc.MetricsAuthor Information Stefano Puliatti More articles by this author Marco Amato More articles by this author Rui Farinha More articles by this author Artur Paludo More articles by this author Giuseppe Rosiello More articles by this author Ruben De Groote More articles by this author Andrea Mari More articles by this author Lorenzo Bianchi More articles by this author Pietro Piazza More articles by this author Ben Van Cleynenbreugel More articles by this author Elio Mazzone More articles by this author Simon Meganck More articles by this author Léonore Maertens More articles by this author Louise Callens More articles by this author Filippo Migliorini More articles by this author Saverio Forte More articles by this author Bernardo Rocco More articles by this author Salvatore Micali More articles by this author Alexandre Mottrie More articles by this author Anthony Gallagher More articles by this author Expand All Advertisement PDF DownloadLoading ...

Pervasive learning and its impact on cognitive development and learning of freestyle swimming skills in sports sciences students

The spread of the electronic system of knowledge among students and universities has led to the emergence of new forms of educational systems called pervasive learning. This is an educational system that uses wireless computer and telecommunications techniques, portable devices, and teaching techniques in an educational and training context and is an advanced system for the mobile learning system. The aim of this study was to prepare educational units with pervasive learning model to teach the basic skills of free swimming and also to identify the effect of pervasive learning model in learning free swimming skills. The researcher used the experimental study design. The research sample consisted of 20 students of the Faculty of Physical Education and Sports Sciences of Al Basrah University. The students were divided into two groups (10 students for the control group and 10 students for the experimental group). To achieve the objectives of the study, 5 tests about free swimming skills were performed. In order to analyze the data, T-test was used to analyze the differences between control and experimental groups for all free swimming skills tests. The results showed that there are statistically significant differences between the control and experimental groups in all free swimming skills tests, in favor of the experimental group (p&lt;0.05). Through this study, it has been revealed that the educational units that used the pervasive learning model had a positive impact on the development of basic skills in free swimming.

Mathematical Thinking and the VESS Model: A Descriptive Study

Critical, creative, and flexible thinking is one of the educational priorities in the 21st Century, at a time in which the world is showing its most ephemeral and uncertain side. In this sense, visible thinking is a fundamental tool for achieving more significant and meaningful learning. The VESS (Meaningful Life with Balance and Wisdom) model, considering how we learn, provides different tools, such as the aforementioned, which facilitate learning. Thus, thinking, and, more specifically, the development of mathematical thinking through the VESS model, provides an open door towards the development of basic cognitive skills, such as attention, metacognition, and memory, and has a direct effect on the three areas of the early childhood education curriculum. The aim of the present work is to discover, in a descriptive manner, how the learning of the VESS model influences future teachers. In the present article, a series of descriptive, correlational, and survey-based models conducted at the University of Cordoba (Córdoba, Spain) are described. Beforehand, a validation of the instrument was performed, which obtained high goodness-of-fit indices, with an adequate validity and reliability.

Interdisciplinary in the Early Years: A Natural Possibility

This article describes how intra- and interdisciplinary learning experiences can activate the interests and capabilities among children in their early years. A developmental sequence delineates a series of stage-by-stage experiences describing the skill and content to be introduced and mastered in the teaching and learning process, which include developing readiness and receptivity, intradisciplinary thinking and learning, and interdisciplinary thinking and learning. The recognized differences among learners, the qualities inherent in providing advanced learning skills and concepts, and the development and reinforcement of basic and fundamental skills provides a readiness for more sophisticated learning in the early years. The importance of promoting understanding and facilitating the display of interests and capabilities among children in the early years can be activated by intra- and interdisciplinary learning experiences.

Efficacy of the self-interrogation strategy for developing reflective thinking and learning some basic basketball skills in second intermediate grade students

This study aimed to identify the effect of the self-interrogation strategy in developing reflective thinking and learning some basic basketball skills in fifth-grade students through preparing educational units according to this strategy. With this purpose, the researcher used an experimental design. In the present study, the participants were allocated into two groups, i.e. the experimental group and the control group. The participants of the experimental group received training by the self-interrogation strategy. The participants of the control group continued their studies in the traditional way. The researcher used the appropriate statistical methods to extract the results. Based on the findings of the present study, the researcher concluded that the educational approach used in the experimental group (the self-interrogation strategy) and the curriculum followed by the control group are effective methods in developing the specific basic skills in basketball. However, the students of the experimental group outperformed the students of the control group in the development of reflective thinking and the development of basketball basic skills.

The Structure of General Physical Fitness of Girls – Future Officers During Training at the Military Academy

The study objective consist in studied the structure, which marked the change in the general physical fitness of the same girls throughout the period of their studies at the military academy.&#x0D; Materials and Methods. The study involved 108 girls, their age at the beginning of the study was 17-18 years. Taking into account the recommendations of experts, a battery of tests was used to assess the development of basic motor skills. Testing took place at the beginning of each new school year.&#x0D; Results. Received evidence of this. During the training at the military academy, the general physical fitness of girls changes every year, which has its own structure with features that depend on the year of study. The first such structure is determined by static strength endurance, flexibility, speed qualities, and muscular force, during the second year of study – static strength endurance, aerobic endurance, and coordination in cyclic locomotions, during the third – flexibility, explosive force, and aerobic endurance, during the fourth – muscle strength, speed, and aerobic endurance.&#x0D; Conclusions. Establishing the structure of physical fitness of girls – future officers during each year of study at the military academy is an important task. To improve the general physical fitness of girls – future officers, it is advisable to design the content of the program, taking into account the results. The program should focus on the development of motor skills that form a certain structure of change in the general physical fitness of girls in a given year of study.

A Thematic Analysis of Keywords in Postgraduate Theses on Children’s Literature

Purpose: This study sets out to reveal the thematic distribution of the keywords used in postgraduate theses in the field of children's literature. In this qualitative study, the data were obtained by document review. 358 theses prepared at graduate level on children's literature between 2015-2020 were examined. Design/Methodology/Approach: Descriptive analysis was used to analyze the data. The obtained keywords in these theses are divided into 14 categories. Findings: As a result, it was determined that the majority of the keywords in theses are shaped around the concept of children, studies are carried out based on literature rather than acquiring basic language skills, studies on listening, writing and speaking areas are insufficient, and the tendency of text-oriented examination has not changed over the years. Highlights: It is recommended that further research should focus on diversifying and enriching this in terms of method and subject for the development of basic language skills.

Developing basic robotic skills using virtual reality simulation and automated assessment tools: a multidisciplinary robotic virtual reality-based curriculum using the Da Vinci Skills Simulator and tracking progress with the Intuitive Learning platform.

This study sought to develop basic robotic surgical skills among surgical trainees across multiple specialties using a VR-based curriculum and provided objective, on-demand, automated assessments using the Intuitive Learning platform. This curriculum was developed using the Da Vinci Skills Simulator and included 24 exercises. A pre-test and post-test were required for completion of the curriculum. Scores > 90 on individual exercises and the post-test were required for successful completion. The Intuitive learning platform provided automated performance metrics and tracked trainee progression. The curriculum was implemented and data collected over a 12-month period. 21 trainees completed the entire curriculum. Post-test scores were significantly higher than pre-test scores and trainees reported improvement in their robotic skills after curriculum completion. A comparison based on training level revealed that junior residents had significantly lower number of attempts per exercise, fewer penalties, and higher completion scores when compared to senior residents and fellows. Individual exercise analysis demonstrated that exercises, such as 'Three-Arm Relay' and 'Ring Rollercoaster', required the longest time and most attempts to achieve a passing score. The 'Energy Pedals' and 'Knot Tying' skills were the least-utilized skills addressed in the curriculum. Virtual reality-based curriculums using the Intuitive Learning platform can be standardized across multiple specialties allowing for the development of basic robotic skills, shared interdisciplinary surgical education, and provides powerful objective and automated performance metrics of trainees.