Development Of Abilities In Students Research Articles

Sharing Knowledge and Build a Better Mindset di SMK Widya Nusantara

Knowledge sharing aims to spread knowledge or information. Usually this can be in the form of activities, discussions, presentations, tutors, and many others. With the right implementation, knowledge sharing can be done well so that everyone can feel the benefits, develop and learn from each other. Knowledge sharing that can be done in increasing the potential and competence of students, can use various other ways, one of which is by making students more obedient in terms of rules at school. Having broad insight is very important for all of us. Therefore, this millennial generation must have broad insight and think better. Students as one of the components in this matter, are required to be the party that bridges the gap. In other words, the real thing that must be done by students is to help students to be able to develop for the better. Students become the driving force of change in this country who will hold the leadership relay in the future, therefore students must play an active role in being the pioneers of forming a sense of leadership. For this reason, knowledge and abilities are needed. Besides that, the development of abilities in students is very important so that they can give birth to a good next generation.

A Comparative Study of Developing Managerial Skills through Management Education Among Management Graduates from Selected Institutes

The relationship between management education and the industrial sector is evolving as the industrial sector becomes more globalized. In terms of vast facilities, a diverse staff, good placements, and industry assistance, India's top business schools have it all. Running business schools, on the other hand, is an adventure for the rest of the industry. It's difficult to turn students with less-than-stellar backgrounds into industry-savvy MBAs.There is still a gap between what industries anticipate and what academic institutes teach in these MBA programmes. This research study aims to learn about the current state of management education in terms of educational quality and the development of managerial abilities in students.

Peran Metode Peer Teachiing dalam Pengembangan Kemampuan Mahasiswa pada Mata Kuliah Pembinaan Kompetensi Mengajar

Responding to the implications of the challenges of the world of education, the duties and functions of lecturers in the future will be more complex so that it requires continuous coaching and adjustment of competencies. Peer teaching is one of the most effective learning methods. This research aims to describe the Role of Peer Teaching Methods in the Development of Student Abilities in Teaching Competency Development Courses. This research was conducted using descriptive qualitative methods. The results of the study showed that by using a peer-teaching model, lecturers could choose a suitable strategy, based on the material to be discussed. Especially in terms of developing students' abilities in teaching competency coaching courses

Strengthening mathematical logical thinking through chess

The main objective of this work was to strengthen logical-mathematical thinking through chess as a pedagogical strategy in sixth grade students of the Antonio Nariño la Yopalosa Educational Institution «Nunchía Casanare», based on the shortcomings presented in the exercises of the mathematics classes with topics that address addition and subtraction, due to the rejection and little interest in this area. Taking into account that pedagogical strategies that contribute to meaningful learning should be sought where the student feels the ability to participate in a class of their interest and pleasure without affecting their learning process, according to the basic competency standards established by the MEN, it was decided to involve the game of chess in math classes so that teachers and parents would know its importance for the development of intellectual abilities in students.

Electronic educational resources as a means of students’ information competence development in Geography at a modern school

The paper discusses the relevance of the use of electronic educational resources (EER) in educational activities as a means of students information competence development. A variety of electronic educational resources, widely represented in the modern educational space, are actively used at Geography lessons and contribute to the development of students ability to work competently with information: to search for it in various sources; apply computer technology and use information devices to solve educational problems; independently select and analyze data; establish causal relationships; present information in a structured form using maps, presentations, virtual objects, tables, diagrams, etc. In order to study various aspects of the use of EER, a questionnaire survey was launched for Geography teachers at secondary schools in the south of the Tyumen Region. The paper contains a number of conclusions based on the analysis of the study results. Teachers note significant experience and high activity in the use of EER due to both the implementation of projects digitizing the educational environment and a change in the education format because of the pandemic. For solving various educational problems preference is given to electronic educational platforms, electronic textbooks and teaching aids, as well as Internet resources for preparing for the Basic State Exam and the Unified State Exam. Electronic educational resources have become an integral component of the educational process, significantly expanding educational opportunities for students skills and abilities development when they work with information.

USING POP SONGS IN TEACHING ENGLISH LANGUAGE TO STUDENTS MAJORING IN MUSIC ARTS. PHONOLOGICAL ASPECT

In the process of foreign language acquisition, students can face various obstacles, which can prevent them from achieving the desired goal. English pronunciation is traditionally considered one of the most challenging issues, which require special approach and teaching techniques to tackle. Teaching English language using popular songs appears to be a very effective method as songs provide students with plethora of pronunciation patterns they can master in an effective and at the same time enjoyable way. Moreover, music influences students' feelings thus developing their emotional intelligence, ensure relaxed atmosphere in the classroom, thus motivating them to learn various aspects of English language. Another indisputable argument for using songs and music in the process of EFL/ESL teaching is that these two notions have a lot in common. Both language and music have acoustic parameters like pitch, duration, stress and intonation. Having analyzed the research works of domestic and foreign scholars and practitioners, it was concluded that popular songs can be used to practice all language skills – grammar, vocabulary, reading, listening, writing and most importantly, pronunciation skills. It is clear that inadequate phonetic interpretation of the vocal text can cause deviation from the original (authentic) content and result in total misunderstanding or spoilt aesthetic perception of a song. In the process of mastering pronunciation with vocalists, it is necessary to take into account the peculiarities of vocal speech too. The article focuses on the methodological value of popular songs in the development of phonetic abilities in students majoring in music arts. The article also outlines the difficulties students face in the process of honing phonological skills such as certain consonant sounds and diphthongs as well as connected speech and provides the methodological approach to using songs in the classroom. It is strongly advised that language instructors carefully select the songs, taking into account many factors such as the students' level of English, age, and interests, as well as the complexity of the songs and their rhythm. It is recommended to follow a certain sequence of activities when working on the song material in order to facilitate the process of improving pronunciation of English sounds

Moral knowledge of students – prospective teachers as a subject of a pedagogical analysis

The goal of this paper is to study the current state of moral knowledge of students majoring in Education. The author explains the need to study the moral knowledge of students about the content of the categories moral, morality, value and the golden rule of morality. The author finds a leading method that can be used while studying the moral knowledge of future teachers it is the method of the conceptual vocabulary. The paper reveals common and different ideas of freshmen and graduating students about morality, value and the golden rule of morality. It is substantiated that the moral knowledge of freshmen is mostly ordinary knowledge, while the moral knowledge of graduating students is connected with scientific meaning. It is proved that graduating students, realizing that morality is a reflection on themselves, understand the relationship between morality and behavior in relation to another person, they understand that the relationship is the link between the side of consciousness and the behavioral side of the teachers morality; The author reveals graduating students orientation towards those taking the form of a guideline of their activities, the ideal to which the prospective teacher aspires, and values. The development of students ability to moral and pedagogical reflection of moral knowledge is defined as a prospect of upbringing the morality of prospective teachers.

Организации исследовательской деятельности младших школьников при изучении предмета «Окружающий мир»

This article focuses on the problem of organizing research activities of primary school children in the study of the course "the world Around us" and the development of research interest in the conditions of regular and extracurricular activities. The role of the Federal state educational standard in the development of students ability to independently and qualitatively acquire new knowledge through the formation of universal educational actions is shown. The authors present a review of scientific research by scientists interested in the organization of research activities of primary school students and the development of their research type of thinking; describe the experience of research activities of younger schoolchildren in the city of Sterlitamak, Republic of Bashkortostan.

The Implications of a Pacing Guide on the Development of Students Ability to Prove in Geometry

This study examined the influence of a departmental decision to use the same pacing guide on the planning and enactment of proof tasks of the district-adopted textbook (Prentice Hall Geometry). Quantitative data were collected from a textbook analysis and the tasks students were assigned, and the qualitative data were collected from classroom observations, teachers’ artifacts and interviews. The results indicate that teachers adhere to their departmental pacing guide by assigning the same tasks, however, there existed variation in the enacted lessons. Additionally, the results suggest the proof tasks assigned in the pacing guide generally required little cognitive rigor. This study has implication on the development of students’ proof skills.

The model of primary education bachelors training for the development of students’ ability to predict

Formation of prospective primary education teachers readiness towards the development of universal educational activities, including forecasting, is an urgent problem of modern pedagogical science. Orientation of primary education program on the achievement of metasubject results requires a revision of prospective teachers training. The problem of bachelors training for the ability to predict development in pupils remains open to theoretical understanding and experimental study. This paper presents a developed model of primary education bachelors training for the development of students ability to predict based on competence-based and task-based approaches. Competencies components such as knowledge, abilities, skills and personal characteristics are described in the paper as a result of bachelors education. The authors concretize and clarify professional competencies of prospective teachers from educational standard of higher education, which are necessary and sufficient for bachelors training in the framework of the considered problem. The aim of the model and its organizational unit are described, organizational, pedagogical and methodological terms of bachelors training and the ways of their realization in the learning process are presented (methods and forms of educational process organization, based on practice-oriented learning and professional experience). The paper shows that the developed model represents an integrated process of prospective primary school teachers training for development of students ability to predict.

Promoting a special learning environment for second language learning in a Chinese rural primary school

It has been a challenge for Chinese educators to improve the educational quality of big-size classrooms. In this reflective article, a special learning environment was implemented in an English classroom at a primary school in China. By involving “teacher”, “monitor students”, “tutor students”, “tutee students” and “at-risk students” as members of the learning community in the classroom, the teacher formed a holistic, interconnected and interactive learning structure. This learning structure supports the four stages of student development: “elaborative design”, “gradual maturity”, “independent operation” and “reinforcement and development”. From our practice, we found that the learning environment is suitable for the Chinese educational situation: (1) integrating multiple learning theories and learning activities to help students construct and apply their knowledge as well as develop their organizational, social and self-directed learning skills; (2) strengthening students’ learning responsibilities and competence to learn in a self-directed and collaborative way; (3) inspiring student learning interests, improve their learning outcomes, and promote the healthy development of student ability and intelligence.

Using Computer-Assisted Synchronous Peer Assessment Program in the EFL Formal Presentation Class

In order to examine viability of implementing peer assessment practice in an EFL classroom setting, the study addressed two research questions related to (1) reliability of peer assessment and (2) development of peer assessing behavior across two assessments. Fifty-six undergraduate students at a university in Korea participated in the study by both performing individual presentations and assessing their peer performances. The findings on the first assessment showed that peer assessment was different from instructor assessment―the students rated much higher than the instructor. In the second assessment, however, the student evaluators rated peer presentation quality quite similarly to the way the instructor did. Looking at the development of student ability to assess peers over certain period of time, the results indicate that student rating behavior of the first assessment significantly differs from that of the second assessment; the students became more critical in evaluating peer presentations based on better understanding of assessment criteria in the second assessment. It is claimed that student ability to assess peers can be developed.

A Learning‐centred Faculty Certificate Programme on University Teaching

Learning‐centred education (LCE) has the potential to meet the diverse needs and circumstances of a multidisciplinary faculty cohort enrolled in a certificate programme on teaching and learning by engaging participants in a learning community, and by drawing upon a wide range of appropriate teaching strategies to facilitate learning and development of student abilities. Action research design was employed to examine the theory‐practice relationship of LCE within the UBC Faculty Certificate Programme on Teaching and Learning in Higher Education. Research data, both quantitative and qualitative, collected over a 12‐month period, suggest that a multidisciplinary faculty cohort exhibits diverse learning styles, and that individual faculty members are at different stages in developing a scholarly approach to teaching and learning. Furthermore, data suggest that LCE can be used to organise a faculty certificate programme around teaching and learning issues relevant to university faculty and that some structuring of the LCE environment can assist in the attainment of course learning outcomes while engaging faculty as active participants in their personal developmental process.

A model for curriculum development and student evaluation

The paper outlines theoretical foundations for investigations to be conducted in our education, based on USA (DISCOVERY) and Yugoslav (CREATIVITY) previous projects that dealt with developing, investigating and evaluating (a) abilities of creative problem solving within seven types of intelligence after the Gardner model and (b) curriculum that provides and encourages the development of those abilities. Divergent thinking and creativity in all spheres of intellectual behavior in teaching are encouraged by introducing open-type questions, play, exploring activities and multimedia integrative-interdisciplinary thematic approach to problem solving. Multiple intelligence and a dimensional model of problem solving present theoretical foundations for curriculum development and a new qualitative approach to process evaluation of student's various abilities. Investigations should make provisions for comparing the results obtained in various cultures and for integrating best solutions into a common whole. Comparing the results of cultures and testing theoretical models and instruments for the evaluation of students are the outcomes essential to the science of pedagogy. Curriculum development oriented to problem and divergent thinking in different areas, intellectual functioning, and enrichment of the choice of instruments for multiple process evaluation of students can also significantly contribute to the current reform of Yugoslav school, development of student abilities and teacher education and in-service training.

Abilities-Based Assessment Within Pharmacy Education: Preparing Students for Practice of Pharmaceutical Care

SUMMARYAbility-based education has the potential to transform pharmacy education. What distinguishes ability-based education from some other evaluation strategies are its focus on development of student abilities and its assessment-as-learning philosophy which makes assessment part of the learning process, not simply an after-the-fact measurement of what learning has taken place. If an institution creates a coherent curriculum by implementing ability-based education at both the course and curricular levels, students can iteratively practice and improve upon those abilities which are essential for their practice of pharmaceutical care.

Logical reasoning: An educational goal

Discussions of the aims of schooling inevitably include fostering the development of abilities in students as a major goal of education. The language used in discussing this goal varies from person to person and era to era. Whether labelled as reflective thought or critical thinking or problem solving or reasoning, the meaning is a heightened capacity and disposition for rational thought. The phrase reasoning will be used throughout this paper when speaking of this goal. The apparent agreement among educators that logical is an important goal of schooling gives school people less direction than they might desire. There are at least two reasons for this. First, there is considerable confusion and disagreement about the meaning of logical reasoning. What should be included under the rubric of logical reasoning? How is the teacher to know when students have achieved the goal? Second, even if we were in agreement about the meaning of the goal, knowledge about the best strategies to attain that goal would be sketchy. If we are to improve the present state of knowledge, we must recognize that much is to be learned about the development of logical in the young. How are these two problems to be dealt with? The confusion and disagreement about meaning, it can be argued, calls for reasoning or critical thinking on the part of educators. The lack of knowledge about the best means to use to reach the goal requires recognizing this lack and appropriate empirical research to extend our knowledge. Some general comments about these two problems follow.