Educational Activities Research Articles

The educational ministry of early Korean colporteurs

The study of the history of Korean colporteurs is relevant to recreate their important role in the spread of education in Korea and their impact on the present, as well as to understand the intercultural influence and innovative approaches to education. The purpose of the article is to identify the educational activities of Korean colporteurs. In the course of the study, a number of methods of theoretical cognition were used, such as analysis, synthesis, comparison, specification and generalisation. As a result of the study, the following conclusions were reached: the colporteurs were the first to translate the Bible into Korean and played an important role in spreading Christian teaching and educational activities in Korea. Сolporteurs played a key role in training and supporting local colporteurs and new believers, providing them with education and training to become spiritual and educational leaders in an environment where the majority of the population rejected Christianity. Acting as intermediaries between foreign missionaries and Korean women, biblical women expanded the church’s influence and, with special training, were prepared to preach the Gospel and distribute the Bible to non-Christians, introducing new perspectives on the role of women in a society where Confucian tradition had limited their activities. Colporteurs also contributed to the preservation of the Korean language and culture in the face of Japanese colonisation by promoting and maintaining the Korean Hanguel writing system and facilitating the creation of a standard Korean language. This article will be useful for historians studying missionary activity in general, as well as for scholars studying the history of 19th-century Korea.

Early childhood education pre-service teachers’ perception of outdoor learning

Outdoor learning encompasses a wide range of educational activities, from local natural play areas to formal school curriculum classes. Despite growing evidence of its benefits, outdoor learning is still underutilized in Malaysia’s early childhood education system. Hence, this study aims to investigate preservice teachers’ perceptions of the impact of outdoor learning on children’s well-being since future teachers’ perception is the most important indicator in predicting their intention to use it in the future. A quantitative approach was used, and the questionnaire was distributed to 63 pre-service teachers studying at Universiti Selangor, Malaysia. Based on the findings, the majority of respondents agree that outdoor learning benefits children’s well-being, especially their social and psychosocial well-being. Thus, this study provides insight into the significance of outdoor learning on children’s learning experiences and that it should be utilized more frequently in the classroom.

포디프레임을 활용한 오르골 제작과 창의적 활동을 포함한 융합교육프로그램의 교육적 효과

Objectives In this study, we investigated the educational effectiveness of a convergence education program in which students make music boxes and participate in creative activities using 4Dframes. Methods For the purpose, we developed a convergence education program that includes music box production and creative activities using 4Dframes. And this research was conducted with a total of 12 students, including 4 students of middle school, and 8 students of elementary school. Students were divided into four teams and took classes, and a survey consisting of 6 items on a Likert scale was conducted to determine the effectiveness of the program. Additionally, for qualitative research, three researchers independently analyzed video recordings and transcriptions, including students' activities, in-depth interviews, observation records, and evaluation meetings. Results The convergence education program consisting of a total of 10 sessions was developed and administered to students to confirm its educational effectiveness. Through the convergence education program that links music education, engineering, science, and technology activities developed in this study, changes in perception regard-ing students' enjoyment of music box making, self-evaluation of scientific inquiry ability, awareness of creative ability, preference for music concerto, heip with studying sheet music and playing musical insturments, and desire for music creation were confirmed. In particular, unlike traditional music classes where students play the piano while reading sheet music, they were able to gain a specific and intuitive understanding of playing music through creative activities such as making a music box with a 4Dframe and modifying it in various ways, and had a positive experience with music related activities. Conclusions Teachers can contribute to educational success by actively listening to students' ideas to stimulate their thinking processes, acknowledging the work students produce, and working collaboratively with students to explore the significance of these activities. Additionally, as digital technology makes it possible for students to take on the roles of composer, performer, and listener simultaneously. As future changes may occur in the way stu-dents engage with music in education, teachers must be equipped to design teaching methods that take advant-age of the opportunities offered by new technologies.

소규모 초등학교 학생의 방과후학교 스포츠 활동 경험과 교육적 의미

Objectives The purpose of this study was to examine the after-school sports activity experiences of elementary school students in a small-scale setting and explore the educational implications of these experiences. Methods To achieve this, data were collected from 6 students in grades 3 to 6 who participated in after-school sports activities at a small-scale elementary school during the first semester from March to July 2023. Data col-lection involved participant observation, in-depth interviews, and document analysis. The data were analyzed us-ing iterative comparative analysis, and the credibility of the research was ensured through triangulation, peer dis-cussions, and confirmation from research participants. Results The students' experience in small-scale elementary school after-school sports activities is described as “Reviving the Spark of Small-Scale School Physical Education.” Due to insufficient preparation in regular physical education classes by homeroom teachers, students had lost interest. In response, after-school sports activities served the purpose of fulfilling the lack of physical activity, bridging care gaps, and providing enjoyable leisure time, positively impacting students' holistic development and self-realization. The educational significance is framed as “Illuminating the Torch of Public Education.” The collaborative format of after-school sports activities facilitated interaction between grade levels, fostering exchange among students. It provided opportunities for mutual learning and motivation between juniors and seniors. Additionally, it contributed to reducing private educa-tion expenses, restoring trust in public education, and offering a broad range of sports experiences. Conclusions The after-school sports activities in small-scale elementary schools provide students with oppor-tunities for growth and development on various levels. Therefore, the activation of physical education activities in small-scale elementary schools is necessary.

Follow the Trace: Becoming a Seismo-Detective with a Campus-Based Raspberry Shake Seismometer

Abstract Seismic signals, whether caused by earthquakes, other natural phenomena, or artificial noise sources, have specific characteristics in the time and frequency domains that contain crucial information reflecting their source. The analysis of seismic time series is an essential part of every seismology-oriented study program. Enabling students to work with data collected from their own campus, including signals from both anthropogenic and natural seismic sources, can provide vivid, practical examples to make abstract concepts communicated in classes more concrete and relevant. Data from research-grade broadband seismometers enable us to record time series of vibrations at a broad range of frequencies; however, these sensors are costly and are often deployed in remote places. Participation in the Raspberry Shake citizen science network enables seismology educators to record seismic signals on our own campuses and use these recordings in our classrooms and for public outreach. Yale University installed a Raspberry Shake three-component, low-cost seismometer in the Earth and Planetary Sciences department building in Summer 2022, enabling the detection of local, regional, and teleseismic earthquakes, microseismic noise, and anthropogenic noise sources from building construction, an explosive event in a steam tunnel, and general building use. Here, we discuss and illustrate the use of data from our Raspberry Shake in outreach and education activities at Yale. In particular, we highlight a series of ObsPy-based exercises that will be used in courses taught in our department, including our upper-level Introduction to Seismology course and our undergraduate classes on Natural Disasters and Forensic Geoscience.

Insights into disability and psycho-social care of patients with inflammatory bowel disease

In recent years, the concept of disability has increasingly garnered attention as a crucial long-term target of inflammatory bowel disease (IBD) management. The treatment paradigm has changed dramatically from full control of the disease (clinical and endoscopic remission) toward physical and emotional well-being with the goal of preventing disability and normalizing quality of life. However, in certain cases, despite achieving good disease control, patients may still experience symptoms associated with disability, and reduced emotional wellness. These symptoms can significantly impact various biopsychosocial factors, including interpersonal relationships, educational or work-related activities, body image, and sexual functioning. Nevertheless, they often remain overlooked in the context of IBD care. In this narrative review, we aim to shed light on the burden of certain disability-related symptoms such as bowel urgency, sexual dysfunction, impaired fertility and fatigue, emphasizing the importance of acknowledging and validating them in a clinical setting. There is a demanding need for comprehensive care for IBD patients, with IBD clinicians being mindful of the psychosocial challenges faced by their patients. Providing timely and appropriate management of these challenges alongside IBD treatment is key to achieving holistic remission and enhancing the overall quality of life while reducing disability.

First theropod footprint identified in the middle Kimmeridgian of Buarcos (West Central Portugal): scientific and educational implications

ABSTRACT A dinosaur track was recently discovered at Buarcos (Figueira da Foz, Portugal). The stratigraphic level is in the upper part of the Boa Viagem Sandstone Formation, and the specimen is the first evidence for the presence of middle Kimmeridgian dinosaurs in the Cabo Mondego area. This track reveals a medium size theropod estimated with one meter height to the hip. Moderate dinoturbation indicate the presence of more than one dinosaur at that time. This finding suggests that Buarcos area may have a relevant ichnological fossil record, highlighting the importance of further works in this formation. It's also a good indicator for the presence of dinosaur remains which are poorly known in this time interval. Based on the currently known stratigraphic distribution of the theropod fossil record in the Upper Jurassic of the Lusitanian Basin, the trackmaker could have been either Ceratosaurus, Lourinhanosaurus or Allosaurus. The paleoenvironment is interpreted as a deltaic alluvial plain, with small to medium size migrating channels and flooding areas. The footprint has also didactic and aesthetic features which, on display in a museum, contribute to enhance cultural and educational activities. The context of the discovery of this specimen allows to address issues on the geological heritage.

Türkiye’de Kamu Politikalarında Yerel Karar Verme Sürecinin Merkezi İdareye Bağlı Taşra Teşkilatlarında Uygulama Örneği: Kefe Projesi

The supervision authority of the Ministry of National Education, which is the central administration in education policies in Turkey, is exercised by various methods in many areas. Auxiliary resources such as Education Information Network (Eba), General Directorate of Secondary Education Material (Ogmmateryal), Student/Teacher Support System (Ods) prepared by the Ministry of National Education for the use of students and teachers in lessons have been made available as an education policy on the basis of equal opportunity in education. However, the supervision and control of these resources by the Ministry of National Education at the policy evaluation stage is carried out only in Support and Training Courses, and there is no supervision or control in their use in other education and training activities. Within the scope of the Kulu District National Education Directorate Equal Opportunity in Education (KEFE) Project, ensuring that the auxiliary resources of the Ministry of National Education are used by teachers and students in lessons is supervised within a system integrity, taking into account local needs in addition to the central administration's supervision system. This research examines an example of how the KEFE project can be implemented by taking initiative in provincial organizations within the local decision-making process, which is mostly seen in local governments, by extending the partial control system of the central administration to all education and training activities, outside the central administration in the supervision of education policies. Keywords: Public Policies, Education policies, Local decision-making process, Ministry of National Education.

Teachers Challenging Language Discrimination in England’s Schools: A Typology of Resistance

ABSTRACT Recent media coverage and academic scholarship has repeatedly demonstrated that language discrimination is embedded and normalised in England’s schools. We consider language discrimination as a structural phenomenon underpinned by language ideologies which frame the language practices of racialised and working-class communities as deficient. In this article we report on project where we worked closely with a group of teachers who identified as critical, activist educators who were seeking to challenge language discrimination in their classrooms and wider institutions. Our data stems from in-depth interviews and case studies with teachers, where we explored their anti-language discrimination efforts at individual, departmental, and institutional levels. We present a typology for anti-language discrimination efforts, capturing the importance of teacher positionality and stance; research informed practice; community organising; locating local issues of language stigma within broader geopolitical patterns of inequality; individual classroom efforts, and institutional support for critical language work.

Development and validation of a survey instrument towards attitude, knowledge, and application of educational robotics (AKAER)

ABSTRACT Educational robotics activities have proven instrumental in creating a dynamic learning environment that provides students with hands-on experiences, aligning with the interdisciplinary principles advocated by STEM education. The integration of educational robotics into the educational process significantly impacts students of various age groups, fostering the acquisition and enhancement of diverse skills. However, the effective implementation of robotics hinges on teachers. This research aims to design a valid instrument (AKAER) to quantitatively capture teachers’ attitudes, knowledge, and application of educational robotics. The six-phase development process, encompassing design, construction, quantitative evaluation, and validation, ensures the precision of the instrument. Exploratory Factor Analysis (EFA) on data from 307 preschool and primary school teachers extracts a 49-item, five-factor model. Confirmatory Factor Analysis (CFA) cross-validates the model, yielding satisfactory fits (CMIN/DF = 2.145, RMR = .60, PNFI = .683, PCFI = .784, CFI = .827, RMSEA = .061, SRMR = .0852). AKAER's reliability, assessed by Cronbach's Alpha coefficient (α = .929), indicates high internal consistency. Overall, these results affirm the reliability and validity of the constructed instrument, confirming its suitability for data collection. This validation positions the instrument as a potential catalyst for advancing research understanding and stimulating educational innovations in the teaching and utilization of educational robotics.

Validation of the motivated strategies for learning questionnaire and instructional materials motivation survey

Purpose To validate the Motivated Strategies for Learning Questionnaire (MSLQ), which measures learner motivations; and the Instructional Materials Motivation Survey (IMMS), which measures the motivational properties of educational activities. Methods Participants (333 pharmacists, physicians, and advanced practice providers) completed the MSLQ, IMMS, Congruence-Personalization Questionnaire (CPQ), and a knowledge test immediately following an online learning module (April 2021). We randomly divided data for split-sample analysis using confirmatory factor analysis (CFA), exploratory factor analysis (EFA), and the multitrait-multimethod matrix. Results Cronbach alpha was ≥0.70 for most domains. CFA using sample 1 demonstrated suboptimal fit for both instruments, including 3 negatively-worded IMMS items with particularly low loadings. Revised IMMS (RIMMS) scores (which omit negatively-worded items) demonstrated better fit. Guided by EFA, we identified a novel 3-domain, 11-item ‘MSLQ-Short Form-Revised’ (MSLQ-SFR, with domains: Interest, Self-efficacy, and Attribution) and the 4-domain, 12-item RIMMS as the best models. CFA using sample 2 confirmed good fit. Correlations among MSLQ-SFR, RIMMS, and CPQ scores aligned with predictions; correlations with knowledge scores were small. Conclusions Original MSLQ and IMMS scores show poor model fit, with negatively-worded items notably divergent. Revised, shorter models—the MSLQ-SFR and RIMMS—show satisfactory model fit (internal structure) and relations with other variables.

Rhetorical Risk Zones in Mediatexts of Turbulent Times

The concept of rhetorical risk is introduced and actualized within the framework of the rhetorical decoding of the text concept aimed at studying the mechanisms of effective text formation. The phenomenon of textual effectiveness gains particular significance in turbulent periods of human existence. The research material consists of a corpus of mediatexts created during the COVID-19 pandemic and in April 2024 during the devastating flooding in the Southern Urals and Western Siberia. The aim of the article is to identify the zones of rhetorical risks in the text and to identify their indicators. In accordance with the methodological principles of linguorhetorical reconstruction, the zones of rhetorical risks in the text were identified as inventive, dispositival, and elocutive. Indicators of the inventive zone include the implicitness of the speaker’s practical goal-setting and the orthodoxy of the thesis put forward. Indicators of dispositival risk zones include one-dimensionality of argumentation, excessive use of statistical data as arguments, and frequency of related reasoning. The elocutive zone of rhetorical risks arises due to the speakers’ neglect of such a significant communicative criterion for turbulent times as dialogism. The research results can have broad professional applications — from educational activities to mass media and linguo-expert practices.

Youth Caregivers of Adults in the United States: Prevalence and the Association Between Caregiving and Education.

A growing proportion of individuals adopt family caregiving roles. Family caregivers are the primary providers of long-term care in the United States yet limited federal policy supports exist, despite the known negative impacts of caregiving. There is also limited information about the prevalence of youth/young adult caregivers and the impacts of caregiving at formative ages in the United States. Our objective is to estimate the prevalence of youth caregivers and examine the association of caregiving with educational investments. We use the American Time Use Survey (2013-2019) to identify and describe youth caregivers (aged 15-18) and young adult caregivers (aged 19-22) and compare them with non-caregiving peers. We estimate that there are approximately 1,623,000 youth caregivers and 1,986,000 young adult caregivers, corresponding to 9.2% and 12.7% of these age groups, respectively. However, there is a wide range in the estimated prevalence per year, from approximately 364,000 to 2.8 million youth caregivers and from 353,000 to 2.2 million young adult caregivers, depending on caregiver definition. Unlike adult caregivers, we find that young men and women were nearly equally likely to provide care. We also find that non-White individuals are disproportionately represented as youth caregivers. Compared with non-caregiving peers, both youth and young adult caregivers are less likely to be enrolled in school and, among those enrolled in school, spend significantly less time on educational activities. Considering the association of caregiving among youth/young adults and education, policies supporting youth and young adult caregivers are critical.

Examination of Preschool Citizenship Education in Terms of Program and Teachers' Views

In this study, it was aimed to determine the opinions of preschool teachers about citizenship education and to make evaluations for citizenship education in line with the findings. For this purpose, the research was shaped by a case study, one of the qualitative research methods. In determining the sample, the 'convenience sampling' technique, which is one of the 'purposive sampling' methods, was used. In this study, a semi-structured interview form prepared by the researcher was used. The semi-structured interview form prepared within the scope of the research was applied to 25 preschool teachers working in pre-school education institutions. The analysis of the data obtained in the research was evaluated with content analysis. Findings related to the research are presented in 8 main themes and categories. As a result of the research; It is seen that the knowledge of pre-school teachers about the concept of citizenship education is sufficient. It was stated that social participation, respect, patriotism, love, belonging, sensitivity, cooperation, responsibility, empathy, critical thinking, tolerance, helpfulness skills and values should be given within the scope of citizenship education in the preschool period. Teachers stated that the acquisitions in the pre-school education program are not fully sufficient in terms of citizenship education, but they can be improved because it is a flexible program. It has been concluded that if appropriate activities for citizenship education are planned, taking into account the age levels of children in the pre-school period, children's perspectives on the concept of citizenship can be improved. The practices most recommended by teachers for citizenship education were "field trips". The teachers stated that the concepts related to citizenship education should be embodied with activities because the age groups of children in the pre-school period are small. 44% of pre-school teachers find the readiness of preschool children sufficient in terms of citizenship education. In addition, it has been determined that there are 1 acquisitions in the field of cognitive development related to citizenship education and 8 acquisitions in the field of social and emotional development in the preschool education program

About the performance of the export of educational services and research activities of russian universities in modern conditions

About the performance of the export of educational services and research activities of russian universities in modern conditions

Pharmacy Students’ perceptions on distance learning: A case of COVID-19

Online distance learning systems gained importance during school closures all over the world after the COVID-19 outbreak. Pharmacy schools in Türkiye were also affected by these changes and educational activities which shifted to online distance education. In this study, we aimed to evaluate the attitudes of pharmacy students concerning distance education during the pandemic regarding their gender, infrastructural issues, having separate rooms, their classes, residency areas and the number of theoretical and applied courses. We conducted a cross-sectional survey. Thus, a total of 380 pharmacy students participated from pharmacy schools in Türkiye. The perceptions of pharmacy students were compared as per their demographical and educational status. Except gender variable, no significant difference was found among the students. Switching to online distance education formed as a response to the crisis in the pandemic. Although student perceptions from different disciplines have been examined in the existing literature, pharmacy students' perceptions remained limited. Hence, it is important to understand and point out the students' perceptions related to online distance education in pharmacy schools to be prepared for future emergencies.

Intaka Workshop: Innovative Experience

Objective: This academic article aims to provide knowledge of the experience that has been had in the execution of a training workshop for teachers of tax schools in Ecuador, all within the framework of the project “Educational Innovation: taptana pedagogical proposal and the value of solidarity". Theoretical framework: This work is based on the research of Vásquez (2020), which indicates that Taptana seeks the recognition of identity, interdisciplinary knowledge, and the value of solidarity. Method: The methodology used in this article is based on the principles of John Dewey, recognized for his pragmatic and experimental approach to education. The fundamental basis of this methodology is critical reflection and direct experience. Results and Discussion: During the development of the workshop, teachers had the opportunity to participate in practices with the use of ICT, group discussions and reflections, inquiring about the use of Taptana in a real context in the classroom. They expressed greater confidence in their ability to carry out educational activities that promote respect for cultural diversity. Research implications: This work contributes in a practical way to the training of students in an interdisciplinary manner using ancestral knowledge, because it can be applied in other areas of knowledge such as Social Sciences, Arts, Natural Sciences and Language and Literature. Originality/Value: This order of ideas, which ultimately turns out to be an integrative and innovative experience in training, incorporating practice with the promotion of essential values ​​for a just and inclusive society. The conclusions highlight the importance of continuing to develop similar initiatives to advance the improvement of the quality of education in Ecuador and the world.

The Effects of Three Scaffoldings on Computer-Supported, Robot-Assisted Collaborative Programming in Higher Education

Computer-supported, robot-assisted collaborative programming (CSRACP) is a computer-supported collaborative learning (CSCL) mode used in programming education. CSRACP allows students to work in groups with the support of robots to achieve programming functions and complete complex tasks. This research applied multimodal learning analytics (MMLA) to examine the effects of three pedagogical scaffoldings (i.e., conceptual, task-oriented, and meta-cognitive scaffolding) on student pairs’ CSRACP activities in higher education. The results revealed that students under conceptual scaffolding had the low-level cognitive engagement, task-oriented regulation, and low-level socio-emotional expression, with the lowest programming task score; students under task-oriented scaffolding had the operation-driven cognitive engagement, observation-oriented regulation, and low-level socio-emotional expression, with the highest programming task score; and students under meta-cognitive scaffolding had the communication-driven cognitive engagement, exploration-oriented regulation and high-level socio-emotional expression, with the medium programming task score. Based on these findings, pedagogical and analytical implications were proposed to promote CSRACP in higher education.

#1306 Online medical education advances physicians’ understanding of the clinical benefits of SGLT 2 inhibition in chronic kidney disease management

Abstract Background and Aims Patients with chronic kidney disease (CKD) have a substantially impaired cardio-renal health prognosis and a reduced life expectancy. Several recent cardio-renal outcomes trials have demonstrated the clinical benefits conveyed by Sodium-Glucose Cotransporter 2 (SGLT2) inhibitors with respect to improved cardiovascular (CV) risk and reduced decline in kidney function. The goal of this online medical education activity was for learners to be better able to detect CKD early in clinical practice and integrate reno-protective therapies, such as SGLT2 inhibitors, into their management of suitable patients with CKD. Method Five nephrology experts participated in a 30-min online video program with synchronized slides and written transcript. Educational effect was assessed using a repeated-pair design with pre-/post-assessment. 3 multiple choice questions assessed knowledge/competence, 1 question rated on a Likert-type scale assessed confidence. A paired samples t-test was conducted on overall average number of correct responses and for confidence rating, a McNemar's test was conducted at the question level (5% significance level). Cohen's d with correction for paired samples estimated the effect size of the education on number of correct responses. Data collection from 28 December 2022 to 1 March 2023. Results Conclusion Participation of PCP in an online video expert program improved their understanding of the close association between metabolic, renal, and cardiovascular diseases, the latest results of CKD outcome trials with SGLT2 inhibition in CKD management, as well as their competence in the practical use of these reno-protective medications in suitable patients with CKD.

Развитие познавательного интереса к философии у курсантов в образовательном пространстве военного вуза посредством интерактивных методов обучения

The purpose of the article is to reveal the peculiarities of the development of cognitive interest in philosophy as an important condition for improving the quality of training among cadets of a military university through the didactic potential of interactive teaching methods. The authors actualize the significance within the pedagogical process of increasing cognitive interest in philosophical knowledge in the architecture of the modern military educational space as an important block in the educational activities of cadets. Scientific novelty of the research: for the first time, it is shown that interactive teaching methods as problem-reflexive models are the basis for the development of cognitive interest in philosophy as the quintessence of the humanities in an engineering and technical university. As a result of the research, the concept of “cadets’ cognitive interest” is specified; the components, levels, and sources of the development of cognitive interest are highlighted; the didactic potential of using interactive teaching methods in the process of increasing the level of cadets' cognitive interest in philosophy is revealed.