General Education Program Research Articles

XÂY DỰNG CÂU CHUYỆN VẬT LÝ HỖ TRỢ DẠY HỌC CHUYÊN ĐỀ TRƯỜNG HẤP DẪN

The research aims to build learning materials to support capacity development teaching for high school students in the thematic “Gravitational field” in Physics 11, following the orientation of The General Education Program in 2018. Based on the historical progress of Physics, Physics educational comics have been built for teaching “Gravitational Potential and Gravitational Potential Energy” in Physics 11. Specifically, this material can be applied as reference, teaching and assessment materials. The results of the survey on lecturers, teachers and students show that the comics are well received but need to expand the survey and improve the quality of the comics’ illutration to be more effective in supporting the study of high school students.

Effects of Bilingualism on Students' Linguistic Education: Specifics of Teaching Phonetics and Lexicology.

In the study of English in a bylingual environment, issues related to the need to develop students' phonetic and lexical competencies, which include communication, phonetic and auditory skills and lexical sufficiency, are of particular relevance. The motive of this study is the need to improve the methodology of teaching English in the context of student immersion in a foreign language educational environment, by implementing additional thematic courses in the general educational program aimed at improving the phonetic and lexical competencies necessary for successful learning in a bilingual environment. The purpose of the article is to study the feasibility and effectiveness of studying phonetics and lexicology by students-translators who study in a bilingual educational environment. An educational experiment was conducted with the participation of 75 students-translators, in the educational process of which the disciplines of phonetics and lexicology were integrated for two academic hours per week for one year. The effectiveness of studying phonetics and lexicology within the framework of bilingual education has been proved and the skills and achievements of students that they have acquired in the process of bilingual education with an emphasis on phonetics and lexicology have been analyzed. Control tests yielded the following results: among the 46 Russian-speaking participants the percentage of English speakers at the C2 level was 7% (3 people), C1-79% (36 people), B2-14% (7 people). To achieve the most effective learning in a bilingual environment, especially when it takes place in a minority language, it is worth emphasizing students' learning of phonetics and vocabulary. Using this approach, students were able to form and develop a number of phonetic and lexical skills and improve academic performance.

Perception and behavior of high school students towards developing problem solving and creativity skills to solve physics assignments

This study aimed to explore the learning approaches and preferences of high school students in Vietnam when studying physics. A survey was completed by 2,040 students from ten different schools on improving problem-solving and creativity skills to solve physics assignments. The survey included eight topics related to homework, exchange, problem-solving tactics, and an emphasis on real-life applications of physics concepts. The results showed that the majority of students preferred essay-style calculus homework and sometimes exchanged and discussed ideas with their peers. In addition, most students focused on only some of the steps involved in solving physics problems, self-analyzed and expanded their solutions, and related the exercise content to real-life situations. The study also found that students preferred physics exercises with clear facts and suggestive questions, while a quarter of students preferred exercises with specific facts and clear questions. Furthermore, only a small percentage of students had a deep understanding of the ten core competencies outlined in the General Education Program of 2018. These findings have important implications for physics teachers in Vietnam, indicating the need for more opportunities for discussion and encouraging a comprehensive problem-solving approach. The study suggests incorporating more real-life applications of physics concepts into teaching to help students see the relevance of what they are learning.

The level of school anxiety and the specificity of its manifestations in children with down syndrome

Children with Down syndrome studying in general schools together with children without this pathology often face an increased risk of maladjustment in the school environment. Due to the inadequacy of general education programs for children with developmental disabilities and the low level of awareness of school teachers and, especially, neurotypical school-age children about effective strategies for interacting with children with Down syndrome, the latter have an increased risk of developing school anxiety.
 The aim of the study was to determine the level of school anxiety depending on the ability to verbal communication in children with Down syndrome.
 Materials and methods: The research was carried out on the basis of the National Medical Center of ZOR, 97 children with Down's syndrome were thoroughly examined. The patients were divided into two groups according to the criterion of the ability to verbal communication: group 1 (G1) included 77 children capable of verbal communication, group 2 (G2) - 20 children who do not speak.
 Results of the study. As a result of the research, the level of school anxiety in its various aspects was established, depending on the ability to verbal communication in children with Down syndrome. Children with Down syndrome who are able to communicate were found to have significantly higher anxiety scores on almost all subscales than children with Down syndrome who are not able to communicate verbally.
 In children with Down syndrome who are incapable of verbal communication, a pathological decrease in anxiety in its various aspects is much more often noted, which may indicate a lack of understanding of social situations as a result of the lack of sufficient experience of being in a team (due to the inability to verbally produce the quality and quantity of communicative practices in such children suffer significantly). Children with Down syndrome who are able to talk have shown pathological reductions in school anxiety only in rare cases.

Organizing the Education of Thematic Subjects of Literature in High Schools under the Direction of STEM

Approach STEM/STEAM education, a modern trend considered one of the effective methods to realize educational reform, is included in the General education program 2018 by MOET with a clear orientation. For the Literature subject, the organization of learning topics using STEM/STEAM approach is practical and suitable with reform goals making the learning fun, easy, exciting, and compelling. This is an integrated teaching to link subjects into a learning topic associated with the practice, helping students study intensively, self-aware of essential values through the process of self-research, problem identification, and experience with reality reflected in literature work. Students will, therefore, realize their forte, Favorite job to build the foundation for career orientation and develop the necessary qualities of a global citizen.

Fourth Industrial Revolution and Business Education Programme in Nigeria: Challenges and Opportunities

The fourth Industrial Revolution (4IR) is all about changing technologies and trends such as the Internet of Things (IoT) and artificial intelligence (AI) that will have broad and deep impact on all aspects of life such as education, health and business. The purpose of this paper is to determine the challenges and opportunities of 4IR for humanity in general and Business Education Programme in Nigeria in particular based on a desktop study. The concept of Industry 4.0 and historical development of Industrial Revolutions (IRs), emerging challenges brought by the 4IR with its opportunities were briefly analyzed. The paper equally examined Business Education programme in Nigeria with myriads of problems undermining effective training of students to meet the challenges of global technological age. For Business Education Programme in Nigeria to meet the challenges posed by the 4IR, the paper recommends among others; the need for curriculum review to meet the 21 st Century skills need of the industry, adequate funding of the programme in the area of ICT adoption, training and retraining of business teacher educators, and collaboration between academia and the industrial sector.

Особливості освітнього процесу підготовки бакалаврів за дисциплінами загальноосвітнього циклу у закладі вищої освіти

In the current conditions of development of higher education, one of the priority tasks is to further improve the quality of training of bachelors studying under general education programmes.
 The analysis of the experience of pedagogical achievements of theorists and practitioners in the field of higher education management and organisation of the educational process substantiates the importance of the process of teaching bachelor's students. It is established that researchers, when defining the meaning of the concept of "educational process", have in common that they characterise it as specially organised and appropriately managed training in a particular higher education institution with a clearly defined scope of educational content, coordinated activities of participants in the educational process, which is carried out in the established order and mode in various forms of conduct. An important component of the educational process is the content of education, which embodies social goals. It is proved that the educational and professional programme defines the normative part of the content of education, establishes requirements for the content, scope, level of education and professional training of students of the relevant educational qualification level of a particular specialty.
 The article identifies four levels of organisation of the educational process: Level I – theoretical – representation of the educational process as a system in all interrelationships of its structural components; Level II – formation of the concept of an educational institution; Level III – creation of a project of the educational process itself in the form of annual plans (planning of the content of education for the year through structuring of educational material); Level IV – implementation of the first three levels through the educational process.
 The system of training bachelor's students at the Semen Kuznets Kharkiv National University of Economics is described. It is proved that within the framework of the traditional model of the educational process in the training of bachelors, training is reproductive in nature, since its content is transmitted in a ready-made form and is subject to reproductive assimilation. Therefore, the university uses a modern approach to creating conditions for innovative activity of the teachers of the departments, where the leading role of forming cognitive activity in bachelor students, mastering new technologies for assimilating modern educational information and professional skills is determined.

Common Components of General Surgery Robotic Educational Programs

Robotically assisted surgery has become more common in general surgery, but there is limited guidance from the Accreditation Council for Graduate Medical Education (ACGME) regarding this type of training. We sought to determine common elements and differences in the robotic educational curricula developed by general surgery residency programs. Robotic educational curricula were obtained from the 7 individuals who presented at the workshop, "Robotic Education in General Surgery" at the 2023 Association of Program Directors in Surgery annual meeting. All 7 general surgery programs had training beginning intern year, required online robotic modules, had at least 1 dedicated simulation training console not used for clinical purposes, and ran dry and wet (tissue) robotic labs at least annually. All programs had bedside and console surgeon case minimums and had administrative support to run the educational programs. Differences existed regarding how training intern year was executed, the simulations required, clinical practice minimum requirements, how progress was monitored over time, and how case numbers were tracked. Some programs had salary support for a director of robotic education. There are several common elements to robotic educational curricula in general surgery, however significant variation does exist between programs. Given the frequency of robotic use in general surgery and current lack of standardization, formal guidance from the ACGME specifically regarding robotic education in general surgery residency is warranted.

Utilizing Mini-Grants to Meaningfully Engage Instructors in General Education Assessment

Meaningfully engaging faculty in assessment presents a continual challenge for general education administrators. Faculty perceptions of assessment—including that assessment serves no purpose other than “checking a box” for accreditation and that it conveys little benefit to the instructor—often hinder instructor engagement. A low-cost assessment mini-grant program can overcome these misperceptions, increasing faculty engagement with both the assessment process and the general education program. In this article, a general education administrator describes the structure, delivery, and results of an assessment mini-grant program, and three faculty members share how their participation in the program shaped their teaching and improved their perceptions of—and engagement with—general education assessment.

Methods of working with professional vocabulary in accordance with modern requirements to the educational process

Introduction. The updating of standards and the active introduction of distance and computer technologies cause the emergence of both new techniques and new relationships between the elements of the educational process. Purpose setting. The purpose of the study is to determine the compliance with the requirements, approaches and methods of working with professional vocabulary in the process of learning a foreign language in a technical university. Methodology and methods of the study. By analyzing the scientific and pedagogical literature and the results of observation, the connections and dependence of the success of fulfilling specific requirements for the educational process on the modern approaches and methods of learning a foreign language are revealed. Results. The parallel development of terminology in Russian and foreign languages, the computer competence of teachers and controlled working conditions in the electronic educational environment have the particular importance. As a part of the study, a survey was conducted, which confirmed the students' interest in working with Internet resources and tasks in an electronic educational environment. The teaching and controlling functions of the proposed methods are noted. They are directly related to the process of mastering professional vocabulary. A direct connection between specific approaches, techniques and the compliance with standards is demonstrated. The scientific novelty of the study lies in the description of the organizational and methodological system of working with professional vocabulary in a modern technical university. Conclusion. As a result, approaches and techniques have been identified and tested that allow improving the process of organizing and implementing work on the assimilation of professional vocabulary. The integration of activities to form the professional communicative competence of students in the programs of general education and special disciplines and the updating in the system of language training in connection with Russia's withdrawal from the Bologna process can be the advanced research directions.

Applying the “Literature Circles” in Thematic Literature Teaching of Grade 10

This article has the task of proposing a theoretical framework to apply the “literature circles” in thematic literature teaching of grade 10: “Read, write and introduce a collection of poems, short stories or novel” in the direction of the General Education Program Literature subject 2018. Firstly, the article introduces the outlines around the definition, advantages and relevance of the application of the “literature circle” in thematic teaching, in order to provide theoretical background knowledge to the teacher. Secondly, the article aims to provide a specific theoretical framework, associated with each step of the implementation of the “literature circles” in thematic teaching, including detailed content instructions.

Applying Literary Composition to Comparative Research on Hyun Jin-Geon and Nam Cao, Two Authors in General Literature Education Program of Korea and Vietnam

Applying Literary Composition to Comparative Research on Hyun Jin-Geon and Nam Cao, Two Authors in General Literature Education Program of Korea and Vietnam

Holistic Assessment Framework for General Education Program Review

ABSTRACT An assessment framework was developed and implemented for UCLA’s science general education (GE) program that combined overall program goals, individual course improvement, and faculty engagement. Specifically, the framework targeted (a) developing institutional goals for GE courses, (b) ensuring alignment of individual course learning outcomes with institutional goals, (c) exploring the student experience during GE courses, and (d) engaging faculty to understand the classroom experience. Using the methods detailed, information was gathered regarding student learning experiences, scientific skill/literacy level, and attitudes toward science after completing the GE course. Furthermore, this process also facilitated faculty involvement in the assessment and an improved awareness about course pedagogy. This framework can be applied to assess other general education programs (diversity, writing, etc.) or even individual departmental science programs.

Pulling It Together: A Mixed-Methods Study of Integrated Thinking Within a General Education Program

ABSTRACT To enable students to navigate the “wicked” problems of the world, many universities have introduced integrative learning as a significant component of their general education programs. Despite recognition of the value of teaching students to make connections, apply, and synthesize information from multiple sources, relatively few studies exist that explore how students experience this form of thinking across the curriculum. The present study analyzes the open-ended responses to a student survey (n = 1,967) to gain insight into how students at a large, public research university perceive the integrative learning that takes place in their general education classes. Through the application of three methods of discourse analysis, our findings suggest that the majority of students were able to make connections across disciplines. By looking at the language they used to describe these connections, we were able to identify linkages between integrative learning, course attributes (such as size), and gender. Based on these linkages, we suggest potential new lines of inquiry and practice related to the development of a shared language for integrative learning and thinking.

Undergraduate Perceptions of the Three Branches of the Arts and Sciences: An Empirical Study of Both Stated and Revealed Preferences

ABSTRACT Exploration of the breadth of the Arts and Sciences lies at the core of liberal arts education and gets prominently featured in most undergraduate general education programs. The authors of this study investigated student perceptions of the three branches of the Arts and Sciences using cohorts of high-achieving first-year college students enrolled in an innovative 3-week course designed to increase interest, familiarity, and research competency within each of the three branches. Stated and revealed preferences of these students were measured through student surveys and course work. The data often showed a retreat to pre-existing disciplinary preferences, particularly the data on revealed preferences. Students became more familiar with all three branches during the course, but their interest in Arts and Humanities and STEM decreased unless they were majoring in the branch. Also, despite the course’s emphasis on crossdisciplinarity, students informally sorted themselves into two groups: STEM students (who avoided Arts and Humanities), and non-STEM students (who avoided STEM). Faculty and administrators of general education programs will therefore need to think carefully about how to structure disciplinary and interdisciplinary coursework, especially when it comes to bridging the perceived divide between the STEM and non-STEM disciplines.

Exploring the Significance of Promoting General Physical Education and the Utilization of Digital Technology after COVID-19

This study explored the significance of promoting college general physical education in the era of COVID-19. Due to the impact of the COVID-19 pandemic, college general physical education classes and various activities have faced numerous challenges and changes. It has become necessary to approach the intrinsic value and importance of college general physical education from a new perspective, considering the disrupted opportunities for students to engage in diverse interactions and experiences. This situation presents an opportunity to develop a new educational paradigm. To address this, previous studies were analyzed and synthesized, leading to the proposal of enhancing college physical education through the active utilization of digital technologies such as new teaching methods, remote learning tools, AR, AI, VR, and big data, which are familiar to students with positive digital experiences. Additionally, an emphasis was placed on the development of new college general physical education programs that apply specialized digital platforms, content, and devices.General physical education, which is based on bodily movement more than any other subject, is highly suitable for integration with various digital devices. Therefore, through various attempts and efforts, it is expected that positive synergies can be created, and that the utilization of such digital technologies can enhance student participation and learning outcomes, thereby elevating the value of physical education as a part of general education.

Место и функции православной общеобразовательной школы в современной России

The article defines the place occupied by Orthodox secondary schools in the state and Orthodox education system of modern Russia. The use of statistical, comparative, as well as interviewing methods, conversations and analysis of materials from official websites, reports on the activities of Orthodox schools, information provided by directors, teachers and employees of Orthodox secondary schools, made it possible to establish the following. Orthodox general secondary schools undergo state licensing and accreditation procedures and are required to conduct educational activities in accordance with the basic component of the Federal State Educational Standards. To implement the religious component as part of the main educational programs and to be included in the register of Orthodox schools, it is necessary to obtain a confessional representation of the Russian Orthodox Church. Control and verification of the level and quality of training of students, their final performance in the subjects of the Orthodox cycle is carried out by the Synodal Department of Religious Education and Catechization of the Russian Orthodox Church. The Standard of the Orthodox component of primary general, basic general, secondary (complete) general education for educational institutions of the Russian Federation presents the requirements for the results of mastering the Orthodox component. The Orthodox general education schools that exist today perform the function of meeting the educational needs of Orthodox believers, the function of including students in Orthodox culture through the introduction of the Orthodox component into the main educational programs of general education and the implementation of the sacral component of spiritual and moral education.

Designing STEM Topics for Educating Primary School Student According to the General Education Program (2018)

Designing STEM Topics for Educating Primary School Student According to the General Education Program (2018)

The main directions of patriotic education of youth in the Arctic region

The article reveals the main directions of patriotic education of young people in the Arctic, which are aimed at bringing up a sense of patriotism, love for their Motherland in young people, the formation of military-applied skills and a positive attitude to the Armed Forces of the Russian Federation and the upcoming military service. The authorsystematically integrates the tools of patriotic education of young people into the general education program of students, of which military, sports, civil and patriotic events formed the basis. The result of this work is a strictly verified system of patriotic education of Arctic youth, which was built with the interaction of civil and military organizations. It has a significant potential for the successful socialization of young people in society, the upbringing of a devoted patriot, the implementation of the youth policy of the Russian Federation and the formation of social interaction of various educational institutions and public organizations.

Interpretation of digitalization indicators of the Russian system of general education

The article analyzes digitalization indicators of the Russian general education system provided by the Federal State Statistics Service (Rosstat) and the Unified Interdepartmental Information and Statistical System (EMISS), as well as data from a secondary analysis of the results of the sociological survey “Teenagers 360°” (within the framework of the strategic program “Teenagers Russia” of the Commissioner for Children’s Rights under the President of the Russian Federation) and other sources. The following indicators are considered as indicators: the indicator of the use of special software tools available to students in educational organizations; the number of students using e-learning and distance learning technologies; the number of students in organizations engaged in educational activities under additional general educational programs for children; the proportion of children attending additional educational classes; the purposes of using the Internet by children. Their dynamics over the past few years is traced. The interpretation of the digitalization impact on education is presented at the quantitative and qualitative levels. There are analyzed the opinions of specialists in the field of social and pedagogical sciences, teachers and physicians directly related to education and childhood on the digitalization impact on health, mental abilities, assimilation of knowledge and acquisition of craft and work skills. It is concluded that the excessive introduction of digital technologies in all sectors of domestic general education, including additional school education, can interfere with acquisition and systematization of basic knowledge and not contribute to upbringing of the younger generation in a traditional and moral way. Digital educational innovations are perhaps useful as additional educational tools, but only with a quality and serious content.