Interactive Teaching Methods Research Articles

THE STRATEGIES TO OVERCOME LAZINESS IN LEARNING SOCIAL STUDIES IN UNIVERSITY

This discussion focuses on social studies education at the tertiary level, with an emphasis on challenges and strategies to overcome laziness in learning. The study used a descriptive qualitative approach with a case study at the college. The research involved two lecturers as well as 30 students from the college. The results showed variations in students' interest and engagement with social studies subjects, with some students showing high interest, while others were less interested. The lecturers used various strategies to increase students' interest, such as relating the material to everyday life, using learning media such as videos and interactive technology, and involving students in practical activities such as group projects. The findings also show that many students feel bored and lazy with monotonous and less interactive teaching methods, so they tend to lose interest in learning. The implication of this study is the need to continuously innovate in teaching approaches to maintain students' interest and maximize the potential of social studies learning at the tertiary level.

Effective strategies for teaching philological disciplines: practicalc ases and Innovative approaches

This article delves into the expediency of exploring effective strategies for teaching philological disciplines, emphasizing the critical importance of innovative approaches in modern educational practices. As the field of philology continues to evolve, the relevance of enhancing teaching methodologies to meet the diverse learning needs of students becomes increasingly evident. The primary objective of this study is to investigate practical cases and innovative approaches that can significantly impact the pedagogical landscape of philological education. Utilizing a qualitative research approach, the article examines the efficacy of implementing various teaching strategies in philological disciplines and their implications for student engagement and academic performance. Through case studies and theoretical analysis, the research reveals the effectiveness of interactive teaching methods, collaborative learning activities, and technology integration in philological education. The results highlight the potential for these innovative approaches to enhance student comprehension, critical thinking skills, and overall academic achievement, ultimately contributing to the advancement of teaching practices in philological disciplines. The practical and theoretical significance of these findings lies in the increased efficiency and effectiveness of teaching methods, leading to improved learning outcomes and student success in the field of philology.

Theoretical Prerequisites for the Application of Interactive and Active Methods of English Language Instruction in Distance Learning

This article examines the theoretical prerequisites for the use of active, and interactive methods of teaching English in the conditions of distance learning. The analysis of literary sources and the semantic understanding of the content of the research topic made it possible to develop a methodological apparatus for distance learning. The research objective of the article: theoretical justification of the use of active and interactive methods of teaching English in the conditions of distance learning. The object of the study is the process of distance teaching of the English language. The subject of the study is the use of active and interactive methods of distance teaching of English. Within the framework of the study, the following hypothesis is put forward if digital means are used in the process of distance teaching as an important condition of a distance learning system. It is necessary to take into account their content components, and the relationship with the taxonomy of learning goals, and learning experience, since this will reflect the activity, and interactivity of teaching English in distance learning.

Peer Instruction: Assisting Active Learning in Science Education

Peer instruction is an interactive teaching method advanced by Harvard University professor Eric Mazur. It is a form of active learning meant to increase students’ engagement and collaboration in the classroom, using conceptual tests (or ConcepTests) and teaching aids like the clicker (Zhu & Dong, 2018). Research demonstrates that it assists with students’ grasp and application of disciplinary knowledge (Zheng et al, 2020).

Inovasi dalam Kegiatan Belajar Mengajar dalam Meningkatkan Kualitas Pendidikan di SD Nasima

Innovations implemented at Nasima Elementary School (SD) Semarang to improve learning activities. These innovations include technology integration, relevant curriculum development, interactive teaching methods, and ongoing training for teachers. The aim of implementing this innovation is to create a more dynamic, interesting and effective learning environment so that students can reach their maximum potential. The use of technology such as digital devices and e-learning platforms has enriched students' learning experience and increased their participation. The curriculum is developed based on students' needs and interests through a project-based learning approach which helps in developing critical thinking and teamwork skills. Interactive teaching methods, such as group discussions and simulations, increase student engagement and develop their social skills. Continuous training for teachers ensures increased competence in teaching methods and use of technology. These innovations show how important adaptation is in education to improve the quality of learning at SD Nasima Semarang.

The debate - an opportunity for the formation of ecological culture in Biology and Health Education

Abstract The present study is part of a didactic experiment, which aims at establishing the application and effectiveness of the school debate, as an interactive method of teaching in Biology and Health Education in XII grade in order to form an environmental culture among students. The application of school debate as a part of interactive methods corresponding to the objectives of environmental education and upbringing of a selected methodological unit of the ‘Sustainable development - strategy for preserving life on Earth’ is presented, and options for its application in a specific stage of the macro structure of the lesson are proposed. The results of a questionnaire, conducted with students to explore their opinions on the application of the debate as a teaching method, are presented. The analysis of the results shows that students are motivated to actively engage in the process of learning Biology and Health Education, accept the debate as an interactive form of learning because they believe that it increases their environmental awareness and develops key skills such as, critical thinking; skills to support sustainable development; teamwork; making decisions on various environmental topics; improves the ability to analyze and evaluate the relationship between man-society-nature.

Decision Support System for Selecting Online Teaching Methods Using the Fuzzy MCDM Algorithm

The global pandemic that has hit the world recently has forced educational institutions to adopt online teaching methods. However, choosing an effective online teaching method is a major challenge. This research develops a Decision Support System (DSS) that uses the Fuzzy Multi-Criteria Decision Making (FMCDM) Algorithm to select the best online teaching method. This system is designed to assist decision making in educational institutions by considering various criteria such as learning effectiveness, technology affordability, ease of use, and user satisfaction. This research uses data collection methods that involve surveys from lecturers and students to obtain their preferences and experiences with various online teaching platforms. The data collected is then processed using the FMCDM model to evaluate and rank teaching methods based on predetermined criteria. Fuzzy systems are used to overcome uncertainty and subjectivity in criteria assessment. The results of this research show that the system developed is able to effectively assess and rank various online teaching methods. From the analysis carried out, interactive teaching methods using videos and real-time quizzes received the highest ranking based on predetermined criteria. This suggests that the combination of engaging visual content and high interactivity is highly valued in online teaching contexts

Impact of Multilingual Use on Speech Development of Children Aged 4-5 Years in TK TA 03 Pengkol

The use of more than one language in everyday life is common in many families around the world. Children are often exposed to more than one language from an early age. Multilingualism, also called bilingualism, refers to a person's ability to communicate in two or more languages. This study aims to analyze the impact of multilingual use on speech development in children aged 4-5 years. Researchers will explore the positive or negative impacts, as well as factors that can moderate the results. The method used in this study is qualitative. The type of research used is a case study. The results of this study show that the use of multilingual (Indonesian, Javanese, and English) in the daily lives of children aged 4-5 years has both positive and negative impacts. The positive impacts include improving cognitive abilities and social skills, as well as readiness to face the times. However, some children experience confusion and speech delays. Significant supporting factors are a supportive school environment with structured and interactive teaching methods, as well as the consistent role of parents in language habituation at home. The influence of social media also motivates parents to teach foreign languages, especially English. Therefore, the right approach and support from the school environment and parents is essential in optimizing the benefits of multilingualism for children's language development.

Research of Professional Preferences of Teachers in Kazakhstan: Analysis of Teaching Methods and Training Courses

The study aims to identify the professional preferences and needs of teachers in Kazakhstan in the areas of teaching methods and training courses. The survey involved 41,231 teachers from various regions of the country, providing representative data. The main objective of the research was to determine which professional development directions are most in demand among teachers and how these preferences vary by region, years of experience, and subjects taught. The research methods included quantitative analysis conducted through questionnaires. The analysis revealed that most teachers show interest in courses on teaching methodology for their specific subjects, as well as courses related to the use of interactive and innovative teaching methods, the integration of digital technologies, and the preparation of students for competitions. It was found that teachers' preferences vary depending on their experience: novice teachers are more interested in general professional development courses, whereas experienced teachers prefer specialized courses that enhance their professional skills. Based on the collected data, recommendations were formulated for the development of educational programs for teachers' professional development, emphasizing methodological training, modern educational technologies, and innovative teaching approaches. These findings can contribute to improving the quality of teaching and the overall effectiveness of the educational process in Kazakhstan.

Comparison of Traditional lecture and Interactive Teaching Methods in Large Group Teaching of Non Communicable Diseases- A Quasi Experimental Study

Comparison of Traditional lecture and Interactive Teaching Methods in Large Group Teaching of Non Communicable Diseases- A Quasi Experimental Study

INTERACTIVE TECHNOLOGY USAGE IN THE FUTURE TRANSLATORS’ TRAINING AS A PLEDGE OF SUCCESSFUL INTERCULTURAL INTERACTION

The article considers the issue and expediency of organizing interactive training in the process of future translators’ training for intercultural interaction in Ukrainian higher education institutions. The article aims to investigate and define the essence and specifics of interactive technologies in the educational process; to establish the conditions for their use in forming the professional identity and skills in the training of translators as specialists in intercultural communication. The research used content and terminological analysis, comparison, classification, and modelling methods. It has been proven that interactive learning is of crucial significance to the high-quality professional training of translators; it has highlighted its positive impact on preparing future translators for cross- cultural communication in their professional activities. The concept, essence, and specifics of interactive technologies in the educational process have been investigated and defined. The criteria for selecting interactive technologies according to the educational conditions have been identified. It has been determined that the peculiarities of the subject, the nature of the study material, the time allocated for studying the material, the general preparedness level of the learners, and the educational institution’s resources should be taken into account. It has been established that most interactive methods are most effective with a small number of participants. Classifications and interactive teaching methods that effectively contribute to the professional competence of future translators have been examined. The conditions for the successful use of interactive methods in forming the professional identity and skills in the training of translators as specialists in intercultural communication have been defined. It has been established that the application of interactive methods will contribute to forming a comprehensive understanding of the future profession among future philologists. The significance of the cultural aspect in translation activities has been outlined, ensuring acquisition of a set of knowledge and skills necessary to enhance the communicative culture of future translators. The article considers four groups depending on the course purpose and the forms of organizing educational activities of those who study: interactive technologies of cooperative learning, technologies of situational modelling, interactive technologies of collective and group learning, and technologies for working out discussion issues. Some of the most common interactive learning methods in the future specialists’ training in higher education institutions, the following were highlighted: dialogic-discussion (dialogue-conversation, dispute, debate), interactive (brainstorming, round table, role-playing game, online seminar-forum), practical (exercises, blitz tournament, creative works), and situational ones (problem situations, situational exercises, cases). Their usage has been analysed in conducting specialized disciplines of philology students. It has been argued that that thanks to the use of interactive methods it is possible to activate cognitive processes, increase the speed of obtaining and processing information; develop the ability to analyse difficult situations and prevent their occurrence, which in the future will form readiness for making important decisions in professional activities. Several advantages of interactive learning have been substantiated, and the effectiveness of interactive methods in improving the level of professional competence of future translators has been proven. Following European educational standards, labour market requirements, and modern realities, the necessity of implementing interactive technologies in translator training for the successful modernisation of the educational process in the domestic higher education system has been demonstrated. It has been concluded that interactive teaching methods have significant advantages compared to traditional teaching methods, primarily in terms of their impact on the professional and personal development of future translators, as well as their understanding of the theory and practice of intercultural interaction.

Development оf Special Intellectual Abilities of Education Applicants to Study the Fundamental Sciences: The Main Advantages

The purpose of the article is to present the peculiarities of the development of special intellectual abilities of education applicants to study the fundamental sciences. The article emphasizes that the development of special intellectual abilities of education for the study of fundamental sciences has its own peculiarities, which is reduced to the choice of individual approach, enrichment of knowledge, development of creative abilities, study of relevant methods of teaching, intellectual and emotional support. The research methodology is based on the fact that the main individual methods and forms of work that can be used for the development of intellectual abilities include individual consultations and mentoring, individual projects, individualized training program, mentoring, organization of intellectual competitions at the all – Ukrainian and international levels. Scientific novelty is that the study of fundamental sciences requires the education of analytical, critical and creative thinking. Special teaching methods should contribute to the development of intellectual abilities of education applicants. Working in small groups, project activities, laboratory work, practical classes are just a few examples of methods that are effective for such development. Yes, special teaching methods contribute to the development of intellectual abilities of the applicants. At this stage, it is important to understand the peculiarities of using interactive teaching methods, individual approach, game methods of teaching, modern technologies. The fundamental sciences are a key component of education, contributing to the development of intellectual abilities of students in general secondary education. Their study stimulates critical thinking, analytical skills, and the ability to solve complex problems. The development of special intellectual abilities is a necessary prerequisite for effective study of fundamental sciences.

SPECIFIC FEATURES OF THE DEVELOPMENT AND APPLICATION OF SOFT SKILLS AS A COMPONENT OF COMPETITIVENESS OF FUTURE MANAGERS

The current conditions for the development of young professionals pose challenges: the COVID-19 quarantine and Russia's invasion of Ukraine have led to the spread of distance learning, affecting the development of soft skills. Despite the resumption of classroom teaching, issues like poor communication, inability to present or argue opinions, and problems working in teams persist. However, these can be addressed using modern technologies and teaching methods. This study aims to analyze the impact of interactive teaching methods on developing soft skills among university students. Soft skills are crucial for future managers' careers. The article examines the peculiarities of developing and applying soft skills as key to the competitiveness of future managers in the Ukrainian context, integrating innovative educational practices. Emphasizing the importance of interactive learning tools, the study highlights their relevance for preparing future managers for modern labor market challenges, applicable in both online and offline settings.

Challenges to Effective English Teaching in Primary Schools in Buraydah, Saudi Arabia: Perspectives of English Teachers

Despite extensive efforts to improve the quality of English language teaching, Saudi students in the local primary schools have a poor level of proficiency in English. Hence, this study aims to examine the barriers to effective English teaching from the perspectives of teachers in the primary schools in Burydah primary schools in Saudi Arabia. 50 teachers in primary schools in Saudi Arabia were recruited through convenience sampling. The study recruited teachers from Buryadah, a city in Saudi Arabia. Self-reported questionnaires with close- and open-ended questions were used to collect rich data. Several teacher-related, student-related, classroom-related, and school-related challenges were reported. Teachers believed that the key barriers to effective English teaching in descending order were the limited ability to use technology, limited technical support to use technology, irrelevant curriculum, lack of training in immersive learning, lack of student motivation, cultural differences among students, overcrowded curriculum, malfunctioning air conditioners, limited engagement at the class, impaired communication skills, limited use of interactive teaching methods, limited teacher training, dull curriculum or unengaging content, limited students’ ability to use technology, large class size, and limited flexibility in adapting the curriculum to the interests and needs of students. There is a need for cooperation among teachers, school headmasters, students, policymakers, and parents to address these barriers.

ІНТЕРАКТИВНІ ТЕХНОЛОГІЇ НАВЧАННЯ ШКОЛЯРІВ: ЗМІСТОВО-ПРОЦЕСУАЛЬНИЙ АСПЕКТ

The article analyzes the features of interactive learning as one of the modern approaches to the modernization of the educational process. The essence of interactive technologies is characterized. The purpose of the article is to analyze the features of interactive learning as one of the modern methods of modernizing the educational process. The study used the following scientific theoretical research methods: analysis, synthesis, systematization, comparison and generalization. The analysis of scientific methodological and pedagogical works makes it possible to establish that under the term “technology” some modern scholars understand the management of pedagogical processes, while others understand ways of organizing students' activities. It has been found that interactive learning occurs through the interaction of all participants of the educational process. It is stated that this is a collective co-learning, in which both the teacher and the students are subjects of the educational process. It is shown that interactive technologies require a certain change in classroom life, as well as a significant amount of time for preparation for both students and teachers. It is established that not all children immediately understand and positively perceive interactive technologies, so the teacher needs to make efforts to: change the child’s communication style, which he or she “brought” from the family; motivate students to be active in learning; develop skills of collectivism and tolerance. It is concluded that interactive learning allows solving several tasks at once, because the use of interactive technologies develops communication skills; helps to establish emotional contacts between participants in the process; relieves nervous tension; makes it possible to change the forms of activity; provides an educational task, as it forces to work in a team. It is noted that interactive technologies contribute most to the formation of students’ skills and abilities, the development of personal values, and create an atmosphere of cooperation and creative interaction in learning. It has been established that the effect of using interactive teaching and learning methods in the modern educational process will be maximized only when the teacher himself deeply realizes the essence and necessity of such work, while considering the age characteristics and level of students’ development. Key words: interactive technologies, schoolchildren, participants of the educational process, communication, creative interaction between teacher and students.

The Influence of Teachers' Educational Background on Interest in Learning Social Science

This research aims to examine the influence of teacher educational background on students' interest in learning Social Sciences (IPS) based on a literature review. This literature study collects and analyzes various relevant journals to understand how teacher education and training can influence students' motivation and interest in learning in social studies subjects. Literature analysis shows that teachers with higher educational qualifications and adequate professional training tend to be able to create a more effective and interesting learning atmosphere, thereby increasing students' interest in learning. This research found that factors such as teacher education level, teaching experience, and participation in professional development programs have a significant effect on students' interest in learning. This study also identified that innovative and interactive teaching methods applied by highly educated teachers can motivate students to be more active in learning social studies. Recommendations from this study emphasize the importance of improving qualifications and continuous training for teachers to improve the quality of education and students' interest in learning. This research makes an important contribution to the field of education by providing insight into how a teacher's educational background can influence students' learning interest in social studies subjects.

Bloom's taxonomy-Can evidence-based teaching improve junior medical officers' knowledge of the mental health and guardianship acts?

To determine whether a brief educational intervention for Junior Medical Officers (JMOs), using teaching methods aimed at achieving higher outcomes on Bloom's Taxonomy, significantly improved participant confidence and knowledge in decision making about restrictive care. JMOs received a teaching session on restrictive medical and mental health care. Groups were randomly assigned to either sessions including a component of modern pedagogical interventions (Think-Pair-Share and SNAPPS), or sessions including a control period focusing on reviewing a condensed summary of relevant information. Pre- and post-intervention measures were recorded for subjective self-ratings of confidence and scores on standardized clinically relevant extended matching questions (EMQs). There was no difference in subjective confidence improvement between groups; however, the group receiving the modern pedagogical intervention demonstrated significantly greater objective performance on knowledge-based EMQs. A brief modern pedagogical intervention using interactive teaching methods shows promise for improving knowledge of restrictive care and the Mental Health and Guardianship Acts. In the control group, similarly increased confidence in knowledge did not equate to increased competence on a knowledge assessment. Refurbishing educational interventions presents opportunities for improving clinical outcomes and engaging junior doctors in psychiatry.

Internalization of Character Education Values in Arabic Language Learning at Islamic Boarding School in Indonesia

Arabic language teachers have significant roles and challenges in internalizing character values through Arabic language learning. Teachers are responsible for teaching vocabulary and grammar and must also be able to convey character education values. This research aims to determine the concrete form of internalizing character education values through the Arabic language learning process at Ulumuddin Islamic Boarding School in Lhokseumawe, Aceh. This study employs a descriptive qualitative research design. The data sources include observations during the Arabic language learning and interviews with teachers and students at Ulumuddin Islamic Boarding School in Lhokseumawe, Aceh. The data analysis follows Miles and Huberman's approach, involving data collection, reduction, display, and conclusion. The research findings indicate that the concrete form of internalizing character education values through Arabic language learning encompasses planning, implementation, and evaluation of the learning process. In practice, teachers use interactive, collaborative, and applicative teaching methods, enabling students to not only master the Arabic language but also develop positive character values. The internalization of character education values through Arabic language learning can contribute to shaping a generation that is not only intellectually smart but also possesses character values, following the requirements of the Aceh Regulation of 2022 to strengthen the implementation of Islamic character education.

The Application of Classroom Management in Teaching English at SMPN 1 Lilirilau

The aim of this research is to highlight the ways of an English teacher managing classroom interaction at SMPN 1 Lilirilau, Soppeng. It utilized a case study research design with one seventh-grade English teacher as the subject of this research. The research instruments were an observation and interview to strengthen the data gain through the observation coming with three qualitative data analysis methods, namely data reduction, data display, and the verification of conclusions. The data analysis found the five key aspects of classroom management were utilized by the teacher in English classroom interaction, namely (1) physical classroom design, (2) rules and routines, (3) teacher-student relationship, (4) engaging instruction, and (5) discipline. The physical design of classroom involves a modified U-shape seating arrangement, fostering interaction; rules and routines emphasize attentive listening, hand-raising, and punctuality, with specific routines for movement and learning process; positive teacher-student relationship contributes to a comfortable class atmosphere facilitated by a number of interactive teaching methods and game-based learning; effective classroom discipline remains a challenge, with unresolved issues potentially disrupting learning. These findings effectively lead the teacher to manage the classroom interactively and to avoid having some disruptive behaviors of the students in learning English as a foreign language.

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.