Knowledge In Real-life Situations Research Articles

유아사회정서발달 지원교육에 참여한 아버지의 경험과 변화

The purpose of this study is to examine and analyze the experience and transformation of fathers who participated in education for children's socio-emotional development. For this research, six fathers were selected as research participants, and they went through 7 weeks of education in children’s socio-emotional developmental support, including group interviews. During the study, recordings of videos, transcripts, self-reflections, and interviews of the participants from the education were collected and analyzed. The results have shown that through the education, the participants were able to ‘recognize and understand their ignorance and indifference’, ‘practice and role-play to apply the knowledge in real-life situations’ and ‘experience how father-child play serves as a channel for the children's social and emotional development’ and ‘exchange sympathy and fellowship between fathers’. In addition, the interviews and reflections have shown that the participants have transformed into fathers who try to ‘comprehend and understand their children’, are ‘not embarrassed to express praise and encouragement’, are ‘not afraid to spend time with their children’ and ‘enjoy co-parenting’. As a result, the analyses of the study have shown that the education for children's socio-emotional development support for fathers has not only helped the children's socio-emotional development but has also improved child-parent communication and relationship, furthermore, resulting in positive improvements in marital relationships through encouraging and motivating equal sacrifice to achieve actively joint parenting.

Formation of Schoolchildren Competencies when Teaching Geometry using Geometric Tasks with Life Content

This article discusses the importance of using geometric tasks with life content in the process of teaching geometry in order to develop key competencies of students. The authors note that this approach to teaching not only promotes the acquisition of geometric concepts, but also develops logical thinking, spatial imagination, analytical skills, problem solving skills and informed decision making. Examples of geometric problems with real-life content are provided that demonstrate the application of mathematical knowledge in real-life situations, which makes learning more interesting and practical for students. It also emphasizes the importance of using such tasks in the educational process to successfully prepare students to solve real life problems and adapt to the modern world.

Unlocking the secrets of students’ mathematical literacy to solve mathematical problems: A systematic literature review

Mathematical literacy is the ability to use mathematical knowledge in real-life situations, making it an essential component of education because of its importance in solving everyday problems. Mathematical literacy is also part of the Program for International Student Assessment (PISA) global assessment. Because of the importance of the subject, this Systematic Literature Review (SLR) investigated the relationship between students’ mathematical literacy and their ability to solve mathematical problems. This SLR uses the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach was used, and articles published from January 2013 to August 2023 were obtained from databases including ERIC (342), ProQuest (1,329), and Scopus (27). Following PRISMA, a total of 20 articles were included in the review. Of the 20 articles, most were conducted on junior high school students in Turkey. The majority of reviewed studies found students to have a low level of mathematical literacy, which caused difficulties in formulating problems. The examined studies also revealed several internal and external factors affecting mathematical literacy. Problems used by PISA were the most frequently employed to measure students’ mathematical literacy in the reviewed studies.

The perception of transversal skills among students of business administration: Gender gap. Service-learning, gender and skills in higher education

Higher education is increasingly oriented towards educating in values, based on the acquisition of practical skills. This has led to the development of active methodologies which complement theory-based learning and classroom lectures. Service-learning integrates ethical and social commitment by applying previously acquired skills and knowledge in real-life situations. This study aims to analyse the self-perception of transversals skills among students of business administration through a service-learning and the possible influence of gender. A questionnaire comprising 57 variables using a Likert scale was administered to a sample of 210 students, the data were analysed, and statistic significance tests were carried out. The results suggest there is a positive relationship between participation in the service-learning activity and the level of skill, especially for ethical and social skills, with significant differences by gender. This work aims to contribute to the consolidation of service-learning as a tool for the acquisition of ethical and social skills at universities, which is so important for future managers of companies and organisations.

Teaching the basics of acoustics using smartphones

This communication proposes a basis for offering short introductions to the basic principles in acoustics, like adding decibels and the behavior of Helmholtz or quarter-wavelength resonators. The proposed approach combine mobile and experiential learning approaches using smartphone sensors and applications. The objective of these mobile laboratories is to complement, but not replace, traditional laboratories, which allow for more advanced learning in particular topics. However, the proposed series of experiments can be carried out autonomously; students can explore scientific knowledge in real-life situations and without time or place constraints. Indeed, generic or everyday places can be considered, contrary to traditional laboratories that have to be held in dedicated or specific premises.

Optimization of Higher-Order Thinking Skills (HOTS) in Islamic Education towards the Era of Society 5.0

This article aims to explore the importance of optimizing higher-order thinking Skills (HOTS) in Islamic education towards the Society 5.0 era. One of the things behind this needs to be studied because several Islamic educational institutions still apply conservative learning methods which tend to only focus on memorization and repetition of concepts, not encouraging students to think critically and creatively. The method used in preparing this article is Library Research. The results of this research show that the Society 5.0 Era is characterized by a rapid and complex technological revolution, where humans play a major role in facing global challenges and opportunities. Therefore, Islamic education must adapt and improve human quality through the application of HOTS. HOTS is a high-level thinking ability that includes analysis, evaluation, and creation. This ability is needed in facing complex problems and religious challenges in the modern era. Several HOTS-oriented Islamic education learning models have been proposed, such as Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), Project-Based Learning (PjBL), and Flipped Classroom. These models require students to be active in solving problems and applying knowledge in real-life situations so that they can develop HOTS effectively.

QUARTET LEARNING MEDIA AND STUDENT ARGUMENTATION: DEVELOPMENT ANALYSIS AND CORRELATION IN SCIENCE LEARNING IN JUNIOR HIGH SCHOOLS

Argumentation is essential in scientific learning activities because it helps students grasp concepts and apply their knowledge in real-life situations by presenting the same notion in multiple settings. The purpose of this study is to investigate students' scientific argumentation skills using a science quartet educational game. The Research and Development approach is used in this study, along with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model phases. This study's sample consisted of class VIIIB students from SMPN 2 Sugio, with a small group trial of 15 students and a large group test of 32 students, for a total of 47 individuals. Techniques for gathering data include observation, testing, and surveys. This study included four specialists: media experts, practitioners, material experts, and linguists. The validity test, N-gain, t-test, and correlation were used to examine the data. The validity test findings demonstrated the practicality of the scientific quartet educational game with percentages of 86% and 100%, indicating extremely valid categories. The science educational game quartet had an influence on students' scientific arguments with a significant value of 0.05, as indicated by an increase in the cognitive N-gain test results and students' scientific arguments by 0.75 (high category) after evaluating the paired sample t-test. The correlation test findings revealed a link between the science quartet educational game and students' science arguments with a significance value of 0.05, placing it in the strong positive category. The findings of the study show that science quartet educational game are useful in the learning process.

Studying the goal-setting activity in primary students in the context of functional literacy

Introduction. Goal setting is one of the most important universal educational activities of primary students, which involves setting of an educational task related to the student’s mastering of the mode of action. In the context of development of functional literacy, it is necessary to determine which goals are set by children when performing competence-oriented tasks that involve the application of knowledge in real life situations. The research is aimed at studying the goal-setting activity in primary students when solving competenceoriented tasks. Materials and methods. In order to identify the level of development of the goal-setting activity in students, a diagnostic technique that involved solving a competence-oriented mathematical problem and determining the goals for completing this task, was designed. The research involved 478 fourth-grade students (children aged 9.5-10.5 years). Results. An analysis of the diagnostic results has shown that only about 23% of the fourth-grade students (3.1% with a high level and 20.5% with an average level of goal-setting activity) were able to formulate specific learning tasks related to the content of the assignment. Only about 40% of primary students correctly solved a mathematical problem, were able to orient themselves in the proposed life situation and correlate it with mathematical concepts and modes of action. The analysis of the research data has demonstrated that only 38% of primary students who successfully coped with the solution of a competence-oriented mathematical task had a high or medium level of goalsetting activity, which indicated both problems with the verbalization of intuitively perceived learning tasks and problems in organizing the goal-setting activities of students (χ2 = 13.277; p<0.001). Discussion and conclusion. The development of goal-setting activity should become part of the overall work on the mastering by students of all components of educational activity. It is important to perform a gradual transition from goal setting by the teacher to the goal setting by students and independent determination of learning objectives by the student. When organizing such work, it is necessary to set goals at different levels: goals for studying a topic or section of the program; general goals of the lesson; goals associated with the assimilation of new material; goals for performing specific tasks. Particular attention should be paid to the work on setting goals in the process of achieving meta-subject results of primary education related to the functional literacy of students.

Experimentation and projects: a strategy to generate learning of Natural Sciences in students

This article aims to describe the implementation of experimentation and projects as strategies to generate learning of Natural Sciences in students of General Basic Education of secondary school. The methodology was descriptive with a mixed approach, a field, and a cross-sectional design. The instruments used were an interview with the teacher of the area, an initial diagnostic evaluation of 74 secondary school students, a satisfaction form after the implementation of the strategy, and a checklist to evaluate the results. It is concluded that the strategy implemented through a scientific classroom fair promotes meaningful learning, applying knowledge in real-life situations, and allowing students to make statements and justifications using scientific language, aligned with teaching for understanding science.

Tax Inclusion as an Effort to Increase Tax Awareness in Learning Islamic Religious Education Courses at Universitas Bina Bangsa

This study aims to investigate tax inclusion in courses and analyze their effectiveness and impact on students. Taxes are an important aspect of a country's economy, and a good understanding of taxes is required by citizens, including students as future generations. This research will use qualitative and quantitative approaches by collecting data from students taking tax inclusion courses. Research methods include surveys, interviews, and analysis of exam results as well as assignments related to tax materials. The data will be analyzed using statistical techniques and a descriptive approach. First, this study will evaluate the effectiveness of the tax inclusion learning approach applied in the course. Effectiveness is measured based on students' understanding of tax concepts and their ability to apply that knowledge in real-life situations. Second, this study will identify the impact of tax inclusion in the course on students' social and economic perspectives. Social impacts can include their level of awareness and readiness to pay taxes as responsible citizens. The economic impact can be seen through increased understanding of personal financial management and its effect on investment and consumption. The results of this research are expected to contribute to the development of a higher education curriculum that is more relevant to the needs of the community. In addition, this research can provide input for educational institutions to improve learning approaches that are more effective and interesting in teaching tax materials.

Learning Human Resources and Applying it to Real-Life Situations

This study aimed to demonstrate some parts of human resources management, more specifically, to show the application of knowledge in human management and real-life situations. The research explores some aspects of human resources analysis, including enterprise management, fundamental analysis, planning, and monitoring. This analysis demonstrates the integration of knowledge in real-life situations after successfully learning the Human Resources Management (HRM) program. In this case, it tends to critically demonstrate how an individual can apply knowledge from learning HRM to perform their daily tasks. It discusses the previous development of HRM processes and how it has evolved in modern business management. Also, the analysis elaborates on the basic understanding of HR resources for non-HR managers and the application of knowledge in real-life situations, research projects, entrepreneurial businesses, and large corporations. Effective managers must demonstrate efficient skills since they play fundamental roles in business, such as recruitment, employee training, and performance appraisals. Therefore, they must incorporate excellent communication, analytical, organizational, and managerial skills. Furthermore, this analysis highlights HR managers' practices and processes, including employment policies and technology, to enhance employee commitment and work efficiency.

БИОЛОГИЯ ПӘНІН ОҚЫТУДА ПРОБЛЕМАЛЫҚ ОҚЫТУ ТЕХНОЛОГИЯСЫН ҚОЛДАНУ ЕРЕКШЕЛІКТЕРІ

The article discusses the effectiveness of problem-based learning and the rationality of their use in biologylessons. Currently, it is known that the problem method of teaching occupies a special place in the education and competence of secondary school students. It is envisaged that the use of new educational technologies in biology lessons leads to the development of student creativity, the formation of skills for the use and assimilation of knowledge in life. The use of elements of problem-based learning in biology lessons has a positive trend. Students develop the skills of cognitive independent activity and the ability to non-standard, creative solution of educational tasks. The article provides examples of the use of problematic questions and tasks in biology lessons.This article emphasizes the relevance of the application of problem-based learning technology for modern educational practice. The article also discusses in detail the stage of solving an educational task with the help of problem tasks in a biology lesson. The purpose of the research work is to show the effectiveness of problem-based learning technology, which contributes to the development of cognitive, communicative, creative activity of students, the formation of a student's personality, the readiness of school graduates to use their knowledge in real life situations to solve practical problems.

Adapted agency: how connected (Dutch) police professionals rework their professional capabilities

Abstract Increasingly, public professionals deal with complex issues, stakeholders, and publics. The so-called protective notions of professionalism no longer seem sufficient; they are reconfigured into more ‘connective’ forms. This involves dealing with tensions, dilemmas, and contradictions, calling for abilities to tackle these. Professionals will have to work on how they work, on their standards, routines, and practices. On the basis of an action-oriented research project, aimed at understanding the rise and results of new forms of police professionalism, we analyze what Dutch police professionals actually do when they perform connective work. We focus on policing, as this field experiences a transition from practice-based to knowledge-intensive forms of professionalism, relating police actions to societal stakeholders and issues. Based on observations of work practices of higher educated police professionals as well as interviews and educational interventions, we conclude that police professionals cannot simply ‘apply’ knowledge and competencies to practice, in order to solve societal problems. Rather, they gradually ‘develop’ capabilities (i.e., situational, analytical, and normative capabilities), in order to combine different forms of professional knowledge in real-life situations. Our research shows this is complicated. They ‘mess with’ how police professionalism ‘normally’ works. Police professionals are adapting their agency; they are performing ‘agency work’. They try to get a sense of the situation, explore multiple viewpoints, and demonstrate their added value. We argue that our conclusions are relevant for other professional fields.

An example of the use of GeoGebra for simulation: Buffon’s needle problem

Providing students with the necessary skills to apply mathematical knowledge in real-life situations through mathematical modelling is a common goal of contemporary mathematics curricula. As such, it is important that prospective mathematics teachers develop the ability to design learning environments that serve this purpose in their future teaching. This paper presents an activity presented as part of a course that, among other outcomes, aimed to establish awareness in mathematics teacher candidates of the potential use of computers in mathematical modelling. The activity included an experimental investigation of Buffon’s needle problem. The steps used to solve the problem using a GeoGebra environment are described in this article.

ОРГАНІЗАЦІЯ СТУДЕНТОЦЕНТРОВАНОГО НАВЧАННЯЗІ СТУДЕНТАМИ ФАКУЛЬТЕТУ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

The article studies the problems and ways to use student-centred learning (SCL) for students of IT specialities. In today's competitive conditions of labour market development, university graduates must be well-prepared for future professional activities. The article presents the experience of theoretical research on the student-centred approach to learning. The authors dwell on the difficulties of acquiring a new pedagogical paradigm, which states the change "from teaching to learning" in the didactics of higher education. The paper emphasises the need for complex systematic work related to the development of strategies for digitising education. The focus is on learning outcomes in terms of communicative competencies development. It is necessary to introduce SCL based on a competency approach to teaching English for specific purposes (ESP) as it introduces personal meaning to the educational process. It puts in the first place not human knowledge but the ability to solve problems in different life situations. The study has proved that SCL provides student personal and cognitive growth, stimulates leadership and interpersonal communication. With this approach, students are involved in creating their learning experience; they are independent in choosing ways to acquire knowledge. The article demonstrates tasks for IT students that show how SCL stimulates them to think, analyse, synthesise, criticise and apply their knowledge in real-life situations. In the student-centred paradigm, the development of the subjects of the educational process focuses on modern humanistic knowledge, such categories as "subject", "freedom", "self-development", "integrity", "dialogue". Teachers foster positive outcomes for their students and increase their engagement. The authors show examples of such teaching methods as online investigation, Web-quest, Project method, a Problem-solving method, Flipped learning. They generate student motivation and engagement, increase collaboration and team productivity, foster communication and knowledge sharing, and enhance critical thinking and creativity. As a result, students gain practical experience and become self-confident and lifelong learners in the 21st century.

Applying Complexity Science as a DNP Quantum Leader

As Doctor of Nursing Practice (DNP) students and graduates begin to apply new knowledge in real-life situations, they are transforming their organizations. The impact of DNP projects is noted by measurable outcomes in diverse settings. This article presents 4 unique clinical/organizational examples of DNP projects. The authors have identified an application of complexity science and leadership theory in their practice changes. In addition, they share their thoughts and feelings as emerging leaders.

O – Level Mathematics and Science Teachers’ Alignment of STEM Skills Oriented Instructional Objectives with Assessment in a High Stakes Examinations Environment

In any school context, teaching and learning should be guided by objectives developed, and used by the teacher. These objectives are benchmarks by which the learning process is assessed. The teacher plays a dual role of assisting learners to develop requisite skills for the world of work, and ability to obtain good grades in high stakes examinations. High stakes examinations are of critical importance to the learner, because they determine the future of the learner through grades which are awarded. The balance between satisfying the requirements of syllabus assessment objectives, and high stakes examinations depends on how the teacher develops and implements instructional objectives. In an attempt to gain insight, this study explored O-Level mathematics and combined science teachers’ alignment of science, technology, engineering and mathematics (STEM) oriented objectives with assessment in a high stakes examinations environment. Data were collected through interviews, observations and document analysis involving 10 mathematics and combined science teachers. Results suggest that, while teachers were aware of Mathematics and Combined Science syllabus requirements of aligning STEM oriented objectives with assessment, they devoted considerable time to preparation of students for high stakes examinations. However, the quality of preparation was questionable, measured against Bloom’s Taxonomy of educational objectives. Teachers tended to use drilling methods, the aim being production of high grades in high stake examinations, with little focus on understanding and application of knowledge in real life situations. It is recommended that teachers should include higher order STEM oriented instructional objectives aligned with assessment in order to prepare learners for the real world of work.

What prospects for the sleep apnea syndrome and connected health?

Connected health is a growing field and can be viewed from different perspectives, particularly in sleep apnea syndrome. The purpose of this review is to show how all these aspects of connected health are already used in the management of sleep apnea syndrome (SAS) and its comorbidities. First, it can give patients a better understanding and a better assessment of their health. It also facilitates their healthcare by allowing them a greater role in their care pathway. For healthcare providers, connected health tools make it possible to set up new procedures for diagnosing and monitoring ambulatory patients, and for the making of joint decisions by health professionals and patients. Finally, for researchers, e-health generates massive amounts of data, thus facilitating the acquisition of knowledge in real life situations and the development of new methodologies for clinical studies that are faster, less expensive and just as reliable. All these considerations are already applicable in the field of sleep apnea, both for proposed treatments and for comorbidities management and for the patient's involvement in his/her care pathway.

What prospects for the sleep apnea syndrome and connected health?

Connected health is a growing field and can be viewed from different perspectives, particularly in sleep apnea syndrome. The purpose of this review is to show how all these aspects of connected health are already used in the management of sleep apnea syndrome (SAS) and its comorbidities. First, it can give patients a better understanding and a better assessment of their health. It also facilitates their healthcare by allowing them a greater role in their care pathway. For healthcare providers, connected health tools make it possible to set up new procedures for diagnosing and monitoring ambulatory patients, and for the making of joint decisions by health professionals and patients. Finally, for researchers, e-health generates massive amounts of data, thus facilitating the acquisition of knowledge in real life situations and the development of new methodologies for clinical studies that are faster, less expensive and just as reliable. All these considerations are already applicable in the field of sleep apnea, both for proposed treatments and for comorbidities management and for the patient's involvement in his/her care pathway.

What prospects for the sleep apnea syndrome and connected health?

Connected health is a growing field and can be viewed from different perspectives, particularly in sleep apnea syndrome. The purpose of this review is to show how all these aspects of connected health are already used in the management of sleep apnea syndrome (SAS) and its comorbidities. First, it can give patients a better understanding and a better assessment of their health. It also facilitates their healthcare by allowing them a greater role in their care pathway. For healthcare providers, connected health tools make it possible to set up new procedures for diagnosing and monitoring ambulatory patients, and for the making of joint decisions by health professionals and patients. Finally, for researchers, e-health generates massive amounts of data, thus facilitating the acquisition of knowledge in real life situations and the development of new methodologies for clinical studies that are faster, less expensive and just as reliable. All these considerations are already applicable in the field of sleep apnea, both for proposed treatments and for comorbidities management and for the patient's involvement in his/her care pathway.