Learning Process Of Pupils Research Articles

Relationship Status Between Schools and Stakeholders: Basis for A Proposed Action Plan on Sustainable School – Community Partnership

This study aimed to investigate the current status of the relationship between schools and stakeholders in the District of Pagsanjan. A quantitative descriptive design was employed, and 288 respondents comprised of school heads, teachers, parents, alumni, local government officials, religious organizations, and non-government organizations were included in the study. Data were gathered using a researcher-made questionnaire. Results showed that the Feeding Program, Gulayan sa Paaralan program, and the Clean-up Drive Program of the Department of Education “Often” encouraged and engaged the school and stakeholders in active partnership. The current status of the relationships between the school and parents, local government officials, alumni, religious organizations, and non-government organizations were “Very Satisfactory.” It was concluded that the programs of the Department of Education have improved the relationship between the school and the community, and have created avenues for the school and community to address common concerns such as health, sanitation, and nutrition. Moreover, schools should involve all sectors of the community in their programs and convince stakeholders of the importance of their assistance in the education and learning process of pupils. Keywords: action plan, stakeholders, community partnership, DepEd programs

Cluster Analysis of the Teacher – Applicants to be Enlisted in the Registry of Qualified Applicants for Public School Teachers: Basis for Policy Formu-lation

The Recruitment, Selection and Placement Core Group of the PRIME-HRM of the Department of Education Division of Butuan City conducted this research mainly to address the issues on the assessment of the Teacher applicants particularly in the scoring system which may eventually be hired in the Department of Education. To identify gaps in assessing teacher competencies, the researchers used the K-means cluster analysis to generate knowledge that could be the basis for policy formulation. An applicant can be in the Registry of Qualified Applicants if he/she passes the criteria in the selection relative to their qualifications and competencies. The researchers found two issues that need to be addressed. First, it is the experience and the English Proficiency Test (EPT) results. Experience is necessary because teaching is a skill which requires expertise, but we do not prioritize it over other criteria. Another gap is the English Proficiency Test result. English is an essential factor in the teaching profession since it is our second medium of speech and teachers are facilitators in the learning process of pupils and students. Thus, there is a need to revisit the EPT tool and propose modification if deemed necessary; English skills enhancement is duly recommended from Senior High School to Higher Education to develop mainly its basic communication proficiency; newly hired teachers will undergo training to enrich English aptitude; enhance the policy on recruitment process.

The escape room and breakout as an aid to learning STEM contents in primary schools: an examination of the development of pre-service teachers in Spain

ABSTRACT Gamification consists of using game elements in non-game contexts, such as in education, aiming to promote cooperation, motivation, or engagement. Here, the Escape Room and Breakout games are in early stages in formal educational environments. Specifically, in primary education, this type of tools can be useful to support the teaching and learning process of pupils. This study aims to describe a BrEscapeRm (Escape Room and Breakout combine) used as educational tool to teach STEM (Science, Technology, Engineering, and Mathematics) contents in a science course of degree in Primary Education. After completing the activity, students’ perception about the BrEscapeRm were gauged, resulting that they found it funny, interesting, motivating, and exciting. However, a certain rejection to the tasks containing calculation and science contents was detected. During BrEscapeRm development, students were very focused on each task and there was a sense of pleasure at the end of BrEscapeRm. Therefore, this activity could have multiple benefits for the student’s motivation and engagement in learning in primary education.

Дослідження проблеми ставлення педагогів до використання інноваційних технологій у навчанні школярів з інтелектуальними порушеннями.

Analysis of the research results of the problem of the teachers’ attitude at a special educational institution to the usage of innovative technologies in the learning process of pupils with intellectual disabilities is represented in this article. It was found that the use of innovative technologies in the educational process of modern secondary schools is an urgent problem in the current education of Ukraine. Scientists have conducted a number of studies, defined the concept of «innovative technologies», described and classified them, noted that today the effectiveness of creative education is associated with a combination of traditional and innovative technologies that enhance cognitive activity and motivation of students, individualization and differentiation of education, increasing the level of independence of pupils, including pupils with intellectual disabilities. However, the practical application of innovative technologies in the educational process of special education institutions causes some difficulties for teachers. The results of a study conducted at a special education institution showed that it is difficult for teachers to define the concept of «innovative technologies», to determine which innovative technologies they use in their own activities. Among the technologies most commonly used by educators in teaching children with intellectual disabilities are game technology, interactive learning technology, information and computer technology, project technology, and self-centered learning technology. Although the vast majority of teachers (95%) believe that the use of innovative technologies in the learning process of pupils with intellectual disabilities has a positive effect on the quality of pupils' learning, only 25% of respondents admitted to using innovative technologies during their lessons. At the same time, some teachers prefer traditional forms and methods of teaching pupils with intellectual disabilities, consider them effective and efficient in teaching this category of children with special educational needs. Teachers have difficulties in using innovative technologies during their professional activities: 40% of teachers lack computer skills, 40% of respondents do not have enough knowledge about innovative technologies and 20% of respondents indicated that the cause of their difficulties is insufficient financial resources and technical base of the educational institution. The research showed that all teachers are positive about the proposals to assist in mastering the practical skills of using innovative technologies, recognizing their use in the modern educational process necessary and relevant.

The Impact of Formative Assessment on Results of Secondary School Pupils in Mathematics: One Case of Schools in Slovakia

Teaching of mathematics at Slovak primary schools used to be based on the trans missive transfer of knowledge and skills from teachers to pupils. The currently used constructive and investigative approach in teaching mathematics in Slovakia requires a change in the formative assessment in mathematics based on the pedagogic experiment, which is carried out on a target group of respondents. The issue of measuring and evaluating pupils' performance is still topical for several reasons. Pupils' results in mathematics often do not meet the expectations among pupils themselves and their parents. Measuring pupil's level of knowledge and quality of education is also one of the topics that are very often discussed by the general public. We consider the use of formative assessment to correct teachers' teaching practices and pupils' learning practices as a suitable tool for the teaching process. This fact can be applied also in teaching mathematics. It helps to identify misconceptions in pupils' knowledge, to diagnose various problems and their causes in the learning process of pupils.

Pedagogical And Social Issues Of Technology In Teaching And Learning; A Review

This article aims to look at pedagogical issues and social issues arising in connection with the use of technology in teaching and learning today. Suggested learning environments that include learning strategies, learning theories, learning activities, learning designs and delivery platforms have been proposed by researchers to meet the 21st century learning that emphasizes active involvement of students, active learning, fun learning and collaborating with peers, sharing information with other partners, creative thinking and critical thinking as well as self-directed learning among students are also discussed. Implementation of ICT in the teaching and learning process of pupils will not only provide students with the stimulus to learning, but will also increase their academic interest and achievement.

Experienced technology teachers\u2019 teaching practices

Teachers’ teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13–15-year-old pupils). The collected data consist of teacher’s statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers’ descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category ‘Orientations to teach technology’, vary considerably. However, regarding ‘instructional strategies’, the consensus among those experienced teachers is striking. Experienced technology teachers’ teaching practices are proven to provide valuable information about the subject’s potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.

Psychological problems of teaching and developing students' thinking in the information society

In the article it is justified the relevance and necessity in the learning process of pupils in the conditions of information society to develop not only their personal qualities, but thinking which is a significant factor, determining the process of improving the system of continuous education of a person in XXI century. As early as in the 70s of XX century the Russian philosopher and psychologist Davydov V. V. emphasized that in the rapidly developing society the classical pedagogy in its current variant aims at constant expansion of the information volume of curricula that will eventually lead to a crisis of education, falling level of education, as pupils will not be able qualitatively to master the whole volume of knowledge during the period of study at school.
 The idea of way out of this situation was formulated by Davydov V. V. It lies in the fact to “teach a child to learn independently”. It means that it is important to convert a child from trainee into “learner”, i.e. “being able to teach yourself”, to make “subject of his own education”. It is appropriate in the primary school to form pupils’ ability to independent theoretical knowledge, to develop their theoretical thinking.
 If during the teaching process the pupils have not formed conceptual thinking, then children’s unconsciousness of own intellectual operations and inability of their voluntary use are kept. Memorized the rules and formulas, a child does not see their field of application, he is not able to use them, he has difficulty with transferring of intellectual skills into similar situations, he does not notice illogicality of own wrong conclusions, contradictions in the statements.
 In the article it is particularly emphasized that the main purpose of general secondary education in the information society is to teach the pupils to think. Educational process has to promote development of conceptual thinking which is formed only by studying sciences, i.e. through the development of objective laws of the surrounding world.

TOPICAL TEACHERS' WORK TECHNIQUES IN EDUCATION PROCESS OF PUPILS WITH MENTAL DISORDERS

The paper describes the study on efficient and less effective teachers' work techniques in lessons, working with pupils with mental disorders and implementing the inclusive educational process that is governed by Latvian national and educational policies. The summary of the answers of comprehensive and special schools' teachers involved in research also indicates a number of additional factors that are significant in the learning process of pupils with mental disorders and can contribute to or reduce pupils' learning achievements.

THE ESSENCE OF MENTAL TRAINING AND OPPORTUNITIES FOR ITS USE IN THE VIOLIN TEACHING AND LEARNING PROCESS OF PUPILS IN PRIMARY SCHOOL EDUCATION

The subject of mental training has gained a great deal of attention in the field of sports psychology and various authors have shown that many of the components of mental training transfer successfully to a musical setting (Green, Gallwey, 2012). Yet the explanations for its success, why this may depend on certain conditions and whether there are special considerations for musicians, have remained relatively obscure (Johnson, 2003). Additionally, mental training is more frequently used in both sports and music with already-trained practitioners; the few studies that explore the components of mental training with children are currently in the field of sport (e.g. Orlick, McCaffrey, 1991; Julien, 2002; Li-Wei et al, 1992) and therefore do not address the specifics of learning a musical instrument. The aim of this paper is to investigate the premise of mental training and to assess opportunities for its use in the one-to-one violin teaching and learning process of primary school-aged pupils. The applied methods: Analysis of the scientific literature on mental training, its connections to literature in neuroscience and primary school age-related studies; teaching observations. Relevant conclusions: Children from a young age have mental imagery abilities and there are opportunities for the use of mental training in the violin teaching and learning process of pupils in the primary school age group. A synthesis of the literature on mental training, neuroscience and empirical teaching observations suggests that for mental training to be most beneficial, it should be introduced consciously and purposefully within the teaching and learning process.

Dimensiones de la educación artística: Experiencias de un taller de pintura popular en un pueblo de Sevilla

In the present paper is described the learning process of pupils of a popular workshop of painting. Discursive, behavioral and social aspects of learning are integrated. The need to analyze the concrete contexts of learning beyond the simple description of the activities inside the workshop is defended. The paper suggests the social origin of the discursive resources of the pupils and in this way “the artistic thought” is relabeled as “artistic speech”. The social contexts of activity out and inside the workshop are located in the apex of what is called an inverted triangle of the artistic education.

A Model of Reflective Teacher Education in the Netherlands: a few ideas on teaching practice

Summary Teaching practice is a very important element of teacher education. Subsequently a number of observed weaknesses, revealed through evaluation will be examined. Reference will be made to a number of research studies that have been already carried out in the Netherlands in order to achieve improvements in teacher education. These changes in the courses apply to the following areas: reflecting, developing subjective theories and organising the teaching practice, which are often interrelated. Finally, there will be a description of a new training programme focused on reflection. This is a programme of 14 months for the new university teacher education, that assures a gradual development of responsibility taken and more attention for the learning process of pupils.