Education Lessons Research Articles

Moral Reasoning According to Gender in Citizenship Education Learning

Moral is a measure of the good and bad of a person, both as a person and as a citizen, and a citizen.Meanwhile, moral education is education to make human children morally good and humane. This paperaims to provide an overview of instilling moral values in students through civic education and knowingthe definitions of moral, moral education and moral education in children. The research method used is touse a literature review research method or literature study which contains theoretical theories that arerelevant to research problems. The conclusion of this paper is that the moral prescription of students isnot only from class lessons, but in Citizenship Education lessons also participate in the moral ordering of students

Assessing the impact of remote learning on student engagement: Lessons from global educational responses to crisis

The outbreak of the COVID-19 pandemic has prompted a global shift towards remote learning in education systems worldwide. This study aims to assess the impact of remote learning on student engagement by examining global educational responses to the crisis. Through a qualitative approach and extensive literature review using library research methods, this research explores the lessons learned from various countries' experiences with remote learning during the pandemic. The analysis focuses on key factors influencing student engagement, including access to technology, teacher-student interaction, curriculum adaptation, and socio-economic disparities. Findings reveal both challenges and opportunities associated with remote learning. While technological limitations and digital divide pose significant barriers to student engagement, innovative teaching strategies, collaborative efforts, and flexible curriculum adjustments have emerged as effective solutions. Furthermore, the study identifies the importance of teacher support, parental involvement, and student motivation in enhancing engagement in remote learning environments. The insights gained from this research provide valuable lessons for policymakers, educators, and stakeholders in designing effective strategies to improve student engagement in remote learning settings, both during crises and beyond.

Knowledge and Teaching Competencies of Physical Education Teachers on Students with Special Needs in the Central Region, Ghana

Background: This research investigated the inclusion of students with special needs during Physical Education lessons in the Central Region, Ghana. Many learners only observe during Physical Education lessons because the teachers simply ignore them or are challenged with how to integrate them into the lessons. There were also challenges with the nature of the facilities and equipment available for lesson delivery. Methodology: A concurrent research design was used thus, combining both quantitative and qualitative approaches. The design selected presents the best perspective of the issues. Participants were made up of 230 respondents sampled from Senior High Schools purposively consisting of 116 Physical Education teachers and 114 students with disabilities. The qualitative data was thematically analysed according to the objectives. Chi square was used for the analysis of the quantitative data. Results: Many Physical Education teachers perceived inclusive Physical Education as a right to full participation for every learner; therefore, expected full participation by all students irrespective of their physical, mental status, sex orientation ethnic origin but confirmed that they did not have adequate knowledge, expertise and are challenged in other ways to successful integrate students with special needs at their lessons. Conclusion: Physical Education teachers perceived inclusive education as a right for everyone including persons with disability. Though they had some training in inclusive education, they were not equipped enough to handle persons with special in their PE lessons to the appreciable level. They supported the idea of including students with special needs during their lessons due to the benefits they will gain but of the opinion that this most often disrupts the harmony of their teaching because they are unable to handle them the best way. Keywords Inclusive Education, Physical Education Lessons, Students with special needs, In-Service Training

Examination of Physical Education and Sports Courses in Educational Systems (Germany and Türkiye Example)

It is seen that education systems all over the world have basic sciences, arts and sports courses within each structure. The importance of sports classes is increasing day by day in today's world where sedentary lifestyle increases with the age of digitalization. Physical education and sports lessons are important in order to meet the exercise needs of children who have the ability but are not able to do professional sports. When we study the historical development of physical education and sports in Turkey, we can say that it is mostly influenced by the German education system and educators after the 1920s. German gymnasts worked as physical education and sports teachers in the Ministry of Education. In short, physical education and sports education and its curriculum in the Turkish education system have been influenced by the German education system for years. The aim of this study is to examine the physical education and sports courses in Turkish and German current education systems. As a result of the research, it is seen that although Turkish-German education systems are very different from each other, there is one or more weekly lessons per class in physical education and sports curricula. It is seen that the biggest difference is in primary education. The course carried out with the name of physical education and games in the primary schools in Turkey is carried out 5 hours a week in the grades 1-3 and 2 hours a week in the 4th grade. While the average class hour of 4 years is 17 in Turkey, this number is 11 hours in Germany.

A Model for Effective Learning in Competition: A Pedagogical Tool to Enhance Enjoyment and Perceptions of Competency in Physical Education Lessons for Young Children.

To date, little research on competition has focused on young children (6-7-year-olds). A total of ninety-seven participants (51 boys and 46 girls) from two English primary schools completed two physical education (PE) lessons, which included three different activity challenges. The control group undertook the same activities in both lessons. The experimental group did likewise but were set high-, low-, or mid-level targets in lesson two based on individual scores from lesson one. The children completed a post-session questionnaire to assess (i) enjoyment levels and (ii) which activity they perceived they performed best in. The results found that children both improved and enjoyed the lesson most when low- or mid-level targets were set. Indeed, when targets were absent (in the control group), children's competency scores regressed. Likewise, children perceived that they performed best in the activity where lower targets were set. Their perceived competency included both tangible and intangible reasons. From these results, it is recommended that for practitioners working with 6-7-year-old children, the most effective learning in competition uses individualised and competitive targets and challenges as a means to garner greater enjoyment in PE. Understanding each child's self-efficacy and motivation is key, which requires ongoing evaluation and assessment during PE lessons.

Physical Activity, Body Composition, Physical Fitness, and Body Dissatisfaction in Physical Education of Extremadura Adolescents: An Exploratory Study.

In recent years, physical activity levels among youths have declined significantly. This has led to a decline in adherence to physical activity recommendations. In this sense, physical education offers an ideal environment that contributes positively to improving adherence to physical activity recommendations, as it teaches students movement-related skills and knowledge. The objective of the present research was to investigate the relationship between physical activity levels, body composition, fitness in Physical Education, and body dissatisfaction levels, and to analyse sex differences in relation to the study variables. The sample was formed of 1166 participants from the 1st and 2nd secondary compulsory education, of which 642 were boys (age 13.16 ± 0.91), and 524 girls (age 13.08 ± 0.85). The measure of physical activity was the Physical Activity Questionnaire for Adolescents (PAQ-A). Body composition was assessed using weight and height to calculate their body mass index. Cardiorespiratory capacity was assessed using the Course-Navette test in Physical Education lessons. The results showed the relationship between physical activity and body mass index, cardiorespiratory capacity, and body satisfaction. It was also confirmed that higher levels of physical activity were associated with a lower body mass index, improvements in cardiorespiratory fitness, and lower levels of body dissatisfaction to a greater extent in boys than in girls. The study concludes that improvements in the study variables were associated with increased physical activity. In addition, it seems necessary to promote healthy lifestyles in physical education lessons, especially during adolescence, as they could serve as a gateway for the improvement of health-related fitness in future generations. Increasing the amount of physical activity among young people is vital. Therefore, it would be essential to develop intervention programs in physical education classes, especially during adolescence, aimed at promoting and increasing physical activity and its benefits.

Application of Numbered Head Together (NHT) Cooperative Learning Model in Hindu Religious Education Lessons for Elementary School Students

The right learning model can create a fun learning environment and make it easier for students to learn lessons. In the process of learning the conventional learning model, the lecture method used is less flexible and seems stiff. The ability to cooperate is useful for training students to accept that there are many differences with other friends with different backgrounds. The Numbered Head Together (NHT) cooperative learning model can maximize educators’ role in paying attention to students, and positive interactions occur between students and educators and students with other friends. This study aimed to obtain an innovative learning model. The data collection methods used were observation, interviews, document studies, and literature studies which were analyzed using qualitative descriptive analysis methods. The results showed that the application of the NHT cooperative learning model consisted of planning activities, implementation activities, final activities, and construction, resulting in increased interaction and discipline in learning, increased understanding in learning, and increased socialization and cooperation. Thus, it can be concluded that the application of the Numbered Head Together (NHT) cooperative learning model prioritized the role of students to be active by inviting students to learn while playing. The NHT learning model helped the learning process to be effective and efficient. The selection of the application of the Numbered Head Together (NHT) cooperative learning model in Hindu Religious Education lessons is expected that learning can give more impressions and deep meaning to students in learning with a group system.

Hidden Cost of Poor Sampling and Reconciliation Practices - Educational Lessons Far Beyond the Mining Industry

Hidden Cost of Poor Sampling and Reconciliation Practices - Educational Lessons Far Beyond the Mining Industry

The Re-Awakening Role of Social Workers in Policy-making following a Global Pandemic: Lessons for Education and Practice

The Re-Awakening Role of Social Workers in Policy-making following a Global Pandemic: Lessons for Education and Practice

Da prática de campo da tradição naturalista da Biologia à aula de campo na escola: distanciamentos e aproximações

Abstract This study has a theoretical and, to some extent, essayistic nature, as it embarks on an investigative and reflective journey that deviates from traditional methodological constraints. The goal is to encourage dialogue between the traditional naturalistic field practices and the field-based lessons in biology education. We use the field practices of traveling naturalists from the sixteenth century as a point of reference, aiming to establish an interpretive time horizon for contemporary field classes. By investigating the attributes and progression of field scientific practices, we can assess their impact on biology field courses and how they differ from them based on the specific circumstances. Making connections between science and teaching can help to break away from the daily grind of pedagogical routines and facilitate the necessary reevaluation of biology field lessons.

FEATURES OF THE IMPLEMENTATION OF THE COMMUNICATION-ACTIVITY APPROACH IN RUSSIAN LESSONS IN PRIMARY AND SECONDARY SCHOOLS

In this article specific features of communicative and active approach are described; main principles, on which it is based, are overviewed. Development of an exercise, which could serve as a layout for creating exercises for Russian language lessons in secondary and advanced education, is presented.

Gender Differences in Students’ Moderate to Vigorous Physical Activity Levels During Primary School Physical Education Lessons: A Systematic Review and Meta-Analysis

Purpose: We aimed to determine gender differences in students’ moderate to vigorous physical activity (MVPA) levels measured in primary school by accelerometry. Methods: Our systematic search (PROSPERO: CRD42023422799) was developed using four electronic databases (from January 2013 to December 22, 2023). Our meta-analysis was conducted based on a random-effects model. Results: The search yielded 6255 manuscripts. Only 24 manuscripts were included in the systematic review, reporting 7550 participants. Finally, 19 manuscripts were meta-analyzed. Our analyses indicated that the mean percentages (SMD = 0.32, 95% CI = 0.24 to 0.40, p < .001) of MVPA in primary school physical education (PE) lessons were 28.75 ± 13.75 for boys and 25.99 ± 12.35 for girls. In addition, the mean minutes (SMD = 0.22, 95% CI = 0.15 to 0.27, p < .001) were 13.75 ± 9.91 for boys and 12.15 ± 8.88 for girls. Students failed to meet the 50% recommendation of MVPA lesson time. Conclusion: Boys spend significantly more time in MVPA than girls during PE lessons in primary school. The findings show the need for methodological changes in PE to reduce this gender gap.

ВВЕДЕНИЕ ВОЕННО-ПРИКЛАДНЫХ ЭЛЕМЕНТОВ НА ЗАНЯТИЯ ПО ФИЗИЧЕСКОЙ КУЛЬТУРЕ В ШКОЛЕ И ВУЗЕ

This article describes the introduction of changes (exercises techniques) and teaching methods in physical education classes at school and university during the preparation of young people for a Special Military Operation. As well as adding a military-applied orientation to exercises and games used in physical education lessons. One of the authors, A. G. Khairullin (lieutenant colonel of the reserve), taught physical training for cadets of the Kazan Military School, and now they teach physical education at the Kazan Energy University. The purpose of the article will be to attract schoolchildren and students to physical education classes, where military-applied elements and methods of physical training of cadets of military schools will be inserted into exercises and sports games. It is necessary to introduce students to the elements of military training as early as possible. And students should consolidate new military skills. The military-applied orientation of the exercises will help to prepare and keep in good shape the skills that are needed during military service, difficult life situations and combat situations.

A Cross-Cultural Examination of the Role of (De-)Motivating Teaching Styles in Predicting Students’ Basic Psychological Needs in Physical Education: A Circumplex Approach

Purpose: Guided by self-determination theory, this research examined cross-cultural differences in associations of students’ perceptions of teachers’ (de-)motivating approaches on Estonian and Spanish students’ need satisfaction from a circumplex model. Method: The participants were 601 Estonian (56% girls) and 669 Spanish (52% girls) secondary students. Results: Multigroup single-indicator structural equation modeling analysis revealed that participative, attuning, guiding, clarifying, and demanding predicted the satisfaction of each basic psychological need, according to the Estonian and Spanish students’ perspective. Domineering approach negatively predicted autonomy satisfaction in the eyes of Estonian students, while abandoning approach predicted the satisfaction of each basic psychological need negatively as perceived by Estonian and Spanish students. Conclusions: Results underscore the cross-cultural relevance in explaining the role of teachers’ (de-)motivating approaches in the eyes of students, supporting/undermining students’ need satisfaction in physical education. Therefore, these findings set the scene for development of effective guidance for teaching training adapted to culture, aimed at providing teachers with the strategies they need to apply the most optimal motivating teaching styles in their physical education lessons.

Integrating Resistance Training Into Secondary School Physical Education Lessons: Effects of a 6-Week Intervention on Athletic Motor Skill Competencies.

The purpose of this study was to examine the effects of resistance training (RT) in physical education lessons on athletic motor skill competencies in secondary school children. Seventy-eight males were randomized into experimental year groups or a control group. Experimental groups participated in RT during physical education lessons for a 6-week half-term. The control group continued with their games-based curriculum. Countermovement jump (CMJ) height, seated medicine ball throw (SMBT) distance, and RT skills battery scores were measured preintervention and postintervention. All experimental groups significantly improved SMBT distance and RT skills quotient (P < .05). All intervention year groups also significantly improved CMJ height (P < .05), except for year 9. Although the control group did not show improvements in CMJ height and RT skills quotient, there was a significant improvement in SMBT distance (P < .05). The year 7 and 8 males exhibited greater improvements in CMJ height and SMBT distance (d = 0.21-0.79) than in year 9 (d = 0.00-0.40). Results of the study indicated that a 6-week half-term RT intervention in physical education lessons can improve athletic motor skill competencies (P < .05, d = 0.21-2.51) in male youths.

Main Peculiarities of Writing Prompts for Teaching Physical Education Lessons

The article dwells on issues beset with the study of main peculiarities of writing prompts for teaching physical education lessons. It is noted that during the lesson, the usage of creative games is very important, because they are one of the effective methods of teaching.

Using Podcasts to Bring National Estuarine Research Reserves into the Classroom

In secondary and undergraduate classroom settings, there are significant challenges to exposing students to concepts related to Earth sciences and the environment. These challenges are exacerbated when conveying lessons about geographic areas with limited access, such as the ocean and coastlines. It is now more important than ever for environmental education to improve and adapt to our changing world. Educators may have the opportunity to bring these subjects to life by using media content such as podcasts to introduce students to new places and the scientists, managers, and educators who work in those spaces. Although education and public information sharing are part of the mission of the National Estuarine Research Reserve System (NERRS), there are few pathways for bringing reserves and the research, monitoring, and conservation associated with them into schools that are distant from NERRS sites. To address this educational gap, an instructor survey was conducted, and 43 responses were analyzed to identify best practices for secondary school and higher education lesson formats and assessment strategies. Based on this feedback, an introductory podcast series called “NERR or Far: The Reserves Are Where You Are” was created. This educational series is designed to increase access to regional conservation information and foster stewardship of our coastal resources.

Kako bi deca bez ometenosti doživljavala učenika sa intelektualnim smetnjama u inkluzivnom fizičkom vaspitanju?

Introduction. The views of able-bodied children on the inclusion of a student with intellectual disabilities in physical education classes are one of the factors influencing the success of the physical education process. The social interactions of able-bodied pupils and pupils with disabilities are crucial in creating a positive classroom climate. Objectives. The aim of the study was to assess the attitudes of able-bodied children towards the inclusion of pupils with intellectual disabilities in physical education lessons and compare the differences between boys and girls. Methods. The study involved 274 able-bodied pupils, 153 boys (mean age 12.34±1.19 years) and 121 girls (mean age 12.45±1.23 years). A modified Czech version of the CAIPE-R for the inclusion of a student with an intellectual disability was used (a=.797). Differences between boys and girls were assessed by the Mann-Whitney U-test. Differences between attitudinal dimensions were calculated using the Wilcoxon Signed Rank test. Results. Both genders of able-bodied children (boys, 2.91±.45 score; girls, 3.11±.40 score) assessed the inclusion of a student with an intellectual disability in physical education classes rather positively. Girls were more positive to include a student with an intellectual disability than boys, which was reflected in their overall (U=6984, p=.00, r=.22) and sport-specific attitudes (U=6335, p=.00, r=.28). Boys assessed general attitudes more positively than sport-specific attitudes (Z=-4.97, p=.00, r=.24). Conclusion. More information about the attitudes of intact classmates, teachers, and school management toward inclusion needs to be gathered through research monitoring.

Management Education Lessons From the Bhagavad GITA

Management Education Lessons From the Bhagavad GITA

Development of endurance in physical education lessons with the use of outdoor games

Background: Endurance is of great importance for the growth and development of the body of schoolchildren, and is also the foundation for the development of other physical qualities. The low level of endurance of modern schoolchildren requires the search for new ways to improve the system of physical education.&#x0D; The aim of the study: To increase the level of endurance development in schoolchildren using outdoor games in physical education classes at school.&#x0D; Study design: Pedagogical experiment.&#x0D; Research methods: The research was carried out on the basis of secondary school number 30 in the city of Kirov, Russian Federation. The experiment was attended by 3rd grade students aged 9-10 years. The study took place from September 6 to December 26, 2022 during physical education lessons 2 times a week for 45 minutes each lesson. In total, 2 groups of 25 people were formed. Classes in the control group were conducted according to the standard program, and in the experimental group, outdoor games were additionally conducted at each lesson for 6-7 minutes. Tests that were used to determine endurance: flexion and extension of the arms while lying on the floor, running 30 meters, Vis bent arms, lifting the trunk from the supine position, running 1000 m.&#x0D; Results: After the end of the pedagogical experiment, the indicators of school children in both groups became higher. In the control group, the indicators were reliable only in the test for flexion and extension of the arms while lying on the floor. In the experimental group, by the end of the study, the results in all 5 tests showed a significant and reliable result. Flexion and extension of the arms in the prone position from 15,6±0,76 to 19,7±0,76 (p&lt; 0.05); Running 30 meters from 6,25±0,08 to 5,99±0,08 (p&lt; 0.05); Vis bent arms from 21,90±0,97 to 27,10±0,97 (p&lt; 0.05); Lifting the trunk from the supine position from 22,40±0,87 to 28,10±0,76 (p&lt; 0.05); running 1000 m from 337,7±8,01 to 311,9±3,9 (p&lt; 0.05).&#x0D; Conclusion: If outdoor games are used in physical education lessons at school when working with children 9-10 years old, then the indicators of different types of endurance will significantly improve.&#x0D; Bangladesh Journal of Medical Science Vol. 23 No. 01 January’24 Page : 254-261