Lessons In High School Research Articles

Developing Web-based Learning Media ‘Geopedia’ Using SAM Model

Web-based learning media is important to develop in order to improve the quality of learning. This research aims to develop Geopedia web media in geography lessons in high school using the Successive Approximation Model (SAM). The development of Geopedia web media in this study used the SAM 1 model with its stages, namely 1) evaluate, 2) design, and develop. Data analysis methods are qualitative descriptive analysis and quantitative descriptive analysis. Qualitative descriptive analysis collected data on reviews and recommendations given by Geography material experts, media experts, teachers, and students. Quantitative analysis in the form of percentage values obtained from the analysis of criteria scores with a Likert scale. Based on the results of the study, the development product in the form of web learning is suitable for use in learning Geography, especially Lithosphere. The feasibility value of the material expert is 91.25%. Then from media experts is 93.33%. Then, the feasibility value from students is 88.44% and the teacher is 88.27%. Therefore, the average feasibility value of this web learning is 91.25%, including in the very effective category.

Formation of financial literacy in computer science lessons in high school

The article is devoted to the study of methods and approaches to the formation of financial literacy of high school students in computer science lessons. The authors analyze the possibilities of integrating elements of financial literacy into the computer science curriculum, emphasizing the importance of interdisciplinary connections to increase the efficiency of the educational process. The work presents examples of the use of digital tools, software and project activities to explain basic financial concepts and develop practical skills, in particular budget management, financial planning and risk assessment. Particular attention is paid to the implementation of interactive technologies that contribute to the active involvement of students in the learning process. The results of the study indicate an increase in the level of financial awareness of students and their readiness to make independent decisions in the financial sphere.

Virtual Digital Laboratory Vernier as a Tool of Implementing STEM-Education Principles in Physics Lessons

The article highlights the results of the theoretical and methodological analysis of the issue of the use of the Vernier digital virtual laboratory as an innovative tool for implementing the principles of STEM education in physics lessons in high school. The purpose of this research paper is to justify the feasibility of integrating digital laboratories into the physics curriculum, which allows for its modernization through the integration of science, technology, engineering and mathematics. The study's methodological foundation is based on the active learning concept developed by D. Sokoloff, R. Thornton and P. Laws. According to it, the active nature of learning physics using the Vernier digital laboratory is ensured by the ability to conduct real, high-precision, and multiple measurements of various physical quantities, analyze the obtained data, visualize them as graphs or charts, and interactively adjust and generalize the results of the experiment. The main advantages and disadvantages of using this innovative learning tool have been analyzed, and its compliance with safety, accessibility and adaptability requirements has been determined. The content of implementing the scientific, technological, engineering and mathematical aspects of STEM education through the methodology of using the Vernier digital laboratory in physics lessons has been explored. An example of a tentative lesson plan for a physics class using the Vernier digital laboratory is provided. Based on the conducted research and the practice of using the Vernier digital laboratory in middle school physics lessons, it has been concluded that it has significant and comprehensive educational potential as an innovative tool for implementing STEM education principles.

ФОРМИРОВАНИЕ ЦИФРОВОЙ КОМПЕТЕНТНОСТИ НА УРОКАХ ЛИТЕРАТУРЫ С ПОМОЩЬЮ ИСПОЛЬЗОВАНИЯ ИКТ

Digital technologies have made great changes in the daily way of life of society. In the modern world, it becomes very difficult to keep track of the flow of constantly updated information: a person needs to process and filter a large amount of information every day, selecting only reliable ones. Digitalization of information generates a need for skills to work with digital technologies. Today, the formation of digital competence is becoming one of the relevant topics. This article discusses the issue of the formation of digital competence among students in literature lessons. The purpose of our research is to identify ways to form digital competence in literature lessons in high school through the use of digital technologies. Based on the set goal, we have identified the object and subject of the study. The object of the study is ICT in literature lessons. Subject of research: digital competencies formed through ICI in a literature lesson. Defining the essence of the concept of "digital competence", we identify some competencies that form "digital literacy". The paper also presents an analysis of the results of a survey of high school students (15-17 years old). Identifying the problem, we have proposed several platforms and types of tasks that can help in solving a didactic task. The main assistants of the teacher in the formation of digital competencies are information and communication technologies. The paper provides as an example several educational websites (platforms), ICT that can be used in the lesson of Russian literature, analyzes the ways of forming "digital competence".

Evaluation of High School Students' Knowledge and Awareness of Medical Information, Specifically on ENT Diseases

Introduction: Every stage of education is valuable, but high school is the most critical period for career choice before university. This is because the university life, which is the basis for career selection, begins after high school. The aim of this study is to evaluate the medical knowledge and awareness of high school students, focusing on ENT (ear, nose, and throat) diseases, across different grades and fields. Material and Methods: A survey form consisting of two sections was used as the data collection tool in the research. The first section contains a demographic information form, and the second section consists of 7 multiple-choice questions. An independent sample t-test was used to compare the averages of correct answers and total scores according to gender, grades, and fields. The ANOVA test was used to compare results based on age groups. Results: Of the 54 students who participated in the study, 28 (51.9%) were female, and 26 (48.1%) were male. Of the participating students, 30 were from the Science-Technology (ST) department, and 24 were from the Anatolian High School (AL) department. After excluding 2 students who had previously participated in ENT disease-related training (both from the ST group), the percentage of students who answered the general ENT questions incorrectly was 6/24 (25.0%) in the AL group and 1/28 (3.6%) in the ST group. The number of students who requested additional health-related topics in the biology curriculum was 19/24 (79.2%) in the AL group and 27/28 (96.4%) in the ST group. Conclusion: It was found that due to the science (biology) intensity of their education, the ST group had higher health knowledge specifically related to ENT diseases compared to the AL group, and the difference between the two groups was significant (p < 0.001). Despite the higher level of correct responses and knowledge in the ST group, there was a statistically significant difference between the two groups in their demand for more biology lessons (p < 0.001). Discussion: Providing more biology lessons in high school would be beneficial both for career choices and for improving health literacy.

Gravitational time dilation in a high school lesson

Abstract In almost all countries, the Ministry of Public Education has introduced the topics of special and general relativity into the high school curriculum. For example, in Italy the teaching of so-called modern physics (quantum mechanics and relativity) was introduced in the last year of high school. The students are approximately 18 years old and, although the arguments are addressed in an introductory and qualitative way, they are also a topic for the final exam. Einstein’s theory fascinates young students, but it is not always easy to explain the revolutionary effects it predicts. For this reason, we have organized a series of in-depth lessons trying to derive the space-time distortions in a way suitable for the young age of the students. In this frontline we summarize a derivation, suitable for high school pupils, regarding gravitational time dilation.

Meta-Analysis of Puzzle Media in High School Lessons by Practicality Test

Meta-Analysis of Puzzle Media in High School Lessons by Practicality Test

Sasirangan cloth as a learning resource for biology subjects in high school lessons in South Kalimantan

Issues in learning, particularly the utilization of learning resources, have not been maximized to facilitate teachers in guiding students to learn certain concepts related to the surrounding environment. This study aims to analyze the motives and colors of Sasirangan as a source of biology learning in high schools and the knowledge of high school biology teachers in Banjarmasin regarding the existence of Sasirangan. This survey research involved 40 sasirangan craftsmen from 20 sasirangan production houses and 38 high school biology teachers in Banjarmasin, South Kalimantan. The instruments used were interview sheets and questionnaires. Data analysis was descriptive using percentage techniques. The results of expert validation indicated that the interview sheets and questionnaires were suitable, with scores of 89.63 and 92.5. sasirangan has great potential to become a source of biology learning, both in terms of motives and natural colors used by craftsmen. However, high school biology teachers in Banjarmasin have not fully utilized and conveyed it as a biology learning resource. While in other statements, teachers stated that they understood and explained that the existence of Sasirangan is very important to be conveyed in biology learning. Some teachers were able to provide information on biology concepts related to the existence of Sasirangan.

MEDIA EDUCATION AS A FACTOR IN THE DEVELOPMENT OF STUDENTS' CRITICAL THINKING IN THE LESSONS OF FOREIGN LITERATURE IN SENIOR CLASSES

The article examines the process of implementing media education for the development of students' critical thinking in foreign literature lessons in high school. It is noted that media education helps students develop critical thinking skills about the information they consume in the media, helps them analyze, evaluate and perceive various media formats, making them less vulnerable to manipulation and inaccurate information. The article notes that media education is a component of modern education, which is aimed at developing students' media literacy and covers various aspects of media work. It is emphasized that the appropriate use of media education, the ability to analyze, understand, critically perceive and use various media formats will contribute to the development of students' critical thinking. It has been proven that the use of informational teaching aids in foreign literature lessons will contribute to the use of multimedia resources to improve the understanding of texts, create content for literary analysis, and more actively study the material. Internet resources are offered that will help effectively plan lessons and extracurricular activities in educational institutions. It is emphasized that in high school foreign literature classes, it is appropriate to use a variety of media sources: films, videos, websites, etc., related to the works studied and offered for additional reading. We emphasized that media literacy consists in the ability to critically evaluate these sources and their correspondence to the original text. A comparison of the theoretical concepts of media education of research scientists is carried out, which proves the need to explore not only the theoretical possibilities of media resources, but also to emphasize the practical importance of media literacy, not forgetting the problems of media violence, the consequences of its influence on a minor audience. It was found that in the process of media education, the student's information competence is purposefully formed and developed. This involves the ability to work with various information, create and interpret media text, and possess skills.

Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses

This qualitative cross-case study examined how a university redesigned instructional course for a preservice program supported the development of mathematics preservice teachers' Technological Pedagogical Content Knowledge (TPACK) regarding the use of Information and Communication Technologies (ICT) in their instruction. This research occurred on the context of a redesigned Mathematics Teaching Practice IV course. This course was redesigned to include in it the six SQD-model (Synthesis of Qualitative Evidence) micro level for preparing preservice teachers to use ICT in mathematics teaching and learning practices and was taught by professors with strong ICT profiles. These course activities were organized and used during an entire semester and the combination of these group of activities was called Studying, Learning and Teaching mix. We observed the preservice teachers' practices in their design and teaching of high school lessons and conducted semi-structured interviews to assess their TPACK development. While there were observable features of TPACK development in the early TPACK levels as a result of the participants' experiences, the authentic teaching experience clearly challenged their attitudes and beliefs about teaching and learning mathematics and the role ICT might play in this process. The course experience provided multiple teachable moments for the course professors as they observed and described the preservice teachers’ TPACK levels. In the end, we found that the Case 1 of preservice teachers demonstrated multiple descriptors from the Accepting TPACK level while those in Cases 2 and 3 displayed descriptors primarily associated with the Recognizing TPACK level. Results suggest that their attitudes and beliefs were challenged through a constructive and iterative process that ultimately supported their TPACK development.

Development of a Digital Problem Solving Skills Test Instrument: Model Rasch Analysis

Biodiversity is one of the subjects in Biology class X. Learning about the concept of biodiversity should be done by analyzing real natural phenomena, especially regarding biodiversity that exists in daily life. The government through the Regulation of the Minister of National Education Number 23 of 2006 has set competency standards for high school graduates that correlate with 21st century skills. One of the 21st century competencies is problem solving skills. A total of 26 questions have been developed in measuring Digital Problem Solving skills on biodiversity material for high school students. The questions were declared valid and reliable based on the results of analysis using the Rasch model through the Winsteps program in a polytomous manner, including the criteria of item validity, construct validity, and content validity, reliability, and DIF. As an implication from this study, the questions that have been developed in this study can be used to measure Digital Problem Solving skills in Biology lessons in high school, especially in the subject of biodiversity

Development of Music Education in Postmodern Society

The article is devoted to the emergence of new contradictory trends in the school music education of postmodern society, how young postmodern youth perceives and uses music and attempts to methodically solve these problems. We explain the relevance of the topic by the fact that postmodern historical trends are still very strong in developing countries, and the industrialization of music art is increasingly distancing young people from academic and folk music achievements. Objective of the article is to identify the main trends, contradictions and problems of music education in postmodernism, and to simulate possible methodical ways of its decision. The general methodological approach is theoretical. We have chosen sociological, theoretical and analytical plus theoretical and methodological methods as the main ones for a data collection, information processing and modeling (modification) of educational conditions in music lessons in high school. As a result, the authors of the article presented main features of music education in postmodern society, the attitude of young people to music, and most importantly presented a thesis formulated 15 guidelines for optimizing school music education. The main conclusion is to avoid categoricalness in the hierarchy of educational process management; evaluation of musical content, to emphasize perceptual, reflexive and performative mechanisms of the development of musical heritage. The international significance of the article lies in the supplementation of numerous theoretical studies with specific methodological recommendations, as well as the use of the Ukrainian cultural context of the late postmodern era, which for some reason scholars pay little attention to.

THE IMPORTANCE OF MUSICAL CIRCLES IN EDUCATION OF HIGH SCHOOLSTUDENTS

Speaking about amateur art circles, it should be noted that these are mainly musical circles that solve various problems: they develop artistic creativity, musical abilities, form aesthetic tastes, teach you to express your feelings through music, dance and facial expressions, help to identify the most gifted in the field of art children, help children rationally use their free time. In the article, the author determined the content, specifics and effective forms of work of musical circles, investigated the requirements for the work of musical circles, the ways and possibilities of connecting circle work with the process of teaching music lessons in high school, developed a number of recommendations for the pedagogical management of musical circles of school amateur performances and planning group work systems.

The use of interactive training in physical culture in the process of forming the health-saving competence of high school students

The issue of the importance of interactive physical education in the process of forming the health-preserving competence of high school students is highlighted. It was found that the main forms of physical education in institutions of general secondary education are physical culture lessons aimed at the development of health-preserving competence, sustainable motivation to engage in physical exercises, increasing the level of motor activity, forming motor abilities and skills, expanding the functional capabilities of the students' body through purposeful development of natural abilities, involvement in physical culture and health activities. The expediency of conducting interactive physical education lessons in high school, aimed at the development of health-preserving competence, sustainable motivation of students to engage in physical education and sports, and other types of physical education and sports training aimed at increasing the level of motor activity, improving life the necessary abilities and skills, the ability to use them in educational and everyday activities, the expansion of the functional capabilities of the students' body through the purposeful development of natural abilities, basic physical qualities, involvement in physical culture and health activities. The method of forming health-preserving competence in the process of interactive physical education based on the implementation of active methods, means and forms of organizing physical exercises, in particular those that involve the direct involvement of students in the educational process, has been substantiated and developed. The effectiveness of interactive training in physical education was confirmed by the reliable positive dynamics of indicators of motivation, motor readiness and somatic health in high school students.

Investigating the dialogic patterns of mathematics lessons in different stages of education

Classroom dialogue is widely used in mathematics teaching and learning, and if managed strategically, it will have productive benefits for mathematics achievement. However, dialogic participants often lack awareness of how dialogue could be constructed, and few studies show the characteristics of dialogic patterns in different stages of education. Drawing on the data from the Chinese National Cloud Platform, this study therefore comparatively examined the dialogic patterns of mathematics lessons captured in primary, secondary and high schools in China, using 300 video-recorded mathematics lessons, with 100 lessons for each stage of education. Classroom dialogue was transcribed and systematically coded, after which a lag sequential pattern mining technique was used to examine the collective process of dialogic contributions. Findings indicated that there were both similarities and differences in terms of the dialogue pattern throughout the three stages. Dialogue concerning previously-learnt knowledge, subjective expressions and analysis appeared frequently in mathematics lessons in the three education stages, while speculative talk and querying were less often observed. There were commonalities between dialogic patterns captured in mathematics lessons in secondary and high schools, which were significantly different from those in primary schools. The variation was most obvious in dialogue showing high-level cognition, namely, analysis, coordination and speculation. Prominent sequences captured in secondary and high school lessons were able to involve dialogue at both low and high cognitive levels, which demonstrated the characteristics of exploratory talk. This knowledge could help create productive classroom dialogue, and benefit mathematics teaching and learning.

Methods and approaches of teaching speaking in foreign language lessons in higher educational institutions

The article discusses ways of effective conducting of speaking lessons in high school and in higher educational institutions. As a result, not only speech skills improve, but also oratory skills, critical thinking develop, discussion and dialogue skills, respect for the interlocutor, the ability of using argumentation and evidence during public speeches develop.

Texts of Patriotic Songs as an Object of Analysis in Russian Language Lessons in High School

The article discusses the possibility of using the texts of the Russian military patriotic song in the Russian language (native) lessons in order to form the civic identity of the student, to understand the connection between the language and the history of the people, the peculiarities of the Russian mentality, to enrich students’ ideas about the ways of expressing thoughts and feelings in words. Assuming that the genre, language and content-semantic aspects of the texts of Russian patriotic songs have a rich educational potential, the author emphasizes that their use reduces the shortage of patriotic texts in Russian language textbooks for high school. The author analyzes the possibilities of comparative linguistic and cognitive and axiological analysis of these texts and offers methodological recommendations regarding its implementation. The article emphasizes that the attention of students is drawn to the content core of Russian patriotic songs from different eras, the images of a warrior-soldier, native land, home, symbols that speak of the state and the Orthodox faith, adherence to the traditions of the fathers. An interesting aspect of the analysis of such texts can be the observation of the dynamics and continuity of language changes, which are reflected in the grammar and lexical structure of texts. Among the methods and devices of working on the texts of Russian patriotic songs, the author names close reading with marks, lexical analysis using dictionaries, observation of unusual syntactic constructions (figures of speech), creating associative chains, verbal drawing, highlighting national linguistic concepts, analyzing the figurative side of the text, creating their texts based on the author’s song text. As an example, the author proposes the texts of such military patriotic songs as “Soldier’s Song” by Fedor N. Glinka (1812), “The Holy War” by Vasily I. Lebedev-Kumach (1941), “Sky of the Slavs” by Konstantin E. Kinchev (2000) and others, and the methodology for working on them.

World Practices of STEM Education Implementation: Current Problems and Results

The term “STEM education” has been clarified. It is well-founded that STEM education is a learning process that is based on interdisciplinary and practical orientation and provides the formation of skills to acquire theoretical knowledge, and master scientific methods for their use in solving specific practical tasks (not only in professional activities). A quantitative analysis of the results of the implementation of STEM education, presented in scientific publications, was carried out. A small percentage of publications dedicated to STEM education have been found. It has been established that in countries with developed economies, there are significantly more published scientific results regarding the implementation of STEM education. Practical cases of the implementation of STEM education in Ukraine and the world are highlighted. Among these are the organization of STEM education through solving problem situations in field conditions; basing classes on solving practical tasks in a certain professional field; examples of organizing and conducting lessons in high school on an interdisciplinary basis; cases for four scenario exercises; cases for solving practice-oriented tasks at home; and cases of inclusive education using STEM projects. A content analysis of modern practices of implementing STEM education on the basis of open educational resources such as Coursera, edX, Udemy, Prometheus, and EdEra was conducted. The analysis of open educational resources shows that there are too few courses that would focus on STEM education and on training teachers to implement STEM-oriented education. The basis for the research was scientific publications in publications indexed by the scientometric databases Scopus and Web of Science over the past 10 years, and dissertation research conducted in Ukraine.

CREATIVE PROJECTS IN THE TRAINING OF LABOR AND TECHNOLOGY TEACHERS

The article examines the didactic possibilities of the technology of processing textile materials when performing creative projects by students - future teachers of labor education and technology. In particular, the introduction defines the priorities of the educational policy in Ukraine, among which an important place belongs to environmentalization, which is aimed at achieving the goals of sustainable development and contributing to the prosperity and protection of life on the planet. The key to the implementation of this priority is the formation of the readiness of the participants in the educational process for ecological conservation activities since it is one of the main subject-transformative practices that are implemented in labor training lessons in basic school and technology lessons in high school. Ecodesign in general and upcycling technology in particular are determined to be relevant in the acquisition of professional competencies. The main part of the article outlines the essence of secondary use of materials, the history of its appearance, its importance for nature conservation, and compliance with the concept of the three R's: "consumption reduction - reuse - recycling". Active use by fashion designers is being updated. Emphasis is placed on the importance of using upcycling in educational projects. The experience of the Department of Technological and Vocational Education of the Central Ukrainian State Pedagogical University named after Volodymyr Vinnichenko in the implementation of individual projects on the "upcycling" technology in the educational process in the preparation of future teachers of labor training and technology is presented. It is about the methodology of project activity from the choice of the project topic to the final result, during which students have the opportunity to independently choose the design object according to their capabilities, develop the design and manufacture the product, and prove the necessity of the existence of the finished product in the real world. The results of the study are convincing that the implementation of educational projects by future teachers of work training and technology contributes to the development of creative abilities, creativity, the search for non-standard solutions, and the responsibility of students. Each manufactured item is unique, has an innovative design because an individual approach and design vision of each individual student is used to create it. In addition, the issue of ecological impact on the environment is raised - the recycled item will have a "second life" and will not be thrown into the trash. It is obvious that in the conditions of ecologically transformative activities, the development of the ecological culture of students takes place, and the implementation of such projects contributes to the ecological activity of future specialists. Keywords: project activity, creative project, upcycling, ecological culture, teachers of labor training, and technology

Persepsi Siswa terhadap Penggunaan Buku Digital pada Pembelajaran Sejarah

History learning in schools needs to adapt to information technology in the era of the industrial revolution 4.0. The purpose of this study is to describe students' perceptions of digital books in history lessons in high school. This research method uses descriptive qualitative using research instruments in the form of questionnaires and interviews. This research was conducted in a school in Lampung Province with 20 students as research subjects. The results showed that most students agreed with digital books in implementing history learning in class. Digital books are expected to be teaching materials that can increase students' success in learning history. The implication of this research is that teachers need to be able to adapt to technological and information developments in the current industrial revolution era.