Scientific Competence Research Articles

Науково-педагогічні передумови розвитку проблеми формування дослідницької компетентності магістрів з освітніх наук

University education as a historical and cultural phenomenon has its own history, traditions, transformative and renewing potential. It realizes its mission and performs functions that turn it into a special value, in particular, it exerts a cultural and ideological influence on public consciousness; acts as a mechanism for the selection and socialization of the ruling elites; provides new knowledge and carries out scientific research; prepares qualified specialists; transfers cultural capital. The article reveals the content and significance of research activities based on higher education institutions in a retrospective aspect, the content of the concept and the main requirements for the educational and qualification level of a master's degree as a scientific degree. The preconditions for the emergence and the development of the idea of ​​the formation of scientific and research competence of students at domestic universities have been considered. The problem of applying the research approach as a basis for training specialists in higher education has been studied. It has been established that the research approach in education is a set of pedagogical goals aimed at developing students' readiness for research work through its implementation in the educational process. Research work is defined as a special type of intellectual and creative activity of students, which arises as a result of the functioning of individual mechanisms of search activity and involves independent research aimed at theoretical and experimental study of phenomena and processes, substantiation of facts, identification of regularities using methods of scientific knowledge.

CHILD STUNTING: REVEALING THE LACK OF CONCERN OF NATIONAL MEDIA IN INDONESIA

Campaigns carried out by the Ministry of Health and other government collaborations will not be successful without mass media broadcasts. Hence a phenomenon occurs that there is still a lack of discussion regarding the media raises the issue of stunting in the media. Thus this study aims to find out how concerned the media is in news portals regarding child stunting issues in Indonesia. The theory which is used in this study is the theory of health communication and online reporting. This study uses a post-positivistic paradigm, a digital media content analysis method with a qualitative approach. The data collection technique captures big data regarding stunting news in the news portal during November 2022 on National Health Day. The results of the study show that the online news portal with high awareness is tribunnews.com around 528 news out of 750 news. The most widely published issue is the government's commitment to reduce the stunting rate in Indonesia and the government's campaign programs as evidence of a concrete movement to increase public awareness regarding the prevention and treatment of stunting in society. The benefits of this research are expected to further strengthen the insights of researchers both in terms of expertise and scientific competence of researchers.

A model for teaching students to create educational games in supplementary education in computer science

Relevance. The relevance of the stated topic of this research is determined by the presence of significant changes in modern educational processes, which have caused an increase in the importance of issues of digital literacy and information technology education for students at all levels of educational institutions. Purpose. The main aim of this research is to explore the key principles of a model for teaching students how to create educational games in further education in computer science, with the programming environment Scratch selected as an example. Methodology. The methodological approach in this research is based on a combination of the method of system analysis of the principles of using educational computer games in the educational process and a comprehensive study of the impact of game-based methods of teaching classes on students’ learning of educational material. The scientific research was conducted on the basis of the Kazakh National Pedagogical University named after Abay. Results. In this scientific study the results were obtained, indicating the existence of fundamental opportunities for students to prepare individual models of learning games aimed at stimulating their activity in the learning process, increasing their motivation and involvement in the learning process. In doing so, educational games can be used to create a quality model for the individual learner; in fact, such games provide ample opportunity for the learner to interact with the computer, which can be used in the future to develop effective educational game models when developing additional teaching methods in computer science. Conclusions. The practical relevance of the results obtained in this research study and the conclusions formulated on their basis lies in the possibility of their application in the creation of additional game learning materials designed to develop the computer science competencies of students acquired during their studies in an educational institution.

ПЕРСПЕКТИВИ ТРАНСФОРМАЦІЇ КОМПЕТЕНТНІСНОЇ ПАРАДИГМИ УКРАЇНСЬКОЇ МОВИ ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ

Currently, the competence paradigm is a strategic direction for the development of higher education. There has objectively arisen a need to transform the existing and develop new methodical training systems aimed at forming a set of competences necessary for students’ successful professional activity. The article analyzes the competence paradigm of the educational discipline Ukrainian Language for Professional Purposes through the prism of the peculiarities of training specialists in the pedagogical field. The specifics of the research have necessitated using a complex of theoretical, empirical, visual and graphic methods. To establish the coverage frequency of the competence paradigm components of the academic discipline (tasks 1 and 2 of the study), the methods of scientific sources analysis, synthesis, generalization, abstraction, and comparison have been used. In order to fulfill the third task of the research, the methods of observation, self-observation, comparison, and description have been applied. Visual methods (diagram construction) have been used to form a synthesized idea of the research results. Within the article, an analysis of the scientific information space is carried out regarding the coverage of the methodical aspects of implementing the linguodidactic competence paradigm in the context of Ukrainian Language for Professional Purposes. It has been established that the study of the academic discipline potential of competence-based training of future teachers began in 2004. Special attention in research is paid to the formation of the communicative, linguistic, speech, lexical, and terminological competences of future specialists in various specialties. Instead, the methodical aspects of formation of the documentary, linguocultural, country studies, general scientific, megapragmatic, entrepreneurial, intercultural, gender, and ecological competences remain relevant but understudied. The possibilities of formation of the media, project, ethical, reflexive, prognostic, aesthetic, visual, phonological, orthoepic, orthographic, grammatical, and phraseological competences of students of higher pedagogical education in the context of Ukrainian Language for Professional Purposes have not yet been the subject of scientific investigations in Ukrainian linguodidactics. The article organizes the components of the competence paradigm of Ukrainian Language for Professional Purposes in relation to their coverage frequency in works by modern scientists. The dynamics of the study into the competence paradigm of the specified academic discipline are traced in the chronological aspect. The compliance of its components with the Standard of Higher Education in Specialty 013 Primary Education for the first (bachelor) level of higher education, as well as the educational and professional program Primary Education, was established.

Using educative learning progression to support novice science teachers’ lesson plan critiques

ABSTRACTLearning progressions (LPs) are considered to have great potential to improve pedagogical practices. However, even with LPs, teachers may still be unaware of the barriers that keep students from progressing; many are struggling with essential pedagogical strategies to support students’ progression. This study thus proposed an educative LP (ELP), a framework that informs teachers about students’ cognitive development and provides pedagogical strategies to facilitate learning. Specifically, we developed an ELP of scientific modelling competence (ELPoSMC), integrating LP levels, learning challenges, and model-based inquiry, to assist teachers in lesson plan critique. We implemented the ELPoSMC with novice physics teachers (n = 32) and compared teachers’ lesson plan critiques with a control group (n = 40). Results indicate that the experimental group significantly outperformed the control group, especially on seven out of 12 functions of ELP. Teachers’ critiques addressed relationships among four elements in lesson planning: student characteristics, learning goals, teaching strategies, and curriculum materials. Experimental group were more likely to tap relationships between ‘student characteristics’ or ‘learning goals’ with other elements, while the control group tended to use ‘teaching strategies’ or ‘curriculum materials’ as a proxy for critiques. The study indicates that the ELP, compared to general LP, facilitated teachers’ attention to supporting students with varying characteristics to achieve learning goals.

FORMATION OF BIOLOGY COMPETENCE OF FUTURE BACHELOR OF NATURAL SCIENCES: A SYSTEM OF CONSTRUCTIVE METHODOLOGICAL APPROACHES

The concept of the New Ukrainian School puts forward new requirements for the professional training of a modern teacher, in particular regarding the quality and range of his competencies. After all, it is the ability to quickly respond to changes, to be ready for the introduction of innovative methods of teaching and education, which ultimately determines his personal and professional relevance to the reform of the New Ukrainian School, the full performance of the role of a decisive factor in the success of the implementation of the concept of paradigmatic changes in higher pedagogical education. In view of the above, it is time to determine the methodological guidelines that ensure the success of becoming a teacher of the New Ukrainian School in the conditions of a higher education institution - the main stage of the formation of a teacher, which Ukrainian society and the children's community are waiting for.
 The modern educational practice of constructive implementation of the ideas of integration of the content of school natural science education and its reorientation to the competence model has proven the perspective of just such an approach. In addition, fundamental natural science education is one of the main factors of personality development, and acquired natural and scientific competence is a mandatory component of an individual's general culture and a resource for the development of his creative potential. Thus, the biological component of modern science education is aimed not only at ensuring the integrity of fundamental knowledge, but first of all at the realization of a person's creative and active existence in the surrounding world. In addition, the biological component of natural science training directly affects the formation of a scientific style of thinking as a prerequisite for the socio-cultural self-determination of the subject of knowledge.
 In this context, it becomes obvious the need to increase the level of subject biology competence of future bachelors of natural sciences, because they must be ready to work in the conditions of the New Ukrainian School - a modern education platform.
 Therefore, qualitatively new methodological approaches to the formation of subject-specific competences, particularly in biology, are the core of the professional training of future bachelors of natural sciences. Shifting the emphasis of higher professional education to the development of a competent and competitive specialist is an important criterion for the quality training of a future teacher of natural sciences.

REGULATORY AND LEGAL SUPPORT OF THE NATURAL AND SCIENTIFIC TRAINING OF PHYSICAL THERAPY AND ERGOTHERAPY SPECIALISTS AT THE PROFESSIONAL AND ADAPTIVE STAGE

The article is devoted to the study of regulatory and legal support of the process of formation of natural and scientific competence of future specialists in physical therapy and ergotherapy at the professional and adaptive stage of training of the second (master’s) level of higher education. The process of natural and scientific training of a specialist in physical therapy and ergotherapy should take into account cause-and-effect relationships and dependencies that appear in the form of leading trends and determine the strategy of this process. These include: humanization, fundamentalization, humanitarization, interdisciplinary and interscientific nature of knowledge, intellectualization. Modern natural and scientific training of a future specialist in physical therapy and ergotherapy is studied by us through a set of scientific ideas, which include the following ideas: optimization of natural and scientific training, formation of the functionality of natural and scientific knowledge, integration of educational disciplines and health-keeping.
 We conducted a structural analysis of the set of discipline programs of normative and selective parts of natural and scientific training of future specialists in physical therapy and ergotherapy basing on an algorithm that allowed us to unify the requirements for natural and scientific discipline programs and to develop a multi-subject matrix of the content of this training.
 There were analyzed the content and professional orientation of natural and scientific disciplines, such as «Modern Medical and Biological Methods of Restoring the Functional State in Physical Culture, Sports and Rehabilitation», «Information and Communication Technologies in Natural and Scientific Training», and «Natural and Scientific Foundations of Health-keeping», their place in the system of training of physical therapy and ergotherapy specialist is determined.

Place and role of science-intensive business segments in vertically integrated oil and gas companies

Oil and gas industry development is influenced by global trends, which are mostly negative and restrictive in nature. Improvement and applied use of scientific resources are some of the key factors that allow us to respond to the challenges. The relevance of knowledge-intensive business segment development is noted by the industry expert community. The current versions of the Energy Strategy and the Strategy for Scientific and Technical Development of Fuel and Energy Sector Industries include tasks of developing import-substituting technologies and equipment, conducting R&D for this purpose, and improving scientific competencies. These tasks are translated into the strategies of individual vertically integrated oil and gas companies, and, therefore, there is a need to analyze the place and role of knowledge-intensive business segment of such companies in order to assess its ability to ensure their strategic sustainable development. According to the analysis results, importance of knowledge-intensive business segment for strategic sustainable development of oil and gas companies has been confirmed. The need to actualize the tools and methods of strategic planning for knowledge-intensive segments development in order to align activity to create scientific results with formalized goals and challenges of company development has been identified.

Analysis of the Science Literacy Competency Profile of High School Students on Limited Energy Sources

Learning in the 21st century requires students to have the ability to face the times. One of the essential skills that must be possessed is scientific literacy. Scientific literacy is using scientific knowledge to identify questions, acquire new knowledge, explain scientific phenomena, and draw conclusions based on scientific evidence. This research aims to describe the scientific literacy profile of high school students in the subject matter of limited energy sources. Three competency indicators refer to PISA 2018: a) Explaining phenomena scientifically, b) Evaluating and designing scientific investigations, and c) Interpreting data and evidence scientifically. This research uses a quantitative approach with a descriptive analysis method. The study was conducted in June 2023 in the Even Semester of the 2022/2023 Academic Year at a public high school in Surabaya. The population in this study was 60 students. The instrument used is a scientific literacy test developed with a valid category and a reliability value of 0.811. The results of this study were that students' scientific literacy competency profiles were obtained at 37% low, 33% sufficient, 18% high, and 12% very high. As for the results of the percentage of students' scientific literacy abilities based on scientific literacy competencies, the highest category in the first competency of 63%, namely explaining phenomena scientifically, while the second competency of 62%, namely evaluating and designing scientific investigations obtains a lower percentage than the first competence, and 56%, namely interpreting data and evidence scientifically, has the lowest result among the three scientific literacy competencies.

The Technical-Scientific Circles Within the Children’S Palaces and Clubs, Educational Alternatives in Developing Skills in the Field of Science and Technology

Extracurricular activities serve as a valuable complement to the formal educational system in terms of their goals, content, and practical execution. These activities adopt a student-centric approach, tailoring their content, methodologies, and tools to individual students' abilities and interests. They offer flexibility, remain optional, and rely on voluntary participation, augmenting the formal educational process while nurturing the development of individual personalities, creativity, and essential competencies (Bocoș, 2017). Technical-scientific activities place a strong emphasis on the formative aspect of learning by identifying effective methods to structure and guide students' engagements (Albulescu, 2008). Through these activities, students amass knowledge, cultivate skills and abilities, and foster attitudes that bridge the gap between theoretical knowledge and its practical application. This questionnaire seeks to investigate the role and significance of technical-scientific activities in skill development. By analyzing the responses, we aim to establish a correlation between students' performance in national assessments and the practical knowledge acquired through extracurricular pursuits. These activities also aid in nurturing students' creativity, problem-solving capabilities, and offer insights into their perspectives on the interactive methodologies employed in organizing extracurricular events. This study was conducted among a cohort of high school students who completed an online questionnaire (N=445). The findings underscore the complementary nature of technical-scientific activities, which, in conjunction with formal education, contribute significantly to the enhancement of competencies in science and technology. The study affords an opportunity to scrutinize the strengths and weaknesses of specialized extracurricular programs, shedding light on students' demands within the realm of science and technology activities and the extent to which these supplementary initiatives can mitigate school dropout rates.

Strategic management of smart specialization in regional economic development: connection of export, sectoral, scientific, and technological competences

The article proposes a methodological approach to determining the priorities of smart specialization based on the conjugation of industry-specific specialization at the global, national, and macroregional levels and the scientific and technological competences of the region in the context of geographical, structural, technological, and cognitive proximity. As exemplified by the Central Black Earth macroregion, the study establishes a managerial matrix and scenario models based on competences. As a result of testing the research tools, a unified template of the managerial matrix for conjugating the directions of export (national, macroregional) and scientific and technological specialization of the macroregion was developed and scenario models for determining the priorities of smart specialization of regions within the Central Black Earth macroregion were built as part of entrepreneurial search procedures with the participation of all parties involved (regional authorities, business community, scientific community, and local residents). The proposed approach will allow all regions, including those not widely included in the global or national division of labor, to find a promising niche for development at the macroregional (local) level. In addition, it considers the possibilities of intersectoral convergence and the use of the accumulated competences of these regions in the field of end-to-end digital technologies.

Advancing AutoML: Integrating Traditional Techniques with Neural Network Architectures for Enhanced Predictive Performance

Machine learning (ML) has rapidly progressed and is now extensively used in diverse fields such as healthcare, finance, and more. Although there have been significant advancements, the process of creating ML models that are successful is still intricate and demanding in terms of resources. It necessitates a considerable level of competence in data science and specialized knowledge in the relevant field. The emergence of Automated Machine Learning (AutoML) has been a response to this obstacle, with the goal of making ML accessible to a wider audience by automating the entire process of applying ML to practical problems. This study introduces an innovative AutoML approach that relies on sophisticated machine learning methods. The proposed framework utilizes cutting-edge algorithms to optimize different stages of the ML pipeline, guaranteeing the creation of high-performing models with minimum human involvement. The approach combines conventional machine learning techniques with state-of-the-art neural network structures to provide reliable and scalable solutions. The experimental findings validate the effectiveness of the suggested AutoML solution, attaining a 97.6% accuracy, a mean absolute error (MAE) of 0.403, and a root mean square error (RMSE) of 0.203. The results demonstrate that the suggested solution outperforms existing methods, showing its potential to greatly lower the difficulty of using machine learning applications while also providing a strong basis for future research in automated and interpretable machine learning.

Generic competence among health sciences students in higher education – A cross-sectional study

BackgroundHighly competent health care experts are needed for the development of the social and health care sectors. More knowledge is needed on the levels of generic competencies that health sciences experts possess, particularly in the context of complex decision-making. ObjectivesTo describe self-evaluated generic competence of health sciences students and its associated factors. DesignA cross-sectional observational study design. ParticipantsA total of 291 health science students in five universities in Finland participated in this study during the spring of 2022. MethodsThe data was collected by using the HealthGenericCom instrument with 88 items and 8 sum dimensions using a five-point Likert scale (1—poor to 5—excellent): 1) competence in leadership, administration, and finance; 2) people-centred guiding competence; 3) competence of health promotion; 4) competence of evidence-based practice; 5) digital competence; 6) competence in work well-being and self-management; 7) competence in collaboration and problem-solving, and 8) competence in societal interaction. The K-means cluster algorithm was used to classify generic competence profiles to identify the profiles of health sciences students. ResultsFour generic health sciences competence profiles (A = 18 %, B = 23 %, C = 33 %, D = 26 %) were identified. Profile A demonstrated the lowest level of most generic competencies in health sciences. Digital competence was shown to be at the lowest level among the participants, whereas competence in collaboration, problem-solving, and health promotion was evaluated as the highest competence level. The students evaluated their competence as being higher when they were older, were currently engaged in master's degree programmes, had completed work-based practical training in social and health care, and had varied work experiences or held leading positions. ConclusionsStudents need to improve their generic competencies in health sciences, with a particular focus on developing their digital competence. More focus should be given to work-based practical training.

Reciprocal Associations among Social-Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School.

The study aimed to examine the reciprocal associations among social-emotional competence (SEC), interpersonal relationships (including teacher-student relationships and peer relationships) and academic achievements in reading, mathematics and science of primary school students. The Chinese versions of the Delaware Social and Emotional Competency Scale, Teacher-student Relationship Scale, Peer-nomination method and Academic Achievement Tests were used to measure students' SEC, teacher-student relationships, peer relationships (including social preference (SP) and social impact (SI)) and academic achievements, respectively. In total, 3995 fourth-grade students participated in the first survey, and 2789 of them were tracked in the follow-up survey two years later. Structural equation modelling was employed to investigate the cross-lagged relationships among the variables across time. The results showed the reciprocal associations between SEC with academic achievements and teacher-student relationships, as well as between academic achievements with SP and teacher-student relationships. Moreover, variations in these reciprocal associations were observed across the subjects of reading, mathematics and science. In summary, this study offers new insights for enhancing students' SEC, interpersonal relationships and academic achievements, and implications for future subject-specific education can be derived by considering the complex interplay in the subjects of reading, mathematics and science.

Collective Leadership of Islamic Boarding Schools on the Element of Educators

This study intends to learn the leadership and management techniques used by Edward Sallis, the TQM champion at Darunnajah Boarding School, to gauge learners' level of contentment and then contribution of thinking to the following researchers. Case studies and other qualitative methods were used in this investigation. Darunnajah Islamic Boarding School in South Jakarta employs a purely qualitative phenomenalogy design in their daily operations. Use data was collected by observation methods, in-depth interviews, and documentation in this study. Triangulating the data, or comparing the written data with the findings of interviews and existing observations, is one method for validating data. Data collection that has been done and data analysis process, this research found that the role of external consultants in schools at the duties of the South Jakarta Darunnajah Islamic Boarding School is to give assignments to educators and education staff during a certain temp, monitor and evaluate the performance of teachers who do not achieve learning objectives, provide additional hours, and impose sanctions for those who violate based on the management of Darunnajah. In improving the scientific competence of teachers, Islamic boarding schools provide opportunities for teachers to continue their studies from the Bachelor level to a higher level, such as Masters Two and Three. The results of this research have not been optimally carried out due to time constraints and so many problems that have been obtained. Because researchers hope that other researchers will continue so that the results are more comprehensive as what the researchers wrote about the benefits of research. Collective leadership produces excellent graduates, professional teachers, infrastructure, laboratories, canteens, student skills.

Analysis of the Science Literacy Profile of Students at State Junior High School

Objective: This study aims to determine the achievement of scientific literacy skills of junior high school students in the competency aspect. The competency aspects measured in this study are the competence to explain scientific phenomena, interpret data and scientific evidence, and evaluate and design. Methods: The research was conducted using the test method. The data was collected using a competency aspect scientific literacy test using a multiple choice test of 20 items on the scientific literacy test. The sampling technique used stratified random sampling, amounting to 67 students. Data analysis techniques using quantitative descriptive. Results: Based on the research conducted by the results of data analysis, it was found that the scientific literacy aspect of students' competence was included in the low category, with an overall average of 55.15%. The aspects of scientific literacy competency measured in this study are explaining scientific phenomena, interpreting data and scientific evidence, and evaluating and designing. The results of each scientific literacy competency indicator are as follows: (1) students' ability to explain scientific phenomena, the average percentage only reaches the deficient category; (2) students' ability to interpret data and scientific evidence in the deficient category and (3) students' ability to evaluate and design in the deficient category. Novelty: This study reveals an urgent need to develop appropriate innovations, methods, and designs to improve students' science literacy, especially the learning models used. These findings encourage teachers to improve learning continuously.

Evaluation of a brief virtual implementation science training program: the Penn Implementation Science Institute

BackgroundTo meet the growing demand for implementation science expertise, building capacity is a priority. Various training opportunities have emerged to meet this need. To ensure rigor and achievement of specific implementation science competencies, it is critical to systematically evaluate training programs.MethodsThe Penn Implementation Science Institute (PennISI) offers 4 days (20 h) of virtual synchronous training on foundational and advanced topics in implementation science. Through a pre-post design, this study evaluated the sixth PennISI, delivered in 2022. Surveys measures included 43 implementation science training evaluation competencies grouped into four thematic domains (e.g., items related to implementation science study design grouped into the “design, background, and rationale” competency category), course-specific evaluation criteria, and open-ended questions to evaluate change in knowledge and suggestions for improving future institutes. Mean composite scores were created for each of the competency themes. Descriptive statistics and thematic analysis were completed.ResultsOne hundred four (95.41% response rate) and 55 (50.46% response rate) participants completed the pre-survey and post-survey, respectively. Participants included a diverse cohort of individuals primarily affiliated with US-based academic institutions and self-reported as having novice or beginner-level knowledge of implementation science at baseline (81.73%). In the pre-survey, all mean composite scores for implementation science competencies were below one (i.e., beginner-level). Participants reported high value from the PennISI across standard course evaluation criteria (e.g., mean score of 3.77/4.00 for overall quality of course). Scores for all competency domains increased to a score between beginner-level and intermediate-level following training. In both the pre-survey and post-survey, competencies related to “definition, background, and rationale” had the highest mean composite score, whereas competencies related to “design and analysis” received the lowest score. Qualitative themes offered impressions of the PennISI, didactic content, PennISI structure, and suggestions for improvement. Prior experience with or knowledge of implementation science influenced many themes.ConclusionsThis evaluation highlights the strengths of an established implementation science institute, which can serve as a model for brief, virtual training programs. Findings provide insight for improving future program efforts to meet the needs of the heterogenous implementation science community (e.g., different disciplines and levels of implementation science knowledge). This study contributes to ensuring rigorous implementation science capacity building through the evaluation of programs.

CONTENT OF NATURAL AND SCIENTIFIC TRAINING OF FUTURE SPECIALISTS IN PHYSICAL THERAPY AND ERGOTHERAPY AT THE INITIAL (THEORETICAL) STAGE OF TRAINING

The article examines the regulatory and legal provision of natural and scientific training for future specialists in physical therapy and ergotherapy in modern higher education institutions. A structural analysis of the content of natural and scientific training of future specialists in physical therapy and ergotherapy at the initial (theoretical) stage of training has been carried out. A systematic study of the educational disciplines of the natural and scientific training of future specialists in physical therapy and ergotherapy makes it possible to reveal their significant number, the presence of frequent repetitions of the same type of information and situational tasks, that is, the task of mutual coordination of the content component of training, modernization of natural and scientific training and optimization based on structural analysis. The results of the structural analysis of the content of natural and scientific training of future specialists in physical therapy and ergotherapy at the initial (theoretical) stage of training are given.
 The professionally oriented content of natural science disciplines («Biochemistry», «Human Anatomy», «Human Physiology», «Age Anatomy and Physiology», «Physiology of Motor Activity», «Fundamentals of Hygiene and Ecology», «Biomechanics», «General Theory of Health, Diagnosis and Monitoring of the State of Health»), and their focus on the formation of the components of the natural and scientific competence of a specialist in physical therapy and ergotherapy is determined.
 The organization of natural and scientific training through the implementation of the methodology for the formation of professional competence of future specialists in physical therapy and ergotherapy integrates practice-oriented teaching techniques and is aimed at defined pedagogical conditions implementation. It is worth noting that in the process of natural and scientific training, the specified pedagogical conditions are implemented based on taking into account the peculiarities of the functioning of the integral integration system and by introducing the initial (theoretical), basic (practically oriented) and final (professionally adaptive) stages of training.

Analysis of Experience and Knowledge Competencies of Teacher Scientific Performance in Batu City Middle Schools

One of the efforts that teachers can undertake to strengthen their professionalism as educators is writing scientific papers and teaching materials. This study aims to analyze knowledge and scientific performance competency in designing and carrying out Classroom Action Research of the teachers in SMP Muhammadiyah 8, Batu City. This study was descriptive study. This study was conducted from July to November 2022. The population and samples of this study were the teachers of Batu City Middle Schools. The procedures of this study encompassed preparation and research implementation. The number of respondents was 30 teachers. Interviews and questionnaires were used as the data collection procedures of this study. The knowledge aspects studied from the teacher's scientific performance competence were formulating appropriate research problems, developing a literature study framework, compiling a conceptual framework, and analyzing research results data. The data analysis technique used in this study was a descriptive-analytic by describing the findings of the study. The results of this study indicate that: that experience in the form of undergraduate education background is higher (66.76%) than master (33.38%); being a teacher for less than 15 years or less (33.00%), over 15 years is 67.00%; experience doing research is 83.00% and performance competency knowledge in the field of scientific work of Batu City Middle School teachers is in the sufficient and good categories. This study recommends that correlation analysis (correlation regression) is required between the professionalism aspect, particularly in terms of teacher scientific field performance, and assistance is needed to improve teachers’ competencies thru collaborative academic activities between lecturers and teachers in schools; one of the activities is thru a Lecturer Partnership Program.

Computational Literacy as an Important Element of a Digitized Science Teacher Education—A Systematic Review of Curriculum Patterns in Physics Teacher Education Degrees in Germany

Computational literacy (CL) has become indispensable for teachers and learners as part of 21st-century skills. Therefore, corresponding models for teacher education are being further developed internationally from a scientific perspective. In parallel, content and competencies are being enhanced in the respective subjects at the curricular level of teacher training. In this context, we consider it important to examine the current status of this development. Since, to our knowledge, there are no comparable scientific studies, we have taken Germany as a representative example of the international education system and systematically analyzed the module handbooks of the physics teacher training courses at methodically selected universities. For this analysis, we used three research questions focusing on CL: In which physics content does CL play a role? Which computer science competencies or knowledge can be identified or derived? Are they described implicitly or explicitly? Our results suggest that CL is integrated very differently in terms of quantity and depth of content among the universities we examined. For example, there is often a very strong focus on computer-based data acquisition, but few programs also have specialized courses addressing CL more explicitly or integrate additional computer science competencies. CL is primarily taught in laboratory courses and frequently in subject-didactic courses. Nevertheless, the depictions presented in the purely subject-oriented and basic lectures lack specific computational literacy skills or knowledge. Furthermore, the fact that many programs only offer implicit descriptions of CL skills indicates that the integration of these skills has not progressed very far in practice.