Cooperative Skills Research Articles

THEORETICAL FOUNDATIONS OF THE USE OF HEALTH-SAVING TECHNOLOGIES IN PRIMARY SCHOOL

The article substantiates the theoretical foundations of the development of health-saving technologies in primary school. Methods of research: analysis of scientific and methodological literature to identify the state of research in Ukrainian pedagogical science and the peculiarities of health-saving competences of primary school students; systematisation for the arrangement of groups of tasks and health-saving technologies; generalisation for the formulation of conclusions; prognostic to determine the prospects for the development of health-saving technologies in primary school. The key health-promoting competences that primary school students should have are the following: rational nutrition skills; physical activity and hardening skills; sanitary and hygiene skills; skills of organising work and rest regimes; self-control skills; skills of motivating success and training the will; stress management skills; effective communication skills; conflict prevention skills; compassion (empathy) skills; skills of behavior under pressure; cooperation skills; skills of self-awareness and self-esteem. The principles of application of health-saving technologies in primary school are systematised: motivational support of the educational process, cooperation, individualisation and differentiation, comfort, consciousness and activity, improving life skills, continuity and continuity. Attention is paid to the means of implementing tasks related to the use of health-saving technologies in primary school: motor orientation, health-giving forces of nature, hygienic conditions. The functions of health-saving technologies in primary school are defined: formative, informative and communicative, diagnostic, adaptive, reflective, integrative. It is emphasised that the use of health-saving technologies in the educational process allows students to adapt more successfully in the educational and social space, to reveal their creative abilities, and a teacher to effectively prevent antisocial behaviour, to actively involve parents of students in the work on strengthening and preserving children’s health.

INCREASING THE EFFECTIVENESS OF PHYSICAL TRAINING OF SENIOR STUDENTS THROUGH THE SPORTS CLUB MODEL

The development of the Sports Club model in the system of primary, secondary and high schools will contribute to creating conditions for students to have an environment to develop their physical abilities, develop their individual sports talents, communication and cooperation skills, language skills, etc. In addition, Sports Clubs will be a place to practice, discover and train a source of excellent students to participate in quality sports competitions at all levels, creating a healthy playground for them to avoid social evils at school. Thereby, helping students improve their physical qualities such as strength, speed, endurance, flexibility and dexterity, contributing to their love of sports and improving their health towards becoming healthy citizens to build and protect the country in the future.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0719/a.php" alt="Hit counter" /></p>

Deskripsi Strategi Guru Menanamkan Profil Pelajar Pancasila SDN 17 Pontianak Kota

This study aims to describe the teacher's strategy to instill a student's Pancasila learner profile carried out in class. The research method uses descriptive qualitative research type of case study and data collection techniques through interviews, observation and documentation. The results showed that the implementation of the class teacher's strategy in instilling the profile of Pancasila students in class IV A has been carried out by teachers through several strategies that have been implemented such as (1) The teacher's strategy to instill the profile of Pancasila students in the dimensions of faith, piety to God Almighty and noble character by teaching students to apply religious values at school, behaving positively as a role model for students. (2) The teacher's strategy to instill the global diversity dimension of the Pancasila learner profile by providing an understanding of the cultures that exist in Indonesia, applying tolerance. (3) The teacher's strategy to instill the profile of Pancasila students in the dimension of mutual cooperation by increasing students' cooperation skills. (4) The teacher's strategy to instill an independent dimension of the Pancasila learner profile by providing tasks that must be done by students themselves. (5) The teacher's strategy to instill the profile of Pancasila learners in the dimension of critical reasoning by involving students in open discussions. (6) The teacher's strategy instills the creative dimension by giving art or craft project assignments. Obstacles contained in the application of class IV A strategies to instill the profile of Pancasila learners.

Pendampingan P5 Tari Nusantara untuk Meningkatkan Keterampilan Kerja Sama Siswa Kelas VII di SMP 8 Palangkaraya

Education has an important role not only in the transfer of knowledge but also in the formation of students' character and social skills, such as cooperation skills. At SMP 8 Palangkaraya, efforts to improve the cooperation skills of grade VII students were made through an arts-based project, namely P5 Tari Nusantara. The project aims to provide direct guidance to students in the learning process, not only in the technical mastery of dance, but also in the development of social skills such as planning, communication, and collaboration. Through this activity, students are expected to be able to develop mutual respect, share responsibilities, and complete tasks effectively in groups. Structured mentoring also involves teachers and parents to ensure the skills taught can be applied in daily life. As a result, the project is expected to be an effective model for improving cooperation skills and enriching students' learning experience at SMP 8 Palangkaraya.

Особенности сотрудничества учащихся начальной школы в зависимости от характеристик образовательной среды

The relevance of the study is due to the requirements of the Federal State Educational Standard for Primary General Education which records meta-subject learning outcomes. These results include the mastery of such cooperation skills as setting the goal of a collaborative activity and defining the ways to achieve it, role allocation, mutual control, self- and peer-assessment of students’ behavior, and constructive conflict resolution. The purpose of the study is to determine the characteristics of the learning environment in which students demonstrate a high level of cooperation skills. The study hypothesizes that students demonstrate a higher level of cooperation skills in the environment that provides opportunities for their free activity, independent choice, reliance on their personal interests, independence of judgments and actions, structured and psychologically safe competence, i.e. satisfying the child’s needs for autonomy, and connectedness with others. Participants: 1384 fourth-graders and management teams from 37 secondary schools in 21 regions of the Russian Federation. Methods (tools): to assess cooperation skills we used the monitoring tool “4C” (c ritical thinking, creativity, communication, cooperation) developed at the Center for Psychometrics and Measurements in Education at the HSE Institute of Education, which contains scenario-type tasks in a computer format; to determine the characteristics of the environment we used the vector modeling techniques and the evaluation of quantitative parameters of the educational environment (V. A. Yasvin). Results. The study shows the correlation between the level of students’ cooperation and the environment types identified on the basis of the ‘freedom-dependence’ and ‘activity-passivity’ scales, as well as on the basis of the quantitative parameters of the environment. Conclusions. The study has determined the environment characteristics associated with a high level of cooperation skills in primary school. They include predominance of active and free types of environment, structuring, safety, breadth, and intensity. Practical significance. Management and teaching teams of educational organizations may be recommended to take into account the results obtained when choosing priorities for designing and organizing the environment aimed at personal development.

Democratic Education in Ukraine:Specifics, Problems, and Ways to Solve Them

The relevance of the article is due to the development of civil society, the presence of democratization processes and the search for effective mechanisms for strengthening democratic institutions and values, globalization, which requires the active formation of cooperation skills, the emergence of which should be facilitated by democratic education, given its orientation to the formation of democratic values and beliefs, involvement in the adoption decisions, development of pluralism of opinions, dialogue between different groups, etc.The article aims to highlight the specifics of democratic education in Ukraine, outline its problems, and propose ways to solve them.Methodology. The descriptivemethod, the analysis, synthesis, generalization and systematization were used.Research results. The article examines trends in democratic competencies in Ukrainian educational institutions and verbalizes risk zones that can inhibit the process.Conclusions. Therefore, democratic education can be effective only under the condition of the existence of real democracy in Ukraine, the presence of a comprehensive approach to the implementation of democratic education and the formation of state policy in the field of youth education according to the principles: violation of rules, misdemeanors, crime –responsibility», observance of the balance of rights and obligations of the It is necessary to ensure real, not formal, equality of all participants in the educational process, by putting people-centrism as the basis of education , as specified in Ukrainian legislation, and not child-centrism, the active implementation of which can lead to the undermining of the foundations of a democratic society, in particular, itwill contribute to the education of a free but selfish personality. unable to respect the rights of others. Keywords : democratic education, Ukraine, student self-government, democracy.

Peer-assisted Learning in Safety Education Courses to Increase the College Students’ Achievement, Collaboration Ability and Satisfaction

Background and Aim: The safety education courses at colleges typically address specific events and crises reactively rather than proactively cultivating an ongoing culture of "active safety." Traditional lecturing methods dominate, often failing to engage students personally or foster critical awareness and skills. This study explores the implementation of Peer-Assisted Learning (PAL) in safety education to enhance learning outcomes for physics majors at Guangxi Normal University for Nationalities. The aims are to: (1) assess the impact of PAL on students' academic achievement in safety topics, (2) evaluate the development of cooperative skills, and (3) gauge improvements in student satisfaction with the learning process. Materials and Methods: Thirty students from a freshman physics class participated. They engaged in PAL throughout the course. Data were collected via pre-tests and post-tests, surveys, and interviews, then analyzed using SPSS to evaluate changes in learning achievement, cooperative abilities, and satisfaction levels. Results: The study found that students who participated in PAL significantly improved in all three areas. Test scores increased markedly post-intervention, indicating enhanced understanding and retention of safety education content. Additionally, there was notable advancement in students' abilities to collaborate effectively and marked increases in their overall satisfaction with the educational experience. Conclusion: PAL effectively enhances safety education courses' educational outcomes. By actively engaging students and encouraging peer interaction, PAL can significantly boost academic achievement, develop cooperative skills, and increase student satisfaction, suggesting its broader applicability in educational strategies within college settings.

Psychometric properties of the Farsi version of the Disaster Nursing Readiness Evaluation Index (F-DNREI)

BackgroundConsidering the vital role of nurses in responding to disasters, it is essential to measure their readiness with a valid and reliable tool. The present study aimed to assess the psychometric properties of the Farsi version of the Disaster Nursing Readiness Evaluation Index (F-DNREI).MethodsThis cross-sectional study was conducted between 2023 and 2024 among 200 nurses working at educational hospitals affiliated with one of the medical universities in Tehran, Iran. The Disaster Nursing Readiness Evaluation Index was translated into Persian. The face, content, and construct validity, as well as internal consistency, were analyzed.ResultsIn the exploratory factor analysis, five factors were extracted: practical skills for disaster response, adaptability to stressful situations at the disaster site, communication and cooperation skills for teamwork, emergency nursing skills, and effective coping with daily stress. Together, these factors accounted for 39.7% of the total variance. The results of the confirmatory factor analysis indicated that the extracted model fit well: CMIN/DF = 1.519, CFI = 0.889, RMSEA = 0.051. The Cronbach’s alpha and McDonald’s omega coefficients for the entire questionnaire were 0.890 and 0.891, respectively.ConclusionsGiven that Iran is frequently exposed to disasters, it becomes essential to assess the preparedness of Iranian nurses using a valid and reliable scale. The availability of the Farsi version of the Disaster Nursing Readiness Evaluation Index (F-DNREI), which has undergone validation and reliability testing, facilitates accurate measurement of this concept.

Depression symptoms, communication and cooperation skills, and friendship: longitudinal associations in young Norwegian children

Depression symptoms, communication and cooperation skills, and friendship: longitudinal associations in young Norwegian children

Employers feedback on the job performances of the Bachelor of Arts in English Language graduates

The study examined the employers feedback on the job performances of the Bachelor of Arts in English Language (BAEL) graduates of Kalinga State University. Employer's feedback is vital in honing future nation-builders as it provides input in evaluating a curricular program to determine whether it is congruent with the demands of the industries. It used an explanatory sequential research design, explicitly employing a quantitative-quality approach. Significantly, it revealed that the employers of the graduates are very satisfied with their job performances in the areas of competence, commitment, collaboration, and credibility. The employers identified the graduates’ strengths in terms of job traits such as flexibility, initiative, creativity, dependability, leadership potential, and intellect. However, the employers also identified their weaknesses as a lack of self-confidence and a lack of time management. The study further revealed that most employers require new recruits to have job skills such as communications skills, Information and Communication Technology (ICT) skills, cooperative skills, leadership skills, and research skills. Therefore, the study concludes that the BAEL graduates perform in their jobs with very much satisfaction from their employers. It significantly implies an effective curricular program, producing BAEL graduates with the required competence, commitment, collaborative skills, and credibility to perform in their chosen jobs.

Accurate and Objective Lecturer Appraisal System: Implementation of the LOPCOW Method

This research proposes the use of the Logarithmic Precursor Chain-Driven Objective Weighting (LOPCOW) method to evaluate the best lecturers in universities. The LOPCOW method ensures that the assessment covers all aspects of lecturer quality and performance, including education, research, community services, discipline, commitment, cooperation skills, and innovation. The evaluation of lecturers using the scores and ratings provided showed that CDE lecturers were the best, with the highest score of 0.715. CDE lecturers showed high consistency in all aspects assessed, especially in education, research, and community service. This was followed by MNO lecturers (0.676), STU lecturers (0.668), XYZ lecturers (0.637), and AFI lecturers (0.627). In conclusion, highly ranked lecturers showed strong dedication to the Tridharma of higher education, with consistent performance and a positive impact on the academic community and the general public. Future research should focus on developing strategies to improve lecturers' teaching quality by applying new educational technologies and evaluating their impact on student learning.

INTERACTIVE METHODS AS AN INFLUENCING FACTOR TO THE OPTIMIZATION OF EDUCATION

The article emphasizes the importance of using new learning technologies and interactive learning methods to optimize education. The role and importance of interactive methods in the development of the quality and effectiveness of education, creative thinking, worldview, and cooperation skills of students have been explained.

Teacher Strategies to Improve Early Childhood Social and Scientific Intelligence in Madani Islamic Kindergartens

This research aims to find out what strategies and obstacles are found in developing children's social intelligence in Madani Islamic Kindergarten. The research method used is qualitative. The data collection techniques used are participatory observation, in-depth interviews and documentation. Next, the data is analyzed using the stages of data condensation, data display and verification. The results of the research show that the teacher's strategy in developing children's social intelligence in Madani Islamic Kindergarten is by example and habituation in instilling responsibility in carrying out activities, discipline in playing and learning, cooperation between students, mutual respect and spontaneous activities in every activity in learning. Developing social intelligence in children is also done by providing continuous motivation in fun activities. Providing motivation is not only in the realm of motivational words or phrases, but places more emphasis on real behavior that is carried out every day. The obstacles found in developing children's social intelligence are a lack of social and cooperative skills, as well as a decrease in aspects of generosity and empathy in students.

Implementation of the EDDPEA Model in Entrepreneurship Learning

Limited access to direct interaction during the COVID-19 pandemic led to several constraints in the fields of learning and education. Barriers are a challenge for educators and students to continue and carry out learning even if it is limited to face-to-face discussions. Entrepreneurship courses that require a lot of discussion are also boldly transferred. However, learning that is carried out boldly is a solution for educators and students to continue to carry out learning activities using digital platforms. Bold learning requires a learning model that can support and facilitate access to learning. EDDPEA model is one such models used by educators to deliver entrepreneurship learning materials to students. The purpose of this study is to describe the implementation of the EDDPEA model in entrepreneurship learning to improve cooperative skills. The results show that the EDDPEA model can use students’ ability in the form of developing creative products resulting from collaboration. Products can be developed through planning, production, and marketing processes. These stages train students to implement Envision, Design, Development, Presentation, Enhance, Assessment (EDDPEA) in overall entrepreneurship learning. Learning carried out in collaboration can improve cooperative skills. The conclusion of this study is that the EDDPEA model is not only suitable in bold learning but also for general learning and can be applied prospectively because it is a joint project to improve cooperative skills. Keywords: EDDPEA model, entrepreneurship learning, cooperative skills

Thinking like a nurse: the power of drama on nursing students’ professional education and communication skills

Various educational methods are used in nursing education to develop the knowledge and skills suitable for the profession. Drama is a teaching technique that aims for students to acquire knowledge, skills, and understanding about human relations by using game techniques. This study was conducted to determine the power of drama on nursing students’ professional education and communication skills. This study was carried out using a phenomenological method with nursing students comprising the five focus groups. During focus interviews, 28 students answered whether through drama-method learning experience and drama has affected personal development. The content analysis method was used in the interpretation of the data. As a result of the content analysis conducted in this study, four main themes and nine subthemes were determined. Themes are; 1. Learning (effective learning, learning by having fun); 2. Confidence (improvement in self-confidence, improvement in creativity); 3. Sufficiency (taking responsibility, collaborating); 4. Communication (empathy, awareness, socialization). This study showed that education through the drama method improves the learning of nursing students. Education through the drama method enables nursing students to learn effectively. In addition, it helps them to develop skills such as empathy, communication, and self-confidence. Through drama, the students’ skills of responsibility, cooperation, and creativity improve.

Current Status of Developing Cooperation Skills for 5-6 Years Old Children through Themed Role-playing Games at Trung Mon Kindergarten, Yen Son District, Tuyen Quang Province

Current Status of Developing Cooperation Skills for 5-6 Years Old Children through Themed Role-playing Games at Trung Mon Kindergarten, Yen Son District, Tuyen Quang Province

Implementasi Model Pembelajaran Berbasis Proyek dan Kooperatif Terhadap Pemahaman Siswa SMA

This study aims to examine the implementation of the Project-Based Learning (PBL) model and the Cooperative Learning (CL) model on the understanding of high school students. This study uses a qualitative approach with a focus on literature studies. The data sources that will be used in this study are scientific articles, books, journals, research reports, and other literature sources that are relevant and related to the influence of project-based and cooperative learning models in biology learning. The data analysis method used in this study is literature analysis or systematic literature review. The results of the study showed that both PBL and CL had a positive effect on the understanding of high school students. PBL provides opportunities for students to be actively involved in learning, build deep understanding, and develop critical thinking skills. CL enhances student understanding through interaction and collaboration, facilitates the exchange of understanding, and improves communication and cooperation skills. This research has important implications for educational practice, such as helping teachers choose the right learning model and encouraging the development of teacher training programs on PBL and CL

Improving student–student interactions in early childhood classrooms using inclusive dance activities

ABSTRACT The social and functional diversity of public educational centres requires continuous assessment of the school organisation and searching for effective methods that generate new forms of communication between students. This case study aimed to evaluate an inclusive dance programme involving group activities included four public early childhood education centres in Spain from the public network where the Barenboim-Said Public Foundation (BSPF) implemented the Children’s Musical Education Project. The methodology used was based on a group interview and the formation of four discussion groups of a total of 15 preschool teachers and four BSPF specialists. The results correspond to the analysis and categorisation of the data collected and recorded in notebooks by teachers during fieldwork. These provide information on external and internal factors that improve student – student interactions and cooperative skills in the classroom and establish an ideal framework for using approaches involving physical contact, movement, and music by preschool teachers.

Wspólnotowość a sztuka i kształcenie estetyczne

In the article, the topic of community is presented in relation to art, education, and aesthetic education. Attention was paid to the value of art and related educational activities in shaping community. The art refers to the work of Joseph Beuys and his interpretation of social art and social sculpture. Artistic activities that are proposed in the creative activities of pupils were indicated, such as: happening, art action, collage, assemblage, and even street art. These types of creative activities develop students’ skills of cooperation in a group, their tolerance for the diversity of artistic solutions, their ability to express themselves through physical matter and creating artistic matter, creative courage and being in a group, and, in sum, helping to develop creatively and socially. Me and others, others and me and creativity, and art with us, we all create a community.

Primary Students’ Views toward STEM Education in Greece

This paper presents the findings from a survey conducted on primary students to map their views toward science, technology, engineering, and mathematics (STEM) education in Greece according to their urban or rural setting and gender. The sample included 281 primary students from different public schools in Attica and 69 primary students from a Greek province. A close-ended questionnaire was digitally distributed to collect the data. The findings revealed that most students, from both settings, consider themselves good at mathematics and science. At the same time, they do not report it to be very likely that they would follow a career that is related either to these subjects or engineering and technology. Regarding their personal skills, most of them stated that they have communication and cooperation skills. Concerning differences between the two settings, there were statistically significant differences in favor of rural students in whether they believed they could improve, both in mathematics and science, their belief that their knowledge in STEM subjects could be useful in their adult life, and their views on the causes and effects of environmental issues. Finally, limited gender differences emerged in favor of the boys’ responses regarding future STEM careers. The implications for further research on geographical, gender, and socioeconomic disparities in STEM education are discussed.