Cooperative Skills Research Articles

Attitude of Students towards Cooperative Skills in Learning Kadazandusun Language in Malaysia

The purpose of this research is to identify the attitude of students towards cooperative skills in the learning of Kadazandusun language in a few secondary schools around Sabah state, Malaysia. The respondents consist of 265 Form 2 students from eight secondary schools, who is learning Kadazandusun language. The 5 point Likert scale is used in the questionnaire. There are ten items each with the attitude and cooperative skills section. To analyse the data obtained, descriptive analysis and Spearman’s Rhohave been used. The descriptive result shows a mean score for attitude is between 3.04 to 4.31, and 4.07 to 4.57 for cooperative skills. Correlation analysis shows a significant positive and medium strength of relationship between the attitude of students with cooperative skills in learning Kadazandusun language,(rs=0.533, p<0.01). This research implicates the importance of cooperative skills in learning Kadazandusun language in the 21st century in line with the need of industrial revolution 4.0.

The impact of engineering students’ communication behavior on the teams’ performance (case study: Chemical process engineering classes)

The activity of modern engineer requires the ability to work in a multi-discipline team and the ability to hand over clearly the professional information to the other team members who are specialists from another field. Therefore, according to the researches graduates from engineering universities lack skills of business communication and team work interaction. That is why the organization of work of future engineers in small groups fulfilling different team roles and the use of moderation methods for the achievement of the effective team cooperation will enable the achievement of the goal of necessary cooperation skills development.

Reviewing two decades of research on the Forest School impact on children: The sequel

ABSTRACT Dabaja ([2021]. “The Forest School Impact on Children: Reviewing Two Decades of Research.” Education 3-13. doi:10.1080/03004279.2021.1889013) drew on the literature published between 2000 and 2019 to identify seven main impacts of Forest School on children and then outlined two of these impacts which pertained to social and cooperative skills and physical skills. Expanding on the latter work, this article aimed to shed light on the five remaining Forest School impacts: (a) learning performance and cognitive skills, (b) self-confidence and self-esteem, (c) emotional and mental wellbeing, (d) risk management skills, and (e) environmental awareness and sense of belonging. I then tapped into the findings of this review and other resources to advance a set of research suggestions in the Forest School realm.

The Forest School impact on children: reviewing two decades of research

ABSTRACT Forest School, a distinctive form of outdoor learning, was suggested to have a beneficial impact on the involved children. The purpose of this paper is to systematically locate and select existing articles published from January 2000 to December 2019 to identify what research had suggested in terms of the Forest School impact on the involved children. The present review of literature yielded seven positive Forest School effects on the children. In this paper, I solely focus on introducing the improved social and cooperative skills of the children as well as their physical skills and conclude with propositions for further studies.

Information literacy: Hong Kong primary teachers’ perceptions of the role of the teacher librarian


 
 
 This study aims at investigating Hong Kong primary teachers’ perceptions of the teacher librarian role in relation to information literacy. Primary teachers’ responsibility for equipping students with information literacy skills in cooperation with the teacher librarian is focused. A mixed-method of quantitative and qualitative approach was taken. The data were collected through questionnaires sent to every tenth primary schools listed in the Primary School Profiles 2011 published by the Committee on Home-School Co-operation, EDB, HKSAR and face to face interview with six questionnaire respondents. Questionnaires were sent to 146 schools. 75 teacher respondents answered and sent back. The results have identified teachers’ understanding of information literacy, the need to develop student such skills, professional development needs and teaching in terms of information literacy skills, government policies and school administration related to the teacher librarian role. Some suggestions were made regarding to teachers’ professional development needs in terms of information literacy.
 
 

Possibilities of using interactive methods in the process of teaching physical education to senior pupils

The article substantiates the need to search for effective approaches to increasing the activity of pupils' cognitive activity in the process of teaching physical culture. The possibilities of introducing interactive technologies in physical education lessons have been studied, their essence and advantages over traditional methods of physical education have been revealed. The content of interactive methods of teaching physical culture of schoolchildren is determined; their classification is presented in accordance with the orientation of the content of the lesson and the way of organizing pupils. The range of pedagogical tasks that can be realized with the help of interactive methods, as well as the features of their application in the physical education of senior pupils, have been determined. The prospects of using interactive teaching of physical culture in senior school are highlighted. Interactive methods are subdivided into methods of collective, cooperative, game and discussion skills. At the same time, there is a wide range of possibilities for combining different techniques in th e system of lessons, for example, the combination of game and discussion techniques in the process of storing collective or cooperative methods in interactive learning. Interactive methods can be victorious for the mastery of theoretical and methodical knowledge, for the formation of motor skills, as well as for the development of the physical qualities of the youth. Besides, in the introduction of interactive learning in the physical culture of the schoolchildren, without providing for the rationalization of new ways of pupuls’ organizing at the level of: frontal, group, alternate, twin, mixed with an unlimited choice of different methods of teaching exercise and development of physical qualities.

Musical learning as a contributing factor in the development of socio-emotional competence in children aged 4 and 5: an Exploratory study in a naturalistic context

ABSTRACT Research has shown that young children’s socio-emotional development may benefit from participating in a music programme. In this study, we explored the association between participation in a general music programme and the development of socio-emotional skills in relation to the duration of the programme. Children aged 4 and 5 (N=50), from a low socio-economic neighbourhood, participated in an 8- or 15-week music programme. Children’s social skills development and emotion comprehension were measured. Teachers reported an increase in the social interaction and independence skills scores of the younger children and a decrease in the cooperation skills scores of the older children. Additionally, the older children showed an increase in their comprehension of emotions. The duration of the programme, however, did not yield any significant effect. Results suggest that the association between participation in a music programme and the development of social-emotional skills may be influenced by the age of the children.

Children’s cooperation in a number activity in kindergarten

Norwegian kindergartens organize school-preparation activities for five- and six-year-old children. Prior studies have mainly focused on the distribution and content of preparatory activities, whereas there is less research about children’s perspectives and contributions. Video data was collected in a Norwegian kindergarten over a seven-month period, and the paper analyses how children cooperate and use verbal, non-verbal and material resources in an outdoor activity focused on numbers and counting. The children share knowledge about numbers and the rules of the activity, and they show strong willingness to include each other in the activity. The main implication for practice is that children at this age are in possession of quite advanced cooperative skills and capable of managing a number activity.

An Evaluation of "Balance": a Home-Based, Parent-Implemented Program Addressing Emerging Problem Behavior.

The online version contains supplementary material available at 10.1007/s40617-020-00490-3.

Teachers' Role in Developing 21st Century Skills Among Secondary School Students in the Republic of Yemen

This research study aimed to identify the twenty-first century skills needed by secondary school students in the Republic of Yemen as well as the teacher's role in developing these skills among students. The study used the descriptive method, and administered a questionnaire to a random sample of (367) students. The research came out with a list of the 21st century skills needed for high school students. The study findings revealed that there is a disparity in the teacher's role played in developing those skills. While teacher's role in developing the skill of cooperation and effective communication received the highest mean, developing the skill of critical thinking, and the skill of the digital age scored the lowest mean. In addition, the results revealed that there were statistically significant differences in students' responses attributed to the gender variable on the skill of critical thinking in favor of males, and on leadership skills and decision making skills in favor of females. In light of these results, it was recommended that colleges of education and teacher preparation institutes should pay more attention to preparing their teachers in a manner consistent with the skills of the 21st century, particularly critical thinking skills and digital skills. Schools should also be provided with technological facilities, and the curriculum should include 21st skills as well as teachers' roles in developing such skills.
 Keywords: role, teacher, skills, 21st century.

Teachers' Role in Developing 21st Century Skills Among Secondary School Students in the Republic of Yemen

This research study aimed to identify the twenty-first century skills needed by secondary school students in the Republic of Yemen as well as the teacher's role in developing these skills among students. The study used the descriptive method, and administered a questionnaire to a random sample of (367) students. The research came out with a list of the 21st century skills needed for high school students. The study findings revealed that there is a disparity in the teacher's role played in developing those skills. While teacher's role in developing the skill of cooperation and effective communication received the highest mean, developing the skill of critical thinking, and the skill of the digital age scored the lowest mean. In addition, the results revealed that there were statistically significant differences in students' responses attributed to the gender variable on the skill of critical thinking in favor of males, and on leadership skills and decision making skills in favor of females. In light of these results, it was recommended that colleges of education and teacher preparation institutes should pay more attention to preparing their teachers in a manner consistent with the skills of the 21st century, particularly critical thinking skills and digital skills. Schools should also be provided with technological facilities, and the curriculum should include 21st skills as well as teachers' roles in developing such skills.
 Keywords: role, teacher, skills, 21st century.

La colaboración como base para la educación moderna (como lo ejemplifica la educación general primaria)

El autor tiene como objetivo estudiar la implementación del análisis teórico de la cooperación como la base fundamental más fructífera de la educación para el logro de altos resultados, identificando las circunstancias subjetivas y objetivas de la influencia del nivel de desarrollo de habilidades de cooperación en el éxito de la enseñanza de estudiantes más jóvenes. El abordaje integral del estudio del problema fue el método principal que permitió considerar este tema en tres aspectos: desde el lado de los escolares de primaria, docentes y directores de primaria y directores de instituciones educativas. El autor identificó condiciones socio pedagógicas y psicológicas que aseguran un incremento en el desempeño de los estudiantes más jóvenes en el proceso educativo a partir de ideas de cooperación, así como factores que inhiben el desarrollo de su cooperación, lo que afecta negativamente el desempeño académico. Se ha comprobado empíricamente que la organización del proceso educativo en la escuela primaria a partir de las ideas de cooperación, cuando los estudiantes son sujetos de relaciones educativas, contribuye a su logro de mayores resultados de aprendizaje. La trascendencia de los resultados de la investigación obtenidos es demostrar las consecuencias positivas de construir el proceso educativo basado en la cooperación.

The Notion of Arts in STEAM Concept: A Semi-Systematic Literature Review

STEAM education has been developed in search of ways how to prepare students to live and build their lives in the knowledge society of the future. The paper, by applying to the methodology of a semi-systematic literature review, aims to reveal the notion of arts in the STEAM concept. Thirty-three articles published from of 2010 to 2019 were selected for the performance of a thematic analysis of the notion of arts in the concept of STEAM education in five aspects: Purpose of Arts, Notion and Inclusion of Arts, Arts Integration Process and Results, Arts Integration Models, and Arts Integration Contexts.A review of the literature demonstrated that the inclusion of arts in STEAM education is ambiguous because of the diversity of both the notions of the arts and interpretations of the purpose of arts integration. Arts in STEAM education are associated with the improvement of students’ academic results, the development of students’ creativity, critical thinking, and cooperation skills, and thus highlighting the instrumental significance of arts education. The instrumental and internal concepts of the purpose of the arts are to be related to the equivalent and arts-supplemented integrative STEAM models. Therefore, research with the aim at deepening the notion of interdisciplinary integration in terms of diversity of the inclusion of the arts, substantiating the effectiveness of arts-integrating STEAM programmes with the identification of the process and result evaluation variables, and analysing specific cases of the STEAM programme implementation through revealing forms and ways of arts inclusion are especially relevant.

Assessment of E-Portfolio in Higher Education

The e-portfolio development and introduction are based on the fact that the reflective practice of its creation allows students to document and track learning, develop a coherent picture of experience, and improve self-understanding. The study took place at Lomonosov Moscow State University (Russia); an assessment tool to design and develop electronic portfolios in the higher education system has been developed and tested in the study. A survey focused on the value of an electronic portfolio, which was positively assessed by the respondents, was conducted. The students participating in the study developed e-portfolios that described their reflections on the learning process and backed the arguments made with proof. The assessment showed that 60% of students should improve their cooperation skills while skills related to conceptualization and implementation, critical thinking and decision-making, assessment and modification, meta-cognition and progress should be developed in 44%, 33%, 52%, and 64% of students, respectively. The research results confirm that e-portfolios provide an appropriate platform for integrative learning that allows students to visualize the relationship between various concepts learned throughout the course and beyond.

EFEKTIFITAS PEMAHAMAN KONSEP IBADAH AGAMA ISLAM DENGAN MENYELENGGARAKAN KEGIATAN PESANTREN KILAT DI KELAS IV SDN 101821 PANCURBATU PADA SEMESTER 2 T.P.2018/2019

ABSTRACTThe problem of this research is:1.How are the end-of-year holiday activities, especially the expresscurricular activities of a short-term boarding school at SDN 101821 Pancurbatu in Semester 2T.P.2018/2019? 2. How is the correlation between extra-curricular a short-term Islamic boardingschool with student learning achievement, especially in the field of Islamic studies at SDN 101821Pancurbatu in Semester 2 T.P.2018/2019? 3. How is the relationship between the extra-curricularactivities of a short-term Islamic boarding school in the end-of-year holiday and the improvement oflearning achievements of grade IV students, especially in the field of Islamic studies at SDN101821 Pancurbatu in Semester 2 T.P.2018/2019? Objectives of Action Research:1.Explaining theholiday activities of the end of the school year ;2.Explaining the improvement of learningachievement, especially in the field of Islamic studies in grade 4 students at SDN 101821Pancurbatu in Semester 2 T.P.2018/2019.20 3. Obtaining data on the relationship between the endof-year holiday activities and the learning achievements of grade 4 students at SDN 101821Pancurbatu in Semester 2 T.P.2018/2019.This study used three rounds of action research. Eachround consists of four stages: design, activities and observations, reflections, and revisions. Dataobtained in the form of formative test results, observation sheets of teaching and learning activities.From the results of analysts obtained that the conclusions that can be drawn from this PTK are:1.Activities of grade 4 students of SDN 101821 Pancurbatu tend to increase with learning usingsimulation of a short-term Islamic boarding school activities 2.Cooperative skills of grade 4students of SDN 101821 Pancurbatu during the learning process using simulation of flash a shortterm boarding school activities can appear and most showed a significant increase in Islamiclearning achievements .3.Islamic learning achievements in grade 4 students at SDN 101821Pancurbatu experienced a significant increase after learning through learning using simulations of ashort-term boarding school activities It is recommended that the learning field of Islamic studies istimed to be replaced with innovative, learning techniques such as using simulated a short-termIslamic boarding school activities.Keywords: Islamic religious worship, a short-term Islamic boarding school

Children’s Social Competence Learning Strategies for Building Mental Health During Covid-19


 
 
 The corona virus pandemic has a huge impact on the mental health of children. Social competency for children is the extent to which children are effective in their social interactions with others, including creating and maintaining social relationships, showing cooperative skills and flexibility, and adjusting behaviours to meet the demands of different social contexts. This study aims to shed light on how strategies can be used to build a child’s social competence in a pandemic- and post-pandemic world. The solutions used for strategies to build children’s social competence are with a wide range of solutions, including: 1) a systemic approach, 2) building positive relationships, 3) creating a supportive environment.
 Keywords: Learning Strategies, social competence, mental health, Pandemic covid-19
 
 

Innovative technologies in teaching foreign languages at the university: the project method

The article deals with the methodology of teaching a foreign language at a university using the project method. In the article, the project method is considered as a specially organized, motivated learning activity that is aimed at researching and solving a practical or theoretically significant problem.The article describes the typology of projects and the key stages of project activities. The main tasks of implementing project activities at the university are also considered. The advantages of using the project method in pedagogical practice in comparison with traditional methods of teaching at the present stage are noted. Working on projects promotes the development of constructive thinking of students, increases motivation for learning, develops the ability to work in a team, leadership qualities, as well as skills of cooperation and self-presentation. The author discribes the new digital platform “Projectorium”, implemented in the Don State Technical University (DSTU). Attention is focused on the description of this platform and its training opportunities. As an example of the effective use of the project methodology, the project description on the topic “My career opportunities in the field of foreign languages” is given.

Developing a supportive peer environment: Engaging students through cooperative skills in the classroom

Children with peer acceptance problems struggle to fit in among classmates and often feel rejection and social isolation. Common reasons can stem from a child’s unique personality, individuality or special needs issues. These children often experience emotional problems and symptoms resulting from poor social relationships and difficulty fitting in to their environment. Within the classroom, teachers may provide encouragement and support for these children as well as their better adjusted peers, helping them equally engage through improved understanding and acceptance. In this article, a cooperative classroom approach is discussed to help students develop healthier communication with mutual respect and the freedom to be their natural, core self. A Democratic Student Council is presented as a cooperative classroom activity that encourages peer compassion and openness while supporting individuality and feelings of belonging.

Застосування активних методів навчання в підготовці здобувачів вищої освіти за спеціальністю «Готельно-ресторанна справа»

The article reveals the use of active teaching methods in the preparation of higher education students in the speciality «Hotel & Restaurant Business». The emphasis is placed on the current competencies for professions in the hotel and restaurant business, and it is noted that in the near future the technical skills will prevail, which will be complemented by strong personal, social and cooperation skills. It has been noted that these skills cannot be cultivated in a passive educational environment, and therefore, the preference should be given to active teaching methods that can improve the training of specialists in hotel and restaurant business, improve their attitude to learning and provide them with interesting learning and cognitive opportunities. The main approaches to the definition of the concept «active teaching methods» have been revealed, and it has been determined that active teaching methods are the methods that «activate» students by involving their cognitive abilities and processes, making them the active parts of the learning process, which in its turn promotes the development of critical thinking, the increase of motivation to learning, cognitive interest, the activation of creative potential, independence in obtaining knowledge, and the formation of «soft» competencies. The list of active teaching methods has been supplemented by the methods that are widely advertised and professionally substantiated in higher educational institutions today («incident method», «scribing», «reduced method», «delayed assessment method», «mind mapping», «Plus – Minus – Interesting» and others). It has been proposed to introduce such teaching methods in the training of specialists in hotel and restaurant business as: contest and business simulations. The process of their application has been described as well. The research has established that these methods have not become active yet, but they have significant results in improving the quality of training of higher education students in the speciality «Hotel & Restaurant Business».

The concept of "mentoring" as one of the main platforms for the disclosure of students' professional competencies

The article considers the concept of professional development of mentoring in higher education institutions. The relevance of this study is to form a closer environment of interaction between students with each other and with the teacher, who points out the necessary professional competencies and forms skills for further cooperation with the employer. The article focuses on two main mentoring platforms: "student-student" and "teacher-student". The analysis of the platforms` participants` portraits, their interaction for the formation of professional competencies of students is carried out. A general strategy for building work for the two mentioned platforms is proposed. The positive and negative factors of these platforms are identified, effective methods, tools and forms of professional development of the student are proposed. Conclusions about the correct and logical organization of the mentoring platform are formulated.