Teaching Of Subjects Research Articles

Reflecții asupra documentelor și inițiativelor naționale de promovare a educației STEAM în învățământul general

In this article, the normative acts and national initiatives from the Republic of Moldova that refer to the promotion of STEAM education are examined. It was found that these legislative documents give importance to multidisciplinary, inter- and trans-disciplinary training at all levels of non-higher education, without recommending the integrated teaching of the basic STEAM subjects: physics, biology, chemistry, geography, mathematics, computer science. The training and development of skills for planning and developing multidisciplinary products in the form of STEAM projects is stipulated in some disciplinary Curricula in the area of Mathematics and Science and only sporadically in the other Curricula. As a result, there are few tasks-activities of the STEAM type in the school textbooks in the Republic of Moldova.

Study on Teaching Strategies in Secondary School Physics under the Perspective of Core Literacy

Taking the perspective of core literacy as the starting point, this thesis discusses in depth the current problems in the teaching of secondary school physics subject and puts forward corresponding countermeasures. By analyzing the problems in teaching resources and conditions, students' interests, integration of core literacy, teachers' teaching level and assessment system, five countermeasures are targeted to optimize hardware facilities, update teaching materials, diversified teaching methods to stimulate interests, teachers' training and enhancement programs, and reform of the assessment system. Through the implementation of these countermeasures, it aims to promote the teaching of secondary school physics subject to better adapt to the needs of contemporary students and promote their comprehensive development.

Development of Synthesis as a General Logical Method of Cognition in the Process of Teaching Mathematics of Students and Future Teachers

General logical cognitive actions form the basis of almost all cognitive methods. This determines the necessity of their purposeful formation in the process of subject teaching. A special role in the development of cognitive methods belongs to mathematics, in the process of teaching which these actions manifest themselves in the most explicit form. In the article we consider the formation of synthesis as a basic general logical method. The purpose of our study is to develop approaches to the organization of subject-based teaching aimed at the formation and development of synthetic thinking of school students and teacher education students. The methodology of the research is the theory of funding of logical constructions, developed on the basis of the concept of funding in education (V. D. Shadrikov, E. I. Smirnov). The results of the study. Examples demonstrating the main types of synthesis in mathematics learning are considered. These types include: synthesis as a leading action in the construction a mathematical model and synthesis as a representation of a logically justified solution to a problem. The problems of synthesis implementation by students in the process of solving mathematical problems are analyzed. The specificity of educational tasks that contribute to the formation of synthetic thinking is studied. The role of combinatorial tasks as tasks with prevailing logical component in the formation of synthetic thinking of students is described. In conclusion, on the basis of the theory of funding, the typification of types of synthesis in school mathematical education is proposed.

Analysis of mathematics education from a STEAM approach at secondary and pre-universitary educational levels: A systematic review

Society is in an incessant process of reflection but the educational system is not following the same path, creating an urgent need for a quality educational renovation in which new methodologies, approaches and educational resources are developed based on creation, collaboration and learning by doing. In this sense, the integrated education of science, technology, engineering, art, and mathematics (STEAM) is postulated as an educational approach through which to transform the teaching-learning processes into processes that contribute to the development of critical, creative, and scientific thinking. Proof of this is the continuous increase in publications in this line of research. This article presents a systematic review with a total of 19 studies published in high-impact journals with the aim of making a critical reflection and evaluating the real scope of incorporating STEAM projects in education to improve the students' mathematical skills. In particular, five areas of interest have been evaluated: active learning in the teaching of STEAM subjects, the development of technological resources, the design and implementation of educational proposals, the evaluation of STEAM education and teacher training in STEAM education. Considering the results, we emphasize the need to continue working on the theoretical foundation and educational practice of this approach to allow teachers to implement it effectively.

Knowledge necessary for teaching practice: myth or challenge?

This article, which is the result of a qualitative research, bibliographical review and documentary analysis, was constructed from the discussions and texts used in the subject Teaching Knowledge and Teaching Processes, of the Professional Master's Degree in Education, offered by the Federal University of Tocantins. It aims to answer the following guiding question: What knowledge does a teacher need to acquire in order to perform their teaching role with quality? The general objective of the study is to discuss the knowledge needed for teaching practice focused on the teaching and learning process: Describe nuances of the historical process of teaching practice in Brazil; Analyse which factors influence the quality of teaching practice, through authors who discuss the theme; It is concluded that the search for the knowledge necessary for the teaching profession is a challenge, since education is a dynamic and complex field, new scientific discoveries, new methodologies and technologies emerge, which requires the teacher to continuously improve to meet the needs and the new profile of the students. Therefore, teachers need to transpose theoretical knowledge into classroom practice, making it teachable. However, there is a lack of investment in education and teachers need support in the provision of continuing training, both in the public and private sectors.

Ang Magturo ay Di Biro: A HERMENEUTIC PHENOMENOLOGICAL STUDY ON THE LIVED-EXPERIENCES OF MATH EDUCATORS IN OUT-OF-FIELD TEACHING

Out-of-field teaching is a significant threat to the provision of quality education. In this context, teachers are tasked to teach subjects outside their specialization. Although several studies have been conducted about out-of-field teaching, nothing is known about the lived experiences in the context of math educators that have utilized Gadamers hermeneutic framework in gathering and analyzing data. Therefore, the purpose of this qualitative study is to determine the meaning of the lived experiences of math educators in out-of-field teaching experiences. Using a hermeneutic phenomenological design, a sample of 10 math educators was purposively selected following selection criteria from 2 distinct divisions in the Philippines. This approach allowed for a comprehensive exploration and interpretation of the participants experiences and meaning-making processes. After a series of rigorous steps, four major themes emerged from the narrative accounts including (a) out-of-field teaching presents content, pedagogical, and technological issues, (b) out-of-field teaching causes mental and emotional disturbances among teachers, (c) out-of-field teaching requires enough learning resources and proper training/mentoring, and (d) out-of-field teaching entails adaptive behaviors among teachers. These identified themes were important in illustrating the phenomenon and offered new perspectives as a basis for educational reforms and policy-making. KEYWORDS: Gadamers hermeneutic phenomenological framework, out-of-field teaching

Gamification as an innovative tool in classroom teaching: Does it enhance learning outcomes and student participation in nursing?

Gamification has been introduced in the nursing curriculum as one of the newest and most innovative teaching methods by blending the games with the concepts. In this method, they are applying the game elements in a non-game environment. Evidence cited in the empirical research shows that it increases students' class engagement, motivation, problem-solving ability, and competencies to a large extent. However, not many research studies have been conducted exploring the impact of gamification on the teaching and learning of nursing subjects. 1) Identify the application of gamification as an innovative teaching-learning strategy in nursing curriculum 2) Explore the student satisfaction, motivation, and class engagement while using gamification as a learning method 3) Impact of gamification on the academic performance of nursing students.A literature search was conducted using online databases available in Google Scholar, PubMed, Medline, Science Direct, and ProQuest. The studies included were descriptive surveys, systematic reviews, quasi-experimental, and mixed research methods. The key search concepts explored were ‘Gamification and nursing education’, ‘gamified as a learning tool in nursing education’, ‘gamification and academic outcomes of nursing students', and 'gamification as a teaching strategy in nursing education'. The available evidence from the research studies indicates positive results in using gamification can be a used as a learning strategy and shows that it can bring about increased class engagement, clarification and understanding of difficult concepts, and improve interaction and communication in nursing courses. However, challenges remain in terms of lack of clarity on the competencies to be examined the learning outcomes and the efficacy of its application in the professional field, and the underlying costs. Gamification can be introduced as an innovative technology in the teaching-learning process. Further studies are required to provide more evidence in its application to various nursing courses and the learning outcomes to be examined.

Connecting the Dots; Environmental Literacy Index in Measuring Knowledge for Environmental Conservation

Conservationist Aldo Leopold noted that acts of conservation without the requisite desires and skill are futile. Systematic environmental education plays a significant role in enhancing knowledge and competencies for environmental sustainability through a scientifically informed citizenry. The environmental education spiral consists of three key elements; environmental awareness, environmental conduct, and environmental literacy. While environmental conduct that emerged with awareness contributes to the reduction of environmental degradation, scholars argue that environmental literacy contributes to conservation. With the objective of developing an environmental literacy index, this research assessed environmental knowledge, personal conduct, and the extent of application of environmental knowledge. Key informant interviews were held to develop the index with 30 criteria, and a survey was held with 160 students in schools and universities, teachers, and development officers. Environmental literacy is seen as the individual‘s understanding and competencies that create rational and informed decisions and contributions to conserve natural systems and associated communities that create a sustainable and environmentally friendly quality of life. Environmental education can take place in many forms and is incorporated in the school education syllabus from grade one to eleven in general, and in the science stream. Among the school students, the majority (76%) were able to identify and understand age- appropriate environmental features and significance, however, had very low (13%) personal conduct for reducing pressure on the environment, while had moderate (38%) literacy levels. The average responses of the university students were 82%, 48% and 63%. Teachers, including non- science subjects teaching, had a similar status with the university students, indicating 84%, 54%, and 61%. The development officers showed slightly different patterns, representing 73%, 41% and 51%. Among all the respondents, only 13% identified agriculture practices may contribute to water pollution, 12% stated that the transport sector contributes to greenhouse gas emissions, and 9% believed that energy practices at home contribute to global warming. The study reveals that environmental understanding has not contributed much to personal behaviours to reduce the pressure on the environment, and environmental literacy has not been in a state of environmental activism. 
 Keywords: Environmental conservation, Environmental education, Environmental literacy

Teach the Crisis: arguments for teaching the Cartoon Crisis in primary school

ABSTRACT The proposal to turn the so-called Cartoon Crisis into the obligatory history curriculum of the primary school system has been debated publicly over the years. Pros and cons regarding its integration into a teaching environment have been put forward. Since 2021, the proposal has also been formally debated as a bill and put to vote in the Danish parliament two times – each time voted down by the current government. Despite the bill’s defeat, I present here a number of principled arguments for making the so-called Cartoon Crisis (including the actual drawings) an obligatory teaching subject in the Danish school system. The arguments can be summed up as an encouragement to ‘Teach the Crisis’. Choosing not to include the Crisis and its primary sources in the teaching will only instal the proverbial elephant in the classroom and is probably a short-term solution for the cultural, social, and political challenges that Denmark will meet in the future.

PBL(문제기반학습) 수업이 예비유아교사의 핵심역량에 미치는 효과성 분석

Objectives The purpose of this study is to apply PBL(Problem-Based Learning) to the teaching subject class of preservice early childhood teachers and to analyze how PBL affects the improvement of the key competencies.
 Methods PBL was conducted for 15 weeks, focusing on making and solving problems that beginner early child-hood teachers may face in the educational field and to preparing a PBL class plan for infants. Participants in the study were 44 second-year early childhood education students who took education methods and educational technology class for the second semester of 2022 at H vocational college in Seoul. In order to analyze whether the PBL class of pre-service early childhood teachers is effective in key competencies, a pre-post survey was con-ducted to diagnose key competencies, and reflection journals and PBL results were collected and analyzed.
 Results As a result of the pre-post examination, the performance of improving key competencies (creativity, con-vergence, challenge, and growth) through PBL classes showed a significant difference at the statistical .001 level. In particular, the degree of improvement was high in terms of openness to change, comprehensive thinking, goal orientation, and self-efficacy, which are sub-detailed competencies. As a result of analyzing the reflection journal, it was found that students improved throughout key competencies such as creative competency, convergence competency, challenge competency, and growth competency through PBL classes. In particular, as an early child-hood teacher in the future, they showed confidence in the application of PBL classes for infants, and they have expectations that infants, like themselves, will be able to grow through PBL. It also showed a sense of efficacy that various and complex problems that may be raised in the field of early childhood education can be solved coop-eratively through PBL.
 Conclusions To improve the effectiveness of PBL classes, it is necessary to develop instructors' PBL teaching ca-pabilities, to understand the theoretical and practical instruction design and education methods, make efforts to enhance mutual learning and key competencies through PBL activities, and utilize various teaching methods and multimedia technologies.

Pengembangan Kurikulum Berorientasi pada Karakter Membangun Kepribadian Siswa

The curriculum is an important instrument of a country's education system. It is the main foundation in determining educational objectives, subject matter content, teaching methods, and evaluation systems. In the world of education, the role of the curriculum is very important, it can even be said that the curriculum plays a key role in the education system. Because the curriculum is closely related to determining the direction, content, and educational process. In addition to curriculum development, it is necessary to pay attention to the character building of students and this has a very important role. Along with technological advances and information flows, as well as the continuing process of globalization in various aspects of public life, it will affect the mindset and pattern of action of the wider community. To fortify and minimize things that have bad consequences, an education is needed that can improve morals and build human character itself. The methodology used in this research is a qualitative method, which is a type of literature review by reviewing books and journals that have been publishedHistory of curriculum development in Indonesia has undergone ten changes that occur due to changes in social and political conditions. In Indonesian Dictionary, the word character is defined as character, psychological qualities, morals or ethics that distinguish a person from others, and disposition. Character person means a person who has personality, behavior, character, character, or character. Character education is a conscious and planned effort that aims to internalize moral values, morals so that they are manifested in the implementation of good attitudes and behaviors.The implementation of character education involves aspects of knowledge theory (cognitive), feelings (feeling), and action (action). The purpose of education should be directed at developing all the potential that a person has towards his perfect development, namely physical, intellectual and ethical development. Success in building student character will automatically help the success of building the nation's character. Therefore, the progress of a nation will also depend on the character and intelligence capabilities of its citizens

Research trend of Arabic language teaching in the world: Systematic literature review based on Scopus database

Arabic is a very important communication language in the world, especially among Muslims. There has been a lot of research related to Arabic language teaching, so it is necessary to analyze these trends. This systematic literature review aims to analyze trends in Arabic language teaching in the world (2008-2023), so that it can become a reference for research and development of current and future Arabic language teaching themes. Article searches were carried out in the Scopus database. Data is saved in *CSV and *RIS formats, synchronized with Mendeley and visualized with VOS-viewer. We used the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) model to determine truly appropriate articles (inclusion), resulting in 21 appropriate articles. The trend of publications related to the Arabic language teaching theme shows that interesting. We discuss year trends, research methods used, dominant authors, most cited authors, and the relationship between keywords (there are four main keywords). Discussions were also held regarding the dominant author's country of origin, collaboration, and the number of authors per article. We formulated five Arabic Language Teacher Profiles based on a study of the 21 articles. It is recommended that Arabic language teaching research and publications need to be promoted so that it becomes global attention and international collaboration occurs. We also suggest that future researchers can focus more on the assessment and evaluation aspects.

Development of intellectual activity in the process of forming a professional personality of future philologists

Relevance. The relevance of the study is conditioned by the fact that the problem of improving the quality of education through the development of the intellectual activity of each student, who must constantly be in the conditions of innovative and cognitive search, and in the process of professional training must master not only professional competencies, but also learn how to creatively apply them in industrial and social practices, comes to the fore today. Purpose. The purpose of this study is a conceptual analysis of the mental essence of the concept of "intellectual activity" in the format of a mind map and identification based on conceptual dominants that can be used to model a methodological system for the development of intellectual activity in the process of vocational training. Methodology. The use of conventional methods and technologies has exhausted its possibilities, especially in the context of online learning. In this regard, it became necessary to revise the usual teaching methods and find more effective ones, using all the technical capabilities of the distance learning format to trigger the intellectual activity of students, in particular philologists. Results. This paper presents the results of the study of the content and mechanisms of internal and external intellectual activity of the subject of teaching, the understanding of which would allow teachers to effectively organise the educational process. Conclusions. The significance of this study lies in the fact that based on the generalisation of conceptual information about the mental essence of the concept of "intellectual activity", a methodological model for the development of professional competencies of future philologists through the intensification of their intellectual activity has been developed. The scientific originality of the study is determined by the creation of a methodological model for the development of intellectual activity and its approbation in the process of creating an electronic course.

Teaching without PowerPoint slides in engineering: A pilot study

Using PowerPoints slides (PPT) to deliver lectures has become the norm and common practice in academia over the last decade. Despite the benefits of PPT in providing smooth presentations and helping to prompt the presenter, the use of slides in engineering teaching has its own drawbacks. By using slides in teaching, the information will be provided in a discontinued and very abstract format. However, as a matter of fact, students mainly depend on lecturing slides in their learning and only use the slides to prepare for their exams. Students rarely read beyond what is given in the slides or refer to the reading list for more in-depth knowledge. This creates a gap in knowledge, affects the overall student experience and, to a certain level, affects graduate employment. In this paper, we review a pilot experiment to test a new teaching theme in engineering with no PPT slides. This was implemented for a Level 4 module, Mechatronics 1, which is a newly developed module in the Mechanical/Marine Engineering programmes at Liverpool John Moores University, Liverpool, UK. The outcome of this practice is evaluated with the focus on student views, assessment results, and overall assessment of this style of teaching.

İkinci Dil Olarak Türkçe Öğretiminde Dil Seviyelerine Göre Dilbilgisi ve Konu İçeriği Sıralaması

The sequencing of grammar and content in the instruction of Turkish as a second language is crucial. Determining which topics and grammar rules will be taught at each level poses a challenge. The studies conducted so far on the subject have been carried out both institutionally and individually. Although some studies have been conducted in accordance with the levels specified in the Common European Framework of Reference for Languages, Turkish should be considered separately from European languages due to its belonging to a different language family and structure. In this study, the case study model was used within the scope of qualitative research. The data were obtained through observation and document analysis and interpreted through content analysis. In light of the findings obtained, the grammar and subject teaching sequence of Turkish as a second language has been shaped according to appropriate levels. While creating this sequence, emphasis was placed on the logical relationship between language grammar content and topics. 25 (13 DBİ, 12 Kİ), A2’de 23 (9 DBİ, 14 Kİ), B1’de 18 (10 DBİ, 8 Kİ), B2’de 24 ( 19 DBİ, 5 Kİ), C1’de 22 (16 DBİ, 6 Kİ) ve C2’de (7 DBİ,  3 Kİ) it was observed that grammar and subject content headings stand out in teaching Turkish as a foreign language.

Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers

Pedagogical content knowledge (PCK) is one form of teachers’ professional knowledge in subject teaching, and teachers’ rich PCK enables effective instruction and improves students’ academic performance. However, there has been limited research on the relationships of individual difference characteristics of teachers to PCK among in-service elementary school teachers. Therefore, in addition to the demographic variables (gender and years of teaching experience) and psychological variables (beliefs about teaching and learning and teacher efficacy) examined in previous studies, this study attempted to clarify whether motivation for teaching is related to PCK. We conducted a web survey of in-service elementary school teachers in Japan (n = 267). The results showed that the traditional beliefs that students are to be controlled by their teachers and indifference, which describes a state of lack of motivation to prepare for class, were negatively associated with two elements of mathematical PCK (knowledge of learners and knowledge of instruction). Furthermore, multiple regression analysis revealed that traditional beliefs about teaching and learning were negatively associated with the knowledge of learners and indifference to subject instruction with knowledge of instruction. This suggests that teachers’ motivation for teaching is related to PCK, in addition to the variables that have been previously examined.

Characteristics of General Language Teaching and Academic Language Teaching as a Foreign Language: Learner’s Views

Foreign language teaching is divided into general and special purpose language teaching. Foreign language education offers general language courses at five levels starting from A1 to C1. In addition to the four core language skills, grammar and vocabulary are also taught. Special-purpose language teaching is divided into two categories: professional and academic language. Academic language courses are also provided within a specific program and duration. This study compares general language teaching and academic language teaching based on learner views. Phenomenology, one of the qualitative research designs, was used in the study. In this context, the study data consists of the opinions of 64 learners in the Academic Turkish class at Sakarya University TÖMER. The learners were asked about the similarities and differences as well as the main features of these courses using a semi-structured interview form. The answers to the questions were analyzed by content analysis. This study identified 8 themes and 106 sub-themes. Although the themes occur at different frequencies in general language and academic language courses, the eight common themes are as follows: quality in teaching, purpose in teaching, subject in teaching, utilization of activities in teaching, language use in teaching, content in teaching, utilization of texts in teaching and process in teaching.

The Impact of Teaching and Learning of Chemistry of Acids and Bases in the Context of SDG 6 on Water Quality and Sanitation

Purpose: Research has shown that incorporating social-scientific issues and societal concerns in the teaching and learning of STEM subjects, such as Chemistry, can enhance their relevance and appeal to learners. However, STEM experiences often fail to connect with learners' experiences and societal issues.
 Materials and Methods: To address this, a study was conducted with grade 11 learners (n=60) at a secondary school in Kasama town, northern Zambia. The study explored the impact of teaching acids and bases in the context of SDG6 on water quality and sanitation, using the REACT teaching model (Relating, Experiencing, Application, Cooperation, and Transferring).
 Findings: Results showed that the experimental group (n=30) performed significantly better than the control group (M experiment =67.07, S= 13.09, M control = 45.87, S=11.73, t (df =58, two-tailed =6.05, p < 0.05). The gains from pre-test to post-test were significant in the experimental group (Gain = 26.03 points, t (df=29, 2-tailed) = 8.496, p < .000) and not significant in the control group (Gain = 6.17 points, t (df=29, 2-tailed) = 1.893, p = 0.068).
 Implications to Theory, Practice and Policy: These results are both statistically and practically significant.

Teachers’ Pedagogical Content Knowledge and Subject Matter Content Knowledge: Is the Framework Still Relevant in Teaching of STEM

This paper takes a sociocultural perspective on the relevancy of Pedagogical Content Knowledge and Subject Matter Content knowledge in teaching and learning of STEM subjects. To teach learners according to today’s standards, teachers’ need to understand Pedagogical content Knowledge and subject matter content knowledge deeply and flexibly so they can help students create useful cognitive maps, relate to see how ideas connect across disciplines and to everyday life. Effective teaching and teacher characteristics, endorse clearly the role played by adequacy of teachers’ Pedagogical Content Knowledge and Subject Matter Content Knowledge as applied in the classroom teaching and learning encounters. Most of the features of effective teachers and effective teaching as a process indicate the necessity of application of the theory of social constructivism, to enhance teachers’ knowledge about prior knowledge of students and their socioeconomic backgrounds. Qualitative research method using classroom observation were used to collect data. Population was made up of 10 teachers in the University of Technology in South Africa. The sample for this investigation was drawn using purposive sampling technique. Classroom observation was analysed using rubric. The overall findings indicates that Pedagogical Content Knowledge and Subject Matter Content Knowledge, enhanced educators’ professionalism and improved quality of teaching and learning outcomes, including motivational levels of both teachers and learners in the classroom. Specifically, Pedagogical Content Knowledge and Subject Matter Content Knowledge facilitate teaching effectiveness and learning efficiency in the teaching of STEM subjects in the University of Technology. It is therefore critical for the University of Technology that are engaged in the teacher programmes to visit how Pedagogical Content Knowledge and Subject Matter Content Knowledge are purposely incorporated into the training programmes. It showed that component of teacher Pedagogical Content Knowledge and Subject Matter Content Knowledge generally is beginning to enhance teaching, learning and assessment positively in the classroom.

The Integration and Practice of Ideological and Political Courses and Red Education in Subject Teaching

The Integration and Practice of Ideological and Political Courses and Red Education in Subject Teaching