Teaching Techniques Research Articles

Til o'qitish texnikalari, ularning o'tganligi va joriy qo'llanilishi

Teaching techniques till today overcome through many barriers to be called language techniques and in this article will show what process they passed through what changes occurred in order to call so-called method or techniques. This article covers different languages in the world what languages were used before and after the Second World War, why the child’s have more flexibility in acquiring foreign languages, inductive and deductive approaches, how they used and what kind of approaches they are

The Effectiveness of the Reading, Mindmapping, and Sharing (RMS) Learning Model in Improving Students' Learning Outcomes in Road and Bridge Construction

Background: The principal aim of this study was to evaluate the impact of employing the Reading, Mind Mapping, and Sharing (RMS) learning strategy on student learning outcomes within a course focused on road and bridge construction. The motivation for c conducting this research arose from the observation that SMK Negeri 1 Sumedang students exhibited inferior performance compared to their KKM peers in the context of road and bridge construction.Methods: Furthermore, limited research has explored the implementation of student-centred educational models within this specific realm. To address these concerns comprehensively, researchers opted to utilize a quasi-experimental strategy encompassing a non-equivalent control design. Data collection involved gathering information before the implementation of intervention methods through pre-tests and subsequently following up with post-tests post-intervention.Result: A detailed analysis of the gathered data demonstrated clear discrepancies in learning outcomes between both experimental and control groups. Additionally, A notable discovery involved calculating normalized gain (N Gain) values for participants utilizing RMS model techniques. Such calculations indicated a moderate level of enhancement, as apparent through median value determinations yielding 0.553. Additionally, outcomes among exceptionally effective participants yielded impressive N gain percentages, standing at around 55.26 percent.Conclusion: Accordingly, it can be concluded without doubt that implementing teaching techniques based on RMS (Reading, Mind Mapping, and Sharing) principles hold substantial promise in enhancing student comprehension levels within road and bridge construction curriculums.

KEY ROLE OF EXTENSION AGENTS IN THE TRANSFER AND ADOPTION OF AGRICULTURAL TECHNOLOGIES: A REVIEW

The huge challenges in the transfer of agricultural technology are how close to the final users and how to continue the use of technology to meet upcoming issues. Suitable research techniques to endorse agricultural production and food security are the main priority for several countries. As we all know, the socio-economic background, education level, learning needs, and farmers' problems vary within the country and among the nations. Advanced agricultural technologies and skills are needed to address such issues and needs. These techniques should be disseminated to growers using up-to-date extended extension teaching techniques and policies. Extension agents should spend much of their time planning about which method to use. This review article aimed to deliberate different approaches to transfer and adoption of new technologies to the farmers and growers through extension workers. Agricultural extension method of teaching includes transfer/delivery of new technologies/skills or new production methods in farming, which will advance the living standards of the growers. To successfully transfer the latest information, extension workers must know the grower's requirements, complexities, and opportunities, as well as physical and financial hurdles.

The peculiarities of organizing pedagogical courses in Podillia in the first quarter of the twentieth century

Based on archival and literary sources, the article examines the history of the creation of Vinnytsia short-term pedagogical courses for school, preschool and out-of-school education workers, Higher permanent 3-year pedagogical courses (Vinnytsia, Tulchyn, Bershad, Olgopil, Haysyn, Tyvriv, Khmilnyk, Nemyriv, Zholoby, etc.), which were established to provide teachers for all types of schools in Podillia in the first quarter of the twentieth century. The changes and innovations in the educational process of pedagogical courses have been considered, the peculiarities of the professional training of future teachers in the history of the formation of the national pedagogical system have been highlighted. It has been proven that pedagogical courses were almost the only pedagogical training that provided the retraining of teachers in the conditions of the transition period of pedagogical education, and as a result - the actual lack of professional training of future teachers, which negatively affected the entire educational system of Podillia, where graduates of pedagogical courses were working. It has been proven that pedagogical education has undergone numerous reforms and will continue to require in-depth study in the first quarter of the twentieth century in Podillia. Pedagogical courses were intended to improve the professional training of future teachers, to upgrade their future activities - to systematize purely pedagogical training, to acquaint them with the basics of didactics and methodology, with the best methods and techniques of teaching. It has been proven that, during the researched period of practice, the courses were assigned the same tasks that were to be performed by the pedagogical educational institutions, however, they could not replace the training of teachers in special pedagogical educational institutions.

An Investigation about Education as Envisioned by Confucius and Its Implications for Contemporary Moral Education

This study investigates Confucius' views on education and their rel-evance in the 4.0 era. Confucius is known as "the great model teach-er for centuries" for his dedication to education and his thoughts regarding its role, purpose, substance, and teaching techniques. Con-fucius founded Confucianism. Confucius felt education should be a right for everyone, not just the affluent. "No class difference in school" quickly transforms people's educational views. It makes formal schooling possible for most individuals. The idea of Confu-cius is innovative because people from all backgrounds desire jus-tice and equality in education. However, a synthesis of Confucius' education concepts based on past research adds to the literature on educational philosophy. Confucius's thoughts help people world-wide understand the incredible education ideas that have ever de-veloped in moral education. The results of this research can be guid-ed and affect modern educational authorities and policymakers.

DEVELOPMENT OF PROFESSIONAL COMPETENCE OF FUTURE PSYCHOLOGISTS IN MODERN CONDITIONS

The article deals with the problem of developing the professional competence of future psychologists in modern conditions of social development. An analysis of scientific-methodical and normative aspects of the development of professional competence of future psychologists in modern conditions was carried out. The concept of "professional competence" in the scientific circulation of some domestic scientists has been clarified. On the basis of the Educational and Professional Program of the first (bachelor) level of the specialty 053 Psychology, a set of professional competencies that future psychologists should master during their studies at a higher education institution is covered. The components of the professional competence of future psychologists are determined: theoretical knowledge; practical skills and abilities; personal and professionally important qualities. Ways of developing the professional competence of future psychologists in modern conditions are proposed: improvement of the content of professional training of future psychologists; introduction of innovative learning technologies, use of interactive teaching methods and techniques, unity of formal, informal and informal forms of education; organization of practical training of future psychologists; creation of a system of psychological support for the professional development of future psychologists. It was found that among the personal and professionally important qualities of future teachers are: the ability to empathize; communicativeness; stress resistance; reflexivity; interest etc. Proposed methods of increasing the effectiveness of the development of professional competence of future psychologists: traditional (lectures, seminar classes, practical classes, scientific and practical activities, practice, etc.); interactive (brainstorming, discussions, debates, analysis of professional (problem) situations, modelling, teaching others, etc.); innovative (project activities, classes using ICT, group work, soft skills development, etc.). The perspective of the research is to study ways of developing the professional competence of future psychologists during various types of practice.

OUTDOOR EDUCATION AS AN INTERFACE BETWEEN TRADITIONAL AND MODERN LEARNING APPROACHES: A CURRICULUM-BASED ANALYSIS AT CORE CURRICULUM STAGE IN ROMANIA

This study delves into the pivotal role of outdoor learning in acting as a connecting thread between conventional and contemporary teaching methods within the realm of core curriculum education. As educational methodologies continually evolve, educators are keen to adopt innovative approaches that effectively engage and educate students. Traditional teaching methods, while enduring, coexist with modern pedagogical practices that emphasize experiential learning, active participation, and holistic development. The research explores how outdoor learning functions as an intermediary, facilitating a seamless fusion of traditional and modern educational practices. Its primary focus is to investigate the influence of outdoor learning on student motivation, critical thinking, and overall educational achievements, particularly within the core curriculum stage. By employing a combination of quantitative and qualitative analyses, this study seeks to highlight the advantages and obstacles associated with the incorporation of outdoor learning in core curriculum subjects. It aims to pinpoint effective methods for embedding outdoor experiences into conventional classroom settings, thereby contributing to a more comprehensive comprehension of how outdoor learning can enrich the educational experience. The insights garnered from this research endeavor have the potential to provide valuable guidance to educators, curriculum designers, and policymakers in striking a harmonious balance between time-honored teaching techniques and innovative strategies. This equilibrium aims to create a well-rounded, enhanced learning environment for students at the core curriculum level.

AESTHETIC COMPETENCE OF APPLICANTS FOR HIGHER PEDAGOGICAL EDUCATION: STRUCTURAL AND FUNCTIONAL MODEL

The purpose of the article is to consider the pedagogical model of forming the aesthetic competence of future teachers by means of choreographic art, which combines structural analysis and functional modeling.
 The pedagogical modeling of aesthetic competence of higher pedagogical education students by means of choreography is considered as structuring the educational process for analyzing and managing it in order to solve current problems with a systematic approach.
 The proposed pedagogical model is a tool and conceptual framework that facilitates the understanding and explanation of the processes that occur during the formation of future teachers' aesthetic competence and reflects the effectiveness of the impact on their professional level.
 The purpose of the pedagogical model of forming the aesthetic competence of future teachers by means of choreographic art is to prepare the teacher for effective influence on the personal development of students.
 The result of the proposed model implementation is the achievement of a high level of development of the dynamic personal capacity of future teachers as carriers and creators of culture.
 The model includes the following blocks: goal setting, basic, organizational, implementation, and reflective.
 The structure of the pedagogical model reflects the interrelationships between the following elements: the purpose and result of the educational process; methodological approaches; pedagogical principles; stages, forms, methods, and techniques of teaching. The reflexive block of the model includes structural components, criteria for assessing levels of development, and diagnostic tools for analyzing the results of the formation of aesthetic competence of future teachers by means of choreographic art.
 The presented structural-functional model reflects the organization of aesthetic training of future teachers as a system in which the systemic factor is the interconnection and interdependence between the goal and the result of the pedagogical process.

It's game time: Improving basic psychological needs and promoting positive behaviours through gamification in physical education

Student's motivation towards physical education (PE) classes is a key factor for increasing physical activity (PA) levels in children. In order to increase motivation in PE, new teaching techniques are needed, such as gamification. This study examines the potential influence of gamification in PE classes on motivation-related variables such as basic psychological needs (BPNs) and positive behaviours in primary school students, considering the perceptions of students and teachers. A total of nine teachers and 506 primary students participated in this study: 250 from a gamified group and 256 from a control group. The students filled in the BPNs in the Classroom Scale in order to measure three BPNs (autonomy, competence and relatedness). In addition, the perceptions, feelings, and behaviours of the students and teachers were analysed and classified through drawings, teacher's diaries, and focus groups. An improvement in the three BPNs, namely autonomy ( p < 0.001), competence ( p < 0.001) and relatedness ( p < 0.001), was observed for the gamified group compared to the control group. The qualitative findings showed a perceived increase in student motivation, participation, and cooperation behaviours. Students also reported values such as respect, and rejection of contempt and harassment. In short, gamification was associated with an increase in all BPNs and positive behaviours in primary school students in gamified PE classes compared to non-gamified classes.

Pengembangan Media Pembelajaran Pembelajaran Berbasis Discovery Learning Menggunakan E-Modul Kelas X TKJ Pada Mata Pelajaran Dasar Kejuruan SMK 3 Padang

This research aims to observe the teaching methods used by teachers and the learning strategies implemented in schools. Students can observe various teaching techniques, the use of learning media, interactions between teachers and students, and the effectiveness of the learning strategies used. Material validation aims to determine the opinion of material experts regarding the suitability of e-module-based Discovery Learning learning media. The results of the research showed that the presentation media was 93.35%, then based on the practicality data processing, the e-module presentation level was 98.3% and the percentage of student practicality was 83.37%. So based on the research results above, it can be concluded that all of the practicalities in the percentages above are very practical and suitable for use because the practicality category of 81-100% is stated as "practical".

ChatGPT 3.5 fails to write appropriate multiple choice practice exam questions

Artificial intelligence (AI) may have a profound impact on traditional teaching in academic settings. Multiple concerns have been raised, especially related to using ChatGPT for creating de novo essays. However, AI programs such as ChatGPT may augment teaching techniques. In this article, we used ChatGPT 3.5 to create 60 multiple choice questions. Author written text was uploaded and ChatGPT asked to create multiple choice questions with an explanation for the correct answer and explanations for the incorrect answers. Unfortunately, ChatGPT only generated correct questions and answers with explanations in 32 % of the questions (19 out of 60). In many instances, ChatGPT failed to provide an explanation for the incorrect answers. An additional 25 % of the questions had answers that were either wrong or misleading. A grade of 32 % would be considered failing in most courses. Despite these issues, instructors may still find ChatGPT useful for creating practice exams with explanations—with the caveat that extensive editing may be required.

TASK DESIGN FOR TEACHING CARDIOID CURVE WITH DYNAMIC GEOMETRY SOFTWARE AND EDUCATIONAL ROBOTICS IN UNIVERSITY PRACTICE

Considering Gen Z's learning needs, primarily focusing on bachelor IT students, a STEAM-based methodology was developed and tested for teaching and learning the principal properties of the cardioid curve. The four-component methodology is based on visuality and combines frontal teaching techniques with educational robotics, dynamic geometry software and project-based learning elements. Interactive learning materials were set up to support independent learning, including tasks which follow the guidelines of recent research on task design. Moreover, a cardioid drawing LEGO robot model was designed and built to visualise the generation process of the curve and to provide first-hand experiences for students. The participants involved in testing the methodology had to solve two homework problems using dynamic geometry software. An assessment system was set up to evaluate students' solutions. After a statistical analysis of the data obtained, it could be concluded that the four-component methodology is an effective didactic technique to facilitate the learning of the cardioid curve. Keywords: cardioid curve, dynamic geometry software, educational robotics, project-based learning

EFFECTS OF MULTIMEDIA APPLICATION ON STUDENTS’ ACADEMIC ACHIEVEMENT IN AGRICULTURAL SCIENCE

The performance of agricultural science students is consistently low as seen in their external examinations. This could be attributed to the poor teaching methods, materials and techniques applied in teaching the subject. This study determined the multimedia application effects on the academic achievement of Agricultural science students. It adopted a mixed-method design. All the students and teachers of Agricultural science in secondary schools in Enugu State, Nigeria formed the population but six schools with 583 students and teachers of agriculture formed the sample. Students’ Academic Achievement Test in Agricultural Science (SAATAS) and Convenience Teaching Method Questionnaire (CTMQ) were used to collect data. Mean, ANCOVA and Friedman's test were used for data analyses. Results indicated that students instructed using multimedia significantly performed higher than the students instructed using the conventional teaching method. The performance of males was not different from that of the females. The interaction between the teaching media and gender had a non-significant effect on the academic achievement of students. Moreover, teachers adopted note-taking, lecture, demonstration and project methods but did not use multimedia in teaching. Teachers of agriculture accepted that inconsistent power supply, poor network connectivity, and non-availability of computers, among others, were the problems hindering them from using multimedia in teaching. Keywords: academic achievement, mixed method design, multimedia, agricultural science, teaching and learning

THE EFL PRE-SERVICE TEACHERS' PERSPECTIVES AND EXPECTATIONS TOWARDS MICROTEACHING: A CASE STUDY AT AN ENGLISH DEPARTMENT, IN A PUBLIC UNIVERSITY

Teaching practice in real educational environment is an obligation course for student teacher of teacher training and education faculty. This course is believed to be very significant as authentic experience to create professional educator by training. However, student teacher has to follow microteaching program before teaching practice at school as a set of teaching practice preparation (Ismail, 2011) which provided by university to be qualified pre-service teacher. This study was conducted as qualitative research with a case study approach. It was commonly used to understand peoples' experiences and to express their perspectives (Creswell, 1994). Furthermore, this study used triangulation data sources, consisting of: (1) demographic questionnaire, (2) face-to-face interview, and (3) observation that consisted of video as visual data, to conduct high quality research with an excellent way (Christensen & Johnson, 2008). The first, microteaching gave knowledge about teaching technical steps. This finding was relevant with another research that microteaching provided and developed knowledge of methodological teaching skill (Sen, 2009). However, findings in this study provided very specific technical teaching skill that gained by EFL pre-service teachers during the implementation of microteaching, such as a teacher should design lesson plan before coming to class, besides on lesson plan they had to pay attention with several points like material that would be taught and then decided appropriate steps in teaching that material to student on accurate time allocation. Second, the advantages of microteaching were teaching practice which gave opportunities to smoothness pre-service teachers' teaching skill (Ismail, 2011) which been the most important point of microteaching itself. However, not only well preparation that needed by EFL pre-service teachers to be an educator, but also well teaching was also significant.

The Prophetic Methods of Teaching: A Legacy of Empowerment and Transformation

Prophet Muhammad (PBUH) embodied a unique and all-encompassing method of imparting the foundational tenets of Islam, which were divinely revealed. His teachings spanned the breadth of human existence, encompassing facets of life, work, coexistence, and human relations, rendering them universally applicable across time and space. As both Allah's messenger and an exemplar for individual Muslims, the Prophet of Islam assumed a dual role. To present him as a paragon in every aspect of life, Muslims are encouraged to delve into the methods he employed for teaching and learning and to thoroughly delve into his Sunnah- his practices and traditions. This approach not only cultivates a comprehensive understanding of his life but also allows for the extraction of profound and invaluable lessons from it. The study delves into the often-overlooked educational pedagogy of Prophet Muhammad (PBUH), whose holistic approach to teaching and learning presents a unique perspective on Islam. Contrasting with the secular educational theories rooted in Western and Eurocentric ideologies, the research explores the multifaceted teaching methods employed by the Prophet of Islam (PBUH) to educate individuals of all ages, backgrounds, and beliefs. Through exploratory research, drawing from Hadith, Sunnah, and the Prophet's (PBUH) Seerah, this study aims to revisit and uncover the diverse teaching methods and techniques employed by Prophet of Islam to nurture and educate his family, friends, companions, and even adversaries. The research provides insights into various aspects, including teaching strategies, applications, stages, and processes. The study initiates a comprehensive overview of the teaching methods and techniques used by the Prophet of Islam as part of his holistic approach to education. This foundational analysis serves as a tool for identifying critical issues that can guide further research in various areas. Ultimately, this research employs a critical analysis to illuminate the diverse teaching methods employed by Prophet of Islam and their relevance within the broader realm of pedagogical education. The study seeks to shed light on the enduring significance of these teaching methods and their potential impact on contemporary education.

Qualitative Research on Teacher Candidates’ Oral Communication Skills

In today’s diverse educational landscape, effective oral communication skills play a pivotal role in shaping the future of prospective educators. This research study aims to investigate the perspectives of 36 prospective educators, comprising 24 females and 12 males, who are currently enrolled in a university in Turkey, regarding their oral communication skills. A semi-structured interview form was used to collect the data. The study employed a qualitative case study methodology, and data content analysis was utilised to assess its effectiveness. The findings indicated that the prospective teachers’ reading habits benefited their oral communication abilities, and they held the view that vocabulary was closely related to speaking ability. It was also emphasised how crucial it is to employ a variety of teaching techniques for skill development. It was discovered that they might face challenges, including a lack of confidence, excitement and stress, and it was suggested to focus on practical and diverse teaching methods and techniques to address this issue.

Students’ Evaluation of Online Assessment Practices in the Covid-19 Online Teaching Period

The COVID-19 outbreak forced many changes in education, including teaching techniques, teacher-student interactions, materials, and assessment practices. The present study aims to uncover students' opinions on the types of exams they took, their evaluation of the testing/ assessment practices they experienced, whether online learning influenced the way they prepared for the exams, whether they would like to keep the testing/assessment practices in the new normal and how they evaluate the teacher's role as an assessor. The data for the study were collected in Türkiye (TUR), the Republic of North Macedonia (RNM), Poland (POL), and Bosnia and Herzegovina (B&H) using cross-culturally valid questionnaires including items asking students to evaluate the teaching, assessment, and interaction skills of their teachers during the first "emergency online teaching semester". Both closed- and open-ended items were included in the data collection tools. Responses to the items in the questionnaires were analysed quantitatively, keeping in mind country and context-specific peculiarities. The study results show similarities in the ways students were evaluated and their perceptions of evaluation procedures during the COVID-19 period, as well as contextual differences in the four countries.

Simulation-Based Medical Education: A Boon for Medical Students? - An Integrative Review

Simulation is a synthetic representation of a real-world process with sufficient reliability to facilitate learning through contemplation and practice without the hazard, innate in a real-life experience. Nowadays, simulation is a useful accompaniment to medical education as pre-exposure to necessary clinical skills as exposure in the real clinical setting may be insufficient. Clinical skills and performance are considered core proficiency and are crucial to the professionals. This can enable the students to familiarize themselves with patient examination and hands-on- training by using models before coming across patients directly. Simulators are broadly classified into two broad categories: 1. High-fidelity Simulators and 2. Low-fidelity simulators. The fidelity of a simulator is decided by the extent to which it provides realism through characteristics. Simulation Based Medical Education (SBME) provides a safe environment for the students to acquire their psychomotor skill but is not necessarily better than other types of instruction as there is a high degree of variability between studies. SBME has been introduced in the health care field and now it is becoming one of the most popular teaching techniques for improving patient safety and care. It would be advantageous if it is included in medical curricula as it may proof boon for the young medicos. Keywords: Medical simulation; SBME; Simulators

Innovation in Teaching English with Digital Tools

The technology is omnipresent and indispensable at present era. Due to the technology, the education of teaching English is undergone an enormous transformation. The recent technology signifies the major development in the English language teaching and learning methods. The English teachers are very energetically integrating the technological teaching materials planned to make possible and through this, it helps the most advantageous in teaching delivery. According to the language teaching, the digital virtual media is occupied the classroom. At present era, the teaching is too interesting because of the digital media. The language teachers are creating a visualized of innovative in approach. “Technology in Education” is being an important role in educational field. The students need for technology in the education system. The conventional methods are based on lecturing but the present learning is foundation on interactive learning method. The modern technologies like Internet, Skype, Interactive Boards, Blogs, Android phones, Twitter, YouTube are used for the learner’s interactive session in the classroom. The research paper attempts to establish the use of technology in language teaching and it brings new teaching technique and to make sure the effective and quality based teaching.

The Use of Virtual Reality as an Aid Tool in the Implementation of a Radiopharmacy Center in a Nuclear Medicine Service

The preparations of radiopharmaceuticals must follow the parameters of quality, efficacy, and safety (pharmaceutical and nuclear), complying with all the requirements established in good manufacturing practices, guaranteed by the physical structure, layout, safety, and radiological protection, which are also fundamental for the correct flow to be followed for excellence in the functioning of the service. One of the main problems is related to the flow of radiopharmaceuticals, which implies exposure to ionizing radiation, which in turn poses serious biological risks to the human body. simple erythema (redness) to the acute radiation syndrome, which can even be lethal. Factors like this corroborate the need for training that simulate real situations, however, situations like this are limited, due to the risk to which a non-specialized professional can be exposed if radioprotection standards are not obeyed. The present work aims to propose and evaluate the use of virtual reality (VR) technology for training and qualification of professionals in a radiopharmacy. The applied methodology was divided into four stages, initially the rules and regulations regarding the Nuclear Medicine Service published by ANVISA, CNEN and international recommendations by the IAEA were analyzed in detail, in the second stage visits were carried out in public and private hospitals in the Rio de Janeiro that present the nuclear medicine service, in the third stage the virtual environment (simulator) was built, and the fourth stage proposed strategies to carry out training, considering a new technique for teaching. The use of virtual reality, through a simulator, allowed the creation of a graphical environment with a realistic appearance, in which the user can navigate in this environment and manipulate the virtual world. Therefore, it is expected that this tool can help in the planning and training of radiopharmacy professionals.