El objetivo principal de esta investigación ha sido conocer las características de la enseñanza de la Geografía en los centros docentes de Educación Primaria de nuestro país, haciendo hincapié en el ...uso del área local como escenario del aprendizaje geográfico de su alumnado, el papel que juega el trabajo de campo y la relación de todo ello con metodologías activas de aprendizaje centradas en el alumno. Para ello, se desarrolló una encuesta dirigida a todos los docentes de Educación Primaria de España. Los resultados muestran que hay una coincidencia entre quienes dan importancia a los métodos vivenciales del aprendizaje geográfico, basados en el trabajo de campo y la exploración del área local y quienes practican métodos activos de enseñanza.
Ecosystem services (ES) are the benefits people obtain from nature contributing to our well-being. Although this concept has high didactic potential, its presence in education literature is scarce. ...This article presents the ES framework as a new teaching principle that, taught together with the biodiversity concept, may help students develop competencies to make valid claims about the world and to think critically about humans' role on Earth. To do so, we present an educational experience based on active teaching and learning strategies implemented with pre-service teachers (PSTs), which is adaptable and transferable to many educational contexts. Teaching ES through active teaching methodologies has proven to be useful and necessary to help PSTs understand and be able to defend the importance of nature conservation. As a result of teaching the ES concept, students improved their argumentation in favour of nature conservation and developed communication competencies to better transfer this knowledge to society. We conclude that teaching ES can make a large contribution to education for sustainable development, as teaching the ES concept contributes to acquiring knowledge, skills (e.g. argumentation capacity) and values that are necessary to shape a sustainable future. .
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Entrepreneurship education is an essential premise for involving young people in entrepreneurial activities and the teaching methods are extremely important in increasing the capacity of individuals ...to assimilate knowledge and stimulate young people’s interest in entrepreneurship. The paper aims to identify the specific of teaching methods used in Moldovan educational institutions, based on the survey of young people – mainly students, masters and doctoral students from universities and students from the technical vocational education institutions, who studied the entrepreneurship course. The survey involved 289 students. The questioning was done face to face or in groups. The results of the study showed that, most of the students highly appreciated such methods that combine theory with practice (such as business plan development), as well as methods that motivate students’ activity and cooperation between students and teachers (interactive lessons, group work). Less attractive to young people were economic and mathematical methods (except for doctoral students) and the analysis of legislation by example. Considering that the students show a greater interest for the practical and interactive aspect of the course teaching, one of the conclusions emphasizes that it is relevant to practice the teaching methods, based on the use of experience and experiments (role plays; imitations, etc.).
The paper describes the experience of teaching Russian indefinite pronouns to Slovak students. Much attention is paid to the linguistic substantiation of the system of teaching Russian independent ...pronouns, which is designed on the basis of their specificity in the two contacting languages. This allows the authors to carry out a differential selection of the content and methods of teaching, to predict the possibility of transposition, establishing certain links between identical and similar grammatical characteristics of this lexicogrammatical category of pronouns in the Slovak and Russian languages, and to organize work on prevention and overcoming of interlingual interference. To determine the current state of teaching how to use Russian indefinite pronouns, the authors analyze the educational materials currently used in education and come to the conclusion that they do not fully meet the needs of Slovak students, for whom it is very important to be able to choose the language means consciously and correctly use them in accordance with the communication goals of the text. It is primarily important to identify the principal essential stage of teaching the correct and precise usage of indefinite pronouns, and to single out the components in the structure of their meaning that play the core role in constructing a coherent text. Based on the results of the study, the authors suggest a three-stage approach to learning, including 1) classroom learning of the general principles of the use of Russian indefinite pronouns, 2) doing passive sentence construction exercises that contribute to the internalization of the rules of usage of Russian indefinite pronouns, and 3) active generation of spoken and written texts that demonstrate the correct understanding of the usage of Russian indefinite pronouns to the students in different contexts. This approach allows the students to form the skills of spontaneous productive speech, and the foundations of potential combinability of indefinite pronouns are created in their linguistic consciousness. At the same time, the students independently regulate their learning process, and the teacher is assigned the role of a coach or a consultant.
The professional training of subject teachers should be aimed at developing professional competencies that will allow them to be successful in their field, to be professionals, ready for change, and ...be able to adapt to various situations. A significant element of professional training at a university is pedagogical practice, during which the student performs the subject teacher functions. However, students in practice often face such difficulties as organizing their activities and the activities of students in the lesson, allocating time to the lesson stages and observing the time schedule, selecting didactic materials, evaluating outcomes of students’ activities, solving unexpected pedagogical situations, and others. Particular attention should be paid to the psychological readiness of the future mathematics teacher to work at school. Therefore, it is essential to prepare students methodically and psychologically for the implementation of primary professional activities in teaching practice. This can make it feasible to carry out methodological practice, which is a transitional stage between educational and industrial practice. The issue of organizing methodological practice is currently new. Based on the literature analysis and the experience of organizing and managing practices, the paper proposes a model of methodological practice, which is aimed at applying active teaching methods to prepare future mathematics teachers for the main activity in teaching practice, namely, preparing and conducting lessons. The model includes seven stages with tasks, describing active learning methods and student activities.
Among the problems of mathematical education, the article highlights: (1) insufficient attention paid to the fundamental, structure-forming role of mathematics; (2) speculative learning, its ...isolation from practice. The concept of theoretical-empirical dualism in teaching is formulated as the unity of the abstract-theoretical and experimental-empirical cognitive activity of students. According to the author, a priori and a posteriori mathematical knowledge should be distinguished. A priori knowledge either seems to an individual to be completely obvious, indisputable, or he assimilates it uncritically, “on faith”. A posteriori mathematical knowledge subjectively arises in the process of student’s intense theoretical and practical activity, and is being actively and comprehensively verified experimentally – either using mathematical applications, or through mathematical experiments. The empirical component of teaching mathematics implies a variety of forms and methods of active (including computer) and professionally oriented learning, giving experience in independent formulation of problems, joint search for ways to solve them, interaction and teamwork. Particular attention is paid to the use of mathematical experiments in those frequent cases when it is necessary to replace or supplement complex evidence, illustrate new knowledge, and give research skills. Monte Carlo mathematical experiments are demonstrated, which serve, in particular, as a bright, figurative, and convincing form of reinforcing theoretical knowledge in the field of stochastic branches of mathematics. The research work of students is considered as the highest stage of the students’ theoretical-empirical activity. The article proposes subjects of research activities of students in the process or upon completion of the study of probabilistic and statistical disciplines.
Recent research results show that students' ability to absorb and apply lessons increases when they are actively learning. In the innovative teaching method, learners - objects of teaching activities ...as well as subjects of learning activities - are attracted to active learning activities organized and instructed by teachers. By this way, learners are self-reliant to discover what they do not know, not passively absorb the knowledge arranged by the teacher. Placed in situations of real life, learners experience, directly observe, discuss, experiment, solve problems posed by their thinking, both working in groups, thereby gaining new knowledge, new skills, promoting creative potential. Depending on the objectives of the specific subject, which level of knowledge or skill needs to be achieved according to the CDIO approach, the lecturer will organize appropriate activities to help students actively learn to achieve the goals. The paper explores and evaluates innovative teaching methods to help students actively learn and experience to achieve the subject’s goals and training program following the CDIO approach, as well as meet the requirements of society.
Background. Randori (free practice combat exercise) and kata (formal codified practice exercise) are complementary in learning judo. Traditionally taught by imitation (relationship between sensei and ...senpai/kohai; SHU phase of the SHU-HA-RI method) and after randori, kata are often perceived as an obstacle for promotion to a higher rank. Active teaching methods may help us in changing this perception.Aim. A personal expression or personal free practice of concepts of kata may precede formal expression or formal codified practice in learning kata.Methods. From 2011 to 2018, the personal expression based on the concepts of gonosen-no-kata (kata of counterattacks) was analyzed in 38 bachelor-level students at the University of Montpellier (France). Subjects mastered the nage-no-kata (mandatory for 1st dan black belt), but were not knowledgeable in the gonosen-no-kata (mandatory for 4th dan black belt). During 4 hours of class, they had to perform freely all or part of 4 series: 3 different counterattacks after 3 different attacks, 1 identical counterattack after 3 different attacks, 3 different counterattacks after 1 identical attack, and 3 free counterattacks after 3 free attacks.Results. Subjects performed 95 series containing 282 attacks/ counterattacks: 231 attacks and 47 counterattacks corresponded to those codified in the gonosen-no-kata, reflecting the students’ insights. Techniques banned in competition by the International Judo Federation in 2011 were not used by the students. No significant differences were found between women and men in choices of defense used for dodging and sen-no-sen, and in techniques used for counter attacking. Men and women did, however, significantly differ in blocking attacks.
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