During the COVID-19 pandemic, students faced increased risk of contracting the virus due to the relaxation of health protocols by the Philippine government and the authorization of face-to-face ...instruction in schools by the Department of Education. There is little data on basic education school students' awareness of COVID-19 in the Philippines, particularly in Cebu City. A cross-sectional descriptive-correlational research design was utilized to determine junior and senior high school students' knowledge, attitudes, and practices regarding COVID-19. In this study, a survey questionnaire was used to compare and attempt to identify relationships between the demographic profile of students and their KAPs regarding COVID-19. This study also investigated the relationships between students' KAPs. JHS and SHS students exhibited outstanding KAPs for COVID-19. Students' demographic characteristics, including grade level and family income, were significantly associated with their KAPs toward the disease. However, their gender was not significantly associated with their KAPs. There was a significant relationship between students' COVID-19 KAPs. It is imperative that the DepEd develop strategies and programs to combat the situation due to pandemic and prepare for similar situations in future. With the aid of curriculum designers, science educators must adapt the science education curriculum to address current and future health concerns.
The axiology of primary Islamic education is a discourse that is still very meaningful and relevant today. All Islamic education processes, whether in linking curricula, educators, educational staff, ...students, institutions, and so on, have one typical estuary, namely supporting axiology in primary Islamic education. This exposure is needed to explain the axiology of education from various points of view, the axiology in Islam, the urgency and function of axiology of primary Islamic teaching, the branch of axiology called ethics and aesthetics, and the essence of axiology in Islamic primary education. The author uses qualitative research methods literature review to summarize, analyze, and synthesize various references to complete writing. The research results reveal that Islamic primary education's axiology talks about the value or benefits of Islamic education at the primary level. The concept of axiology in Islam is taken from the word qoyyimah, which means straight, straight in the interpretation of the path leading to God, a straight forward way with the provisions of the Qur'an and Hadith. The urgency of primary Islamic education's axiology to straighten the education system elements to stay on the right path. The axiology function of primary Islamic education includes speculative, normative, criticism, and theory. Ethics is the study of values and moral and aesthetic attitudes, which is part of the philosophy of values and evaluation that views human work from a beautiful and unfavorable perspective. The essence of axiology in primary Islamic education is to form human beings in the human person.
After the tsunami disaster and Aceh political reconciliation, awareness of education’s importance began spreading to the villages. The awareness creation process is preferable because the prominent ...supporters of this effort are the people only. At the same time, the Indonesian government’s role is also active in gaining a positive image in the province. Therefore, this paper investigated the level of community awareness in setting aside a portion of the members’ income to build elementary schools, pay teacher salaries, and meet other educational needs. The result showed that the community movements were not positively correlated with management and awareness-raising and the general donation movement in Aceh. Besides, community education empowerment has been fast considering various possible future challenges to be encountered. Nevertheless, the targeted awareness has not been accompanied by public attention towards building higher-quality educational facilities and infrastructure
ABSTRACT The aim was to investigate the effects of remote work, as a result of the covid-19 pandemic, on the working hours and free time of teachers who work in the public education network in the ...state of São Paulo. Through descriptive research, of qualitative approach, interviews and questionnaires with teachers were carried out. The analysis was inspired by the Marxist theoretical framework about the processes of work, education, time, and technology in the capitalist mode of production. The results indicate that the pandemic impacted the working conditions of teachers in the public education network of São Paulo and deepened ongoing trends, such as precariousness, managerialism, extended working hours and the use of information and communication technology as a mechanism of control of teachers’ time and work. Remote teaching remodeled the pedagogical dynamics and gave new contours to the journey, with advances in working time over free time.
RESUMO O objetivo foi investigar os efeitos do trabalho remoto, em decorrência da pandemia da covid-19, sobre a jornada de trabalho e o tempo livre de professores que atuam na rede pública de educação do estado de São Paulo. Mediante uma pesquisa descritiva, de abordagem qualitativa, realizaram-se entrevistas e questionários com professores. A análise foi inspirada no referencial teórico marxista sobre os processos de trabalho, educação, tempo e tecnologia no modo de produção capitalista. Os resultados indicam que a pandemia impactou as condições de trabalho docente da rede pública de educação de São Paulo e aprofundou tendências em curso, como a precarização, o gerencialismo, o prolongamento da jornada e o uso das tecnologias da informação e comunicação como mecanismo de controle do tempo e do trabalho dos professores. O ensino remoto remodelou a dinâmica pedagógica e conferiu novos contornos à jornada, com avanços do tempo de trabalho sobre o tempo livre.
RESUMEN El objetivo fue investigar los efectos del trabajo remoto, como resultado de la pandemia de covid-19, en las horas de trabajo y el tiempo libre de los profesores de educación pública en el estado de Sao Paulo. Mediante una investigación descriptiva, de enfoque cualitativo, se realizaron entrevistas y cuestionarios a docentes. El análisis se inspiró en el marco teórico marxista sobre los procesos de trabajo, educación, tiempo y tecnología en el modo de producción capitalista. Los resultados indican que la pandemia impactó en las condiciones de trabajo del profesorado y profundizó tendencias en curso, como la precariedad, el gerencialismo, la jornada laboral extendida y el uso de las tecnologías de la información y las comunicaciones como mecanismo de control del tiempo y trabajo de los docentes. La enseñanza a distancia ha reconfigurado la dinámica pedagógica y ha dado nuevos contornos para la jornada, con avances en el tiempo de trabajo sobre el tiempo libre.
Physical fitness can interfere with the inhibitory control of children, one of which is static muscle strength (SMF). However, the findings in the literature are insufficient to relate handgrip ...strength and inhibitory control. Physical exercise has been identified as a strategy for improving cognitive function and some evidence indicates that an acute session of high-intensity interval training (HIIT) causes improvements in executive functions. Furthermore, it is necessary to clarify the dose-response effect of exercise on executive functions in children with different levels of physical fitness.
To investigate the acute implications of two HIIT protocols on inhibitory control in schoolchildren.
The research was carried out in a public school in Belém-PA with 4th grade students and had a sample of 21 children aged 9 to 10 years, with the intention of defining the strength levels, the dynamometry test was applied for stratification of the sample into two groups (more force and less force). In this crossover randomized clinical trial, participants performed two HIIT protocols (Progressive and Tabata) on two days separated by an interval of 72 hours. HIIT Tabata lasted 4 minutes with 8 sets of 20 seconds of maximum effort and 10 seconds of rest. The progressive HIIT lasted 5 minutes, with 5 series of 20 seconds of maximum effort followed by 30, 40, 50, 60 and 20 seconds of passive rest respectively, the exercises used body weight. The inhibitory control was evaluated by the Flanker test and the congruent and incongruent response times were analyzed. The test was performed at rest and repeated 11 minutes after performing the exercises. Results were analyzed by estimation statistics and results expressed as significance (p), range (95%) and effect size (g).
after performing progressive HIIT, a reduction in the reaction time of the incongruent condition of children with less strength was observed (g = -0.277); (p= 0.0224; 95.0% CI -0.537, -0.0774), different for the group with more strength that did not show improvement in the same condition (g=0.0421; p= 0.9; 95.0%CI -0.394, 0.662). No differences were found in congruent reaction time.
We conclude that an acute session of high-intensity exercise with progressive rest can positively affect the incongruent reaction time in inhibitory control tests of children with less strength. However, in this study, children with more strength did not have the same benefit in both models of high-intensity exercise.
This research shows that progressive HIIT can be used as an alternative strategy to benefit children with lower SMF in their inhibitory control and academic performance due to its accessibility and low investment.
Teacher competencies in game-based pedagogy Nousiainen, Tuula; Kangas, Marjaana; Rikala, Jenni ...
Teaching and teacher education,
August 2018, 2018-08-00, Letnik:
74
Journal Article
Recenzirano
Odprti dostop
This study examines what kind of competencies teachers need in using game-based pedagogy (GBP). In our conceptual framework, GBP entails four approaches: using educational games or entertainment ...games, learning by making games, and using gamification in learning. Our data, consisting of teachers' documentation, thematic interviews and questionnaires, were analysed using qualitative content analysis. Four main competence areas were identified: pedagogical, technological, collaborative and creative. The results are applicable for developing teacher education and in-service training, as teacher competencies in game-based learning will be more integral to teachers' professional knowledge and skill repertoires.
•There are different approaches to implementing game-based pedagogy (GBP).•Implementing GBP necessitates various teacher competencies.•Pedagogical, technological, collaborative and creative competencies were identified.•Understanding GBP-related competencies supports teachers' professional development.
The study examined the effect of Universal Basic Education (UBE) Programme on school dropout syndrome in conflict-affected area Northern States Nigeria. This research used a descriptive survey ...research approach. The population of the study is made up of basic school teachers. Four hundred elementary school teachers were randomly selected from all of the educators in Northern States State. The techniques of data analysis were weighted average means score method of statistics. The study revealed that the provision and enhancement of basic education, improvement of school infrastructure, availability and distribution of necessary instructional materials, such as textbooks, writing materials, and teaching aids, have enhanced the quality of education. This support ensures that students have the resources they need to succeed in their studies, leading to lower dropout rates. Therefore, the combined efforts in enhancing basic education, improving school infrastructure, and providing instructional materials have significantly reduced school drop syndrome in Northern States, Nigeria. The study recommends, among other things, that UBE Management continue to ensure that basic education is accessible to all children, especially in rural and underserved areas. Implement policies that make education free and compulsory at the primary and junior secondary levels. UBE Management is highly encouraged to allocate substantial resources towards the enhancement of educational infrastructure in order to address the pressing issue of school dropouts in Northern States State. By investing in the development and modernization of school facilities, such as classrooms, libraries, and laboratories, UBE Management can significantly contribute to reducing the challenges faced by students.
Improved Softskill Development and Augmented Reality In addition to focusing on mastery of academic material, basic education increasingly emphasizes the development of soft skills or soft skills ...that are essential for success in this digital era. Universitas Negeri Medan (UNIMED) as one of the LPTK that produces teachers since 2011 has set a strategy towards 2025 by launching the development of its role in producing quality teachers. One of the directions developed is to make UNIMED as "The character building university" by developing a learning revolution that seeks to develop soft skills in learning. Based on the search conducted through ethnic groups in North Sumatra, 15 attributes of the most relevant soft skills were formulated, including: (1) religious, (2) discipline, (3) visionary, (4) cooperation, (5) leadership and organization, (6) adaptable/ flexible, (7) tolerant/ friendly, (8) oral communication, (9) written communication, (10) problem solving, (11) confidence, (12) caring, (13) serving, (14) honesty, and (15) responsibility at work. Augmented Reality in particular has shown its great potential to enhance STEM (Science, Technology, Engineering, and Mathematics) education. Virtual laboratories, and to replicate real-world scenarios and visualize complicated scientific phenomena in Physics, Chemistry, Biology, Mathematics, and Engineering Education.
The National Education System (SNE) of Mozambique, in particular its primary education subsystem, assumes that students acquire reading and writing skills, oral expression, calculation, and problem ...solving, as a way to materialize their training objective. basic in the areas of communication, natural, social, political-ideological, historical-cultural, mathematics and physical education. However, there is evidence to suggest that a significant number of primary school children do not effectively achieve reading and writing, oral expression, arithmetic, and problem-solving skills. In this context, this article proceeded with the evaluation of the level of absorption of reading, writing and calculation skills of basic education students, in a sample composed of 58 students, from the primary school of Manga, Cidade da Beira. To this end, a set of procedures inserted in a mixed methodology was applied, which made it possible to determine that students have deficiencies in all dimensions of assessed competences. And according to specialists, these gaps are not only associated with the training offered by the SNE, but also include the lack of participation of guardians in the teaching and learning process.
El Sistema Nacional de Educación (SNE) de Mozambique, en particular su subsistema de educación primaria, asume que los estudiantes adquieren habilidades de lectura y escritura, expresión oral, cálculo y resolución de problemas, como una forma de materializar su objetivo de formación básica en las áreas de comunicación., natural, social, político-ideológica, histórico-cultural, matemática y educación física. Sin embargo, hay evidencia que sugiere que un número significativo de niños de primaria no logran efectivamente las habilidades de lectura y escritura, expresión oral, aritmética y resolución de problemas. En ese contexto, este artículo procedió con la evaluación del nivel de absorción de las habilidades de lectura, escritura y cálculo de estudiantes de educación básica, en una muestra compuesta por 58 alumnos, de la escuela primaria de Manga, Cidade da Beira. Para ello, se aplicó un conjunto de procedimientos insertos en una metodología mixta, que permitió determinar que los estudiantes presentan deficiencias en todas las dimensiones de las competencias evaluadas. Y según los especialistas, estos vacíos no solo están asociados a la formación que ofrece el SNE, sino que también incluyen la falta de participación de los tutores en el proceso de enseñanza y aprendizaje.
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