Like most curricula in the humanities and social sciences, the curriculum of pre-service teacher training in educational sciences often includes time-consuming reading and writing tasks, which ...require high quality support and feedback in a timely manner. A well-known way to provide this support to students is one-to-one mentoring. However, limited time and resources in the German university context require to effectively scale the benefits of individual feedback. The use of scalable technologies to support learning processes seems to be promising, but its development usually requires a deep technical understanding. With an interdisciplinary approach, this contribution investigates how personal mentoring can be made available to as many students as possible, taking into account the didactic, organizational and technical frameworks at universities. We describe the development and implementation process of two chatbots that both aim to support students of educational sciences in their self-study of the seminar topics and literature. The chatbots were used by over 700 students during the course of 1 year and our evaluations show promising results that bear the potential to improve the availability of digital mentoring support for all students.
The study reveals the content and essence of students’ artistic-and-creative activity in classes of fine arts. It has been found such activities are a process of creating new, original artistic ...images, and, at the same time, it is activities for the perception and experience of artistic phenomena through their aesthetic evaluation. Characteristic features of such activity are following: 1) positive motivation, artistic orientation, bright interest, emotional uplift, 2) purposefulness of emotional and figurative kind, special artistic-and-creative disposition; 3) realizing ideas about the subject and analysis of the depicted things that based on visual images; 4) mastering the results of demonstration by the teacher of technical methods, formation of ideas about the image; 5) the presence of an appeared image arising at the beginning of the work, hereafter it is correcting and clarifying during the process of its material embodiment; 6) adequate self-assessment of the result. It has been shown the formation of such experience is dynamic phenomena and can be characterized by means of three stages. The stage 1 is mastering the holistic picture of the world, the experience of artistic practice by students. The next stage 2 is gaining individual experience of artistic creativity, development of guidelines for aesthetic perception of artistic phenomena and objects. Yet another stage 3 is the use and expansion of students’ own artistic experience, the formation their artistic-graphic competences. It has been determined the leadership of pupils’ artistic-and-creative activities by the artist-teacher puts into via pedagogical planning, organizational support, adjustment, analysis and evaluation of results. It has been seen the readiness for leadership of the students’ artistic-and-creative activities at fine arts lessons is a complex integrated personal quality which can be differentiated into motivational, gnostic and praxiological components. It has been substantiated the formation of these components should be a natural process of professional development of future fine arts teachers. The formation of readiness for leadership of the students’ artistic-and-creative activities in future teachers of fine arts is arranged by means of the creation of certain pedagogical terms in the educational process. Among them: ensuring the integrative systemic variety of professional preparation of future teachers of fine arts, the unity of psychological and pedagogical, and special artistic training; development of professional competencies of a teacher of fine arts, pedagogical and artistic mastery; implementation of a step-by-step process of shaping students’ artistic-and-creative activities.
This research aimed is to enhance students’ study activities of VIII grade at SMP Sekolah Alam and Sains Aljannah on Chemistry Lesson under integrated Sains. The Chemistry Lesson is performed using ...portofolio assessment through Lesson Study implementation. The research methode is qualitative description. The portofolio assessment is done four times of lesson process on food preservative, addictive and psychotropic topic. The portofolio assessment consists of various students’ study activities and portofolio forms. The result indicates that there is increase of students’ study activities on Chemistry Lesson under integrated science using portofolio assessment through Lesson Study implementation. ABSTRAKPenelitian ini bertujuan untuk meningkatkan aktivitas belajar siswa kelas VIII SMP Sekolah Alam dan Sains Aljannah pada pembelajaran kimia menggunakan penilaian portofolio melalui implementasi lesson study. Metode yang digunakan dalam penelitian adalah deskriptif kualitatif. Penilaian portofolio dilakukan dalam empat kali proses pembelajaran pada materi pokok Zat aditif makanan, dan zat aditif dan Psikotropika, dengan aktivitas siswa yang beragam dan bentuk portofolio juga bervariasi. Hasil penelitian menunjukkan bahwa ada peningkatan aktivitas belajar siswa dalam pembelajaran kimia dalam IPA terpadu dengan menggunakan portofolio melalui implementasi lesson study.
Objective: To investigate the effects of attentional deficits on activities of daily living (ADL) in patients with dementia associated with Parkinson’s disease (PDD). Method: 461 patients were ...assessed neuropsychologically. Factor analyses were used to differentiate attention from other cognitive functions and to differentiate different aspects of ADL functions. The effects of the attentional measure on ADL were examined using sequential multiple regression, controlling for age, sex, education, severity of motor symptoms and other cognitive functions. Results: Three cognitive factors were identified, with one factor emerging as a measure of vigilance and focused attention. This factor predicted different aspects of ADL status even after controlling for motor functions and other cognitive factors. The attention factor was the single strongest cognitive predictor of ADL status, matching the strength of the effects of motor functions on ADL status. Conclusion: Impaired attention is an important determinant of ADL functions in patients with PDD.
This paper aims to back up the concept of virtual classrooms in Biology and Chemistry courses as a contribution to the reflective learning of biological contents, methods of theoretical, empirical ...and mathematical, statistical levels were used. As a result, five virtual classrooms corresponding to the subjects Microbiology, Zoology I, Zoology II, Ecological Genetics II and Biodiversity were structured. These consist of resources such as files, archives, and URL, as well as different activities (forum, homework, quiz, glossary, and Wiki). 133 tasks designed to address shortcomings in learning from the different activities of the virtual environment were developed, in which reflexive, evaluative, interdisciplinary and dialogic aspects prevail. The seminar, practical activities and study guides are also offered to increase, the quality of the student’s study activities. The experimental introduction of the proposal in the second, a fourth and fifth year of the course evidence its effectiveness, expressed in reflective nature of learning and the students’ satisfaction
Background: Rivastigmine patches provide similar efficacy to rivastigmine capsules with a lower incidence of gastrointestinal side effects in patients with probable Alzheimer’s disease (AD). Methods: ...Post hoc analysis of a 24-week, prospective, international, randomized, double-blind, placebo- and active-controlled trial. Patients (n = 892) with probable AD received rivastigmine transdermal patches (9.5 mg/24 hours 10 cm2), rivastigmine capsules (6 mg twice daily), or placebo, and impact on activities of daily living (ADLs) was assessed utilizing 3 subscales: basic, high-level function, and autonomy. Results: At week 24, both rivastigmine groups demonstrated significantly superior performance in Alzheimer’s Disease Cooperative Study—Activities of Daily Living (ADCS-ADL) Total Score versus placebo (rivastigmine patch, P = .013; capsules, P = .039). Overall, both rivastigmine formulations provided benefits in ADL subscales. For basic ADLs, rivastigmine capsules performed significantly better than placebo (P = .012). For high-level function ADLs, rivastigmine patch performed better than placebo (P = .056). For autonomy ADLs, rivastigmine patch performed significantly better than placebo (P = .017). Conclusion: Rivastigmine patches and capsules provide significant effects in both total and subscale ADLs in patients with probable AD.
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