Мотивація як засіб використання результатів навчальних досягнень учнів академічних ліцеїв

Few studies have investigated that part of teachers’ practical knowledge referred to as ‘knowledge of students’. Yet, anecdotal evidence suggests that such knowledge may be a vital ingredient in teaching effectiveness. The purpose of this small‐scale, experimental study was to document what five highly effective primary teachers knew about the students they taught, how they acquired such knowledge and the ways in which they used such knowledge during classroom instruction. The methodology involved a series of in‐depth interviews with each Uacher. Analysis of interview transcripts showed that teachers held extensive knowledge about the class, groups within it and at least certain individual students. Such knowledge had been carefully constructed, was instructionally relevant and had been subjected to validity checks by the teachers. Moreover, it could be seen in each case to be an integral part of teachers’ notions about effective teaching. It thus allowed them to give expression to their conceptions of effective teaching through tactics tailored to suit the needs of individual students, groups and the class as a whole. The results appeared to lend weight to the claim that knowledge of students is a significant domain of teachers’ practical knowledge.

IntroductionInadequate knowledge, negative attitudes and risky practices are major hindrances to preventing the spread of HIV. This study aimed to assess HIV-related knowledge, attitudes and practices (KAPs) of high school students in Lao People's Democratic Republic (PDR).MethodsA cross-sectional study on unmarried male students aged between 16 and 19 years old was undertaken in 2010 to evaluate their KAPs. We selected 300 eligible grade VII students through systematic random sampling from different high schools in one province of Lao PDR.ResultsThe majority of students surveyed were aware that HIV can be transmitted by sexual intercourse (97.7%), from mother to child (88.3%) and through sharing needles or syringes (92.0%). Misconceptions about transmission of HIV were observed among 59.3% to 74.3% of respondents. Positive attitudes towards HIV/AIDS were observed among 55.7% of respondents. Nearly half of the surveyed students (45.3%) said that they would be willing to continue studying in a school with HIV-positive friends, and 124 (41.3%) said they would continue attending a school with HIV-positive teachers. Ninety-four (31.3%) students had a history of sexual intercourse, and 70.2% of these students had used a condom. However, only 43.9% said they used condoms consistently. Students with medium and high levels of knowledge were 4.3 (95% CI=2.1–9.0, P<0.001) and 13.3 (95% CI=6.5–27.4, P<0.001) times more likely to display positive attitudes towards people living with HIV. Similarly, safe practices related to safe sex were also observed among students with medium (OR=2.8, 95% CI=0.9–8.8, P=0.069) and high levels of knowledge (OR=1.9, 95% CI=0.6–6.2, P=0.284). More than three-quarters of students mentioned television and radio as major sources of information on HIV/AIDS.ConclusionsDespite adequate knowledge about HIV/AIDS among the school students, misconceptions about routes of transmission were found. Negative attitudes to HIV/AIDS and risky practices were also present. Educational programmes with specific interventions are recommended to increase KAPs and to prevent new HIV infections among students in Lao PDR.

The article reveals the content and structural aspects of practice-oriented ecological training of future ecologists in the context of their readiness for professional activity. The forms of this activity are distinguished: reproductive, reconstructive, research. The types of professional activity are distinguished: scientific and research; design and production; expert control; educational. The essence of participation of future ecologists in educational-practical, scientific-practical and practical activities in society is revealed. In the educational activity, the educational and reconstructive and educational and research activities of the recipients are distinguished. The forms of their implementation are defined: laboratory practicum, field practicum, industrial practice. A system of organizing practice-oriented activity of the acquirers as a set of interconnected structural and functional components subordinated to the goal of training future ecologists has been developed. Its structural components are disclosed: the purpose of training, subjects of the educational process, the content of training, methods and forms of the educational process, and the material base (means). Selected areas of practice-oriented activity: anthropocentric, nature-centric and ecocentric, depending on what goal the acquirer sets and what results he wants to achieve. The focus of practice-oriented activities on conservation, restoration (returning to the former normal state), on the improvement of the social, natural and natural environment, on the rational use of natural resources is revealed. The structure of readiness of future ecologists for professional activity through axiological, cognitive and operational-activity components is revealed. The definition of the concept of "practically oriented ecological activity" is presented as a part of the holistic professional training of students, aimed at the development of moral and ecological values, ecological knowledge, the acquisition of skills and abilities to apply the acquired knowledge in practice, in the process of which students learn to preserve and restore the natural environment, not disturbing natural biogeocenoses.

It is a frustrating experience for many educational psychologists that little noticeable theoretical progress has been made, despite intensive research, in answering some important practical questions. A typical example is the prediction and explanation of academic achievement. Although hundreds of empirical studies were published on this topic in the last decades, we still do not know enough about the causes and effects of success and failure at school. Knowledge of students’ psychological characteristics, information about instructional quality, and the combination of both of these variables do not satisfactorily predict achievement differences within or between classes. On the contrary, a critical review of the relevant literature leaves the impression that small differences in measures of academic achievement, student variables such as self-concept or achievement motive, and in instructional conditions lead to large differences in the prediction of subsequent academic achievement. This is exemplified in the surprisingly large variation range of the respective correlation coefficients in studies that dealt with similar matters (Walberg, 1986).

Assessment of knowledge, attitude and practice towards sustainable consumption among university students in Selangor, Malaysia

Vietnam has been implementing a comprehensive reform of the general education program since 2018. In particular, the viewpoint of developing the mathematics program is to ensure streamlining, practicality, and modernity. The program focuses on application, connection with practice or other subjects or other educational activities; expressed through practical and experiential activities in mathematical education in many different forms. The article presents general issues about practical and experiential activities (concepts, forms of organization, meaning) and analyzes opportunities to organize experiential and practical activities in teaching Mathematics in Grade 4th, case study in Viet Nam. On that basis, a process for designing and organizing experiential and practical activities was proposed for primary school students to ensure 4 principles when designing.

The development of innovativeness affects the modernization of higher education, in particular, technical in the context of STEM education. It was noted that the modernization of higher education in Ukraine needs to take into account the general trends in the development of higher education systems in the context of globalization and European integration processes. The expediency of the structural-functional model of teaching physical and technical disciplines on the basis of STEM education in the conditions of transdisciplinarity is substantiated. It has been established that a change in the field of higher education, in particular technical, taking into account the development of STEM education, involves a review of the concept of training specialists in each specific field of activity, therefore, the modernization of the content of education requires updating the educational and methodological base (goals, content, methods, forms and means), through which modern innovative approaches will be implemented in the future. The experimental component of the study of physical phenomena has developed due to an increase in the number of different types of experiments (quantitative and qualitative) in physical experiments using STEM technologies (new physical kits, ICT, 3‑D modeling, etc.). Taking into account modern trends and the main directions of improvement of the educational process, a methodology for teaching physical and technical disciplines was created, which is aimed at effectively familiarizing students with the basics of physics, which is necessary for further study of the disciplines of a professional direction and should be aimed not only at high-quality, scientifically and methodologically justified teaching of the content of its basics, which is provided by the educational activity of the teacher but also mainly at the activation of independent educational and research activities of students. Such a method should develop and stimulate interest in knowledge and understanding of Physics, their application in explaining the phenomena and processes of the microcosm and the surrounding world as a whole, and give students an effective system of knowledge, skills and abilities, and form a scientific outlook. The results of the conducted comparative experiment to identify the effectiveness of the proposed method of teaching physical and technical disciplines in the context of STEM education showed that the level of formation of physical knowledge, abilities and skills of students of higher education in the control groups is lower than the corresponding level in the experimental groups. The critical value determined according to the table for the level of significance accepted in pedagogical research is ; , that is , and on the basis of the Kolmogorov-Smirnov criterion leads to the conclusion , that is (0.035 &gt; 0.0003), that is, the developed method of teaching physical and technical disciplines in the conditions of the development of STEM education is more effective than the existing one.

While emphasis is often placed on assessing students' conceptual knowledge, less has been placed on investigating affective aspects of student biology learning. In this paper, we explore self-efficacy, sense of belonging, and science identity, as well as emerging assessment tools to monitor these dimensions of students' learning.

Physical education plays an important role in shaping healthy lifestyle habits, improving physical fitness, and supporting the cognitive and emotional development of students. This study aims to describe the influence of an active lifestyle through physical education on students' academic achievement. This research uses a literature study method with a narrative or literature synthesis approach. Data sources come from national and international journal articles, especially recent publications after 2021, that discuss the relationship between physical activity, an active lifestyle, and students' academic achievement. The study results show that regular physical activity in physical education has a significant positive impact on academic achievement. Physical activity has been shown to improve cognitive functions such as concentration, memory, and problem-solving abilities, while also enhancing mental health by reducing stress and anxiety levels. Moreover, physical education supports the development of social skills, time management, and self-discipline, all of which contribute to academic success. These findings reinforce that physical education not only affects physical health but also plays an important role in students' academic development.

Modern methods and experience of introducing educational training in general educational institutions of Ukraine are explored in this article, the significance and priorities of this phenomenon in the modern education system are determined. The analysis of legal documents, of research related to the problem of introducing profile education, the content and organization of profile education in general secondary education institutions attracts attention of many students, practitioners and teachers. The introduction of specialized education requires from the educational institution team as well as from the head, a specific, meaningful, reasonable choice of the ways of school's activities. PEI «Lyceum of the Kiev International University» is an example of implementation of the effective system of education; the subjects and content of work with lyceum students are given. A unique educational trajectory is presented: a mutual partnership in the system «Lyceum-University», which is carried out with the aim of implementing the Concept of profile education, and is displayed in multi-vector forms of cooperation, such as (namely): teaching profile subjects, specialised courses and electives by teachers of the Kiev International University: doctors, candidates of sciences, associate professors, postgraduate student teaching core subjects, special courses and electives by Kiev International University teachers: by doctors, candidates of science, associate professors, graduate students; participation of lyceum students and teachers in scientific conferences, seminars held at the University; scientific and methodological support the IAS student research works by the University teachers; carrying out traditional trainings and master classes by teachers of the University for lyceum students, organization and holding of international, All-Ukrainian forums, Universiades; preparation of programs, textbooks, scientific and methodological manuals; extracurricular activities (consultations, special courses, professional orientation circles «Stage art», «Video-making»; practically-oriented course «Technology» studying; group work at the University by attracting lyceum students; acquaintance with practical experience in a particular profession by conducting excursions to the enterprise, meetings with famous people, who have professional experience in a particular industry. In general, and specific examples identified general trends in the development of specialized education in Ukraine, the main goal of which is a value mission, a higher level of education quality, equal access to quality educational services.

In China, food safety problems have occurred frequently in the past ten years, causing great concern for the public. Adolescents, with higher exposure to problematic food, represent a unique target for interventions aimed at risk reduction. To understand their food safety knowledge, attitude and practice, a cross-sectional survey using paper questionnaire was carried out among 4,220 students (median age of 14 years, 50.3% females) from nine secondary schools in 3 districts of Beijing. The findings showed that the majority of respondents (42.0%) had a high knowledge level. Significant association was found between food safety knowledge score (median = 11, IQR:9–13) and demographic characteristics of region, school type, residence type, habit of smoking and alcohol use, academic record and parents’ education background. In terms of attitude and practice, only 17% of those surveyed regarded China’s food safety situation as good, 53.6% regarded it as worrying; almost all students (96.5%) did pay attention to food safety; 95.3% of the students had worried about the safety of the food provided by the small restaurants and street peddlers, but in reality, as many as 69.4% often or occasionally bought food from peddlers around their campuses and nearly half continued the consumption of such food in spite of worrying about its safety problems. Overall, the food safety knowledge among Beijing secondary school students was relatively good. They did not show much confidence in the country’s food safety situation, but many aware of the safety issues did not bother to change or take action. The study suggests that more systematic and targeted education on food safety is necessary for this age group.

The purposes of this research were to study and compare environmental knowledge, environmental ethics and environmental volunteers before and after integrated instructional activities of environmental education by using community - based learning and active learning, to compare environmental knowledge, environmental ethics and environmental volunteers of students with different gender and Grade Point Average (GPA). The sample used in the study were 89 the first year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was derived by purposive sampling in environmental studies course. The research tools were the integrated instructional activities of environmental education by using community - based learning and active learning, environmental knowledge test, environmental ethics test and environmental volunteers test. The statistics used for data analysis were frequency, percentage, mean, standard deviation and hypothesis testing using t-test, F-test (One–Way MANOVA, One–Way MANCOVA and Univariate Test). The results of the research showed that: 1) The students had average score of the environment knowledge, environmental ethics and environmental volunteers in the posttest higher than pretest statistical significance (p &lt; .05). 2) There was no significant difference between average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different gender (p &gt; .05). 3) There was statistically significant difference between average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different Grade Point Average (GPA) (p &lt; .05).

The article explores the potential of modeling in the educational activities of primary education learners in the context of developing their control and evaluation skills, which are an structural components of the key competence "learning to learn." The relevance of the issue is determined by the requirements of the State Standard of Primary Education and the need to update didactic resources for the implementation of a competence-based approach to learning. An analysis of scientific sources regarding the essence of control and evaluation skills as a regulatory foundation for educational activities within the structure of the key competence "learning to learn" and didactic resources for developing these skills has been conducted. Additionally, the functional characteristics of modeling as a cognitive and research process are explored. The author argues that modeling actions – such as forecasting, analysis, design, construction, testing, evaluation, and correction – are closely related to control and evaluation actions. They occur simultaneously with these actions and can serve as a means for their purposeful development. Special attention is paid to the importance of verbal assessment in this process, which serves the orienting function of formative assessment and provides the content for the learner’s goal-setting regarding future educational activities. A system of learning tasks based on activity is proposed, utilizing content, process, and outcome models, which helps students develop the ability to model the objects of study and use models in research and creative activities. This also contributes to the development of self-regulation, reflection, and fostering a responsible attitude toward learning activities. The didactic conditions for the effective implementation of modeling as a tool for developing control and evaluation skills are identified: creating an atmosphere of psychological comfort, task accessibility, applied orientation of tasks, considering the stage of the educational process, individual characteristics of students, and their readiness for action. The materials of the article can be used by primary school educators to organize educational activities aimed at developing students' control and evaluation skills, as well as by researchers for further study of the potential of modeling in the context of primary education learners mastering competencies, including control and evaluation skills.

It is evident from clinical practice that visual disorders are prevalent in stroke medicine and are involved in all stages. The visual disorder may form all or part of the initial presentation, and subsequently, visual problems may be a rehabilitation issue or affect the quality of life and activities of daily living (ADLs) after stroke. This study aimed to determine the level of knowledge and perception of the clinical students of the Department of Medical Rehabilitation, Nnamdi Azikiwe University, about stroke survivors with visual impairment (SSVI) and the physiotherapy management of stroke survivors who are visually impaired. This study was a cross-sectional survey involving 136 respondents who were selected from the 270 clinical students of the Department of Medical Rehabilitation at Nnamdi Azikiwe University. A 25-item questionnaire was administered to assess their level of knowledge and perception of SSVI as well as the physiotherapy management methods involved. Descriptive statistics of tables, mean, and standard deviation were used to summarize participants’ responses. The Spearman rank-order correlation was used to test for correlations. Mann–Whitney U test was used to assess sex differences. Alpha was set at .05. There was a high level of knowledge and high perception (94.1% and 91.9%) of physiotherapy management of SSVI among the clinical physiotherapy students. The level of the study did not significantly influence the knowledge ( p = .386) and perception ( p = .686) of the visually impaired stroke survivor. There was a significant ( p = .008) relationship between age and knowledge of stroke survivors. No significant gender difference was observed in all results. The student’s age and gender did not influence their knowledge or perception of physiotherapy management for SSVI, the student’s level of study did influence the two variables.

Differentiated instruction is a form of teaching. The content, processes, products, or learning environment can be differentiated with respect to students' readiness to learn, interests, and learner profiles. Enrichment, one of the differentiation strategies, can be described as the student’s intensive work on any subject or area. Using game elements can also impact students' achievement, mathematics attitude, and motivation. The aim of this study was to investigate the influence of activities enriched with game elements on students’ learner profiles in mathematics lessons and their achievement, motivation, and attitudes. This current study used the quantitative quasi-experimental approach with 24 6th-grade students during two weeks. The Learner Profile Scale was used on the students and then mathematics activities with game elements were prepared for experimental group. An Academic Achievement Test and Attitude and Motivation Towards Mathematics Scales were used as data collection tools before and after the implementation of activities enriched with game elements. Mann Whitney U Test is used to analyse the differences between experimental and control group. Wilcoxon Signed Rank Test is used to analysed the difference pre- and post-test both experimental and control group. According the result significant point for students’ academic achievement, motivation and attitude is found as .229, .002 and .043 respectively. Effect size is calculated for students’ academic achievement, attitudes and motivation as .34, .58 and .58 respectively. As a result of this study, the use of enriching game elements had positive and larger effect on students’ motivation, and attitude in mathematics lessons. Although the differences between experimental and control group is not found significantly for the student's achievement, there is a difference between pre- and post-test and the size of effects is calculated as medium. Hence, the educational gamify activities should be design by considering the students’ types.