Задачи за реализиране на междупредметна интеграция между биология, здравно образование и математика в средното училище

Статията е посветена на една от водещите тенденции в съвременната образователна реалност в България – интеграцията. Представена е структурата на задачата като педагогически и методически феномен в нейните три измерения - изпълнителско, конструктивно и аналитично. Предложени са примерни задачи за реализиране на междупредметна интеграция между биология и здравно образование и математика в средното училище.

Междисциплинарные связи в образовательном процессе

В последнее время стало очевидным, что интеграция учебного процесса — один из важнейших факторов оптимизации процесса обучения. Необходимость осуществления междисциплинарной интеграции, которая гораздо шире, чем межпредметные связи, вытекает из педагогических, философских и психологических значений их для совершенствования процесса обучения.

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.

Междупредметни връзки в учебно-възпитателния процес по физическа култура в началния етап на СОУ

Интегративните тенденции и междупредметните връзки са необходима предпоставка за усъвършенствуване на учебно-възпитателната работа в съвременното училище. Физическата култура е дисциплина, която влиза във взаимодействие с всички учебни предмети. В статията са предложени методически насоки за прилагане в учебно-възпитателния процес по физическа култура в начален етап на образование на междупредметни връзки с точните и природните науки, с изобразителното изкуство, домашен бит и техника, музика и др.

Comparison of interdisciplinary history and science concepts from the cognitive aspect with word association test

This study aims to compare and contrast the connotations of the concepts of "science" and "history" that were formed in the minds of students attending both Faculty of Science and Letters, History Department and Faculty of Education, Science Education Department at Agri Ibrahim Çeçen University. The participants of the study are 173 students from the History Department, including the whole education level of the department and 71 students from Science Education Department including all classes. The participants were asked what they mean by the concepts of "science" and "history" and what connotations they made. Survey method is used in a descriptive research model. The Word Association Test (WAT) related to history and science has been utilized as a data collection tool. According to findings received after the analysis, it is found that there was no significant difference between cognitive sentence structures of the students, who are attending different disciplines, towards both the concept of history and science. As a result of the Word Association Test, although there are some differences according to the departments of education, many concepts in general are similar. When examining the cognitive sentence structures for the concepts, there is a need for research on the interrelationship of basic concepts with special areas. Thus, this research gains more importance.

Межпредметные и внутрипредметные связи в свете процесса гуманитаризации образования

Рассматриваются подходы к реализации межпредметных и внутрипредметных связей в свете процесса гуманитаризации естественного и математического образования. Показано, что при любом выборе направления вектора гуманитаризации необходимо включать в учебный процесс систему связей.

Teaching social studies in historic places and museums: An activity based action research

The aim of this study is to determine the usefulness of the teaching activities prepared for effective utilization of museums and historical places in the context of grade seven social studies teaching to increase the efficiency of teaching-learning processes. Designed as an action research, the current study includes 34 learning activities to be used in nine different venues. These activities implemented with the participation of 36 pupils in a public secondary school located in Manisa, Turkey to be used before the visits at school, during the museum or historic site visits and after the visits. Observations (researcher's journal, field notes, and video recordings), interviews (focus group and individual) and document analysis (student diaries, their portfolios and activities) were used as means of data collection. Content analysis has been conducted to analyze the data obtained through observation and interviews, while document analysis has been conducted on student products. The results of the research indicated that the implementation of the developed activities had positive outcomes in many respects. As a result of the implementation processes, the students have gained historical knowledge, developed historical and local awareness about Manisa, and understood the importance of historical and cultural values by means of comparing the past and present. Additionally, they have gained consciousness to protect and preserve the historical and cultural sites/artifacts. In terms of their social and emotional development, the participating students have developed friendship relations, group work competencies and empathy skills.

Межпредметные связи в учебном процессе высшего учебного заведения

Получение образования, развитие и воспитание студентов, подготовка их к сознательному овладению выбранной профессией, а также к творческой трудовой деятельности и труду в полной мере зависят от того, как поставлен учебный процесс в целом (учебные планы, аудиторный фонд, техническое и методическое обеспечение и т.д.). При этом учебный процесс будет эффективным в том случае, когда он заинтересовывает, вызывает и организует собственную активную познавательную деятельность студенчества.

Интегриране на учебното съдържание по математика и природни науки в пети клас

Една от основните тенденции в съвременното развитие на науката е интеграцията на научните знания. Тя нямира своето естествено отражение в образованието. Нормално е измеренията й да се търсят във фундаменталните учебни предмети като математика и природни науки. В това отношение има какво да се преосмисли по отношение на учебното съдържание с цел адекватно проектиране на интегративните им възможности.

Use of technology in teaching and learning

Technology ushers in fundamental structural changes that can be integral to achieving significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week; builds 21stcentury skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.

Межпредметные связи как дидактическое условие повышения эффективности учебного процесса

Взаимосвязь наук находит адекватное отражение в учебных предметах, представляющих по существу основы соответствующих наук — в этом проявляется один из аспектов дидактической проблемы межпредметных связей. Все отрасли современной науки тесно связаны между собой, поэтому и учебные предметы не могут быть изолированы друг от друга. Межпредметные связи являются дидактическим условием и средством глубокого и всестороннего усвоения основ наук в процессе обучения, способствуют более глубокому усвоению знаний, формированию научных понятий и законов, совершенствованию учебно-воспитательного процесса и оптимальной его организации, формированию научного мировоззрения.

Осъществяване на междупредметни връзки за повишаване на ефективността на процеса на обучение по „Биология и здравно образование” в IX клас

The aim of this article is based on analysis of literary sources and the practical experience of teaching to identify and present the possibilities of the curriculum of "Biology and health education" in the 9th grade, obligatory preparation, accomplishment of inter-subject relations in regards to improve the learning process. Possibilities are presented for establishing of interdisciplinary relations in the study of "Carbohydrates".

Importance of science education in schools

Why is science education important in our schools? We are surrounded by technology and the products of science every day. Public policy decisions that affect every aspect of our lives are based in scientific evidence. And, of course, the immensely complex natural world that surrounds us illustrates infinite scientific concepts. As children grow up in an increasingly technologically and scientifically advanced world, they need to be scientifically literate to succeed.

Межпредметные связи на уроках производственного обучения как фактор повышения качества обучения

Межпредметные связи в обучении являются конкретным выражением интеграционных процессов, происходящих сегодня в науке и жизни общества. Эти связи играют важную роль в повышении практической и научно-теоретической подготовки студентов, существенной особенностью которой является овладение ими обобщенным характером познавательной деятельности. Обобщенность же дает возможность применять знание и умение в конкретных ситуациях, при рассмотрении частных вопросов, как в учебной, так и в производственной деятельности.

Междупредметни връзки в учебно-възпитателния процес по физическа култура

В статията са разгледани междупредметните връзки като необходим, съществен и особено актуален принцип за осъществяване на предметен синтез и интегриране на знания, умения и компетенции. Акцентирано е на мястото и функциите им в учебно-възпитателния процес по физическа култура. Предложена е модифицирана организационно-методическа структура, основавана на седем показателя.

Kindergarten teachers' views about outdoor activities

Preschool years constitute a vital developmental period during which foundations of later development are formed. It is during this period that essential developments such as establishing attachment bonds, forming a basic sense of autonomy and sense of self (ego), language acquisition and attaining life and social skills. Studies in developmental psychology and in a variety of other disciplines have established that the optimal growth at this stage will prepare the child for later developmental tasks and challenges. For a great part of human history care and education of children at this period was done by extended family and the immediate local community. However, as demands of recent centuries and decades have necessitated longer and more intensive periods of formal schooling, preparation of preschool children for later development has evolved accordingly. Therefore, preschool education has been added to traditional family education and socialization of children. The accumulated literature and experience in preschool education has reached to a point where not only the classroom learning experiences but also the surrounding school and neighborhood settings have been receiving attention. One of the significant aspects of these contextual factors has been the playground. A growing body of research has addressed importance of incorporating the playground into educational activities for preschool children. Studies focusing on the playground activities for preschool in Turkey have been limited. Therefore, this study aimed at examining preschool teachers' use of playground. Fifty-four preschool teachers from three different cities were recruited for this qualitative study. Semi-structured interviews were conducted with each participant. Results of the study showed that although the preschool teachers reported overall positive attitudes toward educational use of the playground, they underutilized the playground due to concerns about children's safety and a lack of equipment and quality playground arrangements. Furthermore, they reported playing certain typically outdoors games indoors for these reasons. Results, limitations of the study and implications the results for both educations and researchers were discussed.

Роль познавательного интереса и познавательной активности в развитии творческого мышления младших школьников

Статья разкрывает изучение сущности и структуры творческого мышления младших школьников в аспекте взаимосвязи с познавательными интересами и познавательной активностью личности. Результаты: по суммарному показателю у испытуемых был выявлен средний уровень творческого мышления. Анализ результатов диагностики познавательных интересов, показал, что у большинства учащихся наблюдается высокий уровень познавательной активности, у трети учащихся средний уровень. Низкий уровень познавательной активности у испытуемых выявлен не был. Обнаружена статистически достоверная связь между характеристиками творческого мышления и познавательными интересами младших школьников. Научная новизна: в статье впервые на основе использования психодиагностического метода исследована роль познавательного интереса и познавательной активности в развитии творческого мышления младших школьников. Практическая значимость: основные положения и выводы статьи могут быть использованы в психолого-педагогической практике при рассмотрении вопросов о развитии творческого потенциала личности младшего школьника в условиях учебной деятельности.

Съвременни интерпретации на играта-драматизация в предучилищна възраст

Настоящата статия разглежда играта-драматизация от нов аспект- възможността за преход към анимацията, като съвременна форма на педагогическо взаимодействие в детската градина. Разкрива се в практико-приложен план богатството на играта- драматизация и нейните възможности за надграждане към друг вид творческа дейност, която най-пълно да удовлетвори потребностите на съвременното дете.

An investigation about actualization levels of learning outcomes in early childhood curriculum

Understanding the characteristics of preschool-age children is an important and first step for supporting children's healthy development and school readiness. Children may show different developmental features and come different social, socio-cultural background; however, they are in the same age. Reaching of education at a desired level will be achieved by a good curriculum which is organized and put in practice. Therefore, the curriculum should be organized by considering all students' features. Therefore, the curriculum should be practicable and related with the needs of today's world and social expectation for a good early childhood education programs. Accordingly, it is aimed to investigate the actualization levels of learning out comes related to developmental areas in early childhood education curriculum. Working group of the research is composed of 165 primary school teachers and 136 pre-school teachers working in districts and Centre of Sirnak, Turkey. Scanning method was used in the study. Two different questionnaires were prepared related with developmental areas of early childhood and the data was obtained through a questionnaires and analysed in SPSS package program. Questionnaires have two parts. In first part, there is personal information about teachers and in the other part there are statements about out-comes of developmental areas in the Early Childhood Curriculum. According to the results, the pre-school teachers gave a high score to the questionnaire by stating positive opinion towards the pre-school curriculum sufficiency and achievement. In addition, primary teachers gave lower scores on the questionnaire that the children achieved out comes. As a result, significant differences were found between pre-school and primary school teachers' views on all areas of development.

The relationship between pre-service teachers' cognitive flexibility and interpersonal problem solving skills

Purpose: In this study, the aim was to investigate pre-service teachers' cognitive flexibility in terms of specific variables and determine the relationship between pre--service teachers' cognitive flexibility and interpersonal problem solving skills. Research Methods: The study was designed in descriptive correlation model. Data were collected via the Cognitive Flexibility Inventory and Interpersonal Problem Solving Inventory from 531 pre-service teachers who studied in the Primary Teacher Training Departments during the fall semester of the 2017-2018 academic years. Findings: The findings indicated that there were significant differences according to gender and maternal education status, while there were no significant differences according to class level, department, and fathers' education status, socio-economic and socio-cultural status. In addition, there was a relationship between pre-service teachers' cognitive flexibility and interpersonal problem solving skills. Implications for Research and Practice: It has been shown that pre-service teachers, who are cognitively flexible, are able to solve problems constructively and persistently. It is thought that an important characteristic of the professional and personal development and success of pre-service teachers who are trained to educate future generations to use their cognitive flexibility skills effectively in the solution of interpersonal problems. Based on the findings, it is recommended to take measures within the scope of teacher training in order to develop the capacities of cognitive flexibility of pre-service teachers.