Journal of Curriculum and Teaching
ISSN / EISSN : 1927-2677 / 1927-2685
Published by: Sciedu Press (10.5430)
Total articles ≅ 265
Latest articles in this journal
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n2p42
The purpose of the scientific treatise is to investigate and intensify competence-based readiness of future teachers to professional activities in educational institutions, namely, the interrelated competencies of leaders’ communication competence (LCC) and communication components of global competence (GC). To do this, jigsaw activities & opinion sharing methods were applied to the educational environment of the students of the experimental group. In the process of achieving the goal of research the following methods were used: qualitative-quantitative and contrastive-comparative analysis of the obtained experimental data, statistical-mathematical interpretation of empirical data and their functional analysis, ascertaining experiment method and educational experiment method. The results of the educational experiment prove that on average the representatives of the experimental group managed to score 11.9 points more (9.6%) in accordance with the developed diagnostic paradigm of advanced communicative traits of modern teacher. The improvement of communicative competencies in the behaviour component was the most noticeable within the communication components of GC. The result is 10.0% higher in the experimental group, especially regarding the Skills component both within the LCC (10.3% higher in the experimental group) and within the communication components of GC (the difference here was 17.5%). The applied methods confirmed the positive effect on the development of vocationally orientated communicative competencies of student teachers.
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n1p15
The aim of the study was to experimentally test the effectiveness of didactic conditions for the development of students’ research competence in the study of the humanities. Several complementary methods were used in the experimental study: a comprehensive test to assess the levels of research competence (S.A. Mishyn); Zamfir’s Motivation of Professional Activity modified by A.N. Rean; adapted Starkey’s Critical Thinking test; Simonov’s Education Level technique, author’s questionnaire with open-ended questions to determine the importance of research competence for students in the course of their professional education. The results of the pedagogical experiment revealed the effectiveness of the introduction of innovative forms of theoretical training (lectures and seminars) for the development of research competence in future specialists in the humanities classes. The research found the main directions of innovative experience of improving lectures, seminars as a form of education for the development of students’ research competence. The research showed that it is possible to develop research competence in the process of teaching humanities depending on the types of training (theoretical, practical). It is important to organize the students’ cognitive activity in the course of theoretical training, while it is necessary to apply the problem method of teaching in the practical classes. We consider the study of the problem of continuity in the development of the research culture of the individual under the conditions of continuing education as a prospect for further research.
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n2p1
In order to replace all students in Indonesia, the minimum competency assessment is administered in 2021. The evaluation includes literacy, literacy and financial literacy. This study seeks to examine the attitude of teachers to the minimum assessment of competence or known as the minimum competence assessment (AKM). A descriptive qualitative method with a statistical method was used in this research. There were 34 teachers at Sultan Agung Senior High School in Pematangsiantar, Indonesia (SMA Sultan Agung). The participants therefore received questionnaires. Questionnaire statements distributed through Google form. The delivery of questionnaires via Google's Covid-19 form, which prevented the scientist from conducting face-to-face research with its participants. There were 12 items on the questionnaire given. There are 4 question items for each component. Overall, the results of the teachers' research attitudes towards the assessment of minimum skills achieved a maximum score of 60 and a minimum score of 12. After the data are analyzed, more teachers agree that in the implementation of the AKM they are looking for the issues themselves. There were 18 teachers (48.6%) in the group who agreed on the statement, which was a sharp contrast to those teachers who disagreed, i.e. (2.7 percent). The teachers therefore really want to know about AKM. With numerous references to AKM on the Internet, it helps teachers to practice AKM.
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n1p255
The problem of the formation and development of motivation to learn occupies one of the central places in educational institutions. Its relevance is due to the priority areas of development and modernization of education. In the article, the authors analyzed the motivation for learning a foreign language, the factors that affect it. Analysis of the literature revealed two main factors that can increase students' motivation to learn a second foreign language. The authors examined the maximum effectiveness of increasing student motivation to learn a second foreign language as a synergy of three components: the teacher's personality, which can create a safe motivating environment, focusing on other people's culture and the connection between two foreign languages. The authors proposed psychological and methodological tools to increase the motivation of students to learn two foreign languages. A distinctive feature is the synergy of 3 components (personality of the teacher, safe motivating environment and connection between two foreign languages). This toolkit was tested in 2 stages during 2019-2021 and showed its effectiveness.
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n1p185
Verbal and logical thinking is a type of thinking carried out through logical operations with concepts. The subject can learn the essential features and relationships of the reality in the course of verbal and logical thinking, operating with logical concepts. The aim of the study was to experimentally test the impact of research work on the students’ level of verbal and logical thinking. The study involved: Thinking Types, Generalization of Concepts, Classification of Objects, Comparison of Concepts by K. Goldstein. The results of the pedagogical experiment allowed stating that there was an increase in the level of verbal and logical thinking in the subjects of the experimental group as a result of special experimental work. The students of the experimental group were involved in research work in three stages: motivational and preparatory, substantive and procedural, analytical and resultant. The main forms of research work of students were: holding round tables, meetings of the student scientific community, the Council of Young Scientists; involvement of students in webinars on research programmes and grants, competitions for student research papers, introduction of students into the basics of research activities through individual consultations with supervisors, representatives of the Council of Young Scientists; preparation of abstracts, brief outline reports of conferences, articles; conducting disputes; participation in the work of the student scientific community, problem groups, workshops, laboratories. We consider the study of the relationship between the dominant type of thinking of students and the major chosen in higher educational institution as a prospect for further research.
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n1p101
The purpose of the research is to determine the effectiveness of the practical application of social media based on Web 2.0 technologies, aimed at developing students' English-speaking communicative competence. To implement the tasks and test the hypothesis put forward, the following scientific research methods were used: empirical (experimental learning using social media based on Web 2.0); diagnostic: observation, testing of students; statistical method - mathematical analysis of the data obtained during the experiment; descriptive: description and verbal recording of results. The results of the experimental study showed the correctness of the hypothesis put forward that the formation of English-speaking communicative competence among students will become more effective when creating a methodology using social media formed on technologies Web 2.0. For practical implementation of obtained theoretical conclusions after the experiment, it is necessary to have certain pedagogical conditions. Among these: taking into account the peculiarities of the educational environment, enhancing the speech activity of students with the participation of social media based on Web 2.0 technologies. They were developed on the basis of the results of diagnostics of the level of formation of the English-speaking communicative competence in the process of teaching students in streaming mode. Future scientific searches are possible in the direction of theoretical substantiation and practical application of new social media based on Web 2.0 technology in other training courses and other (non-philological) specialties. This vector of research is especially necessary during distance learning as an alternative to the traditional educational process.
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n1p129
The article describes and summarizes the experience of conducting local history educational and productive practice for students of the first (bachelor's) level of education, majoring in “History and Archeology” at the School of History, V.N.Karazin Kharkiv National University (Ukraine). The authors show that the set of principles and research methods, being the basis of this investigation, ensures reliability of the analysis and representativeness of the results. A review of the latest publications on the topic confirmes its relevance and lack of development in the specialized literature. The article substantiates the important role and significance of the local history educational and productive practice for further professional activity of the future graduates. The authors explain the main approaches to the organization of this form of educational activity in traditional conditions (among such approaches – the implementation of creative projects in small groups, excursions and expeditions). The article reveals the changes that took place in the process of organizing and conducting local history educational and productive practice after the outbreak of the coronary crisis. The approaches and methods, developed for the distance passing of local history educational and productive practice, may be useful after returning to the traditional system of education. The authors, using a correlation-regression analysis of the ratio of the number of students who underwent local history educational and productive practice and the number of students – speakers at the International Local History Conference of Young Scientists, found a moderate correlation between these indicators. The article concludes that the local history educational and productive practice encourages students to further research activity in the field of local history.
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n1p59
Applicability of the article is preconditioned by the requirements of information-oriented society that dictate modern youth the necessity of work with information ability, to see, to envisage and to correct logic errors. In modern world it is important to conduct reflection of own activity that maintain the necessity of critical thinking development, especially during individual acquisition of knowledge by students of higher educational establishments. Though critical thinking is introduced at school, it should be developed actively also on the next levels of education, including the level of higher education. Aims. To check complex of methods of critical thinking methods directed to the development of intellectual educational skills of students during unsupervised work. Methods: general scientific methods of information analysis were used in the research. Questionnaire method was introduced with the help of methods of the level of competency certification of Yu. Tatur, “critical analysis” of Barret, finding of logical errors of Cheifits. Qualimetric approach of the research of level of competency certification. Semantic differential tear of J. Dease. Statistic analysis was performed with the help of Spearman's rank correlation coefficient. Results. During the research it was revealed that the average rate of rational thinking of all groups of respondents is on the average level and is equal to about 50%. Propensity for sweeping generalizations of students of 1-2 years of study is 10% higher, students of 2-3 years of study is for 10 % more empiric one. Empiric objectness of students of 3-4 years of study is 14,5%, and students of 1-2 years of study is from 11,4% to 12,1%. Conclusions. According to all criteria of diagnostics of efficiency of critical thinking effect on self-guided work if students positive dynamics was revealed. Students of 1-2 years of study showed higher potential for self-guided work than students of 3-4 years of study. Perspectives. Further researches can be organized in direction of development and introduction of critical thinking development for improvement of acquirement of competences with regard of future professional activity.
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n1p273
The emphasis is placed on changes in the educational field of Ukraine and the importance of forming the competencies of future journalists. Features of the application of modern information technologies in distance learning are outlined. A review of scientific sources of Ukrainian and foreign scientists on the stated issues. The relevance of the introduction of integrated technologies in modern journalism education, which contributes to improving the training of future professionals, the formation of his competencies. Definitions of the concepts "integrated learning", "interdisciplinary approach", "team learning" are defined. The focus is on the need to use an integrated approach - binary classes to increase the level of cognitive activity and activity of higher education. The focus is on forming multi-qualification of the modern journalist working in convergent newsrooms. Means of practical training of students that significantly affect the formation of professional competencies are identified. The importance of media literacy and critical thinking for the training of future journalists has been updated. According to the results of an online survey of students, it was found that interactive teaching methods increase the level of critical thinking and form skills of verification of information as a program competence of future media professionals. Scientific approaches to understanding the concept of "binary class", the organization and methods of its implementation, the features of distance learning during the pandemic. The binary online lesson "Critical Thinking: Verification of Online Content" for students-journalists in the disciplines of journalism (photo and online journalism) on the Zoom platform is described. The skills and abilities necessary for the future mediator, which create a positive professional image and public authority, are generalized and classified. Summarized the application of new learning technologies for self-realization of students, the atmosphere of cooperation, increased responsibility of teachers for the results of their work. Vectors of further research of integrated interdisciplinary classes in the educational process are outlined.
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n1p87
The purpose of this study was to identify effective interactive methods in preparing students in grades 1-4, as well as to investigate their impact on learning outcomes. The work uses theoretical and empirical methods. The analysis of existing interactive teaching methods, their selection in accordance with the age characteristics of primary school students and educational needs. Also, a pedagogical experiment was carried out based on the implementation of the developed model of using interactive teaching methods in grades 1-4 of general secondary education institutions and monitoring the learning outcomes obtained in this case. A survey of teachers and students was carried out. The study showed that the use of interactive methods in the lessons of the Ukrainian language and mathematics contributes to the growth of students' interest in studying these disciplines. As a result, there is an increase in the level of educational achievements of students from average to sufficient, and in some cases from sufficient to high. Thus, in this work it is proved that the proposed model of teaching using interactive methods that take into account the age and individual characteristics of students is highly effective. Further research should be carried out with the aim of correcting existing interactive methods in accordance with the modern educational needs of students and their individual characteristics. Research is also needed to identify new interactive methods and study their impact on learning outcomes.