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В условиях четвертой промышленной революции, информационного общества и цифровизации экономики все более возрастает значимость комплексной подготовки мотивированного абитуриента, способного не только к успешному прохождению вступительных испытаний, но и готового к обучению в условиях образовательного процесса современного технического университета. Различные способы формирования готовности будущих студентов к обучению в технических вузах демонстрируют новые организационные структуры – предуниверситарии, деятельность которых направлена на профориентацию и реализацию образовательных программ довузовской подготовки (профильные инженерно-технические классы, подготовительные курсы и т. д.). В статье обосновываются особенности предуниверситариев, механизмы их создания и функционирования. Предуниверситарий в современных условиях выступает как система отбора, сопровождения и подготовки мотивированных обучающихся для поступления в университет, широко использующую не только предметную подготовку, но и развивающую научно-исследовательскую работу школьников, создающую условия для погружения учащихся в культуру, образовательное и творческое пространство вуза в период школьного обучения; важной особенностью данных моделей является тесное взаимодействие образовательных организаций общего и высшего образования, широкого привлечения партнеров и работодателей к данной работе. Обоснованы отдельные характеристики деятельности предуниверситариев и аналогичных инновационных образовательных структур по работе с абитуриентами на базе вузов, в том числе в рамках следующих направлений: организация сетевых моделей профильного обучения старшеклассников при сохранении традиционных форм довузовской подготовки; реализация процесса психологической, интеллектуальной, культурной подготовки будущего студента к обучению в вузе через различные формы участия в системной образовательной и воспитательной работе предуниверситариев; обеспечение предпрофильной подготовки обучающихся (в том числе и ранней) и др. Систематизированы различные модели предуниверситариев современных высших учебных заведений, выявлены и описаны ключевые аспекты деятельности данных структур.

Анализируется процесс разработки модели предуниверситария в условиях технического вуза как комплексный механизм организации профориентационной и образовательной деятельности с абитуриентами. Подчеркивается, что предуниверситарий обеспечивает вузу поиск, отбор, сопровождение, профессиональную ориентацию и довузовскую подготовку абитуриентов к прохождению вступительных испытаний и обучению, создает условия для погружения обучающихся в образовательную и культурную среду университета. Разрабатываемая модель носит комплексный характер, так как развивается на основе инвариантных составляющих аналогичных организаций, учитывает опыт деятельности предуниверситариев, реализующих образовательную деятельность в различных вузах на территории России. Отличительными характеристиками модели предуниверситария являются целостность, открытость, вариативность, совокупность взаимосвязанных структурных компонентов (концептуально-целевого, содержательного, ресурсного, технологического и результативно-оценочного). Научная новизна исследования заключается в проработке модели предуниверситария технического университета, деятельность которого направлена на организацию сетевых моделей профильного обучения старшеклассников при сохранении традиционных форм довузовской подготовки; реализацию процесса психологической, интеллектуальной, культурной подготовки будущего студента к обучению в вузе через различные формы участия в системной образовательной и воспитательной работе предуниверситариев; обеспечение предпрофильной подготовки обучающихся (в том числе и ранней) и др. Теоретическая значимость работы связана с выявлением и описанием ключевых элементов деятельности предуниверситария безотносительно специфики отдельных университетов и моделей.

This study incorporates the design and validation of a questionnaire for the evaluation of Careers Advisory Services and the systematic processes that influence it (family, peer groups, socioeconomic status, etc.). In addition, it examines its psychometric properties within a multicultural population of students attending educational centres in the south of Spain. It seeks to create a valid instrument that is reliable as a measurement tool and useful for evaluating decision making situations relevant to the future working context. A perspective of working life is given through consideration of the degree choices made by those involved in the decision-making process. The metrics used showed high content and construct validity. Structural equation modelling (SEM) and confirmatory factor analysis (CFA) were employed. Indicators described by Wald and Lagrange were used to examine and modify the model in order to obtain a model that best fits relevant theory and goodness of fit criteria., This research was funded by Business Consulting (ASME), grant number 08/44900 Call 2018.

This paper discusses the effectiveness of the inverted classroom implemented in a pre-university physics classroom on topics of classical mechanics. Inverted classroom moves from traditional lectures to providing students with pre-recorded lectures and other materials such as videos, online quizzes and online exercises to foster independent learning. In this study, the classroom was divided into two groups: a control group and experimental group intervened with the inverted classroom; in evaluating the efficiency of the intervention, at the end of the module, both groups were tested using tests that are similar. The findings show that there was a significant difference between control group and experimental group on their pre-test and post-test score. It implies the potential use of this approach in other basic topics of pre-university physics classroom.

Today’s university students are expected to graduate from their institutions with an increased awareness of the attributes they have acquired during their degree programs. The set of accumulated knowledge, skills and dispositions have come to be known as Graduate Attributes (GAs), which this paper sets out to define and then refocus around the needs of international ‘pathway’ students in the pre-university sector. To capture a sense of how this worked in practice, this paper is focused on the case of the Eynesbury Institute of Business and Technology (EIBT), which serves as the setting for a study that explored the way ‘values’ can be added to the experience of first-year international pathway students in Australia. Emphasis was on drawing ‘new’ students’ attention to the acquisition of ‘Core Learning Values’ (CLVs) and asking them to choose one of the Institute’s four values—Respect, Excellence, Curiosity or Passion— to discuss via a mandatory online questionnaire. Qualitative and narrative data provided rich insight into students’ preferred value and their reasoning. Refereed/Peer-reviewed

Introduction: Teaching and learning are the most important factors affecting education. Different style of teaching have been used in different countries. This study aimed to compare the effect of lecture-based method versus group discussion method on the perception of achievement and satisfaction of pre-university students in Neka and Behshahr during 2010-2011 semesters . Methods: This was a quasi-experimental study. A questionnaire was developed to pre-test and post-test the perception of satisfaction and achievements of the participants in lecture-based teaching arm (n=138) and group discussion teaching arm (n=144). Overall, 282 participants were randomly selected from the pre-university students studying in Neka and Behshahr.. To assess validity and reliability of the questionnaires, test retest method and Cronbach alfa was measured (α=0.75) Results: There was a significant difference between the two methods. It was found that students were more satisfied with the lecture-based teaching method and their achievements were higher. Conclusion: Given the current university entrance exam is centralized and that there is limited infrastructure for group based learning is available, students perceived the lecture based method more satisfying. Concerning the content of the text books and existing evaluation system in pre-university level, it is suggested that policy makers consider the underlying causes of this preference which should be, according to the literature, the other way around.

Primary scientific literature is one of the most important means of communication in science, written for peers in the scientific community. Primary literature provides an authentic context for showing students how scientists support their claims. Several teaching strategies have been proposed using (adapted) scientific publications, some for secondary education, but none of these strategies focused specifically on scientific argumentation. The purpose of this study is to evaluate a strategy for teaching pre-university students to read unadapted primary scientific literature, translated into students' native language, based on a new argumentation analysis framework. This framework encompasses seven types of argumentative elements: motive, objective, main conclusion, implication, support, counterargument and refutation. During the intervention, students studied two research articles. We monitored students' reading comprehension and their opinion on the articles and activities. After the intervention, we measured students' ability to identify the argumentative elements in a third unadapted and translated research article. The presented framework enabled students to analyse the article by identifying the motive, objective, main conclusion and implication and part of the supports. Students stated that they found these activities useful. Most students understood the text on paragraph level and were able to read the article with some help for its vocabulary. We suggest that primary scientific literature has the potential to show students important aspects of the scientific process and to learn scientific vocabulary in an authentic context.

This article discusses the trajectories of seven young people belonging to popular groups, former students of pre-university Herbert de Souza, located in Campinas (SP), which entered into prestigious universities. With the research sought to identify: (i) as these young people interpret and evaluate their educational experiences and school, (ii) points on these trajectories (not) contributed to longevity school, and (iii) the effects of frequency on the short course students. To achieve these goals, we conducted semistructured interviews with young people and documentary research on the short course. Because it is a qualitative research, respondents were not chosen according to statistical criteria, but intentionally, prioritize the criteria of the network, by which themselves indicate other respondents to be interviewed, creating a community of arguments. We highlight in this article, as a result of the research, the importance of school experiences in the process of construction and re-construction of identity of those who participate in them. Este artigo aborda as trajetórias de sete jovens pertencentes aos grupos populares, ex-alunos do curso pré-vestibular Herbert de Souza, situado na cidade de Campinas, SP, que ingressaram em universidades prestigiosas. Com a pesquisa, procuramos identificar: (i) como esses jovens interpretam e avaliam suas experiências educacionais e escolares; (ii) pontos nestas trajetórias que (não) contribuíram para a longevidade escolar; e (iii) efeitos da frequência ao cursinho sobre os estudantes. Para atingir estes objetivos, realizamos entrevistas semiestruturadas com os jovens e pesquisa documental sobre o cursinho. Por se tratar de uma pesquisa qualitativa, os entrevistados não foram escolhidos segundo critérios estatísticos, mas de forma intencional; priorizamos o critério de rede, pelo qual os próprios depoentes indicam outros para serem entrevistados, criando uma comunidade de argumentos. Destacamos, neste artigo, como resultado da pesquisa, a importância de experiências escolares no processo de construção e de reconstrução da identidade dos que delas participam.

This study exploits three methods, namely the Back-propagation Neural Network (BPNN), Classification and Regression Tree (CART), and Generalized Regression Neural Network (GRNN) in predicting the student's mathematics achievement. The first part of this study utilizes enrolment data to predict the student's mid-semester evaluation result, whereas the latter part employs additional data to predict the student's final examination result. The predictive model's accuracy is evaluated using 10-fold cross-validation to identify the best model. The findings reveal that BPNN outperforms other models with an accuracy of 66.67% and 71.11% in predicting the mid-semester evaluation result and the final examination result respectively.

International audience; Textbooks are central to the teaching process at all levels , including the tertiary level. However, the phenomenon of textbook use in higher education has not been extensively studied. In this paper, we analyse textbook use in the teaching of infinite series of real numbers at the pre-university level in Quebec. We interviewed five teachers about their textbook use in order to investigate similarities between their personal relationship with series and the institutional relationship with series transmitted through textbooks. Our results show that the teachers' courses generally follow the textbook's presentation, and that their documentation system is reduced to almost a single textbook, to which they adhere almost exclusively. We also compare our results with those of Mesa and Griffiths (2012) at the tertiary level.

Com a inserção do trabalho de Análise do Vocacional em um curso pré-vestibular comunitário no Complexo da Maré, no Rio de Janeiro, produziu-se um desencontro entre essa proposta da psicologia e as práticas educativas prevalentes nessa instituição, o que colocamos em análise neste artigo. Partindo do método cartográfico, método de pesquisa-intervenção, acompanhamos esses processos de desencontros a partir da realização de três grupos de Análise do Vocacional e da habitação de espaços coletivos na instituição. Recorrendo a uma análise sócio-histórica e política da constituição dos saberes da psicologia e da educação, percebemos que a Análise do Vocacional é uma prática crítica em psicologia, enquanto as concepções educativas predominantes no curso pré-vestibular na Maré reproduzem modelos tradicionais em educação. Esse desencontro, propomos, não diz respeito apenas a essa instituição, mas revela um modo de funcionamento presente em todo o sistema educacional brasileiro, ao qual o processo seletivo do vestibular dá visibilidade. In this paper we explore the inclusion of Vocational Analysis in a pre-university course in Complexo da Maré community, in Rio de Janeiro. We argue that there has been a mismatch between the proposal of psychology and educational practices prevalent in this institution. Based on the mapping method, method of intervention research, we follow these mismatch process , following the performance of three groups of Vocational Test and housing of collective spaces in the institution. Using a socio-historical and political constitution of knowledge of psychology and education, we realize that the analysis of the Vocation is a critical practice in psychology, while the educational concepts prevalent in the pre-university course in Maré reproduces traditional models in education. We claim that this mismatch reveals a mode of operating present throughout the Brazilian educational system, to which the selection process, vestibular, gives visibility En este artículo se plantea el análisis de un desencuentro producido a partir de la inserción del trabajo de Análisis Vocacional en un curso pre-universitario comunitario en el Complexo de Maré, en Rio de Janeiro, cuya propuesta de psicología entra en desacuerdo con las prácticas educativas preponderantes en esa institución. Partiendo del método cartográfico, método de pesquisa-intervención, acompañamos estos procesos de desencuentros a partir de tres grupos de Análisis Vocacional realizados y de la habitación de espacios colectivos en la institución. Al valernos de un análisis socio-histórico y político de la constitución de los saberes de la psicología y de la educación notamos que el Análisis Vocacional es una práctica crítica en psicología mientras que concepciones educativas predominantes en el curso pre-universitario en Maré reproducen modelos tradicionales en educación. Se propone que este desencuentro no se relaciona apenas a esta institución, sino que revela un modo de funcionamiento presente en todo el sistema educacional brasileño, al cual el proceso selectivo de las pruebas de ingreso a las universidades da visibilidad.