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Resumen El presente estudio determinó los factores que influyen para que el estudiantado de la Facultad de Ciencias Químicas, debido a dos reprobaciones, solicite una tercera matrícula. Para ello, se organizó un levantamiento de información de estudiantes, generado en la secretaria de dicha facultad de la Universidad Central del Ecuador; se registra una población de 343 estudiantes que han incidido en una tercera matrícula en los periodos 2017-2018 y 2018-2018, motivo por el cual se analizó las causas o factores que generan un bajo rendimiento estudiantil como los factores sociales, personales, institucionales y pedagógicos que actúan para una tercera matrícula. El estudio obedece al tipo de investigación relacional de carácter transversal y el análisis estadístico se ejecutó por medio de la aplicación del chi-cuadrado. En los resultados obtenidos en lo social, se determinó que los problemas en la familia impiden que el estudiantado pueda dedicarse a tiempo completo, lo cual repercute en un bajo rendimiento, así también los factores académicos como la pedagogía del cuerpo docente y la carga horaria que existe en el sector estudiantil impide que puedan dedicarse a tiempo completo en sus estudios generando un distractor para el desarrollo de conocimiento, finalmente se desarrolló una exploración sobre el origen de las terceras matrículas durante estos periodos, de esta manera se logró conocer que muchos estudiantes se ven afectados por uno o más de estos factores en su aprovechamiento académico, lo cual genera un bajo rendimiento y esto a su vez conlleva a la petición de una tercera matrícula. Abstract This study seeks to determine factors that influence students in the Chemistry Department to repeat a course for a third time after having failed the course twice (referred to in Ecuador as a third enrollment). A survey to gather student data was conducted by the Office of the Dean for the Chemistry Department at the Central University of Ecuador; Ex343 students registered for the same course a third time during the 2017-2018 and 2018-2018 academic periods. For this reason, the causes leading to low academic performance was analyzed as well as associated social, personal, institutional and pedagogical factors that could lead to a student´s failing a course a second time and, ultimately, a third enrollment. The study methodology is based on cross-sectional relational research with chi-square statistical analysis. Results reflecting social factors revealed that family issues tend to prevent students from concentrating full-time on their studies, thereby leading to low academic performance. Academic factors such as teaching practices of the lecturer or professor combined with taxing workloads are also obstacles that work against a student´s academic success, and serve as distractors to the full development of their knowledge. Exploratory research was conducted to find the root cause of student third enrollments for these periods. As a result, it was discovered that many of the students are affected by one or more of the aforementioned social and academic factors which hinder their academic achievement causing them to request a third enrollment.

In this opinion piece I reflect on an inspiring 2019 Advance HE STEM conference in Birmingham. In doing so I identify the term pedagogy as one aspect which ran contrary to the noble aspirations of the conference. I outline my own perspective as both an insider and outsider in my role of a Teacher-Practitioner. I use this vantage point to outline the background to the term pedagogy together with its suggested alternatives. I review the roots of the word itself to suggest that instead of overusing the term pedagogy, we should focus more on the journey of education we are privileged to share with our students.

Richard Faith is American pianist, composer, and pedagogue. This essay introduces Richard Faith's piano works ranging intermediate to advanced level. His piano solo miniatures in these levels since 1986 are highly considerable to be recommended for piano teachers and young pianists to explore evolving styles of the twentieth century. The selected works in this essay are Pipes, Sketches, Sonatina, Masquerades, Russian Folk Tales, Carousels, Skandian Suites, Family Portraits, Gallantries. The pieces are mostly sets of character pieces with descriptive titles offering full of imagination and interesting subject for young piano students.

Статья посвящена разбору специфических особенностей молодых семей как объекта социальной работы, разбору основных проблем, характеризующих данный социальный институт как группу риска и объект особого внимания со стороны государственной социальной политики. Актуальность исследования обусловлена необходимостью развития методологической основы системы социальной помощи молодых семей с точки зрения эффективности технологий решения наиболее значимых проблем молодых семей, а также выработкой рекомендаций относительно повышения эффективности осуществления данных техник, повышения их адресности., The article is devoted to the analysis of the specific features of young families as an object of social work, the analysis of the main problems characterizing this social institution as a risk group and the object of special attention from the state social policy. The relevance of the study is due to the need to develop the methodological basis of the social assistance system for young families in terms of the effectiveness of technologies for solving the most significant problems of young families, as well as the development of recommendations for improving the effectiveness of these techniques, increasing their targeting., Вестник научной мысли, Выпуск 6 2022, Pages 330-335

В современных постоянно меняющихся сложных социокультурных условиях область образования сталкивается с необходимостью оперативного решения встающих перед всей системой задач, включающих в себя педагогические, психологические и организационные задачи. Востребованная и широко распространившаяся в последние годы дистанционная форма обучения студентов способствует усилению внимания к воспитанию таких личностных качеств обучающихся, как ответственность и самоконтроль, которые не возникают одномоментно, в приказном порядке, а формируются постепенно, под влиянием целенаправленных усилий педагогов. В связи с этим отмечается, что целью исследования является поиск методов решения проблем, связанных с нечетким пониманием смысла и содержания дистанционной формы обучения. В статье уточняется содержание понятий «очное обучение», «онлайн-обучение», «дистанционное образование». Приведены примеры проблем технического, психологического и этического характера. Подчеркивается важность непосредственного, интентного взаимодействия учителя и ученика на индивидуальных занятиях, когда регулярность и качество самостоятельных занятий студента постоянно находятся под контролем педагога. Отмечается, что последовательное обращение к сбалансированному взаимодействию очного и дистанционного образования способствует сохранению достижений традиционных форм и методов музыкально-педагогического образования, связанных с непосредственным взаимовлиянием педагога и учеников, передачей молодому поколению не только профессиональных, но и этических принципов., In today’s constantly changing complex socio-cultural conditions, the field of education is faced with the need to quickly solve problems facing the entire system, including pedagogical, psychological and organizational tasks. The distance form of education that is in demand and widespread in recent years contributes to increased attention to the education of such personal qualities of students as responsibility and self-control, which do not arise at once, in an orderly manner, but are formed gradually, under the influence of the targeted efforts of teachers. In this regard, it is noted that the task of the study is to find methods for solving problems associated with a fuzzy understanding of the meaning and content of distance learning. The article clarifies the content of the concepts “full-time education,” “online education,” “distance education.” Examples of technical, psychological and ethical problems are given. The importance of direct, intentional interaction between the teacher and the student in individual lessons is emphasized, when the regularity and quality of the student’s independent studies are constantly under the control of the teacher. It is noted that a consistent appeal to a balanced interaction of full-time and distance education contributes to the preservation of the achievements of traditional forms and methods of musical and pedagogical education associated with the direct interaction of the teacher and students, the transfer of not only professional, but also ethical principles to the younger generation.

Раскрыта проблема применения в инклюзивном дошкольном образовании инновационных технологий, направленных на формирование у детей с ОВЗ необходимых компетенций для успешного ведения профессиональной и социальной деятельности. Охарактеризованы наиболее востребованные в практике дошкольной инклюзии художественно-творческие и здоровье сберегающие технологии – арт-терапия, гарденотерапия, музыкотерапия и сказкотерапия., The problem of the innovative technologies usage in inclusive preschool education is revealed. Such kind of technologies aimed to the formation of children with disabilities with the necessary competencies for the successful conduct of professional and social activities. The most popular artistic and health-saving technologies, using in the practice of preschool inclusion – art therapy, garden therapy, music therapy and fairytale therapy are described., Вестник научной мысли, Выпуск 6 2022, Pages 235-237

Раскрыты сущность, принципы, методологические подходы к организации творческой лаборатории как формы учебных занятий в контексте общей методики обучения. Акцентировано внимание на интегрированном характере занятий в формате «творческая лаборатория», основанных на применение проектных и творческо-исследовательских методов обучения, а также межпредметных связей., The essence, principles and methodological approaches to organization of the creative laboratory as a form of training sessions are revealed in the context of the general teaching methodology. Attention is focused on the integrated nature of the «creative laboratory» format, based on the use of project and creative research teaching methods, as well as curriculumlinks., Вестник научной мысли, Выпуск 6 2022, Pages 241-243

Odporność psychiczna jako konstrukt to stosunkowo nowe zjawisko, które obecnie zyskuje na znaczeniu – zwłaszcza w nowych edukacyjno-pedagogicznych koncepcjach skupiających się na zapobieganiu zachowaniom ryzykownym. Dlatego też, w ciągu ostatnich kilkudziesięciu lat, zmiana naszego podejścia do odporności psychicznej stała się o wiele głębsza niż zmiana zaledwie koncepcyjna. W niniejszym artykule omówimy dwa zagadnienia fundamentalne dla zrozumienia odporności psychicznej jako cechy bardzo ludzkiej, bez rozważania jej zastosowań. Istnieje wyraźna potrzeba odniesienia odporności psychicznej do aspektów typowo antropologicznych, które – jak sugeruje antropologia filozoficzna – mogą pomóc nam dostrzec, że ta cecha wynika z samej ludzkiej natury. Właśnie w tym momencie antropologia łączy się z narracyjną autokonstrukcją w rozwoju wewnętrznego logos. Takie antropologiczne cechy niewątpliwie ułatwiają nam zrozumienie tego, w jaki sposób osoba może siebie tworzyć poprzez własny dialog wewnętrzny skorelowany ze środowiskiem zewnętrznym. Na podstawie takiego rozwoju człowiek może tworzyć różne aspekty własnej osobowości, które pomagają stawić czoła trudnym, a nawet – w skrajnych przypadkach – traumatycznym sytuacjom., Resilience as a construct is a relatively recent phenomenon that has now grown in importance, especially in new educational and pedagogical proposals that focus on prevention against possible risky behaviours. As a result, over the last few decades, approaches to resilience have undergone a transformation that goes far beyond this change in its conceptual conception.In this paper, we bring together two aspects that are considered fundamental to understanding resilience as a human capacity, leaving aside how it may be applied. There is a clear need to base resilience on clearly anthropological aspects that, suggested by philosophical anthropology, can help us to see that this capacity is the fruit of human nature itself. It is at this point that anthropology joins narrative self-construction in the development of the internal logos. Those anthropological traits are undoubtedly those that can help us to understand how a person can make themselves through their own internal dialogue in clear interrelation with their environment. Based on this personal growth, they will be able to develop aspects of their own personality that will help them to overcome adverse situations and even, in very extreme cases, traumatic situations.

The limitations of a comprehensive teacher knowledge measurement instrument were a problem found in community service partners. The solution was to organize training on making instruments for measuring teacher knowledge. The training aims to provide skills in making instruments for measuring teachers' pedagogic content knowledge/PCK. The training was attended by 32 junior high school science teachers in DKI Jakarta who were taken randomly. The training methods were lectures, demonstrations, and simulations. The PCK measurement instrument was adapted from Shulman's model which was modified into 5 measurement domains, namely: curriculum, pedagogy, subject matter, students, and school, which were organized into 66 test and non-test instruments that were integrated with PISA materials. Training activities were carried out offline and online with restrictions on the number of participants and the application of strict health protocols due to the Covid-19 pandemic. The evaluation results show that the training can provide solutions to partner problems. After participating in the training, teachers can carry out PCK measurements independently and continuously. The training are also beneficial for the DKI Jakarta education office and the IPA MGMP in DKI Jakarta. Evidence of the benefits of the training activity was indicated by statements of acknowledgment from community service partners. Abstrak Keterbatasan instrumen pengukuran pengetahuan guru yang komprehensif merupakan permasalahan yang ditemukan pada mitra pengabdian masyarakat. Solusinya adalah dengan mengadakan pelatihan pembuatan instrumen untuk mengukur pengetahuan guru. Pelatihan ini bertujuan untuk memberikan keterampilan membuat instrumen pengukuran pengetahuan konten pedagogik/PCK guru. Pelatihan ini diikuti oleh 32 guru IPA SMP se-DKI Jakarta yang diambil secara acak. Metode pelatihan yang digunakan adalah ceramah, demonstrasi, dan simulasi. Instrumen pengukuran PCK diadaptasi dari model Shulman yang dimodifikasi menjadi 5 domain pengukuran, yaitu: kurikulum, pedagogi, materi pelajaran, siswa, dan sekolah, yang disusun menjadi 66 instrumen tes dan non tes yang terintegrasi dengan materi PISA. Kegiatan pelatihan dilakukan secara offline dan online dengan pembatasan jumlah peserta dan penerapan protokol kesehatan yang ketat akibat pandemi Covid-19. Hasil evaluasi menunjukkan bahwa pelatihan dapat memberikan solusi terhadap permasalahan mitra. Setelah mengikuti pelatihan, guru dapat melakukan pengukuran PCK secara mandiri dan berkesinambungan. Pelatihan ini juga bermanfaat bagi Dinas Pendidikan DKI Jakarta dan MGMP IPA di DKI Jakarta. Bukti manfaat kegiatan pelatihan ditunjukkan dengan pernyataan pengakuan dari mitra pengabdian masyarakat.

Contribuir en la mitigación de la disortografía, mediante el uso de estrategias pedagógicas en los estudiantes del grado segundo del Gimnasio Integrado Juan Pablo II El presente proyecto tiene como propósito mitigar la disortografía en niños del grado segundo por medio de una cartilla pedagógica que cuenta con estrategias y actividades para este fin. De esta forma, este proyecto busca identificar las dificultades asociadas al aprendizaje de la ortografía, después, recolectar información sobre estrategias y actividades que permitan fortalecer la dificultad, para finalmente, proceder a diseñar una cartilla pedagógica que apoye en la mitigación de la disortografía. En consecuencia, se propone una serie de estrategias metodológicas, a partir de tres fases (3) enfocadas en fortalecer la enseñanza de las normas ortográficas, realizando búsqueda por medios informativos, influyendo en la mitigación de la disortografía y fortaleciendo las normas ortográficas, resaltando la importancia de facilitar un medio con estrategias y actividades que influyan en esta problemática. Finalmente, por medio de este proyecto se busca mitigar la disortografía en niños de segundo grado. The purpose of this project is to mitigate dysorthography in second grade children by means of a pedagogical booklet that has strategies and activities for this purpose. In this way, this project seeks to identify the difficulties associated with learning spelling, then collect information on strategies and activities that will improve the difficulty, to finally proceed to design a pedagogical primer that supports the mitigation of disortography. Consequently, a series of methodological strategies is proposed, based on three phases (3) focused on strengthening the teaching of spelling norms, conducting searches through the media, influencing the mitigation of disorthography and strengthening spelling norms, highlighting the importance of providing a medium with strategies and activities that influence this problem. Finally, this project seeks to mitigate dysorthography in second grade children.

Community pedagogical practices constitute a new meaningful learning alternative to strengthen training programs for social entrepreneurship; they allow contrasting theory with practice, in addition to promoting participatory experiences between the student and the community, generating reciprocal knowledge. The present study was focused on a descriptive qualitative methodology, in which three types of analysis were carried out: documentary, interviews and content, which determined the objectives of the project: to identify the opportunities and form of management of social entrepreneurship in the city of Cartagena; characterize the institutional elements: missionary, visual and curricular elements of the business administration program and identify the use of community pedagogical practices for the formation of social entrepreneurship in the business administration program of the University of San Buenaventura Cartagena. The main results of the study demonstrated the strength of the program to train innovative entrepreneurs in the business environment; in the same way, it showed that it does not form for social entrepreneurship and that the University does not see itself socially as a promoter of social entrepreneurship in alternative communities. The study concluded in the proposal of a plan of community pedagogical practices to strengthen the formation of social entrepreneurship. Las prácticas pedagógicas comunitarias constituyen una nueva alternativa de aprendizaje significativo para fortalecer los programas de formación para el emprendimiento social, estas permiten contrastar la teoría con la práctica, además de propiciar experiencias participativas entre el estudiante y la comunidad, generando conocimientos recíprocos. El presente estudio se enfocó bajo una metodología cualitativa descriptiva, en la que se realizaron tres tipos de análisis: documental, de entrevistas y de contenido, que determinaron los objetivos del proyecto: identificar las oportunidades y forma de gestión del emprendimiento social en la ciudad de Cartagena; caracterizar los elementos institucionales: misionales, visionales y curriculares del programa de administración de negocios e identificar el uso de las prácticas pedagógicas comunitarias para la formación del emprendimiento social en el programa de administración de negocios de la Universidad de San Buenaventura Cartagena. Los resultados principales del estudio demostraron la fortaleza del programa para formar emprendedores innovadores en el ámbito empresarial, del mismo modo evidenció que no forma para el emprendimiento social y que la Universidad no se visiona socialmente como promotora del emprendimiento social en las comunidades alternas. El estudio concluyó en la propuesta de un plan de prácticas pedagógicas comunitarias para fortalecer la formación del emprendimiento social.

Background In the health care environment, teamwork is paramount, especially when referring to patient safety. We are interested in recent and innovative solutions such as escape games, which is a type of adventure game that may be highly useful as an educational tool, potentially combining good communication skills with successful gamification. They involve teams of 5 to 10 individuals who are “locked” in the same room and must collaborate to solve puzzles while under pressure from a timer. Objective The purpose of this paper was to describe the steps involved in creating and implementing an educational escape game. This tool can then be put into service or further developed by trainers who wish to use it for learning interprofessional collaboration. Therefore, we started with an experience of creating an educational escape game for emergency medicine teams. Methods We chose to develop an educational escape game by using 6 successive steps. First, we built a team. Second, we chose the pedagogical objectives. Third, we gamified (switched from objectives to scenario). Next, we found the human and material resources needed. Thereafter, we designed briefing and debriefing. Lastly, we tested the game. Results By following these 6 steps, we created the first ambulant educational escape game that teaches people, or nurses, doctors, and paramedics, working in emergency medicine to work as a team. Conclusions From a pedagogic point of view, this game may be a good tool for helping people in multidisciplinary fields (medical and paramedical teams) to learn how to work collaboratively and to communicate as a group. Above all, it seems to be an innovative tool that complements medical simulation–based learning and thus consolidates traditional education.

This study aimed to evaluate the pedagogical content knowledge of mathematics teachers and its relationship to students’ achievement level and to develop a Professional Development Program that will further enhance their content knowledge and pedagogical skills in teaching Mathematics. The respondents of the study were 365 Grade 10 students, 26 Grade 10 Mathematics teachers and 14 Math Coordinators including the Head Teachers and School Heads whose specialization is Mathematics in the Schools Division of Lipa City. The Pedagogical Content Knowledge (PCK) was measured in terms of Learning Competencies, Content Knowledge and Teaching Approaches of Mathematics mentors/teachers. The study utilized two sets of research instrument, one is for Grade 10 students to determine their achievement level and the other one is for mathematics mentors to determine their level of competence on PCK. Out of 14 national high schools 5 or 36% of them achieved an MPS equivalent to Moving Towards Mastery level, and 8 or 57% of them got an MPS matching to Average Mastery level. Unfortunately, only one school obtained an MPS corresponding to Low Mastery level. Pedagogical Content Knowledge of Math Mentors in terms of Learning Competencies obtained an overall mean score of 3.29, interpreted as Expert, Learning Competencies on the following areas, such as:(a) Measurement and Sequence having the highest average rating of 3.5; (b) Polynomials and Polynomial Functions; and (c) Circles and Plane Geometry obtaining a weighted mean of 3.35 and 3.37, respectively, had obtained an overall rating equivalent to Expert. Only in Probability and Statistics that teachers were rated 2.95 equivalent to Experienced. In term of Content Knowledge, all content areas such as: (a) Measurement, Sequence and Number Sense; (b) Geometry; (c) Patterns and Algebra; and (d) Probability and Statistics were given rating equivalent to Experience with an overall mean of 2.85. In terms of Teaching Approaches, math mentors had an overall mean score of 2.57 which described the teachers as Experienced. On the following teaching approaches: (a) Reflective; (b) Collaborative; and (c) Constructivist, mentors were rated Experienced. On the other hand, mentors were rated equivalent to Developing on Inquiry-Based and Integrative Approaches. More so, there was no significant difference between the PCK rating of teachers and administrators in terms of Learning Competencies and Content Knowledge. However; there was a significant difference on the rating of two groups of respondents in terms of Teaching Approaches. On the other hand, there was a significant relationship on the PCK of Mathematics teachers and student’s achievement level. PCK has vital contribution to quality teaching which means the higher teacher’s pedagogical content knowledge; the higher student achievement level is expected. As a result, a proposed Professional Development Program was developed to equip teachers with necessary skills to enhance their content knowledge and pedagogical skills in teaching Mathematics.

Playing games is an invaluable and widely used educational tool in both primary and secondary schools and there is an increasing interest in building games into the curricula in the higher education system. This project involves the creation and playing of a board game with questions on a science discipline. Questions and answers are collaboratively made by the students based on the unit material. It is therefore in both the making and the playing of the game that learning takes place. The game contains not only a collaborative element but also an element of competitiveness as the students play with and against their colleagues. Both these elements are designed with the intention of enhancing student engagement with the topic of microbiology. The game, called Microbial Pursuit, represents a versatile tool for converting tutorials and workshops into pedagogical and enjoyable sessions, as well as a promising unit revision tool.