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This article investigates the impact of the COVID-19 pandemic on music education in Ukraine. In March 2020, Ukrainian authorities proclaimed a national lockdown like the ones in most other European countries. Restrictions included prohibition for students to attend lessons at schools or universities that would make any classroom musical activities illegal. Relevant legal acts have been collected in this article. To avoid closure, most of music education institutions provided a distance form of education. However, remote methods did not appear to be a worthy substitute for in-person lessons, especially in such disciplines as ensemble playing or singing. This article reveals the main disadvantages of distance music education, the most important of which is a signal delay during remote communication via the Internet. A survey of teachers in Ukrainian music schools about their experience under lockdown restrictions was conducted. The survey shows that many teachers regard distance education as much harder and less effective. Moreover, most teachers feel that students lose motivation to learn and practice music. This result does not significantly differ in rural areas from that of large cities and does not depend on teachers' attitudes to COVID-19 prevention methods, and as such, indicates an objective nature of fact. Undesirable consequences of the measures taken during the pandemic arise as a key discussion of whether the restrictions are of benefit or harm. [ABSTRACT FROM AUTHOR]

Widely present with a given readership, the news item is clearly present in the Moroccan courses of study of the middle school(college). Yet(now), textbooks aim to be opened in while presenting varied kinds(genres) where every learner can satisfy its need for reading, and for culture. The question which will preside throughout this study will thus be: how can such a phenomenon editorial representing a readership so consequent be didactisé by the planners of programs and by the teachers? By trying to avoid any normative, esthetic or ideological judgment(sentence) on this object of study, we thus wondered what is the place(square) of the news item in the textbooks of the secondary cycle? What is the perception (collection) and the attitude of the teachers towards this journalistic paper? And finally, what didactic implications it entraine for the teachers and the learners?. [ABSTRACT FROM AUTHOR]

Background: The April 8, 2013 decree sets out the general objectives of undergraduate medical training emphasizing the need to develop so-called generic competencies (clinician, communicator, multi-professional health team member, scientific, ethical responsibility and reflective). The learning competency paradigm is widely described in science education, but the implementation methods in undergraduate medical studies remain hypothetical. Objective: To show how a new teaching structure based on Exchange and Practical Analysis Groups (EPAG) used during clerkships rotations in general medicine contributes to the development of theses competencies. Methods: The qualitative study, based on filmed recordings and direct observation, included 32 students and 2 teachers divided into 2 groups. The results stemmed from the thematic and exploratory analysis of the observation notes and the recording transcriptions using an evaluation grid. Results: The EPAG helped decontextualize the learning acquired during training sessions: taking into account mental suffering, confronting one’s knowledge with the primary-care context, considering ethical reflectiveness issues and experiencing the effects the physician–patient relationship. Group interactions improved peer reflexiveness. Teachers enhanced learning by sharing their views and outlook. Conclusion: This unique teaching model in graduate medical studies helps contextualize the learning achieved in general medicine internships. The recontextualization issue remains and represents a challenge with respect to its transferability in other care settings. [ABSTRACT FROM AUTHOR]

The present study surveys Greek early-years educators' attitudes to astrology and ascertains whether they are able to distinguish between astronomy as the science and astrology as the pseudo-science. One hundred and three early-years educators participated in this study. Results indicate that a large fraction (60%) of the educators subscribe more or less to the astrological principles and an equally large percentage (59%) view both astronomy and astrology as scientific, i.e. can not distinguish between science and pseudo-science. Findings warrant significant concern. Possible effects on young children's attitudes are briefly discussed, as well as possible solutions to the problem, chiefly involving lessons that will address and challenge the educators' views through an in-service education programme aimed at improving their scientific 'literacy' and their critical thinking in this field. Cette étude examine l'attitude des enseignants grecs du primaire vis-à-vis de l'astrologie et détermine s'ils sont capables de faire la différence entre l'astronomie comme science et l'astrologie comme pseudo-science. Cent trois enseignants du primaire ont participé dans cette étude. Les resultats indiquent qu'une grande partie (60%) des enseignants souscrivent plus ou moins aux principes astrologiques et qu'une aussi grande partie (59%) considère l'astrologie et l'astronomie comme des sciences c'est à dire n'arrivent pas à faire la différence entre science et pseudo-science. Les constatations justifient une inquiétude importante. Les éventuelles répercussions sur l'attitude des enfants sont brièvement discutés, de même que les solutions possibles à ce problème, comportant en particulièr des cours qui vont traiter les opinons des enseignants à l'aide des enseignements destinés à perfectionner leurs 'connaissances scientifiques' et leur pensée critique dans ce domaine. Este estudio examina a cual nivel los enseñantes griegos de niños de edad temprana tienen creyencias astrológicas y determina si pueden distinguir entre la astronomía como ciencia y la astrología como seudo-ciencia. Ciento tres enseñantes de niños de edad temprana participaron a éste estudio. Los resultados indican que un porcentaje alto (el 60%) de los enseñantes esencialmente comparte los principios de la astrología y un porcentaje igualmente alto (el 59%) considera científicas tanto la astronomía como la astrología, es decir, no puede distinguir entre la ciencia y la seudo-ciencia. Los hallazgos generan bastante preocupación. Se discuten brevemente los efectos posibles sobre las actitudes de los niños y también las posibles soluciones para el problema, principalmente basadas en clases que se dirigirán a las creyencias seudo-científicas de los enseñantes por medio de un programa interno de formación que tendráel objetivo de mejorar sus conocimientos de ciencias y su pensamiento crítico en cuanto a ésta materia. Der Beitrag untersucht, in welchem Grad die Erzieher in Griechenland astrologische Ansichten haben und erforscht, ob sie zwischen Astronomie als Wissenschaft und der Astrologie als Pseudowissenschaft unterscheiden können. Erzieher haben 103 a in dieser Untersuchung teilgenommen. Aus den Ergebnissen lässt sich erkennen, dass ein grossteil (60%) der Erzieher die Prinzipien der Astrologie billigen und dass ein genauso grosser Prozentsatz (59%) sowohl die Astronomie als auch die Astrologie als Wissenschaften betrachten, d.h. sie können nicht zwischen Wissenschaft und Pseudowissenschaft unterscheiden. Die Ergebnisse versetzen uns in Unruhe. Wir werden uns mit den möglichen Auswirkungen auf die Haltung der Kinder auseinandersetzen und möglichen Lösungen des Problems vor allem durch ein Bildungsprogramm der Erzieher mit dem Ziel ihre KenIntnisse in den Naturwissenschaften und ihr kritisches Denken in diesem Bereich zu verbessern. [ABSTRACT FROM AUTHOR]