• International Journal of Computer Science & Network Security
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• v.22 no.7
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• pp.421-426
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• 2022

This study aimed to determine the effectiveness of the Moodle system in the organization of independent work of students of pedagogical profile.The purpose of the article is to analyze the Moodle platform as an innovative element of educational and pedagogical strategies and a component of the educational and methodological content for the self-study of students.Methodology is divided into clusters: general scientific (analysis, classification), ICT methods (modeling, informatization), and philosophical (synergetics). The study revealed the reorientation of Moodle from an auxiliary element to an alternative format in the organization of independent work of student teachers. Prospects for further scientific research determined in the interest of all participants in the educational process in the further development of Moodle as an effective tool for self-education of future teachers.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.743-754
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• 2007

Whether This paper argues that teacher efficacy is an affective affiliate of pedagogical content knowledge (PCK) based on empirical data of a study on the nature and construct of PCK. This study was a collective case study utilizing qualitative research methods. The participants of the study were three high school science teachers in the U.S. Data was collected from multiple sources such as classroom observation, interviews, teachers' written reflection, students' work samples, and researchers' field notes. Data was analyzed using the "In-depth Analysis of Explicit PCK" developed by the author. Data analysis indicated that teacher efficacy played a critical role in developing PCK by facilitating the movement from PCK to the enactment of PCK.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.1
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• pp.270-278
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• 2018

In this study, the Pedagogical Content Knowledge for childhood's music education and Teacher's Efficacy empirically examined the relationship between teachers' attitudes through structural equation model analysis. Data were collected for 132 infant teachers working for early childhood educational institutions for this study. Structural equation model analysis was performed using SPSS and AMOS. In this research, conformity to the research model was appropriate. Pedagogical content knowledge for childhood's music education clearly confirmed the relationship between the teacher's efficacy, the attitude variables of the teacher. The Pedagogical Content Knowledge for childhood's music education proved to have a meaningful influence on the attitude of the teacher for music education. The Pedagogical Content Knowledge for childhood's music education proved to have a meaningful influence on Teacher's Efficacy for music education. The Pedagogical Content Knowledge for childhood's music education has been found to influence the attitude of the teacher indirectly with the intermediation of Teacher's Efficacy. The effect of the parameter was the effect of the partial parameters. The results of this study can be used as basic material important for strengthening the expertise of young children's teachers for music development of young children. In particular, it was confirmed that the knowledge variable of the content of the music professor of an infant teacher is a very important variable in early childhood music education.

• International Journal of Computer Science & Network Security
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• v.24 no.5
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• pp.165-171
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• 2024

The processes of society's informatization and digitalization necessitate the widespread use of new pedagogical technologies. Through these technologies, comprehensive disclosure of didactic functions of new methods of educational activity and the realization of the potential and creative potential. The use of information and computer multimedia technologies in teaching music art is especially relevant in the intensification of the development of interactive technologies, the transition to mixed forms of learning, and a period of socio-economic and sociopolitical upheavals. The study aims to substantiate the theoretical and applied principles of the analysis of multimedia technology learning musical art in modern conditions and assess the status and trends in their use in conducting educational activities. The study uses general scientific and unique methods of economic analysis, in particular, analysis and synthesis, analogy and comparison, generalization and systematization, and graphic ways. Regarding the results of the study of multimedia technologies for teaching musical art in current conditions, it was found that they contribute to the development of the seeker's creative, creative, and cognitive activity, have a positive impact on learning material, and diversify the educational process. Multimedia technologies such as presentations, programs for watching a video, listening to audio, music and singing karaoke, electronic encyclopedias, and Internet resources are proven to be the most used in music education. They have several qualitative and quantitative advantages, manifested in the possibilities of audio-visual presentation of educational material and significantly higher information density. It is suggested to strengthen the use of such computer programs as Microsoft Word, Ahead Nero, Finale, Adobe Audition, Sound Forge, and Microsoft PowerPoint for musical art classes.

• International Journal of Computer Science & Network Security
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• v.24 no.8
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• pp.184-190
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• 2024

The research involved children and parents of primary school-aged children with cognitive development disorder, as well as scientific and pedagogical workers who organized the psychological and pedagogical principles for organizing distance learning. The purpose of the research lies in establishing how effectively children, parents and their teachers cope with online distance learning during the pandemic, as well as investigating the extent to which such educational technology affects the emotional and behavioural state of the child. The research methodology is based on complexity. In the course of the research, the method of pedagogical experiment was used; observation and questionnaire methods were also introduced; the descriptive method, analysis and synthesis were used to review the theoretical material. The hypothesis lies in the fact that distance online education increases academic difficulties, changes the behavioural and emotional picture of a child with cognitive development disorder; consequently, the behaviour and emotional background will be limited by certain parameters, and this requires the active involvement of parents and teachers in the distance work process. The results of the research have revealed that distance education causes a number of restrictions for children with cognitive development disorder, namely: concentration of attention has decreased, anxiety has increased, and sleep has worsened. Behavioural changes predicted increased restlessness and aggression. Parents and teachers have had methodological, academic and everyday difficulties; all participants in the educational process have been more limited in the conditions of online distance learning. difficulties and improving the behaviour and emotional states of all participants in the educational process.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.447-460
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• 2017

This study asked preservice elementary teachers to conduct an inquiry of observing the moon, and analyzed the phenomena observed, difficulties experienced, and pedagogical suggestions by the preservice teachers. Participants were 31 undergraduate students enrolled in a science course in a university of education. As a part of the course, the preservice teachers observed the moon for about a month and completed personal journals which described the phenomena they observed, difficulties they experienced, and the pedagogical suggestions to help elementary students conduct the same inquiry activity. The analysis of the journals revealed that the preservice teachers observed the moon mostly during the evening or night and that they noticed lunar phases, directions, altitudes, and color and brightness more frequently than other phenomena. The preservice teachers experienced difficulties related to the observation time, lunar phases, directions, and altitudes, and, reflecting on their own experiences, suggested a variety of pedagogical ideas about these difficulties. The pedagogical suggestions by the preservice teachers also included how to help elementary students keep their interest and perform the moon observation for a rather long period of time. Implications for moon investigations in the elementary school science classroom and relevant research were discussed.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.469-472
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• 2021

The article discusses theoretical and methodological issues of modern pedagogical technologies: the essence, structure, functions, principles, conditions for successful functioning in educational process of the university. The article reflects the results of the analysis of publications on the following grounds: 1) levels of presentation of scientific information (theoretical, theoretical and experimental, empirical); 2) signs and properties of educational technologies; 3) approaches to the choice of grounds for classifications of educational technologies; 4) the possibilities of educational technologies in the formation of the academic, communicative and professional competence of a specialist; 5) criteria for assessing the effectiveness of their application in university educational practice; 6) the readiness of university teachers to develop and implement educational technologies.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.7-10
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• 2021

The article analyzes and concretizes the understanding of the differences between the concepts of competence / competence according to the criterion general - personal. Based on the identified characteristics of competence (completed personal quality, activity character, educational result, successful implementation of professional and educational activities), the concept of competence as an integrative dynamic quality of a person, manifested in effective activity in a specific area, is defined. The structure of the IC has been substantiated, including motivational and value; information technology; communicative and reflective components. The content of the named IC components is disclosed. The article analyzes the essence of the characteristics of basic concepts (competence / competence), consideration of information competence in the research of famous scientists in order to concretize the studied phenomenon; concretization of the identified pedagogical conditions in educational process.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.396-402
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• 2022

The study deals with the problem of the formation of pre-service teachers' reflective skills in information environment. The role of reflection as a mechanism of formation of a modern teacher's self-consciousness was cleared up. The technology of formation of pre-service teachers' reflective skills was characterized and tested. The main stages of the technology were: a motivational and cognitive stage, a problematic and practical stage, and a reflective and operational stage. The substantiated pedagogical conditions of formation of pre-service teachers' reflective skills were adhered. The criterial and evaluative characteristics of the formation of pre-service teachers' reflective skills were worked out: components (reflection of personal conformity, reflection of the psychological and pedagogical barriers, reflection of professional growth); criteria (criterion of consistency, criterion of difficulty, criterion of potential); indicators (cognitive-evaluative, value-motivational, activity-creative). The levels of formation of pre-service teachers' reflective skills (insufficient level, acceptable level, and optimum level) were determined. The analysis of students' surveys showed the effectiveness and expediency of using the technology of formation of pre-service teachers' reflective skills in the process of professional training.