Implementation of Continuous Assessment in Science Teacher Education in Programmes in Rivers State.

This study assessed the level of implementation of continuous assessment in Science Teacher Education programmes in Rivers State Nigeria. The sample consisted of 61 Science education lecturers from two universities and one college of Education (technical) in Rivers State, who were surveyed using descriptive survey research design. The research was guided by three research questions and three hypotheses. The Continuous Assessment Implementation Questionnaire (CASIQ) instrument, developed by the researchers and verified by two lecturers in Science Education and one lecturer in Measurement and Evaluation, was used to collect data. The test-retest approach yielded a reliability coefficient of 0.81 for the instrument. The mean and standard deviation were used to answer research questions, and the t-test was used to assess hypotheses at the 0.05 level of significance. The study's findings revealed a low level of continuous assessment implementation by lecturers in Rivers State's science teacher education programmes. In scientific teacher education programmes, there was no significant difference in the implementation of continuous assessment between university and college of education, senior and junior lecturers, or male and female lecturers. It was recommended that professors employ continuous evaluation in making final decisions about students' academic status and that workshops for lecturers be held to introduce them to the various components of continuous assessment

THE USE OF ARTICULATION LEARNING MODELS IN PAI SUBJECTS AT SMPN 1 PONTANG, BANTEN

This study aims to determine the application of the articulation learning model at SMP Negeri 1 Pontang, especially in the subject of Islamic Religious Education. The method used is a qualitative method using SWOT analysis. The approach in this study is presented descriptively. This research was conducted at SMP Negeri 1 Pontang, Pontang District, Serang Regency, Banten Province. This research explains in detail the flow of articulation learning and also presents about Strenght, Weaknesses, Opportunities and Threats. The results of this study show that the articulation learning model on the strength aspect can train students' absorption and train students' readiness. On the aspect of weakness, this learning model can only be used by certain subjects. The opportunity aspect of this learning model, students are trained in speaking, can speak loudly and clearly. Meanwhile, on the threat aspect, this learning model can not be completed if a teacher is not able to manage learning time, because the articulation learning model requires a lot of time. With the implementation of the articulation learning model in PAI subjects, there are no longer students who think that PAI subjects are boring subjects

Assessing the quality of teachers’ work with an emphasis on individualized educational programs

The specificity of work in regular classes is certainly emphasized by the competencies of teachers to respond to the challenges of individualization of teaching and to provide an individual plan of progress in the educational process, depending on the planned support to the child. Teachers are often dissatisfied due to high expectations of themselves or the system, and there is no empirically based feedback on the quality of their work. In practice, there are also arguments at the expense of poor-quality work that teachers attach more importance to teaching content at the expense of the most important factor in the educational process – students. However, what if these facts do not apply to teachers who are child-oriented? Namely, the aim of the paper was to examine the quality of teachers’ work in the process of creating individualized educational programs taking into account the challenges, working with students of different ages in the classroom and subject teaching. The results confirm that the teachers individualize educational programs in cases of support due to the developmental difficulties of children and that there is no statistically significant difference in work depending on the age of the children. This category of teachers is homogeneous. The results also confirm that it is unjustified to talk about the orientation to educational areas and only then to the student. Only 2.3% of teachers are impressed by the areas of socialization, literacy, mathematics and school skills when designing individualized educational programs. At the same time, this way of working speaks in favor of the teacher as the role model by which we can achieve the quality of upbringing and education for every child

Wireless mobile robotic arm

In recent year, with the increase usage of wireless application, the demand for a system that could easily connect devices for transfer of data over a long distance - without cables, grew stronger. This paper presents the development of a wireless mobile robot arm. A mobile robot that functional to do pick and place operation and be controlled by using wireless PS2 controller. It can move forward, reverse, turn right and left for a specific distance according to the controller specification. The development of this robot is based on Arduino Mega platform that will be interfaced with the wireless controller to the mobile robotic arm. Analysis such as speed, distance, load that can be lifted of the robot has been done in order to know its performance. Finally, this prototype of the robot is expected to overcome the problem such as placing or picking object that far away from the user, pick and place hazardous object in the fastest and easiest way

STIMULATING DIGITAL LITERACY PARTICIPATIONS’ FRAMEWORKS: INNOVATIVE AND COLLABORATIVE LANGUAGE PROJECTS

This paper highlights educators’ innovativeness as digital participants and facilitators adapting themselves in current global educational changes as upshots of technological fusion that influences instructional variation for learners’ real–world. It is perceived that teachers’ flexibility to evolving trends in current instructions is crucial. It is fundamentally a structured expository concept on teachers and students’ development reinforced by theories and researches’ investigated outcomes toward the challenges of emerging pedagogic phenomena sustained by model project- tasks designed for innovative, collaborative and digital literacy participations. This inquisition attempts to respond to the succeeding inquiries: Why do educators innovate in the 21st century? Is professional development necessary to situate contemporary learning? What are the roles of technology and digital literacy for innovative and collaborative instructions? What are the features of digital literacy and digital participations and how do participants pragmatically engage? What are some collaborative and innovative projects that define digital participations? Are these tasks sustained by current and duly sanctioned educational principles and frameworks? Do these tasks conform to the scope of integrated digital literacy taxonomy framework? Do the framework and principles produce practical assessment of outcomes to improve future project-based tasks? An empirical investigation is recommended to test the significance and correlation among students’ project performance towards their attitudes and efficacy on digital literacy.  Article visualizations

Assessing the Scientific Literacy of Prospective Biology Teachers

Scientific literacy is one of the goals of science education so that students can use scientific principles to address science-related problems. A person who possesses scientific literacy was able to recognize, analyze, and design scientific research as well as interpret data using scientific evidence. Students that are scientifically literate can approach challenges by using a scientific approach. Nevertheless, not all of these skills are possessed by students, particularly those who are freshmen in college. The purpose of this study was to determine the scientific literacy skills of prospective biology teachers using the scientific method in the learning process. This research is pre-experimental with the one group pretest – posttest design, respondents was 31 new student of biology education in first semester. Worksheets based on the scientific method are used in the research instrument. Data analysis using the SPSS 25.0 program, paired t test statistical analysis was used for data analysis. The research findings can be concluded that met a significance threshold of 0.000 (p value 0.05), indicating that there was a difference between the typical student scores before and after the scientific method was use

Pedagogical Conditions of Formation Professional Competences of the Bachelor-Economist on the Basis of Understanding

The article describes the issues of professional training of bachelors of Economics in the modern University as a specific educational system. The work clarifies the specificity of professional activity of future bachelors of Economics as subjects of study. The article simulated the educational process as organized in the module-rating system of education in the modern University, developed a conceptual and technological models that determine our understanding of the nature of the content, technologies of formation of professionally significant competences of future bachelors of economy in the modern University. Besides, in the article the organizational-pedagogical conditions providing efficiency of realization of the model are formulated

Pedagogical Conditions of Formation Professional Competences of the Bachelor-Economist on the Basis of Understanding

The article describes the issues of professional training of bachelors of Economics in the modern University as a specific educational system. The work clarifies the specificity of professional activity of future bachelors of Economics as subjects of study. The article simulated the educational process as organized in the module-rating system of education in the modern University, developed a conceptual and technological models that determine our understanding of the nature of the content, technologies of formation of professionally significant competences of future bachelors of economy in the modern University. Besides, in the article the organizational-pedagogical conditions providing efficiency of realization of the model are formulated

OBILJEŽJA KURIKULUMA ZA PREDMET STUDIJA OKOLIŠA U DEVETOGODIŠNJEM OSNOVNOŠKOLSKOM OBRAZOVANJU

The primary school reform in Slovenia (1998) lead to some substantial changes among others also in the subject of Natural and Social Sciences.These happened at both the conceptual and the didactic level. The subject was renamed Natural and Social Sciences about Environmental Studies. By comparatively analyzing the syllabuses for Natural and Social Sciences and Environmental Studies, using the main elements of curriculum as the criteria, we found differences between them in many aspects like teaching aims, contents, teaching forms or interactions and in evaluation (assessment).Sa promjenama osnovnog školstva u Republici Sloveniji (1998) veće promijene doživio je također i nastavni predmet Poznavanje prirode i društva. To se odražava kako na konceptualnom tako i na didaktičnom stupnju. Promijenilo mu se ime u Upoznavanje okoline. Kod komparativne analize nastavnih planova, za predmete Poznavanje prirode i društva i Upoznavanje okoline, upotrijebili smo temeljne elemente kurikuluma. Ustanovljeno je, da među predmetima nastaju razlike kod nastavnih ciljeva, sadržaja, načinu izvođenja i evaluaciji