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Jurnal Cakrawala Pendidikan
ISSN
0216-1370
2442-8620
Издатель
State University of Yogyakarta
2 результаты
Показано: 1 - 2 из 2
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Training of future teachers for the implementation of continuity of pre-school and primary mathematical education(State University of Yogyakarta, 2022-05-30); ; M. Zh. МynzhasarovaThe article deals with the problem of the future teacher's readiness to implement the continuity of preschool and primary mathematical education. The purpose of the study: to determine the level of training of future teachers to implement mathematical education and to summarize the data obtained during the pedagogical experiment. The standard curriculum of preschool education and training and the curriculum of the 1st grade are analyzed to determine the continuity of mathematical education. The authors developed a diagnostic program that allowed students to identify the level of readiness for the implementation of the continuity of math education. To gather objective information about the possibility of their further development, through the content of pedagogical subjects and elective course "Basics of continuity of preschool and elementary math education", as well as to identify ways to stimulate the desire of the interest of students to assimilate the necessary knowledge and skills in this field.Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Training children with autism in Computer Science through inclusive and distance learning: A descriptive and explanatory case studyIn inclusive education, information technology and traditional teaching methods significantly impact the development of child's intelligence, motor skills, and visual and motor analyzers. In this regard, the role of Computer Science (CS) in school is special. In this context, children with autism spectrum disorders (ASD) often benefit from simplified curricula and technological tools, such as distance learning tools, which have gained popularity after COVID-19. This study investigated the pedagogical strategies and outcomes of CS distance learning for children with ASD in inclusive education and determined its effectiveness. This descriptive and explanatory case study focuses on the practice of distance learning process (effectiveness, impact, barriers, problems, etc.). In the context of inclusive education, students with ASD in CS could perform computer tasks remotely along with normal children, and their academic activity increased. While studying remotely, they also encountered several difficulties, as a result of which they tried to solve the problems themselves. It was shown that children with ASD can be taught CS remotely and its advantages are demonstrated. The study indicates that teaching children with ASD to learn CS in inclusive education and distance learning settings is feasible and effective. The results suggest that children with ASD can make significant progress in their computational skills when provided with an environment that meets their learning needs, whether through flexible applications, individualized support, or virtual classroom structures.