Relevant bibliographies by topics / Educational activity

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational activity'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Educational activity"

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Bazarbayev, K., K. Sembyev, and T. Daniyarov. "Educational activity of Turkestan Jadids." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 6–12. http://dx.doi.org/10.31489/2021ped1/6-12.

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The national progressives who have appeared in the majority of the countries of the East at the end of the XIXth beginning of the XXth centuries estimated the Central Asian Jadidism as reflection of the reformatory movement of the local intellectuals. The concept «jadid» formed from Arab «usul-and-jadid» («new method») designates new ways of learning in an example of the European education. Such educational maintenance of Jadidism in the course of social and political development of the country has changed the status of old social and political system, having provided her new, original character. Together with it, process of formation and high-quality changes of Jadidism in the country can be divided into two periods: cultural and educational and period of political struggle. The educational ideas of Jadidism have generated need to reform an education system in the country according to modern models. Naturally, such reforms have adopted also the colonial authorities in the country. In the course of education system reform realization the imperial government protecting colonial interests in the actions relied on the principles of Great Russian chauvinism. This article deals with the new views on jadid movement, educational ideas which created national liberation ideology in Central Asia and also political programs and strategic objectives of national liberation movement.
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Kuznetsova, A. Ia. "REFLEXIVE MECHANISMS OF MODERN EDUCATIONAL ACTIVITY." European Journal of Natural History, no. 3 2020 (2020): 60–64. http://dx.doi.org/10.17513/ejnh.34087.

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Sherwood, Gwen. "Planning an Educational Activity." AORN Journal 51, no. 6 (June 1990): 1586–90. http://dx.doi.org/10.1016/s0001-2092(07)66912-9.

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Gabrielyan, Seda. "Game as Educational Activity." Armenian Folia Anglistika 7, no. 2 (9) (October 17, 2011): 83–93. http://dx.doi.org/10.46991/afa/2011.7.2.083.

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The article aims to highlight the role games play in shaping the psychological image of a child and in the process of his/ her realization as a social being. The research has been conducted with special reference to W. Saroyan’s “Papa, You’re Crazy” where the relationship between the father and the son develops through various games. These, in their turn, contribute to the development of the linguistic abilities and life skills of the child. The article shows that the short story may serve as a unique guideline for child upbringing.
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Ergesheva, Nazira Turalbayevna. "The Structure Of Educational Activity And Their Formation." American Journal of Social Science and Education Innovations 03, no. 03 (March 23, 2021): 105–9. http://dx.doi.org/10.37547/tajssei/volume03issue03-16.

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Research conducted by many psychologists, as well as Uzbek psychologists, allows us to identify the most essential qualities for modern teachers. In this case, the professogram of the teaching profession (a short and comprehensive document that is systematized, studied by labor psychologists and intended for use in future practice) is called a professogram.
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Brendina, N. V. "EDUCATIONAL CHALLENGES AS ACTIVITY MOTIVATORS." Informatics in school, no. 4 (June 23, 2019): 2–7. http://dx.doi.org/10.32517/2221-1993-2019-18-4-2-7.

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The article describes modern motivational schemes aimed at the initiation, formation and development of learning and cognitive motivation of students. The schemes were developed using elements of gamification based on mobile technologies, which made it possible to increase the overall involvement of students in the search for solutions to the problems posed. The didactic potential of the games-сhallenges is considered. The structure of the challenge "Explanation", and stages of a QR-quest are presented. The model is concretized by educational products and student feedback, successfully tested.
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Rustermier, Karen. "The educational activity approval process." AORN Journal 71, no. 4 (April 2000): 882–85. http://dx.doi.org/10.1016/s0001-2092(06)62272-2.

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Baggaley, Jack. "Astronomy Educational Activity in Jordan." Transactions of the International Astronomical Union 24, no. 3 (2001): 163. http://dx.doi.org/10.1017/s0251107x00000584.

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Throughout the last three millennia the area of Jordan, as part of the Arab World, has a rich history in the foundation and development of astronomy. Jordan today is pro-active in developing community programmes of education. I will describe the outreach programmes and community participation that I experienced during my attendence in Jordan at a conference timed to coincide with the Leonid Meteor Storm of November 1999.
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Wallace, Lorraine S., Lori W. Turner, Joyce E. Ballard, and Kenneth Bielak. "Written Physical Activity Educational Materials." Medicine & Science in Sports & Exercise 36, Supplement (May 2004): S109???S110. http://dx.doi.org/10.1097/00005768-200405001-00517.

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Tokmazov, Georgy Vasil'evich. "MATHEMATICAL MODELING IN EDUCATIONAL ACTIVITY." Theoretical & Applied Science 14, no. 06 (June 30, 2014): 44–46. http://dx.doi.org/10.15863/tas.2014.06.14.8.

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Dissertations / Theses on the topic "Educational activity"

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Phelan, Anne M. "An examination of teaching as practical political activity." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08082007-120009/.

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Callor, Suzanne 1967. "Predictors of precocious adolescent sexual activity." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291751.

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The present study examined the possible predictors of precocious sexual behavior in 418 sibling pairs between the ages of 10 and 17. Sexual behavior was measured on a continuum ranging from dating to intercourse. Specific predictors examined included pubertal development, pubertal timing, parental affection, and the personality constructs under-control and extraversion. In addition, several moderating effects between the predictors were tested, none of which were significant. As an additional analysis, this study also examined the effects of precocious sexual activity among one sibling on the other sibling. Results revealed different predictive patterns for males than for females. For males, the personality variables proved to be the strongest predictors of precocious sexual behavior; whereas for females, pubertal timing, extraversion, and parental affection were the strongest predictors. Among sibling pairs, precocity of one sibling was most often the strongest predictor of precocious sexual behavior in the other sibling.
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Kiser, Kari. "Aerobic Physical Activity and the Leadership of Principals." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139042.

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The purpose of this study was to explore if there was a connection between regular aerobic physical activity and the stress and energy levels of principals as they reported it. To begin the research, the current aerobic physical activity level of principals was discovered. Additionally, the energy and stress levels of the principals who do engage in aerobic physical activity on a regular basis, as well as those who do not, were determined.

The conceptual framework for this study was based on the high-performance pyramid theory by Loehr and Schwarz (2001). They theorize that emotional health, mental acuity, and spirituality or a sense of purpose, are supported by physical well being, which is the foundation of the pyramid. When all of the levels are working in harmony, an individual is at his or her ideal performance state.

This study used an Internet survey administered through Survey Monkey via e-mail by the Center for Educational Improvement (CEI), distributed to a national sample of their members, with a response rate of 26%. The data were analyzed using frequencies and percentages, as well as chi square and t tests. Percentages of responses were displayed to describe the data for particular questions that used a rating scale. Findings revealed the majority of principals (65.7%, n=73) do not engage in the recommended amount of aerobic physical activity and that most principals (56.7%, n=63) engage in aerobic physical activity two days or less per week.

This study found the number of principals that engage in the recommended amount of aerobic physical activity and the energy and stress levels of principals that do and do not engage in regular aerobic physical activity. Now that we know the approximate amount of principals who engage in the recommended amount of aerobic physical activity, additional research in this area can be completed. This study indicates there is a need to further research the topic to find if principal leadership is or is not impacted by the amount of aerobic physical activity completed by the school principal.

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Slovinec, D'Angelo Monika Eva. "Motivational determinants of physical activity in patients diagnosed with coronary artery disease." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29165.

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In patients with coronary artery disease (CAD), physical activity has a positive impact on physiological and psychological health. Despite the clear benefits of regular physical activity (PA) on recovery from CAD and overall health, only a small proportion of cardiac patients are active enough to derive any health benefits. While some cardiac patients might attain adequate levels of PA without assistance, research suggests that most inactive people will remain sedentary without intervention. Unfortunately, of patients who participate in exercise-based cardiac rehabilitation programs, 25% to 50% withdraw within the first six months (Oldridge, 1988, 1991; Oldridge, Dormer, & Buck, 1983; Radtke, 1989) and less than 25% of the dropouts continue an activity program sufficient to maintain or improve cardiorespiratory fitness (Radtke, 1989). This suggests that many individuals who engage in organized exercise programs are not motivated to self-regulate their PA behaviour. To promote adherence to regular PA in the cardiac patient population, an understanding of the factors, both interpersonal and interpersonal, underlying the regulation of PA behaviours is required. Theoretical frameworks are needed to link these factors and to identify change agents and targets suitable for intervention in this population. The purpose of the present thesis was to test a motivational model of physical activity regulation in patients with CAD. The Self-Determination Theory (SDT; Deci & Ryan, 1985a, 2000a), a theory of human motivation found to be useful in explaining regulation of health behaviors, was used to relate the various model components. The model links intra- and inter-personal antecedents and consequences of self-determined and non-self-determined motivation (regulatory styles) to predict physical activity regulation directly and indirectly through mediator variables. The present thesis is comprised of two studies designed to test the hypothesized model and verify the overarching role of motivational style in the successful regulation of physical activity behaviours. In the first study physical activity intentions were modelled using a correlational design. Participants diagnosed with CAD completed a one-time questionnaire at the time of admission into hospital or while participating in a hospital-based rehabilitation program. The second study employed a prospective, longitudinal design to predict physical activity behaviour in CAD patients six months after admission to hospital for a CAD diagnosis. Baseline information was collected at time of recruitment, and follow-up data was collected at 2 and 6 months after study intake. Structural equation modeling was used to test the models. Results of the two studies showed that the motivational model reliably predicted self-regulation of PA behavior. That is, the model, consisting of intra- and inter-personal variables, explained a relevant amount of variance in both physical activity intentions and behaviour. In particular, self-determined modes of motivation, at both the general and contextual levels, were found to be pivotal in the successful regulation of physical activity behaviour. The implications of the findings of this thesis research are discussed in relation to the SDT, as well as the design and implementation of exercise-based cardiac rehabilitation programs to facilitate long-term adherence to regular physical activity in the cardiac patient population.
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Kaykayoglu, Ediz Lutfu. "Cultural Intelligence and Student Activity in a Learning Management System." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent157284718604878.

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Kientzler, Alesha Lynne 1970. "An empirical study exploring female students' perceptions of personal disengagement in physical activity." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291539.

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In this study, I explored reasons for fifth and seventh grade girls' personal disengagement from physical activity. Regular participants in physical activity were used as a comparison to a target group of irregular participants. One central finding was that girls who do not participate in physical activity on a regular basis demonstrated a much lower knowledge base of the benefits of physical activity than the regular participants. This suggests that the value girls place on physical activity (i.e. willingness to participate) is related to their activity level (i.e. more active girls have a greater knowledge base). The less informed one is, the less one values physical activity. New contributions to the field of girls and physical activity are made from the findings on how irregular participating girls feel about professional suggestions for increasing their participation rate in physical activity.
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Owen, Katherine. "The relationship between physical activity and educational outcomes in adolescents." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/4eafc8f5a49f00c3c26bd19ef6a28d7ff5e57b8a9b2ff49ec6ef68a903af8bf2/16717980/Owen_2016_The_relationship_between_physical_activity_and_educational.pdf.

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Introduction: Physical activity could promote students’ school engagement (i.e., level of active participation in school activities, positive reactions to school, and investment in school) and academic performance. Studies have found that single bouts of physical activity and regular physical activity promote educational outcomes, including school engagement and academic performance. However, as these studies have not objectively measured single bouts of physical activity or regular physical activity across multiple time points, there is uncertainty as to whether physical activity is beneficial. Therefore, the primary objective of this thesis was to examine the relationship between objectively measured physical activity and school engagement. The secondary objective was to examine the relationship between objectively measured physical activity and academic performance. Methods: The study designs utilised included a systematic review and meta-analysis (Study 1), a cross-sectional study (Study 2), and a longitudinal study (Study 3). The meta-analysis combined the results from 38 studies using a structural equation modelling approach to meta-analysis. The cross-sectional and longitudinal studies recruited a cohort of 2,194 Australian adolescents (M.=.13.40 years, SD.=..73). In the cross-sectional study, adolescents wore an accelerometer during the hour before a mathatmatics lesson to measure physical activity, and completed a questionnaire after the mathematics lesson to assess mathematics engagement. In the longitudinal study, adolescents wore an accelerometer for seven consecutive days to measure regular physical activity, completed a questionnaire to assess usual mathematics engagement, and participated in a standardised mathematics test to measure academic performance. Results: The systematic review and meta-analysis combined evidence from 38 studies addressing the relationship between physical activity and school engagement and concluded that promoting physical activity could benefit school engagement. This study also uncovered two major limitations in the existing literature that would direct subsequent studies. The cross-sectional study found that a single bout of moderate-intensity activity could yield benefits for cognitive mathematics engagement. In contrast, the longitudinal study found that regular total physical activity did not improve mathematics engagement, but was nevertheless beneficial for academic performance. Conclusion: Overall, physical activity could improve school engagement and academic performance. Specifically, single bouts of physical activity could enhance school engagement, while regular total physical activity could improve academic performance.
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Elmakis, Gail Smith. "Survey of physical activity in elementary school classrooms in the state of Virginia." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618726.

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Elementary school age children engage in levels of physical activity that are well below recommended guidelines. It has been suggested that classroom teachers can assist in remedying the problem by providing physical activity breaks and physical activity embedded in instruction. This study utilized the instrument, Physical Activity in the Classroom, to investigate the level of physical activity used in classrooms and to discover whether teachers differed in the amount of activity based on grade level and their own perceived level of personal fitness. It explored academic and behavioral benefits related to incorporating physical activity in the classroom and discovered what supports teachers report they need to incorporate more physical activity during the school day.;The 31-item instrument was tested on a random cluster sample of 393 K-5 elementary school teachers Findings revealed that teachers incorporated low levels of physical activity during their lessons. Math was identified as the subject area where they are most likely to incorporate a physical activity component. The K-5 teachers endorsed academic and behavioral benefits of including physical activity throughout the school day.;They maintained willingness to accept responsibility for including more physical activity but need support from administration and professional development to accomplish the goal. A factor analysis of the study instrument indicated that further refinement is needed to improve construct validity.
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Bartholomew, Mitchell K. "College Students' Attachment and Their Observed Community Blogging Activity." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396958884.

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America, Carina. "Management education via the internet: factors facilitating and inhibiting the adoption of WEBCT at a faculty in a higher education institution." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2432_1188476943.

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The emergence of the Internet and the World Wide Web in particular, impact increasingly on the activities of commerce and industry and in the process also change the manner in which courses are delivered in higher education. The aim of this study ws to investigate the relationship between certain antecedent factors and the adoption of a specific technology called WebCT among lecturers within a business faculty at a higher education institution.

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Books on the topic "Educational activity"

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Ireson, Judith. Learners, learning and educational activity. New York, NY: Routledge, 2008.

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Ireson, Judith. Learners, learning and educational activity. New York, NY: Routledge, 2008.

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Anzar, Uzma. India Education Activity: Final report. Washington, DC: Creative Associates International, Inc., 2000.

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Oosterom, Judy Van. Jumping Jack activity pack. [Ely?]: EARO, 1988.

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Ovchinskiy, Vladimir. Theory of operational-search activity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1199941.

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The textbook contains basic unclassified provisions of the theory of operational investigative activity, the study of which meets the requirements of the state standard of higher legal education. The fundamental works of scientists who have made a significant contribution to the formation and development of the theory of operational search activity are used. Meets the requirements of the federal state educational standards of higher education of the latest generation. For cadets and students of higher educational organizations of the law enforcement system, students studying in the direction of training 40.03.01 "Jurisprudence" (bachelor's level), graduate students and adjuncts, as well as for scientific and pedagogical workers and anyone interested in theoretical issues of operational investigative activities.
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Activity theory perspectives on technology in higher education. Hershey PA: Information Science Reference, an imprint of IGI Global, 2014.

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Krulik, Nancy E. The 50 states: Activity book. New York: Scholastic Inc., 1990.

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Explorations: Educational activities for young children. Englewood, Colo: Teacher Ideas Press, 1991.

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Ruth, Bennett, ed. The official Treehouse activity book. New York: Random House Electronic Pub., 1993.

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Fahey, Stephanie. Australian university activity in Vietnam and mechanisms for co-operation. Canberra: Australian Govt. Pub. Service, 1996.

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Book chapters on the topic "Educational activity"

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Yang, Hongzhi. "Advanced Activity Systems." In Teacher Mediated Agency in Educational Reform in China, 43–84. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15925-6_3.

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Gleason, J. J. "Meaning of Play: What Patterns in Behavior Suggest for Adaptation of Educational and Therapeutic Practice." In Adapted Physical Activity, 257–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_39.

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Burstein, Jill, and John Sabatini. "The Language Muse Activity Palette." In Adaptive Educational Technologies for Literacy Instruction, 275–81. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315647500-20.

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Yamazumi, Katsuhiro. "Hybrid educational innovation and expanding school activity." In Activity Theory and Collaborative Intervention in Education, 113–22. New York: Routledge, 2021. | Series: Routledge research in education: Routledge, 2021. http://dx.doi.org/10.4324/9780367823542-10.

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Lou, Yiping, and Lucille Moon-Michel. "Using Activity Theory in Designing Science Inquiry Games." In Educational Technology and Narrative, 207–18. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69914-1_17.

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Eskildsen, Søren W. "Doing the Daily Routine: Development of L2 Embodied Interactional Resources Through a Recurring Classroom Activity." In Educational Linguistics, 71–101. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52193-6_5.

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Karkalas, Sokratis, and Sergio Gutierrez-Santos. "Eclipse Student (In)Activity Detection Tool." In Open Learning and Teaching in Educational Communities, 572–73. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_75.

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Yamagata-Lynch, Lisa C. "Understanding and Examining Design Activities with Cultural Historical Activity Theory." In Design in Educational Technology, 89–106. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00927-8_6.

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Yamazumi, Katsuhiro. "Activity theory as a new framework for educational research." In Activity Theory and Collaborative Intervention in Education, 21–49. New York: Routledge, 2021. | Series: Routledge research in education: Routledge, 2021. http://dx.doi.org/10.4324/9780367823542-4.

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"Cultural Activity." In Encyclopedia of Educational Philosophy and Theory, 318. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_100179.

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Conference papers on the topic "Educational activity"

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Iancu, Aurelia. "Integration of educational software in preschoolers' activity." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p210-217.

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In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Białożyt, Katarzyna, and Norbert Pikuła. "EDUCATIONAL ACTIVITY OF POLISH SENIORS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0851.

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Abykanova, Bakytgul, Guldana Bekova, Zhupar Bilyalova, Zhannat Sardarova, and Gulmaidan Myrzagereikyzy. "INNOVATIVE ACTIVITY IN THE EDUCATIONAL PROCESS." In 20th International Multidisciplinary Scientific GeoConference Proceedings SGEM 2020. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sgem2020/5.2/s22.095.

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Lubina, Ewa. "Teachers’ Internet Educational Activity Personality Determinants." In The 4th Global Virtual Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/gv.2016.4.1.797.

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Fishman, Boris E. "Educational Expanse And Value Orientations Of University Students’ Educational Activity." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.25.

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Lykova, O., V. Serdyuk, and T. Viflyantseva. "STAGES OF ORGANIZATION OF EDUCATIONAL ACTIVITY IN MODERN HIGHER EDUCATION." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DGTU-PRINT, 2018. http://dx.doi.org/10.23947/itno.2018.3.520-525.

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Uteshkaliyeva, А., and N. Galymova. "Ways of organizing the educational process in elementary school based on the project-research form of educational activity." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, Satbayev University, 2021. http://dx.doi.org/10.31643/2021.18.

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This article examines the ways of organizing the educational process in primary school on the basis of the project-research form of educational activity. The relevance of this topic lies in the search and application of the design and research form of educational activity in primary school, where the main task of teachers is to quickly adapt to modern projects and the ongoing changes in updated learning. The XXI century is called the century of high or digital technologies. Creative, active, fast-learning and inquisitive people are in demand in any industry. The modern system of updated education develops children's research and cognitive structure of activity. Therefore, in the educational program, in almost every country, adjustments are made for the development of students' abilities, based on research and cognitive activity, where one of the first steps is primary school.
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Nedyurmagomedov, G. G. "ECOLOGICAL EDUCATION OF STUDENTING TEENAGERS IN THE PROCESS OF EDUCATIONAL ACTIVITY." In Prirodopol'zovanie i ohrana prirody: Ohrana pamjatnikov prirody, biologicheskogo i landshaftnogo raznoobrazija Tomskogo Priob'ja i drugih regionov Rossii. Izdatel'stvo Tomskogo gosudarstvennogo universiteta, 2020. http://dx.doi.org/10.17223/978-5-94621-954-9-2020-99.

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The article considers the role of environmental education in the formation of the ecological culture of students of adolescents as the ultimate goal. Based on the analysis of the results of experimental work, the effectiveness of the proposed pedagogical conditions for the formation of ecological culture in the process of educational activity in the lessons of natural sciences is revealed.
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Slepko, Iurii N. "Stages of educational activity development in schoolchildren." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-98.

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Watanave, Hidenori. "Educational activity using the photograph mapping system." In ACM SIGGRAPH ASIA 2009 Educators Program. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1666611.1666634.

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Reports on the topic "Educational activity"

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Власова, О. С., and А. А. Попова. Electronic appendix to educational methodically grant "Educational robotics in educational activity of pupils of elementary school". Science and Innovation Center Publishing House, 2014. http://dx.doi.org/10.12731/ofernio.2014.20559.

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2

Anderson, Lowell B., Jerome Bracken, and Marilyn C. Bracken. Review of Department of Defense Education Activity (DODEA) Schools. Volume II: Quantitative Analysis of Educational Quality. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385886.

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3

Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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5

Zhuzhgov, A. I. The Level of Physical Activity at Military-Applied Physical Training Lessons Among Cadets of Military Higher Educational Establishments. Prof. Dr Kuznetsov Alexandre Semenovich, March 2015. http://dx.doi.org/10.14526/26_2015_26.

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6

Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.
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7

Шестопалова (Бондар), Катерина Миколаївна, Ірина Бондаревська, and Беата Кшивош-Ринкевич. Young People’s Citizenship Activity in Times of War Threat: Case of Ukraine. Malmo University, Sweden, 2017. http://dx.doi.org/10.31812/123456789/5942.

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The study explores passive, semi-active and active citizenship among young Ukrainians empirically revealed by Citizenship Behavior Questionnaire among 371 pupils aged 11, 14, 17 – 18 years old. The empirical study is introduced by socio-political and educational description of current situation in Ukraine as well as some historical background.
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KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
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9

Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
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10

Gaponenko, Artiom, and Vitaly Gaponenko. Site «Gaponenko Artiom Vasilievich – autobiography and results of scientific and pedagogical activity». Science and Innovation Center Publishing House, April 2021. http://dx.doi.org/10.12731/www.gaponenko.info.

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The site of Artiom Vasilyevich Gaponenko (https://www.gaponenko.info/) is intended to give a holistic view of the personality and the results of the scientific and pedagogical activity of the author. The site contains an autobiography, a list of scientific and pedagogical works, a link to the developed educational system MLESYS (https://mlesys.ru/), as well as information about advanced training, professional retraining and participation of A.V. Gaponenko. in competitions. At the bottom of the site page there is a personal Science Index counter (RSCI), there is a link to the author's portfolio.
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