Authors:
Dao Thanh Nga
Pages: 607 - 611 Abstract: The ability to communicate and cooperate is one of the most important competencies in life. In addition, experiential activities play a great role in developing students' competencies and qualities, including the ability to communicate and cooperate. However, the development of cooperative communication capacity in primary schools still faces many limitations in both management and educational work. The article presents the results of a survey analysis on 56 teachers and 660 students at Greenfield Inter-level High School on the situation of developing communication and cooperation capacity for students in organizing experiential activities in primary schools. Research results shows the current situation as a scientific basis to propose measures to develop communication and cooperation capacity for students in organizing experiential activities at the primary level. PubDate: 2021-10-08 DOI: 10.12691/education-9-10-1 Issue No:Vol. 9, No. 10 (2021)
Authors:
John Mary Vianney Mitana; Mauro Giacomazzi, Mónica Fontana Abad Pages: 612 - 620 Abstract: The need to nurture learners’ thinking skills both in Uganda and internationally has become a focus of education. This is apparent as studies consistently show the significance of thinking skills for learners both in school and later in life. The intent of this paper is to explore the role of assessment practices and teaching methods in Uganda in fostering higher order thinking skills. The study used a descriptive analytical research method to analyse the underlying mechanisms of national examinations and how they relate to teaching and learning. Data sources and analysis included official documents from the Ministry of Education and Sports, and Government of Uganda as well as academic literature about assessment and examinations. Analysing the current assessment and examinations at the Uganda Certificate of Education (UCE) level, we argue that these assessments and examinations can be one of the ways to compel teachers refocus their pedagogical practices towards learners’ thinking skills. We, however, also acknowledge that this approach can only be successful if teachers possess the technical capabilities to nurture these skills. We also highlight the significant role of a school environment that fosters a culture which encourages and rewards learners for asking questions, challenging colleagues and teachers’ points of view without fear of being punished or reprimanded for challenging authority. PubDate: 2021-10-09 DOI: 10.12691/education-9-10-2 Issue No:Vol. 9, No. 10 (2021)
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