“Triad” Strategy as an Effective Way of Developing Professional Communication Skills of Physics and Mathematics Students

Клочкова, О. В.; Komochkina, E A; Мустафина, Анна Сабирдзяновна

doi:10.1016/j.sbspro.2016.12.028

Cited by 9 publications

(6 citation statements)

References 2 publications

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“…Previous studies still generally investigate the issues and have not optimized the experimental learning. There have been several studies focused on developing learning strategies, methods, and approaches to improve HOTs (Corder, 1995;Woods et al, 2004;Rickles et al, 2009;Novita, 2010;Atasoy, 2013;Chen et al, 2013;Hošková-Mayerová, 2014;Kusumawati et al, 2015;Klochkova et al, 2016;Prahani et al, 2016;Patriot et al, 2018;Triana et al, 2019). In addition, the researchers also focused on improving the model of teaching (Spektor-Levy et al, 2008;Yuliardi, 2017;Lubis et al, 2018;Alpusari et al, 2019) and learning media (Yang & Heh, 2007;Van Nuland et al, 2012;Elmas et al, 2013;Wang et al, 2015;Pehrson et al, 2016;Yuliardi, 2017;Triana et al, 2019) or evaluation (Ladyshewsky & Gotjamanos, 1997;Susie et al, 1999;Hobgood et al, 2002;Dunbar et al, 2006;Harasym et al, 2008;Calhoun et al, 2010;Pehrson et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Malik¹,

Ubaidillah²

2021

JPII

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This study aims to analyze the effects of experiment models and gender on scientific communication and collaboration skills. This study employed a quasi-experimental design consisting of five groups as control classes and five groups as experimental classes. The subject of this study was 327 students (168 students used HOT Lab and 159 used Multiple Skill; 69 Male and 258 Female from 18 to 22 years old) with heterogeneous skills and learning habits from five different universities representing four regions: Sumatra, Java, Kalimantan, and Sulawesi. The control class conducted activities based on the Higher-order Thinking Laboratory model, while the experimental class conducted activities based on the Multiple Skill Laboratory Activity Model. The data were collected by employing a validated instrument and were analyzed by employing a Multivariate test. This study shows that the experimental model has more significant influences on improving students' skills than gender. Specifically, the Multiple Skill Laboratory Activity Model (MSLAM) improves students’ collaboration skills better than communication skills. MSLAM explores more activities to practice collaboration skills, e.g., brainstorming, exploration, and measurement, while the activities for practicing communication skills is depended on analysis and presentation only. This study also reveals that the experiment model and gender are not suitable for concurrent analysis. This study is expected to provide methods for further researchers to optimize students’ scientific communication and collaboration skills. Furthermore, this study provides an overview for teachers to practice several thinking skills at one time.

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Section: Introductionmentioning

confidence: 99%

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Malik¹,

Ubaidillah²

2021

JPII

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“…Moreover, the number of students-participants in the English section of the conference Modern problems of Physics and Technology (2019) increased, which may indicate that the students became more involved in mastering English for professional purposes as an instrument in their future professional communication. Some quantitative results are also covered in the paper by Klochkova et al (2016).…”

Section: Pedagogical Experiments and Its Preliminary Resultsmentioning

confidence: 99%

Blended Technology In FLT With The Elements Of Lexical Approach For Non-Linguists

Komochkina¹

2020

European Proceedings of Social and Behavioural Sciences

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“…These types of communication сould take place in different spheres of life from cultural, scientific to recreational and professional. The ongoing changes in communicative patterns and their range extension could not but help influencing educational policy and furthering processes of universalization and standardization in professionally oriented instruction [1,2,3,4,5,6].…”

Section: Introductionmentioning

confidence: 99%

“…In accordance with methodological theory the acquisition of technology (some algorithm, or an instrumental tool) of professional communication by involvement into dynamic educational cognitive activity is an indispensable requirement to be pursued for a future specialist training [4,11].That is why, the most sought after practices in FLT are considered to be -making presentations, designing a case study, participating in didactic games and problem-solving lectures in which a student is not only a passive listener but he or she is also involved in logical argumentation and finding an answer to a question posed by a lecturer. In other words, the algorithmization of teaching communication in FL might foster the mastering of speaking skills due to the very nature of the discipline FLT [4,6].…”

Section: Introductionmentioning

confidence: 99%

The strategy of teaching the culture of debating in FL to non-linguist students

Komochkina

Selezneva

2021

E3S Web Conf.

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The article considers some contextual, interdisciplinary and linguistic aspects of developing non-linguistic students’ speaking skills necessary for cross-cultural academic communication, with special attention being paid to the their abilities to master the culture of debating, acquiring specific features of their future profession through learning specialized vocabulary and using a foreign language as an effective tool to reach the professional goals. The proposed strategy of FL communication teaching is rooted in the basics of D. Dorner’s situation integrity’ theory, on the one hand, taking into account discovery patterns of science undergraduates’ educational activity, on the other, and cognitive aspects of academic discourse as well with an emphasis on acquiring professional interlanguage dialogic skills. The proposed course of study is meant to master the professional speaking skills of science undergraduates. The algorithm of teaching has been tested in FL classes with Maths and Physics students of MGOU (Moscow Region State University) during 2019/2020 academic year and obtained the positive approval of FL teaching staff.

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“Triad” Strategy as an Effective Way of Developing Professional Communication Skills of Physics and Mathematics Students

Cited by 9 publications

References 2 publications

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Blended Technology In FLT With The Elements Of Lexical Approach For Non-Linguists

The strategy of teaching the culture of debating in FL to non-linguist students

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