Organizational technics for developing the leadership potential of students in self-government has been a topic of debate in recent times. The article aims to describe ways to allow students to develop creative initiatives in self-government, responsibility and professionalism, independence and social activity. Trends have been defined for improving pedagogical forms and methods of work with students. Develop leadership potential in student self-governance. Improvement of research, cultural, educational, athletic, information and communication skills within student union, which allows young people to develop their professional competencies. Leadership skills require active and professional self-management and self-improvement. A communication culture develops as a result of student autonomy and the manifestation of leadership potential. The authors argue that students, as active participants in the university’s public life, develop their leadership potential by participating in the formation of traditions. Quality preparation of students for a future professional career is possible only if the leadership potential of professional responsibility is developed. Keywords: communication culture; free will; leadership potential; self-government; self-improvement; оrganisational technics
With the use of education in technology, many applications in the field of education are among these teaching methods and techniques in gamification. Gamification provides many skill acquisitions. In this study, it is aimed to examine the opinions of teachers about the social skills gains of gamification for the application of gamification in preschool education. The qualitative method was used in the research. The study was conducted using the case study design, one of the qualitative research methods. Interviews were conducted with 35 preschool teachers working in independent kindergartens. The data obtained, as a result of the research, were analysed in detail using the content analysis method. As a result of the research, it was concluded that gamification education is especially effective in the preschool period and is effective in gaining skills for children. In the same way, it is seen that there are some problems in the implementation of gamification training. These problems can be eliminated with in-service training. It can be solved by providing technological support tools at school. Keywords: Gamification, acquisition, preschool, teacher, education;
With this study, it is aimed to determine the opinions of university students about the gamified classroom model. In this context, gamification activities were used in the classroom process of the gamified classroom model. The study group of the research consisted of 62 university education faculty students who are continuing their education in voluntary universities. The research was carried out in the 2021–2022 fall academic year. In the study, university students were trained in a gamified classroom environment for 4 weeks in order to determine their views on the gamified classroom environment. In the research, semi-structured interview questions developed by the researcher were used to collect data. The questions used in the research were collected by university students with voice recorders. The analysis of the data was interpreted in detail with content analysis. As a result of the research, it has been seen that university students have a positive effect on both their motivation and their lessons with gamified education. Kahoot has been the most preferred application among gamified educational environments. It is concluded that gamification trainings increase students’ interest in the lesson, their success and cooperation.
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