Keyword: «secondary school»

The article discusses the use of project models in mathematics lessons. The article describes several popular types of projects. However, for their successful implementation, certain skills and abilities of the teacher are required. The use of project models in mathematics lessons helps develop the skills of infor-mation retrieval, data analysis, creative thinking and social responsibility of students. Successful application of projects requires experience and knowledge in the field of pedagogy and mathematics.

This study is aimed at developing dialogical speech among secondary school students by means of an action-based approach. The study is based on theoretical principles and relevant literature review. The set of exercises for engaging students in various speaking activities was created, including role-playing dialogues, picture-based scenarios, and interview simulations. The results of a set of exercises reveal the increase in the de-velopment of communication skills, student interest and motivation, and enhanced socia-bility. These findings present the educational potential of an activity-based approach in teaching dialogical speech, foster a conductive learning environment, and should be im-plemented in the modern educational landscape.

This investigation analyzes the findings on the presence and impact of bullying in secondary school, which are often overlooked but have a significant impact on students' learning and well-being. We use methods of anonymous testing and private interviews with students, the paper analyzes outcomes, incidences, and consequences, namely, the impact on academic performance. The results emphasize the need for intervention strategies and a supportive educational environment. This brief investigation contributes to the literature as it aims to raise awareness and stimulate action to create a safer environ-ment for educational activities.

The article discusses the use of artificial intelligence in the work of an English teacher. Preparing an interesting and educational lesson and developing teaching materials for it takes a teacher quite a lot of time when using traditional approaches. Modern educational platforms using artificial intelligence can come to the teacher’s aid. They allow you not only to speed up the process of developing materials, but can also help make the lesson as informative, interesting and meeting your goals and objectives as possible. Based on the results of the study, it was concluded that artificial intelligence helps to monitor and adjust the educational process, which is more consistent with the requirements of modern digital society in general and education in particular.

The development of students’ research competence remains one of the priorities for modern school education. However, in practice, it is often carried out mainly outside regular classes and in a fragmented way, while within lessons it is reduced to performing elementary operations. This article analyses hypothesizing as a general learning skill, the mastery of which can contribute to the development of schoolchildren’s research competence. The purpose of the article is to theoretically substantiate and describe a concept of the step-by-step development of the hypothesizing skill among secondary school students. The leading methodological basis for designing the concept is the systems activity-based approach, which allows hypothesizing to be considered as a meaningful, motivated, and verifiable action carried out in the process of solving cognitive tasks. Teaching to advance hypotheses is examined as a means of developing specific aspects of research competence in the course of learning and cognitive activities. The proposed pedagogical model includes goal-oriented, content-related, procedural, and methodological components, as well as diagnostic criteria and pedagogical conditions for integration into the learning process. The model reflects the relationship between mastering hypothesizing techniques and the development of cognitive, operational, and personal components of research competency, which makes it possible to align the development of skills enabling hypothesis building with the assimilation of specific subject content. The theoretical significance of the study lies in clarifying the role of hypothesizing as a learning skill and in substantiating the possibility of its purposeful development as a cross-curricular competence. The practical significance of the study is reflected in the model’s orientation toward classroom implementation (without the need for radical restructuring of lessons) and in the possibility of its flexible application in various educational contexts, provided that appropriate pedagogical conditions are created. The developed model can be employed in pedagogical experiments aimed at testing its effectiveness and assessing its potential for application in educational practice.