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An experimental study was conducted to find the impact of interactive teaching methods on science learning. 70 students from seventh grade were selected to participate in this study. A control group with 35 randomly assigned students was taught by the traditional lecture method and an experimental group with another 35 students was taught by an interactive teaching method. A pre-test was conducted before implementing the intervention to measure the baseline score while a post-test was administered to measure the impact of the intervention. An ANCOVA (Analysis of Covariance) was used to find the significant difference in science achievement scores of students between the traditional teaching method and interactive teaching method after controlling the effect of pre-test scores. There was a significant difference in students' science achievement scores between students in the traditional teaching group and students in the interactive teaching group, F (2, 67) = 153.47, p <.001 h2 = .82. It was concluded that the interactive teaching method significantly improves student science learning.

Introduction. The future profession of medical psychologists requires a high level of training and is associated with a high responsibility for the lives and health of patients. An important factor in improving the quality of training is the rational organization of the educational process, which contributes to an effective learning process, the acquisition of professional skills. It is possible to educate a real doctor, medical psychologist, specialist in one's field only by introducing a strategy of critical thinking development into the educational process. The goal of this strategy is to "awaken consciousness" as the student becomes aware of the realities around him and seeks solutions. Main part. The introduction of interactive learning methods is in line with the concept of personality-oriented learning and is inextricably linked to the use of active and interactive learning methods, such as brainstorming. The introduction of the method of "brainstorming" in teaching physiology to students of Bukovina State Medical University has demonstrated the creation of comfortable learning conditions in which students feel their success, their intellectual ability, which makes the learning process more productive. Conclusion. The introduction of interactive teaching methods: lectures, practical and seminar classes is a requirement of a modern approach to teaching. Such methods significantly improve the assimilation of the material and form the basis of clinical thinking in students in the first year of medical university.

A paper on the use of interactive teaching methods in teacher training colleges in Zimbabwe. ; This paper dispels the notion that National and Strategic Studies (NASS), as taught in teacher training colleges, is a tool in the service of the sectarian interests of politicians. It shows that NASS is a relevant subject whose objectives serve national interests. It helps students develop such pertinent life skills as research, critical thinking and exposes them to important issues pertaining to their political, social and economic welfare. This is achieved through use ofparticipatory or interactive teaching methods that place the learner at the centre of the learning process. Students learn through discovery and this enables them to formulate their own independent ideas, critically interpret issues and independently formulate ideas based on their own research and findings. The paper argues that the use of these interactive methods make NASS transcend the myopia of patriotic history, a narrowly focused type of history that advances the partisan interests of a particular sector of society at the exclusion of other interpretations of Zimbabwean history which they deem subversive and unpatriotic. Instead, it is argued that NASS fits into the category of' academic historiography', the antithesis of patriotic history, making it a relevant subject in the quest for national development.

This study investigates how family lineage descent groups influence the intergenerational transmission of education for the cohorts of 1940-1989 in the Democratic Republic of Congo (DRC). The study applies both transition matrix and intergenerational persistence (IGP) methods, using the father's years of schooling as a proxy for parental education. The findings suggest a pronounced steady persistence in education for the estimated mean regression coefficient over a period of 49 years. Moreover, results by gender indicate that intergenerational persistence in education has significantly decreased for males in recent cohorts but slightly increased for females. Furthermore, findings suggest that intergenerational persistence has been decreasing in matrilineal descent groups in recent cohorts, while increasing for the patrilineal descent groups. The study gives a good sense of the relationship between family lineage descent and intergenerational transmission of education in DRC. In addition, it indicates that there is both substantial upward and downward intergenerational education mobility in the country.

The main purpose of this article is to present the definition of the author's term "collaborative-interactive teaching methods". In addition to deriving this definition, six collaborative-interactive methods will be presented in a practicalapplied plan. This would give the primary teachers the opportunity to apply them when teaching the "Literature Education" section of the complex school subject Bulgarian Language and Literature. The specific thing about the methods is that they are unpopular and innovative for the Bulgarian primary school. The main methods that were used in that scientific research are theoretical analysis and theoretical synthesis of over 250 methods, from which six were selected and modified.

The article deals with the advantages of the interactive teaching method in foreign language classes. Interactive training is a special form of cognitive activity organization, the way of knowing that is carried out in the form of collective students' activity in which all the participants cooperate with each other, share information, deal with problems in common, simulate situations, estimate doings of others and one's personal conduct, dive in the real atmosphere of business cooperation for the sake of problem solving. It is necessary to emphasize that this teaching method guarantees high motivation, good knowledge and communicability that promote greatly to high level of language proficiency by students.

WOS: 000368866100006 ; In this study, by using Citizenship and Democracy Education Curricula (CDEC) with creative drama and other interactive teaching methods, it was aimed to determine the academic achievement of students, their commitment to democratic values, the reasons of successful student's being successful, and suggest a program for the future education. The study, utulized experimental embedded design, which is one of the mixed method designs, It was conducted with 80 students (Experiment: 30; Control1: 28, Control 2: 22) in secondary school, which is under the aegis of cankaya District National Education Directorate. Data was gathered with "Primary School Citizenship and Democracy Education Course Achievement Test", "The Scale of Commitment to Democratic Values", and "Semi-Structured Interview Form"; data was analyzed by using "Content Analysis" with "Two Factor Anova for Mixed Measures", "Wilcoxon Signed Ranks" and "Mann Withney U" tests. As a result of the study, it is determined that CDEC, which is richened with creative drama and other interactive teaching methods, increases the achievement of students meaningfully, and creates a commitment to democratic values among students. The program is suggested to be used in future citizenship, democracy, and human rights education. ; Bu araştırmada yaratıcı drama ve diğer etkileşimli öğretim yöntemleri kullanılarak Vatandaşlık ve Demokrasi Eğitimi Programının (VDEDP) uygulanması sonucu öğrencilerin akademik başarılarının, demokratik değerlere bağlılıklarının, başarılı öğrencilerin başarılı olma nedenlerinin belirlenmesi ve geleceğin eğitimi için bir program önerisi yapılması amaçlanmıştır. Karma model desenlerinden iç içe deneysel desenin kullanıldığı araştırma, Çankaya İlçe Milli Eğitim Müdürlüğüne bağlı bir ortaokuldaki 80 (Deney: 30; Kontrol 1: 28; Kontrol 2: 22) öğrenci ile yürütülmüştür. Veriler, "İlköğretim Vatandaşlık ve Demokrasi Eğitimi Dersi Başarı Testi", "Demokratik Değerlere Bağlılık Ölçeği" ve "Yarı Yapılandırılmış Görüşme Formu" ile toplanmış; "Karışık Ölçümler İçin İki Faktörlü Anova", "Wilcoxon İşaretli Sıralar" ve "Mann Withney U" testleri ile "İçerik Analizi" kullanılarak çözümlenmiştir. Araştırma sonucunda, araştırmacı tarafından yaratıcı drama yöntemi ve diğer etkileşimli öğretim yöntemleri ile zenginleştirilen VDEDP'nin öğrenci başarılarını anlamlı bir şekilde arttırdığı ve öğrencilerde demokratik değerlere yönelik bağlılık oluşturduğu belirlenmiştir. Programın, gelecekte vatandaşlık, demokrasi ve insan hakları derslerinin öğretiminde kullanılması önerilmiştir.

Interactive teaching is an epitomic strategy that engages as many learners as possible, consequently encouraging the gratification of learning, research methods and heuristic. The entertainment process tends to motivate learning, expands communicative skills, stimulates critical thinking and brings academic contentment. Edutainment is designed to educate through entertainment. Recurrently it encompasses content intended to teach but has concomitant entertainment value. It has been produced by academia, corporations, governments, and other establishments in various countries to distribute information in classrooms and/or via television, radio, media, CMCs etc. Interactive teaching strategy focuses on the transition from passive learners to more active ones, facilitating maximum involvement during lectures, thus an academic metamorphosis takes place - info recipients are becoming completely implied peers of the academic affair. Moreover, it is the methodology of combining the practices of teaching and the form of game to enchant the students and make the utmost of the games operational effect to help education.

From the first years of independence of the Republic of Uzbekistan, special attention has been paid to the improvement of education, in particular, military education. During a historically short period of time, great work has been done in this area in our country, and it continues to this day. The introduction of interactive teaching methods in the education system is one of the important factors in the training of modern personnel. Today, it is not enough for a teacher to have in-depth knowledge in their field and to impart a large amount of knowledge to an audience full of knowledge-hungry young people. Numerous studies have shown that a new approach to teaching and the use of proactive approaches in teaching students is one of the most effective ways of teaching. Simply put, students can easily understand, comprehend, and remember the material provided only when they are actively involved in the learning process. Therefore, today's major methodological innovations require the use of interactive teaching methods. The purpose of creating these teaching recommendations is to reveal the specifics of some interactive teaching methods, to highlight the technologies of correct application of these methods in the classroom. The work of leading teachers of our country and abroad in this area was widely used in the preparation of teaching recommendations. I hope that these recommendations will help teachers of educational institutions to use interactive methods in teaching. This article shows the effectiveness of interactive methods

Information gathering and distribution concerning special needs and different ability learners -- Reaching/teaching varied learners -- Response to intervention, individual education plan and classroom organization -- Individual processing style and social cognition -- The interactive method, student engagement and self-efficacy -- Memories and interactive learning techniques -- Interactive learning technique pluses, leadership building, and alternative means of assessment -- The reciprocity of thinking -- The cognitive collective: thinking and feeling -- Definition and examples of reciprocal thinking phases' skills -- Different ways of teaching, personal commentaries, and author's closing thoughts -- The IM's self-reliance and the "how to" of teaching thinking -- Objectives of the interactive method and its components -- Two personal perspectives addressing special education -- Disabilities, differences and diversity: Maggie Blair -- Autism awareness: author interview of a different abilities child's parent: Kevin Cooney -- Commentary and personal experience: teaching and being special needs -- Commentaries and personal experiences: special needs and different abilities -- Commentary: engaging students with exceptionalities: Patricia Mason -- A teacher with epilepsy: from childhood through retirement: Marc Hoberman -- Author's summative sharing: classroom comfort zone.

The educational strategy has been changed and its main purpose has become bringing up of free, active, informed and responsible citizens, equipped with the skills of critical thinking and loyal to the modern democratic community in order to meet the demands of present-day democratic society

Modern multicultural society arises new demands for professional training of future agrarians. Nowadays abilities to think critically, to build constructive interaction with foreign colleagues, to find understanding with ethnophors during foreign internship, to function effectively in quickly changeable reality, to master a foreign language fluently as a means of cross-cultural communication, to demonstrate tolerant attitude toward a foreign culture in the conditions of euro integration and globalization are required from graduates of the agrarian university. As a result, humanizing and democratization of the pedagogical process have acquired actualization in the system of higher agrarian education. It orientates teachers at abandoning an authoritarian style of educational activity organization and putting interactive teaching methods into practice of higher educational institutions.Realization of interactive teaching methods considerably increases educational motivation and enables successful forming future agrarians' multicultural competence by the foreign language's means thanks to permanent active interaction of all participants of the pedagogical process. Such interaction is collective, group or pair inter-studying, where a teacher and students are equal subjects of education. The use of interactive teaching methods eliminates prevailing of one participant over another, accordingly every expressed opinion on a concrete issue has the right to exist.The implementation of interactive teaching methods in future agrarians' multicultural education at foreign language classes envisages modelling of various socio-cultural situations, which represent the modern world's diversity, developing of the professionally-oriented role plays, universal search of decisions on the basis of the analysis of circumstances and a suitable communicative situation. The essence of interactive teaching reveals in permanent active interaction of the pedagogical process subjects. It appears as reciprocal studying, built on the dialogic ...

У статті висвітлено питання впровадження інтерактивних методів навчання у полікультурній освіті майбутніх фахівців аграрної галузі на заняттях іноземної мови. Розкрито сутність інтерактивного навчання, його головну мету та завдання. Описано етапи реалізації інтерактивних методів у навчально-виховному процесі аграрного ВНЗ. Охарактеризовано специфіку групових і фронтальних форм організації полікультурної освіти під час співнавчання, побудованого на діалогічній основі. Детерміновано правила ведення дискусії. Проаналізовано функції та місце рольової гри у формуванні полікультурної компетентності майбутніх фахівців аграрної галузі на заняттях іноземної мови. ; В статье отражены вопросы внедрения интерактивных методов обучения в поликультурном образовании будущих специалистов аграрной отрасли на занятиях иностранного языка. Раскрыты сущность интерактивного обучения, его главная цель и задания. Описаны этапы реализации интерактивных методов в учебно-воспитательном процессе аграрного вуза. Охарактеризована специфика групповых и фронтальных форм организации поликультурного образования во время сообучения, построенного на диалогической основе. Детерминированы правила ведения дискуссии. Проанализированы функции и место ролевой игры в формировании поликультурной компетентности будущих специалистов аграрной отрасли на занятиях иностранного языка. ; Modern multicultural society arises new demands for professional training of future agrarians. Nowadays abilities to think critically, to build constructive interaction with foreign colleagues, to find understanding with ethnophors during foreign internship, to function effectively in quickly changeable reality, to master a foreign language fluently as a means of cross-cultural communication, to demonstrate tolerant attitude toward a foreign culture in the conditions of euro integration and globalization are required from graduates of the agrarian university. As a result, humanizing and democratization of the pedagogical process have acquired actualization in the system of higher agrarian education. It orientates teachers at abandoning an authoritarian style of educational activity organization and putting interactive teaching methods into practice of higher educational institutions.Realization of interactive teaching methods considerably increases educational motivation and enables successful forming future agrarians' multicultural competence by the foreign language's means thanks to permanent active interaction of all participants of the pedagogical process. Such interaction is collective, group or pair inter-studying, where a teacher and students are equal subjects of education. The use of interactive teaching methods eliminates prevailing of one participant over another, accordingly every expressed opinion on a concrete issue has the right to exist.The implementation of interactive teaching methods in future agrarians' multicultural education at foreign language classes envisages modelling of various socio-cultural situations, which represent the modern world's diversity, developing of the professionally-oriented role plays, universal search of decisions on the basis of the analysis of circumstances and a suitable communicative situation. The essence of interactive teaching reveals in permanent active interaction of the pedagogical process subjects. It appears as reciprocal studying, built on the dialogic basis, where a key role is played by free ideas exchange and polemic. Interactive is such method, in which a future agrarian functions as an active participant of multicultural education: talks, interacts, manages own development. It positively affects intrinsic motivation of the cognitive activity.Having conducted the research, we have found that application of interactive teaching methods has a positive influence on future agrarians' multicultural education at foreign language classes, cultivates their democratic world view, tolerant attitude toward ethnophors, people with different cultural values, customs, traditions, views, teaches to think critically and accept correct decisions in modern multicultural society.The article deals with the issue of the implementation of interactive teaching methods in future agrarians' multicultural education at foreign language classes. The essence of interactive teaching, its key objective and tasks have been considered. The stages of realizing the interactive teaching methods in a pedagogical process of agrarian higher educational institution have been described. The specificity of group and frontal forms of organizing the multicultural education while interactive studying, built on the dialogic basis has been characterized. The rules of conducting discussion have been determined. The functions and place of a role play in forming future agrarians' multicultural competence at foreign language have been analysed.