Pub Date : 2022-08-31DOI: 10.15293/2658-6762.2204.04
Elena V. Andrienko, O. Popova, Tatyana Aleksandrovna Romm
Introduction. The author examines the development of the institute of class tutorship as an element of social education in Russia, taking into account the current problems of socialization of children and youth, as well as theoretical pedagogical concepts of Russian and international school education. The purpose of the article is to conduct a comparative analysis of approaches to moral and social education within various educational systems and identify the characteristic features of class tutoring in the comparative context. Materials and Methods. The research is theoretical in nature, including analysis, comparison and generalization of Russian and international conceptions of social education as a part of school education. The methodological basis of the research includes historical, socio-cultural, cross-cultural and axiological approaches which enable to consider the specifics of the development of class tutorship on the basis of historical analysis, taking into account social changes, the influence of changing requirements of the state and society, as well as the transformation of value orientations in the process of education development. Results. The paper describes the characteristic features of class tutorship as an element of social education within school education system on the basis of the identified trends in the development of this process in the historical aspect; defines the specifics of Russian educational approaches compared to similar phenomena in international school education; identifies the differences in the professional activities of the class teacher and tutor as subjects of psychological and educational support for students; reveals the interrelations and contradictions of the normative educational process and the socialization of students in the changing society. Conclusions. The specificity of class tutorship as an element of social education of Russian schoolchildren is determined by: professional activities of the teacher who carries out their work in strict regulatory restrictions within the centralization of the general education process; reliance on the creation of a relatively cohesive group of students (school class), which remains almost unchanged throughout the entire period of general school education; the desire of the class teacher to create a highly organized group – a collective based on the common activities, values and relationships of all participants of the educational process; maintaining a balance between individualization and collectivism to create appropriate opportunities for self-realization and self-development of the individual with the inevitable influence of group pressure.
{"title":"Class tutoring in Russian schools as a part of social education: The analysis of educational studies","authors":"Elena V. Andrienko, O. Popova, Tatyana Aleksandrovna Romm","doi":"10.15293/2658-6762.2204.04","DOIUrl":"https://doi.org/10.15293/2658-6762.2204.04","url":null,"abstract":"Introduction. The author examines the development of the institute of class tutorship as an element of social education in Russia, taking into account the current problems of socialization of children and youth, as well as theoretical pedagogical concepts of Russian and international school education. The purpose of the article is to conduct a comparative analysis of approaches to moral and social education within various educational systems and identify the characteristic features of class tutoring in the comparative context. Materials and Methods. The research is theoretical in nature, including analysis, comparison and generalization of Russian and international conceptions of social education as a part of school education. The methodological basis of the research includes historical, socio-cultural, cross-cultural and axiological approaches which enable to consider the specifics of the development of class tutorship on the basis of historical analysis, taking into account social changes, the influence of changing requirements of the state and society, as well as the transformation of value orientations in the process of education development. Results. The paper describes the characteristic features of class tutorship as an element of social education within school education system on the basis of the identified trends in the development of this process in the historical aspect; defines the specifics of Russian educational approaches compared to similar phenomena in international school education; identifies the differences in the professional activities of the class teacher and tutor as subjects of psychological and educational support for students; reveals the interrelations and contradictions of the normative educational process and the socialization of students in the changing society. Conclusions. The specificity of class tutorship as an element of social education of Russian schoolchildren is determined by: professional activities of the teacher who carries out their work in strict regulatory restrictions within the centralization of the general education process; reliance on the creation of a relatively cohesive group of students (school class), which remains almost unchanged throughout the entire period of general school education; the desire of the class teacher to create a highly organized group – a collective based on the common activities, values and relationships of all participants of the educational process; maintaining a balance between individualization and collectivism to create appropriate opportunities for self-realization and self-development of the individual with the inevitable influence of group pressure.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83690009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.15293/2658-6762.2204.06
L. Tikhonova, S. Popova, S. N. Mironenko, P. Vakhrameev, M. E. Pitertsev
Introduction. The article focuses on increasing the objectivity of educational assessment of schoolchildren’s learning achievements. The purpose of the research is to substantiate the increase in the objectivity of educational assessment on the basis of an automated monitoring and evaluation system. Materials and Methods. The study followed an interdisciplinary approach, characterized by integrative properties of educational assessment theory and designing automated learning tools. The authors used the following theoretical research methods: analysis, synthesis and generalization on the problems of improving the objectivity of assessment and the development of automated learning tools. Empirical methods included questionnaires, testing, and educational action research. Results. The factors contributing to the decrease in the objectivity of educational assessment are identified: the subjective and ascertaining nature of assessment, inconsistent recording of students’ academic performance, and delayed correction of students’ learning activities. A system of automated monitoring and evaluation has been developed and implemented, which includes processing, analysis and interpretation of information and monitors the dynamics of students’ learning achievements in real time. During the application of the system, positive changes in the indicators of students’ involvement, motivation and emotional attitude to learning were revealed. The most significant changes were observed in the following indicators: cognitive efficiency, learning motivation, and anxiety (a decrease in the high level of anxiety, an increase in the levels of motivation and cognitive efficiency). The design and implementation of the system were based on organizational, educational and technical conditions. The organizational and educational conditions include various formats for incorporating the system in the structure of the assessment process, while the technical ones set the requirements for the system. Conclusions. The introduction of the automated monitoring and evaluation system contributes to formulating clear criteria for educational assessment, expanding the possibilities for building individual learning trajectories, and increasing the transparency of learning process. The objectivity of the assessment is realized due to the clarity of the requirements for the level of knowledge, skills and abilities of students; specification of the objects of assessment; compliance of the tasks with the goals of educational assessment; well-timed analysis of learning outcomes; and increasing primary schoolchildren’s motivation for learning.
{"title":"Studying the objectivity of educational assessment in schools based on the system of automated monitoring and evaluation","authors":"L. Tikhonova, S. Popova, S. N. Mironenko, P. Vakhrameev, M. E. Pitertsev","doi":"10.15293/2658-6762.2204.06","DOIUrl":"https://doi.org/10.15293/2658-6762.2204.06","url":null,"abstract":"Introduction. The article focuses on increasing the objectivity of educational assessment of schoolchildren’s learning achievements. The purpose of the research is to substantiate the increase in the objectivity of educational assessment on the basis of an automated monitoring and evaluation system. Materials and Methods. The study followed an interdisciplinary approach, characterized by integrative properties of educational assessment theory and designing automated learning tools. The authors used the following theoretical research methods: analysis, synthesis and generalization on the problems of improving the objectivity of assessment and the development of automated learning tools. Empirical methods included questionnaires, testing, and educational action research. Results. The factors contributing to the decrease in the objectivity of educational assessment are identified: the subjective and ascertaining nature of assessment, inconsistent recording of students’ academic performance, and delayed correction of students’ learning activities. A system of automated monitoring and evaluation has been developed and implemented, which includes processing, analysis and interpretation of information and monitors the dynamics of students’ learning achievements in real time. During the application of the system, positive changes in the indicators of students’ involvement, motivation and emotional attitude to learning were revealed. The most significant changes were observed in the following indicators: cognitive efficiency, learning motivation, and anxiety (a decrease in the high level of anxiety, an increase in the levels of motivation and cognitive efficiency). The design and implementation of the system were based on organizational, educational and technical conditions. The organizational and educational conditions include various formats for incorporating the system in the structure of the assessment process, while the technical ones set the requirements for the system. Conclusions. The introduction of the automated monitoring and evaluation system contributes to formulating clear criteria for educational assessment, expanding the possibilities for building individual learning trajectories, and increasing the transparency of learning process. The objectivity of the assessment is realized due to the clarity of the requirements for the level of knowledge, skills and abilities of students; specification of the objects of assessment; compliance of the tasks with the goals of educational assessment; well-timed analysis of learning outcomes; and increasing primary schoolchildren’s motivation for learning.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77781306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.15293/2658-6762.2204.07
Anastasiya Pesha
Introduction. The article is devoted to the involvement of higher education stakeholders in the process of building students and graduates’ careers. The purpose of the article is to summarize modern ideas about the phenomenon of ‘a career lift’ and present author's views on the possibilities of implementing a career lift technology in higher educational institutions. Materials and Methods. The paper presents a subject-centered conceptual model of implementing the career lift technology, based on the methodology of systemic, subject-activity and environmental approaches to scientific cognition. The research methods included etymological and bibliographic analysis used to summarize and clarify the concepts of ‘career’ and ‘career lift’. The modeling method was employed for the complex study and reproduction of the structure and the properties of the career lift technology in universities. Results. The author presented an analysis of existing world approaches to the interpretation of the concept of ‘career’, summarized their main features and presented a clarified definition of this phenomenon. Based on the etymological and bibliographic analysis of the concepts ‘career’, ‘lift’ and ‘career lift’, reflected in dictionaries and scholarly literature (both Russian and international), the author proposed and justified her approach interpreting the career lift phenomenon. As a result, the author proposed two ways of interpreting the concept of the career lift. According to the first one, a career lift is a type of career building chosen by a person. The second one considers career lift as a technology of career support for students, graduates, and professionals. Based on the analysis and personal experience, the author developed and justified a subject-centered model of the career lift technology, implemented in several stages related to individual goals of a person as a subject of education. It is important to note that the model contains links between student's goals and goals and activities of higher education institutions and other stakeholders. The author argues that all the components of each level relatively exist as independent, since they always act interconnected with each other. Conclusions. The author concludes that the subject-centered implementation of the career lift technology, based on the principles of consistency, flexibility, individual and environmental determination, and multidimensionality, is designed to ensure the effectiveness of actions and interactions within its structure.
{"title":"Opportunities for the implementation of career lift technology in higher educational institutions","authors":"Anastasiya Pesha","doi":"10.15293/2658-6762.2204.07","DOIUrl":"https://doi.org/10.15293/2658-6762.2204.07","url":null,"abstract":"Introduction. The article is devoted to the involvement of higher education stakeholders in the process of building students and graduates’ careers. The purpose of the article is to summarize modern ideas about the phenomenon of ‘a career lift’ and present author's views on the possibilities of implementing a career lift technology in higher educational institutions. Materials and Methods. The paper presents a subject-centered conceptual model of implementing the career lift technology, based on the methodology of systemic, subject-activity and environmental approaches to scientific cognition. The research methods included etymological and bibliographic analysis used to summarize and clarify the concepts of ‘career’ and ‘career lift’. The modeling method was employed for the complex study and reproduction of the structure and the properties of the career lift technology in universities. Results. The author presented an analysis of existing world approaches to the interpretation of the concept of ‘career’, summarized their main features and presented a clarified definition of this phenomenon. Based on the etymological and bibliographic analysis of the concepts ‘career’, ‘lift’ and ‘career lift’, reflected in dictionaries and scholarly literature (both Russian and international), the author proposed and justified her approach interpreting the career lift phenomenon. As a result, the author proposed two ways of interpreting the concept of the career lift. According to the first one, a career lift is a type of career building chosen by a person. The second one considers career lift as a technology of career support for students, graduates, and professionals. Based on the analysis and personal experience, the author developed and justified a subject-centered model of the career lift technology, implemented in several stages related to individual goals of a person as a subject of education. It is important to note that the model contains links between student's goals and goals and activities of higher education institutions and other stakeholders. The author argues that all the components of each level relatively exist as independent, since they always act interconnected with each other. Conclusions. The author concludes that the subject-centered implementation of the career lift technology, based on the principles of consistency, flexibility, individual and environmental determination, and multidimensionality, is designed to ensure the effectiveness of actions and interactions within its structure.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"191 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77155721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.15293/2658-6762.2204.01
Alina Olegovna Khromova, Elena Yurievna Bukhtayarova, Alena Alekseevna Klimova, Marianna Aleksandrovna Kurnosova, M. Druzhinina
Introduction. The authors investigate the problem of future educators’ readiness to use innovative technologies in the preschool education system. The purpose of the article is to identify and describe the components of future educators’ readiness to use innovative technologies in the preschool education system, as well as to evaluate the development of motivational, creative, communicative and organizational components of perspective educators’ readiness to use innovative technologies in the preschool education system. Materials and Methods. The study followed the system-activity approach. Within the framework of the methodology of the system-activity approach, the following methods were used: analysis of regulatory legal documents and scholarly literature, systematization and generalization of research data, studying activities of the participants of the educational process and vocational placements, etc. Empirical data were collected using questionnaires developed by the authors and methods of psychological and educational research. Methods of mathematical statistics and visualization of obtained results were used for data processing. The research was conducted at the Northern (Arctic) Federal University named after M.V. Lomonosov in Arkhangelsk (the Russian Federation). The research sample consisted of 2nd, 3rd, 4th, and 5th year full-time and part-time undergraduate students (n = 212) pursuing degree programmes in “Preschool education and psychology”, and "Preschool and primary education" at the Higher School of Pedagogy, Psychology and Physical Education. Results. The authors clarified the concept of future educators’ readiness to use innovative technologies in the preschool education system, identified and described the leading components of their readiness to use innovative technologies. Data analysis allowed to propose methods of measuring motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Moreover, the authors evaluated the development of motivational, creative, communicative and organizational components of the future educators’ readiness to use innovative technologies in the preschool education system. As a part of the research, the need for purposeful formation of educators’ readiness to use innovative technologies has been proved. Conclusions. The article summarizes the conclusions about the need to develop motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Empirical data on the level of the studied components are summarized.
{"title":"Research on motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies","authors":"Alina Olegovna Khromova, Elena Yurievna Bukhtayarova, Alena Alekseevna Klimova, Marianna Aleksandrovna Kurnosova, M. Druzhinina","doi":"10.15293/2658-6762.2204.01","DOIUrl":"https://doi.org/10.15293/2658-6762.2204.01","url":null,"abstract":"Introduction. The authors investigate the problem of future educators’ readiness to use innovative technologies in the preschool education system. The purpose of the article is to identify and describe the components of future educators’ readiness to use innovative technologies in the preschool education system, as well as to evaluate the development of motivational, creative, communicative and organizational components of perspective educators’ readiness to use innovative technologies in the preschool education system. Materials and Methods. The study followed the system-activity approach. Within the framework of the methodology of the system-activity approach, the following methods were used: analysis of regulatory legal documents and scholarly literature, systematization and generalization of research data, studying activities of the participants of the educational process and vocational placements, etc. Empirical data were collected using questionnaires developed by the authors and methods of psychological and educational research. Methods of mathematical statistics and visualization of obtained results were used for data processing. The research was conducted at the Northern (Arctic) Federal University named after M.V. Lomonosov in Arkhangelsk (the Russian Federation). The research sample consisted of 2nd, 3rd, 4th, and 5th year full-time and part-time undergraduate students (n = 212) pursuing degree programmes in “Preschool education and psychology”, and \"Preschool and primary education\" at the Higher School of Pedagogy, Psychology and Physical Education. Results. The authors clarified the concept of future educators’ readiness to use innovative technologies in the preschool education system, identified and described the leading components of their readiness to use innovative technologies. Data analysis allowed to propose methods of measuring motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Moreover, the authors evaluated the development of motivational, creative, communicative and organizational components of the future educators’ readiness to use innovative technologies in the preschool education system. As a part of the research, the need for purposeful formation of educators’ readiness to use innovative technologies has been proved. Conclusions. The article summarizes the conclusions about the need to develop motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Empirical data on the level of the studied components are summarized.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84878888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.15293/2658-6762.2204.09
T. Ermolova, N. Savitskaya, O. Dedova, A. V. Guzova
Introduction. The use of "end-to-end" digital technologies to solve the problem of providing equal access to quality, in particular, foreign-language education, as one of the key goals of inclusive education, is one of the main problems of our time. However, in the absence of research interest of representatives of the academic community in this topic, the launch of the process of developing and approving such practices can be postponed for a long time. The purpose of this article is to determine the possibilities of using digital technologies in teaching children with special adaptive opportunities in a foreign (English) language. Materials and Methods. To achieve the goal, the following research methods were used: general scientific (dialectical, analysis and synthesis, comparison and analogy, annotation, scheduling and summarization), special (systemic, comparative analysis, etc.), research (analysis of Russian and international literature on the problem of research, results of experiments and practical activities of scientists and teachers, etc.). Results. The authors, firstly, have proven that neurotechnologies can act as an integral element of the educational instrumental complex, in particular, a teacher of foreign languages, in working with children with special adaptive capabilities; secondly, it is argued that by now the use of such technologies, in particular, immersive (virtual reality) in teaching both healthy children and children with special educational needs, is effective and subject to the key psychological and educational conditions recommended for implementing. Conclusions. The study has identified the possibilities of using digital technologies, namely virtual reality, in teaching a foreign (English) language to children with special educational needs. The effects produced by such technologies prove not only the possibility of using immersive experience of learning a foreign (English) language by children with special educational needs, but also the need for their integration into the pedagogical instrumental complex of inclusive foreign-language education, regardless of the level of education, the level of foreign language proficiency, teacher competence, teaching and learning facilities, etc.
{"title":"Study of the possibilities of applying immersive experience of learning a foreign (English) language in the virtual reality worlds of children with disabilities","authors":"T. Ermolova, N. Savitskaya, O. Dedova, A. V. Guzova","doi":"10.15293/2658-6762.2204.09","DOIUrl":"https://doi.org/10.15293/2658-6762.2204.09","url":null,"abstract":"Introduction. The use of \"end-to-end\" digital technologies to solve the problem of providing equal access to quality, in particular, foreign-language education, as one of the key goals of inclusive education, is one of the main problems of our time. However, in the absence of research interest of representatives of the academic community in this topic, the launch of the process of developing and approving such practices can be postponed for a long time. The purpose of this article is to determine the possibilities of using digital technologies in teaching children with special adaptive opportunities in a foreign (English) language. Materials and Methods. To achieve the goal, the following research methods were used: general scientific (dialectical, analysis and synthesis, comparison and analogy, annotation, scheduling and summarization), special (systemic, comparative analysis, etc.), research (analysis of Russian and international literature on the problem of research, results of experiments and practical activities of scientists and teachers, etc.). Results. The authors, firstly, have proven that neurotechnologies can act as an integral element of the educational instrumental complex, in particular, a teacher of foreign languages, in working with children with special adaptive capabilities; secondly, it is argued that by now the use of such technologies, in particular, immersive (virtual reality) in teaching both healthy children and children with special educational needs, is effective and subject to the key psychological and educational conditions recommended for implementing. Conclusions. The study has identified the possibilities of using digital technologies, namely virtual reality, in teaching a foreign (English) language to children with special educational needs. The effects produced by such technologies prove not only the possibility of using immersive experience of learning a foreign (English) language by children with special educational needs, but also the need for their integration into the pedagogical instrumental complex of inclusive foreign-language education, regardless of the level of education, the level of foreign language proficiency, teacher competence, teaching and learning facilities, etc.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"231 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76435440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.15293/2658-6762.2203.08
E. A. Chanchaeva, T. K. Kurilenko, Vitali Olegovich Nedelski, E. Kruglikova, A. Grjibovski
Introduction. The article focuses on the problem of the effectiveness of distance learning. The most recent pandemic has led to the widespread use of distance learning as an alternative to the traditional classroom instruction. However, there is no consensus on whether distance education is superior to the traditional teaching in terms of learning outcomes and perception. The purpose of this study is to compare the effectiveness of teaching natural sciences in distance and traditional modes. Materials and Methods. The data were collected via the following general research methods: synthesis and generalization of scholarly literature on the problem, empirical methods including surveys and interviews, and comparative analysis of research findings. A comparative analysis of the effectiveness of distance learning and traditional classroom instruction was conducted relying on the results of teaching natural science disciplines at Gorno-Altaisk State University in the period of 2020-2022, synthesis and analysis of international and Russian studies on the problem. Results. The authors identified the disadvantages and advantages of distance learning with the main focus on natural science disciplines. It has been found that laboratory assignments performed in a distance mode changed the student’s role from being a researcher to the role of an observer. Moreover, there was a decrease in the development of practical skills. Within the framework of traditional learning, the teacher acts as a mentor responsible for enhancing students’ knowledge, for nurturing the culture of behavior while the teacher’s role in distance education is that of a mediator facilitating students’ independent learning. It should also be noted that within distance learning environment teachers cannot perform a range of professional functions beyond educational. As far as final assessment is concerned, it must be emphasized that it can be extremely difficult to conduct objective assessment of students’ knowledge and competencies in a distance learning environment. On the other hand, the advantages of assessment via electronic and online media include flexibility and convenience. Conclusions. The authors conclude that nowadays the effectiveness of teaching natural sciences in the distance learning environment is lower than in the traditional one. In order to increase its efficiency, it is necessary to improve digital technologies and develop new teaching methods suitable for the distance learning environment. The limitations of distance learning include decrease in students’ learning outcomes, objectivity of final assessment, and partial implementation of moral education activities.
{"title":"The effectiveness of distance and traditional teaching natural sciences: A comparative analysis","authors":"E. A. Chanchaeva, T. K. Kurilenko, Vitali Olegovich Nedelski, E. Kruglikova, A. Grjibovski","doi":"10.15293/2658-6762.2203.08","DOIUrl":"https://doi.org/10.15293/2658-6762.2203.08","url":null,"abstract":"Introduction. The article focuses on the problem of the effectiveness of distance learning. The most recent pandemic has led to the widespread use of distance learning as an alternative to the traditional classroom instruction. However, there is no consensus on whether distance education is superior to the traditional teaching in terms of learning outcomes and perception. The purpose of this study is to compare the effectiveness of teaching natural sciences in distance and traditional modes. Materials and Methods. The data were collected via the following general research methods: synthesis and generalization of scholarly literature on the problem, empirical methods including surveys and interviews, and comparative analysis of research findings. A comparative analysis of the effectiveness of distance learning and traditional classroom instruction was conducted relying on the results of teaching natural science disciplines at Gorno-Altaisk State University in the period of 2020-2022, synthesis and analysis of international and Russian studies on the problem. Results. The authors identified the disadvantages and advantages of distance learning with the main focus on natural science disciplines. It has been found that laboratory assignments performed in a distance mode changed the student’s role from being a researcher to the role of an observer. Moreover, there was a decrease in the development of practical skills. Within the framework of traditional learning, the teacher acts as a mentor responsible for enhancing students’ knowledge, for nurturing the culture of behavior while the teacher’s role in distance education is that of a mediator facilitating students’ independent learning. It should also be noted that within distance learning environment teachers cannot perform a range of professional functions beyond educational. As far as final assessment is concerned, it must be emphasized that it can be extremely difficult to conduct objective assessment of students’ knowledge and competencies in a distance learning environment. On the other hand, the advantages of assessment via electronic and online media include flexibility and convenience. Conclusions. The authors conclude that nowadays the effectiveness of teaching natural sciences in the distance learning environment is lower than in the traditional one. In order to increase its efficiency, it is necessary to improve digital technologies and develop new teaching methods suitable for the distance learning environment. The limitations of distance learning include decrease in students’ learning outcomes, objectivity of final assessment, and partial implementation of moral education activities.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75383658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.15293/2658-6762.2203.04
Akryam Zhafyarovich Zhafyarov
Introduction. The article is devoted to monitoring the quality of education and continues the research presented in the author’s previous article. The goal of this work is to improve the author's criterion presented in the above mentioned work in two directions: the first is to strengthen its practical applicability; the second is to deepen research, covering all possible manifestations of problems in the field of quantitative characteristics within the education system (academic performance). Materials and Methods. The methodology of solving this problem and achieving the goal is based on the integration of two important areas of science – mathematics and pedagogy, as well as on the new results obtained by the author in the field of research of dependent and independent samples, which together form the basis of the theory of measuring academic performance. Results. The author has formulated the criterion in order to increase its practical applicability. Consequently, half of the tasks on the problem under study are solved by direct application of the criterion. In the field of deepening the research, a second special class of problems has been found which, together with the first, exhausts all the variety of manifestations of the problem under study in the field of dependent and independent samples. In addition, a two-parameter criterion is introduced, contributing to a more objective way of determining a promising educational technology among competing ones and taking into account the chronology of events. The latter is very important due to the fact that many well–known and widely used criteria (Wilcoxon –Mann - Whitney) are "blind", give the same result for different pairs (X, Y) and (Y, X) and do not follow the chronological order. The recommendation provided by incompetent researchers to rearrange the samples in pairs is very harmful and leads to falsification of results. Conclusions. The introduction of the author's criterion not only contributes to the selection of a decent educational technology, but also reduces the volume of scientific and methodological material on mathematical statistics serving the education system tenfold. It is justified by the fact that instead of 12-15 criteria containing about 100 rules and formulas, only one criterion can be used. In addition, this criterion does not contain contradictions, restrictions on the number of students and categories, etc.
介绍。这篇文章致力于监测教育质量，并继续作者在上一篇文章中提出的研究。本工作的目标是在两个方向上完善上述工作中提出的作者标准:一是加强其实际适用性;二是深化研究，涵盖教育体系内数量特征(学业成绩)领域所有可能出现的问题表现。材料与方法。解决这一问题和实现这一目标的方法论是建立在数学和教育学这两个重要科学领域的整合基础上的，也是建立在作者在依赖样本和独立样本研究领域取得的新成果的基础上的，它们共同构成了学业成绩测量理论的基础。结果。为了提高该标准的实际适用性，笔者制定了该标准。因此，所研究问题的一半任务可以通过直接应用该准则来解决。在深化研究的领域中，发现了第二类特殊的问题，它与第一类问题一起，穷尽了所研究问题在依赖和独立样本领域的各种表现形式。此外，引入了一个双参数标准，有助于以更客观的方式在竞争中确定有前途的教育技术，并考虑到事件的年表。后者是非常重要的，因为许多众所周知的和广泛使用的标准(Wilcoxon - mann - Whitney)是“盲目的”，对不同的对(X, Y)和(Y, X)给出相同的结果，并且不遵循时间顺序。不称职的研究人员建议将样本成对重新排列是非常有害的，并导致结果的伪造。结论。作者的标准的引入不仅有助于选择一种体面的教育技术，而且还将为教育系统服务的数理统计的科学和方法材料的数量减少了十倍。事实证明，只有一个标准可以使用，而不是包含大约100个规则和公式的12-15个标准。此外，该标准不包含矛盾，限制学生的数量和类别等。
{"title":"Criteria for studying dependent and independent samples in the field of education","authors":"Akryam Zhafyarovich Zhafyarov","doi":"10.15293/2658-6762.2203.04","DOIUrl":"https://doi.org/10.15293/2658-6762.2203.04","url":null,"abstract":"Introduction. The article is devoted to monitoring the quality of education and continues the research presented in the author’s previous article. The goal of this work is to improve the author's criterion presented in the above mentioned work in two directions: the first is to strengthen its practical applicability; the second is to deepen research, covering all possible manifestations of problems in the field of quantitative characteristics within the education system (academic performance). Materials and Methods. The methodology of solving this problem and achieving the goal is based on the integration of two important areas of science – mathematics and pedagogy, as well as on the new results obtained by the author in the field of research of dependent and independent samples, which together form the basis of the theory of measuring academic performance. Results. The author has formulated the criterion in order to increase its practical applicability. Consequently, half of the tasks on the problem under study are solved by direct application of the criterion. In the field of deepening the research, a second special class of problems has been found which, together with the first, exhausts all the variety of manifestations of the problem under study in the field of dependent and independent samples. In addition, a two-parameter criterion is introduced, contributing to a more objective way of determining a promising educational technology among competing ones and taking into account the chronology of events. The latter is very important due to the fact that many well–known and widely used criteria (Wilcoxon –Mann - Whitney) are \"blind\", give the same result for different pairs (X, Y) and (Y, X) and do not follow the chronological order. The recommendation provided by incompetent researchers to rearrange the samples in pairs is very harmful and leads to falsification of results. Conclusions. The introduction of the author's criterion not only contributes to the selection of a decent educational technology, but also reduces the volume of scientific and methodological material on mathematical statistics serving the education system tenfold. It is justified by the fact that instead of 12-15 criteria containing about 100 rules and formulas, only one criterion can be used. In addition, this criterion does not contain contradictions, restrictions on the number of students and categories, etc.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77382956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.15293/2658-6762.2203.02
Irina Vitalievna Kazakevich, Tatiana Viktorovna Sinko, V. Pishchik
Introduction. The article analyzes the concepts of tolerance to uncertainty. The problem of the research is that very few studies have investigated the essence of the construct of uncertainty and its determining factors in teaching practice of educators belonging to different types of generations. The purpose of the research is to build a model of the construct of attitude to uncertainty among teachers of different generations. Materials and Methods. 163 teachers aged between 23 and 67 years (Belaya Kalitva, Rostov-on-Don) were interviewed. Data for this study were collected using the following methods and inventories: “Determination of the reflexivity level”; “Tolerance to uncertainty”; “Ten-point personality questionnaire”; methodology of basic stereotypes of normative attitudes in social behavior. Statistical data processing was carried out using the Mann-Whitney difference criterion, exploratory and confirmatory factor analysis. Results. The authors summarized the ideas about the phenomenon of uncertainty in personal, cognitive, situational and affective aspects. The empirical study focusing on comparing the indicators of tolerance to uncertainty was conducted and its relationships with the level of reflexivity, behavior stereotypes and personality traits of teachers – representatives of the "Informational" and "Transitional" generations were identified. Significant differences between representatives of generations in measured indicators were revealed. Both groups demonstrated collectivism in basic behavioral stereotypes. The connection between tolerance to uncertainty and reflexivity was confirmed. Based on empirical data, a four-factor model of teachers' attitude to uncertainty has been constructed, including the level of reflexivity, tolerance to uncertainty, behavior stereotypes, and personality traits. Conclusions. The authors identified the structure and internal connections within a complex psychological object – tolerance to uncertainty. A four-factor model of the construct of the attitude to uncertainty as a difficult-to-formalize object has been constructed and correlated to empirical data.
{"title":"The model of teachers’ attitude to uncertainty construct: With the main focus on different generations of educators","authors":"Irina Vitalievna Kazakevich, Tatiana Viktorovna Sinko, V. Pishchik","doi":"10.15293/2658-6762.2203.02","DOIUrl":"https://doi.org/10.15293/2658-6762.2203.02","url":null,"abstract":"Introduction. The article analyzes the concepts of tolerance to uncertainty. The problem of the research is that very few studies have investigated the essence of the construct of uncertainty and its determining factors in teaching practice of educators belonging to different types of generations. The purpose of the research is to build a model of the construct of attitude to uncertainty among teachers of different generations. Materials and Methods. 163 teachers aged between 23 and 67 years (Belaya Kalitva, Rostov-on-Don) were interviewed. Data for this study were collected using the following methods and inventories: “Determination of the reflexivity level”; “Tolerance to uncertainty”; “Ten-point personality questionnaire”; methodology of basic stereotypes of normative attitudes in social behavior. Statistical data processing was carried out using the Mann-Whitney difference criterion, exploratory and confirmatory factor analysis. Results. The authors summarized the ideas about the phenomenon of uncertainty in personal, cognitive, situational and affective aspects. The empirical study focusing on comparing the indicators of tolerance to uncertainty was conducted and its relationships with the level of reflexivity, behavior stereotypes and personality traits of teachers – representatives of the \"Informational\" and \"Transitional\" generations were identified. Significant differences between representatives of generations in measured indicators were revealed. Both groups demonstrated collectivism in basic behavioral stereotypes. The connection between tolerance to uncertainty and reflexivity was confirmed. Based on empirical data, a four-factor model of teachers' attitude to uncertainty has been constructed, including the level of reflexivity, tolerance to uncertainty, behavior stereotypes, and personality traits. Conclusions. The authors identified the structure and internal connections within a complex psychological object – tolerance to uncertainty. A four-factor model of the construct of the attitude to uncertainty as a difficult-to-formalize object has been constructed and correlated to empirical data.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73337329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.15293/2658-6762.2203.07
I. Novikova, S. Romanenko, M. Lobkis, S. Gavrish, M. V. Semenikhina, A. Sorokina, I. Shevkun
Introduction. This article presents the results of a large-scale research on monitoring the nutrition of students in educational institutions. Nutrition is one of the leading factors determining the health and harmony in the processes of growth and development of the child population. One of the most common consequences of unhealthy eating behavior is overweight and obesity. The study and early detection of risk factors is necessary for the prevention of overweight and obesity, which are an acute problem of modern science and education. The purpose of the study is to assess risk factors for overweight and obesity in schoolchildren in order to develop effective programs for the prevention of childhood obesity and nutritional diseases. Materials and Methods. The research data were collected and processed via the following methods: a questionnaire, analytical and statistical methods using parametric and non-parametric methods of statistics and t-test (in the case of normal distribution of data) and Fisher (U). Differences were considered statistically significant at p<0.05. The STATISTICA-10.0 package and Microsoft Excel were used. Results. As part of the global monitoring of schoolchildren’s nutrition (the survey covered 43.9 thousand schoolchildren from 49 regions of the Russian Federation), the following key risk factors for nutrition-related health disorders in schoolchildren were identified: a violation of the structure of nutrition, unhealthy eating behavior and eating habits, violations in the organization of nutrition in educational institutions and at home. Statistically significant correlation coefficients were found between indicators of normal body weight and family income, between overweight and unhealthy eating habits, and eating behavior, the prevalence of diseases of the digestive system. Forecast indicators of a decrease in the prevalence of obesity with a decrease in the proportion of children with unhealthy eating habits have been established. Conclusions. The results of the study characterize the key risk factors for the development of overweight and obesity in children associated with nutrition. In the future, the results obtained can be used to predict the effectiveness of implemented preventive measures at the level of individual educational institutions and territories of the Russian Federation.
{"title":"Assessment of risk factors for overweight and obesity in schoolchildren for the development of effective prevention programs","authors":"I. Novikova, S. Romanenko, M. Lobkis, S. Gavrish, M. V. Semenikhina, A. Sorokina, I. Shevkun","doi":"10.15293/2658-6762.2203.07","DOIUrl":"https://doi.org/10.15293/2658-6762.2203.07","url":null,"abstract":"Introduction. This article presents the results of a large-scale research on monitoring the nutrition of students in educational institutions. Nutrition is one of the leading factors determining the health and harmony in the processes of growth and development of the child population. One of the most common consequences of unhealthy eating behavior is overweight and obesity. The study and early detection of risk factors is necessary for the prevention of overweight and obesity, which are an acute problem of modern science and education. The purpose of the study is to assess risk factors for overweight and obesity in schoolchildren in order to develop effective programs for the prevention of childhood obesity and nutritional diseases. Materials and Methods. The research data were collected and processed via the following methods: a questionnaire, analytical and statistical methods using parametric and non-parametric methods of statistics and t-test (in the case of normal distribution of data) and Fisher (U). Differences were considered statistically significant at p<0.05. The STATISTICA-10.0 package and Microsoft Excel were used. Results. As part of the global monitoring of schoolchildren’s nutrition (the survey covered 43.9 thousand schoolchildren from 49 regions of the Russian Federation), the following key risk factors for nutrition-related health disorders in schoolchildren were identified: a violation of the structure of nutrition, unhealthy eating behavior and eating habits, violations in the organization of nutrition in educational institutions and at home. Statistically significant correlation coefficients were found between indicators of normal body weight and family income, between overweight and unhealthy eating habits, and eating behavior, the prevalence of diseases of the digestive system. Forecast indicators of a decrease in the prevalence of obesity with a decrease in the proportion of children with unhealthy eating habits have been established. Conclusions. The results of the study characterize the key risk factors for the development of overweight and obesity in children associated with nutrition. In the future, the results obtained can be used to predict the effectiveness of implemented preventive measures at the level of individual educational institutions and territories of the Russian Federation.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"05 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85849704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.15293/2658-6762.2203.06
T. Azatyan
Introduction. The degree of asymmetry in humans and the complication of mechanisms of interhemispheric interaction are formed mainly in the process of learning. However, little attention has been paid to the impact of developmental teaching methods on the regulation of nervous functions in children with intellectual disability. The aim of this article is to study the influence of developmental teaching methods on the regulation of nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain. Materials and Methods. The methodological basis of this research investigation was scholarly works by a number of authors devoted to the study of nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain, regulation of these functions, identifying difficulties, and modeling the system of work with these children. (Boguslavskaya, Miroshnichenko, 2019, Maryutina, Yermolaev 2001, Reuter-Lorenz and others, 2000). Results. The results of the research have shown that we have determined the level of mental development in mentally retarded children aged between 8 and 11 years caused by features of interhemispheric brain organization. We have conducted research of interhemispheric functional asymmetry and interhemispheric interaction in students studying different developmental programs, investigated dynamics of regulation of nervous functions in students aged between 8 and 11 years with impaired mental development and interhemispheric asymmetry. On the basis of the conducted research and work experience, the research findings are presented and a number of recommendations are provided. Conclusions. The results of the research emphasize the necessity of systematic assistance to children with impaired mental development and interhemispheric asymmetry of the brain in the regulation of nervous functions in conditions of developmental learning. The findings should be taken into account in organizing work with this category of children.
{"title":"Influence of developmental teaching methods on the regulation of nervous functions in children with intellectual disability and interhemispheric asymmetry of the brain","authors":"T. Azatyan","doi":"10.15293/2658-6762.2203.06","DOIUrl":"https://doi.org/10.15293/2658-6762.2203.06","url":null,"abstract":"Introduction. The degree of asymmetry in humans and the complication of mechanisms of interhemispheric interaction are formed mainly in the process of learning. However, little attention has been paid to the impact of developmental teaching methods on the regulation of nervous functions in children with intellectual disability. The aim of this article is to study the influence of developmental teaching methods on the regulation of nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain. Materials and Methods. The methodological basis of this research investigation was scholarly works by a number of authors devoted to the study of nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain, regulation of these functions, identifying difficulties, and modeling the system of work with these children. (Boguslavskaya, Miroshnichenko, 2019, Maryutina, Yermolaev 2001, Reuter-Lorenz and others, 2000). Results. The results of the research have shown that we have determined the level of mental development in mentally retarded children aged between 8 and 11 years caused by features of interhemispheric brain organization. We have conducted research of interhemispheric functional asymmetry and interhemispheric interaction in students studying different developmental programs, investigated dynamics of regulation of nervous functions in students aged between 8 and 11 years with impaired mental development and interhemispheric asymmetry. On the basis of the conducted research and work experience, the research findings are presented and a number of recommendations are provided. Conclusions. The results of the research emphasize the necessity of systematic assistance to children with impaired mental development and interhemispheric asymmetry of the brain in the regulation of nervous functions in conditions of developmental learning. The findings should be taken into account in organizing work with this category of children.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80388211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：