Pub Date : 2023-12-31DOI: 10.15293/2658-6762.2306.10
Elena Mikhailovna Karpova, Vladimir Vladimirovich Vagin, Boris Lv. Kupriyanov
Introduction. The article provides a literature review on the problem of cultural conformity of school participatory budgeting practice in traditional ideas about education in Russia. The purpose of the article is to evaluate the conformity of the ideas of school participatory budgeting with traditional approaches to education formed in the twentieth century (works by S. T. Shatsky, A. S. Makarenko, I. P. Ivanov). Materials and Methods. The research methodology relies on the ‘cultural transfer’ concept which is defined as a study of foreign cultural form (the object of the transfer) and its resonance with traditional cultural norms (address of the transfer). A comparative analysis of significant works by Soviet education scholars and research articles of international and Russian authors devoted to school participatory (initiative) budgeting was used as a procedure for conducting this study. The comparison parameters represent a modification of the components of the school educational system. Results. The conformity of school participatory budgeting with the Soviet tradition of education is revealed through the following main results: 1) the similarity in ideas about the educational ideal is characterized (socially active, proactive citizen-owner, focused on improving the environment, capable of expressing and defending their interests); 2) common features in the positioning of the child-adult community as an economic and self-governing organization have been established; 3) the analogy between ‘social creativity’ and ‘experiments with democracy’ is proposed and justified; 4) partnership in child-adult relationships is presented as a common feature of the compared phenomena; 5) in both cases, the determining role of social technology of interaction between participants in the relationship was revealed. Conclusions. The article draws the following conclusion: school participatory budgeting does not contradict the ideas of authoritative twentieth-century pedagogues about education; moreover, it allows to enrich the Soviet experience with modern solutions that take into account the peculiarities of the market economy.
引言本文就学校参与式预算编制实践与俄罗斯传统教育思想的文化一致性问题进行了文献综述。文章旨在评估学校参与式预算编制理念与二十世纪形成的传统教育方法（S. T. Shatsky、A. S. Makarenko、I. P. Ivanov 的著作）的一致性。材料和方法。研究方法以 "文化转移 "概念为基础，该概念被定义为研究外来文化形式（转移对象）及其与传统文化规范（转移地址）的共鸣。本研究采用了对前苏联教育学者的重要著作以及国际和俄罗斯学者关于学校参与性（主动性）预算编制的研究文章进行比较分析的方法。比较参数代表了对学校教育系统组成部分的修改。研究结果学校参与式预算编制与苏联教育传统的一致性主要体现在以下几个方面：1) 关于教育理想的想法具有相似性（积极主动的社会公民--主人，注重改善环境，能够表达和捍卫自己的利益）；2) 儿童--成人社区作为经济和自治组织的定位具有共同特征；3) 提出并论证了 "社会创造力 "与 "民主实验 "之间的类比关系；4) 提出了儿童与成人关系中的伙伴关系是所比较现象的共同特征；5) 在这两种情况下，都揭示了关系参与者之间互动的社会技术的决定性作用。结论。文章得出以下结论：学校参与式预算编制与二十世纪权威教育学家的教育思想并不矛盾；此外，它还可以用考虑到市场经济特殊性的现代解决方案来丰富苏联的经验。
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Pub Date : 2023-12-31DOI: 10.15293/2658-6762.2306.02
V. G. Sharmin, T. N. Sharmina, D. V. Sharmin
Introduction. The article examines how students’ gender determines their diligence in studying core and non-core disciplines, as well as how the level of diligence changes during the transition from the secondary school to the university. The purpose of this article is to identify the level of gender-determined first-year students’ diligence, based on their self-assessment. Materials and Methods. The research follows the structural-functional and aspect-based approaches. In order to achieve the purpose of the research, the authors used theoretical (analysis, synthesis, generalization and systematization of scientific publications) and empirical (questionnaire) methods. Statistical data processing was carried out using the Student's t-test and correlation analysis methods. The experimental research consisting of two stages was conducted at Tyumen State University. At the first stage, the sample consisted of 232 students; at the second stage it included 221 first-year students of various fields of study. The total sample was 453 people, including 242 men and 211 women. Results. It was revealed that the diligence of female students statistically significantly exceeds the diligence of male students in studying core and non-core disciplines at the secondary school, as well as in studying non-core disciplines in the first year of the university. Statistically significant differences in the level of diligence in studying core disciplines at the university between male and female students were not revealed. It is shown that during the transition from the secondary school to the university, diligence in core disciplines does not significantly change in male students, while a small but statistically significant decrease in diligence was recorded in female students. In the first year of university, diligence in non-core disciplines increases statistically significantly in both male and female students. It is established that there are weak correlations between the level of diligence in core disciplines at the secondary school and at the university, in non-core disciplines at the secondary school and at the university, as well as in core and non-core disciplines, regardless of the student’s gender. The reasons for weak correlations require additional study. The conclusions about the influence of various factors on the academic performance of students (determined by the student’s gender) made by the authors at the first stage of the study are confirmed. Conclusions. Based on the self-assessment of first-year university students, statistically significant changes in the level of their diligence during the transition from the secondary school to the university were revealed, as well as statistically significant differences in the level of diligence in studying core and non-core disciplines determined by the student’s gender.
{"title":"Exploration of gender-determined differences in the level of university students’ diligence","authors":"V. G. Sharmin, T. N. Sharmina, D. V. Sharmin","doi":"10.15293/2658-6762.2306.02","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.02","url":null,"abstract":"Introduction. The article examines how students’ gender determines their diligence in studying core and non-core disciplines, as well as how the level of diligence changes during the transition from the secondary school to the university. The purpose of this article is to identify the level of gender-determined first-year students’ diligence, based on their self-assessment. Materials and Methods. The research follows the structural-functional and aspect-based approaches. In order to achieve the purpose of the research, the authors used theoretical (analysis, synthesis, generalization and systematization of scientific publications) and empirical (questionnaire) methods. Statistical data processing was carried out using the Student's t-test and correlation analysis methods. The experimental research consisting of two stages was conducted at Tyumen State University. At the first stage, the sample consisted of 232 students; at the second stage it included 221 first-year students of various fields of study. The total sample was 453 people, including 242 men and 211 women. Results. It was revealed that the diligence of female students statistically significantly exceeds the diligence of male students in studying core and non-core disciplines at the secondary school, as well as in studying non-core disciplines in the first year of the university. Statistically significant differences in the level of diligence in studying core disciplines at the university between male and female students were not revealed. It is shown that during the transition from the secondary school to the university, diligence in core disciplines does not significantly change in male students, while a small but statistically significant decrease in diligence was recorded in female students. In the first year of university, diligence in non-core disciplines increases statistically significantly in both male and female students. It is established that there are weak correlations between the level of diligence in core disciplines at the secondary school and at the university, in non-core disciplines at the secondary school and at the university, as well as in core and non-core disciplines, regardless of the student’s gender. The reasons for weak correlations require additional study. The conclusions about the influence of various factors on the academic performance of students (determined by the student’s gender) made by the authors at the first stage of the study are confirmed. Conclusions. Based on the self-assessment of first-year university students, statistically significant changes in the level of their diligence during the transition from the secondary school to the university were revealed, as well as statistically significant differences in the level of diligence in studying core and non-core disciplines determined by the student’s gender.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"45 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139131372","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 : 2023-12-31DOI: 10.15293/2658-6762.2306.11
Olga Nikolaevna Makarova, A. Bespalov
Introduction. The article examines the problem of productive cooperation between family and school aimed at the development of civic identity and patriotism in Kumandin adolescents as representatives of indigenous small-numbered people, taking into account their ethno-cultural characteristics. The purpose of this article is to identify the conditions enhancing productive cooperation between family and school in solving the problems of forming civic identity and patriotism in Kumandin adolescents. Materials and Methods. The methodological basis of this study includes scientific works by leading experts devoted to the formation of civic identity and patriotism. The empirical data were obtained in Altai Krai in 2023-2023. The study used ‘My Ethnicity’ sociological questionnaire, which enabled the authors to identify cognitive and affective aspects of adolescents’ ethnic identity. Using the scale of civic consciousness as patriotism and nationalism of the International Social Survey Programme (ISSP) allowed to assess constructive and non-constructive manifestations of adolescents’ civic identity. Also, the authors used D. J. Finney’s Ethnic Identity Scale for assessing adolescents’ ethnic identity. In order to identify factors determining the formation of civic identity and patriotism in Kumandin adolescents, a survey of school teachers was conducted and moral education curricula were analyzed. The study involved 90 Kumandin adolescents. Results. The article presents a theoretical analysis of approaches to the formation of civic identity and patriotism. The results of the study showed that the majority of Kumandin adolescents demonstrated a high level of ethnic identification. Based on research data obtained by means of D. J. Finney’s inventory, the authors identified high internal consistency in the manifestations of cognitive and emotional components of adolescents’ ethnic identity. The authors revealed significant features in the intensity of various components of civic and ethnic identity among Kumandin adolescents compared to representatives of other nationalities. In particular, statistically significant strong (d from 0.65 to 0.92) differences were found for all indicators of ethnic identity according to D. J. Finney’s method, with average values higher among Kumandin adolescents. At the same time, it has been found that Kumandin adolescents have a poor understanding of the culture and traditions of their ethnic group, practically do not speak the Kumandin language, and do not strive to demonstrate their belonging to the indigenous people. The study showed the need for schools to organize conditions for productive cooperation between family and school aimed at the formation of civil identity and patriotism in Kumandin adolescents: targeted and systematic educational work on studying Kumandin culture and preserving the language in classes attended by Kumandin students, involving the family as part of civic and patriotic education by means of so
导言。本文研究了家庭和学校为培养库曼丁族青少年的公民身份认同和爱国主义而开展富有成效的合作的问题，库曼丁族是土著少数民族的代表，同时考虑到了他们的民族文化特点。本文旨在确定在解决库曼丁青少年形成公民身份认同和爱国主义的问题时，加强家庭与学校之间富有成效的合作的条件。材料和方法。本研究的方法论基础包括知名专家专门研究公民身份认同和爱国主义形成的科学著作。实证数据于 2023-2023 年在阿尔泰边疆区获得。研究使用了 "我的民族 "社会学问卷，这使作者能够确定青少年民族认同的认知和情感方面。使用国际社会调查计划（ISSP）的爱国主义和民族主义公民意识量表，可以评估青少年公民身份认同的建设性和非建设性表现。此外，作者还使用了 D. J. Finney 的 "民族认同感量表 "来评估青少年的民族认同感。为了确定决定库曼丁青少年公民身份和爱国主义形成的因素，作者对学校教师进行了调查，并对德育课程进行了分析。研究涉及 90 名库曼丁青少年。研究结果文章对形成公民身份和爱国主义的方法进行了理论分析。研究结果表明，大多数库曼丁青少年表现出高度的民族认同感。根据通过 D. J. 芬尼量表获得的研究数据，作者确定了青少年民族认同的认知和情感成分表现的高度内部一致性。与其他民族的代表相比，作者发现库曼丁青少年在公民和民族身份认同的各种成分的强度上有明显的特点。特别是，根据 D. J. 芬尼的方法，在所有民族认同指标上都发现了统计意义上的显著差异（d 从 0.65 到 0.92），库曼丁青少年的平均值更高。同时，研究还发现库曼丁青少年对本民族的文化和传统了解甚少，几乎不会说库曼丁语，也不努力表现自己属于土著民族。研究表明，学校有必要为家庭和学校之间开展富有成效的合作创造条件，以培养库曼丁青少年的公民身份认同和爱国主义精神：在库曼丁学生就读的班级中开展有针对性和系统性的教育工作，学习库曼丁文化和保护库曼丁语言；通过社会项目让家庭参与公民和爱国主义教育；让库曼丁青少年参与与其民族特色相关的公民和爱国主义活动；为教师制定建议。结论。根据所获得的数据，作者确定了家庭和学校开展富有成效的合作的条件，旨在培养库曼丁青少年的公民身份认同和爱国主义。
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Pub Date : 2023-12-31DOI: 10.15293/2658-6762.2306.07
E. Politsinskaya, Alexander Valerievich Trofimov, V. G. Lizunkov
Introduction. The article discusses the problem of developing significant competencies for a future engineer. The purpose of the study is to substantiate the effectiveness of the neurodidactic model of an integrated educational and industrial cluster for preparing labor resources proposed by the authors. Materials and Methods. The research follows the logic of a pedagogical experiment. The development of the neurodidactic model was built on the analysis of pedagogical practices in introducing neuropedagogy into the educational process. As part of the study, the material obtained from the empirical data collection was analyzed and summarized. The sample consisted of 289 students majoring in technical areas of study. V. Smekal and M. Kucher’s “Personality orientation” inventory was chosen to confirm the effectiveness of the proposed neurodidactic model. Results. Theoretical analysis of scholarly literature made it possible to systematize the existing practices of introducing neuropedagogy into the educational process and reveal the most effective ones, as well as to identify factors determining the effectiveness of applying neurodidactic principles in the educational process. The formative experiment involved a revision of educational content and substantiation of the significance of the neurodidactic model of teaching and learning. As part of the formative experiment, most students developed a professional personality orientation, which plays an important role in the development of significant key competencies for an engineer. Conclusions. The research findings indicate that the neurodidactic learning model implemented within the educational process of the university ensures the professional orientation of the student’s personality and, as a result, obtaining high learning outcomes.
简介文章讨论了培养未来工程师重要能力的问题。研究的目的是证实作者提出的综合教育和工业集群的神经教学模式在培养劳动力资源方面的有效性。材料和方法。研究遵循教学实验的逻辑。神经教学模式的开发基于对将神经教学法引入教育过程的教学实践的分析。作为研究的一部分，对从实证数据收集中获得的材料进行了分析和总结。样本包括 289 名主修技术专业的学生。选择了 V. Smekal 和 M. Kucher 的 "人格取向 "量表来确认所提议的神经教学模式的有效性。研究结果通过对学术文献的理论分析，可以系统整理将神经教学法引入教育过程的现有做法，揭示最有效的做法，并确定在教育过程中应用神经教学法原则的有效性的决定因素。形成性实验包括修订教学内容和证实神经教学法教学模式的意义。作为形成性实验的一部分，大多数学生都形成了专业人格取向，这在培养工程师的重要关键能力方面发挥了重要作用。结论。研究结果表明，在大学教育过程中实施的神经教学模式确保了学生的专业人格定位，并因此获得了较高的学习成果。
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Pub Date : 2023-12-31DOI: 10.15293/2658-6762.2306.09
T. S. Vershinina, N. Zhukova
Introduction. The article presents the results of an empirical study of subjective predictors of speech actions. The purpose of the article is to substantiate the indicators of students’ agency in learning on the basis of empirical research in subjective predictors of speech actions. Materials and Methods. The study follows A. N. Leontiev’s activity-based approach, A. A. Verbitsky’s theory of context education, and J. Kelly’s cognitive theory of personality. The research methods include the following: analysis, synthesis, generalization, classification, J. Kelly’s method of repertoire gratings, methods of mathematical statistics. Moreover, the author used co-therapeutic computer system «KELLI-98». Results. The empirical study on the unity of (connection between) subjective predictors of speech actions, which include significant roles, conjugations of the I-real/I-ideal, and the type of communication allowed to reveal four kinds of students’ agency in learning. The first one is a normal type of communication, characterized by manifested agency in interpersonal interaction with all subjects of the educational process, and speech action at the dialogue level. The second is a normal type of communication characterized by latent agency in interpersonal interaction with all subjects of the educational process; speech action at this level is an internal dialogue. The third type is a rigid type of communication distinguished by lack of objectivity in interpersonal interaction with all subjects of the educational process; speech action is characterized by opposition to others and resistance. The fourth type of communication is a rigid one. Its distinctive features include a poorly developed ability to solve problems in interpersonal interaction with all subjects of the educational process; speech actions include manipulation. Conclusions. Finally, relying on the empirical data analysis, the author concludes that the unity of subjective predictors of speech actions (significant roles, conjugation of the I-real/I-ideal, type of communication) is an indicator of ‘activity/inactivity’; on the basis of this indicator, four kinds of students’ learning behaviors are described.
简介文章介绍了言语行为主观预测因素的实证研究结果。文章的目的是在言语行为主观预测因素实证研究的基础上，证实学生在学习中的能动性指标。材料和方法。研究遵循 A. N. 列昂季耶夫的基于活动的方法、A. A. 韦尔比茨基的情境教育理论和 J. 凯利的人格认知理论。研究方法包括以下几种：分析、综合、概括、分类、J.凯利的重奏光栅法、数理统计方法。此外，作者还使用了共同治疗计算机系统 "KELLI-98"。研究结果通过对言语行为主观预测因素（包括重要角色、"我"-"真实"/"我"-"理想 "的连接）和交流类型的统一性（之间的联系）进行实证研究，揭示了学生在学习中的四种能动性。第一种是正常类型的交流，其特点是在与教育过程的所有主体的人际互动中表现出能动性，并在对话层面上采取言语行动。第二种是正常类型的交流，其特点是在与教育过程中所有主体的人际交往中具有潜在的能动性；这一层次的言语行动是一种内部对话。第三种是僵化型交流，其特点是在与教育过程所有主体的人际交往中缺乏客观性；言语行为的特点是与他人对立和抵制。第四种是僵化型交流。其显著特点是在与教育过程的所有主体进行人际交往时，解决问题的能力较差；言语行为包括操纵。结论最后，根据实证数据分析，作者得出结论：言语行为的主观预测因素（重要角色、我-现实/我-理想的连接、交流类型）的统一是 "活动/非活动 "的指标；在此指标的基础上，描述了四种学生的学习行为。
{"title":"The unity of subjective predictors of speech actions as an indicator of the subject’s agency in learning: An empirical study","authors":"T. S. Vershinina, N. Zhukova","doi":"10.15293/2658-6762.2306.09","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.09","url":null,"abstract":"Introduction. The article presents the results of an empirical study of subjective predictors of speech actions. The purpose of the article is to substantiate the indicators of students’ agency in learning on the basis of empirical research in subjective predictors of speech actions. Materials and Methods. The study follows A. N. Leontiev’s activity-based approach, A. A. Verbitsky’s theory of context education, and J. Kelly’s cognitive theory of personality. The research methods include the following: analysis, synthesis, generalization, classification, J. Kelly’s method of repertoire gratings, methods of mathematical statistics. Moreover, the author used co-therapeutic computer system «KELLI-98». Results. The empirical study on the unity of (connection between) subjective predictors of speech actions, which include significant roles, conjugations of the I-real/I-ideal, and the type of communication allowed to reveal four kinds of students’ agency in learning. The first one is a normal type of communication, characterized by manifested agency in interpersonal interaction with all subjects of the educational process, and speech action at the dialogue level. The second is a normal type of communication characterized by latent agency in interpersonal interaction with all subjects of the educational process; speech action at this level is an internal dialogue. The third type is a rigid type of communication distinguished by lack of objectivity in interpersonal interaction with all subjects of the educational process; speech action is characterized by opposition to others and resistance. The fourth type of communication is a rigid one. Its distinctive features include a poorly developed ability to solve problems in interpersonal interaction with all subjects of the educational process; speech actions include manipulation. Conclusions. Finally, relying on the empirical data analysis, the author concludes that the unity of subjective predictors of speech actions (significant roles, conjugation of the I-real/I-ideal, type of communication) is an indicator of ‘activity/inactivity’; on the basis of this indicator, four kinds of students’ learning behaviors are described.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"123 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139134165","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 : 2023-12-31DOI: 10.15293/2658-6762.2306.03
Y. Krasavina, E. Ponomarenko, A. Gareyev, Anastasia Andreevna Shishkina
Introduction. The paper deals with the problem of developing cognitive competence of deaf and hard-of-hearing students when learning in the digital media. It is aimed at identifying and generalizing difficulties and successful strategies of metacognitive and cognitive nature in deaf and hard of hearing students of a technical university when performing assignments in the digital media. Materials and Methods. For the preliminary selection of participants, V. S. Yurkevich's "Intensity of cognitive interests" inventory and N. S. Kopeina’s learning styles questionnaire were used. Qualitative research methods applied included verbal records and observation; data analysis was carried out using the grounded theory method. The study involved 5 deaf and hard-of-hearing students, selected on the basis of survey results and academic performance. During individual sessions, participants were required to complete assignments developed on the basis of a scenario requiring the use of cognitive and metacognitive strategies. Results. The study identified main difficulties and cognitive and metacognitive strategies in carrying out learning activities in the digital media used by deaf and hard-of-hearing students, who were characterized as high achievers. They were generalized and classified into the following categories: understanding the task; predicting the result; planning; information search; online reading; information selection; "survival" strategies; personal learning network. Conclusions. The paper presents specific features of cognitive competence of deaf and hard-of-hearing students in the digital media: limited range of cognitive and metacognitive strategies, and challenges associated with insufficiently developed reading skills at the stage of understanding the task, selecting and correcting keywords, abstract analysis, site selection and information selection. The analysis of the study results led to the conclusion that deaf and hard-of-hearing students should be educated about cognitive and metacognitive e-learning strategies. The identified difficulties when working in the digital media have shown that digital content developers should consider the problem of generating incorrect subtitles, as well as recommendations for the designing digital texts using highlighting, hyperelements and plenty of illustrations.
引言本文论述了在数字媒体学习中培养聋人和重听学生认知能力的问题。其目的是确定和归纳一所技术大学的聋人和重听学生在完成数字媒体作业时遇到的困难以及元认知和认知方面的成功策略。材料和方法。在初步选择参与者时，使用了 V. S. Yurkevich 的 "认知兴趣强度 "量表和 N. S. Kopeina 的学习风格问卷。定性研究方法包括口头记录和观察；数据分析采用基础理论方法。本研究根据调查结果和学习成绩选取了 5 名聋人和重听学生。在个别课程中，参与者需要完成根据需要使用认知和元认知策略的情景而制定的作业。研究结果研究发现了聋人和重听学生在使用数字媒体开展学习活动时遇到的主要困难以及认知和元认知策略。这些策略被归纳为以下几类：理解任务；预测结果；计划；信息搜索；在线阅读；信息选择；"生存 "策略；个人学习网络。结论。本文介绍了聋人和重听者学生在数字媒体中认知能力的具体特点：认知和元认知策略的范围有限，以及在理解任务、选择和修正关键词、抽象分析、网站选择和信息选择阶段与阅读技能发展不足有关的挑战。对研究结果进行分析后得出的结论是，应向聋人和重听学生传授认知和元认知电子学习策略。在数字媒体工作中发现的困难表明，数字内容开发人员应考虑生成错误字幕的问题，并建议在设计数字文本时使用突出显示、过度补充和大量插图。
{"title":"Learning experiences of deaf and hard-of-hearing students in digital media: challenges and the use of cognitive and metacognitive strategies","authors":"Y. Krasavina, E. Ponomarenko, A. Gareyev, Anastasia Andreevna Shishkina","doi":"10.15293/2658-6762.2306.03","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.03","url":null,"abstract":"Introduction. The paper deals with the problem of developing cognitive competence of deaf and hard-of-hearing students when learning in the digital media. It is aimed at identifying and generalizing difficulties and successful strategies of metacognitive and cognitive nature in deaf and hard of hearing students of a technical university when performing assignments in the digital media. Materials and Methods. For the preliminary selection of participants, V. S. Yurkevich's \"Intensity of cognitive interests\" inventory and N. S. Kopeina’s learning styles questionnaire were used. Qualitative research methods applied included verbal records and observation; data analysis was carried out using the grounded theory method. The study involved 5 deaf and hard-of-hearing students, selected on the basis of survey results and academic performance. During individual sessions, participants were required to complete assignments developed on the basis of a scenario requiring the use of cognitive and metacognitive strategies. Results. The study identified main difficulties and cognitive and metacognitive strategies in carrying out learning activities in the digital media used by deaf and hard-of-hearing students, who were characterized as high achievers. They were generalized and classified into the following categories: understanding the task; predicting the result; planning; information search; online reading; information selection; \"survival\" strategies; personal learning network. Conclusions. The paper presents specific features of cognitive competence of deaf and hard-of-hearing students in the digital media: limited range of cognitive and metacognitive strategies, and challenges associated with insufficiently developed reading skills at the stage of understanding the task, selecting and correcting keywords, abstract analysis, site selection and information selection. The analysis of the study results led to the conclusion that deaf and hard-of-hearing students should be educated about cognitive and metacognitive e-learning strategies. The identified difficulties when working in the digital media have shown that digital content developers should consider the problem of generating incorrect subtitles, as well as recommendations for the designing digital texts using highlighting, hyperelements and plenty of illustrations.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139135883","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 : 2023-12-31DOI: 10.15293/2658-6762.2306.08
Anastasia V. Pesha, Svetlana Yurievna Patutina
Introduction. The article presents an analysis of approaches to the problem of effective assessment of university students’ research competencies. The purpose of the article is to reveal and demonstrate the results of adopting the inventory for assessing students’ research competencies, focusing on the level and direction of their development. Materials and Methods. The research is based on the application of a systematic approach and contextual methods in the assessment and development of university students’ research competencies. The authors applied comparative and retrospective analysis, systematization and generalization of existing approaches and methods for assessing students’ research competencies, which allowed them to develop and propose a content-based inventory. The empirical part of the study was conducted at the Department of Labor Economics and Personnel Management at Ural State University of Economics. More than 80 full-time students took part in the research by testing the inventory. The results of the empirical testing are presented using the tools of descriptive statistics, Spearman's correlation analysis, and Student's t-test determination. Results. Based on reviewing scholarly literature, the authors substantiate the importance of involving students in research activities and the development of research competencies (RC) as competitive advantages in the labor market. On the basis of generalization, a number of research approaches to the development and application of methods for assessing students’ RC are revealed. As a result, the authors present a six-component questionnaire for assessing research competencies as the basis of a comprehensive and personalized approach to the development of students’ potential, including: theoretical-information, cognitive, communicative, motivational-organizational, operational-activity and reflexive-prognostic components. The effectiveness of the inventory is proved by its content validity and the results of a two-stage approbation of the questionnaire in groups of students with and without research experience. The results of empirical testing of the inventory confirm that with comprehensive, contextual and systematic approaches to the assessment of research competencies containing personal recommendations for their development, the indicators for all 6 components of RC increase. Conclusions. The study concludes that there are many approaches to the assessment of RC and each of the methods can be relevant to the research tasks in the case of complexity and consistency. The six-component inventory has passed the stage of content validation and has shown relevance to the tasks of assessing university student’ research competencies with the main focus on the level and direction of their development.
导言。文章分析了有效评估大学生研究能力的方法。文章旨在揭示和展示采用清单评估学生研究能力的结果，重点关注学生研究能力的发展水平和方向。材料与方法。研究基于系统方法和情境方法在大学生研究能力评估和发展中的应用。作者对评估学生研究能力的现有方式和方法进行了比较和回顾分析、系统化和概括，从而制定并提出了基于内容的清单。研究的实证部分是在乌拉尔国立经济大学劳动经济与人事管理系进行的。80 多名全日制学生参与了研究，对清单进行了测试。实证测试的结果使用描述性统计、斯皮尔曼相关分析和学生 t 检验等工具进行确定。结果。根据对学术文献的回顾，作者证实了让学生参与研究活动和培养研究能力（RC）作为劳动力市场竞争优势的重要性。在归纳的基础上，揭示了开发和应用学生研究能力评估方法的一些研究方法。因此，作者提出了一个由六部分组成的研究能力评估问卷，作为全面和个性化的学生潜能开发方法的基础，其中包括：理论-信息、认知、交流、动机-组织、操作-活动和反思-诊断部分。该清单的有效性通过其内容的有效性以及在有研究经验和无研究经验的学生群体中对问卷进行的两阶段批准结果得到了证明。对清单进行实证测试的结果证实，采用全面、情景化和系统化的研究能力评估方法（包含个人发展建议）可以提高研究能力所有六个组成部分的指标。结论。本研究得出结论，研究能力评估有多种方法，每种方法在复杂性和一致性方面都与研究任务相关。六要素清单已经通过了内容验证阶段，并显示出与评估大学生研究能力任务的相关性，主要侧重于其发展水平和方向。
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Pub Date : 2023-12-31DOI: 10.15293/2658-6762.2306.04
L. Letyagin, Denis Yu. Ignatev
Introduction. The article examines the problem of informatization of a globalized society. The purpose of the study is to summarize the ideas about the ‘constants’ and ‘variables’ of modern university education as a self–organizing system actively involved in the processes of digitalization. Materials and Methods. In order to achieve the research aim, a thematic review of Russian and international studies on the issues of informatization of a globalized society has been conducted. The study involved a comparison of alternative points of view reflected in the works by B. Readings, P. Cramer, etc. The analysis of existing theories of the information society has been carried out. Results. Reviewing the results of Russian and international studies has shown that the world picture today is structured predominantly by the modern media, while most globalizing trends are becoming less and less manageable. The history of philosophy frequently addresses the problem analysis of such paradigmatic shifts which arise implicitly and take shape in emergence. The article discloses the authors’ understanding of ‘constants’ and ‘variables’ in contemporary university education as a self-organizing system that is rapidly undergoing an intensive process of digitalization. A traditional European university typically demonstrates its ‘aura of age’. The questions are: ‘To what extent is the structure of consciousness influenced by the development of digital resources and by outsourcing the functions of academic word and of individual memory to external digital data media?’; ‘To what degree can production of university knowledge act as an intellectual practice and determine the independence of thinking?’ The problem of establishing the topic of academic engagement and interaction in online formats is considered to be debatable. The authors show that today individuals as subjects of cognitive activities find themselves in a situation where they face value choices, which, in their turn, determine the prospects and the potential of cultural development. Mnemonic operations are to longer perceived as the art of memory. This problem attains special significance during the process of building humanitarian education within the system of electronic communication. One cannot claim categorically that individuals cease to think structurally when they relay the function of storing information to digitized sign systems as a universal resource. Conclusions. The conducted research allowed the authors to conclude that the development of digital technologies as a means of fulfilling social interests means positioning the idea of ‘digital equality’ as the main social asset. This has stimulated establishing cardinally new directions in humanities research. At the same time, the need in relevant and timely connections between the concepts of infogenesis and semiosis is seen today as one of the most current issues in world paradigm problems.
{"title":"‘Constants’ and ‘variables’ of digitalized education","authors":"L. Letyagin, Denis Yu. Ignatev","doi":"10.15293/2658-6762.2306.04","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.04","url":null,"abstract":"Introduction. The article examines the problem of informatization of a globalized society. The purpose of the study is to summarize the ideas about the ‘constants’ and ‘variables’ of modern university education as a self–organizing system actively involved in the processes of digitalization. Materials and Methods. In order to achieve the research aim, a thematic review of Russian and international studies on the issues of informatization of a globalized society has been conducted. The study involved a comparison of alternative points of view reflected in the works by B. Readings, P. Cramer, etc. The analysis of existing theories of the information society has been carried out. Results. Reviewing the results of Russian and international studies has shown that the world picture today is structured predominantly by the modern media, while most globalizing trends are becoming less and less manageable. The history of philosophy frequently addresses the problem analysis of such paradigmatic shifts which arise implicitly and take shape in emergence. The article discloses the authors’ understanding of ‘constants’ and ‘variables’ in contemporary university education as a self-organizing system that is rapidly undergoing an intensive process of digitalization. A traditional European university typically demonstrates its ‘aura of age’. The questions are: ‘To what extent is the structure of consciousness influenced by the development of digital resources and by outsourcing the functions of academic word and of individual memory to external digital data media?’; ‘To what degree can production of university knowledge act as an intellectual practice and determine the independence of thinking?’ The problem of establishing the topic of academic engagement and interaction in online formats is considered to be debatable. The authors show that today individuals as subjects of cognitive activities find themselves in a situation where they face value choices, which, in their turn, determine the prospects and the potential of cultural development. Mnemonic operations are to longer perceived as the art of memory. This problem attains special significance during the process of building humanitarian education within the system of electronic communication. One cannot claim categorically that individuals cease to think structurally when they relay the function of storing information to digitized sign systems as a universal resource. Conclusions. The conducted research allowed the authors to conclude that the development of digital technologies as a means of fulfilling social interests means positioning the idea of ‘digital equality’ as the main social asset. This has stimulated establishing cardinally new directions in humanities research. At the same time, the need in relevant and timely connections between the concepts of infogenesis and semiosis is seen today as one of the most current issues in world paradigm problems.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"54 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130736","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 : 2023-12-31DOI: 10.15293/2658-6762.2306.05
M. Ashilova, A. Begalinov, Y. V. Pushkarev, K. Begalinova, E. Pushkareva
Introduction. This article presents an analysis of a number of academic researches (in the Russian Federation, the Republic of Kazakhstan and the world) on the future prospects of the higher education system of post-digital university. The article aim is to determine the philosophical aspects of the ongoing changes based on a review of current research on the problem. Materials and Methods. The main methods of the proposed research are the philosophical analysis of academic researches in the field of education, as well as a review of the philosophical literature of 2020-2023 on the trends of the post-digital university. Results. The authors note that currently it put in the first place not the productivity of education, but its social characteristics. In a post-digital university, a radical paradigm shift is needed, the rejection of the standardized, algorithmic structure of the university, its transition to a socially significant, critical, responsible device. The authors show that new technologies, as well as digitalization in education, should not be a goal, but a means. Only then can progress in education and significant social transformations be possible. Conclusions. In conclusion, the authors note that the digitalization of the educational process itself, described in the leading documents on education, will not lead to any results, unless it is accompanied by serious transformations in the content of education.
{"title":"Transformation of the higher education system in the context of digital change: A research review on trends in the development of a post-digital university","authors":"M. Ashilova, A. Begalinov, Y. V. Pushkarev, K. Begalinova, E. Pushkareva","doi":"10.15293/2658-6762.2306.05","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.05","url":null,"abstract":"Introduction. This article presents an analysis of a number of academic researches (in the Russian Federation, the Republic of Kazakhstan and the world) on the future prospects of the higher education system of post-digital university. The article aim is to determine the philosophical aspects of the ongoing changes based on a review of current research on the problem. Materials and Methods. The main methods of the proposed research are the philosophical analysis of academic researches in the field of education, as well as a review of the philosophical literature of 2020-2023 on the trends of the post-digital university. Results. The authors note that currently it put in the first place not the productivity of education, but its social characteristics. In a post-digital university, a radical paradigm shift is needed, the rejection of the standardized, algorithmic structure of the university, its transition to a socially significant, critical, responsible device. The authors show that new technologies, as well as digitalization in education, should not be a goal, but a means. Only then can progress in education and significant social transformations be possible. Conclusions. In conclusion, the authors note that the digitalization of the educational process itself, described in the leading documents on education, will not lead to any results, unless it is accompanied by serious transformations in the content of education.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"81 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139132184","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 : 2023-12-31DOI: 10.15293/2658-6762.2306.06
S. V. Tarasov, Yuliya L. Proekt
Introduction. The paper raises the issue of interactions between pedagogical universities and regional educational systems (hereinafter – RES) in the context of improving the efficiency of universities. The purpose of the study was to identify and systematically describe the nature of the interaction between pedagogical universities and RES in its relationship with the indicators of scientific and educational effectiveness of universities. Materials and Methods. The theoretical and methodological framework of the study is based on the ecosystem approach and the concepts of the educational environment. The authors used a mixed design of the study; the characteristics of the interaction between 33 federal pedagogical universities and RES were analyzed. The information posted on the official websites of universities was subjected to content analysis and inductive thematic analysis. Quantitative indicators of universities that made up the sample of the study were also analyzed based on the results of monitoring the activities of higher educational institutions. The data obtained were subjected to frequency, comparative, cluster and factor analysis. Results. It is revealed that universities are more likely to implement practices of interaction with the RES, aimed to strengthen practical preparation of students and meet the employment needs of regions. The results of the cluster analysis made it possible to substantiate the provisions on four types of practices of interaction between universities and RES: "integration", "cooperation", "development" and "presence". It is shown that universities implementing integration and developing interaction practices demonstrate higher indicators of scientific and academic efficiency. The authors come to the conclusion that with the coincidence of the targets of federal universities and RES, there is a need to develop mechanisms for their interaction. Different practices of interaction between universities and RES are generated by different strategies of their construction, which determine the role of a pedagogical university in the educational space of the region. It is shown that scientific and academic excellence of the university is associated with the implementation of integration practices of interaction. Conclusions. According to the research finding, the nature of the interaction between federal pedagogical universities and RES is revealed and described, the key types of interaction practices reflecting the vectors of inclusion of the federal university in the regional educational space are determined.
引言本文从提高大学效率的角度提出了师范大学与地区教育系统（以下简称 "地区教育系统"）之间的互动问题。研究的目的是确定并系统描述师范大学与区域教育系统之间的互动性质及其与大学科学和教育效率指标之间的关系。材料与方法。研究的理论和方法框架以生态系统方法和教育环境概念为基础。作者采用了混合研究设计；分析了 33 所联邦师范大学与 RES 之间的互动特点。对各大学官方网站上发布的信息进行了内容分析和归纳专题分析。根据对高等教育机构活动的监测结果，还对构成研究样本的大学的定量指标进行了分析。对获得的数据进行了频率分析、比较分析、聚类分析和因素分析。结果显示结果表明，大学更有可能实施与 RES 互动的做法，旨在加强学生的实践准备，满足地区的就业需求。聚类分析的结果证实了大学与 RES 之间四类互动实践的规定："整合"、"合作"、"发展 "和 "存在"。结果表明，实施一体化和发展互动做法的大学显示出更高的科学和学术效率指标。作者得出的结论是，随着联邦大学和 RES 目标的一致，有必要发展它们之间的互动机制。大学与 RES 之间不同的互动实践是由其不同的建设战略所产生的，这决定了师范大学在地区教育空间中的作用。这表明，大学的科学和学术卓越性与实施一体化互动实践有关。结论。根据研究结果，揭示并描述了联邦师范大学与 RES 之间互动的性质，确定了反映联邦大学融入地区教育空间载体的主要互动实践类型。
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