Pub Date : 2023-04-30DOI: 10.15293/2658-6762.2302.03
A. Novikova
Introduction. This paper studies the formation of students’ cognitive ability in modern conditions, which is related to identifying the components within the structure of cognitive competence and identifying factors determining development. The purpose of this research is to assess the level of students’ cognitive competence and to reveal efficient educational technologies contributing to their formation. Materials and Methods. Research methods include literature analysis, generalization and comparative analysis, and the rank correlation method. The sample included 93 students aged between 15 and 24 years from Tobolsk secondary schools, vocational schools and universities. In the diagnostic part of the study, the psychosocial tests and questionnaires by E. E. Tunik, T. D. Dubovitskaya, A. V. Karpov, A. V. Pashkevich and O. V. Gordeeeva were used. The structure of cognitive competence were measured using socio-psychological scales: 6 subtests by R. Amthauer, conceptual thinking scales as well as through the expert teachers assessment of students’ learning and cognitive competencies. Mathematical statistical methods were used to process the results obtained. Results. The study reveals key components within the structure of cognitive competence: analytical and conceptual thinking; informational, motivational, and learning cognitive competencies; and students’ personal qualities (curiosity, independent judgment, resourcefulness, creativity, reflection, self-control, responsibility). The author identified leading teaching interventions that contribute to increasing interest in learning, the assimilation of knowledge and the independence of cognitive activities. They include immersive and innovative educational technologies. Moreover, the author substantiated the effectiveness of using traditional educational forms in teaching and learning process, which determine the formation of basic components of cognitive competence, associated with the conceptual and analytical thinking. Low academic motivation index affects the formation level of students’ overall cognitive ability. Conclusions. Within the framework of the competency-based approach, the formation of cognitive competence is the basis for the development of students’ key competencies within different stages of modern educational system. In order to evaluate students’ cognitive competence, it is advisable to single out its components and determine tools for their measurement. Based on the correlation study of applied educational technologies with the structural components of students’ cognitive competencies, it is necessary to single out the most efficient educational means of their formation.
{"title":"Research on the influence of modern educational technology on the students’ cognitive competence formation","authors":"A. Novikova","doi":"10.15293/2658-6762.2302.03","DOIUrl":"https://doi.org/10.15293/2658-6762.2302.03","url":null,"abstract":"Introduction. This paper studies the formation of students’ cognitive ability in modern conditions, which is related to identifying the components within the structure of cognitive competence and identifying factors determining development. The purpose of this research is to assess the level of students’ cognitive competence and to reveal efficient educational technologies contributing to their formation. Materials and Methods. Research methods include literature analysis, generalization and comparative analysis, and the rank correlation method. The sample included 93 students aged between 15 and 24 years from Tobolsk secondary schools, vocational schools and universities. In the diagnostic part of the study, the psychosocial tests and questionnaires by E. E. Tunik, T. D. Dubovitskaya, A. V. Karpov, A. V. Pashkevich and O. V. Gordeeeva were used. The structure of cognitive competence were measured using socio-psychological scales: 6 subtests by R. Amthauer, conceptual thinking scales as well as through the expert teachers assessment of students’ learning and cognitive competencies. Mathematical statistical methods were used to process the results obtained. Results. The study reveals key components within the structure of cognitive competence: analytical and conceptual thinking; informational, motivational, and learning cognitive competencies; and students’ personal qualities (curiosity, independent judgment, resourcefulness, creativity, reflection, self-control, responsibility). The author identified leading teaching interventions that contribute to increasing interest in learning, the assimilation of knowledge and the independence of cognitive activities. They include immersive and innovative educational technologies. Moreover, the author substantiated the effectiveness of using traditional educational forms in teaching and learning process, which determine the formation of basic components of cognitive competence, associated with the conceptual and analytical thinking. Low academic motivation index affects the formation level of students’ overall cognitive ability. Conclusions. Within the framework of the competency-based approach, the formation of cognitive competence is the basis for the development of students’ key competencies within different stages of modern educational system. In order to evaluate students’ cognitive competence, it is advisable to single out its components and determine tools for their measurement. Based on the correlation study of applied educational technologies with the structural components of students’ cognitive competencies, it is necessary to single out the most efficient educational means of their formation.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74665069","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 : 2023-04-30DOI: 10.15293/2658-6762.2302.09
K. Volchenkova
Introduction. The article examines the problem of integrating international students pursuing English Medium Instruction (EMI) programs into the academic environment of the Russian University. The study aims to identify the discrepancies in the attitudes of international students and their professors to the challenges faced by international students that intervene with the successful integration. Materials and Methods. In order to identify the main groups of challenges faced by international students, general scientific methods were used: analysis, synthesis, and generalization of the existing research. To determine the consistency in the views of international students and their professors a diagnostic method was applied: a survey in the form of Likert scale. The reliability of the data obtained was verified using triangulation approach in its two forms: method triangulation (literature analysis on the research problem and the survey method in the form of a Likert scale) and data triangulation (answers to a survey were given by two different groups of respondents). Results. It was revealed that the successful integration of international students into the academic environment of the Russian University is aggravated by four groups of challenges: linguistic, academic, social and cultural ones. Analysis of the research findings showed a number of inconsistencies in the views on the challenges of international students demonstrated by international students and their EMI professors. The attitudes of international students and their EMI professors do not match on the following issues: the level of English language proficiency; the level of analytical skills of international students; the degree of adaptation to a new cultural environment; the perception of culture shock; the communicative abilities of international students in social and academic interaction; the level of awareness of the social and cultural life demonstrated by EMI professors. Conclusions. The authors summarize the differences in the views of international students and their teachers on linguistic, academic, cultural and social difficulties. It is concluded that increasing the degree of consistency between the views of teachers and international students will make it possible to adjust the design and implementation of EMI programs and support the successful integration of international students into the academic environment of the Russian University.
{"title":"Studying challenges faced by international students enrolled in English Medium Instruction programs at Russian University","authors":"K. Volchenkova","doi":"10.15293/2658-6762.2302.09","DOIUrl":"https://doi.org/10.15293/2658-6762.2302.09","url":null,"abstract":"Introduction. The article examines the problem of integrating international students pursuing English Medium Instruction (EMI) programs into the academic environment of the Russian University. The study aims to identify the discrepancies in the attitudes of international students and their professors to the challenges faced by international students that intervene with the successful integration. Materials and Methods. In order to identify the main groups of challenges faced by international students, general scientific methods were used: analysis, synthesis, and generalization of the existing research. To determine the consistency in the views of international students and their professors a diagnostic method was applied: a survey in the form of Likert scale. The reliability of the data obtained was verified using triangulation approach in its two forms: method triangulation (literature analysis on the research problem and the survey method in the form of a Likert scale) and data triangulation (answers to a survey were given by two different groups of respondents). Results. It was revealed that the successful integration of international students into the academic environment of the Russian University is aggravated by four groups of challenges: linguistic, academic, social and cultural ones. Analysis of the research findings showed a number of inconsistencies in the views on the challenges of international students demonstrated by international students and their EMI professors. The attitudes of international students and their EMI professors do not match on the following issues: the level of English language proficiency; the level of analytical skills of international students; the degree of adaptation to a new cultural environment; the perception of culture shock; the communicative abilities of international students in social and academic interaction; the level of awareness of the social and cultural life demonstrated by EMI professors. Conclusions. The authors summarize the differences in the views of international students and their teachers on linguistic, academic, cultural and social difficulties. It is concluded that increasing the degree of consistency between the views of teachers and international students will make it possible to adjust the design and implementation of EMI programs and support the successful integration of international students into the academic environment of the Russian University.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87634386","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 : 2023-04-30DOI: 10.15293/2658-6762.2302.06
Akryam Zhafyarovich Zhafyarov
Introduction. The article is devoted to the triune system: 1) the selection of primary information about the problem under study; 2) the principle of comparing pairs of samples; 3) the criterion for determining a promising technology among competing ones. It is a continuation of the author’s previous research. The work is directly related to the research of samples in the field of experimental sciences and deals with education. Materials and Methods. The methodology for solving the problem of creating a triune system (selection - comparison - criterion) is a systematic analysis of the shortcomings of functioning criteria and the use of a cluster approach. Results. A mathematical complex (MC) has been developed containing the following components: matrix models that take into account the academic performance and personal development of students and allow to collect first–hand information about students’ activities; a new system for comparing the results of the application of innovations and the criterion of the author of QL: free from all the shortcomings of the predecessor criteria, with no restrictions on the number of students and categories; contributing to the identification of the best technologies among competing; reducing the volume of theory tenfold, which gives significant savings in time and finances, and its consistency attracts professionals. All this is achieved due to the fact that the QL criterion is two-parameter, unlike the one-parameter criteria, they do not have access to about 50% of the information about the problem under study. Conclusions The implementation of a mathematical complex in the scientific and educational processes not only contributes to the selection of an appropriate technology among competing ones, but also solves the problem of predicting the direction of changes in "improvement – deterioration" system. The transition to a single and consistent quality of life criterion enhances the accessibility and attractiveness of this criterion, does not frighten or repel teachers and academic staff– who are the main consumers of research results and active participants in the process of improving the quality of education.
{"title":"Refined and supplemented author's criterion for the study of dependent and independent samples in the field of experimental sciences (with the focus on education)","authors":"Akryam Zhafyarovich Zhafyarov","doi":"10.15293/2658-6762.2302.06","DOIUrl":"https://doi.org/10.15293/2658-6762.2302.06","url":null,"abstract":"Introduction. The article is devoted to the triune system: 1) the selection of primary information about the problem under study; 2) the principle of comparing pairs of samples; 3) the criterion for determining a promising technology among competing ones. It is a continuation of the author’s previous research. The work is directly related to the research of samples in the field of experimental sciences and deals with education. Materials and Methods. The methodology for solving the problem of creating a triune system (selection - comparison - criterion) is a systematic analysis of the shortcomings of functioning criteria and the use of a cluster approach. Results. A mathematical complex (MC) has been developed containing the following components: matrix models that take into account the academic performance and personal development of students and allow to collect first–hand information about students’ activities; a new system for comparing the results of the application of innovations and the criterion of the author of QL: free from all the shortcomings of the predecessor criteria, with no restrictions on the number of students and categories; contributing to the identification of the best technologies among competing; reducing the volume of theory tenfold, which gives significant savings in time and finances, and its consistency attracts professionals. All this is achieved due to the fact that the QL criterion is two-parameter, unlike the one-parameter criteria, they do not have access to about 50% of the information about the problem under study. Conclusions The implementation of a mathematical complex in the scientific and educational processes not only contributes to the selection of an appropriate technology among competing ones, but also solves the problem of predicting the direction of changes in \"improvement – deterioration\" system. The transition to a single and consistent quality of life criterion enhances the accessibility and attractiveness of this criterion, does not frighten or repel teachers and academic staff– who are the main consumers of research results and active participants in the process of improving the quality of education.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88831614","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 : 2023-04-30DOI: 10.15293/2658-6762.2302.01
O. Shcherbinina, I. Grushetskaya, Zhanna Anatolievna Zakharova
Introduction. The article deals with the problem of successful socialization of gifted adolescents. The purpose of the article is to define and clarify a set of psychological-pedagogical conditions, leading to successful solving socio-cultural socialization tasks by gifted adolescents. Materials and Methods. The study follows the existential approach and its ideas as a methodological basis of the research. I order to obtain empirical data the authors applied M. Rokich’s “Value orientations” inventory and “The study of a child’s initiative in their curricular and extra-curricular activities” questionnaire by V. S. Yurkevich. The sample consisted of participants from educational center “Sirius”, Sochi, (n=42) and the participants of state educational institution “The Academy of Talents”, Saint-Petersburg, (n=42). Results. The article presents a theoretical review and results of analyzing peculiarities and difficulties in solving socio-cultural tasks of socialization by gifted adolescents. The data obtained enabled the authors to identify psychological-pedagogical conditions for successful solution of this set of tasks. The research reveals the difference in the way the gifted children's parents and educators perceive adolescents’ terminal values and the way the adolescents see them, which justifies the necessity and importance of interventions, aimed at increasing educators and parents’ psychological-pedagogical competence in the field of giftedness, peculiarities of gifted children's development and recommendations how to cooperate with gifted adolescents. The research results demonstrated specific features in gifted adolescent’s self-acceptance and self-attitude: critical perception of personal results; responsible attitude to learning (even to the least favourite subjects); preference to problematic, extraordinary tasks; avoidance of the “organizer” role by most adolescents; keenness on reading and creativity. Conclusions. Relying on the data obtained and teaching experience, the authors formulated psychological-pedagogical conditions which provide increased effectiveness in solving socio-cultural tasks by gifted adolescents.
介绍。本文探讨了资优青少年成功社会化的问题。本文的目的是定义和澄清一套心理教学条件，引导资优青少年成功解决社会文化社会化任务。材料与方法。本研究遵循存在主义理论及其思想作为研究的方法论基础。为了获得实证数据，作者采用了罗基奇的“价值取向”量表和尤里克维奇的“儿童在课程和课外活动中的主动性研究”问卷。样本包括来自索契教育中心“Sirius”的参与者(n=42)和圣彼得堡国家教育机构“The Academy of Talents”的参与者(n=42)。结果。本文对资优青少年解决社会化社会文化任务的特点和困难进行了理论回顾和结果分析。获得的数据使作者能够确定成功解决这组任务的心理教学条件。本研究揭示了资优儿童的父母和教育者对青少年终极价值的认知方式与青少年对其终极价值的认知方式的差异，证明了干预的必要性和重要性，旨在提高教育者和家长在资优领域的心理教学能力、资优儿童发展的特点以及如何与资优青少年合作的建议。研究结果揭示了资优青少年自我接纳和自我态度的具体特征:对个人结果的批判性感知;负责任的学习态度(即使是最不喜欢的科目);偏爱有问题的、特殊的任务;大多数青少年回避“组织者”的角色;对阅读的热爱和创造力。结论。根据所获得的数据和教学经验，作者制定了心理教学条件，为天才青少年解决社会文化任务提供了更高的效率。
{"title":"The investigation of psychological-pedagogical conditions for the solution of socio-cultural socialization tasks of gifted adolescents","authors":"O. Shcherbinina, I. Grushetskaya, Zhanna Anatolievna Zakharova","doi":"10.15293/2658-6762.2302.01","DOIUrl":"https://doi.org/10.15293/2658-6762.2302.01","url":null,"abstract":"Introduction. The article deals with the problem of successful socialization of gifted adolescents. The purpose of the article is to define and clarify a set of psychological-pedagogical conditions, leading to successful solving socio-cultural socialization tasks by gifted adolescents. Materials and Methods. The study follows the existential approach and its ideas as a methodological basis of the research. I order to obtain empirical data the authors applied M. Rokich’s “Value orientations” inventory and “The study of a child’s initiative in their curricular and extra-curricular activities” questionnaire by V. S. Yurkevich. The sample consisted of participants from educational center “Sirius”, Sochi, (n=42) and the participants of state educational institution “The Academy of Talents”, Saint-Petersburg, (n=42). Results. The article presents a theoretical review and results of analyzing peculiarities and difficulties in solving socio-cultural tasks of socialization by gifted adolescents. The data obtained enabled the authors to identify psychological-pedagogical conditions for successful solution of this set of tasks. The research reveals the difference in the way the gifted children's parents and educators perceive adolescents’ terminal values and the way the adolescents see them, which justifies the necessity and importance of interventions, aimed at increasing educators and parents’ psychological-pedagogical competence in the field of giftedness, peculiarities of gifted children's development and recommendations how to cooperate with gifted adolescents. The research results demonstrated specific features in gifted adolescent’s self-acceptance and self-attitude: critical perception of personal results; responsible attitude to learning (even to the least favourite subjects); preference to problematic, extraordinary tasks; avoidance of the “organizer” role by most adolescents; keenness on reading and creativity. Conclusions. Relying on the data obtained and teaching experience, the authors formulated psychological-pedagogical conditions which provide increased effectiveness in solving socio-cultural tasks by gifted adolescents.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"166 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75200964","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 : 2023-04-30DOI: 10.15293/2658-6762.2302.07
A. F. Mustaev, V. Bakhtiyarova, G. Kalimullina, Svetlana Gennadievna Berezhnaya
Introduction. The article presents a study on the problem of developing and implementing support interventions for teachers’ professional development programs based on an automated monitoring system. The purpose of the article is to evaluate the effectiveness of supporting teacher professional development programs based on an automated monitoring system. Materials and Methods. The study was structured within the framework of a descriptive model of supporting teachers’ professional development programs based on an automated monitoring system, as it is aimed at evaluation the effectiveness of support. The research tasks were solved by means of applying a set of complementary theoretical methods, such as analysis of Russian and international educational theory and practice in the field of designing support for teachers’ professional development; modeling, comparison and generalization. The empirical methods included assessment tools, statistical processing and expert assessment procedures. The study was based on data obtained during the assessment of professional competencies of 3,375 teachers from 48 municipal departments of education in the Republic of Bashkortostan (the Russian Federation). The data were subjected to comparative quantitative and qualitative analysis according to the evaluation criteria developed according to the types of teachers’ professional activities. Results. The authors have identified the components within the model of supporting teachers’ professional development based on an automated monitoring system. Technological aspects of implementation were adjusted, and the effectiveness of support was evaluated. It has been established that a system-forming component in the design and implementation of support for teachers’ professional development programs is assessment, which allows to identify professional deficits and determine a set of forms of educational events that contribute to teachers’ professional development. Modern assessment system of professional competencies should be characterized by validity and objectiveness; also it should follow the principles of confidentiality, competence, responsibility, systematic nature, informing participants about the goals and results of the evaluation procedure. The authors emphasize that automated systems allow to conduct valid assessment procedures, as well as to build a system for tracking the effectiveness of supporting teachers’ professional development in one or a range of educational settings. Conclusions. The article concludes that the use of the proposed model of supporting teachers’ professional development programs based on an automated monitoring system will allow each teacher to identify and eliminate professional deficits in conditions of constantly increasing requirements for teachers’ competence, which corresponds to the concept of continuing education of teachers. The authors emphasize that designing teachers’ professional development programs based on the automated
{"title":"Evaluating the effectiveness of support for teachers' professional development programs based on the automated monitoring system","authors":"A. F. Mustaev, V. Bakhtiyarova, G. Kalimullina, Svetlana Gennadievna Berezhnaya","doi":"10.15293/2658-6762.2302.07","DOIUrl":"https://doi.org/10.15293/2658-6762.2302.07","url":null,"abstract":"Introduction. The article presents a study on the problem of developing and implementing support interventions for teachers’ professional development programs based on an automated monitoring system. The purpose of the article is to evaluate the effectiveness of supporting teacher professional development programs based on an automated monitoring system. Materials and Methods. The study was structured within the framework of a descriptive model of supporting teachers’ professional development programs based on an automated monitoring system, as it is aimed at evaluation the effectiveness of support. The research tasks were solved by means of applying a set of complementary theoretical methods, such as analysis of Russian and international educational theory and practice in the field of designing support for teachers’ professional development; modeling, comparison and generalization. The empirical methods included assessment tools, statistical processing and expert assessment procedures. The study was based on data obtained during the assessment of professional competencies of 3,375 teachers from 48 municipal departments of education in the Republic of Bashkortostan (the Russian Federation). The data were subjected to comparative quantitative and qualitative analysis according to the evaluation criteria developed according to the types of teachers’ professional activities. Results. The authors have identified the components within the model of supporting teachers’ professional development based on an automated monitoring system. Technological aspects of implementation were adjusted, and the effectiveness of support was evaluated. It has been established that a system-forming component in the design and implementation of support for teachers’ professional development programs is assessment, which allows to identify professional deficits and determine a set of forms of educational events that contribute to teachers’ professional development. Modern assessment system of professional competencies should be characterized by validity and objectiveness; also it should follow the principles of confidentiality, competence, responsibility, systematic nature, informing participants about the goals and results of the evaluation procedure. The authors emphasize that automated systems allow to conduct valid assessment procedures, as well as to build a system for tracking the effectiveness of supporting teachers’ professional development in one or a range of educational settings. Conclusions. The article concludes that the use of the proposed model of supporting teachers’ professional development programs based on an automated monitoring system will allow each teacher to identify and eliminate professional deficits in conditions of constantly increasing requirements for teachers’ competence, which corresponds to the concept of continuing education of teachers. The authors emphasize that designing teachers’ professional development programs based on the automated","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88856137","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 : 2023-04-30DOI: 10.15293/2658-6762.2302.05
M. Ashilova, A. Begalinov, Y. V. Pushkarev, K. Begalinova, E. Pushkareva
Introduction. The modern era is experiencing a prolonged pandemic, migration issues, conflicts, and other global catastrophes. Many researchers see the cause of these problems in the crisis of traditional values, which is becoming increasingly apparent today. Values and value orientations are an integral part of human life and culture. They determine life goals, as well as ways and means of achieving them. Global catastrophes and continuous social changes lead to the transformation of the value system, which is reflected in scholarly literature, as researchers primarily react to particularly acute and relevant problems of modern times. The main goal of this study is to reveal values which constitute the foundations of modern globalizing society and to describe their recent transformations. Materials and Methods. In this regard, an analysis of scholarly literature devoted to the issues of values was conducted. The universal classification of values proposed by S. Schwartz was used as the basis for the analysis. The main methodology was content analysis of scholarly literature for the prevalence and occurrence of the main types of values in scientific works in the Web of Science database from 2017 to 2022. Results. Research findings include the following: 1) the prevalence and use of all types of values has been increasing for the period; 2) the dominance of individualistic egoistic values over public collective values; 3) the most common categories of values are: independence, health, success, responsibility, and capability. The least common values are: open-mindedness, common preferences, self-indulgence, respect for elders, mature love, and true friendship; 4) in recent years despite social upheavals, the main values of society have not changed. Thus, it can be concluded that spiritual values do not generate as much scientific interest as material values. Although the pandemic was able to make people reflect on the moral foundations of their life, it did not significantly affect the re-evaluation of modern values. However, the researchers emphasize that within a decaying culture, some precursors of the emerging (post-technocratic) culture are developing. According to them, the new worldview will be built on overcoming anthropocentric attitudes. Conclusions. This study will complement the understanding of the transformation of modern values under the influence of the pandemic, globalization, crises, and other factors. Its results will be useful to educators in higher education institutions, education philosophers, and anyone interested in higher education problems.
介绍。当今时代正在经历一场旷日持久的流行病、移民问题、冲突和其他全球性灾难。许多研究者认为这些问题的根源在于传统价值观的危机，这种危机在今天变得越来越明显。价值观和价值取向是人类生活和文化的组成部分。它们决定了人生目标，以及实现目标的方法和手段。全球性的灾难和持续的社会变化导致了价值体系的转变，这反映在学术文献中，因为研究人员主要对现代特别尖锐和相关的问题作出反应。这项研究的主要目的是揭示构成现代全球化社会基础的价值观，并描述它们最近的转变。材料与方法。在这方面，对专门讨论价值问题的学术文献进行了分析。S. Schwartz提出的价值的普遍分类作为分析的基础。主要方法是对2017 - 2022年Web of Science数据库中科学著作中主要类型价值观的流行率和发生率进行学术文献内容分析。结果。研究结果包括:1)各类价值的流行和使用在这一时期有所增加;2)个人利己主义价值观对公共集体价值观的主导地位;最常见的价值观分类是:独立、健康、成功、责任和能力。最不常见的价值观是:思想开放、共同喜好、自我放纵、尊敬长辈、成熟的爱情和真正的友谊;近年来，尽管社会动荡，但社会的主要价值观并没有改变。因此，可以得出结论，精神价值不如物质价值产生那么多的科学兴趣。虽然大流行病能够使人们反思其生活的道德基础，但它并没有显著影响对现代价值观的重新评价。然而，研究人员强调，在腐朽的文化中，新兴(后技术官僚)文化的一些前兆正在发展。他们认为，新的世界观将建立在克服人类中心主义态度的基础上。结论。本研究将补充对大流行、全球化、危机等因素影响下现代价值观转变的理解。其结果对高等教育机构的教育工作者、教育哲学家以及任何对高等教育问题感兴趣的人都很有用。
{"title":"Values in foundation of modern globalizing society: Change study","authors":"M. Ashilova, A. Begalinov, Y. V. Pushkarev, K. Begalinova, E. Pushkareva","doi":"10.15293/2658-6762.2302.05","DOIUrl":"https://doi.org/10.15293/2658-6762.2302.05","url":null,"abstract":"Introduction. The modern era is experiencing a prolonged pandemic, migration issues, conflicts, and other global catastrophes. Many researchers see the cause of these problems in the crisis of traditional values, which is becoming increasingly apparent today. Values and value orientations are an integral part of human life and culture. They determine life goals, as well as ways and means of achieving them. Global catastrophes and continuous social changes lead to the transformation of the value system, which is reflected in scholarly literature, as researchers primarily react to particularly acute and relevant problems of modern times. The main goal of this study is to reveal values which constitute the foundations of modern globalizing society and to describe their recent transformations. Materials and Methods. In this regard, an analysis of scholarly literature devoted to the issues of values was conducted. The universal classification of values proposed by S. Schwartz was used as the basis for the analysis. The main methodology was content analysis of scholarly literature for the prevalence and occurrence of the main types of values in scientific works in the Web of Science database from 2017 to 2022. Results. Research findings include the following: 1) the prevalence and use of all types of values has been increasing for the period; 2) the dominance of individualistic egoistic values over public collective values; 3) the most common categories of values are: independence, health, success, responsibility, and capability. The least common values are: open-mindedness, common preferences, self-indulgence, respect for elders, mature love, and true friendship; 4) in recent years despite social upheavals, the main values of society have not changed. Thus, it can be concluded that spiritual values do not generate as much scientific interest as material values. Although the pandemic was able to make people reflect on the moral foundations of their life, it did not significantly affect the re-evaluation of modern values. However, the researchers emphasize that within a decaying culture, some precursors of the emerging (post-technocratic) culture are developing. According to them, the new worldview will be built on overcoming anthropocentric attitudes. Conclusions. This study will complement the understanding of the transformation of modern values under the influence of the pandemic, globalization, crises, and other factors. Its results will be useful to educators in higher education institutions, education philosophers, and anyone interested in higher education problems.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89612357","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}
Introduction. The article gives an analytical overview of research investigations in the field of child language development and its methods. It is shown that traditional approaches to language development do not solve the main problems in the personality development of preschool children. On the basis of the analysis, contradictions are revealed and the research problem is substantiated, namely the need for a conceptual understanding of language education as a means of developing the child's personality. The purpose of this article is to search for and substantiate the theoretical and methodological bases for modeling the process of language education as a means of personality development of a child of preschool age. Materials and Methods. The research methodology is based on the ideas of a cultural-historical approach that describes the mechanisms of child development in the process of coming to terms with culture; axiological and sociocultural approaches that determine the content and direction of child development in culture; communicative and dialogical approaches that reveal the principles of organizing social and educational interactions between children, adults and peers. The system of research methods includes both theoretical (source analysis, terminological analysis, cross-cultural analysis of language teaching programs, scientific modeling) and empirical (questionnaires, analysis of pedagogical practices) ways of achieving the aims. The authors applied the modified version of O.S. Ushakova and A.I. Lavrentieva’s inventory for evaluating value-semantic aspects of preschool children’s speech. Results. The authors demonstrate the relevance and impact of developing theoretical aspects of modeling language education as a means of developing children's personality. This is determined by the role of speech development as the implementation of a language system, a means of communication, and a personal tool for self-development. The authors have revealed contradictions that determine the necessity and possibility to solve the research problem, which is associated with the conceptual understanding of language education as a means of developing the child's personality. The authors emphasize the key role of language in creating a unified value-semantic space for the consolidation of Russian society and the transmission of socio-cultural experience from generation to generation. The authors show the relationship between language and speech, comparing the functions of speech and the targets for educating a new generation of Russian citizens. This served as a source for determining key approaches - axiological, sociocultural and communicative, which are the bases for modeling language education of children. The authors revealed the essence of language education aimed at familiarizing children with traditional values of Russian society. The terms "language education" and "language development" are clarified. On this basis, a model of language educat
{"title":"Theoretical aspects of modeling language education of preschool children in the modern educational environment","authors":"Alexey Alexandrovich Mayer, Irina Alexandrovna Lykova","doi":"10.15293/2658-6762.2302.04","DOIUrl":"https://doi.org/10.15293/2658-6762.2302.04","url":null,"abstract":"Introduction. The article gives an analytical overview of research investigations in the field of child language development and its methods. It is shown that traditional approaches to language development do not solve the main problems in the personality development of preschool children. On the basis of the analysis, contradictions are revealed and the research problem is substantiated, namely the need for a conceptual understanding of language education as a means of developing the child's personality. The purpose of this article is to search for and substantiate the theoretical and methodological bases for modeling the process of language education as a means of personality development of a child of preschool age. Materials and Methods. The research methodology is based on the ideas of a cultural-historical approach that describes the mechanisms of child development in the process of coming to terms with culture; axiological and sociocultural approaches that determine the content and direction of child development in culture; communicative and dialogical approaches that reveal the principles of organizing social and educational interactions between children, adults and peers. The system of research methods includes both theoretical (source analysis, terminological analysis, cross-cultural analysis of language teaching programs, scientific modeling) and empirical (questionnaires, analysis of pedagogical practices) ways of achieving the aims. The authors applied the modified version of O.S. Ushakova and A.I. Lavrentieva’s inventory for evaluating value-semantic aspects of preschool children’s speech. Results. The authors demonstrate the relevance and impact of developing theoretical aspects of modeling language education as a means of developing children's personality. This is determined by the role of speech development as the implementation of a language system, a means of communication, and a personal tool for self-development. The authors have revealed contradictions that determine the necessity and possibility to solve the research problem, which is associated with the conceptual understanding of language education as a means of developing the child's personality. The authors emphasize the key role of language in creating a unified value-semantic space for the consolidation of Russian society and the transmission of socio-cultural experience from generation to generation. The authors show the relationship between language and speech, comparing the functions of speech and the targets for educating a new generation of Russian citizens. This served as a source for determining key approaches - axiological, sociocultural and communicative, which are the bases for modeling language education of children. The authors revealed the essence of language education aimed at familiarizing children with traditional values of Russian society. The terms \"language education\" and \"language development\" are clarified. On this basis, a model of language educat","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87457734","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 : 2023-04-30DOI: 10.15293/2658-6762.2302.02
Tatiana A. Sedykh, L. Amirova, A. Fazlutdinova, G. F. Galikeeva, Elvira Mansurovna Galimova, N. V. Sukhanova, V. Sattarov
Introduction. The article is devoted to the problem of schoolchildren’s functional literacy formation within the framework of blended learning. The purpose of the study is to substantiate the effectiveness of the use of an electronic educational resource to achieve a stable increase in indicators of science literacy at the stage of compulsory education. Materials and Methods. The research methodology is based on the ideas of humanization, innovativeness in the formation of schoolchildren’s functional literacy, learner-centered and systematic approach to the organization of learning biology and genetics, and the educational process as a whole. Experimental work was conducted in 7 types of educational organizations of the Republic of Bashkortostan: schools with in-depth study of a number of subjects, individual education schools, private schools, comprehensive secondary schools, basic general education schools, lyceums and gymnasiums. 191 schoolchildren, 9 teachers, 112 parents participated in the study. The following methods were used: theoretical analysis, meta-analysis, methods of analogy, comparison, modification, questionnaires, interviews; tests, and statistical data processing. Results. In the process of the research, the necessity of developing educational technologies and tools for implementing an integrated approach to the formation and development of science literacy at the stage of general education are substantiated. The role of studying Genetics in the formation of schoolchildren’s science literacy is clarified; trends and needs of school practice in teaching Genetics are revealed. The authors identify and describe the following prospects of using the technology of mixed learning and the electronic educational course for schoolchildren and parents called ‘Genetics for everyone: about the difficult’: updating knowledge about the influence of studying genetics on the formation and development of interest in biological sciences, increasing motivation to master knowledge about complex processes occurring in the microcosm, as well as expanding the prospects for the development of a new educational paradigm of personalization of students when using electronic educational materials in mixed learning courses. Conclusions. The results obtained prove the effectiveness of schoolchildren’s science literacy formation within the implementation of a flexible model; the proposed electronic educational resource ‘Genetics for everyone: about the difficult’ for schoolchildren and parents contributes to the development of the subjective position of schoolchildren, provides a steady trend towards improving the quality of knowledge, and interest in Genetics as a science.
{"title":"The effectiveness of developing schoolchildren's science literacy in biology classes with a focus on the study of Genetics within a flexible blended learning model","authors":"Tatiana A. Sedykh, L. Amirova, A. Fazlutdinova, G. F. Galikeeva, Elvira Mansurovna Galimova, N. V. Sukhanova, V. Sattarov","doi":"10.15293/2658-6762.2302.02","DOIUrl":"https://doi.org/10.15293/2658-6762.2302.02","url":null,"abstract":"Introduction. The article is devoted to the problem of schoolchildren’s functional literacy formation within the framework of blended learning. The purpose of the study is to substantiate the effectiveness of the use of an electronic educational resource to achieve a stable increase in indicators of science literacy at the stage of compulsory education. Materials and Methods. The research methodology is based on the ideas of humanization, innovativeness in the formation of schoolchildren’s functional literacy, learner-centered and systematic approach to the organization of learning biology and genetics, and the educational process as a whole. Experimental work was conducted in 7 types of educational organizations of the Republic of Bashkortostan: schools with in-depth study of a number of subjects, individual education schools, private schools, comprehensive secondary schools, basic general education schools, lyceums and gymnasiums. 191 schoolchildren, 9 teachers, 112 parents participated in the study. The following methods were used: theoretical analysis, meta-analysis, methods of analogy, comparison, modification, questionnaires, interviews; tests, and statistical data processing. Results. In the process of the research, the necessity of developing educational technologies and tools for implementing an integrated approach to the formation and development of science literacy at the stage of general education are substantiated. The role of studying Genetics in the formation of schoolchildren’s science literacy is clarified; trends and needs of school practice in teaching Genetics are revealed. The authors identify and describe the following prospects of using the technology of mixed learning and the electronic educational course for schoolchildren and parents called ‘Genetics for everyone: about the difficult’: updating knowledge about the influence of studying genetics on the formation and development of interest in biological sciences, increasing motivation to master knowledge about complex processes occurring in the microcosm, as well as expanding the prospects for the development of a new educational paradigm of personalization of students when using electronic educational materials in mixed learning courses. Conclusions. The results obtained prove the effectiveness of schoolchildren’s science literacy formation within the implementation of a flexible model; the proposed electronic educational resource ‘Genetics for everyone: about the difficult’ for schoolchildren and parents contributes to the development of the subjective position of schoolchildren, provides a steady trend towards improving the quality of knowledge, and interest in Genetics as a science.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83226120","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 : 2023-02-28DOI: 10.15293/2658-6762.2301.08
T. Azatyan, O. Piskun
The ability to orientate oneself in space is one of the basic requirements for the harmonious development of a person. The problem of human orientation in space is very complex. It includes both ideas about the size and shape of objects and the ability to distinguish the location of objects in space, and understanding different spatial relationships. The concept of spatial orientation includes the evaluation of distances, sizes, shapes, mutual position of objects and their position relative to the orienting object. Spatial orientation is significantly impaired in mentally handicapped children, since the impairment of mental development not only limits their motor activity, but also negatively affects the development of time representations, musculoskeletal functions and leads to a decrease in compensatory processes. The purpose of this study is to identify spatial orientation and constructive praxis disorders in normally developing and mentally retarded children aged 8-11 years. Materials and Methods. The methodological basis of this research investigation was scholarly literature devoted to studying nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain, regulation of these functions, identifying difficulties, modeling the system of work with these children and constructive praxis disorders in normally developing and mentally retarded children aged 8-11 years (Boguslavskaya, Miroshnichenko, 2019, Maryutina, Yermolaev 2001, Reuter-Lorenz and others, 2000, Azatyan2022). The study was conducted in the research laboratory of the Faculty of Special and Inclusive Education at the Armenian State Pedagogical University after Kh. Abovyan and research laboratory in Armenian state institute of physical culture and sport. A total of 131 children aged between 8 and 11 years participated in the study, including 73 healthy schoolchildren and 58 children with mild mental retardation. The degree of intellectual disability was assessed based on medical indications, degree of social adjustment, level of intellectual functioning, and learning outcomes in special education classes. Each category of participants was divided into 2 age groups: 8-9 years old and 10-11 years old. Results. The article discusses the main issues of studies of spatial orientation and constructive praxis in normally developing and mentally retarded children aged between 8 and 11 years, provides a scientific rationale for the problem, taking into account previous research investigations. However, the problem of mentally retarded and normally developing children in this age group remains virtually unexplored. Analysis of research findings allows the authors to identify and summarize the following important points: - mentally handicapped primary school children lag behind their healthy peers in all indicators examined; - 8- and 9-year-olds have less developed practical spatial orientation skills than their older peers; - Intellectually disabl
{"title":"Studying spatial orientation and constructive praxis disorders in normally developing and mentally retarded children aged 8-11 years","authors":"T. Azatyan, O. Piskun","doi":"10.15293/2658-6762.2301.08","DOIUrl":"https://doi.org/10.15293/2658-6762.2301.08","url":null,"abstract":"The ability to orientate oneself in space is one of the basic requirements for the harmonious development of a person. The problem of human orientation in space is very complex. It includes both ideas about the size and shape of objects and the ability to distinguish the location of objects in space, and understanding different spatial relationships. The concept of spatial orientation includes the evaluation of distances, sizes, shapes, mutual position of objects and their position relative to the orienting object. Spatial orientation is significantly impaired in mentally handicapped children, since the impairment of mental development not only limits their motor activity, but also negatively affects the development of time representations, musculoskeletal functions and leads to a decrease in compensatory processes. The purpose of this study is to identify spatial orientation and constructive praxis disorders in normally developing and mentally retarded children aged 8-11 years. Materials and Methods. The methodological basis of this research investigation was scholarly literature devoted to studying nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain, regulation of these functions, identifying difficulties, modeling the system of work with these children and constructive praxis disorders in normally developing and mentally retarded children aged 8-11 years (Boguslavskaya, Miroshnichenko, 2019, Maryutina, Yermolaev 2001, Reuter-Lorenz and others, 2000, Azatyan2022). The study was conducted in the research laboratory of the Faculty of Special and Inclusive Education at the Armenian State Pedagogical University after Kh. Abovyan and research laboratory in Armenian state institute of physical culture and sport. A total of 131 children aged between 8 and 11 years participated in the study, including 73 healthy schoolchildren and 58 children with mild mental retardation. The degree of intellectual disability was assessed based on medical indications, degree of social adjustment, level of intellectual functioning, and learning outcomes in special education classes. Each category of participants was divided into 2 age groups: 8-9 years old and 10-11 years old. Results. The article discusses the main issues of studies of spatial orientation and constructive praxis in normally developing and mentally retarded children aged between 8 and 11 years, provides a scientific rationale for the problem, taking into account previous research investigations. However, the problem of mentally retarded and normally developing children in this age group remains virtually unexplored. Analysis of research findings allows the authors to identify and summarize the following important points: - mentally handicapped primary school children lag behind their healthy peers in all indicators examined; - 8- and 9-year-olds have less developed practical spatial orientation skills than their older peers; - Intellectually disabl","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77229221","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 : 2023-02-28DOI: 10.15293/2658-6762.2301.06
Anara Zholaushobaevna Telyubaeva
Introduction. The article focuses on the programs for integration of education, science and production, which have a positive impact on the economy of the regions and social processes. One of the programs for integrating science, education and production is the vocational training program for schoolchildren, the effectiveness of which is insufficiently studied. The purpose of the article is to examine the effectiveness of vocational training programs for schoolchildren from the perspective of implementing educational, career and migration strategies. Materials and Methods. The review of the implemented vocational training programs for schoolchildren of the Chelyabinsk region was carried out by analyzing legal, economic and statistical data, reports and accounts. The study of the effectiveness of vocational training programs for schoolchildren is based on the analysis of career, migration and educational strategies of students identified through the use of a qualitative research method (a survey). Data processing was conducted using analysis, generalization, comparison, graphical interpretation, and verification. Results. The study shows that scholarly literature lacks unified approaches to assessing the effectiveness of vocational training programs for schoolchildren. Based on the data describing the implementation of vocational training programs for schoolchildren of the Chelyabinsk region, the authors have analyzed the following components within their structure: directions, technologies, mechanisms of organization, learning tools, forms of interaction with organizations of vocational education and production. The survey has revealed that vocational training programs in schools in the Chelyabinsk region contribute to solving the problems of supplementary education, student employment, and professional trials, but do not affect the migration and career attitudes of students. The results of the survey suggest a weak correlation between vocational training programs and career, educational and migration attitudes of students. Conclusions. The article concludes that vocational training programs not only aim to train employees for the region, but also fulfill the function of professional self-determination and social education.
{"title":"The effectiveness of vocational training programs for schoolchildren: Educational, career and migration strategies","authors":"Anara Zholaushobaevna Telyubaeva","doi":"10.15293/2658-6762.2301.06","DOIUrl":"https://doi.org/10.15293/2658-6762.2301.06","url":null,"abstract":"Introduction. The article focuses on the programs for integration of education, science and production, which have a positive impact on the economy of the regions and social processes. One of the programs for integrating science, education and production is the vocational training program for schoolchildren, the effectiveness of which is insufficiently studied. The purpose of the article is to examine the effectiveness of vocational training programs for schoolchildren from the perspective of implementing educational, career and migration strategies. Materials and Methods. The review of the implemented vocational training programs for schoolchildren of the Chelyabinsk region was carried out by analyzing legal, economic and statistical data, reports and accounts. The study of the effectiveness of vocational training programs for schoolchildren is based on the analysis of career, migration and educational strategies of students identified through the use of a qualitative research method (a survey). Data processing was conducted using analysis, generalization, comparison, graphical interpretation, and verification. Results. The study shows that scholarly literature lacks unified approaches to assessing the effectiveness of vocational training programs for schoolchildren. Based on the data describing the implementation of vocational training programs for schoolchildren of the Chelyabinsk region, the authors have analyzed the following components within their structure: directions, technologies, mechanisms of organization, learning tools, forms of interaction with organizations of vocational education and production. The survey has revealed that vocational training programs in schools in the Chelyabinsk region contribute to solving the problems of supplementary education, student employment, and professional trials, but do not affect the migration and career attitudes of students. The results of the survey suggest a weak correlation between vocational training programs and career, educational and migration attitudes of students. Conclusions. The article concludes that vocational training programs not only aim to train employees for the region, but also fulfill the function of professional self-determination and social education.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"735 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80339174","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}
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