Pub Date : 2022-05-31DOI: 10.15587/2519-4984.2022.257869
Kufakunesu Zano
Feedback, further known as assessment in this research, is critical to learners’ growth and learning. This study is grounded in verbal and written peer experiences, acquired throughout peer evaluation in a multilingual context. This study aims to determine the problems of Grade 11 EFAL learners with peer assessment and how to develop peer assessment practices in a multilingual setting in the Further Education and Training phase. There were 27 learners in the class. Designated three learners gave three demonstrations on various matters, premised on a requisite Grade 11 literature set book, and were graded by their classmates. The perspectives of the learners who were assigned to work in groups were elicited by requesting them to respond to open ended questions in writing after their classmates’ presentations. According to the findings, some peer assessments can be subjective depending on the bond between the assessor and the assessed. The learners had a natural feeling of inadequacy in their assessments. When giving feedback in a multilingual setting, it becomes important to give it in a language they are most comfortable with. Similarly, helping students relate new information from peers to the knowledge that they already have helps them to understand and organise information in meaningful ways. Thus, the learners are comfortable with feedback that addresses the known that is then linked to the unknown. This calls for prior knowledge activation by other learners or even the teacher because new information is better integrated with existing information.Once students are used to peer assessment and have overcome their initial fears and hesitations, reliability is likely to be quite high, not that different from teacher reliability
{"title":"Promoting peer assessment – learner to learner feedback in a multilingual high school english first additional language setting","authors":"Kufakunesu Zano","doi":"10.15587/2519-4984.2022.257869","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.257869","url":null,"abstract":"Feedback, further known as assessment in this research, is critical to learners’ growth and learning. This study is grounded in verbal and written peer experiences, acquired throughout peer evaluation in a multilingual context. This study aims to determine the problems of Grade 11 EFAL learners with peer assessment and how to develop peer assessment practices in a multilingual setting in the Further Education and Training phase. There were 27 learners in the class. Designated three learners gave three demonstrations on various matters, premised on a requisite Grade 11 literature set book, and were graded by their classmates. The perspectives of the learners who were assigned to work in groups were elicited by requesting them to respond to open ended questions in writing after their classmates’ presentations. According to the findings, some peer assessments can be subjective depending on the bond between the assessor and the assessed. The learners had a natural feeling of inadequacy in their assessments. When giving feedback in a multilingual setting, it becomes important to give it in a language they are most comfortable with. Similarly, helping students relate new information from peers to the knowledge that they already have helps them to understand and organise information in meaningful ways. Thus, the learners are comfortable with feedback that addresses the known that is then linked to the unknown. This calls for prior knowledge activation by other learners or even the teacher because new information is better integrated with existing information.Once students are used to peer assessment and have overcome their initial fears and hesitations, reliability is likely to be quite high, not that different from teacher reliability","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85865409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.15587/2519-4984.2022.257500
O. Havrylo, S. Kondratiuk, O. Shapovalova, Yevdokiia Kharkova
The possibility of forming natural concepts in older preschool children is proved. Analyzed and selected in accordance with the purpose of the study, the definition of the term "concept" indicates that natural concepts are part of ecological competence of the child. Unlike representations, which reflect the object in a set of many different features, both significant and insignificant, the concepts carry a general, social experience, denote the essence of the object and distinguish it from all other objects. An important task of the teacher is to stimulate students' desire to acquire knowledge independently, to transform children in active participants in the educational process, to understand the essential features and connections of phenomena and objects of nature, which means to form concepts about them. In the process of forming a natural concept, it is impossible to do without thinking operations, which include comparison, analysis, synthesis, abstraction and generalization. At about 5 years of age, there are significant changes in the child's thinking, but purposeful pedagogical influence will significantly increase the effectiveness of this. In the course of the research methods, forms and techniques for the formation of natural concepts in students were selected. Verification of data formation initially took place at the ascertaining stage of the experiment and after the forming stage. Compared to the initial study, after organized work, the number of children with a high level of formation of natural concepts increased by 10 %, also the number of children with a medium level of formation increased by 7 %, and the number of low level decreased by 18 %. Thus, specially organized forms of work, selected methods and techniques help to form natural concepts in older preschool children
{"title":"Possibilities of effective formation of natural concepts in children of senior preschool age","authors":"O. Havrylo, S. Kondratiuk, O. Shapovalova, Yevdokiia Kharkova","doi":"10.15587/2519-4984.2022.257500","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.257500","url":null,"abstract":"The possibility of forming natural concepts in older preschool children is proved. Analyzed and selected in accordance with the purpose of the study, the definition of the term \"concept\" indicates that natural concepts are part of ecological competence of the child. Unlike representations, which reflect the object in a set of many different features, both significant and insignificant, the concepts carry a general, social experience, denote the essence of the object and distinguish it from all other objects. An important task of the teacher is to stimulate students' desire to acquire knowledge independently, to transform children in active participants in the educational process, to understand the essential features and connections of phenomena and objects of nature, which means to form concepts about them. \u0000In the process of forming a natural concept, it is impossible to do without thinking operations, which include comparison, analysis, synthesis, abstraction and generalization. At about 5 years of age, there are significant changes in the child's thinking, but purposeful pedagogical influence will significantly increase the effectiveness of this. \u0000In the course of the research methods, forms and techniques for the formation of natural concepts in students were selected. Verification of data formation initially took place at the ascertaining stage of the experiment and after the forming stage. Compared to the initial study, after organized work, the number of children with a high level of formation of natural concepts increased by 10 %, also the number of children with a medium level of formation increased by 7 %, and the number of low level decreased by 18 %. Thus, specially organized forms of work, selected methods and techniques help to form natural concepts in older preschool children","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87106461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.15587/2519-4984.2022.257021
S. Tolochko, Nataliia Bordіug, T. Les
The article contains the results of scientific research on the features of the formation of environmental competence of education seekers in the context of preventing environmental pollution during the war in Ukraine. The growing role of environmental competence of people is emphasized. Attention is paid to the protection of the environment in the context of armed conflicts and hostilities. The state of formation of ecological competence of students in the context of hostilities has been analyzed. A sufficient theoretical level of ecological competence formation has been testified along with a low degree of ability to apply knowledge of the safe behavior paradigm and implementation of health-preserving competence in difficult environmental circumstances. Theoretical and practical studies of Ukrainian scientists, starting with the armed conflict on the territory of Ukraine of 2014 have been considered. The length and specific focus on clearly defined environmental issues have been determined. The need to develop the ability of students to use the acquired knowledge in practice, particularly during the development of environmental programs or action plans for the restoration of areas, affected by hostilities, has been updated. The features of the formation of ecological competence of education seekers in the context of preventing environmental pollution during the war in Ukraine have been determined and analyzed. The world experience of conducting the educational process in war conditions has been analyzed. Suggestions are given on the need to minimize the time for preparation for training and reduce available resources in difficult times of war. The advice of psychologists on the peculiarities of the organization and implementation of educational and cognitive activities during the war has been given. The need to develop the ability to use the acquired knowledge in practice, particularly during the development of environmental programs or action plans for the restoration of areas, affected by hostilities, has been updated
{"title":"Features of formation of environmental competence of education seekers in the context of preventing environmental pollution during war","authors":"S. Tolochko, Nataliia Bordіug, T. Les","doi":"10.15587/2519-4984.2022.257021","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.257021","url":null,"abstract":"The article contains the results of scientific research on the features of the formation of environmental competence of education seekers in the context of preventing environmental pollution during the war in Ukraine. The growing role of environmental competence of people is emphasized. Attention is paid to the protection of the environment in the context of armed conflicts and hostilities. The state of formation of ecological competence of students in the context of hostilities has been analyzed. A sufficient theoretical level of ecological competence formation has been testified along with a low degree of ability to apply knowledge of the safe behavior paradigm and implementation of health-preserving competence in difficult environmental circumstances. Theoretical and practical studies of Ukrainian scientists, starting with the armed conflict on the territory of Ukraine of 2014 have been considered. The length and specific focus on clearly defined environmental issues have been determined. The need to develop the ability of students to use the acquired knowledge in practice, particularly during the development of environmental programs or action plans for the restoration of areas, affected by hostilities, has been updated. The features of the formation of ecological competence of education seekers in the context of preventing environmental pollution during the war in Ukraine have been determined and analyzed. The world experience of conducting the educational process in war conditions has been analyzed. Suggestions are given on the need to minimize the time for preparation for training and reduce available resources in difficult times of war. The advice of psychologists on the peculiarities of the organization and implementation of educational and cognitive activities during the war has been given. The need to develop the ability to use the acquired knowledge in practice, particularly during the development of environmental programs or action plans for the restoration of areas, affected by hostilities, has been updated","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88124535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.15587/2519-4984.2022.257601
N. Postryhach
The relevance of the study is due to the fact that in the 21st century, lifelong learning is recognized as one of the key pillars of education, closely intertwined with human development and financial growth. It is determined, that in recent years, major universities, governments and non-governmental organizations around the world continue to discuss the practice of lifelong learning. Being in the process of full membership in the EU, Turkey continues to comply with international norms and standards and comply with the established requirements. The institutional efforts to support and disseminate adult education in Turkey, strengthen the vocational education and training system in the context of the implementation of the concept of lifelong learning were analized. It has been found, that in Turkey, the concept of lifelong has recently been seen as a model of approach to education and training. Turkey has been shown to need a long-term vision and strategy for adult learning as part of a broader lifelong learning strategy in order to increase adult learning opportunities. The generalization of Turkey's progressive experience revealed the peculiarities of the implementation of lifelong learning policies, namely: ensuring the unity of national culture; implementing a strong policy of justice and equality in education; promotion of civic education; active participation in lifelong learning systems in order to build a competitive knowledge economy for the EU; promoting the literacy skills of Turkish citizens; training of qualified people in need of society; adaptation of non-formal and adult education to lifelong learning. The generalization of vectors for expanding opportunities for adult learning in Turkey has identified promising areas for adult education in Ukraine, namely: investing in the expansion and diversification of learning spaces or opportunities in the field of lifelong learning; updating programs to support parents of young, children and adolescents; organization of trainings on raising awareness and skills of multi-literacy; recognition of certificates in the process of lifelong learning and non-formal education; conducting research on social consciousness for lifelong learning processes; supporting the development of a long-term adult learning strategy; expanding opportunities for adult learning, etc
{"title":"Peculiarities of implementation of lifelong learning policy in Turkey","authors":"N. Postryhach","doi":"10.15587/2519-4984.2022.257601","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.257601","url":null,"abstract":"The relevance of the study is due to the fact that in the 21st century, lifelong learning is recognized as one of the key pillars of education, closely intertwined with human development and financial growth. It is determined, that in recent years, major universities, governments and non-governmental organizations around the world continue to discuss the practice of lifelong learning. Being in the process of full membership in the EU, Turkey continues to comply with international norms and standards and comply with the established requirements. \u0000The institutional efforts to support and disseminate adult education in Turkey, strengthen the vocational education and training system in the context of the implementation of the concept of lifelong learning were analized. It has been found, that in Turkey, the concept of lifelong has recently been seen as a model of approach to education and training. Turkey has been shown to need a long-term vision and strategy for adult learning as part of a broader lifelong learning strategy in order to increase adult learning opportunities. \u0000The generalization of Turkey's progressive experience revealed the peculiarities of the implementation of lifelong learning policies, namely: ensuring the unity of national culture; implementing a strong policy of justice and equality in education; promotion of civic education; active participation in lifelong learning systems in order to build a competitive knowledge economy for the EU; promoting the literacy skills of Turkish citizens; training of qualified people in need of society; adaptation of non-formal and adult education to lifelong learning. \u0000The generalization of vectors for expanding opportunities for adult learning in Turkey has identified promising areas for adult education in Ukraine, namely: investing in the expansion and diversification of learning spaces or opportunities in the field of lifelong learning; updating programs to support parents of young, children and adolescents; organization of trainings on raising awareness and skills of multi-literacy; recognition of certificates in the process of lifelong learning and non-formal education; conducting research on social consciousness for lifelong learning processes; supporting the development of a long-term adult learning strategy; expanding opportunities for adult learning, etc","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74515081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.15587/2519-4984.2022.255307
L. Volkova
In the method of formation of ecological and natural competence of a child the main aspect is the formation of an attitude to nature as a value, awareness of unity with the natural world, the formation of ecological knowledge, key among which are ideas about connections and dependencies in nature. The process of formation of ecological and natural competence affects all areas of development of the child's personality: intellectual, motivational, emotional and volitional, providing assistance to the full development of a preschooler in harmony with society and nature. In the practice of environmental education, various approaches and methods of teaching directly in nature are increasingly used, one of which is an ecological path. Its purpose is to provide students with the opportunity to observe natural objects and phenomena, get acquainted with the most typical and unique natural landscapes, natural monuments, as well as characteristic manifestations of anthropogenic impact on the natural environment. An educational ecological path must be well equipped and informative. Each of its areas is a unique model that contains certain aspects of the environmental problem, natural knowledge. Ecological paths are quite versatile and extremely effective. This is a unique form of not only environmental activities, but also recreation, associated with it. Therefore, children are willing to go on a prepared route - an ecological path to rest. They can be very diverse in scientific direction: zoological, botanical, geographical, geological, historical, and complex. Ecological path is the most effective means of forming ecological competence, due to the fact that it synthesizes various forms and methods of acquainting preschool children with objects and phenomena of nature, children need to be taught to protect nature not only because it gives us something, but and because it is valuable. In the course of the work an ascertaining and control experiment was carried out, as a result of which the effectiveness of the proposed system of measures for the formation of ecological and natural competence in older preschool children was introduced and tested. Based on the theoretical basis of the peculiarities of the formation of ecological and natural competence, three criteria of ecological and natural competence of older preschoolers are identified: cognition, emotionality, the presence of a behavioral component. According to the criteria, three levels of formation of ecological and natural competence of older preschool children are determined: low, medium and high. Diagnosis was carried out in the process of observing the behavior of children on walks during play, work, in the process of classes, experimental research, conversations with children on natural and environmental issues. During the study, methods were selected to diagnose the formation of ecological and natural competence of children. An ecological path was created on the territory of the preschool institu
{"title":"Formation of ecological and natural competencies of children of preschool age with the help of an ecological path","authors":"L. Volkova","doi":"10.15587/2519-4984.2022.255307","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.255307","url":null,"abstract":"In the method of formation of ecological and natural competence of a child the main aspect is the formation of an attitude to nature as a value, awareness of unity with the natural world, the formation of ecological knowledge, key among which are ideas about connections and dependencies in nature. The process of formation of ecological and natural competence affects all areas of development of the child's personality: intellectual, motivational, emotional and volitional, providing assistance to the full development of a preschooler in harmony with society and nature.\u0000In the practice of environmental education, various approaches and methods of teaching directly in nature are increasingly used, one of which is an ecological path. Its purpose is to provide students with the opportunity to observe natural objects and phenomena, get acquainted with the most typical and unique natural landscapes, natural monuments, as well as characteristic manifestations of anthropogenic impact on the natural environment. An educational ecological path must be well equipped and informative. Each of its areas is a unique model that contains certain aspects of the environmental problem, natural knowledge.\u0000Ecological paths are quite versatile and extremely effective. This is a unique form of not only environmental activities, but also recreation, associated with it. Therefore, children are willing to go on a prepared route - an ecological path to rest. They can be very diverse in scientific direction: zoological, botanical, geographical, geological, historical, and complex.\u0000Ecological path is the most effective means of forming ecological competence, due to the fact that it synthesizes various forms and methods of acquainting preschool children with objects and phenomena of nature, children need to be taught to protect nature not only because it gives us something, but and because it is valuable.\u0000In the course of the work an ascertaining and control experiment was carried out, as a result of which the effectiveness of the proposed system of measures for the formation of ecological and natural competence in older preschool children was introduced and tested. Based on the theoretical basis of the peculiarities of the formation of ecological and natural competence, three criteria of ecological and natural competence of older preschoolers are identified: cognition, emotionality, the presence of a behavioral component. According to the criteria, three levels of formation of ecological and natural competence of older preschool children are determined: low, medium and high.\u0000Diagnosis was carried out in the process of observing the behavior of children on walks during play, work, in the process of classes, experimental research, conversations with children on natural and environmental issues.\u0000During the study, methods were selected to diagnose the formation of ecological and natural competence of children. An ecological path was created on the territory of the preschool institu","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81652132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.15587/2519-4984.2022.254668
S. Tolochko, Nataliia Bordіug, T. Les
The article contains the results of scientific research on the process of building ecological competence of schoolchildren on the basis of axiology. The analysis of the integrated educational process in general secondary and out-of-school education institutions through their transversal ecologization has been carried out. A number of social reasons that determine the urgency of these issues has been characterized. The definition of the term "environmental competence of students" has been defined as awareness of the ecological foundations of nature management, the need to protect nature, compliance with the rules of behavior in nature, economical use of natural resources, understanding of the context and relationship of economic activity and the importance of nature conservation to ensure the sustainable development of the society. The analysis of the legislative field on determining the axiological basis for building environmental competence of schoolchildren, particularly through the provisions of the Law of Ukraine "On Education" and the State Standard of Basic Secondary Education has been carried out. The formation of the concept of "value" in certain periods of development of educational process subjects has been studied. The axiological principles of building ecological competence of schoolchildren have been determined, the significance of upbringing as an integral part of the educational process has been revealed. The methodology of determining the content (environmental knowledge, skills, personal willpower), establishing forms (forms of general secondary education, forms of extracurricular education) and methods (organization and implementation of educational and cognitive activities, active learning, control and self-control, stimulating learning activities), building ecological competence of schoolchildren has been created. It has been proved, that the social effect of qualitative building of environmental competence of schoolchildren will be manifested in improving their nearest environment; upbringing conscious, ecologically competent citizens able to think critically and make competent decisions about the environment; actualizing socially significant functions of education; increasing social cohesion around environmental issues; promoting social formation of schoolchildren
{"title":"Content, forms and methods of building the environmental competence of education recipients on the basis of axiology","authors":"S. Tolochko, Nataliia Bordіug, T. Les","doi":"10.15587/2519-4984.2022.254668","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.254668","url":null,"abstract":"The article contains the results of scientific research on the process of building ecological competence of schoolchildren on the basis of axiology. The analysis of the integrated educational process in general secondary and out-of-school education institutions through their transversal ecologization has been carried out. A number of social reasons that determine the urgency of these issues has been characterized. The definition of the term \"environmental competence of students\" has been defined as awareness of the ecological foundations of nature management, the need to protect nature, compliance with the rules of behavior in nature, economical use of natural resources, understanding of the context and relationship of economic activity and the importance of nature conservation to ensure the sustainable development of the society. The analysis of the legislative field on determining the axiological basis for building environmental competence of schoolchildren, particularly through the provisions of the Law of Ukraine \"On Education\" and the State Standard of Basic Secondary Education has been carried out. The formation of the concept of \"value\" in certain periods of development of educational process subjects has been studied. The axiological principles of building ecological competence of schoolchildren have been determined, the significance of upbringing as an integral part of the educational process has been revealed. The methodology of determining the content (environmental knowledge, skills, personal willpower), establishing forms (forms of general secondary education, forms of extracurricular education) and methods (organization and implementation of educational and cognitive activities, active learning, control and self-control, stimulating learning activities), building ecological competence of schoolchildren has been created. It has been proved, that the social effect of qualitative building of environmental competence of schoolchildren will be manifested in improving their nearest environment; upbringing conscious, ecologically competent citizens able to think critically and make competent decisions about the environment; actualizing socially significant functions of education; increasing social cohesion around environmental issues; promoting social formation of schoolchildren","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89592134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.15587/2519-4984.2022.255388
V. Mykhaylenko, M. Blyzniuk
Non-formal education is a social phenomenon that actively complements the traditional educational and scientific activities of classical educational universities. The "Third mission" of universities - education outside the classroom - is an actively developing movement in advanced countries, providing individuals with opportunities for self-development, self-realization, gaining new knowledge and practical experience. Understanding the "third" mission is an important component of success, as the social activities significantly increase the competitiveness of educational institutions in the educational services market. At this difficult time, when Ukrainian educational institutions are recovering from the Cowid-19 pandemic and Russian troops are deliberately destroying key civilian infrastructure, educators are gaining a unique opportunity to test new ways of transmitting knowledge, skills and attitudes. Non-formal education has an opportunity to implement multidisciplinary knowledge and skills directly in communities, shaping this way the values of a democratic society. This publication aims at assessing the achievements of the Carpathian School educational project and discussing ways to further develop multidisciplinary programs in response to the social demands of local communities. The issues of non-formal education are extremely important for Ukraine, especially in martial law, when uncertainty in the formation of the social consciousness of citizens is exacerbated by global political, economic and environmental challenges. The case study of the International Carpathian School gives the practice of organizing non-formal education. The Taras Shevchenko National University of Kyiv together with partner universities, NGOs and National Nature Parks, organized the School on the border of Ivano-Frankivsk and Chernivtsi regions, in the centre of the Hutsul land. The existing network of universities, strengthened by public organizations, government and business institutions, has good prospects for establishing educational programs to support sustainable development (SD) in the Carpathian region. Authors state that non-formal education has effective tools for the formation of worldview principles of the XXI century, professional orientation and socially responsible social behaviour of the young generation
{"title":"Carpathian school: look to the future of non-formal education in Ukraine","authors":"V. Mykhaylenko, M. Blyzniuk","doi":"10.15587/2519-4984.2022.255388","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.255388","url":null,"abstract":"Non-formal education is a social phenomenon that actively complements the traditional educational and scientific activities of classical educational universities. The \"Third mission\" of universities - education outside the classroom - is an actively developing movement in advanced countries, providing individuals with opportunities for self-development, self-realization, gaining new knowledge and practical experience. Understanding the \"third\" mission is an important component of success, as the social activities significantly increase the competitiveness of educational institutions in the educational services market. At this difficult time, when Ukrainian educational institutions are recovering from the Cowid-19 pandemic and Russian troops are deliberately destroying key civilian infrastructure, educators are gaining a unique opportunity to test new ways of transmitting knowledge, skills and attitudes. Non-formal education has an opportunity to implement multidisciplinary knowledge and skills directly in communities, shaping this way the values of a democratic society. This publication aims at assessing the achievements of the Carpathian School educational project and discussing ways to further develop multidisciplinary programs in response to the social demands of local communities.\u0000The issues of non-formal education are extremely important for Ukraine, especially in martial law, when uncertainty in the formation of the social consciousness of citizens is exacerbated by global political, economic and environmental challenges.\u0000The case study of the International Carpathian School gives the practice of organizing non-formal education. The Taras Shevchenko National University of Kyiv together with partner universities, NGOs and National Nature Parks, organized the School on the border of Ivano-Frankivsk and Chernivtsi regions, in the centre of the Hutsul land. The existing network of universities, strengthened by public organizations, government and business institutions, has good prospects for establishing educational programs to support sustainable development (SD) in the Carpathian region. Authors state that non-formal education has effective tools for the formation of worldview principles of the XXI century, professional orientation and socially responsible social behaviour of the young generation","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88676888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.15587/2519-4984.2022.255206
Liudmyla I. Melenets
Emphasis is placed on the periodization of the development of preschool institutions in rural areas of Ukraine in the chronological boundaries of 1945-1991. There are three periods of formation and development of rural preschool institutions: 1st period (1945-1963) refers to the revival and formation of preschool institutions in rural areas, 2nd period (1963-1984) refers to the implementation of preschool education in rural preschools, 3rd period (1984-1991) refers to the renewal of the educational space of preschools in rural areas. The historical facts of the organization of public preschool education in the Ukrainian village in 1963-1984 are generalized – period of dynamic development of rural preschools: intensive construction of preschools in the village according to standard projects, merging nurseries and kindergartens into one institution, mass transformation of seasonal preschools into permanent ones, period of critical analysis, use and implementation of pedagogical experience, scientific and methodological developments, organization of patronage (mentoring) work, creation of "kindergarten schools". The author's periodization is based on scientific achievements in the periodization of the history of pedagogy by socio-economic and political characteristics and periods of formation of Ukrainian statehood. It is emphasized, that periodization is only an author's version, which can be accepted by scientists or refuted by replacing it with another. The following methods were used in the process of scientific research: analysis, generalization, systematization of archival documents, legislative acts, substantiation of the initial positions of scientists and practitioners on the researched problem. Chronological-systemic and historical methods were used in the dynamics and sequence of time to consider the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the period 1963-1984.
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Pub Date : 2022-03-31DOI: 10.15587/2519-4984.2022.255072
Oleksandr Kucheryaviy
The article is devoted to the problem of substantiation of the integral target orientation of preparation of future teachers of institutions of higher pedagogical education for professional activity in the conditions of digitalization of society: systems of their professional-digital competences. The main conceptual idea is put forward: professional-digital competencies of a teacher of a higher pedagogical educational institution are in isomorphic dependence on his/her professional functions and form a holistic system - a reference model of the target landmark of the digitalized educational process in graduate and postgraduate studies. The integral-functional dimension describes the procedure for establishing a holistic set of updated teacher functions in the digital educational environment ofa pedagogical university. The set of the following criteria for their search is outlined: 1) the specifics of thefunctional content of the types of teaching activities, taking into account the process of digitization of higher education; 2) the subject of the teacher's relations with future teachers and public life; 3) the nature of the relevant links. According to all criteria in their unity, three core professionally defined functions are defined: heuristic-digital, managerial-digital and self-development-digital. To these are added purely instrumental general professional - executive-digital, technical-digital and the function of compliance with digital security. The differences between the concepts of "professional-digital" and "digital" competence are emphasized. The concept of the system of professional-digital competencies of a teacher of a higher pedagogical educational institution as a holistic and interconnected set of their components, adequate to his/her certain professional functions in the digital environment, is formulated. The following relevant system of competencies is defined: heuristic-digital aspect (competencies in the areas of pedagogical innovations, digital content of personal and professional development, in particular, worldview and existential orientation, etc.); managerial and digital aspect (competence of the teacher of diagnostic and prognostic, motivational, design, organizational, stimulating and control functional and managerial nature); self-development-digital aspect (important for personal, professional and professional-cultural development of the teacher's competence); aspect of digital culture (digital competencies, highlighted in the literature, important for information retrieval, reception, processing and output, use of basic and application software, solving technical problems, personal data protection, copyright, etc.)
{"title":"System of professional-digital competencies of a teacher ofahigher pedagogical educational institution","authors":"Oleksandr Kucheryaviy","doi":"10.15587/2519-4984.2022.255072","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.255072","url":null,"abstract":"The article is devoted to the problem of substantiation of the integral target orientation of preparation of future teachers of institutions of higher pedagogical education for professional activity in the conditions of digitalization of society: systems of their professional-digital competences. The main conceptual idea is put forward: professional-digital competencies of a teacher of a higher pedagogical educational institution are in isomorphic dependence on his/her professional functions and form a holistic system - a reference model of the target landmark of the digitalized educational process in graduate and postgraduate studies. The integral-functional dimension describes the procedure for establishing a holistic set of updated teacher functions in the digital educational environment ofa pedagogical university. The set of the following criteria for their search is outlined: 1) the specifics of thefunctional content of the types of teaching activities, taking into account the process of digitization of higher education; 2) the subject of the teacher's relations with future teachers and public life; 3) the nature of the relevant links. According to all criteria in their unity, three core professionally defined functions are defined: heuristic-digital, managerial-digital and self-development-digital. To these are added purely instrumental general professional - executive-digital, technical-digital and the function of compliance with digital security. \u0000The differences between the concepts of \"professional-digital\" and \"digital\" competence are emphasized. The concept of the system of professional-digital competencies of a teacher of a higher pedagogical educational institution as a holistic and interconnected set of their components, adequate to his/her certain professional functions in the digital environment, is formulated. The following relevant system of competencies is defined: heuristic-digital aspect (competencies in the areas of pedagogical innovations, digital content of personal and professional development, in particular, worldview and existential orientation, etc.); managerial and digital aspect (competence of the teacher of diagnostic and prognostic, motivational, design, organizational, stimulating and control functional and managerial nature); self-development-digital aspect (important for personal, professional and professional-cultural development of the teacher's competence); aspect of digital culture (digital competencies, highlighted in the literature, important for information retrieval, reception, processing and output, use of basic and application software, solving technical problems, personal data protection, copyright, etc.)","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75253442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.15587/2519-4984.2022.255327
Yuliia Buhera, Alla Kurytsia
The essence and significance of the formation of psychological space as a factor of successful adaptation to school of children with speech disorders are analyzed. It is determined, that the violation of the child's psychological space causes a painful attitude to everything around and contributes to the formation of internal psychological conflict, which inevitably leads to loss of learning motivation, reduced cognitive activity, disrupted relationships with teachers and peers. The aim is to prove that the formation of psychological space will contribute to the successful adaptation of children with speech disorders to study in primary education. The methods of research of the outlined problem are theoretical methods that allowed to separate the provisions that needed to be verified. Empirical methods allowed to identify the level of adaptability of children to study in an educational institution, among them: observation, conversation, testing, statement experiment, processing of research results (presented as a percentage). It was found, that psychological space, a sense of comfort, safety is one of the most important areas of human life, and a properly constructed psychological space can provide a sense of security in the school environment during the period of adaptation. It is noted, that in order to facilitate the adaptation of children to learning, in the primary level should be a deep and expanded diagnosis of readiness for learning activities and preparatory work with children who have insufficient school adaptation. The diagnostic procedure and the program of research of psychological space as a factor of successful adaptation to school of children with speech disorders are described. The conditions of formation of personal space of a junior schoolchild are defined. It is concluded, that the purposeful formation of psychological space makes it possible to ensure the success of the process of adaptation to learning at school. Psychological space, a sense of comfort, security is one of the most important areas of human life and from the first days of children's schooling, a teacher must ensure that school attendance for a child is not burdensome, form a cognitive learning motive that would dominate in the future studying
{"title":"Formation of psychological space as a factor of successful adaptation to school of children with speech disorders","authors":"Yuliia Buhera, Alla Kurytsia","doi":"10.15587/2519-4984.2022.255327","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.255327","url":null,"abstract":"The essence and significance of the formation of psychological space as a factor of successful adaptation to school of children with speech disorders are analyzed. It is determined, that the violation of the child's psychological space causes a painful attitude to everything around and contributes to the formation of internal psychological conflict, which inevitably leads to loss of learning motivation, reduced cognitive activity, disrupted relationships with teachers and peers. The aim is to prove that the formation of psychological space will contribute to the successful adaptation of children with speech disorders to study in primary education. \u0000The methods of research of the outlined problem are theoretical methods that allowed to separate the provisions that needed to be verified. Empirical methods allowed to identify the level of adaptability of children to study in an educational institution, among them: observation, conversation, testing, statement experiment, processing of research results (presented as a percentage). \u0000It was found, that psychological space, a sense of comfort, safety is one of the most important areas of human life, and a properly constructed psychological space can provide a sense of security in the school environment during the period of adaptation. \u0000It is noted, that in order to facilitate the adaptation of children to learning, in the primary level should be a deep and expanded diagnosis of readiness for learning activities and preparatory work with children who have insufficient school adaptation. \u0000The diagnostic procedure and the program of research of psychological space as a factor of successful adaptation to school of children with speech disorders are described. The conditions of formation of personal space of a junior schoolchild are defined. \u0000It is concluded, that the purposeful formation of psychological space makes it possible to ensure the success of the process of adaptation to learning at school. Psychological space, a sense of comfort, security is one of the most important areas of human life and from the first days of children's schooling, a teacher must ensure that school attendance for a child is not burdensome, form a cognitive learning motive that would dominate in the future studying","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78939741","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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