Fu Liang, Ayob Adenan, Mohamed Nor Azhari Azman, Gulzhaina K. Kassymova
Introduction. As China enters the aging population society, there is a higher demand for the quantity and quality of elderly care services, and further triggers the continuous demand for elderly care service talents in China. Some Chinese higher vocational colleges have set up majors in elderly care service management, and continuously transfer students to elderly care service institutions, but the mobility is still relatively high by survey. In this case, analyzing the factors affecting interns’ retention has become a major issue. Study participants and methods. Students who majored in elderly care services at a local higher vocational college in Wenzhou, China, and had internship experience in nursing institutions were chosen as the study's subjects. Students must complete an 8-month internship program, which includes a post-internship and a graduation internship. Non-probability sampling was utilized to extract the sample. For the questionnaire survey on internship duration, 100 higher vocational graduate students majoring in elderly care services were chosen, and 15 interns were chosen for interviews., and then they were analyzed using a qualitative comparative analysis method (QCA). Results. The analysis results for QCA: The personal psychological capital of the interns was the first core factor in any case. At the same time, even if there was no family support and high workload factors, the interns could stay as long as they can get a satisfactory internship salary and satisfactory accommodation & diet; Or even if there was no satisfactory internship salary and satisfactory accommodation & diet factors, as long as they had family support and low workload design, interns also could stay. While according to the data survey, 67% of students did not finish their internships, and 37% of those students departed their positions before the mandatory four months had passed. This is sufficient evidence that internship retention rates are quite poor among higher vocational students in China who major in senior care services. Practical significance. Good psychological capital, family support, and a moderate workload were all necessary for the internship to be successful. The internship requires an environment that cater the full supports intern. The ministry human resource management, needs to play a significant role in enforcing the policy to monitor the system that supports the internship process, ensuring that the business community is informed about internship-related concerns, and support the internship support system.
{"title":"Research on the retention factors of interns majoring in elderly care service in Chinese higher vocational colleges: based on a qualitative comparative analysis method (QCA)","authors":"Fu Liang, Ayob Adenan, Mohamed Nor Azhari Azman, Gulzhaina K. Kassymova","doi":"10.32744/pse.2023.5.41","DOIUrl":"https://doi.org/10.32744/pse.2023.5.41","url":null,"abstract":"Introduction. As China enters the aging population society, there is a higher demand for the quantity and quality of elderly care services, and further triggers the continuous demand for elderly care service talents in China. Some Chinese higher vocational colleges have set up majors in elderly care service management, and continuously transfer students to elderly care service institutions, but the mobility is still relatively high by survey. In this case, analyzing the factors affecting interns’ retention has become a major issue. Study participants and methods. Students who majored in elderly care services at a local higher vocational college in Wenzhou, China, and had internship experience in nursing institutions were chosen as the study's subjects. Students must complete an 8-month internship program, which includes a post-internship and a graduation internship. Non-probability sampling was utilized to extract the sample. For the questionnaire survey on internship duration, 100 higher vocational graduate students majoring in elderly care services were chosen, and 15 interns were chosen for interviews., and then they were analyzed using a qualitative comparative analysis method (QCA). Results. The analysis results for QCA: The personal psychological capital of the interns was the first core factor in any case. At the same time, even if there was no family support and high workload factors, the interns could stay as long as they can get a satisfactory internship salary and satisfactory accommodation & diet; Or even if there was no satisfactory internship salary and satisfactory accommodation & diet factors, as long as they had family support and low workload design, interns also could stay. While according to the data survey, 67% of students did not finish their internships, and 37% of those students departed their positions before the mandatory four months had passed. This is sufficient evidence that internship retention rates are quite poor among higher vocational students in China who major in senior care services. Practical significance. Good psychological capital, family support, and a moderate workload were all necessary for the internship to be successful. The internship requires an environment that cater the full supports intern. The ministry human resource management, needs to play a significant role in enforcing the policy to monitor the system that supports the internship process, ensuring that the business community is informed about internship-related concerns, and support the internship support system.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"41 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412605","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 methodological heritage of Russian teachers of the past is of interest to the modern theory of pedagogy and educational practice. The purpose of the article is to generalize the methodological views of a prominent scientist of the second half of the XIX – first half of the XX centuries Ivan Stepanovich Mikheev (1876-1940). The relevance of the pedagogical heritage of Mikheev is explained by the correspondence of his methodological views to the attitudes of modern Russian specialists in the field of teaching Russian language and literature among the nonRussian peoples of the Middle Volga region. Materials and methods. The leading research methods are the analysis of scientific literature and the biographical method, as well as historical, regional and axiological (value) methodological approaches. Results. I. S. Mikheev proposed a system of teaching non-Russian peoples to read and write in their native and Russian languages. He suggested starting the development of literacy in the native language of students. After mastering elementary skills, they had to move on to teaching in the Russian language in the so-called "conversational lessons". Mikheev called his teaching approach "the method of whole sentences." For those who speak oral native speech, the main thing is to master written speech, that entails the need for a sufficiently detailed study of grammar. For "nonRussian-born" children, the most urgent task is to master live conversational speech. In conditions when schooling usually lasted no more than two or three years, the task of mastering grammar shouldn′t have been brought to the fore. Discussion. The idea, – teaching an unfamiliar language by the method of whole sentences, – was put forward by Mikheev as a basis of his methodological views. It found further productive development in modern methods of teaching foreign languages. The innovation of Mikheev's approach consisted in the fact that he pointed out the fundamental difference in approaches to teaching Russian to Russian and to non-Russian children. The methodology developed by I. S. Mikheev included at the initial stage the elaboration of the simplest syntactic formations instead of tedious memorization of grammatical forms. Hence pupils acquired the ability to compose simple, but whole sentences in a relatively short time. That′s they were able to express their thoughts in the correct Russian language. Mikheev's approach required completely different methods and textbooks of the Russian language for Russian and for non-Russian schoolchildren. The methodological ideas of Mikheev are still relevant today, and represent a significant value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use the heritage of Mikheev. Conclusions. A prominent methodologist, philologist and educator of the non-Russian peoples of the Middle Volga region, Mikheev made a significant contribution to the d
{"title":"I. S. Mikheev's contribution to the development of methodological science and education of non-Russian peoples of the Middle Volga region","authors":"Vladimir B. Pomelov","doi":"10.32744/pse.2023.5.37","DOIUrl":"https://doi.org/10.32744/pse.2023.5.37","url":null,"abstract":"Introduction. The methodological heritage of Russian teachers of the past is of interest to the modern theory of pedagogy and educational practice. The purpose of the article is to generalize the methodological views of a prominent scientist of the second half of the XIX – first half of the XX centuries Ivan Stepanovich Mikheev (1876-1940). The relevance of the pedagogical heritage of Mikheev is explained by the correspondence of his methodological views to the attitudes of modern Russian specialists in the field of teaching Russian language and literature among the nonRussian peoples of the Middle Volga region. Materials and methods. The leading research methods are the analysis of scientific literature and the biographical method, as well as historical, regional and axiological (value) methodological approaches. Results. I. S. Mikheev proposed a system of teaching non-Russian peoples to read and write in their native and Russian languages. He suggested starting the development of literacy in the native language of students. After mastering elementary skills, they had to move on to teaching in the Russian language in the so-called \"conversational lessons\". Mikheev called his teaching approach \"the method of whole sentences.\" For those who speak oral native speech, the main thing is to master written speech, that entails the need for a sufficiently detailed study of grammar. For \"nonRussian-born\" children, the most urgent task is to master live conversational speech. In conditions when schooling usually lasted no more than two or three years, the task of mastering grammar shouldn′t have been brought to the fore. Discussion. The idea, – teaching an unfamiliar language by the method of whole sentences, – was put forward by Mikheev as a basis of his methodological views. It found further productive development in modern methods of teaching foreign languages. The innovation of Mikheev's approach consisted in the fact that he pointed out the fundamental difference in approaches to teaching Russian to Russian and to non-Russian children. The methodology developed by I. S. Mikheev included at the initial stage the elaboration of the simplest syntactic formations instead of tedious memorization of grammatical forms. Hence pupils acquired the ability to compose simple, but whole sentences in a relatively short time. That′s they were able to express their thoughts in the correct Russian language. Mikheev's approach required completely different methods and textbooks of the Russian language for Russian and for non-Russian schoolchildren. The methodological ideas of Mikheev are still relevant today, and represent a significant value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use the heritage of Mikheev. Conclusions. A prominent methodologist, philologist and educator of the non-Russian peoples of the Middle Volga region, Mikheev made a significant contribution to the d","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"37 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455010","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}
Elvira P. Chernyshova, Anna K. Veksler, Inna A. Kalabina, Elena N. Glubokova
Introduction. The research of tools for assessing the achieved educational results and the effectiveness of the educational process is a necessary mechanism for improving the quality of education and educational systems. Despite the accumulated experience in the formation of funds of assessment tools, the problem of assessing the formation of general professional and professional competencies of students, taking into account the specifics of the educational programme, remains relevant. The aim of the research: the search for procedures, types of tasks and the development of a model of complex FOS, allowing to assess the formation of all levels of competences of professional training of an art-pedagogue, including those reflecting the formation of competence in the field of visual arts. Materials and methods. The research materials were normative documents regulating the design and implementation of higher education programmes; Russian and foreign studies; survey data of 187 teachers of the Herzen State Pedagogical University. Methods: analysis of sources and regulatory documents, survey, quantitative assessment of data (percentages), typical selection. Results. The analysis of normative documents and theoretical sources revealed a contradiction between the need to standardise assessment procedures and the specifics of assessing the competences of an art-pedagogue. The results of the survey of teachers confirm this contradiction: the most acceptable form of objective assessment of competences is an oral test/exam (75.4%), practical assignment (70.1%). Among the main problems of designing assessment funds, teachers highlight the assessment of validity and reliability of the Funds of Assessment Tools (57.2%) and the possibility of assessing the competence as a whole (54%). The analysis of the research materials allowed the authors to propose a comprehensive model of assessment funds, including structural, content and assessment components. The proposed structure, logic of organisation and types of tasks (tests, professional tasks of artistic and creative disciplines, etc.), including invariant and variant parts of tasks for independent work, are the basis for valid assessment of the formation of all levels of competences, including professional ones, reflecting the specificity of training of art-pedagogues. Conclusion. The results of the analysis, the proposed model, procedures, types of assignments, and the described recommendations can be used in the design of funds of assessment tools for educational programmes of higher education in the context of training an art-pedagogue.
{"title":"Designing assessment funds for the bachelor's degree program «art education in visual arts»: problems and solutions","authors":"Elvira P. Chernyshova, Anna K. Veksler, Inna A. Kalabina, Elena N. Glubokova","doi":"10.32744/pse.2023.5.14","DOIUrl":"https://doi.org/10.32744/pse.2023.5.14","url":null,"abstract":"Introduction. The research of tools for assessing the achieved educational results and the effectiveness of the educational process is a necessary mechanism for improving the quality of education and educational systems. Despite the accumulated experience in the formation of funds of assessment tools, the problem of assessing the formation of general professional and professional competencies of students, taking into account the specifics of the educational programme, remains relevant. The aim of the research: the search for procedures, types of tasks and the development of a model of complex FOS, allowing to assess the formation of all levels of competences of professional training of an art-pedagogue, including those reflecting the formation of competence in the field of visual arts. Materials and methods. The research materials were normative documents regulating the design and implementation of higher education programmes; Russian and foreign studies; survey data of 187 teachers of the Herzen State Pedagogical University. Methods: analysis of sources and regulatory documents, survey, quantitative assessment of data (percentages), typical selection. Results. The analysis of normative documents and theoretical sources revealed a contradiction between the need to standardise assessment procedures and the specifics of assessing the competences of an art-pedagogue. The results of the survey of teachers confirm this contradiction: the most acceptable form of objective assessment of competences is an oral test/exam (75.4%), practical assignment (70.1%). Among the main problems of designing assessment funds, teachers highlight the assessment of validity and reliability of the Funds of Assessment Tools (57.2%) and the possibility of assessing the competence as a whole (54%). The analysis of the research materials allowed the authors to propose a comprehensive model of assessment funds, including structural, content and assessment components. The proposed structure, logic of organisation and types of tasks (tests, professional tasks of artistic and creative disciplines, etc.), including invariant and variant parts of tasks for independent work, are the basis for valid assessment of the formation of all levels of competences, including professional ones, reflecting the specificity of training of art-pedagogues. Conclusion. The results of the analysis, the proposed model, procedures, types of assignments, and the described recommendations can be used in the design of funds of assessment tools for educational programmes of higher education in the context of training an art-pedagogue.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"34 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455564","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}
Irina E. Abramova, Elena P. Shishmolina, Anna M. Yessengaliyeva
Introduction. Environmental problems and climate change are global challenges to mankind, requiring joint efforts for a joint solution. Predictions of climate scientists determine the need for radical changes in the way of life of modern civilization and the search for new approaches to environmental education of the younger generation. The aim of the article is to describe the joint experience of Russian and Kazakh universities in environmental education to form the foundations of environmental competence in an international project and analyze the results obtained. Materials and methods. An interdisciplinary project in English "Environmental Education: an international project on climate problems in the Russian Federation and Kazakhstan" involved 114 students of Petrozavodsk State University and Eurasian National University. The research methodology was based on a comparative analysis of the data obtained through formalized questionnaire surveys of open and closed types, as well as self-assessment and statistical methods. Research results. The experiment revealed positive dynamics in the environmental competence development of students of both universities, similarities and differences in their awareness of the vital importance of environmental issues for the world and their regions of residence. The target values of the experimental groups proved to be statistically significantly higher than those of the control group in their understanding of the seriousness of global warming problems (temp_PetrSU = 5,86, р<0,001; temp_ENU = 2,83, р<0,001), plastic waste recycling (temp_PetrSU = 5,12, р<0,001; temp_ENU = 4,27, р<0,001), forest fires (temp_PETRU = 5,25, р<0,001; temp_ENU = 5,80, р<0,001), droughts and food crisis (temp_PETRU = 5,31, р<0,001; temp_ENU = 5,27, р<0,001). The participants in the international project perceived the dangers of loss of a breathable atmosphere, ozone depletion (temp_PetrSU = 5,47, р<0,001; temp_ENU = 4,57, р<0,001) and starvation, connected with the Earth overpopulation (temp_PetrSU = 5,30, р<0,001; temp_ENU = 5,29, р<0,001) more deeply and seriously. The significant result of the project was the creation of an ecological YouTube channel and the development of a joint solution to overcome the identified environmental problems of the regions. Conclusion. The conducted study confirmed the effectiveness of integrating an environmental project into the content of foreign language teaching to develop students' environmental competence. It contributed to the complex ecological education and formation of ecological culture of young people capable of solving global problems of our time. Recommendations on the dissemination of this experience in environmental education of students of technical and natural-science training areas are offered.
{"title":"Environmental education in international cooperation between Russian and Kazakh universities: case study","authors":"Irina E. Abramova, Elena P. Shishmolina, Anna M. Yessengaliyeva","doi":"10.32744/pse.2023.5.5","DOIUrl":"https://doi.org/10.32744/pse.2023.5.5","url":null,"abstract":"Introduction. Environmental problems and climate change are global challenges to mankind, requiring joint efforts for a joint solution. Predictions of climate scientists determine the need for radical changes in the way of life of modern civilization and the search for new approaches to environmental education of the younger generation. The aim of the article is to describe the joint experience of Russian and Kazakh universities in environmental education to form the foundations of environmental competence in an international project and analyze the results obtained. Materials and methods. An interdisciplinary project in English \"Environmental Education: an international project on climate problems in the Russian Federation and Kazakhstan\" involved 114 students of Petrozavodsk State University and Eurasian National University. The research methodology was based on a comparative analysis of the data obtained through formalized questionnaire surveys of open and closed types, as well as self-assessment and statistical methods. Research results. The experiment revealed positive dynamics in the environmental competence development of students of both universities, similarities and differences in their awareness of the vital importance of environmental issues for the world and their regions of residence. The target values of the experimental groups proved to be statistically significantly higher than those of the control group in their understanding of the seriousness of global warming problems (temp_PetrSU = 5,86, р<0,001; temp_ENU = 2,83, р<0,001), plastic waste recycling (temp_PetrSU = 5,12, р<0,001; temp_ENU = 4,27, р<0,001), forest fires (temp_PETRU = 5,25, р<0,001; temp_ENU = 5,80, р<0,001), droughts and food crisis (temp_PETRU = 5,31, р<0,001; temp_ENU = 5,27, р<0,001). The participants in the international project perceived the dangers of loss of a breathable atmosphere, ozone depletion (temp_PetrSU = 5,47, р<0,001; temp_ENU = 4,57, р<0,001) and starvation, connected with the Earth overpopulation (temp_PetrSU = 5,30, р<0,001; temp_ENU = 5,29, р<0,001) more deeply and seriously. The significant result of the project was the creation of an ecological YouTube channel and the development of a joint solution to overcome the identified environmental problems of the regions. Conclusion. The conducted study confirmed the effectiveness of integrating an environmental project into the content of foreign language teaching to develop students' environmental competence. It contributed to the complex ecological education and formation of ecological culture of young people capable of solving global problems of our time. Recommendations on the dissemination of this experience in environmental education of students of technical and natural-science training areas are offered.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"34 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455565","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 axiological education of university students (including technical ones) is becoming relevant in the modern world. There is a need to educate an independent and responsible person who is aware of his hierarchy of values and correlates it with the values of modern society. The purpose of the study was to analyze the value preferences of students of a technical university based on the results of participation in the «Pushkin Card» program. Materials and methods. The materials for the study were the works of scientists, student`s reviews, who took part in the project "Pushkin Card – Culture Education (Axiological Aspect)" (154 people) and the results of a survey in which 126 students from the MIREA – Russian Technological University took part. Theoretical (analysis of research literature, analysis of student feedback after attending cultural events and their speeches at summarizing online seminars) and experimental (questionnaire) research methods were used. Methods of personal interest of students, a personal approach were used (students independently chose an event that can be paid for by the "Pushkin Card"), an activity approach (students were required to attend the event they chose), the method of axiological analysis (students in their reviews evaluated the event in terms of the values formed by it). Research results. The result of the study is the conclusion that, in general, students of the MIREA – Russian Technological University actively use the "Pushkin Card" program, are aimed at axiological education and are able to independently analyze the value characteristics of the cultural events they choose. 30% of students chose contemporary art to visit, 20% – classical art, historical museums were chosen by 17.5% of students, natural science museums – 12.3%. In terms of attendance, museums and exhibitions ranked first, cinemas ranked second, theaters ranked third, and folk music concerts ranked last. In the first place for students were cognitive and aesthetic values. 1/3 of the respondents attend cultural events 1-2 times every six months and 1/3 of the students – 1-2 times a year. Conclusion. The initial finding of young people in a situation of value pluralism and their ability to think critically allows us to make an assumption that it is possible for them to create a harmonious value worldview, which will be a synthesis of the positive features of different axiological discourses of modern culture.
{"title":"Analysis of the value preferences of university students in the framework of their axiological education","authors":"Elena V. Gladysheva","doi":"10.32744/pse.2023.5.3","DOIUrl":"https://doi.org/10.32744/pse.2023.5.3","url":null,"abstract":"Introduction. The axiological education of university students (including technical ones) is becoming relevant in the modern world. There is a need to educate an independent and responsible person who is aware of his hierarchy of values and correlates it with the values of modern society. The purpose of the study was to analyze the value preferences of students of a technical university based on the results of participation in the «Pushkin Card» program. Materials and methods. The materials for the study were the works of scientists, student`s reviews, who took part in the project \"Pushkin Card – Culture Education (Axiological Aspect)\" (154 people) and the results of a survey in which 126 students from the MIREA – Russian Technological University took part. Theoretical (analysis of research literature, analysis of student feedback after attending cultural events and their speeches at summarizing online seminars) and experimental (questionnaire) research methods were used. Methods of personal interest of students, a personal approach were used (students independently chose an event that can be paid for by the \"Pushkin Card\"), an activity approach (students were required to attend the event they chose), the method of axiological analysis (students in their reviews evaluated the event in terms of the values formed by it). Research results. The result of the study is the conclusion that, in general, students of the MIREA – Russian Technological University actively use the \"Pushkin Card\" program, are aimed at axiological education and are able to independently analyze the value characteristics of the cultural events they choose. 30% of students chose contemporary art to visit, 20% – classical art, historical museums were chosen by 17.5% of students, natural science museums – 12.3%. In terms of attendance, museums and exhibitions ranked first, cinemas ranked second, theaters ranked third, and folk music concerts ranked last. In the first place for students were cognitive and aesthetic values. 1/3 of the respondents attend cultural events 1-2 times every six months and 1/3 of the students – 1-2 times a year. Conclusion. The initial finding of young people in a situation of value pluralism and their ability to think critically allows us to make an assumption that it is possible for them to create a harmonious value worldview, which will be a synthesis of the positive features of different axiological discourses of modern culture.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"34 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455568","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. Teaching the skills of adequate decoding of intonation is an integral part of teaching English, along with listening, speaking and reading skills. However, teaching this aspect is not always given sufficient attention. The purpose of the experiment is to identify the ability of students to decode the emotional characteristics of a sounding speech in a non-native language, as well as to reveal the correlation between the development of rhythmic-intonation skills and the level of the English language proficiency. Materials and methods. The research is carried out on the basis of the main tone groups of British English. The study is conducted by interviewing two groups of respondents with different levels of language proficiency (level B2 – 58 students) and C1 – 61 students). As a material for the survey, 11 statements in English were selected, having different intonation structure and belonging to different communicative types. The task of the respondents was to determine the attitude that the speaker puts into the utterance with the help of intonation. A correlation analysis was carried out between the level of English proficiency and the ability to correctly interpret intonation. The Chi-square criterion was used to calculate the homogeneity of two independent experimental samples. Results. The results of the study showed low ability of students to adequately interpret the English intonation and to identify the emotions of the speakers: correct answers gave 31.5% of respondents. We can conclude that students with the level of English proficiency C1, do not differ from students of group B2 in the level of perception of suprasegmental features of the English speech (χ2 = 10,06; p = 0,44). In other words, increasing the level of English proficiency does not affect the ability of students to correctly interpret intonation. Conclusion. The obtained result confirms the need for additional purposeful work on improving the methods of teaching prosody in a foreign language, aimed at improving the effectiveness of the educational process.
{"title":"Determining the effectiveness of teaching intonation of the English language at a university","authors":"Alexandra V. Urazmetova","doi":"10.32744/pse.2023.5.22","DOIUrl":"https://doi.org/10.32744/pse.2023.5.22","url":null,"abstract":"Introduction. Teaching the skills of adequate decoding of intonation is an integral part of teaching English, along with listening, speaking and reading skills. However, teaching this aspect is not always given sufficient attention. The purpose of the experiment is to identify the ability of students to decode the emotional characteristics of a sounding speech in a non-native language, as well as to reveal the correlation between the development of rhythmic-intonation skills and the level of the English language proficiency. Materials and methods. The research is carried out on the basis of the main tone groups of British English. The study is conducted by interviewing two groups of respondents with different levels of language proficiency (level B2 – 58 students) and C1 – 61 students). As a material for the survey, 11 statements in English were selected, having different intonation structure and belonging to different communicative types. The task of the respondents was to determine the attitude that the speaker puts into the utterance with the help of intonation. A correlation analysis was carried out between the level of English proficiency and the ability to correctly interpret intonation. The Chi-square criterion was used to calculate the homogeneity of two independent experimental samples. Results. The results of the study showed low ability of students to adequately interpret the English intonation and to identify the emotions of the speakers: correct answers gave 31.5% of respondents. We can conclude that students with the level of English proficiency C1, do not differ from students of group B2 in the level of perception of suprasegmental features of the English speech (χ2 = 10,06; p = 0,44). In other words, increasing the level of English proficiency does not affect the ability of students to correctly interpret intonation. Conclusion. The obtained result confirms the need for additional purposeful work on improving the methods of teaching prosody in a foreign language, aimed at improving the effectiveness of the educational process.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"35 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455755","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 universal and state importance of history is dissonant with the inertial methods of its institutional and academic study, which are often inadequate to modern media culture. This requires updating educational historical practices, integrating popular media texts that can increase interest in historical knowledge and offer new rhetorical modalities. The purpose of the article is a comprehensive, comparative-oriented analytics of the use of Digital Game Based Learning in history education. Materials and Methods. Theoretically and methodologically, the work draws on the concepts of "procedural rhetoric", "cybertext," and "rhetoric of simulations," as well as the method of narrative research of cultural artifacts, comparative analysis, and classification approach. The practical part utilizes the methodological principles of Digital Game Based Learning strategy formulated by M. Prensky, the qualitative-case study approach of R. Stacke and the media-phenomenological educational principle of S. Freitas. Freitas. A set of quantitative and qualitative methods are also applied to investigate the level of motivation in learning and to compare academic performance. Results. The conducted research revealed that within the framework of DGBL practices video games, their narrative and gameplay content, represent a special interactive cybertext that transmits new knowledge and procedurally forms multiple competencies. According to the type of realization of historical information in video games, they are divided into three main types: conceptual, narrative and aesthetic. The dynamics of the obtained results indicate that the use of DGBL methodology increased on average by 36% the degree of interest in the study of history. The vast majority of students (83-86%) found history classes using the DGBL methodology useful for them. At the same time, a rather high (about 50%) degree of distrust in using the DGBL method was found among teachers and parents of students. Conclusion. Based on the results of the study, it was determined that video games can be legitimized as educational cybertexts with innovative mediarrhythmic tools. Our experiment demonstrated that the use of narratively relevant video games in the system of institutional-academic study of history markedly increases students' motivation and allows them to better understand and explore the essence of historical development as a multifactorial and multimodal process. However, taking into account the identified difficulties and problems in the implementation of DGBL, it is concluded that this method should be extended, first of all, to optional educational practices and the sphere of independent work of students. At the same time, in order to achieve a positive educational effect, it is important that familiarization with a particular video game should have additional educational and methodological support.
{"title":"Digital Game Based Learning in the institutional-academic study of history: theory and practice of learning modality of video game cybertexts","authors":"Dmitry A. Belyaev, Ulyana P. Belyaeva","doi":"10.32744/pse.2023.5.40","DOIUrl":"https://doi.org/10.32744/pse.2023.5.40","url":null,"abstract":"Introduction. The universal and state importance of history is dissonant with the inertial methods of its institutional and academic study, which are often inadequate to modern media culture. This requires updating educational historical practices, integrating popular media texts that can increase interest in historical knowledge and offer new rhetorical modalities. The purpose of the article is a comprehensive, comparative-oriented analytics of the use of Digital Game Based Learning in history education. Materials and Methods. Theoretically and methodologically, the work draws on the concepts of \"procedural rhetoric\", \"cybertext,\" and \"rhetoric of simulations,\" as well as the method of narrative research of cultural artifacts, comparative analysis, and classification approach. The practical part utilizes the methodological principles of Digital Game Based Learning strategy formulated by M. Prensky, the qualitative-case study approach of R. Stacke and the media-phenomenological educational principle of S. Freitas. Freitas. A set of quantitative and qualitative methods are also applied to investigate the level of motivation in learning and to compare academic performance. Results. The conducted research revealed that within the framework of DGBL practices video games, their narrative and gameplay content, represent a special interactive cybertext that transmits new knowledge and procedurally forms multiple competencies. According to the type of realization of historical information in video games, they are divided into three main types: conceptual, narrative and aesthetic. The dynamics of the obtained results indicate that the use of DGBL methodology increased on average by 36% the degree of interest in the study of history. The vast majority of students (83-86%) found history classes using the DGBL methodology useful for them. At the same time, a rather high (about 50%) degree of distrust in using the DGBL method was found among teachers and parents of students. Conclusion. Based on the results of the study, it was determined that video games can be legitimized as educational cybertexts with innovative mediarrhythmic tools. Our experiment demonstrated that the use of narratively relevant video games in the system of institutional-academic study of history markedly increases students' motivation and allows them to better understand and explore the essence of historical development as a multifactorial and multimodal process. However, taking into account the identified difficulties and problems in the implementation of DGBL, it is concluded that this method should be extended, first of all, to optional educational practices and the sphere of independent work of students. At the same time, in order to achieve a positive educational effect, it is important that familiarization with a particular video game should have additional educational and methodological support.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"41 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412606","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}
Anna A. Pecherkina, Georgy I. Borisov, Ksenia D. Katkalo
Problem and aim. Currently, one can observe a number of changes in all areas of modern life, which in turn shifts the requirements for the education system. In order to advance academic achievement and develop a balanced personality of a student it is imperative to create appropriate conditions. The key resource here is primarily the emotional background having prevalence at school along with the indicators of the emotional well-being of all the participants of educational relations. The aim of the research is to carry out an analytical review and synthesis of the results of psychological research on emotional well-being in order to determine the factors contributing to the emotional well-being of schoolchildren based on the findings. Materials and methods. The methodical toolset of this study comprises the analytical review of scholarly literature, namely the systematic, comparative, and logical analysis of contemporary approaches to the emotional well-being of schoolchildren. The theoretical and methodological background of the study is presented by the Ecological Systems Theory by U. Bronfenbrenner and the concept of social and emotional well-being by M. Hamilton and G. Redmond. Results. The emotional well-being of schoolchildren is a stable position of a child in an educational environment with a positive tendency to satisfy age-appropriate needs, to recognize one’s emotional experiences, and to possess skills of their regulation. The analysis of scholarly literature distinguishes two groups of factors of the emotional well-being of schoolchildren. These factors are based on two interdependent areas: the personal dimension (personality and emotion attributes) and the environment dimension (various influential areas such as the family, educational establishments, community). Conclusion. What is academically novel about the results is how the factors contributing to the well-being of schoolchildren are systematized. The obtained factors may form the basis of the design of a further psychological study. The empirical data will aid in defining the features of the emotional well-being of schoolchildren and thus contrive the ways to control and develop it.
{"title":"Factors contributing to the emotional well-being of schoolchildren","authors":"Anna A. Pecherkina, Georgy I. Borisov, Ksenia D. Katkalo","doi":"10.32744/pse.2023.5.31","DOIUrl":"https://doi.org/10.32744/pse.2023.5.31","url":null,"abstract":"Problem and aim. Currently, one can observe a number of changes in all areas of modern life, which in turn shifts the requirements for the education system. In order to advance academic achievement and develop a balanced personality of a student it is imperative to create appropriate conditions. The key resource here is primarily the emotional background having prevalence at school along with the indicators of the emotional well-being of all the participants of educational relations. The aim of the research is to carry out an analytical review and synthesis of the results of psychological research on emotional well-being in order to determine the factors contributing to the emotional well-being of schoolchildren based on the findings. Materials and methods. The methodical toolset of this study comprises the analytical review of scholarly literature, namely the systematic, comparative, and logical analysis of contemporary approaches to the emotional well-being of schoolchildren. The theoretical and methodological background of the study is presented by the Ecological Systems Theory by U. Bronfenbrenner and the concept of social and emotional well-being by M. Hamilton and G. Redmond. Results. The emotional well-being of schoolchildren is a stable position of a child in an educational environment with a positive tendency to satisfy age-appropriate needs, to recognize one’s emotional experiences, and to possess skills of their regulation. The analysis of scholarly literature distinguishes two groups of factors of the emotional well-being of schoolchildren. These factors are based on two interdependent areas: the personal dimension (personality and emotion attributes) and the environment dimension (various influential areas such as the family, educational establishments, community). Conclusion. What is academically novel about the results is how the factors contributing to the well-being of schoolchildren are systematized. The obtained factors may form the basis of the design of a further psychological study. The empirical data will aid in defining the features of the emotional well-being of schoolchildren and thus contrive the ways to control and develop it.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"35 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454724","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}
Tatiana N. Banshchikova, Rabindra K. Pradhan, Maksim L. Sokolovskii
Introduction. Interest in the research topic is associated with the request of university drivers, employers regarding the personal and regulatory resources of today's youth. The ability to set a goal and strive for its implementation, to realistically assess expectations and develop one's potential, reveals one's experiences through the solution of an experimental analysis. The aim of the study was to determine the individual typological characteristics of young people, taking into account their subjective wellbeing, conscious self-regulation and tolerance for uncertainty. We assumed that this or that type is largely due to the development of regulatory-cognitive processes and, in part, a specific set of regulatory-personal properties, as well as personal attitudes towards tolerance for uncertainty. Participants and research methods. The study sample consisted of young students aged 18 to 35 (average age 20.7±3.5 years, N=1435). Techniques were used to diagnose the subjective perception of a person, conscious selfregulation, tolerance/intolerance to uncertainty. Mathematical and statistical data processing includes standardizing, k-means clustering and configuration-frequency analysis of the distribution of selected clusters. Results. Cluster analysis revealed 7 groups of students who differ statistically significantly in all the diagnosed parameters. A comparative analysis of the selected groups was carried out, their psychological characteristics were given. It is established that the manifestation of typological features of subjective well-being is based, on the one hand, on certain structural and functional features of conscious self–regulation, and on the other hand, on the formation of an attitude of tolerance to uncertainty. It is proved that a high level of conscious self-regulation, perseverance and constancy in achieving the goal of activity in psychologically stressful conditions of life are significant factors of subjective well-being, preventing and/or leveling the development of dysfunctional states. It has been proven that a high level of conscious self-regulation, perseverance and sensitivity in the goal of activity (perseverance) in conditions of stressful states of life are identified as sensitive factors of subjective passage, preventing and/or leveling the development of dysfunctional vessels. Practical significance. The presented results of an empirical study clearly demonstrate the possibility of applying a differential typological approach to subjective well-being, allow us to describe the differential aspects of the relationship between subjective well-being, conscious self-regulation, attitudes to tolerance for uncertainty and identify the main directions of practical work with young people in the direction of developing conscious self-regulation and improving their subjective well-being.
{"title":"Typological features of subjective well-being of modern youth","authors":"Tatiana N. Banshchikova, Rabindra K. Pradhan, Maksim L. Sokolovskii","doi":"10.32744/pse.2023.5.35","DOIUrl":"https://doi.org/10.32744/pse.2023.5.35","url":null,"abstract":"Introduction. Interest in the research topic is associated with the request of university drivers, employers regarding the personal and regulatory resources of today's youth. The ability to set a goal and strive for its implementation, to realistically assess expectations and develop one's potential, reveals one's experiences through the solution of an experimental analysis. The aim of the study was to determine the individual typological characteristics of young people, taking into account their subjective wellbeing, conscious self-regulation and tolerance for uncertainty. We assumed that this or that type is largely due to the development of regulatory-cognitive processes and, in part, a specific set of regulatory-personal properties, as well as personal attitudes towards tolerance for uncertainty. Participants and research methods. The study sample consisted of young students aged 18 to 35 (average age 20.7±3.5 years, N=1435). Techniques were used to diagnose the subjective perception of a person, conscious selfregulation, tolerance/intolerance to uncertainty. Mathematical and statistical data processing includes standardizing, k-means clustering and configuration-frequency analysis of the distribution of selected clusters. Results. Cluster analysis revealed 7 groups of students who differ statistically significantly in all the diagnosed parameters. A comparative analysis of the selected groups was carried out, their psychological characteristics were given. It is established that the manifestation of typological features of subjective well-being is based, on the one hand, on certain structural and functional features of conscious self–regulation, and on the other hand, on the formation of an attitude of tolerance to uncertainty. It is proved that a high level of conscious self-regulation, perseverance and constancy in achieving the goal of activity in psychologically stressful conditions of life are significant factors of subjective well-being, preventing and/or leveling the development of dysfunctional states. It has been proven that a high level of conscious self-regulation, perseverance and sensitivity in the goal of activity (perseverance) in conditions of stressful states of life are identified as sensitive factors of subjective passage, preventing and/or leveling the development of dysfunctional vessels. Practical significance. The presented results of an empirical study clearly demonstrate the possibility of applying a differential typological approach to subjective well-being, allow us to describe the differential aspects of the relationship between subjective well-being, conscious self-regulation, attitudes to tolerance for uncertainty and identify the main directions of practical work with young people in the direction of developing conscious self-regulation and improving their subjective well-being.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"37 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454863","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}
H. J. Katanani, M. A. Sakarneh, A. A. Alrahamneh, W. Awamleh, N. M. Saaideh
Introduction. Integrating students with disabilities into schools may present challenges, but the benefits of doing so are significant. By promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations, Jordan can create a more inclusive and supportive educational environment for all students. Study participants and methods. The study's goal was to find out the challenges and barriers that exist in the process of integrating students with disabilities into inclusive schools from the perspective of regular teachers who are currently employed in integration schools. Additionally, the study aimed to determine the requirements for successful inclusion of disabled students from the perspective of school principals who are currently employed in these schools. The descriptive-analytical approach, namely self-report research, was used because of its relevance to the study's objectives. It is based on studying the educational phenomenon and describing it as it is. A total of 152 classroom teachers and 47 school administrators from the same schools made up the study's sample. Results. According to the findings, instructors viewed integration barriers as moderate in the integrated schools with a mean of 3.12, and standard deviation of 0.48. One of the most significant challenges to integration is the need for written duties, while sufficient money comes in last with a mean of 2.27 and standard deviation of 1.10. From the perspective of the principles, successful integration entailed a number of advanced conditions. Funding, well-equipped schools, and easy accessibility were cited as the most important factors in successful integration. Practical significance. The practical significance of the study on integrating students with disabilities into schools is its potential to inform decision-making and policy development in order to create more inclusive and supportive educational environments. By identifying the challenges and barriers to integration, decisionmakers can work towards promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations. The study's findings emphasize the importance of addressing funding, well-equipped schools, easy accessibility, and providing support for teachers in order to create successful integration programs.
{"title":"Difficulties and obstacles in integrating students with disabilities in Jordanian schools","authors":"H. J. Katanani, M. A. Sakarneh, A. A. Alrahamneh, W. Awamleh, N. M. Saaideh","doi":"10.32744/pse.2023.5.27","DOIUrl":"https://doi.org/10.32744/pse.2023.5.27","url":null,"abstract":"Introduction. Integrating students with disabilities into schools may present challenges, but the benefits of doing so are significant. By promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations, Jordan can create a more inclusive and supportive educational environment for all students. Study participants and methods. The study's goal was to find out the challenges and barriers that exist in the process of integrating students with disabilities into inclusive schools from the perspective of regular teachers who are currently employed in integration schools. Additionally, the study aimed to determine the requirements for successful inclusion of disabled students from the perspective of school principals who are currently employed in these schools. The descriptive-analytical approach, namely self-report research, was used because of its relevance to the study's objectives. It is based on studying the educational phenomenon and describing it as it is. A total of 152 classroom teachers and 47 school administrators from the same schools made up the study's sample. Results. According to the findings, instructors viewed integration barriers as moderate in the integrated schools with a mean of 3.12, and standard deviation of 0.48. One of the most significant challenges to integration is the need for written duties, while sufficient money comes in last with a mean of 2.27 and standard deviation of 1.10. From the perspective of the principles, successful integration entailed a number of advanced conditions. Funding, well-equipped schools, and easy accessibility were cited as the most important factors in successful integration. Practical significance. The practical significance of the study on integrating students with disabilities into schools is its potential to inform decision-making and policy development in order to create more inclusive and supportive educational environments. By identifying the challenges and barriers to integration, decisionmakers can work towards promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations. The study's findings emphasize the importance of addressing funding, well-equipped schools, easy accessibility, and providing support for teachers in order to create successful integration programs.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"35 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454726","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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