Introduction. The urgent need to solve the employment issue for graduates of vocational educational institutions and for substantial insight into quality of employment, especially on the Russian unstable labor market, defines the aim of the study: to identify how using information and communication technologies in their work is related to the quality of graduates’ employment. The work scheme of the study includes both a complex of technological and psychological characteristics of information and communication technologies and characteristics of the quality of employment, including indicators of its instability, uncertainty and psychological well-being in the professional and work sphere. Materials and methods. The participants were 384 working young people (average age – 24 years, 49.5% male, 50.5% female); 216 had higher education, and 168 had secondary vocational education. At the time of the survey, all the participants had no more than three years of work experience after graduating. A special author's questionnaire was used which operationalized the components of the research design. Results. The study revealed that such components of employment quality as the opportunity to acquire new professional knowledge and skills and non-forced employment form an extensive set of connections with information and communication technologies. Among the aspects of these technologies, the greatest number of connections with the quality of employment is found in affective-motivational and operational components of involvement in technology (experiencing positive emotions, interest, pleasure from using them, activity and consistency in their use), absorption in technology, use of Internet search engines and platforms for video communication (Spearman's ρ in the range of 0.103–0.344, significance level from p = 0.05 to p = 0.001). Strengthening these characteristics may increase the quality of graduates’ employment and vice versa. Conclusion. The results allowed expanding ideas about the employment of Russian graduates. Indicators of employment quality were proposed; the correlating technological and psychological aspects of information and communication technologies were established, considered as components of human capital that help the graduates’ adaptation and professional development on the modern labor market.
{"title":"Involvement of graduates in information and communication technologies and quality of their employment","authors":"Andrey N. Diomin, Ekaterina I. Zykova","doi":"10.32744/pse.2023.5.34","DOIUrl":"https://doi.org/10.32744/pse.2023.5.34","url":null,"abstract":"Introduction. The urgent need to solve the employment issue for graduates of vocational educational institutions and for substantial insight into quality of employment, especially on the Russian unstable labor market, defines the aim of the study: to identify how using information and communication technologies in their work is related to the quality of graduates’ employment. The work scheme of the study includes both a complex of technological and psychological characteristics of information and communication technologies and characteristics of the quality of employment, including indicators of its instability, uncertainty and psychological well-being in the professional and work sphere. Materials and methods. The participants were 384 working young people (average age – 24 years, 49.5% male, 50.5% female); 216 had higher education, and 168 had secondary vocational education. At the time of the survey, all the participants had no more than three years of work experience after graduating. A special author's questionnaire was used which operationalized the components of the research design. Results. The study revealed that such components of employment quality as the opportunity to acquire new professional knowledge and skills and non-forced employment form an extensive set of connections with information and communication technologies. Among the aspects of these technologies, the greatest number of connections with the quality of employment is found in affective-motivational and operational components of involvement in technology (experiencing positive emotions, interest, pleasure from using them, activity and consistency in their use), absorption in technology, use of Internet search engines and platforms for video communication (Spearman's ρ in the range of 0.103–0.344, significance level from p = 0.05 to p = 0.001). Strengthening these characteristics may increase the quality of graduates’ employment and vice versa. Conclusion. The results allowed expanding ideas about the employment of Russian graduates. Indicators of employment quality were proposed; the correlating technological and psychological aspects of information and communication technologies were established, considered as components of human capital that help the graduates’ adaptation and professional development on the modern labor market.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"36 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454868","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}
Galina B. Moshchenok, Irina Yu. Starchikova, Ella V. Bobrova
Introduction. Patriotic and civic education is a systematic activity of the family, the state, public and educational organizations of the country. In connection with the accelerated formation of socio-economic models, changes in the internal and external situation in Russia, the problem of educating young people as patriots and citizens of the country is relevant. The purpose of the study is to analyze the state of civic-patriotic education of students of a technical university. Materials and methods. The material of the study was the data of a survey of more than two hundred students of Stupino branch of the Moscow Aviation Institute (Russian Federation). Results. An analysis of the student survey data showed that most of the respondents know their civic obligations (78%), slightly less (73%) know their rights. At the same time, the vast majority (91%) consider themselves patriots. 90.6% believe that enough patriotic events are held at the technical university. 87.1% would like to be born and live in Russia and 84.7% are proud of the history of our country, 88.6% of respondents do not consider it necessary to change their citizenship. 88.6% of respondents associate the concept of patriotism with love for their homeland. Conclusion. The study revealed the expediency and effectiveness of the humanitarian environment for the education of true patriots of the Fatherland. Innovative approaches using quest technologies, patriotic tourism, volunteer movement, scientific and practical conferences can help overcome gaps in the education of a citizen and patriot of their homeland.
{"title":"Features of citizenship and patriotism of students of a technical university","authors":"Galina B. Moshchenok, Irina Yu. Starchikova, Ella V. Bobrova","doi":"10.32744/pse.2023.5.12","DOIUrl":"https://doi.org/10.32744/pse.2023.5.12","url":null,"abstract":"Introduction. Patriotic and civic education is a systematic activity of the family, the state, public and educational organizations of the country. In connection with the accelerated formation of socio-economic models, changes in the internal and external situation in Russia, the problem of educating young people as patriots and citizens of the country is relevant. The purpose of the study is to analyze the state of civic-patriotic education of students of a technical university. Materials and methods. The material of the study was the data of a survey of more than two hundred students of Stupino branch of the Moscow Aviation Institute (Russian Federation). Results. An analysis of the student survey data showed that most of the respondents know their civic obligations (78%), slightly less (73%) know their rights. At the same time, the vast majority (91%) consider themselves patriots. 90.6% believe that enough patriotic events are held at the technical university. 87.1% would like to be born and live in Russia and 84.7% are proud of the history of our country, 88.6% of respondents do not consider it necessary to change their citizenship. 88.6% of respondents associate the concept of patriotism with love for their homeland. Conclusion. The study revealed the expediency and effectiveness of the humanitarian environment for the education of true patriots of the Fatherland. Innovative approaches using quest technologies, patriotic tourism, volunteer movement, scientific and practical conferences can help overcome gaps in the education of a citizen and patriot of their homeland.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"25 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":"135455213","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. An important problem of preparing university students to future professional activity following the principles of sustainable development enunciated by the UNO dictates the need for the use of teaching techniques and methods that allow students to form a holistic worldview, develop critical thinking skills and the need for learning and self-development throughout their lives. The preparation of students to live and work under dynamically changing social and economic conditions and multi-tasking of job responsibilities is presently being solved by various educational technologies based on the principles of interactivity and interdisciplinarity. The aim of this research is the experimental organization of the training of pre-service foreign language teachers on the principles of interdisciplinary approach. Methods and materials. The following methods were used for the data collection and interpretation: analysis of university documentation, survey by means of questionnaire and interview, observation, Wilcoxon rank sum test. The sample group was represented by the third-year students of Novosibirsk State Technical University, majoring in Theory and Methodology of Teaching Foreign Languages and Cultures, Linguistics program. The research was carried out during the period of two years (2020-2022). The total number of students participating in experimental learning is 48. Results. The choice of the groups with the third-year students was defined by the results of the previous research indicating the decrease of learning motivation among the third-year students (37 %) in comparison with students of other years of university studying – 1st year (68%), 2nd year (54%) and 4th year (74%). The reliability of the data was confirmed by the Wilcoxon T-test at Temp
{"title":"Interdisciplinary approach to professional training of pre-service foreign language teachers at university","authors":"Irina V. Barabasheva, Elena A. Melekhina","doi":"10.32744/pse.2023.5.7","DOIUrl":"https://doi.org/10.32744/pse.2023.5.7","url":null,"abstract":"Introduction. An important problem of preparing university students to future professional activity following the principles of sustainable development enunciated by the UNO dictates the need for the use of teaching techniques and methods that allow students to form a holistic worldview, develop critical thinking skills and the need for learning and self-development throughout their lives. The preparation of students to live and work under dynamically changing social and economic conditions and multi-tasking of job responsibilities is presently being solved by various educational technologies based on the principles of interactivity and interdisciplinarity. The aim of this research is the experimental organization of the training of pre-service foreign language teachers on the principles of interdisciplinary approach. Methods and materials. The following methods were used for the data collection and interpretation: analysis of university documentation, survey by means of questionnaire and interview, observation, Wilcoxon rank sum test. The sample group was represented by the third-year students of Novosibirsk State Technical University, majoring in Theory and Methodology of Teaching Foreign Languages and Cultures, Linguistics program. The research was carried out during the period of two years (2020-2022). The total number of students participating in experimental learning is 48. Results. The choice of the groups with the third-year students was defined by the results of the previous research indicating the decrease of learning motivation among the third-year students (37 %) in comparison with students of other years of university studying – 1st year (68%), 2nd year (54%) and 4th year (74%). The reliability of the data was confirmed by the Wilcoxon T-test at Temp <Tcr (at the level of 0.01), where Temp =1, and Tcr has values from 3 to 8 (Tcr=3 (p≤0.01), Tcr=8 (p≤0.01 0.05)). The analysis of the experimental data indicates the relevance of interdisciplinary approach to training pre-service foreign language teachers because of the high motivational potential stimulating interest to future profession. In replying to the questionnaire the respondents recognized the necessity to use interdisciplinary approach in education (‘yes’ and ‘rather yes that no’) – 91,6%, its positive influence on developing professional competence – 89,5 % and doing practical tasks of future professional sphere – 95,8 %. Conclusion. The application of interdisciplinary approach to training university students motivates them to study the chosen profession. That is why it necessitates the importance of further research into organizational arrangements and methodology of its implementation in the university practice.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"33 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455405","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. Research competencies, including the skills of working with professional foreign language literature, various authentic sources, the ability to work with specialized scientific databases forms the basis of modern professional training of medical students. Aim. Description of the author's model of working with authentic foreign language materials for junior medical students and justification of the technology of organizing educational activities using specially selected authentic materials at the stage of the transition from general foreign language disciplines to professional communication. The subject of the study was the stage of transition from the general course of a foreign (English) language (GE) to a professional one (ESP). Materials and methods. The research is based on the cascade principle of the formation of foreign language competencies of medical students. This principle presupposes the systematization and practical application of general language knowledge, on the basis of which professionally significant communication skills are formed. The methods of analysis, synthesis, induction, deduction, comparative studies were used, which made it possible to assess the relationship between the system of professional medical education and the use of authentic foreign language materials in this process. The empirical study was implemented by integrating professional questionnaires (needs analysis) [24] into D. Kirkpatrick's four-type model for evaluating the effectiveness of training during the transition from GE to ESP at the beginning and at the end of training. The study was conducted during one academic year (September 2022 – June 2023) in classes in the disciplines "Foreign language (General English)" and "English for professional communication (ESP/EAP)" at the Faculty of Medical Science (N. V. Sklifosovsky Institute of Clinical Medicine, Sechenov University). The respondents of the study were 80 medical students of junior courses (1st and 2nd year students) of the level of English proficiency "Intermediate" (B1+) and "Upper-Intermediate" (B2+). Results. The results of the study showed that medical students from the study group reacted positively to the introduction of professional authentic foreign language materials into the educational process. The developed model of designing educational work allowed to form and put into practice the technologies of the educational process relevant to the professional field of medicine, which increases not only the foreign language communication of students, but also their professional competencies. Conclusion. The scientific novelty of the research lies in the parameters of the developed model of the application of actual authentic materials into the educational process of professional training of medical specialists. The obtained results can be used in professional medical education, improving and improving the process of training professional personnel at the level of development of
介绍。研究能力，包括处理专业外语文献、各种真实来源的技能，以及处理专门科学数据库的能力，构成了医学生现代专业培训的基础。的目标。介绍了笔者对医大学生使用正宗外语教材的工作模式，以及在普通外语学科向专业交流过渡阶段，采用精选正宗教材组织教育活动的技术论证。本研究的主题是由普通的外语(英语)课程(GE)过渡到专业课程(ESP)的阶段。材料和方法。本研究基于医学生外语能力形成的层叠原理。这一原则的前提是一般语言知识的系统化和实际应用，在此基础上形成专业上重要的沟通技能。运用分析、综合、归纳、演绎、比较研究等方法，对医学专业教育体系与外语教材使用的关系进行了评价。本实证研究将专业问卷(需求分析)[24]整合到D. Kirkpatrick的四类模型中，在培训开始和结束时评估通用电气向ESP转换过程中的培训效果。该研究在一个学年(2022年9月至2023年6月)期间在谢切诺夫大学医学院(N. V. Sklifosovsky临床医学研究所)的“外语(通用英语)”和“专业交流英语(ESP/EAP)”课程中进行。调查对象为80名英语水平为“中级”(B1+)和“中上”(B2+)的医学生(一、二年级)。结果。研究结果显示，实验组医学生对引进专业正宗外语教材进入教学过程反应积极。开发的教学工作设计模式，使医学专业领域相关的教学过程技术得以形成和实施，不仅提高了学生的外语交流能力，而且提高了学生的专业能力。结论。本研究的科学新颖性在于将真实资料应用于医学专家专业培训教育过程的发展模式参数。所获得的成果可用于专业医学教育，改善和改进在研究发展水平和具有社会意义的外语能力的专业人才的培养过程。
{"title":"From GE to ESP: technology of educational work with professional authentic foreign language materials for junior medical students","authors":"Elena Yu. Kolyshevskaya","doi":"10.32744/pse.2023.5.16","DOIUrl":"https://doi.org/10.32744/pse.2023.5.16","url":null,"abstract":"Introduction. Research competencies, including the skills of working with professional foreign language literature, various authentic sources, the ability to work with specialized scientific databases forms the basis of modern professional training of medical students. Aim. Description of the author's model of working with authentic foreign language materials for junior medical students and justification of the technology of organizing educational activities using specially selected authentic materials at the stage of the transition from general foreign language disciplines to professional communication. The subject of the study was the stage of transition from the general course of a foreign (English) language (GE) to a professional one (ESP). Materials and methods. The research is based on the cascade principle of the formation of foreign language competencies of medical students. This principle presupposes the systematization and practical application of general language knowledge, on the basis of which professionally significant communication skills are formed. The methods of analysis, synthesis, induction, deduction, comparative studies were used, which made it possible to assess the relationship between the system of professional medical education and the use of authentic foreign language materials in this process. The empirical study was implemented by integrating professional questionnaires (needs analysis) [24] into D. Kirkpatrick's four-type model for evaluating the effectiveness of training during the transition from GE to ESP at the beginning and at the end of training. The study was conducted during one academic year (September 2022 – June 2023) in classes in the disciplines \"Foreign language (General English)\" and \"English for professional communication (ESP/EAP)\" at the Faculty of Medical Science (N. V. Sklifosovsky Institute of Clinical Medicine, Sechenov University). The respondents of the study were 80 medical students of junior courses (1st and 2nd year students) of the level of English proficiency \"Intermediate\" (B1+) and \"Upper-Intermediate\" (B2+). Results. The results of the study showed that medical students from the study group reacted positively to the introduction of professional authentic foreign language materials into the educational process. The developed model of designing educational work allowed to form and put into practice the technologies of the educational process relevant to the professional field of medicine, which increases not only the foreign language communication of students, but also their professional competencies. Conclusion. The scientific novelty of the research lies in the parameters of the developed model of the application of actual authentic materials into the educational process of professional training of medical specialists. The obtained results can be used in professional medical education, improving and improving the process of training professional personnel at the level of development of","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"34 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":"135455760","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 relevance of the research topic is justified by new trends in modern education, namely, active introduction of innovative technologies and solutions to expand opportunities and improve the quality of education. In the context of educational improvements, the focus is on searching for advanced techniques that can increase the efficiency of cognitive processing of educational information and facilitate memorization of educational material. The study aims to assess the impact that various conditions of color stimulation have on short-term verbal memory indicators (capacity, memorization efficiency, trajectories and successful learning of vocabulary items). Methods. The study involved 53 participants (15 male and 38 female) aged 18-36 years (average age 20.5 years, SD = 3.59). Short-term memory indicators were measured with the help of ten-word memorization technique and a test for memorizing numerical series. The color stimuli of the experiment included the focal colors of the 27 most popular categories among Russian speakers, the coordinates of which were determined in the CIELAB system. To develop and conduct the experiment, the HTC VIVE PRO Eye virtual reality system was used, which allowed demonstrating the experimental stimuli on the helmet screens and simultaneously record eye movements. Results. Memory span averaged 5.6±1.5 and was higher among the participants who saw dark and red-violet hues and lower among those who looked at swamp green and green stimuli. The highest efficiency coefficients for memorizing words were recorded in cases with black (median = 0.87) and dark purple (median = 0.84) color stimulation. When memorizing numerical series, the maximum coefficient was for saturated hues – red, green and fuchsia (median = 0.86). Successful memorization averaged 7.7±1.8 and reached the maximum (10) in cases with exposure to primary basic colors – black, green and blue, as well as non-primary turquoise and crimson. Cluster data analysis showed that memory indicators are most similar for the stimuli that are comparable in their impact on pupil diameter, blinking frequency and dynamics of gaze direction, namely, for light warm hues; dark hues; rich stimuli from the warm part of the color spectrum; light purple hues; red and gray-green hues. Discussion. As in previous studies, certain indicators of short-term memory were higher under the influence of ‘warm’ stimuli compared to ‘cold’ ones, but the present study did not confirm the advantage of achromatic colors compared to chromatic ones. The experiment revealed that changes in memory parameters correlate not only with the tone of color stimuli but also with their other characteristics, primarily with lightness and saturation. Conclusion. The results of this study can be applied used in educational practice to develop effective ways of improving memory performance and of memorizing information using color. Further research should regard possible gender, age and cross-cultur
介绍。现代教育的新趋势证明了研究课题的相关性，即积极引入创新技术和解决方案，以扩大机会并提高教育质量。在教育改进的背景下，重点是寻找能够提高教育信息认知加工效率和促进教育材料记忆的先进技术。本研究旨在评估不同颜色刺激条件对短期言语记忆指标(词汇容量、记忆效率、轨迹和成功学习)的影响。方法。该研究涉及53名参与者(15名男性，38名女性)，年龄在18-36岁之间(平均年龄20.5岁，SD = 3.59)。采用十字记忆法和数列记忆法测量短期记忆指标。实验的颜色刺激包括俄语使用者中最受欢迎的27个类别的焦点色，其坐标由CIELAB系统确定。为了开发和进行实验，使用了HTC VIVE PRO Eye虚拟现实系统，该系统可以在头盔屏幕上展示实验刺激，同时记录眼球运动。结果。记忆广度平均为5.6±1.5，看到深色和红紫色刺激的参与者的记忆广度更高，看到沼泽绿色和绿色刺激的参与者的记忆广度更低。记忆单词的效率系数在黑色(中位数= 0.87)和深紫色(中位数= 0.84)刺激下最高。在记忆数值序列时，系数最大的是饱和色调——红色、绿色和紫红色(中位数= 0.86)。成功的记忆平均为7.7±1.8，在接触原色——黑色、绿色和蓝色，以及非原色的绿松石色和深红色的情况下达到了最大值(10)。聚类数据分析表明，对瞳孔直径、眨眼频率和注视方向动态的影响具有可比性的刺激的记忆指标最为相似，即浅暖色调;黑暗的色调;丰富的刺激来自暖色光谱的部分;浅紫色;红色和灰绿色调。讨论。与之前的研究一样，在“温暖”刺激下，短期记忆的某些指标比“寒冷”刺激下更高，但目前的研究并没有证实消色差比彩色强。实验表明，记忆参数的变化不仅与颜色刺激的色调有关，还与它们的其他特征有关，主要是亮度和饱和度。结论。本研究的结果可应用于教育实践中，以开发有效的方法来提高记忆性能和利用颜色记忆信息。进一步的研究应考虑到可能存在的性别、年龄和跨文化差异。
{"title":"The effect of color on short-term memory performance","authors":"Yulia A. Griber, Alexey A. Delov","doi":"10.32744/pse.2023.5.29","DOIUrl":"https://doi.org/10.32744/pse.2023.5.29","url":null,"abstract":"Introduction. The relevance of the research topic is justified by new trends in modern education, namely, active introduction of innovative technologies and solutions to expand opportunities and improve the quality of education. In the context of educational improvements, the focus is on searching for advanced techniques that can increase the efficiency of cognitive processing of educational information and facilitate memorization of educational material. The study aims to assess the impact that various conditions of color stimulation have on short-term verbal memory indicators (capacity, memorization efficiency, trajectories and successful learning of vocabulary items). Methods. The study involved 53 participants (15 male and 38 female) aged 18-36 years (average age 20.5 years, SD = 3.59). Short-term memory indicators were measured with the help of ten-word memorization technique and a test for memorizing numerical series. The color stimuli of the experiment included the focal colors of the 27 most popular categories among Russian speakers, the coordinates of which were determined in the CIELAB system. To develop and conduct the experiment, the HTC VIVE PRO Eye virtual reality system was used, which allowed demonstrating the experimental stimuli on the helmet screens and simultaneously record eye movements. Results. Memory span averaged 5.6±1.5 and was higher among the participants who saw dark and red-violet hues and lower among those who looked at swamp green and green stimuli. The highest efficiency coefficients for memorizing words were recorded in cases with black (median = 0.87) and dark purple (median = 0.84) color stimulation. When memorizing numerical series, the maximum coefficient was for saturated hues – red, green and fuchsia (median = 0.86). Successful memorization averaged 7.7±1.8 and reached the maximum (10) in cases with exposure to primary basic colors – black, green and blue, as well as non-primary turquoise and crimson. Cluster data analysis showed that memory indicators are most similar for the stimuli that are comparable in their impact on pupil diameter, blinking frequency and dynamics of gaze direction, namely, for light warm hues; dark hues; rich stimuli from the warm part of the color spectrum; light purple hues; red and gray-green hues. Discussion. As in previous studies, certain indicators of short-term memory were higher under the influence of ‘warm’ stimuli compared to ‘cold’ ones, but the present study did not confirm the advantage of achromatic colors compared to chromatic ones. The experiment revealed that changes in memory parameters correlate not only with the tone of color stimuli but also with their other characteristics, primarily with lightness and saturation. Conclusion. The results of this study can be applied used in educational practice to develop effective ways of improving memory performance and of memorizing information using color. Further research should regard possible gender, age and cross-cultur","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"35 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":"135454729","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}
Marina V. Rostovtseva, Yulia G. Yudina, Olesya V. Volkova
Introduction. In the modern world, rapid development of IT and large volumes of information make attention a leading cognitive process which ensures a student’s learning success. The study aims to research the impact of sensorimotor integration programs on attention development in primary school children. Materials and methods. The study was based in the municipal autonomous educational institution ‘Secondary educational school No. 150’ in Krasnoyarsk (Russian Federation) with 43 children of primary school age (2nd grade). The Bourdon test determined the level of attention properties development in children before and after the experiment. Pearson's chi-squared test was used to statistically process the data. Results. A special methodology was designed for building a curriculum on sensorimotor integration for primary schoolchildren, aimed at developing voluntary attention. The training program comprises cycles of exercises for developing and strengthening the abilities of a specific attention function. A methodology was created for pedagogically assessing the effectiveness of testing a complex sensorimotor integration program meant to develop the basic properties of attention: concentration, stability and volume. After the formative experiment, repeated diagnostics revealed statistically significant progress in all these properties in the experimental group compared with the control group at a significance level of α < 0.05. Conclusion. Along with the development of attention properties indicators in primary school children, the experiment revealed an improvement in indicators of other mental functions, namely, short-term and long-term memory and thinking. The new program for developing attention through sensorimotor integration can be recommended to improve the learning processes for children with physical and developmental disabilities.
{"title":"Developing voluntary attention in primary school children as part of sensorimotor integration program","authors":"Marina V. Rostovtseva, Yulia G. Yudina, Olesya V. Volkova","doi":"10.32744/pse.2023.5.30","DOIUrl":"https://doi.org/10.32744/pse.2023.5.30","url":null,"abstract":"Introduction. In the modern world, rapid development of IT and large volumes of information make attention a leading cognitive process which ensures a student’s learning success. The study aims to research the impact of sensorimotor integration programs on attention development in primary school children. Materials and methods. The study was based in the municipal autonomous educational institution ‘Secondary educational school No. 150’ in Krasnoyarsk (Russian Federation) with 43 children of primary school age (2nd grade). The Bourdon test determined the level of attention properties development in children before and after the experiment. Pearson's chi-squared test was used to statistically process the data. Results. A special methodology was designed for building a curriculum on sensorimotor integration for primary schoolchildren, aimed at developing voluntary attention. The training program comprises cycles of exercises for developing and strengthening the abilities of a specific attention function. A methodology was created for pedagogically assessing the effectiveness of testing a complex sensorimotor integration program meant to develop the basic properties of attention: concentration, stability and volume. After the formative experiment, repeated diagnostics revealed statistically significant progress in all these properties in the experimental group compared with the control group at a significance level of α < 0.05. Conclusion. Along with the development of attention properties indicators in primary school children, the experiment revealed an improvement in indicators of other mental functions, namely, short-term and long-term memory and thinking. The new program for developing attention through sensorimotor integration can be recommended to improve the learning processes for children with physical and developmental disabilities.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454870","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}
Elena N. Shutenko, Andrey I. Shutenko, Ivan E. Kharchenko
Problem and objective. In the current situation of intensive and forced use of information technologies and teaching tools in higher education, there is a problem of developing personality-developing forms and methods of using these technologies in the practice of university training. The aim of the study is to present and implement the methods of applying information technology, activating the personal potential of students. Research methods. The conceptual design of the study was based on person-centered didactic and psychological approaches and methods. The experimental work involved 58 students and 10 teachers of the Belgorod National Research University and the Belgorod State Technological University named after V.G. Shukhov. Diagnostic monitoring used methods of psychological testing: Questionnaire of motivational orientation (T. Amabile scale), Hardiness Survey (adaptation of S. Maddi test), General Self-Efficacy Scale (GSE), Self-organization Questionnaire, Purpose-in-Life Test (PIL). Statistical data processing included methods of parametric statistics and analysis of the significance of differences (Student's t-test). Results of the study. The authors have developed and put into practice a set of methods for stimulating the personal potential of students using information technology. The corpus of these methods included author's innovations (method of microsocial learning network), as well as modifications of a number of developing methods: dialogue, imaginative, case, game, quest, command-network. The application of these methods in practice has shown their sufficient promise. According to psychological monitoring data, the students of the experimental group have an increase in intrinsic motivation (tEMP = 2,7); there is an increase hardiness (tEMP = 4,7) due to higher involvement in the life process (tEMP = 2,8) and readiness for risk (tEMP = 3,3); confidence in self-efficacy grows (tEMP = 1,2), indicators of self-organization of activity increase: purposefulness (tEMP = 5,2), perseverance (tEMP = 4,6), ability to plan (tEMP = 2,7); there is a higher sense of meaningfulness of life (tEMP = 4,5) due to an increase in interest in life as a process (tEMP = 5,1) and life productivity in terms of self-realization (tEMP = 3,2). Conclusion. The methods of using information technologies in education presented in the study have no exact analogues in contemporary researches. Their uniqueness lies in the indirect use of these technologies as tools of personalizing educational communications. The complex application of the proposed methods makes it possible to introduce information technologies to stimulate students' activity as subjects of full-fledged learning activities in the context of digitalization, which is the practical significance of the work done.
{"title":"Methods for activating the personal potential of students in the context of digitalization of university education","authors":"Elena N. Shutenko, Andrey I. Shutenko, Ivan E. Kharchenko","doi":"10.32744/pse.2023.5.6","DOIUrl":"https://doi.org/10.32744/pse.2023.5.6","url":null,"abstract":"Problem and objective. In the current situation of intensive and forced use of information technologies and teaching tools in higher education, there is a problem of developing personality-developing forms and methods of using these technologies in the practice of university training. The aim of the study is to present and implement the methods of applying information technology, activating the personal potential of students. Research methods. The conceptual design of the study was based on person-centered didactic and psychological approaches and methods. The experimental work involved 58 students and 10 teachers of the Belgorod National Research University and the Belgorod State Technological University named after V.G. Shukhov. Diagnostic monitoring used methods of psychological testing: Questionnaire of motivational orientation (T. Amabile scale), Hardiness Survey (adaptation of S. Maddi test), General Self-Efficacy Scale (GSE), Self-organization Questionnaire, Purpose-in-Life Test (PIL). Statistical data processing included methods of parametric statistics and analysis of the significance of differences (Student's t-test). Results of the study. The authors have developed and put into practice a set of methods for stimulating the personal potential of students using information technology. The corpus of these methods included author's innovations (method of microsocial learning network), as well as modifications of a number of developing methods: dialogue, imaginative, case, game, quest, command-network. The application of these methods in practice has shown their sufficient promise. According to psychological monitoring data, the students of the experimental group have an increase in intrinsic motivation (tEMP = 2,7); there is an increase hardiness (tEMP = 4,7) due to higher involvement in the life process (tEMP = 2,8) and readiness for risk (tEMP = 3,3); confidence in self-efficacy grows (tEMP = 1,2), indicators of self-organization of activity increase: purposefulness (tEMP = 5,2), perseverance (tEMP = 4,6), ability to plan (tEMP = 2,7); there is a higher sense of meaningfulness of life (tEMP = 4,5) due to an increase in interest in life as a process (tEMP = 5,1) and life productivity in terms of self-realization (tEMP = 3,2). Conclusion. The methods of using information technologies in education presented in the study have no exact analogues in contemporary researches. Their uniqueness lies in the indirect use of these technologies as tools of personalizing educational communications. The complex application of the proposed methods makes it possible to introduce information technologies to stimulate students' activity as subjects of full-fledged learning activities in the context of digitalization, which is the practical significance of the work done.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"34 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":"135455567","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 relevance of the problem of the correlation between functional literacy and fundamental training of students is due to the trends in the development of modern education, the demand for approaches to improving the educational process, as well as the need to systematize and comprehend scientific views on the content and key tasks of general education. The purpose of the article is to analyze the correlation between functional literacy and fundamental training of students from the standpoint of pedagogy and psychology, to present the author's scientific position characterizing the possibility of synthesis of the approaches under consideration. Materials and methods of research. The article presents an analysis of the essence, content, results of research on functional literacy and functional training. A comparative analysis of the two approaches is carried out. There is a need to supplement the pedagogical aspect of the analysis with a theoretical, actually psychological aspect, the content of which is the establishment of patterns and mechanisms on which these approaches are based and their subsequent evaluation. The results of the study. Despite the differences in the understanding of functional literacy and functional training in Russia and abroad, there are common features of these approaches, as well as their distinguishing features are revealed. The main ones are that fundamental training is characterized, first of all, by an orientation towards the formation, primarily, of generalized, abstract knowledge and the possibilities of their transfer. Functional literacy is characterized, in many ways, by opposite attitudes: orientation towards the formation of practice-oriented, specific knowledge. Conclusion. There is a clear, complete correspondence of the paradigm of fundamental training with the “knowledge-skills- automated skills” approach, on the one hand, and a similar degree of completeness correspondence of the paradigm of functional literacy with the competence approach. The fundamental similarity of the ideologies of these approaches, the isomorphism of their basic principles and general orientation are revealed. Their comparison formed the basis for solving the problem of the ratio of fundamental training and functional literacy.
{"title":"The ratio of functional literacy and fundamental training of students: the unity of opposites","authors":"Elena V. Karpova, Anna V. Nevzorova","doi":"10.32744/pse.2023.5.2","DOIUrl":"https://doi.org/10.32744/pse.2023.5.2","url":null,"abstract":"Introduction. The relevance of the problem of the correlation between functional literacy and fundamental training of students is due to the trends in the development of modern education, the demand for approaches to improving the educational process, as well as the need to systematize and comprehend scientific views on the content and key tasks of general education. The purpose of the article is to analyze the correlation between functional literacy and fundamental training of students from the standpoint of pedagogy and psychology, to present the author's scientific position characterizing the possibility of synthesis of the approaches under consideration. Materials and methods of research. The article presents an analysis of the essence, content, results of research on functional literacy and functional training. A comparative analysis of the two approaches is carried out. There is a need to supplement the pedagogical aspect of the analysis with a theoretical, actually psychological aspect, the content of which is the establishment of patterns and mechanisms on which these approaches are based and their subsequent evaluation. The results of the study. Despite the differences in the understanding of functional literacy and functional training in Russia and abroad, there are common features of these approaches, as well as their distinguishing features are revealed. The main ones are that fundamental training is characterized, first of all, by an orientation towards the formation, primarily, of generalized, abstract knowledge and the possibilities of their transfer. Functional literacy is characterized, in many ways, by opposite attitudes: orientation towards the formation of practice-oriented, specific knowledge. Conclusion. There is a clear, complete correspondence of the paradigm of fundamental training with the “knowledge-skills- automated skills” approach, on the one hand, and a similar degree of completeness correspondence of the paradigm of functional literacy with the competence approach. The fundamental similarity of the ideologies of these approaches, the isomorphism of their basic principles and general orientation are revealed. Their comparison formed the basis for solving the problem of the ratio of fundamental training and functional literacy.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455569","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}
Yulia V. Gryzenkova, Alina N. Kugusheva, Igor V. Okhrimenko, Alexander A. Tsyganov
Introduction. Soft skills are a factor that positively influences the employment demand of higher education institutions graduates. Formation of soft skills can take place while students obtain higher education, and the optimal environment for this is volunteer activity, including at major international events. Effective development of soft skills results from motivation, educational level, appropriate conditions (participation in the abovementioned events), and from mentoring by teachers and employees of an educational organization, having extensive knowledge, authority and their own soft skills, allowing them to give impetus to the students. In turn, soft skills development in teachers and staff is possible through their motivation and the appropriate conditions, such as improvement of training and professional development programs. Materials and Methods. The authors, using their knowledge and expertise, employed traditional theoretical (analysis and generalization) and private (expert assessments, observation and description) research methods. Results. Successful soft skills development in students occurs during volunteering at major international events and is based on motivation, necessary conditions, and successful mentoring (leadership). To effectively develop soft skills, it is necessary to improve education programs and advanced training programs, as well as create other necessary conditions. Conclusion. It is advisable to supplement education programs and advanced training programs for teachers and staff of higher education organizations with current innovations in the field of working with the young generation and of organizing the volunteer movement, as well as creating practical conditions for teachers to develop their own soft skills. Creating a volunteer register in higher education organizations when integrating information about volunteer experience into presentation papers of recruitment agencies is one of the technical conditions for soft skills development among students.
{"title":"The concept of 4K+. Soft skills development among students and employees of higher education organizations (based on the experience of a volunteer center)","authors":"Yulia V. Gryzenkova, Alina N. Kugusheva, Igor V. Okhrimenko, Alexander A. Tsyganov","doi":"10.32744/pse.2023.5.44","DOIUrl":"https://doi.org/10.32744/pse.2023.5.44","url":null,"abstract":"Introduction. Soft skills are a factor that positively influences the employment demand of higher education institutions graduates. Formation of soft skills can take place while students obtain higher education, and the optimal environment for this is volunteer activity, including at major international events. Effective development of soft skills results from motivation, educational level, appropriate conditions (participation in the abovementioned events), and from mentoring by teachers and employees of an educational organization, having extensive knowledge, authority and their own soft skills, allowing them to give impetus to the students. In turn, soft skills development in teachers and staff is possible through their motivation and the appropriate conditions, such as improvement of training and professional development programs. Materials and Methods. The authors, using their knowledge and expertise, employed traditional theoretical (analysis and generalization) and private (expert assessments, observation and description) research methods. Results. Successful soft skills development in students occurs during volunteering at major international events and is based on motivation, necessary conditions, and successful mentoring (leadership). To effectively develop soft skills, it is necessary to improve education programs and advanced training programs, as well as create other necessary conditions. Conclusion. It is advisable to supplement education programs and advanced training programs for teachers and staff of higher education organizations with current innovations in the field of working with the young generation and of organizing the volunteer movement, as well as creating practical conditions for teachers to develop their own soft skills. Creating a volunteer register in higher education organizations when integrating information about volunteer experience into presentation papers of recruitment agencies is one of the technical conditions for soft skills development among students.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"47 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":"135411474","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}
Elena V. Soboleva, Svetlana S. Bykova, Tatyana N. Suvorova, Tatyana V. Masharova
The problem and the aim of the study. The development of the teacher's emotional intelligence is both the direction of improving the teacher training system, and the condition for the social adaptation of young specialists, and the prevention of emotional burnout syndrome, and a factor in improving the quality of education in general. Gamification tools allow you to create additional conditions for the formation of both personal characteristics and professional competencies of digital school mentors. The purpose of the study is to identify the possibilities of using gamification tools to developing the emotional intelligence of future teachers as a professionally significant personality property. Research methods. The methodology is based on the analysis of the potential of digital technologies with the possibilities of gamification of learning both for the formation of skills and skills components of emotional intelligence, and the professional qualities of a teacher. The experiment involves 50 bachelors of the Institute of Mathematics and Information Systems of Vyatka State University (Russian Federation). Software implementation of game mechanics is performed by the tools of the gaming platform AhaSlides. To assess the formation of emotional intelligence, the questionnaire of D.V. Lyusin is used. Pearson's chisquared test (χ2 ) was used for statistical data processing. Results. Students of the experimental group in classes in the disciplines "Theory and methodology of teaching computer science," "Methodology of extracurricular activities in computer science" analyze the innovative experience of teachers to include game elements in training, study the tools of the game platform AhaSlides and use them to design an emotionally comfortable gamified environment. The functionality of AhaSlides for the development of emotional intelligence has been identified: QR code; time limit; hidden results; interactive presentations with surveys, a cloud of words, open questions. Statistically significant differences in qualitative changes were revealed as for the total integral indicator (χ2 = 10.445; p < 0.05) and interpersonal (χ2 = 10.489; p < 0.05), and intrapersonal (χ2 = 9.931; p < 0.05) of emotional intelligence. In conclusion, factors affecting the effectiveness of the use of gamification tools to form the abilities that form the basis of the teacher's emotional intelligence are distinguished: temperament properties, information processing features, range of interests, information literacy, digital skills formation, experience in participating in gaming events.
{"title":"The research of the possibilities of gamification tools for the development of teacher's emotional intelligence","authors":"Elena V. Soboleva, Svetlana S. Bykova, Tatyana N. Suvorova, Tatyana V. Masharova","doi":"10.32744/pse.2023.5.38","DOIUrl":"https://doi.org/10.32744/pse.2023.5.38","url":null,"abstract":"The problem and the aim of the study. The development of the teacher's emotional intelligence is both the direction of improving the teacher training system, and the condition for the social adaptation of young specialists, and the prevention of emotional burnout syndrome, and a factor in improving the quality of education in general. Gamification tools allow you to create additional conditions for the formation of both personal characteristics and professional competencies of digital school mentors. The purpose of the study is to identify the possibilities of using gamification tools to developing the emotional intelligence of future teachers as a professionally significant personality property. Research methods. The methodology is based on the analysis of the potential of digital technologies with the possibilities of gamification of learning both for the formation of skills and skills components of emotional intelligence, and the professional qualities of a teacher. The experiment involves 50 bachelors of the Institute of Mathematics and Information Systems of Vyatka State University (Russian Federation). Software implementation of game mechanics is performed by the tools of the gaming platform AhaSlides. To assess the formation of emotional intelligence, the questionnaire of D.V. Lyusin is used. Pearson's chisquared test (χ2 ) was used for statistical data processing. Results. Students of the experimental group in classes in the disciplines \"Theory and methodology of teaching computer science,\" \"Methodology of extracurricular activities in computer science\" analyze the innovative experience of teachers to include game elements in training, study the tools of the game platform AhaSlides and use them to design an emotionally comfortable gamified environment. The functionality of AhaSlides for the development of emotional intelligence has been identified: QR code; time limit; hidden results; interactive presentations with surveys, a cloud of words, open questions. Statistically significant differences in qualitative changes were revealed as for the total integral indicator (χ2 = 10.445; p < 0.05) and interpersonal (χ2 = 10.489; p < 0.05), and intrapersonal (χ2 = 9.931; p < 0.05) of emotional intelligence. In conclusion, factors affecting the effectiveness of the use of gamification tools to form the abilities that form the basis of the teacher's emotional intelligence are distinguished: temperament properties, information processing features, range of interests, information literacy, digital skills formation, experience in participating in gaming events.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"43 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":"135411487","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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