Introduction. In a multicultural and multilingual society, it is hardly possible to find a modern person who does not speak any foreign language and is not able to integrate his language knowledge into the structure of his activity. The concept of applying CLIL digital technology in a foreign language teaching seems to be one of the promising areas of modern linguodidactics and is due to the conceptual ideas of modernizing the system of education. The purpose of the study is to verify the subject-language integrated learning in the formation of lexical and grammatical skills of students of German in a digital educational environment. Materials and methods. Quizizz, Wordwall, Learning Apps, MyQuiz (for tests and interactive tasks), Gamilab (for quest games), Boris Bot (for creating a chat bot), Podomatic (for podcasts) have been used as digital tools for compiling a set of exercises. 55 fifth year students of Kazan (Volga Region) Federal University, the major is "Teacher training (a double-degree programmme)" (bachelor degree course), have been selected to attend the pedagogical experiment. Statistical processing of the samples of the control and experimental groups has been carried out according of the Pearson’s chi-squared test. Study results. The following steps were observed in the process of lexico-grammatical skills formation with the integration of CLIL technology: introduction or presentation of new course content, training, speech practice and reflection. For each of these stages, a digital toolkit has been selected which enabled us to create interactive tests, games, web quests based on design kits and services for students. A step-by-step methodology for the formation of lexical and grammatical skills using CLIL in a digital educational environment has proven effective in developing the following skills: to group vocabulary semantically, to translate from Russian into German, to describe illustrations, based on the trained lexical and grammatical content, to present the result of the completed project work in written and oral form. The effectiveness of the methodology for the formation of lexical and grammatical skills using subject-language integrated learning in digital educational environment has been confirmed by a pedagogical experiment conducted with the university students’ participation (χ2 emp. = 7,30, p<0,05). Conclusions. The results obtained can be applied in German language teaching, in upper-secondary and high schools with advanced curriculum in German, grammar schools and lyceums. The developed educational and methodological technology for the implementation of integrated subject-language training can become the basis for creating a study guide. The results of the study contribute to the development of digital linguodidactics; the set of developed tasks can become an incentive for more intensive application of CLIL technology in a foreign language teaching.
{"title":"The application of the CLIL technology in the development of foreign language lexical and grammatical skills of students in digital educational environment","authors":"Albina F. Mukhamadiarova, Elvira A. Nizamutdinova","doi":"10.32744/pse.2023.5.20","DOIUrl":"https://doi.org/10.32744/pse.2023.5.20","url":null,"abstract":"Introduction. In a multicultural and multilingual society, it is hardly possible to find a modern person who does not speak any foreign language and is not able to integrate his language knowledge into the structure of his activity. The concept of applying CLIL digital technology in a foreign language teaching seems to be one of the promising areas of modern linguodidactics and is due to the conceptual ideas of modernizing the system of education. The purpose of the study is to verify the subject-language integrated learning in the formation of lexical and grammatical skills of students of German in a digital educational environment. Materials and methods. Quizizz, Wordwall, Learning Apps, MyQuiz (for tests and interactive tasks), Gamilab (for quest games), Boris Bot (for creating a chat bot), Podomatic (for podcasts) have been used as digital tools for compiling a set of exercises. 55 fifth year students of Kazan (Volga Region) Federal University, the major is \"Teacher training (a double-degree programmme)\" (bachelor degree course), have been selected to attend the pedagogical experiment. Statistical processing of the samples of the control and experimental groups has been carried out according of the Pearson’s chi-squared test. Study results. The following steps were observed in the process of lexico-grammatical skills formation with the integration of CLIL technology: introduction or presentation of new course content, training, speech practice and reflection. For each of these stages, a digital toolkit has been selected which enabled us to create interactive tests, games, web quests based on design kits and services for students. A step-by-step methodology for the formation of lexical and grammatical skills using CLIL in a digital educational environment has proven effective in developing the following skills: to group vocabulary semantically, to translate from Russian into German, to describe illustrations, based on the trained lexical and grammatical content, to present the result of the completed project work in written and oral form. The effectiveness of the methodology for the formation of lexical and grammatical skills using subject-language integrated learning in digital educational environment has been confirmed by a pedagogical experiment conducted with the university students’ participation (χ2 emp. = 7,30, p<0,05). Conclusions. The results obtained can be applied in German language teaching, in upper-secondary and high schools with advanced curriculum in German, grammar schools and lyceums. The developed educational and methodological technology for the implementation of integrated subject-language training can become the basis for creating a study guide. The results of the study contribute to the development of digital linguodidactics; the set of developed tasks can become an incentive for more intensive application of CLIL technology in a foreign language teaching.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"34 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":"135455759","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}
Olga S. Rubleva, Olga A. Yurlova, Nataliya A. Sergeeva, Vera G. Ryabchikova
The problem and the aim of the study. The main problems of employment for Russian specialists in international pharmaceutical companies and their representative offices in the Russian Federation are insufficient level of foreign language training and digital literacy. At the same time, a prerequisite for the admission of a pharmacist to work in the framework of continuing medical education is the completion of advanced training courses. The purpose of the article is to study possibilities of using digital technologies for the development of the foreign language communicative competence of pharmaceutical specialists in the context of advanced professional education. Research methods. Experimental and search work is carried out within the framework of the strategic partnership between the Vyatka State University and the NANOLEK company (Russian Federation). The experiment involves 52 pharmaceutical specialists. The use of digital technologies to enhance foreign language communication is implemented within the framework of the program "English in the field of professional communication" (144 academic hours, 4 months of training and 2 hours of final certification). MS Teams, LearningApps, eTreniki, Quizlet, etc. are used during foreign language activities. To determine the quality of preparation, the teachers developed testing which consists of 5 blocks: “Digital technologies when solving professional tasks”, “Project activity”, “Communication”, “Management”, “Analytics”. χ2 -Pearson criterion is used for statistical data processing. Results. The key feature of the program is that its structure and content are developed in close partnership between the university and specialists in the field of pharmaceutical production and engineering. The students of the experimental group use digital technologies (with official technical support) to activate foreign language professional communication, network collaboration and project activities. Statistically significant differences in the qualitative changes were identified (χ2 = 8.508; p < 0.05). In conclusion, the conditions which contribute to improving the quality of foreign language training: accumulation and analysis of the relevance of using digital technologies, expanding the knowledge of program participants, mastering the basic strategies of project work and reflection techniques are described.
{"title":"Improving the quality of foreign language training of pharmaceutical specialists using digital technologies in the context of advanced professional education","authors":"Olga S. Rubleva, Olga A. Yurlova, Nataliya A. Sergeeva, Vera G. Ryabchikova","doi":"10.32744/pse.2023.5.43","DOIUrl":"https://doi.org/10.32744/pse.2023.5.43","url":null,"abstract":"The problem and the aim of the study. The main problems of employment for Russian specialists in international pharmaceutical companies and their representative offices in the Russian Federation are insufficient level of foreign language training and digital literacy. At the same time, a prerequisite for the admission of a pharmacist to work in the framework of continuing medical education is the completion of advanced training courses. The purpose of the article is to study possibilities of using digital technologies for the development of the foreign language communicative competence of pharmaceutical specialists in the context of advanced professional education. Research methods. Experimental and search work is carried out within the framework of the strategic partnership between the Vyatka State University and the NANOLEK company (Russian Federation). The experiment involves 52 pharmaceutical specialists. The use of digital technologies to enhance foreign language communication is implemented within the framework of the program \"English in the field of professional communication\" (144 academic hours, 4 months of training and 2 hours of final certification). MS Teams, LearningApps, eTreniki, Quizlet, etc. are used during foreign language activities. To determine the quality of preparation, the teachers developed testing which consists of 5 blocks: “Digital technologies when solving professional tasks”, “Project activity”, “Communication”, “Management”, “Analytics”. χ2 -Pearson criterion is used for statistical data processing. Results. The key feature of the program is that its structure and content are developed in close partnership between the university and specialists in the field of pharmaceutical production and engineering. The students of the experimental group use digital technologies (with official technical support) to activate foreign language professional communication, network collaboration and project activities. Statistically significant differences in the qualitative changes were identified (χ2 = 8.508; p < 0.05). In conclusion, the conditions which contribute to improving the quality of foreign language training: accumulation and analysis of the relevance of using digital technologies, expanding the knowledge of program participants, mastering the basic strategies of project work and reflection techniques are described.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"42 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":"135412603","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. Coronavirus, which started in 2019, spread worldwide and affected the lives of people around the world for a longer time than expected, and the risks of COVID-19 can be seen as a general phenomenon. As the pandemic has prolonged, there is a need to identify longitudinal trends in how people's daily lives are changing due to the pandemic to gain insights into how to sustain life in the post-pandemic era, and data has been accumulated that can be utilized. The purpose of this study is to identify the generalization of risk in changes in daily life due to COVID-19, i.e., to identify the generalization of risk due to COVID-19 by analyzing longitudinal (2019-2022) changes in daily life (economic situation, mental health, changes in family and social relationships) due to COVID-19 among the elderly, baby boomers, and MZ generation in Korea. The results of this study will provide health education implications to protect our daily lives from the risk of changes in daily life caused by COVID-19. Research methods. In this study, 2019, 2020, 2021, and 2022 data were used among the KOWEPS data. Reliability analysis and repeated measurement ANOVA (using General Linear Model) were applied using SPSS 24 version. Results. First, as the COVID-19 pandemic prolonged, depression gradually increased (F=21.252, p<.001), and family relationship satisfaction and social relationship satisfaction tended to change negatively (F =3.545, p<.05, F=51.309, p<.001). Second, looking at economic difficulties, the main effect of time (F=9.303, p<.001) and generation (F=30.043, p<.001) were significant. The economic situation was most traumatic for the baby boomers, who are the backbone of Korean society. Third, looking at depression, the main effect of time (F=11.656, p<.001) and the main effect of generation (F=16.962, p<.001) were significant, and the interaction between time and generation (F=4.345, p<.001) was also significant. And in the case of self-esteem, only the main effect of generation (F=223.695, p<.001) was significant. The elderly was the most affected group in terms of mental health due to COVID-19. Fourth, Looking at family conflict, the main effect of time (F=81.399, p<.001), the main effect of generation (F=3.294, p<.05), and the interaction between time and generation (F=2.721, p<.05) were all significant. In the case of family relationship satisfaction, only the main effect of generation (F=140.768, p<.001) was significant. Although Generation MZ did not experience much economic hardship due to COVID-19, they had higher levels of depression and family conflict than other groups, but they also had the highest levels of satisfaction with family relationships and social relationships. Conclusion. First, all variables except self-esteem experienced negative changes across the board, confirming the generalization of the risk posed by COVID-19. However, there was a positive change in family conflicts, which decreased in 2022. Second, the longitudinal c
介绍。冠状病毒于2019年开始在全球传播，影响世界各地人民生活的时间比预期的要长，COVID-19的风险可以视为一种普遍现象。随着大流行的延长，有必要确定人们的日常生活如何因大流行而发生变化的纵向趋势，以深入了解如何在大流行后时代维持生命，并且已经积累了可以利用的数据。本研究的目的是确定COVID-19日常生活变化风险的泛化性，即通过分析韩国老年人、婴儿潮一代和MZ一代因COVID-19而导致的日常生活(经济状况、心理健康、家庭和社会关系变化)的纵向(2019-2022)变化来确定COVID-19风险的泛化性。这项研究的结果将提供健康教育的启示，以保护我们的日常生活免受COVID-19引起的日常生活变化的风险。研究方法。在本研究中，KOWEPS数据中使用了2019年、2020年、2021年和2022年的数据。采用SPSS 24版进行信度分析和重复测量方差分析(采用一般线性模型)。结果。首先，随着新冠肺炎疫情的持续，抑郁情绪逐渐增加(F=21.252, p<.001)，家庭关系满意度和社会关系满意度呈负向变化趋势(F= 3.545, p<05, F=51.309, p<.001)。其次，考虑到经济困难，时间(F=9.303, p<.001)和世代(F=30.043, p<.001)的主要影响是显著的。对作为韩国社会中坚力量的婴儿潮一代来说，经济状况是最痛苦的。第三，在抑郁方面，时间的主效应(F=11.656, p<.001)和代际的主效应(F=16.962, p<.001)显著，时间与代际的交互作用(F=4.345, p<.001)也显著。而在自尊方面，只有代际的主效应显著(F=223.695, p<.001)。在受COVID-19影响的心理健康方面，老年人是受影响最大的群体。四、在家庭冲突方面，时间的主要影响(F=81.399, p < 0.01)、代际的主要影响(F=3.294, p < 0.01)、时间与代际的交互作用(F=2.721, p < 0.01)均显著。在家庭关系满意度方面，只有代际的主效应显著(F=140.768, p<.001)。“MZ一代”虽然没有因新冠肺炎疫情而遭受很大的经济困难，但与其他群体相比，他们的抑郁和家庭矛盾程度更高，但他们对家庭关系和社会关系的满意度也最高。结论。首先，除了自尊之外，所有变量都出现了全面的负面变化，证实了COVID-19带来的风险的普遍性。然而，家庭冲突发生了积极的变化，在2022年有所减少。其次，新冠肺炎导致的日常生活纵向变化因代而异，显示出代际异质性。经济状况对婴儿潮一代的负面影响最大，而心理健康和人际关系对老年人的影响最大。因此，本研究建议建立一个长期的健康教育计划，注意到如果未来像COVID-19这样的病毒成为全球风险，日常生活的变化将根据每一代人的特点而有所不同。
{"title":"Changes in daily life due to COVID-19: focusing on health education to reduce risk","authors":"Yun-Jeong Kim","doi":"10.32744/pse.2023.5.46","DOIUrl":"https://doi.org/10.32744/pse.2023.5.46","url":null,"abstract":"Introduction. Coronavirus, which started in 2019, spread worldwide and affected the lives of people around the world for a longer time than expected, and the risks of COVID-19 can be seen as a general phenomenon. As the pandemic has prolonged, there is a need to identify longitudinal trends in how people's daily lives are changing due to the pandemic to gain insights into how to sustain life in the post-pandemic era, and data has been accumulated that can be utilized. The purpose of this study is to identify the generalization of risk in changes in daily life due to COVID-19, i.e., to identify the generalization of risk due to COVID-19 by analyzing longitudinal (2019-2022) changes in daily life (economic situation, mental health, changes in family and social relationships) due to COVID-19 among the elderly, baby boomers, and MZ generation in Korea. The results of this study will provide health education implications to protect our daily lives from the risk of changes in daily life caused by COVID-19. Research methods. In this study, 2019, 2020, 2021, and 2022 data were used among the KOWEPS data. Reliability analysis and repeated measurement ANOVA (using General Linear Model) were applied using SPSS 24 version. Results. First, as the COVID-19 pandemic prolonged, depression gradually increased (F=21.252, p<.001), and family relationship satisfaction and social relationship satisfaction tended to change negatively (F =3.545, p<.05, F=51.309, p<.001). Second, looking at economic difficulties, the main effect of time (F=9.303, p<.001) and generation (F=30.043, p<.001) were significant. The economic situation was most traumatic for the baby boomers, who are the backbone of Korean society. Third, looking at depression, the main effect of time (F=11.656, p<.001) and the main effect of generation (F=16.962, p<.001) were significant, and the interaction between time and generation (F=4.345, p<.001) was also significant. And in the case of self-esteem, only the main effect of generation (F=223.695, p<.001) was significant. The elderly was the most affected group in terms of mental health due to COVID-19. Fourth, Looking at family conflict, the main effect of time (F=81.399, p<.001), the main effect of generation (F=3.294, p<.05), and the interaction between time and generation (F=2.721, p<.05) were all significant. In the case of family relationship satisfaction, only the main effect of generation (F=140.768, p<.001) was significant. Although Generation MZ did not experience much economic hardship due to COVID-19, they had higher levels of depression and family conflict than other groups, but they also had the highest levels of satisfaction with family relationships and social relationships. Conclusion. First, all variables except self-esteem experienced negative changes across the board, confirming the generalization of the risk posed by COVID-19. However, there was a positive change in family conflicts, which decreased in 2022. Second, the longitudinal c","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"49 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":"135411629","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. Design is commonly acknowledged as a key process in the life cycle of computer programs and softwareintensive systems. The process efficaciously reveals creative capabilities of the author programmer and predetermines the basic advantages as well as shortcomings of the resulting program product, service or system. Design automation and other kinds of its support have been emerged simultaneously with onset of the software industry. From the beginning of the century the MDA (Model Driven Architecture) approach grew famous, offering to comprehend a design of a program as a process of sequential transformation of the program’s models, represented in UML or in other languages related to UML. Without becoming dominant, the MDA approach successfully evolves inside of a broader approach called MDE (Model Driven Engineering). Mastering UML and understanding of its role in MDE appears to be a prerequisite for a seamless entering of a professional programmer into domain of engineering of program systems. This provision justifies an increased attention to methods of UML teaching and to peculiarities of UML learning, and, moreover, to the professional education in the area of programs and program systems design technologies. This paper is aimed to draw attentions to challenges of the initial training in UML and tackle the challenges contributing a methodology and tools for sake of fostering the quality of education in program design. Materials and methods. The research is based on the university syllabi, the author’s lecture notes on software engineering, reports on laboratory works and course papers, protocols of experimental and sample runs of the developed programs, scientific publications, including pedagogical and engineering periodicals, conference materials, Internet resources, such as sites of the ACM, the OMG and others. The following research methods were used: system analysis of the own experience in program design as well as experience remarkable in student’s works; theoretical conceptual modelling of the program design including modelling of design scenarios; a trial implementation of the developed algorithms. Research results. A conceptual cognitive model of design as of a process during program development is proposed, highlighting the designer’s behavior when dealing with project artefacts. Feasible scenarios of analytic and advisory intervention into the design process are specified, using the model. A sample architecture of a program tool suitable for such an intervention is proposed as well as algorithms that enable online critical evaluation of the project’s current state, prompting feasible tracks of the project’s evolvement, revealing designer’s ideas and pointing some UML misuse. The algorithms are built in a program tool named Procrust that implements the proposed architecture. Trials of Procrust show that it basically fits to primary training of software design using UML and, in particular, to a training in the MDA/MDE m
{"title":"Initial training in design of computer programs using UML","authors":"Nikita S. Andreyanov, Andrej P. Gagarin","doi":"10.32744/pse.2023.5.39","DOIUrl":"https://doi.org/10.32744/pse.2023.5.39","url":null,"abstract":"Introduction. Design is commonly acknowledged as a key process in the life cycle of computer programs and softwareintensive systems. The process efficaciously reveals creative capabilities of the author programmer and predetermines the basic advantages as well as shortcomings of the resulting program product, service or system. Design automation and other kinds of its support have been emerged simultaneously with onset of the software industry. From the beginning of the century the MDA (Model Driven Architecture) approach grew famous, offering to comprehend a design of a program as a process of sequential transformation of the program’s models, represented in UML or in other languages related to UML. Without becoming dominant, the MDA approach successfully evolves inside of a broader approach called MDE (Model Driven Engineering). Mastering UML and understanding of its role in MDE appears to be a prerequisite for a seamless entering of a professional programmer into domain of engineering of program systems. This provision justifies an increased attention to methods of UML teaching and to peculiarities of UML learning, and, moreover, to the professional education in the area of programs and program systems design technologies. This paper is aimed to draw attentions to challenges of the initial training in UML and tackle the challenges contributing a methodology and tools for sake of fostering the quality of education in program design. Materials and methods. The research is based on the university syllabi, the author’s lecture notes on software engineering, reports on laboratory works and course papers, protocols of experimental and sample runs of the developed programs, scientific publications, including pedagogical and engineering periodicals, conference materials, Internet resources, such as sites of the ACM, the OMG and others. The following research methods were used: system analysis of the own experience in program design as well as experience remarkable in student’s works; theoretical conceptual modelling of the program design including modelling of design scenarios; a trial implementation of the developed algorithms. Research results. A conceptual cognitive model of design as of a process during program development is proposed, highlighting the designer’s behavior when dealing with project artefacts. Feasible scenarios of analytic and advisory intervention into the design process are specified, using the model. A sample architecture of a program tool suitable for such an intervention is proposed as well as algorithms that enable online critical evaluation of the project’s current state, prompting feasible tracks of the project’s evolvement, revealing designer’s ideas and pointing some UML misuse. The algorithms are built in a program tool named Procrust that implements the proposed architecture. Trials of Procrust show that it basically fits to primary training of software design using UML and, in particular, to a training in the MDA/MDE m","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"41 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412604","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}
Alexandr A. Smirnov, Dmitry A. Smirnov, Elizaveta V. Solovyeva
Introduction. In the modern world, new methods of teaching and upbringing in the educational process are being created, new technologies are associated with the creation of digital methods of modeling the environment: interactive tools. Simulation-based learning methods are more common, which is a new tool that can potentially replace and enhance the real experience in a fully interactive way. The central trend in the educational institution is the transition to new methods that are integrated into the digital environment. The purpose of the article is to create a model of gamification of psychological diagnostics and identification of risk zones of deviant behavior in educational institutions. Methods. Within the framework of the strategic academic leadership program «Priority 2030», we conducted studies of deviant behavior of schoolchildren (n=85) and students (n=125). The following methods are used: diagnostics of the level of empathic abilities of V. V. Boyko; methodology of T. Adorno, E. FrenkelBrunswick, D. Levinson, R. Sanford «Scale of fascism»; methodology for identifying the «bullying structure» of E. G. Norkina. Methods of mathematical statistics: factor analysis by the method of principal components, regression analysis. Research results. Six components that make up the conative model of identifying risk zones of deviant behavior are identified: «Self-destruction», «Tendency to violate norms», «Susceptibility to right-wing extremism», «Cognitive distortion», «External aggression», «Pathological personality». A regression equation has been compiled, which gives the probability of prediction, where 94% accuracy of prediction, thereby determining that the scale of fascism is determined by two variables: authoritarian aggression and authoritarian submission. Other empirical facts have also been established to explain the model based on cognitive empathy. The management of the Penetrating ability in empathy can change the structure of bullying, reduce the number of aggressor's assistants, because it is positively interrelated with the role of defenders of victims (r=0.19; p<0.05). Conclusion. The components that reflect the diagnostic potential of the gamification model for identifying risk zones in the educational institution of students are fixed. Based on the selected components, you can create a program using the regulatory framework.
介绍。在现代世界，在教育过程中正在创造新的教学和培养方法，新技术与创建模拟环境的数字方法有关:互动工具。基于模拟的学习方法更常见，这是一种新的工具，可以以一种完全互动的方式取代和增强真实的体验。教育机构的主要趋势是向集成到数字环境中的新方法过渡。本文的目的是创建一个心理诊断的游戏化模型，并识别教育机构中异常行为的风险区域。方法。在战略学术领导计划“优先2030”的框架内，我们对学童(n=85)和学生(n=125)的越轨行为进行了研究。采用以下方法:诊断v.v. Boyko的共情能力水平;T. Adorno, E. FrenkelBrunswick, D. Levinson, R. Sanford的方法论《法西斯主义的尺度》;识别e.g. Norkina的“欺凌结构”的方法。数理统计方法:采用主成分法、回归分析法进行因子分析。研究的结果。确定了构成识别异常行为危险区的综合模型的六个组成部分:“自我毁灭”，“违反规范的倾向”，“对右翼极端主义的易感性”，“认知扭曲”，“外部攻击”，“病态人格”。编制了回归方程，给出了预测的概率，其中预测的准确率为94%，从而确定法西斯主义的规模是由专制侵略和专制屈服两个变量决定的。其他的经验事实也被建立来解释基于认知共情的模型。同理心穿透能力的管理可以改变欺凌的结构，减少攻击者的助手数量，因为它与受害者的捍卫者角色呈正相关(r=0.19;术中,0.05)。结论。反映游戏化模型在识别学生教育机构风险区域方面的诊断潜力的组成部分是固定的。基于所选择的组件，您可以使用监管框架创建程序。
{"title":"Conative gamification model for psychological diagnostics and identification of risk zones of deviant behavior in educational institutions","authors":"Alexandr A. Smirnov, Dmitry A. Smirnov, Elizaveta V. Solovyeva","doi":"10.32744/pse.2023.5.28","DOIUrl":"https://doi.org/10.32744/pse.2023.5.28","url":null,"abstract":"Introduction. In the modern world, new methods of teaching and upbringing in the educational process are being created, new technologies are associated with the creation of digital methods of modeling the environment: interactive tools. Simulation-based learning methods are more common, which is a new tool that can potentially replace and enhance the real experience in a fully interactive way. The central trend in the educational institution is the transition to new methods that are integrated into the digital environment. The purpose of the article is to create a model of gamification of psychological diagnostics and identification of risk zones of deviant behavior in educational institutions. Methods. Within the framework of the strategic academic leadership program «Priority 2030», we conducted studies of deviant behavior of schoolchildren (n=85) and students (n=125). The following methods are used: diagnostics of the level of empathic abilities of V. V. Boyko; methodology of T. Adorno, E. FrenkelBrunswick, D. Levinson, R. Sanford «Scale of fascism»; methodology for identifying the «bullying structure» of E. G. Norkina. Methods of mathematical statistics: factor analysis by the method of principal components, regression analysis. Research results. Six components that make up the conative model of identifying risk zones of deviant behavior are identified: «Self-destruction», «Tendency to violate norms», «Susceptibility to right-wing extremism», «Cognitive distortion», «External aggression», «Pathological personality». A regression equation has been compiled, which gives the probability of prediction, where 94% accuracy of prediction, thereby determining that the scale of fascism is determined by two variables: authoritarian aggression and authoritarian submission. Other empirical facts have also been established to explain the model based on cognitive empathy. The management of the Penetrating ability in empathy can change the structure of bullying, reduce the number of aggressor's assistants, because it is positively interrelated with the role of defenders of victims (r=0.19; p<0.05). Conclusion. The components that reflect the diagnostic potential of the gamification model for identifying risk zones in the educational institution of students are fixed. Based on the selected components, you can create a program using the regulatory framework.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"35 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":"135454725","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. Social tension in society has led to an increase in the number of students with mental health disorders. An urgent need to create psychological assistance services in the system of higher education has arisen. However, the directions and priorities of its functioning remain unclear. The psychological service in the system of higher education is actively developing. Psychological science should look for conditions for successful psychological support of the learning and development of students, their social and psychological adaptation. Materials and methods. 80 girls and 75 first-year boys studying in pedagogical specialties were included in the sample were included in the sample. The empirical study took place in March after 6 months of adaptation. Research methods: The methodology "Motivation for learning at a university" was proposed by T. I. Ilyina, the Method for diagnosing sociopsychological adaptation of Rogers - Diamond (adaptation by A. K. Osnitsky, 2004), the Method "Adaptation of students at a university" (T. D. Dubovitskaya, 2010), Questionnaire "The resilient of an adult" (A. V. Makhnach, 2013). Research results. Qualitative and quantitative analysis helped to distribute students into three groups with different levels of adaptation to the educational environment of the university. So, 20% of students are adapted at a high level; 65.16% - at the average level; 14.84% - at a low level. Every fourth student is resilient (25.81%). They have the potential to deal with difficult life situations, as well as for self-development and personal growth. Every sixth (18.06%) has low hardiness, and slightly more than half (56.13%) has moderate hardiness. A correlation study showed that the higher the resilience of students, the higher their adaptability, acceptance of themselves and others, emotional comfort, internality, motivation "acquisition of knowledge" (r = .363; p < 0.05; r = .358; p < 0 .05; r = .670; p < 0.01; r = .630; p < 0.01; r = .521; p < 0.01; r = .683; p < 0.01). Conclusion. The resilient of students is associated with the successful adaptation of students. Viable students are highly satisfied with the social position in the student group, the effectiveness of their educational activities; emotional comfort; acceptance of self and others; infernality and activity; the motive of obtaining knowledge. Purposeful psychological work to improve the resilient of students will contribute to their successful social and psychological adaptation
介绍。社会上的紧张局势导致有心理健康障碍的学生人数增加。迫切需要在高等教育系统中建立心理援助服务。但是，其运作的方向和优先次序仍然不清楚。高等教育系统的心理服务正在积极发展。心理科学应该为学生的学习和发展寻找成功的心理支持条件，使其适应社会和心理。材料和方法。80名女生和75名一年级男生在教学专业学习被纳入样本。经过6个月的适应，在3月份进行了实证研究。研究方法:“大学学习动机”方法论由T. I. Ilyina提出，罗杰斯-戴蒙德社会心理适应诊断方法(改编自a . K. Osnitsky, 2004)，“大学学生适应”方法(T. D. Dubovitskaya, 2010)，问卷调查“成人的弹性”(a . V. Makhnach, 2013)。研究的结果。定性和定量分析有助于将学生分为三组，他们对大学教育环境的适应程度不同。所以，20%的学生在高水平上适应;65.16%——处于平均水平;14.84%——处于较低水平。四分之一的学生具有适应力(25.81%)。他们有处理困难生活状况的潜力，也有自我发展和个人成长的潜力。六分之一(18.06%)为低抗寒性，略多于一半(56.13%)为中等抗寒性。相关研究表明，心理弹性越高的学生，其适应能力、对自己和他人的接纳程度、情绪舒适度、内在性、“获取知识”的动机也越高(r = .363;p & lt;0.05;R = .358;p & lt;0 . 05;R = 0.670;p & lt;0.01;R = 0.630;p & lt;0.01;R = .521;p & lt;0.01;R = 0.683;p & lt;0.01)。结论。学生的适应力与学生的成功适应有关。有活力的学生对自己在学生群体中的社会地位、教育活动的有效性高度满意;情感上的安慰;对自己和他人的接受;无形性和活动性;获得知识的动机。有目的的心理工作，以提高学生的弹性，将有助于他们成功的社会和心理适应
{"title":"Resilient, social and psychological adaptation of students to the educational environment of the university","authors":"Elena A. Shereshkova","doi":"10.32744/pse.2023.5.32","DOIUrl":"https://doi.org/10.32744/pse.2023.5.32","url":null,"abstract":"Introduction. Social tension in society has led to an increase in the number of students with mental health disorders. An urgent need to create psychological assistance services in the system of higher education has arisen. However, the directions and priorities of its functioning remain unclear. The psychological service in the system of higher education is actively developing. Psychological science should look for conditions for successful psychological support of the learning and development of students, their social and psychological adaptation. Materials and methods. 80 girls and 75 first-year boys studying in pedagogical specialties were included in the sample were included in the sample. The empirical study took place in March after 6 months of adaptation. Research methods: The methodology \"Motivation for learning at a university\" was proposed by T. I. Ilyina, the Method for diagnosing sociopsychological adaptation of Rogers - Diamond (adaptation by A. K. Osnitsky, 2004), the Method \"Adaptation of students at a university\" (T. D. Dubovitskaya, 2010), Questionnaire \"The resilient of an adult\" (A. V. Makhnach, 2013). Research results. Qualitative and quantitative analysis helped to distribute students into three groups with different levels of adaptation to the educational environment of the university. So, 20% of students are adapted at a high level; 65.16% - at the average level; 14.84% - at a low level. Every fourth student is resilient (25.81%). They have the potential to deal with difficult life situations, as well as for self-development and personal growth. Every sixth (18.06%) has low hardiness, and slightly more than half (56.13%) has moderate hardiness. A correlation study showed that the higher the resilience of students, the higher their adaptability, acceptance of themselves and others, emotional comfort, internality, motivation \"acquisition of knowledge\" (r = .363; p < 0.05; r = .358; p < 0 .05; r = .670; p < 0.01; r = .630; p < 0.01; r = .521; p < 0.01; r = .683; p < 0.01). Conclusion. The resilient of students is associated with the successful adaptation of students. Viable students are highly satisfied with the social position in the student group, the effectiveness of their educational activities; emotional comfort; acceptance of self and others; infernality and activity; the motive of obtaining knowledge. Purposeful psychological work to improve the resilient of students will contribute to their successful social and psychological adaptation","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"37 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":"135455009","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}
Problem and objective. The study is aimed at studying the totality of motivational, personal characteristics and value orientations of students participating in the implementation of volunteer projects of a social orientation. The purpose of the study: to present the structural characteristics of the personal potential of students participating in volunteer activities, to identify the personal characteristics that determine the involvement in volunteering in order to develop effective educational approaches and practices to strengthen the active life position of student youth, to involve them in various forms of social participation, care and support in the current period. Research methods. The study involved 86 students of the Belgorod National Research University. Methods of progress monitoring and psychological testing were used: Method Questionnaire of internal-external motivational orientation; Method Multifactor personality questionnaire FPI; Hardiness Test; Method Research of value orientations; Method for diagnosing the orientation of the personality; Method for diagnosing socio-psychological attitudes of a person in the motivational-demanding sphere. Results of the study. The structure of personal potential determining the formation of the desire for volunteer activity is presented. The model of psychological support of students for the purpose of introduction to volunteer activity is defined. In particular, it is necessary to work on the formation of a motivational-need component, emotional-volitional, communicative, value-semantic, cognitive. Compared to students who are not involved in volunteer activities, students involved in volunteer activities are characterized by a higher level of resilience (tEMP=10,1), risk-taking (tEMP=8,3), involvement (tEMP=7,4). People who realize their personal potential in volunteering are more activity-oriented (tEMP=6,8). Their individual psychological characteristics are characterized by greater sociability (tEMP=7,6), poise (tEMP=6,9), openness (tEMP=8,3), emotional stability (tEMP=9,2). They are more resultoriented (tEMP=8,2), prone to altruism (tEMP=7,7). Conclusion. The mechanism and conditions of personalization of students' volunteer activity indicated in the study have no exact analogues in modern practice-oriented developments and can be used in the formation of the educational potential of volunteer activity among students.
{"title":"Motivational and personal characteristics of students taking part in the implementation of volunteer projects of a social orientation","authors":"A. Shutenko, E. Shutenko, A. Lokteva","doi":"10.32744/pse.2023.4.26","DOIUrl":"https://doi.org/10.32744/pse.2023.4.26","url":null,"abstract":"Problem and objective. The study is aimed at studying the totality of motivational, personal characteristics and value orientations of students participating in the implementation of volunteer projects of a social orientation. The purpose of the study: to present the structural characteristics of the personal potential of students participating in volunteer activities, to identify the personal characteristics that determine the involvement in volunteering in order to develop effective educational approaches and practices to strengthen the active life position of student youth, to involve them in various forms of social participation, care and support in the current period. Research methods. The study involved 86 students of the Belgorod National Research University. Methods of progress monitoring and psychological testing were used: Method Questionnaire of internal-external motivational orientation; Method Multifactor personality questionnaire FPI; Hardiness Test; Method Research of value orientations; Method for diagnosing the orientation of the personality; Method for diagnosing socio-psychological attitudes of a person in the motivational-demanding sphere. Results of the study. The structure of personal potential determining the formation of the desire for volunteer activity is presented. The model of psychological support of students for the purpose of introduction to volunteer activity is defined. In particular, it is necessary to work on the formation of a motivational-need component, emotional-volitional, communicative, value-semantic, cognitive. Compared to students who are not involved in volunteer activities, students involved in volunteer activities are characterized by a higher level of resilience (tEMP=10,1), risk-taking (tEMP=8,3), involvement (tEMP=7,4). People who realize their personal potential in volunteering are more activity-oriented (tEMP=6,8). Their individual psychological characteristics are characterized by greater sociability (tEMP=7,6), poise (tEMP=6,9), openness (tEMP=8,3), emotional stability (tEMP=9,2). They are more resultoriented (tEMP=8,2), prone to altruism (tEMP=7,7). Conclusion. The mechanism and conditions of personalization of students' volunteer activity indicated in the study have no exact analogues in modern practice-oriented developments and can be used in the formation of the educational potential of volunteer activity among students.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45601882","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}
Neni Hermita, J. A. Alim, Z. H. Putra, Dewi Nasien, H. Wijoyo
The problem and the aim of the study. Critical thinking is one of the skills that is needed in the current Industry 4.0 era. In PISA 2019, Indonesia is ranked 71st with an average score of 396 points in science performance, which is still classified as low. Therefore, a solution is needed in order to enhance the critical thinking skills of Indonesian students. Integrating technology in the classroom is important in today’s learning. Using technology-based learning media makes it possible for teachers to upgrade and improve the learner-centeredness of their lessons. One of these technology-based media is an application. Seeing how common and usual it is for students to use digital devices and internet in everyday life, the researchers then decided to develop an android-based application called "STEM Autonomous Learning City Map" which aims to facilitate students to learn actively and independently in order to improve their critical thinking skills. With this application, students are expected to face problems they are encountered and find solutions on their own. Research methods. This research was carried out at the PSTE study program, FKIP, Universitas Riau in the even semester of 2021/2022. Using Research and Development (R&D) design, this research applied the ADDIE model which consists of five stages (Analysis, Design, Development, Implementation, Evaluation). At the Development stage, a validation test was conducted with a media expert to determine whether the product that has been developed is appropriate for use or not. Then at the Implementation stage, a field trial was carried out with the subject of 60 PSTE students at Universitas Riau. Owing to this, the type of data obtained in this research is both qualitative and quantitative. Results. The result of the validation test by media expert gained an average score of 79.19, which can be categorized as valid. Then data analysis at the Implementation stage using the Paired Sample T-Test via SPSS found an Asymp (Sig. 2-tailed) value of 0.006, which is less than 0.05. This implies that there is an improvement of mean score in the post-test done by the students. For this reason, it can be concluded that the STEM Autonomous Learning City Map application is valid and feasible to be used as a learning medium, and has a positive influence on students’ critical thinking skills. Conclusion. The STEM Autonomous Learning City Map application that has been developed is valid and appropriate to be used as a medium in the learning process. In addition, based on the results of the paired sample t-test, this application is also proven able to improve students' critical thinking skills. This can be seen from the increase in the average score of students after learning using this application.
{"title":"Developing STEM autonomous learning city map application to improve critical thinking skills of primary school teacher education students","authors":"Neni Hermita, J. A. Alim, Z. H. Putra, Dewi Nasien, H. Wijoyo","doi":"10.32744/pse.2023.4.41","DOIUrl":"https://doi.org/10.32744/pse.2023.4.41","url":null,"abstract":"The problem and the aim of the study. Critical thinking is one of the skills that is needed in the current Industry 4.0 era. In PISA 2019, Indonesia is ranked 71st with an average score of 396 points in science performance, which is still classified as low. Therefore, a solution is needed in order to enhance the critical thinking skills of Indonesian students. Integrating technology in the classroom is important in today’s learning. Using technology-based learning media makes it possible for teachers to upgrade and improve the learner-centeredness of their lessons. One of these technology-based media is an application. Seeing how common and usual it is for students to use digital devices and internet in everyday life, the researchers then decided to develop an android-based application called \"STEM Autonomous Learning City Map\" which aims to facilitate students to learn actively and independently in order to improve their critical thinking skills. With this application, students are expected to face problems they are encountered and find solutions on their own. Research methods. This research was carried out at the PSTE study program, FKIP, Universitas Riau in the even semester of 2021/2022. Using Research and Development (R&D) design, this research applied the ADDIE model which consists of five stages (Analysis, Design, Development, Implementation, Evaluation). At the Development stage, a validation test was conducted with a media expert to determine whether the product that has been developed is appropriate for use or not. Then at the Implementation stage, a field trial was carried out with the subject of 60 PSTE students at Universitas Riau. Owing to this, the type of data obtained in this research is both qualitative and quantitative. Results. The result of the validation test by media expert gained an average score of 79.19, which can be categorized as valid. Then data analysis at the Implementation stage using the Paired Sample T-Test via SPSS found an Asymp (Sig. 2-tailed) value of 0.006, which is less than 0.05. This implies that there is an improvement of mean score in the post-test done by the students. For this reason, it can be concluded that the STEM Autonomous Learning City Map application is valid and feasible to be used as a learning medium, and has a positive influence on students’ critical thinking skills. Conclusion. The STEM Autonomous Learning City Map application that has been developed is valid and appropriate to be used as a medium in the learning process. In addition, based on the results of the paired sample t-test, this application is also proven able to improve students' critical thinking skills. This can be seen from the increase in the average score of students after learning using this application.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42659899","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}
Problem and aim. The paper emphasizes self-efficacy in education and career choice. Self-efficacy and a willingness to learn are the main differentiators in competitive human resource development in the digital age. A school's competence and graduates' potential determine its success. The paper investigates how selfefficacy (EK) mediates Technological Pedagogical Content Knowledge (TPACK) and career choice motivation for economics teachers. Technology, pedagogy, and economics content knowledge (TPACK) are taught separately and together to undergraduate economics education students. In the post-COVID-19 era, where technology is vital to education, the research is relevant to assessing college students' TPACK competencies. The study aims to clarify the relationship between TPACK, self-efficacy, and career choice motivation in economics education students by evaluating the self-efficacy mediation model. Material and methods. The study used a conceptual modeling research design with a quantitative approach, examining four observational variables such as TPACK, self-efficacy as a prospective teacher as the exogen variable, and career choice motivation as an economics teacher as the endogen variable. This research involves 346 students in Java, Indonesia, using the CB-SEM analysis to identify the TPACK components and students' selfefficacy as prospective teachers. The result of the study. The study discovers a substantial relationship between TPACK, self-efficacy, and career choice motivation, with an index of goodness of fit of RMSEA = 0.021, ChiSq/df =1.146, CFI = 0.966, and TLI= 0.965 considered acceptable. The indirect effect test of the relationships between TPACK and career choice motivation as an economics teacher (b = 0.064, p = 0.022) reveals that self-efficacy mediates the relationship between TPACK and career choice motivation as an economics teacher. The results confirm that TPACK has a significant relationship with career choice motivation as an economics instructor, both directly and indirectly through selfefficacy mediation. Conclusion. The differences show that the TPACK components might help students, parents, and institutions evaluate the teaching and learning process. The researchers also expect the facilitators and constitutional bodies to take strategic moves to improve and develop the supporting infrastructures for education. The next fundamental questions are about the quality of technology integration and the effectiveness of college students' skills development.
{"title":"The interplay of TPACK, self-efficacy, and career motivation among economics teachers: a mediation analysis","authors":"Y. Satrio, S. Sahid","doi":"10.32744/pse.2023.4.8","DOIUrl":"https://doi.org/10.32744/pse.2023.4.8","url":null,"abstract":"Problem and aim. The paper emphasizes self-efficacy in education and career choice. Self-efficacy and a willingness to learn are the main differentiators in competitive human resource development in the digital age. A school's competence and graduates' potential determine its success. The paper investigates how selfefficacy (EK) mediates Technological Pedagogical Content Knowledge (TPACK) and career choice motivation for economics teachers. Technology, pedagogy, and economics content knowledge (TPACK) are taught separately and together to undergraduate economics education students. In the post-COVID-19 era, where technology is vital to education, the research is relevant to assessing college students' TPACK competencies. The study aims to clarify the relationship between TPACK, self-efficacy, and career choice motivation in economics education students by evaluating the self-efficacy mediation model. Material and methods. The study used a conceptual modeling research design with a quantitative approach, examining four observational variables such as TPACK, self-efficacy as a prospective teacher as the exogen variable, and career choice motivation as an economics teacher as the endogen variable. This research involves 346 students in Java, Indonesia, using the CB-SEM analysis to identify the TPACK components and students' selfefficacy as prospective teachers. The result of the study. The study discovers a substantial relationship between TPACK, self-efficacy, and career choice motivation, with an index of goodness of fit of RMSEA = 0.021, ChiSq/df =1.146, CFI = 0.966, and TLI= 0.965 considered acceptable. The indirect effect test of the relationships between TPACK and career choice motivation as an economics teacher (b = 0.064, p = 0.022) reveals that self-efficacy mediates the relationship between TPACK and career choice motivation as an economics teacher. The results confirm that TPACK has a significant relationship with career choice motivation as an economics instructor, both directly and indirectly through selfefficacy mediation. Conclusion. The differences show that the TPACK components might help students, parents, and institutions evaluate the teaching and learning process. The researchers also expect the facilitators and constitutional bodies to take strategic moves to improve and develop the supporting infrastructures for education. The next fundamental questions are about the quality of technology integration and the effectiveness of college students' skills development.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43874641","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. Interactive teaching of a foreign language to IT students in a higher medical school is an important component of the educational environment of a medical university, as it contributes to the formation of not only professional communicative competence in a foreign language, but also key competencies for conducting future professional activities in general. The authors determined that the purpose of the scientific work is to provide promising solutions for eliminating downsides, neutralizing risks and introducing interactive technologies in linguodidactic process. Materials and methods. The study was conducted on the basis of I.M. Sechenov First Moscow State Medical University (Russian Federation). The students of the specialty "Bioengineering and Bioinformatics" (72 students) took part in the experiment. One of the groups was designated experimental, the remaining 3 were control. Scientific and experimental information was obtained, using such methods as theoretical analysis of sources on the problem, assessment of the experience of using interactive methods in the experimental part of the study based on SWOT analysis, observation, survey, online testing. Method of mathematical statistics: Pearson's chi-squared test. Results. The survey showed a high degree of students interest (95% of students) in learning a foreign language at a high professional level in the process of collaboration using communicative, active, interactive methods, information technology, etc. Online testing, which demonstrates the results of learning lexical and grammatical material on the educational topic of the discipline foreign language by students of the specialty "Bioengineering and Bioinformatics" in an interactive way at a medical university, showed that the students of the experimental group coped with the test tasks much better than students from the control groups (χ2 = 6.383; p=0.042 < 0,05). Conclusion. The authors have developed a number of promising solutions, based on the obtained results that optimize the process of using interactive learning in IT students training at the medical university. Due to this work, it is possible to determine the universal principles of the use of interactive methods in teaching a foreign language to students of the information technology specialties in the field of medicine and other specialties, it is possible to expand the range and conditions for the adaptability of these methods for a specific group, the purpose of training, the tasks and expected results, and also to develop a model of interactive learning for students of these specialties at medical school and subsequently create an educational program and materials.
{"title":"Interactive methods in the foreign language teaching of future IT specialists at medical college","authors":"Veronika A. Filatova, A. Mityaeva","doi":"10.32744/pse.2023.4.13","DOIUrl":"https://doi.org/10.32744/pse.2023.4.13","url":null,"abstract":"Introduction. Interactive teaching of a foreign language to IT students in a higher medical school is an important component of the educational environment of a medical university, as it contributes to the formation of not only professional communicative competence in a foreign language, but also key competencies for conducting future professional activities in general. The authors determined that the purpose of the scientific work is to provide promising solutions for eliminating downsides, neutralizing risks and introducing interactive technologies in linguodidactic process. Materials and methods. The study was conducted on the basis of I.M. Sechenov First Moscow State Medical University (Russian Federation). The students of the specialty \"Bioengineering and Bioinformatics\" (72 students) took part in the experiment. One of the groups was designated experimental, the remaining 3 were control. Scientific and experimental information was obtained, using such methods as theoretical analysis of sources on the problem, assessment of the experience of using interactive methods in the experimental part of the study based on SWOT analysis, observation, survey, online testing. Method of mathematical statistics: Pearson's chi-squared test. Results. The survey showed a high degree of students interest (95% of students) in learning a foreign language at a high professional level in the process of collaboration using communicative, active, interactive methods, information technology, etc. Online testing, which demonstrates the results of learning lexical and grammatical material on the educational topic of the discipline foreign language by students of the specialty \"Bioengineering and Bioinformatics\" in an interactive way at a medical university, showed that the students of the experimental group coped with the test tasks much better than students from the control groups (χ2 = 6.383; p=0.042 < 0,05). Conclusion. The authors have developed a number of promising solutions, based on the obtained results that optimize the process of using interactive learning in IT students training at the medical university. Due to this work, it is possible to determine the universal principles of the use of interactive methods in teaching a foreign language to students of the information technology specialties in the field of medicine and other specialties, it is possible to expand the range and conditions for the adaptability of these methods for a specific group, the purpose of training, the tasks and expected results, and also to develop a model of interactive learning for students of these specialties at medical school and subsequently create an educational program and materials.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42041942","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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