Tahir M. Aminov, Nailya K. Nurikhanova, Vyacheslav A. Akhmadullin
Introduction. Currently, there is no holistic representation of the pedagogical system that developed in the IX–XII centuries on the territory of the Arab East and Central Asia. The reconstruction of the pedagogical heritage of the East will, firstly, let lay a value platform for determining the coordinates of the development of Islamic education in the present period; secondly, the appeal to positive experience can contribute to the solution of educational and educational tasks of modern Russian education. The purpose of the article is to holistically present the educational theory of one of the founders of oriental pedagogy – al-Khwarizmi. Methodology. The following methodological foundations are defined: at the philosophical level – civilizational, at the general scientific level – systemic and oriental, at the concrete scientific level – axiological approaches. The biographical, historical-typological and constructive-genetic methods of historical and pedagogical research are used. The main sources were the works of Arab, Persian and Central Asian researchers, as well as the published works of Russian and foreign authors who considered various problems of the culture of medieval Islam. Results. The pedagogical theory of al-Khwarizmi has been systematized, which was one of the earliest appeals in world science to pedagogy as a science – the main tool for cognition of educational reality. The definition of the concept of "Oriental pedagogy" is substantiated, which is a science of upbringing and education that historically arose in the IX century, based on the legacy of outstanding Islamic enlighteners of the East, and associated with ethnic and religious views of peoples living in the territories of Arab and Central Asian countries, having equal importance on a par with the widespread world pedagogical systems. Conclusion. The pedagogical theory of al-Khwarizmi was aimed at the formation of an independent, creative, religious, virtuous personality striving for a constant expansion of the horizons of knowledge. He and his like-minded people believed that the combination of scientific knowledge, constant work on oneself and spiritual culture, contribute to the development of a fully developed personality, in which spiritual development, improvement of mind, consciousness, thinking and feelings are balanced. The pedagogical approaches of al-Khwarizmi, supplemented by the achievements of subsequent generations, are reflected in modern educational concepts and theories.
{"title":"Al-Khwarizmi is an outstanding representative of oriental pedagogy","authors":"Tahir M. Aminov, Nailya K. Nurikhanova, Vyacheslav A. Akhmadullin","doi":"10.32744/pse.2023.4.34","DOIUrl":"https://doi.org/10.32744/pse.2023.4.34","url":null,"abstract":"Introduction. Currently, there is no holistic representation of the pedagogical system that developed in the IX–XII centuries on the territory of the Arab East and Central Asia. The reconstruction of the pedagogical heritage of the East will, firstly, let lay a value platform for determining the coordinates of the development of Islamic education in the present period; secondly, the appeal to positive experience can contribute to the solution of educational and educational tasks of modern Russian education. The purpose of the article is to holistically present the educational theory of one of the founders of oriental pedagogy – al-Khwarizmi. Methodology. The following methodological foundations are defined: at the philosophical level – civilizational, at the general scientific level – systemic and oriental, at the concrete scientific level – axiological approaches. The biographical, historical-typological and constructive-genetic methods of historical and pedagogical research are used. The main sources were the works of Arab, Persian and Central Asian researchers, as well as the published works of Russian and foreign authors who considered various problems of the culture of medieval Islam. Results. The pedagogical theory of al-Khwarizmi has been systematized, which was one of the earliest appeals in world science to pedagogy as a science – the main tool for cognition of educational reality. The definition of the concept of \"Oriental pedagogy\" is substantiated, which is a science of upbringing and education that historically arose in the IX century, based on the legacy of outstanding Islamic enlighteners of the East, and associated with ethnic and religious views of peoples living in the territories of Arab and Central Asian countries, having equal importance on a par with the widespread world pedagogical systems. Conclusion. The pedagogical theory of al-Khwarizmi was aimed at the formation of an independent, creative, religious, virtuous personality striving for a constant expansion of the horizons of knowledge. He and his like-minded people believed that the combination of scientific knowledge, constant work on oneself and spiritual culture, contribute to the development of a fully developed personality, in which spiritual development, improvement of mind, consciousness, thinking and feelings are balanced. The pedagogical approaches of al-Khwarizmi, supplemented by the achievements of subsequent generations, are reflected in modern educational concepts and theories.","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":"41926825","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}
Evgenia A. Kazaeva, Irina A. Kurochkina, Yuliya A. Tokareva
Introduction. The problem of alienation in adolescence is relevant because it can lead to serious consequences such as mental health problems, social isolation and a negative impact on future relationships, so its solution is an important task for psychologists and society as a whole. The purpose of the study is to study the psychological alienation and meaningfulness of the life of adolescents. Materials and methods. The study of the psychological alienation of adolescents in the aspect of the meaningfulness of life was carried out on the basis of a comprehensive school in the city of Yekaterinburg. It was attended by 120 teenage students of the ninth grade (68 boys, 52 girls), the average age is 15 years. The following methods were used in the study: "Test for alienation" (method of subjective feeling of alienation by D. Russell and M. Ferguson); “Test of life-meaning orientations” (method of D. A. Leontiev’s SJO); Subjective assessment of interpersonal relations (S.V. Dukhnovsky). Statistical methods of data processing: methods of descriptive statistics; Mann-Whitney U-test, Kruskal-Wallis H-test, Spearman's rank correlation test, SPSS Statistics 22.0 software package. Research results. The descriptive analysis made it possible to identify the problem areas of the study, they were a high level of alienation in 28.6% in the male and 15.6% in the female groups of adolescents. The lack of formation of meaningful life orientations in more than 28.60% in the male and 15.6% in the female groups, adolescents' dissatisfaction with the nature of interpersonal relations on the scales "Tension of relations", "Alienation in relations", "Conflict in relations" and "Aggression in relations" are expressed in 15.6%, most likely this is due to a high level of alienation. According to the results of a comparative analysis, a tendency to difference was found in the male and female groups of adolescents. Differences were found on the following scales: "Alienation in relationships" (p<0,1), "Conflict in relationships" (p<0,1), "Aggression in relationships" (p<0,1). The indicators are higher in the male group of adolescents; young men are characterized by a lack of trust, understanding, and intimacy. They are cautious about establishing close relationships and choosing those with whom they build deeper emotional bonds, and they tend to maintain control. This may be due to age characteristics, the conditions of upbringing, the unformed culture in interpersonal relations (competition) between boys. Conclusion. Addressing the problem of alienation requires a comprehensive approach and cooperation from parents, schools and other institutions that interact with adolescents. It is important to create a favorable social environment in which adolescents can develop social skills, find like-minded people and receive the necessary support and understanding.
{"title":"Alienation and the search for the meaning of life: psychological portrait of a modern teenager","authors":"Evgenia A. Kazaeva, Irina A. Kurochkina, Yuliya A. Tokareva","doi":"10.32744/pse.2023.4.30","DOIUrl":"https://doi.org/10.32744/pse.2023.4.30","url":null,"abstract":"Introduction. The problem of alienation in adolescence is relevant because it can lead to serious consequences such as mental health problems, social isolation and a negative impact on future relationships, so its solution is an important task for psychologists and society as a whole. The purpose of the study is to study the psychological alienation and meaningfulness of the life of adolescents. Materials and methods. The study of the psychological alienation of adolescents in the aspect of the meaningfulness of life was carried out on the basis of a comprehensive school in the city of Yekaterinburg. It was attended by 120 teenage students of the ninth grade (68 boys, 52 girls), the average age is 15 years. The following methods were used in the study: \"Test for alienation\" (method of subjective feeling of alienation by D. Russell and M. Ferguson); “Test of life-meaning orientations” (method of D. A. Leontiev’s SJO); Subjective assessment of interpersonal relations (S.V. Dukhnovsky). Statistical methods of data processing: methods of descriptive statistics; Mann-Whitney U-test, Kruskal-Wallis H-test, Spearman's rank correlation test, SPSS Statistics 22.0 software package. Research results. The descriptive analysis made it possible to identify the problem areas of the study, they were a high level of alienation in 28.6% in the male and 15.6% in the female groups of adolescents. The lack of formation of meaningful life orientations in more than 28.60% in the male and 15.6% in the female groups, adolescents' dissatisfaction with the nature of interpersonal relations on the scales \"Tension of relations\", \"Alienation in relations\", \"Conflict in relations\" and \"Aggression in relations\" are expressed in 15.6%, most likely this is due to a high level of alienation. According to the results of a comparative analysis, a tendency to difference was found in the male and female groups of adolescents. Differences were found on the following scales: \"Alienation in relationships\" (p<0,1), \"Conflict in relationships\" (p<0,1), \"Aggression in relationships\" (p<0,1). The indicators are higher in the male group of adolescents; young men are characterized by a lack of trust, understanding, and intimacy. They are cautious about establishing close relationships and choosing those with whom they build deeper emotional bonds, and they tend to maintain control. This may be due to age characteristics, the conditions of upbringing, the unformed culture in interpersonal relations (competition) between boys. Conclusion. Addressing the problem of alienation requires a comprehensive approach and cooperation from parents, schools and other institutions that interact with adolescents. It is important to create a favorable social environment in which adolescents can develop social skills, find like-minded people and receive the necessary support and understanding.","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":"48872065","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. Information in modern society acts as a cultural tool influencing human socialisation processes. However, the amount of information consumed by a human is so extensive that it leads to information overload; its consequences on a person’s emotional and psychological well-being are not sufficiently studied, which determines the relevance of the present study. The issues of trust in mass media and human’s psychological well-being have been studied most often in modern psychological science as independent phenomena. Most often researchers focus on analysing the impact of news content on human well-being regardless of the extent of trust in it. The aim of the study was to reveal the relationship between the level of trust in digital media and a person’s emotional and psychological well-being. Materials and methods. The study involved 456 1st – 5th year students of the State University for Humanities and Social Studies (M=116, W=340, average age 19.7±2.8). The Integrative anxiety test; the Basic beliefs scale; the Psychological well-being scale were used to study one’s emotional and psychological well-being. The level of trust in mass media was measured with the use of the original questionnaire. Results. It was found that people who trust Internet media have more expressed emotional and personal problems reducing the level of their psychological well-being: anxiety about the future (p=0.004), depression (p=0.011), negative self-esteem and dissatisfaction with circumstances of their life (p=0.034). As shown by the factor analysis, the main correlatives of emotional and psychological ill-being in groups of those who trust and do not trust the media are as follows: expressed anxiety, low level of self-esteem and self-value, use of the emotional strategy for coping with stress (factor 2 “Emotional discomfort”). The ill-being of people who trust information in the Internet increases when they turn to the strategy of emotional social support in difficult situations, and the overall balance of well-being in people who do not trust the Internet can be disrupted in case of “crisis of beliefs” (factor 2 “Emotional discomfort”). Conclusion. The obtained results help to gain deeper understanding of the mechanisms of influence of Internet sources on human psychological well-being and to develop “healthy” media consumption programmes. Further research in this area can be focused on in-depth search for a set of determinant psychological variables – psychological well-being development protectors, with regard for gender, age and individual psychological characteristics of a person underlying trust in consumed information.
{"title":"Internet information as a factor of a person’s emotional and psychological well-being","authors":"Regina V. Ershova","doi":"10.32744/pse.2023.4.27","DOIUrl":"https://doi.org/10.32744/pse.2023.4.27","url":null,"abstract":"Introduction. Information in modern society acts as a cultural tool influencing human socialisation processes. However, the amount of information consumed by a human is so extensive that it leads to information overload; its consequences on a person’s emotional and psychological well-being are not sufficiently studied, which determines the relevance of the present study. The issues of trust in mass media and human’s psychological well-being have been studied most often in modern psychological science as independent phenomena. Most often researchers focus on analysing the impact of news content on human well-being regardless of the extent of trust in it. The aim of the study was to reveal the relationship between the level of trust in digital media and a person’s emotional and psychological well-being. Materials and methods. The study involved 456 1st – 5th year students of the State University for Humanities and Social Studies (M=116, W=340, average age 19.7±2.8). The Integrative anxiety test; the Basic beliefs scale; the Psychological well-being scale were used to study one’s emotional and psychological well-being. The level of trust in mass media was measured with the use of the original questionnaire. Results. It was found that people who trust Internet media have more expressed emotional and personal problems reducing the level of their psychological well-being: anxiety about the future (p=0.004), depression (p=0.011), negative self-esteem and dissatisfaction with circumstances of their life (p=0.034). As shown by the factor analysis, the main correlatives of emotional and psychological ill-being in groups of those who trust and do not trust the media are as follows: expressed anxiety, low level of self-esteem and self-value, use of the emotional strategy for coping with stress (factor 2 “Emotional discomfort”). The ill-being of people who trust information in the Internet increases when they turn to the strategy of emotional social support in difficult situations, and the overall balance of well-being in people who do not trust the Internet can be disrupted in case of “crisis of beliefs” (factor 2 “Emotional discomfort”). Conclusion. The obtained results help to gain deeper understanding of the mechanisms of influence of Internet sources on human psychological well-being and to develop “healthy” media consumption programmes. Further research in this area can be focused on in-depth search for a set of determinant psychological variables – psychological well-being development protectors, with regard for gender, age and individual psychological characteristics of a person underlying trust in consumed information.","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":"42989141","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. Writing skill is one of the most important skills that English-majored students need to master to apply to their jobs after graduation. However, developing writing skill is not easy, especially for students who are not native speakers. To solve that problem, instructional scaffolding plays a very important role to help English-majored students improve their writing skills. Instructional scaffolding is an approach to teaching that involves providing students with temporary support and guidance as they learn new concepts and skills. The goal of scaffolding is to gradually remove this support as students become more proficient, so they can eventually work independently. This approach can be used in a variety of educational settings, from early childhood education to higher education. Scaffolding can take many forms, such as visual aids, graphic organizers, guided questions, or peer collaboration. The type of scaffolding used depends on the learning objectives and the needs of the individual student. In short, instructional scaffolding is a powerful tool for promoting student learning and success. By providing targeted support and guidance, educators can help students build their knowledge and skills in a structured and effective way. In this article, the author will focus on researching the role of scaffolding in writing skills for English majored students at The University of Khanh Hoa. Study participants and methods. The article uses the method of questionnaire survey and in-depth interview to study the status of the role of instructional scaffolding in writing skills of English-majored students at The University of Khanh Hoa. Besides the author also uses methods such as: analysis; synthetic; logic; history to write articles. To have an objective view of the role of academic support activities in writing skill of English-majored students at the University of Khanh Hoa, the author conducted a survey of 133 students studying “writing 1”, in the academic year 2022-2023 and selected 13 students to conduct in-depth interviews. The design is done on a five-step scale. The survey results were processed by SPSS software, with the question why instructional scaffolding are necessary in the English writing classes? The results obtained provide vocabulary and grammar that students agree with at a high level, reaching a level above 4.5, showing that learners appreciate scaffolding. Activities such as doing exercises are 3.47; students' cross feedback is 3.87; the lecturer provides sample text with the corresponding mean value of 3.8; Students reading specialized documents and articles is 3.76. From the data obtained, it is shown that the provision of vocabulary and grammar is the activity most appreciated by students in scaffolding. Meanwhile, doing the set of exercises only scored lower than the other activities. However, students giving each other feedback, lecturers providing sample texts, and students reading specialized papers and articles
{"title":"The effects of instructional scaffolding for writing skill of English majored students","authors":"Vo Tu Phuong","doi":"10.32744/pse.2023.4.10","DOIUrl":"https://doi.org/10.32744/pse.2023.4.10","url":null,"abstract":"Introduction. Writing skill is one of the most important skills that English-majored students need to master to apply to their jobs after graduation. However, developing writing skill is not easy, especially for students who are not native speakers. To solve that problem, instructional scaffolding plays a very important role to help English-majored students improve their writing skills. Instructional scaffolding is an approach to teaching that involves providing students with temporary support and guidance as they learn new concepts and skills. The goal of scaffolding is to gradually remove this support as students become more proficient, so they can eventually work independently. This approach can be used in a variety of educational settings, from early childhood education to higher education. Scaffolding can take many forms, such as visual aids, graphic organizers, guided questions, or peer collaboration. The type of scaffolding used depends on the learning objectives and the needs of the individual student. In short, instructional scaffolding is a powerful tool for promoting student learning and success. By providing targeted support and guidance, educators can help students build their knowledge and skills in a structured and effective way. In this article, the author will focus on researching the role of scaffolding in writing skills for English majored students at The University of Khanh Hoa. Study participants and methods. The article uses the method of questionnaire survey and in-depth interview to study the status of the role of instructional scaffolding in writing skills of English-majored students at The University of Khanh Hoa. Besides the author also uses methods such as: analysis; synthetic; logic; history to write articles. To have an objective view of the role of academic support activities in writing skill of English-majored students at the University of Khanh Hoa, the author conducted a survey of 133 students studying “writing 1”, in the academic year 2022-2023 and selected 13 students to conduct in-depth interviews. The design is done on a five-step scale. The survey results were processed by SPSS software, with the question why instructional scaffolding are necessary in the English writing classes? The results obtained provide vocabulary and grammar that students agree with at a high level, reaching a level above 4.5, showing that learners appreciate scaffolding. Activities such as doing exercises are 3.47; students' cross feedback is 3.87; the lecturer provides sample text with the corresponding mean value of 3.8; Students reading specialized documents and articles is 3.76. From the data obtained, it is shown that the provision of vocabulary and grammar is the activity most appreciated by students in scaffolding. Meanwhile, doing the set of exercises only scored lower than the other activities. However, students giving each other feedback, lecturers providing sample texts, and students reading specialized papers and articles ","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":"49522383","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}
Vladimir V. Dubrovsky, Irina V. Efremova, Larisa A. Pidzhoyan
Introduction. Over the past decade, teacher-musicians have been intensively mastering the didactic functions of the digital space and digital technologies. However, the demonstration of successful practices for the use of digital resources in music education is not an indicator of the widespread use of these practices. The purpose of this article is to analyze the factors influencing the application of musical pedagogical technologies in music education. Materials and methods. 78 respondents took part in the survey and interviews: 4th-5th year students and teachers of Bunin Yelets State University (Russian Federation), teachers of additional education, music directors, music teachers. When studying the respondents' ideas about the factors influencing the use of music and computer technologies in music education, the level of education and teaching experience of music teachers were taken into account. To study the experience and ideas of respondents about the features of the digitalization of music education, a questionnaire was developed, consisting of 3 blocks: "Motivation and competence", "Support", "Material and technical and digital environment". The Kruskal-Wallis test was used as a method of mathematical statistics. Results. The most developed digital competence in the narrow professional sense is among teachers of higher education (63.7% have a high or above average level), students (57.2%), music teachers (32.4%) and teachers of additional education (19%), the least developed – among music directors (7.7%). The motivational potential is highest among teachers of higher education (90.9% have a high and above average level), students (52.4%), music teachers (37.8%) and teachers of additional education (26.6%). Music-computer technologies are used most intensively in the educational process by music teachers with experience from 3 to 20 years (48.4%). Educational and institutional support for the digital transformation of music education is focused mainly on higher education teachers and music teachers. Availability of equipment is assessed at a high level in universities (100%), and at an average level in schools (61.1%). The largest deficit is observed in the field of preschool education (low level – 1 5.4%, level below average – 84.6%). Scientific novelty. The features of the digital transformation of music education are empirically studied in the context of the factors of the level of education and experience of music teachers. Practical significance. The results of the study can be used in the development of programs for higher education disciplines and additional professional training programs for teachers on the use of music -computer technologies in the educational process.
{"title":"Digitalization in the field of music education: analysis of students – future music teachers and music educators","authors":"Vladimir V. Dubrovsky, Irina V. Efremova, Larisa A. Pidzhoyan","doi":"10.32744/pse.2023.4.5","DOIUrl":"https://doi.org/10.32744/pse.2023.4.5","url":null,"abstract":"Introduction. Over the past decade, teacher-musicians have been intensively mastering the didactic functions of the digital space and digital technologies. However, the demonstration of successful practices for the use of digital resources in music education is not an indicator of the widespread use of these practices. The purpose of this article is to analyze the factors influencing the application of musical pedagogical technologies in music education. Materials and methods. 78 respondents took part in the survey and interviews: 4th-5th year students and teachers of Bunin Yelets State University (Russian Federation), teachers of additional education, music directors, music teachers. When studying the respondents' ideas about the factors influencing the use of music and computer technologies in music education, the level of education and teaching experience of music teachers were taken into account. To study the experience and ideas of respondents about the features of the digitalization of music education, a questionnaire was developed, consisting of 3 blocks: \"Motivation and competence\", \"Support\", \"Material and technical and digital environment\". The Kruskal-Wallis test was used as a method of mathematical statistics. Results. The most developed digital competence in the narrow professional sense is among teachers of higher education (63.7% have a high or above average level), students (57.2%), music teachers (32.4%) and teachers of additional education (19%), the least developed – among music directors (7.7%). The motivational potential is highest among teachers of higher education (90.9% have a high and above average level), students (52.4%), music teachers (37.8%) and teachers of additional education (26.6%). Music-computer technologies are used most intensively in the educational process by music teachers with experience from 3 to 20 years (48.4%). Educational and institutional support for the digital transformation of music education is focused mainly on higher education teachers and music teachers. Availability of equipment is assessed at a high level in universities (100%), and at an average level in schools (61.1%). The largest deficit is observed in the field of preschool education (low level – 1 5.4%, level below average – 84.6%). Scientific novelty. The features of the digital transformation of music education are empirically studied in the context of the factors of the level of education and experience of music teachers. Practical significance. The results of the study can be used in the development of programs for higher education disciplines and additional professional training programs for teachers on the use of music -computer technologies in the educational process.","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":"44343164","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. Understanding the level of creative thinking among university mathematics students is important for problem-solving and innovation. Findings can inform teaching methods and curricula to promote creative thinking. Exploring the relationship between creative thinking and variables like gender and academic achievement provides valuable insights. Developing creative thinking skills among university students is beneficial for their academic and professional pursuits. Aim. The present study aims to explore the presence of creative thinking skills in university students and how these skills differ based on gender, academic level, and academic achievement. Additionally, the study investigates the predictive ability of creative thinking skills on students' academic achievement. Study participants and methods. The sample comprised 166 undergraduate students at Al-Balqa Applied University (Jordan). The Torrance Test of Creative Thinking (TTCT) was employed to assess different dimensions of creative thinking, including fluency, flexibility, originality, and elaboration. The psychometric properties of the test were also examined. Descriptive statistics (mean and standard deviation) were used to analyze creative thinking levels. The study hinted at the potential use of inferential statistics like t-tests or ANOVA to examine group differences. Multiple regression analysis explored the relationship between creative thinking constituents and academic achievement, reporting significant findings using unstandardized coefficients (B), standard errors (SE), standardized coefficients (β), t-test statistics (t), and p-values (p). The results. The study findings reveal that mean TTCT scores increase with higher university levels: 57.00 (2nd year), 59.00 (3rd year), and 61.00 (4th year). Female students exhibit slightly higher creative thinking scores (mean TTCT score = 60) compared to males (mean TTCT score = 58). Academic achievement is positively associated with creative thinking, with mean TTCT scores of 48 (low achievement), 58 (medium achievement), and 68 (high achievement). Multiple regression analysis confirms the significant predictive ability of all four creative thinking constituents, with originality (β = 0.40) having the strongest impact, followed by fluency (β = 0.35), flexibility (β = 0.25), and elaboration (β = 0.15). Conclusions. Creative thinking levels among mathematics students at Al-Balqa Applied University increased with academic progression. Female students had slightly higher scores, and higher academic achievement correlated with higher creative thinking. All four creative thinking constituents positively predicted academic achievement in mathematics.
{"title":"Creative thinking in students of mathematics in universities and its relationship with some variables","authors":"Amany Derar Sbaih","doi":"10.32744/pse.2023.4.7","DOIUrl":"https://doi.org/10.32744/pse.2023.4.7","url":null,"abstract":"Introduction. Understanding the level of creative thinking among university mathematics students is important for problem-solving and innovation. Findings can inform teaching methods and curricula to promote creative thinking. Exploring the relationship between creative thinking and variables like gender and academic achievement provides valuable insights. Developing creative thinking skills among university students is beneficial for their academic and professional pursuits. Aim. The present study aims to explore the presence of creative thinking skills in university students and how these skills differ based on gender, academic level, and academic achievement. Additionally, the study investigates the predictive ability of creative thinking skills on students' academic achievement. Study participants and methods. The sample comprised 166 undergraduate students at Al-Balqa Applied University (Jordan). The Torrance Test of Creative Thinking (TTCT) was employed to assess different dimensions of creative thinking, including fluency, flexibility, originality, and elaboration. The psychometric properties of the test were also examined. Descriptive statistics (mean and standard deviation) were used to analyze creative thinking levels. The study hinted at the potential use of inferential statistics like t-tests or ANOVA to examine group differences. Multiple regression analysis explored the relationship between creative thinking constituents and academic achievement, reporting significant findings using unstandardized coefficients (B), standard errors (SE), standardized coefficients (β), t-test statistics (t), and p-values (p). The results. The study findings reveal that mean TTCT scores increase with higher university levels: 57.00 (2nd year), 59.00 (3rd year), and 61.00 (4th year). Female students exhibit slightly higher creative thinking scores (mean TTCT score = 60) compared to males (mean TTCT score = 58). Academic achievement is positively associated with creative thinking, with mean TTCT scores of 48 (low achievement), 58 (medium achievement), and 68 (high achievement). Multiple regression analysis confirms the significant predictive ability of all four creative thinking constituents, with originality (β = 0.40) having the strongest impact, followed by fluency (β = 0.35), flexibility (β = 0.25), and elaboration (β = 0.15). Conclusions. Creative thinking levels among mathematics students at Al-Balqa Applied University increased with academic progression. Female students had slightly higher scores, and higher academic achievement correlated with higher creative thinking. All four creative thinking constituents positively predicted academic achievement in mathematics.","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":"44679703","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 problem of educating the younger generation is one of the most important in modern Russian pedagogy. Russian scientists and teachers are carefully studying the legacy of their outstanding predecessors, the teachers of the past. Anton Semyonovich Makarenko (1888-1939) is one of such scientists who have left a unique mark in pedagogical science and practice. The article was written in connection with the 135th anniversary of his birth. The purpose of the article is to show the importance of Makarenko's personality in the development of Russian education. As tasks, the author highlights the characterization and evaluation of his achievements in practical work and pedagogical theory, the presentation of previously unknown biographical data of the teacher, his colleagues and relatives. Materials and methods. In the process of working on the article, the author used the following research methods: analysis of historical and pedagogical, memoir and fiction literature on the topic of the work, biographical, historical and comparative methods, as well as axiological (value) approach to the study of pedagogical innovations by A. S. Makarenko. Results. Up to the present time, Makarenko's personality, his practical activities and literary works cause heated debates among Russian practical teachers and theoretical teachers. The author characterizes Makarenko's achievements as a teacher, manifested in a factually reliable and accurate disclosure of the events of the biography of an outstanding teacher and his selfless efforts in the re-education of pupils and the pedagogization of their social environment. Makarenko is shown as a prominent writer and teacher. In fact, he is the founder of Russian artistic and pedagogical literature ("Pedagogical poem", "Flags on towers", "Book for parents"). Conclusion. The Soviet education had developed itself for decades in the main stream of the pedagogy of Makarenko. But the post-Soviet Russian education seems to avoid the Makarenko’s legacy. A. S. Makarenko is one of the most important teachers in the history of Russian education. His personality and pedagogical heritage need further study by historians of pedagogy.
{"title":"A. S. Makarenko and the fate of his legacy in nowadays Russia","authors":"V. B. Pomelov","doi":"10.32744/pse.2023.4.36","DOIUrl":"https://doi.org/10.32744/pse.2023.4.36","url":null,"abstract":"Introduction. The problem of educating the younger generation is one of the most important in modern Russian pedagogy. Russian scientists and teachers are carefully studying the legacy of their outstanding predecessors, the teachers of the past. Anton Semyonovich Makarenko (1888-1939) is one of such scientists who have left a unique mark in pedagogical science and practice. The article was written in connection with the 135th anniversary of his birth. The purpose of the article is to show the importance of Makarenko's personality in the development of Russian education. As tasks, the author highlights the characterization and evaluation of his achievements in practical work and pedagogical theory, the presentation of previously unknown biographical data of the teacher, his colleagues and relatives. Materials and methods. In the process of working on the article, the author used the following research methods: analysis of historical and pedagogical, memoir and fiction literature on the topic of the work, biographical, historical and comparative methods, as well as axiological (value) approach to the study of pedagogical innovations by A. S. Makarenko. Results. Up to the present time, Makarenko's personality, his practical activities and literary works cause heated debates among Russian practical teachers and theoretical teachers. The author characterizes Makarenko's achievements as a teacher, manifested in a factually reliable and accurate disclosure of the events of the biography of an outstanding teacher and his selfless efforts in the re-education of pupils and the pedagogization of their social environment. Makarenko is shown as a prominent writer and teacher. In fact, he is the founder of Russian artistic and pedagogical literature (\"Pedagogical poem\", \"Flags on towers\", \"Book for parents\"). Conclusion. The Soviet education had developed itself for decades in the main stream of the pedagogy of Makarenko. But the post-Soviet Russian education seems to avoid the Makarenko’s legacy. A. S. Makarenko is one of the most important teachers in the history of Russian education. His personality and pedagogical heritage need further study by historians of pedagogy.","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":"44910817","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}
Relevance. Teachers of mathematics and computer science play an important role in shaping the fundamental knowledge of students. This knowledge manifests itself in the form of in-depth theoretical knowledge, readiness to apply it in practice, critical attitude to information, creativity in their actions. In the conditions of digital transformation, fundamental knowledge enables an individual to take an active part in the life of the modern society and generate new decisions in unfamiliar situations. The aim of the article is to identify due strategies for professional training of mathematics and computer science teachers in the conditions of digitalisation of education, those who are ready to implement the educational process at school with a focus on transfer of fundamental knowledge. Methodology and methods. The methodological basis of the research involves: systemic approach in defining the new role of the teacher as a subject of digital educational ecosystems; environmental approach in characterising the potential of digital educational environment; activity-based approach in training future teachers of mathematics and computer science towards enhancing their ability to form a system of fundamental knowledge in students. The results of the study are presented by describing digitalisation as a modern trend towards modernisation of education, defining the essence of fundamentalisation of education, establishing the interrelation between these processes. The priorities of digital educational space helping to improve the work of mathematics and computer science teachers aimed at the formation of students’ system of fundamental knowledge, to make it more efficient, rational, dynamic and creative, include: continuous online support of educational process, availability of high-quality verified and variable educational content, personalisation of educational trajectory of each student, operational feedback and monitoring of learners’ academic achievements, flexibility of educational programmes, due potential to create sustainable motivation, support of students’ involvement in active learning through the use of new educational tools (virtual simulators and laboratories), interactivity, multimediality and hypertextuality of the environment, automation of teacher’s routine activities, etc. Conclusion. Fundamentalisation of education is viewed as a process of formation of solid, profound basic knowledge defining a person’s scientific worldview and allowing for integration of this knowledge through interdisciplinary links, enabling a person to continuously engage in self-education. The presented results can be used for the development of educational programmes of pedagogical baccalaureate, programmes of supplementary professional education providing for due training of teachers of mathematics and computer science, development of their readiness to form a system of fundamental knowledge in students relying of the digital learning environment resource.
{"title":"Fundamentalisation of professional training of future teachers of mathematics and computer science in the conditions of digitalisation","authors":"T. Boronenko, V. S. Fedotova","doi":"10.32744/pse.2023.4.6","DOIUrl":"https://doi.org/10.32744/pse.2023.4.6","url":null,"abstract":"Relevance. Teachers of mathematics and computer science play an important role in shaping the fundamental knowledge of students. This knowledge manifests itself in the form of in-depth theoretical knowledge, readiness to apply it in practice, critical attitude to information, creativity in their actions. In the conditions of digital transformation, fundamental knowledge enables an individual to take an active part in the life of the modern society and generate new decisions in unfamiliar situations. The aim of the article is to identify due strategies for professional training of mathematics and computer science teachers in the conditions of digitalisation of education, those who are ready to implement the educational process at school with a focus on transfer of fundamental knowledge. Methodology and methods. The methodological basis of the research involves: systemic approach in defining the new role of the teacher as a subject of digital educational ecosystems; environmental approach in characterising the potential of digital educational environment; activity-based approach in training future teachers of mathematics and computer science towards enhancing their ability to form a system of fundamental knowledge in students. The results of the study are presented by describing digitalisation as a modern trend towards modernisation of education, defining the essence of fundamentalisation of education, establishing the interrelation between these processes. The priorities of digital educational space helping to improve the work of mathematics and computer science teachers aimed at the formation of students’ system of fundamental knowledge, to make it more efficient, rational, dynamic and creative, include: continuous online support of educational process, availability of high-quality verified and variable educational content, personalisation of educational trajectory of each student, operational feedback and monitoring of learners’ academic achievements, flexibility of educational programmes, due potential to create sustainable motivation, support of students’ involvement in active learning through the use of new educational tools (virtual simulators and laboratories), interactivity, multimediality and hypertextuality of the environment, automation of teacher’s routine activities, etc. Conclusion. Fundamentalisation of education is viewed as a process of formation of solid, profound basic knowledge defining a person’s scientific worldview and allowing for integration of this knowledge through interdisciplinary links, enabling a person to continuously engage in self-education. The presented results can be used for the development of educational programmes of pedagogical baccalaureate, programmes of supplementary professional education providing for due training of teachers of mathematics and computer science, development of their readiness to form a system of fundamental knowledge in students relying of the digital learning environment resource.","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":"46262445","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 current development of mobile applications, including the introduction of chatbots using artificial intelligence, further expands the possibilities of the teaching process, its personalization, and the development of an individual educational trajectory. Using the chatbots ChatGPT and Midjourney will make it possible to practice English language skills at one’s own speed, simulating communication with a native speaker, as well as practice the formulation of clear commands for an algorithmized executor. The aim of this paper is to describe the specifics of using chatbots in the process of studying English by undergraduate students. Materials and methods. The experimental study involved 186 students of the Faculty of Linguistics of A.S. Griboyedov Moscow University (Russian Federation). The experimental group attended elective classes, during which the students debated in English with the ChatGPT neural network and generated images using queries in English in the Midjourney network. Methods of mathematical statistics: Pearson's chi-squared test. Results. The practice of using neural networks in teaching a foreign language has demonstrated that a neural network can act as a simulator of a native speaker, as well as a kind of “command executor” obeying simple instructions. The results confirming these statements and the effectiveness of the experimental work are embodied in the positive dynamics of generating creative statements and texts in a foreign language (χ2 = 9.174; p < 0.05). Conclusion. The data obtained in this experiment make it possible to recommend the use of chatbots with artificial intelligence tools and expand the range of exercises with their application. Using chatbots in this capacity is little elaborated in Russian educational practice, and the scientific novelty of the obtained results lies in suggesting a specific methodology of the option for introducing interaction with automatically learning chatbots in the educational process.
{"title":"Specifics of using text and graphical chatbots with artificial intelligence in English language teaching","authors":"A. G. Silcheva, A. V. Lamzina, Tatiana L. Pavlova","doi":"10.32744/pse.2023.4.38","DOIUrl":"https://doi.org/10.32744/pse.2023.4.38","url":null,"abstract":"Introduction. The current development of mobile applications, including the introduction of chatbots using artificial intelligence, further expands the possibilities of the teaching process, its personalization, and the development of an individual educational trajectory. Using the chatbots ChatGPT and Midjourney will make it possible to practice English language skills at one’s own speed, simulating communication with a native speaker, as well as practice the formulation of clear commands for an algorithmized executor. The aim of this paper is to describe the specifics of using chatbots in the process of studying English by undergraduate students. Materials and methods. The experimental study involved 186 students of the Faculty of Linguistics of A.S. Griboyedov Moscow University (Russian Federation). The experimental group attended elective classes, during which the students debated in English with the ChatGPT neural network and generated images using queries in English in the Midjourney network. Methods of mathematical statistics: Pearson's chi-squared test. Results. The practice of using neural networks in teaching a foreign language has demonstrated that a neural network can act as a simulator of a native speaker, as well as a kind of “command executor” obeying simple instructions. The results confirming these statements and the effectiveness of the experimental work are embodied in the positive dynamics of generating creative statements and texts in a foreign language (χ2 = 9.174; p < 0.05). Conclusion. The data obtained in this experiment make it possible to recommend the use of chatbots with artificial intelligence tools and expand the range of exercises with their application. Using chatbots in this capacity is little elaborated in Russian educational practice, and the scientific novelty of the obtained results lies in suggesting a specific methodology of the option for introducing interaction with automatically learning chatbots in the educational process.","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":"45262640","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}
S. Khazova, V. M. Grebennikova, Alexei A. Ushakov, Yulia V. Kurilina
Introduction. In accordance with the modern requirements of the state, the number of normative results of general education includes personal, interdisciplinary and subject results. The possibility of full-fledged formation, development, education of personal qualities, knowledge and skills, set as the expected results of education, is largely determined by the abilities, cognitive activity of the students themselves. In turn, the subjective position of schoolchildren in the educational process, their cognitive activity, the ability to selforganization and self-development require improvement and manifestation of the formed metacognitive competencies. The purpose of the study: theoretical definition and empirical substantiation of the set of dominant metacognitive competencies, as well as key pedagogical tasks in the field of their formation in modern schoolchildren. Materials and methods. The main method of research is the method of expert evaluation. A group of experts from 50 teachers of general education organizations and higher educational institutions was formed to conduct it. The results of the study. The category of metacognitive competencies includes a set of metacognitive knowledge (knowledge about oneself, about tasks, actions or interaction strategies, about the impact of knowledge on the final result of cognition), metacognitive strategies (mastered intellectual actions related to setting goals, planning one's cognitive activity, monitoring and evaluating its effectiveness, detecting intellectual difficulties), characteristics of metacognitive thinking (premeditation, planning, purposefulness, perspective, cognitive orientation). The expert assessment made it possible to include the following characteristics in the dominant metacognitive competencies: creative thinking, critical thinking, reflexive thinking. Experts' assessment of teachers' readiness to organize and implement the process of formation of dominant metacognitive competencies in schoolchildren showed that more than 60% of the responses indicated complete or partial theoretical, motivational and practical unpreparedness. Conclusion. The results obtained are the basis for designing a system of training future teachers to form dominant metacognitive competencies, which determines the practical significance and illustrates the future prospects of the study.
{"title":"Dominant metacognitive competencies of modern schoolchildren and the problems of their formation: theoretical and empirical substantiation","authors":"S. Khazova, V. M. Grebennikova, Alexei A. Ushakov, Yulia V. Kurilina","doi":"10.32744/pse.2023.4.16","DOIUrl":"https://doi.org/10.32744/pse.2023.4.16","url":null,"abstract":"Introduction. In accordance with the modern requirements of the state, the number of normative results of general education includes personal, interdisciplinary and subject results. The possibility of full-fledged formation, development, education of personal qualities, knowledge and skills, set as the expected results of education, is largely determined by the abilities, cognitive activity of the students themselves. In turn, the subjective position of schoolchildren in the educational process, their cognitive activity, the ability to selforganization and self-development require improvement and manifestation of the formed metacognitive competencies. The purpose of the study: theoretical definition and empirical substantiation of the set of dominant metacognitive competencies, as well as key pedagogical tasks in the field of their formation in modern schoolchildren. Materials and methods. The main method of research is the method of expert evaluation. A group of experts from 50 teachers of general education organizations and higher educational institutions was formed to conduct it. The results of the study. The category of metacognitive competencies includes a set of metacognitive knowledge (knowledge about oneself, about tasks, actions or interaction strategies, about the impact of knowledge on the final result of cognition), metacognitive strategies (mastered intellectual actions related to setting goals, planning one's cognitive activity, monitoring and evaluating its effectiveness, detecting intellectual difficulties), characteristics of metacognitive thinking (premeditation, planning, purposefulness, perspective, cognitive orientation). The expert assessment made it possible to include the following characteristics in the dominant metacognitive competencies: creative thinking, critical thinking, reflexive thinking. Experts' assessment of teachers' readiness to organize and implement the process of formation of dominant metacognitive competencies in schoolchildren showed that more than 60% of the responses indicated complete or partial theoretical, motivational and practical unpreparedness. Conclusion. The results obtained are the basis for designing a system of training future teachers to form dominant metacognitive competencies, which determines the practical significance and illustrates the future prospects of the study.","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":"46905079","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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