This is a study of how vocational education was transformed to deal with social distancing due to coronavirus infection in the Russian Federation. Data was taken from online delivery platforms such as Coursera, Timepad, and Edumarket. The demand for educational courses in Russia increased by 2.5 times in the first half of 2020 due to the spread of COVID-19. Despite this only 19% of learners are prepared to continue their learning after the quarantine measures are lifted. In the first half of 2020 programs on these platforms were focused on soft skills. There was an increase in programs for stress resistance, leadership, productivity, business, hobbies and art, parent-child relationships, and foreign language learning. The proportion of programs reliant on social communications decreased significantly. However, there was an increase courses in IT (blog / website development, machine learning), and medicine (ensuring safety in case of coronavirus infection, prevention of COVID-19, etc.). The study is of interest to the heads of regional educational departments, specialists of the continuing education in universities, professional educational organizations, non-governmental organizations of continuing education, labor exchange and those who are involved in continuing education and self-learning.
{"title":"Vocational Education with Social Distancing: Data from Online Platforms","authors":"I. Korshunov, N. Shirkova","doi":"10.26907/esd.17.2.16","DOIUrl":"https://doi.org/10.26907/esd.17.2.16","url":null,"abstract":"This is a study of how vocational education was transformed to deal with social distancing due to coronavirus infection in the Russian Federation. Data was taken from online delivery platforms such as Coursera, Timepad, and Edumarket. The demand for educational courses in Russia increased by 2.5 times in the first half of 2020 due to the spread of COVID-19. Despite this only 19% of learners are prepared to continue their learning after the quarantine measures are lifted. In the first half of 2020 programs on these platforms were focused on soft skills. There was an increase in programs for stress resistance, leadership, productivity, business, hobbies and art, parent-child relationships, and foreign language learning. The proportion of programs reliant on social communications decreased significantly. However, there was an increase courses in IT (blog / website development, machine learning), and medicine (ensuring safety in case of coronavirus infection, prevention of COVID-19, etc.). The study is of interest to the heads of regional educational departments, specialists of the continuing education in universities, professional educational organizations, non-governmental organizations of continuing education, labor exchange and those who are involved in continuing education and self-learning.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90578342","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}
This editorial was written following the discussion initiated at the conference for scientific editors and publishers. The delegates raised a number of relevant and thought-provoking issues. Among them was the quality of reviews, the author-editorship interaction, ethical issues and many more. But the presentation on how to choose a title for a scientific paper kindled my interest. The speaker showed examples of headings in the manuscripts from the chemistry field. As the comments were quite universal, I would like to share them with readers and potential authors of Education and Self-Development Journal. When creating a title, one should remember two basic functions that headings carry out. First, they are supposed to engage the attention of readers. Second, they should facilitate the quick discoverability of a full manuscript in databases (Medvedev, 2022). Therefore, an initial recommendation for authors seeking to find a suitable title is the length. Long and complex titles usually discourage readers from reading the full text. Given that, it is recommended to make titles concise, but not too short. The length should range from 5 to 15 words (Enago Academy, 2022).
{"title":"Editorial: Choosing a title for a scholarly paper","authors":"Dinara Bisimbaeva","doi":"10.26907/esd.17.2.01r","DOIUrl":"https://doi.org/10.26907/esd.17.2.01r","url":null,"abstract":"This editorial was written following the discussion initiated at the conference for scientific editors and publishers. The delegates raised a number of relevant and thought-provoking issues. Among them was the quality of reviews, the author-editorship interaction, ethical issues and many more. But the presentation on how to choose a title for a scientific paper kindled my interest. The speaker showed examples of headings in the manuscripts from the chemistry field. As the comments were quite universal, I would like to share them with readers and potential authors of Education and Self-Development Journal. When creating a title, one should remember two basic functions that headings carry out. First, they are supposed to engage the attention of readers. Second, they should facilitate the quick discoverability of a full manuscript in databases (Medvedev, 2022). Therefore, an initial recommendation for authors seeking to find a suitable title is the length. Long and complex titles usually discourage readers from reading the full text. Given that, it is recommended to make titles concise, but not too short. The length should range from 5 to 15 words (Enago Academy, 2022).","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79962166","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}
The first wave of the coronavirus pandemic caused the largest disruption of education systems in the history of mankind. All schools and education institutions were forced to shift their education processes from face-to-face to online forms. Some of them had better conditions and more experienced staff for this transition, some of them had to start to create appropriate conditions both for teachers and students. Subsequently, numerous studies and analyses on the impact of the coronavirus pandemic on education have been done worldwide. The paper deals with a specific research question of how schools and education institutions used their experiences from the first wave of COVID-19 pandemic to ensure sustainable quality of education under the pandemic conditions. In this comparative study the authors present the findings resulted from two questionnaire surveys. The study has been processed with a focus on three areas: the quality of teaching, technical equipment used by students and students’ opinions and experiences with online forms of education, and influence of the home schooling (microclimate of the home environment) on student’s education. In the paper the authors present and discuss in more detail the first area, i.e. they analyse how experiences from the first wave of the pandemic were used to eliminate the negative impact on education and to provide adequate quality of education.
{"title":"Impact of Two Coronavirus Waves on Higher Education:","authors":"Miroslav Šebo, A. Hašková","doi":"10.26907/esd.17.2.08","DOIUrl":"https://doi.org/10.26907/esd.17.2.08","url":null,"abstract":"The first wave of the coronavirus pandemic caused the largest disruption of education systems in the history of mankind. All schools and education institutions were forced to shift their education processes from face-to-face to online forms. Some of them had better conditions and more experienced staff for this transition, some of them had to start to create appropriate conditions both for teachers and students. Subsequently, numerous studies and analyses on the impact of the coronavirus pandemic on education have been done worldwide. The paper deals with a specific research question of how schools and education institutions used their experiences from the first wave of COVID-19 pandemic to ensure sustainable quality of education under the pandemic conditions. In this comparative study the authors present the findings resulted from two questionnaire surveys. The study has been processed with a focus on three areas: the quality of teaching, technical equipment used by students and students’ opinions and experiences with online forms of education, and influence of the home schooling (microclimate of the home environment) on student’s education. In the paper the authors present and discuss in more detail the first area, i.e. they analyse how experiences from the first wave of the pandemic were used to eliminate the negative impact on education and to provide adequate quality of education.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88254563","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}
A. Berikkhanova, Zhanar Ibraimova, Magripa Ibrayeva
The importance of this study is linked to the topic of increasing the quality of future teacher professional training by creating a collaborative learning environment. The purpose of this research is to conduct a theoretical analysis of the effectiveness of creating a collaborative learning environment in university and demonstrate its impact on the successful professional activity of future teachers. The paper presents the data of the experimental research in the form of Action Research, conducted among 1st and 2nd year students of pedagogical specialties in the natural sciences (chemistry, biology, physics, computer science). The core requirements of the personality-oriented, activity-based, systemic, environmental, axiological and competence-based approaches form the methodological foundation for building a collaborative learning environment. Students who are immersed in a collaborative learning environment have the opportunity to reflect on the level of formation of their own professional skills, the success of achieving educational goals, and the processes of self-realization, self-development, and self-actualization on a regular basis. This study examines the impact of collaborative learning on students’ communication skills, knowledge quality, assessment of educational achievements, and study time savings. The research findings are linked to the use of Action Research in the educational process, involving students in the process of professional self-improvement. The novelty of the research is characterized by the identification of developmental effect of a collaborative learning environment based on the concept of a zone of actual student professional growth. The practical significance of the research is the development of positive experience in structuring the educational process, with the prospect of applying this experience in future professional activities, such as working with students.
{"title":"Collaborative Learning Environment in the Professional Training of Future Teachers","authors":"A. Berikkhanova, Zhanar Ibraimova, Magripa Ibrayeva","doi":"10.26907/esd.17.2.13","DOIUrl":"https://doi.org/10.26907/esd.17.2.13","url":null,"abstract":"The importance of this study is linked to the topic of increasing the quality of future teacher professional training by creating a collaborative learning environment. The purpose of this research is to conduct a theoretical analysis of the effectiveness of creating a collaborative learning environment in university and demonstrate its impact on the successful professional activity of future teachers. The paper presents the data of the experimental research in the form of Action Research, conducted among 1st and 2nd year students of pedagogical specialties in the natural sciences (chemistry, biology, physics, computer science). The core requirements of the personality-oriented, activity-based, systemic, environmental, axiological and competence-based approaches form the methodological foundation for building a collaborative learning environment. Students who are immersed in a collaborative learning environment have the opportunity to reflect on the level of formation of their own professional skills, the success of achieving educational goals, and the processes of self-realization, self-development, and self-actualization on a regular basis. This study examines the impact of collaborative learning on students’ communication skills, knowledge quality, assessment of educational achievements, and study time savings. The research findings are linked to the use of Action Research in the educational process, involving students in the process of professional self-improvement. The novelty of the research is characterized by the identification of developmental effect of a collaborative learning environment based on the concept of a zone of actual student professional growth. The practical significance of the research is the development of positive experience in structuring the educational process, with the prospect of applying this experience in future professional activities, such as working with students.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88383924","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}
This article explores the attitude of managers towards the COVID-19 pandemic, providing an overview of their opinions on its consequences and potential impact on the country’s future socio-economic development. The study is important since it provides insight into how management styles may be effective in times of uncertainty and crisis. The research involved 661 managers, including 383 from the social sphere. The study utilized the management potential assessment questionnaire (PMO, version 5.0, Sinyagin, 2018), as well as a specially developed questionnaire. The participants were differentiated on two grounds: their attitude towards the pandemic either as a mobilizing challenge or as a serious not always surmountable difficulty in actual management. The findings reflect that the managers’ attitudes about the prospects for the country’s development after the end of the pandemic, commonly referred to as “optimism-pessimism”, have profound effect on their management strategies and performance indicators. It is revealed that readiness for learning and social mobility are key characteristics associated with optimistic future expectations. Internality, personality strength, a clear strategic life idea, and managerial experience are most associated with overcoming current circumstances. The paper concludes that developing and enhancing these qualities is a significant task that managers have in today’s uncertain world.
本文探讨了管理者对COVID-19大流行的态度，概述了他们对其后果和对国家未来社会经济发展的潜在影响的看法。这项研究很重要，因为它为管理风格在不确定和危机时期如何有效提供了见解。这项研究涉及661名管理者，其中383名来自社会领域。本研究采用了管理潜力评估问卷(PMO, version 5.0, Sinyagin, 2018)，以及专门开发的问卷。与会者有两个不同的理由:他们对这一流行病的态度，要么是把它当作动员的挑战，要么是把它当作实际管理中不总是能够克服的严重困难。调查结果表明，管理人员对大流行病结束后国家发展前景的态度，通常被称为"乐观-悲观"，对其管理战略和业绩指标产生深远影响。研究表明，学习准备和社会流动性是与乐观的未来预期相关的关键特征。内在性、人格力量、清晰的战略人生理念和管理经验与克服当前环境最相关。本文认为，在当今不确定的世界中，培养和提高这些素质是管理者面临的一项重要任务。
{"title":"Characteristics of Social Sector Managers with Different Attitudes towards the Pandemic and Its Consequences","authors":"Yury Sinyagin","doi":"10.26907/esd.17.2.19","DOIUrl":"https://doi.org/10.26907/esd.17.2.19","url":null,"abstract":"This article explores the attitude of managers towards the COVID-19 pandemic, providing an overview of their opinions on its consequences and potential impact on the country’s future socio-economic development. The study is important since it provides insight into how management styles may be effective in times of uncertainty and crisis. The research involved 661 managers, including 383 from the social sphere. The study utilized the management potential assessment questionnaire (PMO, version 5.0, Sinyagin, 2018), as well as a specially developed questionnaire. The participants were differentiated on two grounds: their attitude towards the pandemic either as a mobilizing challenge or as a serious not always surmountable difficulty in actual management. The findings reflect that the managers’ attitudes about the prospects for the country’s development after the end of the pandemic, commonly referred to as “optimism-pessimism”, have profound effect on their management strategies and performance indicators. It is revealed that readiness for learning and social mobility are key characteristics associated with optimistic future expectations. Internality, personality strength, a clear strategic life idea, and managerial experience are most associated with overcoming current circumstances. The paper concludes that developing and enhancing these qualities is a significant task that managers have in today’s uncertain world.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74947624","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}
The growing number of children with disabilities studying in various institutional settings has made it necessary to analyze educational programs for special needs teachers in terms of their relevance. In the field of special psychology and correctional pedagogy, traditional specializations (speech-language therapy, oligophrenopedagogy, surdopedagogy) cannot adequately meet society’s needs for psychological and pedagogical support for all types of students with mental and physical health disorders. The authors identified general trends in the training of special education teachers while studying educational programs for bachelor’s and master’s degrees in special education offered by higher education institutions under the Ministry of Education of the Russian Federation. Persons with disabilities, whose education and psycho-pedagogical assistance are not given by professional workers, were identified. The factors that influence the development of new educational programs, as well as their validity and importance for providing correctional and pedagogical aid to students with special educational needs, are investigated.
{"title":"Designing New Educational Programs in Special Education","authors":"A. Almazova, A. Krotkova","doi":"10.26907/esd.17.2.20","DOIUrl":"https://doi.org/10.26907/esd.17.2.20","url":null,"abstract":"The growing number of children with disabilities studying in various institutional settings has made it necessary to analyze educational programs for special needs teachers in terms of their relevance. In the field of special psychology and correctional pedagogy, traditional specializations (speech-language therapy, oligophrenopedagogy, surdopedagogy) cannot adequately meet society’s needs for psychological and pedagogical support for all types of students with mental and physical health disorders. The authors identified general trends in the training of special education teachers while studying educational programs for bachelor’s and master’s degrees in special education offered by higher education institutions under the Ministry of Education of the Russian Federation. Persons with disabilities, whose education and psycho-pedagogical assistance are not given by professional workers, were identified. The factors that influence the development of new educational programs, as well as their validity and importance for providing correctional and pedagogical aid to students with special educational needs, are investigated.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77061628","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}
The quality of education is increasingly a priority area for state development. In the context of globalisation, the mission of the education system has become to create conditions for the achievement of greater stability in society, by ensuring equal rights and opportunities for all citizens, including individuals with disabilities. Amid efforts towards fully inclusive education, the professional competences of specialists addressing the needs of those with learning disabilities are crucial. High-quality training is required for qualified educator –particularly for social educators – in this field. It aimed the research at identifying the necessary professional competences and personal qualities of pre-service social educators to work in an inclusive education, as well as to identify the difficulties university lecturers face in the training of social educators. A qualitative research design was applied in the study. Fifty-one respondents-university lecturers participated in it. Its results showed that, alongside central competences, emotional-volitional qualities have played a significant role in the social educators’ engagement in inclusive education. The research enabled to identify that the professional difficulties have the highest indicator among the difficulties that lecturers face when training pre-service social educators. It can be assumed that these findings will advance improvements in the development of social educators’ professional competences and solutions to obstacles during their university-level studies.
{"title":"Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context","authors":"Z. Makhambetova, A. Magauova","doi":"10.26907/esd.17.2.12","DOIUrl":"https://doi.org/10.26907/esd.17.2.12","url":null,"abstract":"The quality of education is increasingly a priority area for state development. In the context of globalisation, the mission of the education system has become to create conditions for the achievement of greater stability in society, by ensuring equal rights and opportunities for all citizens, including individuals with disabilities. Amid efforts towards fully inclusive education, the professional competences of specialists addressing the needs of those with learning disabilities are crucial. High-quality training is required for qualified educator –particularly for social educators – in this field. It aimed the research at identifying the necessary professional competences and personal qualities of pre-service social educators to work in an inclusive education, as well as to identify the difficulties university lecturers face in the training of social educators. A qualitative research design was applied in the study. Fifty-one respondents-university lecturers participated in it. Its results showed that, alongside central competences, emotional-volitional qualities have played a significant role in the social educators’ engagement in inclusive education. The research enabled to identify that the professional difficulties have the highest indicator among the difficulties that lecturers face when training pre-service social educators. It can be assumed that these findings will advance improvements in the development of social educators’ professional competences and solutions to obstacles during their university-level studies.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"2013 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86483858","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}
The relevance of the research on this problem is driven by the fact that currently, the Republic of Belarus is actively implementing the ideas of inclusive education. The inclusive approach gives every child, including those with special needs, the right to be included in the general education system at all levels: to research together with their agemates in kindergartens and schools, to attend clubs and studios, to rest in recreation camps. One of the key problems in the organization of inclusive health improvement is that teachers are not prepared to work with children with special needs. Therefore, the preliminary work on the development of an inclusive culture among teachers is the prerequisite for the successful implementation of inclusive practices in summer recreation camps. The aim of the paper is to determine the possibilities of using the diagnostic method “Inclusive culture of a teacher of an educational and sanatorium type of institutions” to research the features of the development of inclusive culture among teachers of educational and sanatorium type of institutions. The ascertaining experiment was the leading method in the research of this problem. The experimental base of the research was represented by the teachers of the National Children’s Educational and Health–Improving Center “ZUBRЕNOK” distributed into two groups: the first — the experimental group included 46 teachers who in 2018-2019 took part in a series of training seminars on the development of inclusive culture, conducted by the staff of the Institute of Inclusive Education of the Belarusian State Pedagogical University. The control group consisted of 24 teachers who did not take part in the training. The research was conducted in 2019-2020. The paper presents the analysis of the obtained results of the research on the peculiarities of the development of inclusive culture among teachers of educational and sanatorium type of institutions. The materials of the paper can be used when organizing monitoring research at different stages of implementation of inclusive practices in educational and sanatorium type of institutions when developing technology for the development of inclusive culture among teachers and other subjects of inclusive education.
{"title":"Development of Inclusive Culture among Teachers in Educational and Sanatorium Type of Institutions","authors":"O. Svetlakova","doi":"10.26907/esd.17.2.11","DOIUrl":"https://doi.org/10.26907/esd.17.2.11","url":null,"abstract":"The relevance of the research on this problem is driven by the fact that currently, the Republic of Belarus is actively implementing the ideas of inclusive education. The inclusive approach gives every child, including those with special needs, the right to be included in the general education system at all levels: to research together with their agemates in kindergartens and schools, to attend clubs and studios, to rest in recreation camps. One of the key problems in the organization of inclusive health improvement is that teachers are not prepared to work with children with special needs. Therefore, the preliminary work on the development of an inclusive culture among teachers is the prerequisite for the successful implementation of inclusive practices in summer recreation camps. The aim of the paper is to determine the possibilities of using the diagnostic method “Inclusive culture of a teacher of an educational and sanatorium type of institutions” to research the features of the development of inclusive culture among teachers of educational and sanatorium type of institutions. The ascertaining experiment was the leading method in the research of this problem. The experimental base of the research was represented by the teachers of the National Children’s Educational and Health–Improving Center “ZUBRЕNOK” distributed into two groups: the first — the experimental group included 46 teachers who in 2018-2019 took part in a series of training seminars on the development of inclusive culture, conducted by the staff of the Institute of Inclusive Education of the Belarusian State Pedagogical University. The control group consisted of 24 teachers who did not take part in the training. The research was conducted in 2019-2020. The paper presents the analysis of the obtained results of the research on the peculiarities of the development of inclusive culture among teachers of educational and sanatorium type of institutions. The materials of the paper can be used when organizing monitoring research at different stages of implementation of inclusive practices in educational and sanatorium type of institutions when developing technology for the development of inclusive culture among teachers and other subjects of inclusive education.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80887291","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}
Rosario Mireya Romero Parra, María del Carmen Llontop Castillo, Oscar Eduardo Mas Vives
The aim of this research was to demonstrate the effects of cerebral gymnastics as a strategy in the creativity development from the perspective of the Pro.Seso Creativo 3.0 method in the university students. The research is experimental with quasi-experimental design. The sample is represented by 120 students. The research results showed that cerebral gymnastics as the strategy has a positive influence on the creativity development from the perspective of the Pro.Seso Creativo 3.0 method in the students of the Communication Career of the UCAL-Universidad de Ciencias y Artes de América Latina in the academic period II-2020. The research hypothesis was confirmed, and the null hypothesis was rejected, since when applying the t-Student test in the Study Group, the P-value was 0.000, which is less than the established significance level (α = 0.05). Indeed, brain gymnastics becomes a very relevant aspect since it allows developing and enhancing the creative process of people, and it is through creativity that ideas or conceptions can be created, to produce alternative solutions to the difficulties that arise.
{"title":"Creativity Development with Cerebral Gymnastics from the Perspective of the Pro.Seso Creativo 3.0 Method","authors":"Rosario Mireya Romero Parra, María del Carmen Llontop Castillo, Oscar Eduardo Mas Vives","doi":"10.26907/esd.17.2.06","DOIUrl":"https://doi.org/10.26907/esd.17.2.06","url":null,"abstract":"The aim of this research was to demonstrate the effects of cerebral gymnastics as a strategy in the creativity development from the perspective of the Pro.Seso Creativo 3.0 method in the university students. The research is experimental with quasi-experimental design. The sample is represented by 120 students. The research results showed that cerebral gymnastics as the strategy has a positive influence on the creativity development from the perspective of the Pro.Seso Creativo 3.0 method in the students of the Communication Career of the UCAL-Universidad de Ciencias y Artes de América Latina in the academic period II-2020. The research hypothesis was confirmed, and the null hypothesis was rejected, since when applying the t-Student test in the Study Group, the P-value was 0.000, which is less than the established significance level (α = 0.05). Indeed, brain gymnastics becomes a very relevant aspect since it allows developing and enhancing the creative process of people, and it is through creativity that ideas or conceptions can be created, to produce alternative solutions to the difficulties that arise.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"247 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76984621","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}
Self-development in terms of reading comprehension in a second foreign language is often practiced to a small extent in foreign language education. In the L2 (German language) educational process, the teacher focuses mainly on teaching basic grammatical phenomena and vocabulary. The development of reading comprehension in L2, as to text genres and forms, provides a new dimension in terms of self-development, as it mainly supports metacognitive processes and thus self-efficacy and success in a foreign language text understanding. The goal of the presented research was to find out connections between students success in reading comprehension with regard to different categories of text genres (adventure books, historical novels, fairy tales, poems, legends, and science fiction, and others) and text forms (either printed - magazines, newspapers, books, textbooks or electronic - e-books, websites, e-textbooks, and others). We were interested in whether a particular (concrete) genre or form of text does (or does not) contribute to the success in L2 reading comprehension or whether reading of any genre or form of text does (or does not) contribute to the success in L2 reading comprehension. The research was carried out in secondary vocational and grammar schools in Slovakia on a sample of 126 respondents. Statistically significant correlations were found between specific (concrete) genres and forms of texts and success in reading comprehension. It turns out that short stories, legends and books about nature predict better understanding of texts in the German language, and reading of printed books and magazines promotes success in L2 reading comprehension.
{"title":"Developing Reading Comprehension in L2 with respect to Text Genre and Form","authors":"Eva Stranovská, Z. Gadušová","doi":"10.26907/esd.17.2.07","DOIUrl":"https://doi.org/10.26907/esd.17.2.07","url":null,"abstract":"Self-development in terms of reading comprehension in a second foreign language is often practiced to a small extent in foreign language education. In the L2 (German language) educational process, the teacher focuses mainly on teaching basic grammatical phenomena and vocabulary. The development of reading comprehension in L2, as to text genres and forms, provides a new dimension in terms of self-development, as it mainly supports metacognitive processes and thus self-efficacy and success in a foreign language text understanding. The goal of the presented research was to find out connections between students success in reading comprehension with regard to different categories of text genres (adventure books, historical novels, fairy tales, poems, legends, and science fiction, and others) and text forms (either printed - magazines, newspapers, books, textbooks or electronic - e-books, websites, e-textbooks, and others). We were interested in whether a particular (concrete) genre or form of text does (or does not) contribute to the success in L2 reading comprehension or whether reading of any genre or form of text does (or does not) contribute to the success in L2 reading comprehension. The research was carried out in secondary vocational and grammar schools in Slovakia on a sample of 126 respondents. Statistically significant correlations were found between specific (concrete) genres and forms of texts and success in reading comprehension. It turns out that short stories, legends and books about nature predict better understanding of texts in the German language, and reading of printed books and magazines promotes success in L2 reading comprehension.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"195 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74780781","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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