Pub Date : 2023-07-21DOI: 10.46502/issn.1856-7576/2023.17.03.23
M. Ostrovska, I. Vasylykiv, Eva Gaboda, Ihor Bopko, Oksana Fentsyk
El objetivo del trabajo fue estudiar la posibilidad de actualizar los contenidos de las ramas educativas de la escuela primaria por medio de tecnologías digitales y evaluar su impacto en la motivación y el rendimiento de los estudiantes. En el estudio se utilizó la Escala de Autoeficacia Informática de los docentes. También se aplicó la Escala de Actitudes y Uso de Medios y Tecnología de los maestros de primaria. Se utilizó el Cuestionario de Estrategias Motivadas para el Aprendizaje (MSLQ). Se estableció que un tercio de los docentes de primaria no son usuarios activos de tecnologías digitales. La gran mayoría de los docentes utilizan las tecnologías digitales en su vida cotidiana y durante sus actividades docentes. Se comprobó que las tecnologías digitales permiten actualizar los contenidos de las ramas educativas de la educación primaria. Se encontró que la introducción de medidas para actualizar el contenido de la educación en la escuela primaria con la ayuda de tecnologías digitales condujo a un aumento en la motivación y el rendimiento de los estudiantes. Vale la pena continuar trabajando en la identificación de medios efectivos para actualizar el contenido de las ramas educativas no solo en la escuela primaria, sino también en la educación secundaria y superior. En este proceso, es necesario cumplir con la relevancia del contenido y actualizarlo de forma sincronizada con el ritmo de desarrollo de las industrias relevantes.
{"title":"Application of digital technologies in updating the content of the educational branches of primary school","authors":"M. Ostrovska, I. Vasylykiv, Eva Gaboda, Ihor Bopko, Oksana Fentsyk","doi":"10.46502/issn.1856-7576/2023.17.03.23","DOIUrl":"https://doi.org/10.46502/issn.1856-7576/2023.17.03.23","url":null,"abstract":"El objetivo del trabajo fue estudiar la posibilidad de actualizar los contenidos de las ramas educativas de la escuela primaria por medio de tecnologías digitales y evaluar su impacto en la motivación y el rendimiento de los estudiantes. En el estudio se utilizó la Escala de Autoeficacia Informática de los docentes. También se aplicó la Escala de Actitudes y Uso de Medios y Tecnología de los maestros de primaria. Se utilizó el Cuestionario de Estrategias Motivadas para el Aprendizaje (MSLQ). Se estableció que un tercio de los docentes de primaria no son usuarios activos de tecnologías digitales. La gran mayoría de los docentes utilizan las tecnologías digitales en su vida cotidiana y durante sus actividades docentes. Se comprobó que las tecnologías digitales permiten actualizar los contenidos de las ramas educativas de la educación primaria. Se encontró que la introducción de medidas para actualizar el contenido de la educación en la escuela primaria con la ayuda de tecnologías digitales condujo a un aumento en la motivación y el rendimiento de los estudiantes. Vale la pena continuar trabajando en la identificación de medios efectivos para actualizar el contenido de las ramas educativas no solo en la escuela primaria, sino también en la educación secundaria y superior. En este proceso, es necesario cumplir con la relevancia del contenido y actualizarlo de forma sincronizada con el ritmo de desarrollo de las industrias relevantes.","PeriodicalId":40264,"journal":{"name":"Eduweb-Revista de Tecnologia de Informacion y Comunicacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91384733","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}
La presente investigación tuvo como propósito diseñar un programa psicoeducativo basado en valores para la prevención del abuso sexual infantil dirigido a los niños de la Comunidad Lomas de La Entrada, Naguanagua, estado Carabobo. Su fundamentación teórica se centró en la teoría psicosocial de Erick Erickson (1987) la cual expone como se va formando la personalidad de los miembros de una comunidad de un sistema social dentro de un país y en la teoría psicodinámica de Freud, (1939) que explica como el abuso sexual infantil representa un trauma psíquico que manifiesta sus secuelas en las neurosis posteriores (fóbicas, histéricas u obsesivas) de acuerdo a la estructura de personalidad en que se desarrolle la psique de cada infante. Centrada en el paradigma cuantitativo bajo un diseño no experimental transaccional de campo de tipo descriptivo, bajo la modalidad de proyecto factible. La aplicación del instrumento dio como resultado la necesidad de diseñar el programa psicoeducativo basado en valores para la prevención del abuso sexual infantil incorporando los factores protectores en diversas acciones y/o estrategias, para disminuir la incidencia de este problema en la comunidad.
这项研究的目的是设计一个基于价值观的心理教育方案，以防止儿童性虐待，目标是卡拉波波州纳瓜那瓜的Lomas de La Entrada社区的儿童。侧重理论的基础理论心理Erick埃里克森(1987)这个被所形成的一个社区的成员在一个国家内和在社会系统理论psicodinámica弗洛伊德(1939)解释说,儿童性虐待表示一个心灵创伤,表现其后神经官能症(fóbicas后遗症,歇斯底里或强迫症)根据每个婴儿心理发展的人格结构。重点关注定量范式下的非实验性交易设计的描述性领域，在可行的项目模式下。该工具的应用导致有必要设计以价值为基础的心理教育方案，以防止儿童性虐待，将保护因素纳入各种行动和/或战略，以减少这一问题在社区的发生率。
{"title":"Programa psicoeducativo basado en valores para la prevención del abuso sexual infantil","authors":"Alejandro Rodríguez, Marisol Rodríguez, Yolanda Rodríguez","doi":"10.46502/issn.1856-7576/2023.17.03.1","DOIUrl":"https://doi.org/10.46502/issn.1856-7576/2023.17.03.1","url":null,"abstract":"La presente investigación tuvo como propósito diseñar un programa psicoeducativo basado en valores para la prevención del abuso sexual infantil dirigido a los niños de la Comunidad Lomas de La Entrada, Naguanagua, estado Carabobo. Su fundamentación teórica se centró en la teoría psicosocial de Erick Erickson (1987) la cual expone como se va formando la personalidad de los miembros de una comunidad de un sistema social dentro de un país y en la teoría psicodinámica de Freud, (1939) que explica como el abuso sexual infantil representa un trauma psíquico que manifiesta sus secuelas en las neurosis posteriores (fóbicas, histéricas u obsesivas) de acuerdo a la estructura de personalidad en que se desarrolle la psique de cada infante. Centrada en el paradigma cuantitativo bajo un diseño no experimental transaccional de campo de tipo descriptivo, bajo la modalidad de proyecto factible. La aplicación del instrumento dio como resultado la necesidad de diseñar el programa psicoeducativo basado en valores para la prevención del abuso sexual infantil incorporando los factores protectores en diversas acciones y/o estrategias, para disminuir la incidencia de este problema en la comunidad.","PeriodicalId":40264,"journal":{"name":"Eduweb-Revista de Tecnologia de Informacion y Comunicacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89534023","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}
Pub Date : 2023-07-20DOI: 10.46502/issn.1856-7576/2023.17.03.2
María Luisa Pereira Hernández, Arturo González Torres
El presente trabajo de investigación es cuantitativo documental de alcance exploratorio llevándose a cabo un metaanálisis (MA) de las investigaciones realizadas desde el 2015 al 2021, los filtros de búsqueda utilizados fueron de intervalo específico y disciplina. Su objetivo fue analizar la ciberviolencia dirigida al docente; para ello, se abordan los tipos de ciberviolencia enfrentada, la permanencia del ciberataque efectuado, tácticas y técnicas usadas por los victimarios y cómo la falta de competencia tecnológica los convierte en seres vulnerables. En un primer acercamiento, se rescata la situación en México donde el tema de la ciberviolencia al docente no sea ha estudiado, las investigaciones encontradas en revistas educativas abiertas fueron de carácter internacional, las nacionales se han enfocado al ciberbullying entre el estudiantado y en sus métodos de prevención e intervención escolar. Entre otros resultados se contempla a los victimarios resultando el estudiantado, el padre o madre de familia e inclusive sus mismos compañeros pares del centro de trabajo y la táctica más utilizada es el cyber-baiting.
{"title":"Metaanálisis: Ciberviolencia del estudiantado al docente","authors":"María Luisa Pereira Hernández, Arturo González Torres","doi":"10.46502/issn.1856-7576/2023.17.03.2","DOIUrl":"https://doi.org/10.46502/issn.1856-7576/2023.17.03.2","url":null,"abstract":"El presente trabajo de investigación es cuantitativo documental de alcance exploratorio llevándose a cabo un metaanálisis (MA) de las investigaciones realizadas desde el 2015 al 2021, los filtros de búsqueda utilizados fueron de intervalo específico y disciplina. Su objetivo fue analizar la ciberviolencia dirigida al docente; para ello, se abordan los tipos de ciberviolencia enfrentada, la permanencia del ciberataque efectuado, tácticas y técnicas usadas por los victimarios y cómo la falta de competencia tecnológica los convierte en seres vulnerables. En un primer acercamiento, se rescata la situación en México donde el tema de la ciberviolencia al docente no sea ha estudiado, las investigaciones encontradas en revistas educativas abiertas fueron de carácter internacional, las nacionales se han enfocado al ciberbullying entre el estudiantado y en sus métodos de prevención e intervención escolar. Entre otros resultados se contempla a los victimarios resultando el estudiantado, el padre o madre de familia e inclusive sus mismos compañeros pares del centro de trabajo y la táctica más utilizada es el cyber-baiting.","PeriodicalId":40264,"journal":{"name":"Eduweb-Revista de Tecnologia de Informacion y Comunicacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73562221","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}
Pub Date : 2023-07-20DOI: 10.46502/issn.1856-7576/2023.17.03.20
O. Panchenko, Rakul Oksana, Andrii Tkachenko, Iuliia Panimash
The purpose of the article is to consider the terms for compensation for moral damage to an employee who suffered as a result of an accident at work or an occupational disease. The paper established that compensation for moral damages to an employee under the abovementioned circumstances is possible in the presence of certain conditions provided for by law, which are general for the onset of liability in all cases of infliction of moral damage. All these conditions (presence of the fact of infliction, wrongful behavior of the person causing the damage; causal relationship between wrongful behavior and moral damage; guilt of the perpetrator) are considered in detail, taking into account the specifics of the legal relationship under investigation. The author's definition of moral damage caused to an employee as a result of an accident at work or an occupational disease is proposed.
{"title":"Compensation for moral damage to an employee suffered due to industrial accident or occupational disease","authors":"O. Panchenko, Rakul Oksana, Andrii Tkachenko, Iuliia Panimash","doi":"10.46502/issn.1856-7576/2023.17.03.20","DOIUrl":"https://doi.org/10.46502/issn.1856-7576/2023.17.03.20","url":null,"abstract":"The purpose of the article is to consider the terms for compensation for moral damage to an employee who suffered as a result of an accident at work or an occupational disease. The paper established that compensation for moral damages to an employee under the abovementioned circumstances is possible in the presence of certain conditions provided for by law, which are general for the onset of liability in all cases of infliction of moral damage. All these conditions (presence of the fact of infliction, wrongful behavior of the person causing the damage; causal relationship between wrongful behavior and moral damage; guilt of the perpetrator) are considered in detail, taking into account the specifics of the legal relationship under investigation. The author's definition of moral damage caused to an employee as a result of an accident at work or an occupational disease is proposed.","PeriodicalId":40264,"journal":{"name":"Eduweb-Revista de Tecnologia de Informacion y Comunicacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75291419","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}
Pub Date : 2023-07-20DOI: 10.46502/issn.1856-7576/2023.17.03.19
Larysa Kutsak, Svitlana Zaskalieta, Halyna Hamorak, Liliia Hreniuk, S. Parshuk
The issue of professional competence and innovative activity of teachers in higher education is of great relevance in the current stage. This significance arises primarily from the evolving perception of teachers as participants in the educational process. There is a growing perspective that teachers are not solely dominant in organizing the educational process but rather assume a role akin to that of administrators. Consequently, the question of professional competence and innovative activity becomes crucial, as the changing perception of the teacher's role also alters the understanding of the specific qualities required to effectively engage with students. This study aims to elucidate the constituents of professional competence and innovative professional activity within the context of higher education teachers. The object of this research encompasses the components inherent in the professional activity of teachers within higher educational institutions. study employed various research methods, including description, analysis and synthesis, comparison, and generalization. This study investigates the essence of the concept of "competence" and juxtaposes its meaning with that of "professional competence." The elucidation of the essential nature of professional competence for teachers is conducted. Furthermore, the research comprehensively analyzes the structural segmentation of a teacher's professional competence into distinct parts, describes the categorization of competence into groups, and provides a summary of existing classifications on the components of a teacher's professional competence. Simultaneously, this study examines the concept of "innovative professional activity of teachers in higher education institutions." To achieve this, the phenomenon is expounded upon through a comprehensive set of interconnected components that unveil the foundation of innovation in fulfilling the teacher's assigned functions and responsibilities. Moreover, the origins of a teacher's creativity and the requisite conditions for its manifestation are also identified. Within this study, the type of a teacher's activity is determined based on its specific orientation. This categorization enables the identification of essential competencies necessary for the successful execution of each respective activity. Moreover, the significance of individual components in facilitating a teacher's professional engagement is indicated. Additionally, a scheme has been constructed to illustrate the progression of creative thinking development among teachers. This scheme portrays the sequential stages involved in the formation of creative thinking. Consequently, it can be inferred that a teacher's creative thinking evolves in logical conjunction with other components, thereby facilitating the cultivation of their innovative domain. The abstract describes the main results of the research and defines the sequence of consideration of the basic issues of the work. Methods such as
{"title":"Components of professional competence and innovative professional activity of an hei teacher","authors":"Larysa Kutsak, Svitlana Zaskalieta, Halyna Hamorak, Liliia Hreniuk, S. Parshuk","doi":"10.46502/issn.1856-7576/2023.17.03.19","DOIUrl":"https://doi.org/10.46502/issn.1856-7576/2023.17.03.19","url":null,"abstract":"The issue of professional competence and innovative activity of teachers in higher education is of great relevance in the current stage. This significance arises primarily from the evolving perception of teachers as participants in the educational process. There is a growing perspective that teachers are not solely dominant in organizing the educational process but rather assume a role akin to that of administrators. Consequently, the question of professional competence and innovative activity becomes crucial, as the changing perception of the teacher's role also alters the understanding of the specific qualities required to effectively engage with students. This study aims to elucidate the constituents of professional competence and innovative professional activity within the context of higher education teachers. The object of this research encompasses the components inherent in the professional activity of teachers within higher educational institutions. study employed various research methods, including description, analysis and synthesis, comparison, and generalization. This study investigates the essence of the concept of \"competence\" and juxtaposes its meaning with that of \"professional competence.\" The elucidation of the essential nature of professional competence for teachers is conducted. Furthermore, the research comprehensively analyzes the structural segmentation of a teacher's professional competence into distinct parts, describes the categorization of competence into groups, and provides a summary of existing classifications on the components of a teacher's professional competence. Simultaneously, this study examines the concept of \"innovative professional activity of teachers in higher education institutions.\" To achieve this, the phenomenon is expounded upon through a comprehensive set of interconnected components that unveil the foundation of innovation in fulfilling the teacher's assigned functions and responsibilities. Moreover, the origins of a teacher's creativity and the requisite conditions for its manifestation are also identified. Within this study, the type of a teacher's activity is determined based on its specific orientation. This categorization enables the identification of essential competencies necessary for the successful execution of each respective activity. Moreover, the significance of individual components in facilitating a teacher's professional engagement is indicated. Additionally, a scheme has been constructed to illustrate the progression of creative thinking development among teachers. This scheme portrays the sequential stages involved in the formation of creative thinking. Consequently, it can be inferred that a teacher's creative thinking evolves in logical conjunction with other components, thereby facilitating the cultivation of their innovative domain.\u0000The abstract describes the main results of the research and defines the sequence of consideration of the basic issues of the work. Methods such as ","PeriodicalId":40264,"journal":{"name":"Eduweb-Revista de Tecnologia de Informacion y Comunicacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84172277","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}
Pub Date : 2023-07-20DOI: 10.46502/issn.1856-7576/2023.17.03.21
Iryna Palshkova, D. Bidyuk, O. Balalaieva, O. Shynkaruk, V. Karhut
The article examines digital learning technologies, shows the effectiveness of information technologies, introduces the aspects of digitalization of the educational space, analyzes the current state of the use of information technologies in the conditions of digitalization of education. The main goal of digital education is the high-quality and modern preparation of students for their effective participation in professional and social life in the conditions of the information society. The article examines the importance of the concept of digitalization of educational resources is substantiated based on the study of the experience of different 256countries. Leading features of digital education are proposed: anticipatory nature, quality, flexibility, accessibility, creativity. The leading principles are highlighted and the features of digital education are clarified. The possibilities of digitalization of educational resources in the education system of foreign countries characterized by openness are analyzed. Digitization of educational resources in the education system in foreign countries provides cultural and linguistic education for those seeking education, promotes the development of informational and communicative competence, provides greater opportunities for quality education and employment of citizens. The leading principles of digitization of educational resources in the education system are defined.
{"title":"The use of digital resources in the education system of foreign countries","authors":"Iryna Palshkova, D. Bidyuk, O. Balalaieva, O. Shynkaruk, V. Karhut","doi":"10.46502/issn.1856-7576/2023.17.03.21","DOIUrl":"https://doi.org/10.46502/issn.1856-7576/2023.17.03.21","url":null,"abstract":"The article examines digital learning technologies, shows the effectiveness of information technologies, introduces the aspects of digitalization of the educational space, analyzes the current state of the use of information technologies in the conditions of digitalization of education. The main goal of digital education is the high-quality and modern preparation of students for their effective participation in professional and social life in the conditions of the information society. The article examines the importance of the concept of digitalization of educational resources is substantiated based on the study of the experience of different 256countries. Leading features of digital education are proposed: anticipatory nature, quality, flexibility, accessibility, creativity. The leading principles are highlighted and the features of digital education are clarified. The possibilities of digitalization of educational resources in the education system of foreign countries characterized by openness are analyzed. Digitization of educational resources in the education system in foreign countries provides cultural and linguistic education for those seeking education, promotes the development of informational and communicative competence, provides greater opportunities for quality education and employment of citizens. The leading principles of digitization of educational resources in the education system are defined.","PeriodicalId":40264,"journal":{"name":"Eduweb-Revista de Tecnologia de Informacion y Comunicacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89130594","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}
Pub Date : 2023-07-20DOI: 10.46502/issn.1856-7576/2023.17.03.18
B. Opalchuk, I. Kharchenko, L. Neizhpapa, Ganna Kostiushko, M. Solianyk
The training of social workers is mainly carried out in the system of higher professional education. The educational standard has yet to be finalized - it contains professional and general cultural competencies but fails to formulate qualitative characteristics that would indicate the criteria for their assessment. At the same time, most countries that are members of the International Association of Schools of Social Work (IASSW) impose a whole system of specific requirements on applicants for social work training. The objective of this study is to address the scientific problem of developing a model for the continuous education system for social workers and analyze the quality of their training. The study employs a mixed-methods approach, combining quantitative and qualitative research methods. The study highlights the increased relevance and demand for social workers in addressing global problems. The identified challenges in social development, i ncluding social inequality, political instability, and environmental issues, underscore the importance of well-trained social workers to tackle these complex social issues effectively. The study's results contribute to the development of a model for continuous education in social work, with a focus on addressing the gaps in training and competencies. The findings provide evidence-based recommendations for improving the quality of social workers' training, ultimately enhancing their ability to address the diverse and evolving needs of individuals and communities in the face of global challenges.
{"title":"Professional training of future social workers in the face of instability","authors":"B. Opalchuk, I. Kharchenko, L. Neizhpapa, Ganna Kostiushko, M. Solianyk","doi":"10.46502/issn.1856-7576/2023.17.03.18","DOIUrl":"https://doi.org/10.46502/issn.1856-7576/2023.17.03.18","url":null,"abstract":"The training of social workers is mainly carried out in the system of higher professional education. The educational standard has yet to be finalized - it contains professional and general cultural competencies but fails to formulate qualitative characteristics that would indicate the criteria for their assessment. At the same time, most countries that are members of the International Association of Schools of Social Work (IASSW) impose a whole system of specific requirements on applicants for social work training. The objective of this study is to address the scientific problem of developing a model for the continuous education system for social workers and analyze the quality of their training. The study employs a mixed-methods approach, combining quantitative and qualitative research methods. The study highlights the increased relevance and demand for social workers in addressing global problems. The identified challenges in social development, i ncluding social inequality, political instability, and environmental issues, underscore the importance of well-trained social workers to tackle these complex social issues effectively. The study's results contribute to the development of a model for continuous education in social work, with a focus on addressing the gaps in training and competencies. The findings provide evidence-based recommendations for improving the quality of social workers' training, ultimately enhancing their ability to address the diverse and evolving needs of individuals and communities in the face of global challenges.","PeriodicalId":40264,"journal":{"name":"Eduweb-Revista de Tecnologia de Informacion y Comunicacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85669582","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}
Pub Date : 2023-07-20DOI: 10.46502/issn.1856-7576/2023.17.03.5
S. Shekhavtsova, Anita Račáková, M. Iaburov, D. Loboda, Marharyta Morozova, Hanna Zazhakska
The aim of the article is to study and analyze the peculiarities of formation of critical thinking among Ukrainian students in the context of European integration. It has been proven that one of the main problems in developing critical thinking skills is creating appropriate pedagogical conditions. It is noted that educators should adhere to the principles of critical saturation of educational information and critical correctness. The analysis of the state of the problem of developing critical thinking skills among university students allows us to state that despite the existence of a significant number of scientific publications on the topic, there are several unresolved issues regarding the development of critical thinking skills, including its signs, criteria, indicators, and levels of development, diagnostic tools, a qualitative adaptation of Western technologies to the domestic education system, and the development of optimal and effective technologies for developing critical thinking skills.
{"title":"Formation of critical thinking among ukrainian students in the context of european integration","authors":"S. Shekhavtsova, Anita Račáková, M. Iaburov, D. Loboda, Marharyta Morozova, Hanna Zazhakska","doi":"10.46502/issn.1856-7576/2023.17.03.5","DOIUrl":"https://doi.org/10.46502/issn.1856-7576/2023.17.03.5","url":null,"abstract":"The aim of the article is to study and analyze the peculiarities of formation of critical thinking among Ukrainian students in the context of European integration. It has been proven that one of the main problems in developing critical thinking skills is creating appropriate pedagogical conditions. It is noted that educators should adhere to the principles of critical saturation of educational information and critical correctness. The analysis of the state of the problem of developing critical thinking skills among university students allows us to state that despite the existence of a significant number of scientific publications on the topic, there are several unresolved issues regarding the development of critical thinking skills, including its signs, criteria, indicators, and levels of development, diagnostic tools, a qualitative adaptation of Western technologies to the domestic education system, and the development of optimal and effective technologies for developing critical thinking skills.","PeriodicalId":40264,"journal":{"name":"Eduweb-Revista de Tecnologia de Informacion y Comunicacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80387439","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}
Pub Date : 2023-07-20DOI: 10.46502/issn.1856-7576/2023.17.03.3
Alma Dema
Para trabajar con y para los niños y los jóvenes, es necesario ser conscientes de la calidad de la satisfacción que reciben y el grado de dificultad al que se puede enfrentar. Los niños siguen siendo las flores más hermosas en todos los prados, los campos y las montañas de la vida y poder influir en su forma de pensar, juzgar y actuar, sobre todo, es un desafío espiritual. La obra ¿Que se esconde detrás de la magia de los cuentos de hadas clásicos? pretende ser testigo de lo que ocurre tras bambalinas en el maravilloso y especial escenario, donde se representan los acontecimientos de los mejores cuentos de hadas clásicos. Se analizan algunos de los cuentos populares recogidos por el padre Donat Kurti, los hermanos Grimm, Perrault y los cuentos literarios de Andersen. El análisis descriptivo, comparativo y argumentativo intenta poner de relieve índices ocultos que de forma calculada (aunque no seamos conscientes de tal efecto) inyectan receptores nocivos en los niños y los jóvenes, quienes en una etapa posterior responden en forma de violencia verbal, física, falta de respeto, falta de autorrealización y problemas de identidad. Este trabajo pretende, además de la descripción, identificación, comparación y análisis, orientar y replantear una posible solución a esta problemática.
{"title":"¿Qué se esconde detrás de la magia de los cuentos de hadas clásicos? El caso de los cuentos del padre Donat Kurti, los hermanos Grimm, Perrault y Andersen","authors":"Alma Dema","doi":"10.46502/issn.1856-7576/2023.17.03.3","DOIUrl":"https://doi.org/10.46502/issn.1856-7576/2023.17.03.3","url":null,"abstract":"Para trabajar con y para los niños y los jóvenes, es necesario ser conscientes de la calidad de la satisfacción que reciben y el grado de dificultad al que se puede enfrentar. Los niños siguen siendo las flores más hermosas en todos los prados, los campos y las montañas de la vida y poder influir en su forma de pensar, juzgar y actuar, sobre todo, es un desafío espiritual. La obra ¿Que se esconde detrás de la magia de los cuentos de hadas clásicos? pretende ser testigo de lo que ocurre tras bambalinas en el maravilloso y especial escenario, donde se representan los acontecimientos de los mejores cuentos de hadas clásicos. Se analizan algunos de los cuentos populares recogidos por el padre Donat Kurti, los hermanos Grimm, Perrault y los cuentos literarios de Andersen. El análisis descriptivo, comparativo y argumentativo intenta poner de relieve índices ocultos que de forma calculada (aunque no seamos conscientes de tal efecto) inyectan receptores nocivos en los niños y los jóvenes, quienes en una etapa posterior responden en forma de violencia verbal, física, falta de respeto, falta de autorrealización y problemas de identidad. Este trabajo pretende, además de la descripción, identificación, comparación y análisis, orientar y replantear una posible solución a esta problemática.","PeriodicalId":40264,"journal":{"name":"Eduweb-Revista de Tecnologia de Informacion y Comunicacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82029120","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}
Pub Date : 2023-07-20DOI: 10.46502/issn.1856-7576/2023.17.03.09
Yuliana Vlasenko, A. Vertel, Kasım Tatlılıoğlu, I. Sasina, Tetiana Grebeniunk
The fundamental reform of the education system globally involves strengthening the humanistic orientation of the educational process, focusing on the active role of children in their development. The importance of caring, attentive, patient, and tactful attitudes from adults, as well as meaningful and emotionally warm communication from the early stages of life, is emphasized. The main objective of the study is to determine the role and features of achieving psychological comfort to ensure effective and comprehensive development during the educational process. The methodology employed an analytical and bibliographic approach to review scientific literature on the psychological comfort of children's development. Induction, deduction, analysis, synthesis, system-structural analysis, comparative analysis, logical-linguistic methods, abstraction, and idealization were applied to study and process the data. Additionally, an online questionnaire was conducted to gain practical insights into the issues related to psychological support during children's development. Based on the research results, the primary and most significant theoretical aspects of psychological comfort as a significant prerequisite for multifaceted child development were established. This study provides valuable perspectives on the role of psychological comfort in educational practices, laying the groundwork for future research in this area.
{"title":"Ensuring psychological comfort as a condition for the comprehensive development of children","authors":"Yuliana Vlasenko, A. Vertel, Kasım Tatlılıoğlu, I. Sasina, Tetiana Grebeniunk","doi":"10.46502/issn.1856-7576/2023.17.03.09","DOIUrl":"https://doi.org/10.46502/issn.1856-7576/2023.17.03.09","url":null,"abstract":"The fundamental reform of the education system globally involves strengthening the humanistic orientation of the educational process, focusing on the active role of children in their development. The importance of caring, attentive, patient, and tactful attitudes from adults, as well as meaningful and emotionally warm communication from the early stages of life, is emphasized. The main objective of the study is to determine the role and features of achieving psychological comfort to ensure effective and comprehensive development during the educational process. The methodology employed an analytical and bibliographic approach to review scientific literature on the psychological comfort of children's development. Induction, deduction, analysis, synthesis, system-structural analysis, comparative analysis, logical-linguistic methods, abstraction, and idealization were applied to study and process the data. Additionally, an online questionnaire was conducted to gain practical insights into the issues related to psychological support during children's development. Based on the research results, the primary and most significant theoretical aspects of psychological comfort as a significant prerequisite for multifaceted child development were established. This study provides valuable perspectives on the role of psychological comfort in educational practices, laying the groundwork for future research in this area.","PeriodicalId":40264,"journal":{"name":"Eduweb-Revista de Tecnologia de Informacion y Comunicacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90768027","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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