Pub Date : 2021-10-04DOI: 10.46300/9109.2021.15.32
N. Tereshenko, T. Medvid, V. Grek, T. Lugovenko
The article presents the results of the studying the effect of the study visits method on the formation of professional motivation in second-year students majoring in specialty 024 "Choreography". Group balancing was performed by random selection according to age, gender and levels of choreographic training. The experiment was conducted in accordance with the pattern "Before-after with the control group". The study visits method of famous choreographers was used to conduct master classes with students of the experimental group. Rean's technique (adapted by the author) is used to diagnose the students' level of professional motivation. Pearson's coefficient and χ2 - Pearson's criterion were used to calculate the relationships between factor and result features, as well as to define the statistical significance of the data obtained. The study visits' motivational potential in the course of training future choreographers is revealed: in the experimental group in comparison with the control group there was a significant increase in motivation. The correlation between the growth of motivation and the increase of the level of the students' choreographic training is revealed. The analysis of students' essays was carried out, which established the content of students' motivational intentions for future professional activity. The role of transgression as a phenomenon of shaping the choreography students' motivation under the influence of encounters with artists is brought forward, which should be subject to further research.
{"title":"Study Visits as a Method of Professional Motivation Formation in Future Choreographers","authors":"N. Tereshenko, T. Medvid, V. Grek, T. Lugovenko","doi":"10.46300/9109.2021.15.32","DOIUrl":"https://doi.org/10.46300/9109.2021.15.32","url":null,"abstract":"The article presents the results of the studying the effect of the study visits method on the formation of professional motivation in second-year students majoring in specialty 024 \"Choreography\". Group balancing was performed by random selection according to age, gender and levels of choreographic training. The experiment was conducted in accordance with the pattern \"Before-after with the control group\". The study visits method of famous choreographers was used to conduct master classes with students of the experimental group. Rean's technique (adapted by the author) is used to diagnose the students' level of professional motivation. Pearson's coefficient and χ2 - Pearson's criterion were used to calculate the relationships between factor and result features, as well as to define the statistical significance of the data obtained. The study visits' motivational potential in the course of training future choreographers is revealed: in the experimental group in comparison with the control group there was a significant increase in motivation. The correlation between the growth of motivation and the increase of the level of the students' choreographic training is revealed. The analysis of students' essays was carried out, which established the content of students' motivational intentions for future professional activity. The role of transgression as a phenomenon of shaping the choreography students' motivation under the influence of encounters with artists is brought forward, which should be subject to further research.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48968392","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 : 2021-09-21DOI: 10.46300/9109.2021.15.31
Alicja Musial, Dominik Markowski, Jan Życzkowski, K. Cyran
The success rate of currently performed CubeSat missions shows that despite their popularity, small satellites are still not as reliable as larger platforms. This research was conducted to analyse in-orbit experience from the KRAKsat mission and discuss methods for mission design and engineering that can increase CubeSats reliability and prevent their failures. The main purpose was to define best practices and rules that should be followed during mission development and operations to ensure its success based on the overview of the lessons learned from KRAKsat and problems encountered during its mission. This paper summarizes the experiences obtained and provides methods that can be used while carrying out future robust CubeSat projects. It was written to prove that there are some parts of the small satellite missions that are often neglected in the university-led projects and, by ensuring proper testing and planning before the actual mission, its reliability can increase. The following analysis could be used as a guide during the development of the next CubeSat projects.
{"title":"Analysis of Methods for CubeSat Mission Design Based on in-orbit Results of KRAKsat Mission","authors":"Alicja Musial, Dominik Markowski, Jan Życzkowski, K. Cyran","doi":"10.46300/9109.2021.15.31","DOIUrl":"https://doi.org/10.46300/9109.2021.15.31","url":null,"abstract":"The success rate of currently performed CubeSat missions shows that despite their popularity, small satellites are still not as reliable as larger platforms. This research was conducted to analyse in-orbit experience from the KRAKsat mission and discuss methods for mission design and engineering that can increase CubeSats reliability and prevent their failures. The main purpose was to define best practices and rules that should be followed during mission development and operations to ensure its success based on the overview of the lessons learned from KRAKsat and problems encountered during its mission. This paper summarizes the experiences obtained and provides methods that can be used while carrying out future robust CubeSat projects. It was written to prove that there are some parts of the small satellite missions that are often neglected in the university-led projects and, by ensuring proper testing and planning before the actual mission, its reliability can increase. The following analysis could be used as a guide during the development of the next CubeSat projects.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48862968","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 : 2021-09-14DOI: 10.46300/9109.2021.15.30
A. Hovorun, O. Petukhova, O. Nazymko, T. Kyrychenko, Iryna Bodnar, Oleksandra Kanyuk
Exploring ways of learning foreign language grammar using video content in secondary education is relevant because most research focuses on other educational levels and rarely takes into account student and teacher assessments. In addition, the vast majority of studies deal with the theoretical aspects of foreign language grammar learning at school. Accordingly, there is a need for empirical studies that focus more on secondary education and the nature of teachers and students' perceptions of such issues. This determined the relevance of the article. The aim of the study is to establish the effectiveness of the use of audiovisual materials as a tool for learning a foreign language. As a result, was determined the assessment of teachers and students' feasibility of introducing video content in the process of learning grammar of a foreign (English) language. The main methods in the study were methods of experiment and interviewing; also, the method of questioning was used. The main hypothesis is that the introduction of video content as teaching material for learning foreign languages is an effective method of teaching, positively evaluated by all participants in the educational process. The results of the study show that the introduction of films as teaching material in the educational process contributes to the teacher's willingness to use video content for their lessons, the understanding of all participants in the educational process of the benefits of using audio-visual materials is improved; the performance increases. Increasing the level of methodological skill and awareness gained through personal experience encourages improvement of the learning process, awareness of the need to use the completely rich arsenal of modern methods and forms of language teaching. In the future perspective is the study that the use of audio-visual content as didactic material is not only a means of learning a language, but also a factor in improving critical thinking skills, a sense of social justice, awareness of art, in particular, history of the culture.
{"title":"Learning Grammar of a Foreign Language (English) using Multimedia Technologies","authors":"A. Hovorun, O. Petukhova, O. Nazymko, T. Kyrychenko, Iryna Bodnar, Oleksandra Kanyuk","doi":"10.46300/9109.2021.15.30","DOIUrl":"https://doi.org/10.46300/9109.2021.15.30","url":null,"abstract":"Exploring ways of learning foreign language grammar using video content in secondary education is relevant because most research focuses on other educational levels and rarely takes into account student and teacher assessments. In addition, the vast majority of studies deal with the theoretical aspects of foreign language grammar learning at school. Accordingly, there is a need for empirical studies that focus more on secondary education and the nature of teachers and students' perceptions of such issues. This determined the relevance of the article. The aim of the study is to establish the effectiveness of the use of audiovisual materials as a tool for learning a foreign language. As a result, was determined the assessment of teachers and students' feasibility of introducing video content in the process of learning grammar of a foreign (English) language. The main methods in the study were methods of experiment and interviewing; also, the method of questioning was used. The main hypothesis is that the introduction of video content as teaching material for learning foreign languages is an effective method of teaching, positively evaluated by all participants in the educational process. The results of the study show that the introduction of films as teaching material in the educational process contributes to the teacher's willingness to use video content for their lessons, the understanding of all participants in the educational process of the benefits of using audio-visual materials is improved; the performance increases. Increasing the level of methodological skill and awareness gained through personal experience encourages improvement of the learning process, awareness of the need to use the completely rich arsenal of modern methods and forms of language teaching. In the future perspective is the study that the use of audio-visual content as didactic material is not only a means of learning a language, but also a factor in improving critical thinking skills, a sense of social justice, awareness of art, in particular, history of the culture.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48902017","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 : 2021-09-13DOI: 10.46300/9109.2021.15.29
O. Mukoviz, O. V. Kravchuk, L. Roienko, T. Torchynska, H. Voloshina
The purpose of the study was to identify how the reshaped curriculum that was based on PISA standards fostered the key competencies of undergraduates majoring in primary school teaching and learning in terms of materials design and teaching methodology used throughout the internships at schools. The study used qualitative and quantitative methods with qualitative methods getting higher priority to enlarge the base of evidence and get a deeper insight into the issues under research. It was found that reshaping the pre-service teacher professional training, specifically in test format, materials design, and assessment, and made the shift to training schoolchildren to take PISA-based test was necessary for the school educational settings in Ukraine. The teacher students’ awareness of the PISA-based test needed improvement. The training model used in the study along with the internship addressed the loopholes in the university curriculums and training of the students majoring in primary education. The intervention brought a positively challenging experience for the students. It helped them to ‘pump up’ their intellectual, professional, and technical skills. They raised awareness of the PISA-based test, Blooms’ Taxonomy, and test question formulation. The students learned to use DIF and DTF methods to validate the PISA test questions, age specifics in training primary school children in terms of adjusting it taking the PISA-based test, and approaches to creating a positive mindset in primary schoolchildren towards learning through dialogue and cooperation. It was found that the students upgraded their teaching and material design skills and became more confident as teachers in terms of PISA-based test training. Changing the students’ perceptions and their teaching approaches were the major difficulties and challenges to the study. They were addressed through mentorship which was used when the students did internship
{"title":"Fostering the Key Competencies of Undergraduates Majoring in Primary School Teaching and Learning based on the Standards of PISA International Comparative Study","authors":"O. Mukoviz, O. V. Kravchuk, L. Roienko, T. Torchynska, H. Voloshina","doi":"10.46300/9109.2021.15.29","DOIUrl":"https://doi.org/10.46300/9109.2021.15.29","url":null,"abstract":"The purpose of the study was to identify how the reshaped curriculum that was based on PISA standards fostered the key competencies of undergraduates majoring in primary school teaching and learning in terms of materials design and teaching methodology used throughout the internships at schools. The study used qualitative and quantitative methods with qualitative methods getting higher priority to enlarge the base of evidence and get a deeper insight into the issues under research. It was found that reshaping the pre-service teacher professional training, specifically in test format, materials design, and assessment, and made the shift to training schoolchildren to take PISA-based test was necessary for the school educational settings in Ukraine. The teacher students’ awareness of the PISA-based test needed improvement. The training model used in the study along with the internship addressed the loopholes in the university curriculums and training of the students majoring in primary education. The intervention brought a positively challenging experience for the students. It helped them to ‘pump up’ their intellectual, professional, and technical skills. They raised awareness of the PISA-based test, Blooms’ Taxonomy, and test question formulation. The students learned to use DIF and DTF methods to validate the PISA test questions, age specifics in training primary school children in terms of adjusting it taking the PISA-based test, and approaches to creating a positive mindset in primary schoolchildren towards learning through dialogue and cooperation. It was found that the students upgraded their teaching and material design skills and became more confident as teachers in terms of PISA-based test training. Changing the students’ perceptions and their teaching approaches were the major difficulties and challenges to the study. They were addressed through mentorship which was used when the students did internship","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43183402","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 : 2021-09-10DOI: 10.46300/9109.2021.15.28
V. Valašková, J. Vlček
Development of the designing process in civil engineering brings the possibility for more complex analysis of the structures. Computational software can be helpful for regular design but also for identification and solving of more specified problems. Finite Element Method (FEM) became one of the most used numerical methods. Numerous commercial programs are based on this method. However, these programs are more complex and require skilled designer to fully utilize their potential. This article brings the lead to apply the FEM method implemented in commercial software ADINA to solve the problem of structural mechanics. It is necessary to connect the theoretical approach of FEM modeling and experience from real case problems. Skilled designer can calibrate the numerical model to obtain relevant outputs. However, certain cases still require a detailed and individual approach during designing that is verified by the in-situ monitoring and observation. Lead of the student to the flexible treatment of the design is one of the important tasks of the educational process. This involves the basic knowledge about appropriate analysis of the problem for effective utilization of the computational software for particular applications even for more complex solutions.
{"title":"Application of the ADINA Software for Tasks of Educational and Technical Practice","authors":"V. Valašková, J. Vlček","doi":"10.46300/9109.2021.15.28","DOIUrl":"https://doi.org/10.46300/9109.2021.15.28","url":null,"abstract":"Development of the designing process in civil engineering brings the possibility for more complex analysis of the structures. Computational software can be helpful for regular design but also for identification and solving of more specified problems. Finite Element Method (FEM) became one of the most used numerical methods. Numerous commercial programs are based on this method. However, these programs are more complex and require skilled designer to fully utilize their potential. This article brings the lead to apply the FEM method implemented in commercial software ADINA to solve the problem of structural mechanics. It is necessary to connect the theoretical approach of FEM modeling and experience from real case problems. Skilled designer can calibrate the numerical model to obtain relevant outputs. However, certain cases still require a detailed and individual approach during designing that is verified by the in-situ monitoring and observation. Lead of the student to the flexible treatment of the design is one of the important tasks of the educational process. This involves the basic knowledge about appropriate analysis of the problem for effective utilization of the computational software for particular applications even for more complex solutions.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42475101","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 : 2021-09-10DOI: 10.46300/9109.2021.15.27
K. Kotrasová, E. Kormaníková, M. Loukili
—Static analysis of building structures is an important engineering discipline. The presented paper deals with the teaching process of the slope-deflection method in the subject Static Analysis of Constructions at the Faculty of Civil Engineering of the Technical University in Košice. The slope-deflection method is the method for the analysis of statically indeterminate structures and serves to obtain their inner forces and deformations. For purpose of teaching this subject, teachers prepared programs in the Fortran code and with the help of the output of decisive values obtained from the programs. Teachers know if students have correct solutions of their tasks and can guide students to work to correct mistakes in their work.
{"title":"Using Software Applications in Teaching of Slope-Deflection Method in Subject Static Analysis of Constructions","authors":"K. Kotrasová, E. Kormaníková, M. Loukili","doi":"10.46300/9109.2021.15.27","DOIUrl":"https://doi.org/10.46300/9109.2021.15.27","url":null,"abstract":"—Static analysis of building structures is an important engineering discipline. The presented paper deals with the teaching process of the slope-deflection method in the subject Static Analysis of Constructions at the Faculty of Civil Engineering of the Technical University in Košice. The slope-deflection method is the method for the analysis of statically indeterminate structures and serves to obtain their inner forces and deformations. For purpose of teaching this subject, teachers prepared programs in the Fortran code and with the help of the output of decisive values obtained from the programs. Teachers know if students have correct solutions of their tasks and can guide students to work to correct mistakes in their work.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47043023","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 : 2021-09-09DOI: 10.46300/9109.2021.15.25
V. Betelin, A. Kushnirenko, A. Leonov, K.A Mashchenko
The development of information technologies has formed a socio-economic request to reduce the age at which children can be introduced to programming. After 6 years’ efforts, the authors managed to develop and on a large scale introduce a one-year programming course for preschoolers, which is built on a metaphor of programmed control. During the course development, a set of basic programming concepts was selected and specified to be mastered by preschoolers aged 6+ in the activity-game form. This set of concepts goes back to Seymour Papert's ideas about teaching programming by writing programs that control moving objects using intuitive sets of commands. The main feature of the proposed system of concepts, allow at the initial stage of training to demonstrate and assimilate all the elements of the concept in the real, not in the virtual world. In the picture of the World, which we explain and demonstrate to children, only one function remains at the computer - the execution of the program it has memorized. Everything else happens in the real world. In the real world, an environment is created in which a real robot will move. In the real world, a program is created from tangible objects, which will then be "shown" to the computer so that it stores it in its memory and can then execute it at the command of a human. In the real world, obeying the signals of the computer, the robot performs the work stipulated by the program. This allows you to begin acquaintance with the programming of children from 4 years old, without working individually or collectively with electronic screens, which in today's Russia is prohibited by federal medical authorities in the educational process of children under 5 years old. The course is built on the text-free pictographic programming system PiktoMir developed by Russian Academy of Sciences. The methodological content of the course allows each preschooler to gain experience in the development and debugging of 120-150 simple programs by the end of the course. The final part of the article discusses the authors' plans for the development of a three-year textless programming course, methodologically and instrumentally connected with the primary school programming course.
{"title":"Basic Programming Concepts as Explained for Preschoolers","authors":"V. Betelin, A. Kushnirenko, A. Leonov, K.A Mashchenko","doi":"10.46300/9109.2021.15.25","DOIUrl":"https://doi.org/10.46300/9109.2021.15.25","url":null,"abstract":"The development of information technologies has formed a socio-economic request to reduce the age at which children can be introduced to programming. After 6 years’ efforts, the authors managed to develop and on a large scale introduce a one-year programming course for preschoolers, which is built on a metaphor of programmed control. During the course development, a set of basic programming concepts was selected and specified to be mastered by preschoolers aged 6+ in the activity-game form. This set of concepts goes back to Seymour Papert's ideas about teaching programming by writing programs that control moving objects using intuitive sets of commands. The main feature of the proposed system of concepts, allow at the initial stage of training to demonstrate and assimilate all the elements of the concept in the real, not in the virtual world. In the picture of the World, which we explain and demonstrate to children, only one function remains at the computer - the execution of the program it has memorized. Everything else happens in the real world. In the real world, an environment is created in which a real robot will move. In the real world, a program is created from tangible objects, which will then be \"shown\" to the computer so that it stores it in its memory and can then execute it at the command of a human. In the real world, obeying the signals of the computer, the robot performs the work stipulated by the program. This allows you to begin acquaintance with the programming of children from 4 years old, without working individually or collectively with electronic screens, which in today's Russia is prohibited by federal medical authorities in the educational process of children under 5 years old. The course is built on the text-free pictographic programming system PiktoMir developed by Russian Academy of Sciences. The methodological content of the course allows each preschooler to gain experience in the development and debugging of 120-150 simple programs by the end of the course. The final part of the article discusses the authors' plans for the development of a three-year textless programming course, methodologically and instrumentally connected with the primary school programming course.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47873754","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 : 2021-09-09DOI: 10.46300/9109.2021.15.26
E. Kormaníková, K. Kotrasová
This paper deals with quality teaching management of the subject Elasticity I. It contains seven chapters, including an introduction and conclusion and a list of bibliographic references. The second chapter, entitled the Study program of Structural and Transport Engineering, displays the profile of the graduate of this study field. Chapter III, Information of the study of the Elasticity I teaching program, gives extensive information on the subject. It contains conditions for successful completion of the subject, learning outcomes, a brief outline of the subject, and recommended literature for the study. Chapter IV, Evaluation of the subject learning program, gives essential information about the questionnaire and responders. Chapter V, Evaluation of the teaching quality of the subject by students, deals with analyzing the quality of this subject's teaching process through the presentation of the questionnaire and its graphical and verbal evaluation. Chapter VI, Discussion, contains the review of all questions of the questionnaire. This paper summarizes an interpretive study designed to understand and represent the learning experiences of the students and ourselves.
{"title":"Teaching Quality Management of the Subject Elasticity I","authors":"E. Kormaníková, K. Kotrasová","doi":"10.46300/9109.2021.15.26","DOIUrl":"https://doi.org/10.46300/9109.2021.15.26","url":null,"abstract":"This paper deals with quality teaching management of the subject Elasticity I. It contains seven chapters, including an introduction and conclusion and a list of bibliographic references. The second chapter, entitled the Study program of Structural and Transport Engineering, displays the profile of the graduate of this study field. Chapter III, Information of the study of the Elasticity I teaching program, gives extensive information on the subject. It contains conditions for successful completion of the subject, learning outcomes, a brief outline of the subject, and recommended literature for the study. Chapter IV, Evaluation of the subject learning program, gives essential information about the questionnaire and responders. Chapter V, Evaluation of the teaching quality of the subject by students, deals with analyzing the quality of this subject's teaching process through the presentation of the questionnaire and its graphical and verbal evaluation. Chapter VI, Discussion, contains the review of all questions of the questionnaire. This paper summarizes an interpretive study designed to understand and represent the learning experiences of the students and ourselves.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48555282","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 : 2021-09-06DOI: 10.46300/9109.2021.15.24
Yuliia I. Lobanova
The work points out the problems of adaptation of the subject to the activity and the possibility of their solution through the formation of the style of activity. The urgency of the use of non-subject resources for the formation of the style of activity in modern conditions is substantiated. The role of the engineer in creating the environment and means of labor, which can be used as extra- subject resources, is pointed out. The principles on which the professional training of engineers should be based, found on the need to solve the problems of "completing" the subject (the subject of labor, the subject of life activity) are indicated. The principles, on which the higher education is oriented, are analyzed, and the problems of the educational process in modern conditions are indicated. The importance of interdisciplinary courses in the training of engineers of the future is substantiated; the possibilities of their implementation in the educational process and the advantages and disadvantages are analyzed. The central part of the work is essentially a reflection of the process of design, development and in the depths of the interdisciplinary course "Introduction to Specialty", built on the basis of the disciplines chosen by the student "Psychology of Business Communication" and "Fundamentals of Business Communication and Presentation" in the educational process at a technical university, including analysis of feedback from students who took part in it. The results of the implementation of the course and its scaling for other levels and for other areas of training are presented. The article analyzes the assessments of the effectiveness of training, exhibited by students when filling out the feedback questionnaire, which indicates a high level of subjective assessment of the effectiveness of the course as a whole in the presence of certain differences in assessing the achievement of individual results by students of different areas of training. The main directions of further work are outlined. A description of the structure and options for constructing a number of interdisciplinary courses is given.
{"title":"Relevance, Design Experience and Analysis of the Results of Point Implementation of Interdisciplinary Courses in the Educational Process at the University","authors":"Yuliia I. Lobanova","doi":"10.46300/9109.2021.15.24","DOIUrl":"https://doi.org/10.46300/9109.2021.15.24","url":null,"abstract":"The work points out the problems of adaptation of the subject to the activity and the possibility of their solution through the formation of the style of activity. The urgency of the use of non-subject resources for the formation of the style of activity in modern conditions is substantiated. The role of the engineer in creating the environment and means of labor, which can be used as extra- subject resources, is pointed out. The principles on which the professional training of engineers should be based, found on the need to solve the problems of \"completing\" the subject (the subject of labor, the subject of life activity) are indicated. The principles, on which the higher education is oriented, are analyzed, and the problems of the educational process in modern conditions are indicated. The importance of interdisciplinary courses in the training of engineers of the future is substantiated; the possibilities of their implementation in the educational process and the advantages and disadvantages are analyzed. The central part of the work is essentially a reflection of the process of design, development and in the depths of the interdisciplinary course \"Introduction to Specialty\", built on the basis of the disciplines chosen by the student \"Psychology of Business Communication\" and \"Fundamentals of Business Communication and Presentation\" in the educational process at a technical university, including analysis of feedback from students who took part in it. The results of the implementation of the course and its scaling for other levels and for other areas of training are presented. The article analyzes the assessments of the effectiveness of training, exhibited by students when filling out the feedback questionnaire, which indicates a high level of subjective assessment of the effectiveness of the course as a whole in the presence of certain differences in assessing the achievement of individual results by students of different areas of training. The main directions of further work are outlined. A description of the structure and options for constructing a number of interdisciplinary courses is given.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47159604","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 : 2021-08-27DOI: 10.46300/9109.2021.15.23
Olha I. Dienichieva, Maryna Komogorova, Svitlana Lukianchuk, Liudmyla I. Teletska, Inna M. Yankovska
The main task of a higher education institution is to prepare a student for professional duties in a rapidly changing world. To effectively perform this task, it is necessary to give students not only knowledge but also to develop the necessary skills and abilities, in particular to develop critical thinking. The purpose of this work was to develop a methodology for the development of critical thinking of students, as well as to investigate its effectiveness. The study used the method of synthesis, which developed a method of developing critical thinking of students. To diagnose the effectiveness of the proposed method used the test "Critical Thinking" L. Starkey adapted by O. Lutsenko. In the study the peculiarities of the development of such critical thinking skills as reflective thinking, self-analysis, awareness of one’s own achievements and shortcomings, choice of problem-solving strategy, use of cognitive models of learning (Socratic dialogue, Paul & Elder taxonomy) are revealed. It was found that the development of critical thinking was achieved through a comprehensive combination of self-assessment and reflection, performing exercises to develop the ability to clearly articulate the problem, find, analyse and interpret relevant information, draw the right conclusions and explanations.The results of this study can be useful to researchers and university professors who are looking for effective methods of developing critical thinking in students.
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