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":" ","pages":""},"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":" ","pages":""},"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":" ","pages":""},"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":" ","pages":""},"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":" ","pages":""},"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":" ","pages":""},"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.
{"title":"From Reflection to Self-Assessment: Methods of Developing Critical Thinking in Students","authors":"Olha I. Dienichieva, Maryna Komogorova, Svitlana Lukianchuk, Liudmyla I. Teletska, Inna M. Yankovska","doi":"10.46300/9109.2021.15.23","DOIUrl":"https://doi.org/10.46300/9109.2021.15.23","url":null,"abstract":"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.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46290563","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: 10.46300/9109.2021.15.20
E. Irawan, Syarif Dahlan, Een Yayah Haenilah, Tubagus Ali Puja Kesuma, Albet Maydiantoro, M. A. Zainaro, U. C. Isnainy, E. Agustina, Deri Ciciria
This research is motivated by the problems of students who fail to achieve happiness in their lives; this is caused by the inability of students to make adjustments to all forms of change in maintaining survival. Efforts that can be made to overcome this problem are to provide group guidance services with game techniques. This study aims to test whether the game technique in group guidance services is effective for improving students' self-adjustment. The method used in this research is experimental research using Pretest-Posttest Control Group Design. The results showed that there was a change in the mean value at the pre-test of 93.43 for the experimental class and 92.57 for the control class and the mean value at the post-test of 151.64 for the experimental class and 98.71 for the control class. So that the mean value at the time of post-test increased by 58.21 for the experimental group and 06.14 for the control group. These changes mean that group guidance with game techniques is empirically proven to be effective in increasing student adaptation
{"title":"Game Techniques to Solve Students' Adjustment Problems: Evidance From Indonesia","authors":"E. Irawan, Syarif Dahlan, Een Yayah Haenilah, Tubagus Ali Puja Kesuma, Albet Maydiantoro, M. A. Zainaro, U. C. Isnainy, E. Agustina, Deri Ciciria","doi":"10.46300/9109.2021.15.20","DOIUrl":"https://doi.org/10.46300/9109.2021.15.20","url":null,"abstract":"This research is motivated by the problems of students who fail to achieve happiness in their lives; this is caused by the inability of students to make adjustments to all forms of change in maintaining survival. Efforts that can be made to overcome this problem are to provide group guidance services with game techniques. This study aims to test whether the game technique in group guidance services is effective for improving students' self-adjustment. The method used in this research is experimental research using Pretest-Posttest Control Group Design. The results showed that there was a change in the mean value at the pre-test of 93.43 for the experimental class and 92.57 for the control class and the mean value at the post-test of 151.64 for the experimental class and 98.71 for the control class. So that the mean value at the time of post-test increased by 58.21 for the experimental group and 06.14 for the control group. These changes mean that group guidance with game techniques is empirically proven to be effective in increasing student adaptation","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45381237","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: 10.46300/9109.2021.15.21
Yongjun Zhou, V. Anishchenko, O. Vasylenko, N. Iaremenko, Mykhailo Fomin
Leadership development corresponds to the focus on the individual’s success and competitiveness strategy. This is the optimal direction of the organization of attitude development because it covers two aspects of the student’s personality development: professionally-oriented and self-centric. The aim of the study is to identify and compare the leadership level in second- and fourth-year students to see dynamics of development and implementation of the leadership phenomenon in the professional and personal making up of future specialists. The task was to: (1) diagnose the existing educational impact of the university environment on the formation of leadership competencies; (2) clarify the relationship between the objective level of leadership skills development and assessment of leadership characteristics by students themselves; (3) determining tactics for further support and / or stimulation of personal and professional leadership skills of students; (4) elucidating the relationship between leadership skills and academic performance; (5) determining the universal prerequisites for the formation of leadership qualities of students. Based on the theoretical analysis of the issue, the authors developed an objective and subjective diagnostic model for leadership skills. In this study, data of the objective diagnostic technique are the key. Subjective diagnostic technique for leadership skills provides insights for problem interpretation. At the level of the first group of respondents, the average Leadership Skills Level of the second-year students was quite low and was found within the medium level. The second group of respondents consisting of the fourth-year students showed a slight but effective improvement. The Leadership Skills of this group were found at a sufficient level. Positive dynamics was revealed for all criteria of leadership skills as a result of applying objective diagnostic methods: decreased percentage of students with negative and relatively low markers of Leadership Skills Level and corresponding increase in percentage of students with positive markers of Leadership Skills Level. Further research can be organized in the direction of identifying and developing successful universal and professionally-oriented tactics for leadership development in students as part of attitude development.
{"title":"Leadership Development in Students as Part of Attitude Development","authors":"Yongjun Zhou, V. Anishchenko, O. Vasylenko, N. Iaremenko, Mykhailo Fomin","doi":"10.46300/9109.2021.15.21","DOIUrl":"https://doi.org/10.46300/9109.2021.15.21","url":null,"abstract":"Leadership development corresponds to the focus on the individual’s success and competitiveness strategy. This is the optimal direction of the organization of attitude development because it covers two aspects of the student’s personality development: professionally-oriented and self-centric. The aim of the study is to identify and compare the leadership level in second- and fourth-year students to see dynamics of development and implementation of the leadership phenomenon in the professional and personal making up of future specialists. The task was to: (1) diagnose the existing educational impact of the university environment on the formation of leadership competencies; (2) clarify the relationship between the objective level of leadership skills development and assessment of leadership characteristics by students themselves; (3) determining tactics for further support and / or stimulation of personal and professional leadership skills of students; (4) elucidating the relationship between leadership skills and academic performance; (5) determining the universal prerequisites for the formation of leadership qualities of students. Based on the theoretical analysis of the issue, the authors developed an objective and subjective diagnostic model for leadership skills. In this study, data of the objective diagnostic technique are the key. Subjective diagnostic technique for leadership skills provides insights for problem interpretation. At the level of the first group of respondents, the average Leadership Skills Level of the second-year students was quite low and was found within the medium level. The second group of respondents consisting of the fourth-year students showed a slight but effective improvement. The Leadership Skills of this group were found at a sufficient level. Positive dynamics was revealed for all criteria of leadership skills as a result of applying objective diagnostic methods: decreased percentage of students with negative and relatively low markers of Leadership Skills Level and corresponding increase in percentage of students with positive markers of Leadership Skills Level. Further research can be organized in the direction of identifying and developing successful universal and professionally-oriented tactics for leadership development in students as part of attitude development.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48851627","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: 10.46300/9109.2021.15.22
O. Galynska, N. Shkoliar, Z. Dziubata, S. Kravets, N. S. Levchyk
The article presents an analysis of innovative teaching technologies as a way to increase students’ competitiveness. The author found that innovative technologies in education are information and communication technologies relying on computer-based learning. The structure, content of educational software, organization of Web-space are important when using innovative teaching technologies in English classes. We conducted the study in several stages: comparative analysis, synthesis, classification and systematization of the results of psychological and pedagogical, educational and methodological research; study of legislative acts, periodicals in order to identify the state of the research issue, and determining the directions of its solution, as well as subject, goal and objectives of the study. We used modelling to create situations of foreign language professional communication of future IT specialists. Empirical methods involved questionnaires used for identifying the motives of professional development and determining the features of the educational activities of future IT specialists in the process of training. The methods of mathematical statistics allowed to scientifically describe and systematize the obtained data, to identify the quantitative relationship between the studied phenomena, to analyse and summarize the results. We conducted a socio-psychological study during 2016 - 2019. It involved 255 first- and fourth-year students of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute.” Innovative information and communication technologies that improve the educational and cognitive activity of students, as well as increase the level of their knowledge have become important in teaching a foreign language in higher educational institutions. These technologies include MOODLE — Modular Object-Oriented Dynamic Learning Environment, business game, integrated pedagogical technology, case study technology. Thus, the information-rich learning process in combination with the use of innovative technologies, well-organized e-learning, interactive training courses, multimedia tools improves the program of teaching and learning foreign languages in general, and English in particular, improves the level of knowledge of future IT specialists and motivation to study and learn foreign languages, allows students to use a variety of authentic materials. We state that all these factors influence the process of individualization of learning and contribute to the successful mastery of a foreign language.
{"title":"Innovative Teaching Technologies as a Way to Increase Students’ Competitiveness","authors":"O. Galynska, N. Shkoliar, Z. Dziubata, S. Kravets, N. S. Levchyk","doi":"10.46300/9109.2021.15.22","DOIUrl":"https://doi.org/10.46300/9109.2021.15.22","url":null,"abstract":"The article presents an analysis of innovative teaching technologies as a way to increase students’ competitiveness. The author found that innovative technologies in education are information and communication technologies relying on computer-based learning. The structure, content of educational software, organization of Web-space are important when using innovative teaching technologies in English classes. We conducted the study in several stages: comparative analysis, synthesis, classification and systematization of the results of psychological and pedagogical, educational and methodological research; study of legislative acts, periodicals in order to identify the state of the research issue, and determining the directions of its solution, as well as subject, goal and objectives of the study. We used modelling to create situations of foreign language professional communication of future IT specialists. Empirical methods involved questionnaires used for identifying the motives of professional development and determining the features of the educational activities of future IT specialists in the process of training. The methods of mathematical statistics allowed to scientifically describe and systematize the obtained data, to identify the quantitative relationship between the studied phenomena, to analyse and summarize the results. We conducted a socio-psychological study during 2016 - 2019. It involved 255 first- and fourth-year students of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute.” Innovative information and communication technologies that improve the educational and cognitive activity of students, as well as increase the level of their knowledge have become important in teaching a foreign language in higher educational institutions. These technologies include MOODLE — Modular Object-Oriented Dynamic Learning Environment, business game, integrated pedagogical technology, case study technology. Thus, the information-rich learning process in combination with the use of innovative technologies, well-organized e-learning, interactive training courses, multimedia tools improves the program of teaching and learning foreign languages in general, and English in particular, improves the level of knowledge of future IT specialists and motivation to study and learn foreign languages, allows students to use a variety of authentic materials. We state that all these factors influence the process of individualization of learning and contribute to the successful mastery of a foreign language.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48566246","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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