A. Moroșan, Oana Oprișan, E. Stoica, Cosmin Tileagă
Through our study, we studied the perception of the students of an economic faculty speciality which are at the end of their studies and who will soon become economists, and their attitude towards the cryptocurrencies. Their contacts inside or outside the university led to their professional development because they brought to their attention the widening of the sphere of finance through the prism of a new concept that appeared fifteen years ago, that of cryptocurrency. The main scope of the paper is to understand how students currently relate to cryptocurrencies, after going through all the subjects in the curriculum of their economic specialization. The methodology will involve the use of a structured interview. Important results of our study will be related to the fact that the female students interviewed, who, unlike almost all of the female students, are or say that they will be involved in trading cryptocurrencies in the near future and to the fact that an important part of their information regarding the cryptocurrencies is obtained from outside the faculty. We will recommend, knowing the current situation of the interviewed students, to the teachers who teach various disciplines in the specialization of which the interviewed students are part of that they could try, in the situation where the taught subjects allow it, to offer to the students who will come in the following years additional information about the cryptocurrencies.
{"title":"Students' Perception Regarding the Cryptocurrencies","authors":"A. Moroșan, Oana Oprișan, E. Stoica, Cosmin Tileagă","doi":"10.18662/rrem/15.1/706","DOIUrl":"https://doi.org/10.18662/rrem/15.1/706","url":null,"abstract":"Through our study, we studied the perception of the students of an economic faculty speciality which are at the end of their studies and who will soon become economists, and their attitude towards the cryptocurrencies. Their contacts inside or outside the university led to their professional development because they brought to their attention the widening of the sphere of finance through the prism of a new concept that appeared fifteen years ago, that of cryptocurrency. The main scope of the paper is to understand how students currently relate to cryptocurrencies, after going through all the subjects in the curriculum of their economic specialization. The methodology will involve the use of a structured interview. Important results of our study will be related to the fact that the female students interviewed, who, unlike almost all of the female students, are or say that they will be involved in trading cryptocurrencies in the near future and to the fact that an important part of their information regarding the cryptocurrencies is obtained from outside the faculty. We will recommend, knowing the current situation of the interviewed students, to the teachers who teach various disciplines in the specialization of which the interviewed students are part of that they could try, in the situation where the taught subjects allow it, to offer to the students who will come in the following years additional information about the cryptocurrencies.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44753589","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}
Gheorghe Nadoleanu, Ana Rodica Stăiculescu, Emanuela Bran, Ş. Ghiocanu
This study focuses on the potential of harnessing the power of the local Eastern Orthodox religious teachings in creating a socially sustainable glocalized digital transformation for Romania. First, we investigated within the scientific literature the ways religion might impact social action, and where does spirituality intersect with digitalization. Second, we devised a questionnaire with items targeting religious styles and the perception of digitalization during the pandemic and in the foreseeable future along with inquiring about which institutions should get more involved in directing digital development. The sample was constituted of 170 adult residents from Bucharest and Constanta urban areas, most of them having graduated from university, with the sample being balanced between the engineering domains and the humanities domains of study. Thirdly, we employed statistical data analysis in order to explore differences in perception of risks, benefits, and in the desired action towards the digital transformation, between the different flavours of spirituality and religiousness. The aim of the study is to obtain valuable insights for creating a bridge between spiritual preachers, digital policymakers, and the civil society, driving development towards spiritually and economically sustainable goals, for a conscious society and a healthy environment.
{"title":"Eastern Orthodoxy as a Resource of Ethics and Social Sustainability for the Challenges Faced by the Digital Transformation of Society","authors":"Gheorghe Nadoleanu, Ana Rodica Stăiculescu, Emanuela Bran, Ş. Ghiocanu","doi":"10.18662/rrem/15.1/688","DOIUrl":"https://doi.org/10.18662/rrem/15.1/688","url":null,"abstract":"This study focuses on the potential of harnessing the power of the local Eastern Orthodox religious teachings in creating a socially sustainable glocalized digital transformation for Romania. First, we investigated within the scientific literature the ways religion might impact social action, and where does spirituality intersect with digitalization. Second, we devised a questionnaire with items targeting religious styles and the perception of digitalization during the pandemic and in the foreseeable future along with inquiring about which institutions should get more involved in directing digital development. The sample was constituted of 170 adult residents from Bucharest and Constanta urban areas, most of them having graduated from university, with the sample being balanced between the engineering domains and the humanities domains of study. Thirdly, we employed statistical data analysis in order to explore differences in perception of risks, benefits, and in the desired action towards the digital transformation, between the different flavours of spirituality and religiousness. The aim of the study is to obtain valuable insights for creating a bridge between spiritual preachers, digital policymakers, and the civil society, driving development towards spiritually and economically sustainable goals, for a conscious society and a healthy environment.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47496038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The challenges of the modern, global, fast-changing world require that theoreticians and practitioners in the sphere of education should focus their efforts not only on finding innovative forms, methods and technologies of teaching, but also on reconsidering the entire philosophy of organization and functioning of the educational space, which inevitably leads to the need of developing a new independent scientific and pedagogical theory – pedagogical philosophy. Comparing pedagogical philosophy with the philosophy of education (teaching), defining the subject and object of the new pedagogical science, the author formulates its main elements: a) the leading ideas; b) the basic concepts and categories; c) the fundamental laws and regularities; d) the main principles and rules of application of the theory in practice during the organization of educational processes in real time. The main ideas of the new theory of pedagogical philosophy are as follows: The idea of recognizing the life of the younger generation and each individual person as the main and leading value of the entire educational space that has been built or is currently being built; The idea of showing an essential and constant concern of the adult generation for the conditions, development and strengthening of the comprehensive health of the younger generation at all the stages of their maturation; The idea of introducing psychological and pedagogical, socio-pedagogical and philosophical-pedagogical favoring for a free development and maturation of the younger generation and each individual person in real time in the educational space; The idea of the imperative of restricting, at all levels of educational administration, permissive, prohibitive and controlling functions and expanding organizational and search-and-creative ones, focused on the protection of comprehensive health of the younger generations and the introduction of constructive processes in their real life by fully suppressing and limiting the destructive ones.
{"title":"Pedagogical Philosophy as a New Independent Scientific Theory","authors":"V. Kurylo, O. Karaman, Nataliya Kurylo","doi":"10.18662/rrem/15.1/693","DOIUrl":"https://doi.org/10.18662/rrem/15.1/693","url":null,"abstract":"The challenges of the modern, global, fast-changing world require that theoreticians and practitioners in the sphere of education should focus their efforts not only on finding innovative forms, methods and technologies of teaching, but also on reconsidering the entire philosophy of organization and functioning of the educational space, which inevitably leads to the need of developing a new independent scientific and pedagogical theory – pedagogical philosophy.\u0000Comparing pedagogical philosophy with the philosophy of education (teaching), defining the subject and object of the new pedagogical science, the author formulates its main elements: a) the leading ideas; b) the basic concepts and categories; c) the fundamental laws and regularities; d) the main principles and rules of application of the theory in practice during the organization of educational processes in real time. The main ideas of the new theory of pedagogical philosophy are as follows:\u0000\u0000The idea of recognizing the life of the younger generation and each individual person as the main and leading value of the entire educational space that has been built or is currently being built;\u0000The idea of showing an essential and constant concern of the adult generation for the conditions, development and strengthening of the comprehensive health of the younger generation at all the stages of their maturation;\u0000The idea of introducing psychological and pedagogical, socio-pedagogical and philosophical-pedagogical favoring for a free development and maturation of the younger generation and each individual person in real time in the educational space;\u0000The idea of the imperative of restricting, at all levels of educational administration, permissive, prohibitive and controlling functions and expanding organizational and search-and-creative ones, focused on the protection of comprehensive health of the younger generations and the introduction of constructive processes in their real life by fully suppressing and limiting the destructive ones.\u0000","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47397102","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}
O. Fonariuk, Andrii Malykhin, O. Murzina, Mykhailo Sherman, Olha Kanibolotska, Vadym Tynnyi
The article defines the concepts of distance education, distance learning and performs their general analysis. Their main forms, types and meanings in the educational system, as well as advantages and disadvantages are considered. The historical foundations of distance learning and all the stages of its formation are clearly traced, followed by the definition of characteristic features. Describes possible ways to eliminate existing problems and improve the quality of such learning. Considerable attention is paid to distance learning technology and its resources, in particular, expanded reality. Its key features, strengths and weaknesses, importance in the educational process and distance education are outlined. To create this article we used methods of synthesis and analysis, historical, comparative, and theoretical analysis of scientific literature and thematic journals and collection of data from sources. To achieve the proposed goal, we used the literature of various scientists and researchers who devoted their works to the subject of distance education. This allowed an in-depth study and research on this topic and came to the conclusion that distance learning is not inferior to traditional and is in increasing demand every year. In turn, expanded reality technology is exactly what the modern student needs to fully immerse himself in the world of learning and make the process exciting, interesting and interactive.
{"title":"Expanded Reality: Just a Trend of our Time or do We Need Technology?","authors":"O. Fonariuk, Andrii Malykhin, O. Murzina, Mykhailo Sherman, Olha Kanibolotska, Vadym Tynnyi","doi":"10.18662/rrem/15.1/686","DOIUrl":"https://doi.org/10.18662/rrem/15.1/686","url":null,"abstract":"The article defines the concepts of distance education, distance learning and performs their general analysis. Their main forms, types and meanings in the educational system, as well as advantages and disadvantages are considered. The historical foundations of distance learning and all the stages of its formation are clearly traced, followed by the definition of characteristic features. Describes possible ways to eliminate existing problems and improve the quality of such learning. Considerable attention is paid to distance learning technology and its resources, in particular, expanded reality. Its key features, strengths and weaknesses, importance in the educational process and distance education are outlined.\u0000To create this article we used methods of synthesis and analysis, historical, comparative, and theoretical analysis of scientific literature and thematic journals and collection of data from sources. To achieve the proposed goal, we used the literature of various scientists and researchers who devoted their works to the subject of distance education. This allowed an in-depth study and research on this topic and came to the conclusion that distance learning is not inferior to traditional and is in increasing demand every year. In turn, expanded reality technology is exactly what the modern student needs to fully immerse himself in the world of learning and make the process exciting, interesting and interactive.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48902084","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}
Prior research suggested that the learned optimistic explanatory style is positively associated with greater satisfaction in interpersonal relationships, a more effective approach of life stressors, better physical health and work productivity, less vulnerability to depression and also higher academic and athletic performances. Our research deals with how are learned optimism and learned pessimism predicted by academic, social and emotional self-efficacy, perceived autonomy-based parenting style, perceived control-based parenting style and proactive coping. Participants were 760 students (467 girls) - 12-year-old (20.5%), 13-year-old (31.8%) and 14-year-old (47.6%) – who voluntarily participated. They answered the questionnaires with which the research variables were operationalized. The present study contributes with its large number of participants to an overview of the factors that predict learned optimism and learned pessimism. Results indicated the importance of social self-efficacy, proactive coping and perceived control-based parental support in predicting learned optimism. Also, this paper shows that high learned pessimism coincides with high levels of difficult family situation (e.g. single-parent family) and reduced strength of social self-efficacy and academic self-efficacy, proactive coping and perceived control-based parental support. Important implications of this empirical research should be considered by social emotional learning programs for students, parents and teachers.
{"title":"Factors Favorable for the Learned Optimism in Preadolescence","authors":"Dumitrina Gazzi, Bianca Pitiruț, D. Hendreș","doi":"10.18662/rrem/15.1/709","DOIUrl":"https://doi.org/10.18662/rrem/15.1/709","url":null,"abstract":"Prior research suggested that the learned optimistic explanatory style is positively associated with greater satisfaction in interpersonal relationships, a more effective approach of life stressors, better physical health and work productivity, less vulnerability to depression and also higher academic and athletic performances. Our research deals with how are learned optimism and learned pessimism predicted by academic, social and emotional self-efficacy, perceived autonomy-based parenting style, perceived control-based parenting style and proactive coping. Participants were 760 students (467 girls) - 12-year-old (20.5%), 13-year-old (31.8%) and 14-year-old (47.6%) – who voluntarily participated. They answered the questionnaires with which the research variables were operationalized. The present study contributes with its large number of participants to an overview of the factors that predict learned optimism and learned pessimism. Results indicated the importance of social self-efficacy, proactive coping and perceived control-based parental support in predicting learned optimism. Also, this paper shows that high learned pessimism coincides with high levels of difficult family situation (e.g. single-parent family) and reduced strength of social self-efficacy and academic self-efficacy, proactive coping and perceived control-based parental support. Important implications of this empirical research should be considered by social emotional learning programs for students, parents and teachers.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43906854","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}
Purpose: This study aims to a) provide a detailed description of sleep habits and problems, b) to compare sleep habits and problems among 4-6-year-old typically developing Turkish children, c) to find out parental views on problem sleep behavior. Methods: Participants consisted of 702 parents. Children’s age ranged from 4 to 6 years. Demographics Information Survey and the Children’s Sleep Habits Questionnaire (CSHQ) were administered to parents. Results: Across different age groups bedtime was not different for weekdays. Bedtime during weekends, however, differed across different age groups. Older children were going to bed later. Wake-up time and bedtime for weekdays differed for children who attend preschool. Children attending preschool woke up earlier and went to bed earlier. Sleep duration did not differ for both weekdays and weekends. There was no gender difference in terms of bedtime, wake-up time, and sleep duration for both weekdays and weekends. However, girls’ daytime sleepiness scores and sleep onset delay scores were higher. Conclusions: Sleep problems are prevalent among young Turkish children. Comparing the CSHQ overall and subscale scores of this study with other studies, the most important differences were seen in the bedtime resistance and the sleep anxiety subscales. These discrepancies indicate a cultural difference in bedtime resistance and sleep anxiety of Turkish preschool children. Future research should investigate the effects of parenting and discipline on sleep behavior and problems. Effective intervention programs are needed in order to reduce problems related to bedtime resistance and sleep anxiety of Turkish preschoolers.
{"title":"Sleep Habits of Turkish Preschool Children","authors":"Kazım Alat","doi":"10.18662/rrem/15.1/701","DOIUrl":"https://doi.org/10.18662/rrem/15.1/701","url":null,"abstract":"Purpose: This study aims to a) provide a detailed description of sleep habits and problems, b) to compare sleep habits and problems among 4-6-year-old typically developing Turkish children, c) to find out parental views on problem sleep behavior.\u0000Methods: Participants consisted of 702 parents. Children’s age ranged from 4 to 6 years. Demographics Information Survey and the Children’s Sleep Habits Questionnaire (CSHQ) were administered to parents.\u0000Results: Across different age groups bedtime was not different for weekdays. Bedtime during weekends, however, differed across different age groups. Older children were going to bed later. Wake-up time and bedtime for weekdays differed for children who attend preschool. Children attending preschool woke up earlier and went to bed earlier. Sleep duration did not differ for both weekdays and weekends. There was no gender difference in terms of bedtime, wake-up time, and sleep duration for both weekdays and weekends. However, girls’ daytime sleepiness scores and sleep onset delay scores were higher.\u0000Conclusions: Sleep problems are prevalent among young Turkish children. Comparing the CSHQ overall and subscale scores of this study with other studies, the most important differences were seen in the bedtime resistance and the sleep anxiety subscales. These discrepancies indicate a cultural difference in bedtime resistance and sleep anxiety of Turkish preschool children. Future research should investigate the effects of parenting and discipline on sleep behavior and problems. Effective intervention programs are needed in order to reduce problems related to bedtime resistance and sleep anxiety of Turkish preschoolers.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42661161","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}
M. Velykodna, Natalia Mishaka, Zoia Miroshnyk, V. Deputatov
The ability of children in Ukraine to continue their primary education after the Russian invasion is inextricably linked to the direct providers of education – primary school teachers. This study aimed to clarify the psychological effects of the war on Ukrainian primary school teachers and their everyday educational activities, using teachers in the city of Kryvyi Rih as a case study. The research design included personal and professional data, questions on changes in students and the educational process, Psychological Stress Measure (PSM-9), Oldenburg Burnout Inventory (OLBI), Brief Resilience Scale (BRS), and Miroshnyk Teacher’s Roles Self-Assessment Scale (MiTeRoSA) integrated into an online survey conducted three months after the invasion. In the results, primary education in Ukraine during the invasion required teachers (n=495) to make significant changes in their work, namely shifts in schedules, increased workload, conducting remote lessons, providing tutoring for certain students, conducting crisis interventions with a broader range of subjects, and volunteering. The majority of the surveyed practitioners experienced considerable stress due to a significant increase in the amount of time they spent preparing their lessons. The psychological conditions of primary school teachers depended on the number of students who were expelled and new students who had been evacuated from other war-torn regions, the ability of school administrators to re-organize the work for online teaching, and perceived support from colleagues. All of these factors along with resilience were predictors of stress and burnout among teachers in wartime. Teachers experiencing burnout, especially exhaustion, high-stress scores, and low levels of resilience frequently evaluated the performance of their students with more leniency. In addition to a list of typical teachers’ roles (MiTeRoSA), teachers indicated frequently taking on the new roles of a ‘tutor’ and a ‘crisis counselor’ in response to the war.
{"title":"Primary Education in Wartime: How the Russian Invasion Affected Ukrainian Teachers and the Educational Process in Kryvyi Rih","authors":"M. Velykodna, Natalia Mishaka, Zoia Miroshnyk, V. Deputatov","doi":"10.18662/rrem/15.1/697","DOIUrl":"https://doi.org/10.18662/rrem/15.1/697","url":null,"abstract":"The ability of children in Ukraine to continue their primary education after the Russian invasion is inextricably linked to the direct providers of education – primary school teachers. This study aimed to clarify the psychological effects of the war on Ukrainian primary school teachers and their everyday educational activities, using teachers in the city of Kryvyi Rih as a case study. The research design included personal and professional data, questions on changes in students and the educational process, Psychological Stress Measure (PSM-9), Oldenburg Burnout Inventory (OLBI), Brief Resilience Scale (BRS), and Miroshnyk Teacher’s Roles Self-Assessment Scale (MiTeRoSA) integrated into an online survey conducted three months after the invasion. In the results, primary education in Ukraine during the invasion required teachers (n=495) to make significant changes in their work, namely shifts in schedules, increased workload, conducting remote lessons, providing tutoring for certain students, conducting crisis interventions with a broader range of subjects, and volunteering. The majority of the surveyed practitioners experienced considerable stress due to a significant increase in the amount of time they spent preparing their lessons. The psychological conditions of primary school teachers depended on the number of students who were expelled and new students who had been evacuated from other war-torn regions, the ability of school administrators to re-organize the work for online teaching, and perceived support from colleagues. All of these factors along with resilience were predictors of stress and burnout among teachers in wartime. Teachers experiencing burnout, especially exhaustion, high-stress scores, and low levels of resilience frequently evaluated the performance of their students with more leniency. In addition to a list of typical teachers’ roles (MiTeRoSA), teachers indicated frequently taking on the new roles of a ‘tutor’ and a ‘crisis counselor’ in response to the war.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45842713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Vasilieva, Olga Reipolska, S. Podoliuk, I. Sadova, R. Danyliak, A. Lozenko
The article analyzes the relationship between neuropedagogic approaches and the formation of skills of primary school students. Educational technology design potentially introduces another area of expertise and a new set of issues that require the integration of neuroscience, education, and technology concepts and insights. The educational process involves the implementation of a conceptual education system that begins with the child entering the first grade and ends with obtaining a qualification for a person. Therefore, studying involves an educational process, as a result of which certain competencies will be acquired. Thus, education will be effective for a person only when the degree of acquired competencies of the child at school, their value orientations and readiness for education are taken into account. So, in order to introduce effective education, we chose the direction of research on the study, analysis, justification of measures to increase the level of motivation of children to the educational process based on the conclusions of neuropedagogy. For the purpose of the study, the integration method of synthesis of the figurative structure was applied, for analysis on the theory and learning technology. Methods of synthesis in the pedagogical activity of the study can be traced on a number of educational technologies. The results of the study show that in general, neuropedagogic teaching technologies contribute to increasing motivation to learn among primary school children.
{"title":"The Relationship between Neuropedagogic Approaches and the Formation of Skills of Primary School Students","authors":"S. Vasilieva, Olga Reipolska, S. Podoliuk, I. Sadova, R. Danyliak, A. Lozenko","doi":"10.18662/rrem/15.1/700","DOIUrl":"https://doi.org/10.18662/rrem/15.1/700","url":null,"abstract":"The article analyzes the relationship between neuropedagogic approaches and the formation of skills of primary school students. Educational technology design potentially introduces another area of expertise and a new set of issues that require the integration of neuroscience, education, and technology concepts and insights. The educational process involves the implementation of a conceptual education system that begins with the child entering the first grade and ends with obtaining a qualification for a person. Therefore, studying involves an educational process, as a result of which certain competencies will be acquired. Thus, education will be effective for a person only when the degree of acquired competencies of the child at school, their value orientations and readiness for education are taken into account. So, in order to introduce effective education, we chose the direction of research on the study, analysis, justification of measures to increase the level of motivation of children to the educational process based on the conclusions of neuropedagogy. For the purpose of the study, the integration method of synthesis of the figurative structure was applied, for analysis on the theory and learning technology. Methods of synthesis in the pedagogical activity of the study can be traced on a number of educational technologies. The results of the study show that in general, neuropedagogic teaching technologies contribute to increasing motivation to learn among primary school children.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44112466","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}
Inna Rozhi, Mykola Moskalenko, Olena Moskvichova, L. Babenko, V. Nosachenko, Yu. О. Hariunova
This article covers the main approaches to implementing tourism local lore in the course of education. The problem is relevant due to the demand for competent specialists who are capable to form contemporary children`s competence in the course of education. Therefore, the theoretical-methodological analysis of the researchers of the problem identified, who became the rationale for the main results of the research to be determined, is provided in this paper. It is also ascertained that it is necessary to form a structured part of the professional competence of a rising geography teacher – local lore competence. There is some dependence of the level of qualification of rising teachers on an accurately planned process of formation of not only knowledge, skills and capabilities, but also personal traits of students formed at a higher educational institution. The concepts of native land, local lore and tourism, their correlation, conduction forms, functions are studied in the researches of scholars and according to the results of this theoretical research. In addition, the local lore principle is set as competency-based learning. The method of analysis, scientific, descriptive and research methods are used for studying tourism local lore in the contemporary system of education. Analysing the role of tourism local lore proves the demand for searching and gaining knowledge about a native land, optimising the study of major subjects, forming an individual cognitive experience of students-geographers. Such conclusions are the results of this research.
{"title":"Tourism Local Lore in the Modern System of Education","authors":"Inna Rozhi, Mykola Moskalenko, Olena Moskvichova, L. Babenko, V. Nosachenko, Yu. О. Hariunova","doi":"10.18662/rrem/15.1/691","DOIUrl":"https://doi.org/10.18662/rrem/15.1/691","url":null,"abstract":"This article covers the main approaches to implementing tourism local lore in the course of education. The problem is relevant due to the demand for competent specialists who are capable to form contemporary children`s competence in the course of education. Therefore, the theoretical-methodological analysis of the researchers of the problem identified, who became the rationale for the main results of the research to be determined, is provided in this paper. It is also ascertained that it is necessary to form a structured part of the professional competence of a rising geography teacher – local lore competence. There is some dependence of the level of qualification of rising teachers on an accurately planned process of formation of not only knowledge, skills and capabilities, but also personal traits of students formed at a higher educational institution. The concepts of native land, local lore and tourism, their correlation, conduction forms, functions are studied in the researches of scholars and according to the results of this theoretical research. In addition, the local lore principle is set as competency-based learning. The method of analysis, scientific, descriptive and research methods are used for studying tourism local lore in the contemporary system of education. Analysing the role of tourism local lore proves the demand for searching and gaining knowledge about a native land, optimising the study of major subjects, forming an individual cognitive experience of students-geographers. Such conclusions are the results of this research.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46139575","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}
Although our research started before the pandemic, it seems that focusing on the social emotional development of our students has become a top priority, considering that, globally, the rates of anxiety among children and teenagers are, in the actual context of the pandemic and war, skyrocketing. One valuable way to promoting positive social emotional development is to implement in schools research-based programs that support students in strengthening their social and emotional competencies. Art therapy is one of the most suitable ways to serve this purpose, for it goes beyond words and gives the students the opportunity to deeper experience and process their emotions. This research used a structured group art therapy program to reduce anxiety and improve empathy and prosocial behaviour in 20 special educational needs students with neuro-psycho-motor deficiencies, aged between 8 and 11 years, who were randomly and equally assigned either to an experimental or a control group. The intervention was performed once weekly for ten weeks. Anxiety, empathy and prosocial behaviour have been measured using specific questionnaires filled out by the students’ caregivers at the beginning and at the end of the program. After ten weeks, the art therapy group showed a significant decrease in anxiety and a significant increase in empathy and prosocial behaviour. These findings suggest that art therapy might be used in an educational context to lower anxiety and to support the positive development of social emotional competencies such as empathy and prosocial behaviour in special educational needs children with neuro-psycho-motor deficiencies.
{"title":"Art Therapy and Social Emotional Development in Students with Special Educational Needs: Effects on Anxiety, Empathy, and Prosocial Behaviour","authors":"Mariana Lavric, C. Soponaru","doi":"10.18662/rrem/15.1/714","DOIUrl":"https://doi.org/10.18662/rrem/15.1/714","url":null,"abstract":"Although our research started before the pandemic, it seems that focusing on the social emotional development of our students has become a top priority, considering that, globally, the rates of anxiety among children and teenagers are, in the actual context of the pandemic and war, skyrocketing. One valuable way to promoting positive social emotional development is to implement in schools research-based programs that support students in strengthening their social and emotional competencies. Art therapy is one of the most suitable ways to serve this purpose, for it goes beyond words and gives the students the opportunity to deeper experience and process their emotions. This research used a structured group art therapy program to reduce anxiety and improve empathy and prosocial behaviour in 20 special educational needs students with neuro-psycho-motor deficiencies, aged between 8 and 11 years, who were randomly and equally assigned either to an experimental or a control group. The intervention was performed once weekly for ten weeks. Anxiety, empathy and prosocial behaviour have been measured using specific questionnaires filled out by the students’ caregivers at the beginning and at the end of the program. After ten weeks, the art therapy group showed a significant decrease in anxiety and a significant increase in empathy and prosocial behaviour. These findings suggest that art therapy might be used in an educational context to lower anxiety and to support the positive development of social emotional competencies such as empathy and prosocial behaviour in special educational needs children with neuro-psycho-motor deficiencies.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46530477","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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