The relevance of the article lies in the need to study the moral side of war and the mobilization of world resources in the context of educational philosophy. In the context of metaphysics, war has an anti-materialistic, spiritual meaning and is "a certain test for the nation", which can be a manifestation of artificial intelligence. It is during war that society fights for the highest principles of civilization, not for the state or its ambitious aspirations. Both war and heroic experience can awaken deep forces connected to the foundations of race. On the contrary, materialists, especially Marxists, saw the cause of wars solely in social-class inequality and the antagonistic confrontation "between labor and capital." At the same time, war in society is not just a phenomenon of armed struggle guided by politics, a way of achieving one's goals with the use of armed violence. It is followed by a change in the course of numerous social processes and the involvement of economic, ideological and other forces of society in the struggle. War tests the economic and organizational strength of every nation. Therefore, it is important to understand the war as provoking a moral shock in Ukraine and mobilizing world resources in the light of the philosophy of reason. Its impact on social development is associated with a significant disruption and change in the usual functions and nature of the existence of elements of this or that social organization.
{"title":"The Moral Shock of the War in Ukraine and the Mobilization of World Resources in the Light of the Philosophy of Mind","authors":"Yuriy Fedoryk, Olga Rudenko, Nataliia Sablina, Hennadii Moskalyk, Andrii Shymanovych, Oleksandr Danylchenko","doi":"10.18662/brain/15.2/569","DOIUrl":"https://doi.org/10.18662/brain/15.2/569","url":null,"abstract":"The relevance of the article lies in the need to study the moral side of war and the mobilization of world resources in the context of educational philosophy. In the context of metaphysics, war has an anti-materialistic, spiritual meaning and is \"a certain test for the nation\", which can be a manifestation of artificial intelligence. It is during war that society fights for the highest principles of civilization, not for the state or its ambitious aspirations. Both war and heroic experience can awaken deep forces connected to the foundations of race. On the contrary, materialists, especially Marxists, saw the cause of wars solely in social-class inequality and the antagonistic confrontation \"between labor and capital.\" At the same time, war in society is not just a phenomenon of armed struggle guided by politics, a way of achieving one's goals with the use of armed violence. It is followed by a change in the course of numerous social processes and the involvement of economic, ideological and other forces of society in the struggle. War tests the economic and organizational strength of every nation. Therefore, it is important to understand the war as provoking a moral shock in Ukraine and mobilizing world resources in the light of the philosophy of reason. Its impact on social development is associated with a significant disruption and change in the usual functions and nature of the existence of elements of this or that social organization.","PeriodicalId":504804,"journal":{"name":"BRAIN. Broad Research in Artificial Intelligence and Neuroscience","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141676379","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}
In the rapidly evolving online learning environment, accurate prediction of student performance plays an important role in improving the quality of education and overall student outcomes. This study investigated the effectiveness of machine learning algorithms in classifying student performance in online courses based on affective, cognitive, and behavioural factors to develop more effective teaching strategies and interventions to support student success. A dataset of 485 engineering students who took Astronomy Physics at a private university in the fall and spring semesters of 2022-2023 was used to train and evaluate six machine learning algorithms: Support vector machines (SVM), K-nearest neighbours (KNN), Naive Bayes (NB) classifier, logistic regression, decision tree, and random forest. The random forest algorithm achieved the highest classification accuracy (87%), correctly classifying 87% of students into one of three performance categories: high, medium, or low. Moreover, the study determined that anxiety and expectations are the most influential factors in increasing student performance in online courses, while the least effective feature is social isolation. The findings suggest that Machine learning can efficiently categorize student performance in online courses, even with a limited set of features, enabling educators to enhance teaching strategies and interventions for better student support.
{"title":"Classifying Engineering Students Performance in Online Education with Machine Learning: Affective, Cognitive, and Behavioral Aspects","authors":"Gülsüm Asiksoy, Didem Islek","doi":"10.18662/brain/15.2/562","DOIUrl":"https://doi.org/10.18662/brain/15.2/562","url":null,"abstract":"In the rapidly evolving online learning environment, accurate prediction of student performance plays an important role in improving the quality of education and overall student outcomes. This study investigated the effectiveness of machine learning algorithms in classifying student performance in online courses based on affective, cognitive, and behavioural factors to develop more effective teaching strategies and interventions to support student success. A dataset of 485 engineering students who took Astronomy Physics at a private university in the fall and spring semesters of 2022-2023 was used to train and evaluate six machine learning algorithms: Support vector machines (SVM), K-nearest neighbours (KNN), Naive Bayes (NB) classifier, logistic regression, decision tree, and random forest. The random forest algorithm achieved the highest classification accuracy (87%), correctly classifying 87% of students into one of three performance categories: high, medium, or low. Moreover, the study determined that anxiety and expectations are the most influential factors in increasing student performance in online courses, while the least effective feature is social isolation. The findings suggest that Machine learning can efficiently categorize student performance in online courses, even with a limited set of features, enabling educators to enhance teaching strategies and interventions for better student support.","PeriodicalId":504804,"journal":{"name":"BRAIN. Broad Research in Artificial Intelligence and Neuroscience","volume":" 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141675620","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}
Dan Trofin, Cristina Grosu, D. Iordan, Daniela-Viorelia Matei, L. Talaghir, Daniel Mădălin Coja, Dan Trofin, Ilie Onu, Teodor Stamate
Background. The perspective of ongoing electric signals within the motor cortex, conditioned by continuous rehabilitation strategies (doubled by adherence to the treatment protocol), is of interest related to understanding how cerebral plasticity is being modulated in adult traumatic brachial plexus (BP) lesions. Very often, patients with chronic BP lesions tend to be less compliant to rehabilitation therapy over time, since multiple reconstructive microsurgery interventions may not always offer a proper upper limb functionality, especially in severe, complex BP cases. Material and methods. In order to asses the ongoing psychomotric projection of the limb’s representation among the motor cortex, in relation with long term rehabilitation protocol we followed up a group of 11 chronic patients, by transcranial magnetic stimulation (TMS) during a time-lapse of two years. Results. Although modest in relation with amelioration of the deficit on the MRC scale, the patients had mild improvements of the parameter latency, but more important, by assessing the amplitude of the motor evoked potential (MEP), we observed a dynamism of the motor area. This we consider suggestive for ongoing psychomotor components stimulated by rehabilitation: ideomotricity, perceptual-motor coordination, laterality and body representation, as a foundation in maintaining a proven measurable potential of continuous neuroplasticity. Conclusion. From clinical perspective, since psychomotricity actually means interdisciplinarity, this is the common denominator found in the collaboration between medical specialties: plastic surgery and reconstructive microsurgery, clinical neurology, electrodiagnostic and neuromotor rehabilitation.
{"title":"Psychomotric Perspectives of Rehabilitation in Chronic Brachial Plexus Palsies","authors":"Dan Trofin, Cristina Grosu, D. Iordan, Daniela-Viorelia Matei, L. Talaghir, Daniel Mădălin Coja, Dan Trofin, Ilie Onu, Teodor Stamate","doi":"10.18662/brain/15.2/582","DOIUrl":"https://doi.org/10.18662/brain/15.2/582","url":null,"abstract":"Background. The perspective of ongoing electric signals within the motor cortex, conditioned by continuous rehabilitation strategies (doubled by adherence to the treatment protocol), is of interest related to understanding how cerebral plasticity is being modulated in adult traumatic brachial plexus (BP) lesions. Very often, patients with chronic BP lesions tend to be less compliant to rehabilitation therapy over time, since multiple reconstructive microsurgery interventions may not always offer a proper upper limb functionality, especially in severe, complex BP cases. Material and methods. In order to asses the ongoing psychomotric projection of the limb’s representation among the motor cortex, in relation with long term rehabilitation protocol we followed up a group of 11 chronic patients, by transcranial magnetic stimulation (TMS) during a time-lapse of two years. Results. Although modest in relation with amelioration of the deficit on the MRC scale, the patients had mild improvements of the parameter latency, but more important, by assessing the amplitude of the motor evoked potential (MEP), we observed a dynamism of the motor area. This we consider suggestive for ongoing psychomotor components stimulated by rehabilitation: ideomotricity, perceptual-motor coordination, laterality and body representation, as a foundation in maintaining a proven measurable potential of continuous neuroplasticity. Conclusion. From clinical perspective, since psychomotricity actually means interdisciplinarity, this is the common denominator found in the collaboration between medical specialties: plastic surgery and reconstructive microsurgery, clinical neurology, electrodiagnostic and neuromotor rehabilitation.","PeriodicalId":504804,"journal":{"name":"BRAIN. Broad Research in Artificial Intelligence and Neuroscience","volume":" 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673373","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}
In recent years, the concept of neurodiversity has grown in popularity among the scientific and non-scientific communities dealing with autism and related conditions, included in neurodevelopmental disorders. According to this paradigm, identity becomes a neuroidentity, subjectivity is determined by cerebral functioning and cultural, social, spiritual expression is the result of this pattern of biological functioning. Most often, opinions focus on the immediate benefits of liberalizing thinking that allows for the reconfiguration of rigid psychopathological medical models in current diagnostic systems and favors the humanization of medicine. In this construct, reasonable and integrative at first glance, there are some persistent limitations, internal contradictions and shortcomings that lead to criticism and controversy. In conclusion, widespread expansion of the movement of neurodiversity risks generating, maintaining and amplifying social fracturing and individual alienation.
{"title":"Neurodiversity and Mental Disorders","authors":"Bogdana Miclea","doi":"10.18662/brain/15.2/574","DOIUrl":"https://doi.org/10.18662/brain/15.2/574","url":null,"abstract":"In recent years, the concept of neurodiversity has grown in popularity among the scientific and non-scientific communities dealing with autism and related conditions, included in neurodevelopmental disorders. According to this paradigm, identity becomes a neuroidentity, subjectivity is determined by cerebral functioning and cultural, social, spiritual expression is the result of this pattern of biological functioning. Most often, opinions focus on the immediate benefits of liberalizing thinking that allows for the reconfiguration of rigid psychopathological medical models in current diagnostic systems and favors the humanization of medicine. In this construct, reasonable and integrative at first glance, there are some persistent limitations, internal contradictions and shortcomings that lead to criticism and controversy. In conclusion, widespread expansion of the movement of neurodiversity risks generating, maintaining and amplifying social fracturing and individual alienation.","PeriodicalId":504804,"journal":{"name":"BRAIN. Broad Research in Artificial Intelligence and Neuroscience","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141674324","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}
V. Ghizdovat, L. Dobreci, A. Șlicaru, M. Cristuță, D. Dimitriu, Cipriana Stefanescu, D. Vasincu, Razvan-V. Ababei, C. Volovăț, M. Agop, Lucian Eva, S. Volovat
By employing mathematical procedures specific to non-linear dynamics, we devised a method for analyzing all the stages of an epileptic crisis. It can be seen that a specific attractor (reconstructed in the states space by time delay method) can be associated with each stage of the brain dynamics: normal functioning and epileptic crisis (pre-crisis, epileptic seizure, post-crisis). Moreover, since for each attractor a Hurst coefficient can be determined, we can state that each stage of an epileptic seizure can be characterized either by calculating the specific Hurst coefficient, or by calculating its fractal dimension.
{"title":"Analysis of Epileptic Seizures Stages through Attractor Dynamics","authors":"V. Ghizdovat, L. Dobreci, A. Șlicaru, M. Cristuță, D. Dimitriu, Cipriana Stefanescu, D. Vasincu, Razvan-V. Ababei, C. Volovăț, M. Agop, Lucian Eva, S. Volovat","doi":"10.18662/brain/15.2/570","DOIUrl":"https://doi.org/10.18662/brain/15.2/570","url":null,"abstract":"By employing mathematical procedures specific to non-linear dynamics, we devised a method for analyzing all the stages of an epileptic crisis. It can be seen that a specific attractor (reconstructed in the states space by time delay method) can be associated with each stage of the brain dynamics: normal functioning and epileptic crisis (pre-crisis, epileptic seizure, post-crisis). Moreover, since for each attractor a Hurst coefficient can be determined, we can state that each stage of an epileptic seizure can be characterized either by calculating the specific Hurst coefficient, or by calculating its fractal dimension.","PeriodicalId":504804,"journal":{"name":"BRAIN. Broad Research in Artificial Intelligence and Neuroscience","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673175","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}
Andreia Gabriela Andrei, Mara Mațcu-Zaharia, Dragoș Florentin Mariciuc
One of the emerging technologies arising with Industry 4.0 is generative artificial intelligence (AI). Despite its disruptive nature and controversies, the effective and ethical use of AI is increasingly preoccupying organizations of all sizes as well as their employees. Focusing on generative AI, this paper presents findings from a qualitative study that provides insights into how Generation Z, the newest workforce, perceives human-AI collaboration. Based on in-depth interviews and a micro-meso-macro approach, the study reveals a dual perspective. Participants recognized the advantages AI brings, such as increased efficiency, productivity, and information availability. However, they were concerned about various risks such as: technology addiction, job loss, data privacy and ethical issues. At the micro level, generative AI was seen as beneficial for providing information and inspiration, but over-reliance could limit people's skills and create dependency. At the meso, organizational level, it could increase efficiency and productivity, but potentially replace jobs. At the macro, societal level, generative AI could support innovation but risks dehumanizing communication and relationships. Data privacy and ethics concerns were expressed at all three levels, indicating that a combination of institutional safeguards and awareness of data privacy and ethics at all levels is required to achieve the full benefits of generative AI. This would help organisations to capitalise on technological advances and support the development of ethical use of AI tools.
{"title":"Ready to Grip AI's Potential? Insights from an Exploratory Study on Perceptions of Human-AI Collaboration","authors":"Andreia Gabriela Andrei, Mara Mațcu-Zaharia, Dragoș Florentin Mariciuc","doi":"10.18662/brain/15.2/560","DOIUrl":"https://doi.org/10.18662/brain/15.2/560","url":null,"abstract":"One of the emerging technologies arising with Industry 4.0 is generative artificial intelligence (AI). Despite its disruptive nature and controversies, the effective and ethical use of AI is increasingly preoccupying organizations of all sizes as well as their employees. Focusing on generative AI, this paper presents findings from a qualitative study that provides insights into how Generation Z, the newest workforce, perceives human-AI collaboration. Based on in-depth interviews and a micro-meso-macro approach, the study reveals a dual perspective. Participants recognized the advantages AI brings, such as increased efficiency, productivity, and information availability. However, they were concerned about various risks such as: technology addiction, job loss, data privacy and ethical issues. At the micro level, generative AI was seen as beneficial for providing information and inspiration, but over-reliance could limit people's skills and create dependency. At the meso, organizational level, it could increase efficiency and productivity, but potentially replace jobs. At the macro, societal level, generative AI could support innovation but risks dehumanizing communication and relationships. Data privacy and ethics concerns were expressed at all three levels, indicating that a combination of institutional safeguards and awareness of data privacy and ethics at all levels is required to achieve the full benefits of generative AI. This would help organisations to capitalise on technological advances and support the development of ethical use of AI tools.","PeriodicalId":504804,"journal":{"name":"BRAIN. Broad Research in Artificial Intelligence and Neuroscience","volume":"65 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141837169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The relevance of the article is that in today’s world of changes, there is a realization that in all spheres of public life, the achievements of science and culture, the new needs in the modernization of the education system of Ukraine. One of the possible ways of further development of this sphere is not only education reforms, but also innovations, i.e. controlled processes of emergence, perception, evaluation, development and application of innovations. The purpose of the article is to identify legislative innovations in the reform of education in Ukraine, innovative types of educational institutions in accordance with the reform, defining the essence of education reforms and innovations and features of the reform of the system of university education. It is possible to distinguish between reforms at the national and interagency (i.e., only within the education system) level, but any interstate reform is always coordinated with the highest state leadership and is accompanied by reforms in other spheres. Legislative innovations in reforming education in Ukraine are also introduced through pedagogical innovations - those innovations that are developed and implemented by state agencies and organizations of education and science. The article identifies innovative types of educational institutions in Ukraine in accordance with the reform, the innovative processes in the education system are studied; the essence of education reforms and innovations and peculiarities of the reform of the basic and university education system of Ukraine are defined.
{"title":"Reforming Education in Ukraine Through the Introduction of STEM Technologies and Artificial Intelligence","authors":"Liubov Kniazkova, Tetiana Sukhorebra, Maiia Kovalchuk, Svеtlana Bogatchuk, Svitlana Malona, Mykhailo Ozhha","doi":"10.18662/brain/15.1/538","DOIUrl":"https://doi.org/10.18662/brain/15.1/538","url":null,"abstract":"The relevance of the article is that in today’s world of changes, there is a realization that in all spheres of public life, the achievements of science and culture, the new needs in the modernization of the education system of Ukraine. One of the possible ways of further development of this sphere is not only education reforms, but also innovations, i.e. controlled processes of emergence, perception, evaluation, development and application of innovations. The purpose of the article is to identify legislative innovations in the reform of education in Ukraine, innovative types of educational institutions in accordance with the reform, defining the essence of education reforms and innovations and features of the reform of the system of university education. It is possible to distinguish between reforms at the national and interagency (i.e., only within the education system) level, but any interstate reform is always coordinated with the highest state leadership and is accompanied by reforms in other spheres. Legislative innovations in reforming education in Ukraine are also introduced through pedagogical innovations - those innovations that are developed and implemented by state agencies and organizations of education and science. The article identifies innovative types of educational institutions in Ukraine in accordance with the reform, the innovative processes in the education system are studied; the essence of education reforms and innovations and peculiarities of the reform of the basic and university education system of Ukraine are defined.","PeriodicalId":504804,"journal":{"name":"BRAIN. Broad Research in Artificial Intelligence and Neuroscience","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139798838","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}
D. Stan, D. Voicu, Magda Antohe, Monica Boev, I. Chiscop, Ovidiu Mihai Stefanescu, L. Burlea
Dentophobia is a significant problem in oral health management. In the conditions of the COVID-19 pandemic, with the associated sanitary measures (quarantine, social distancing) at national level, the fear and dental anxiety are supposedly increased, especially in children. Pediatric patients are emotionally affected when they faced with the need for emergency dental intervention. The current study seeks to assess the emotional state of children aged 8-12, who needed dental care during quarantine, at the regional level, as well as the degree of anxiety of their parents. Dental anxiety was assessed independently by the dentist, parents and children themselves. If in children, the level of dental anxiety increased insignificantly, compared to the pre-pandemic period, the levels of parental anxiety were higher. The boys in the pandemic group had a higher level of anxiety, especially in the parental assessment. The results suggest that the reorganization of oral care in the pandemic scenario did not have a major effect on children's dental anxiety. However, the results of the assessment in boys show that they may be more vulnerable and need special care to alleviate their anxiety and reduce their risk of dentophobia in the future. These conclusions should be treated with caution, given the small sample size, which requires further confirmation. It is also important to convince parents of the safety of a visit to the dentist during a pandemic, to minimize their anxiety about their children's dental fears.
{"title":"Dentophobia in Children During the Covid-19 Pandemic","authors":"D. Stan, D. Voicu, Magda Antohe, Monica Boev, I. Chiscop, Ovidiu Mihai Stefanescu, L. Burlea","doi":"10.18662/brain/15.1/567","DOIUrl":"https://doi.org/10.18662/brain/15.1/567","url":null,"abstract":"Dentophobia is a significant problem in oral health management. In the conditions of the COVID-19 pandemic, with the associated sanitary measures (quarantine, social distancing) at national level, the fear and dental anxiety are supposedly increased, especially in children. Pediatric patients are emotionally affected when they faced with the need for emergency dental intervention. \u0000The current study seeks to assess the emotional state of children aged 8-12, who needed dental care during quarantine, at the regional level, as well as the degree of anxiety of their parents. Dental anxiety was assessed independently by the dentist, parents and children themselves. If in children, the level of dental anxiety increased insignificantly, compared to the pre-pandemic period, the levels of parental anxiety were higher. The boys in the pandemic group had a higher level of anxiety, especially in the parental assessment. \u0000The results suggest that the reorganization of oral care in the pandemic scenario did not have a major effect on children's dental anxiety. However, the results of the assessment in boys show that they may be more vulnerable and need special care to alleviate their anxiety and reduce their risk of dentophobia in the future. These conclusions should be treated with caution, given the small sample size, which requires further confirmation. It is also important to convince parents of the safety of a visit to the dentist during a pandemic, to minimize their anxiety about their children's dental fears.","PeriodicalId":504804,"journal":{"name":"BRAIN. Broad Research in Artificial Intelligence and Neuroscience","volume":"326 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139799123","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 article reveals the relevance of the formation of the future teacher's communicative competence as a professionalization of the basic component of pedagogical activity and individual requirements for professional activity. The professional standard requires readiness for pedagogical activity, the basis of which is the formation of communicative competence of the future teacher, in particular in the context of the neuropedagogical approach. The authors highlight the approaches to the formation of students' communicative skills in the process of studying a block of pedagogical disciplines during the period of obtaining a pedagogical education. The paper asserts the need to follow a systematic approach in the formation of communicative competence as a dominant component of the professional competence of the future novice teacher. The effectiveness of his pedagogical activity, as the authors note, is determined by the content of the "communicative portrait" of students - future teachers, the effectiveness of the educational process depends on this. Such a position requires a new approach based on neuropedagogical components. It is the communicative knowledge, abilities and skills of the future teacher that will allow building the trajectory of object-subject and subject-subject interaction in a holistic educational process. A key component of communicative competence is the teacher's communicative culture, which ensures the effective construction of direct and feedback communication with the participants of the educational process. Professional activity always requires from the future teacher the ability to build strategy, tactics and techniques of subject-subject interactions, to organize joint activities with students to achieve educational goals.
{"title":"Professionalization of Pedagogical Activity of Future Teachers, Formation of Communicative Competence as an Aspect of Neuropedagogy","authors":"Andrey Kernas, Galyna Kotlomanitova, M. Kozyr, Natalia Myronenko, Svitlana Sokolovska, Nataliya Stepanchenko","doi":"10.18662/brain/15.1/537","DOIUrl":"https://doi.org/10.18662/brain/15.1/537","url":null,"abstract":"The article reveals the relevance of the formation of the future teacher's communicative competence as a professionalization of the basic component of pedagogical activity and individual requirements for professional activity. The professional standard requires readiness for pedagogical activity, the basis of which is the formation of communicative competence of the future teacher, in particular in the context of the neuropedagogical approach. The authors highlight the approaches to the formation of students' communicative skills in the process of studying a block of pedagogical disciplines during the period of obtaining a pedagogical education. The paper asserts the need to follow a systematic approach in the formation of communicative competence as a dominant component of the professional competence of the future novice teacher. The effectiveness of his pedagogical activity, as the authors note, is determined by the content of the \"communicative portrait\" of students - future teachers, the effectiveness of the educational process depends on this. Such a position requires a new approach based on neuropedagogical components. It is the communicative knowledge, abilities and skills of the future teacher that will allow building the trajectory of object-subject and subject-subject interaction in a holistic educational process. A key component of communicative competence is the teacher's communicative culture, which ensures the effective construction of direct and feedback communication with the participants of the educational process. Professional activity always requires from the future teacher the ability to build strategy, tactics and techniques of subject-subject interactions, to organize joint activities with students to achieve educational goals.","PeriodicalId":504804,"journal":{"name":"BRAIN. Broad Research in Artificial Intelligence and Neuroscience","volume":"32 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139801720","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}
L. Absalyamova, Maryna Kriukova, Olena Chorna, Svitlana Bader, Natalya Anastasova, B. Maksymchuk
The article addresses to the problem of theoretical study of the problem of academic procrastination and its neuropsychological prevention for students. It describes neuropsychological means of prevention of academic procrastination with the recommendation to take into account the results of psychodiagnostics and analysis of some conditions and causes of the studied phenomenon. The psychological portrait of a student-procrastinator is analised the components of which are individual psychological, psychophysiological and personal characteristics. The role of the relationship between self-regulation and student learning motivation in foreign literature is also summarized. Peculiarities of educational burnout of procrastination students on the basis of foreign and domestic works are noted. It was revealed the essence of development and introduction of neuropsychological means of academic procrastination – conditioning of dynamic process of emotional and cognitive transformations in self-regulation of the student’s personality and improvement of his/her educational success. The author’s system of neuropsychological exercises for neuropsychological prevention of academic procrastination is presented in the article considering the neuropsychological mechanisms of its development at the cognitive-emotional-bodily systemic level. It is noted that procrastination may be associated with a negative emotional and mental response to the introduction of quarantine and the transition to distance learning, and even with the new opportunities. It is emphasized that neuropsychological prevention of academic procrastination should be combined with programs for the formation of future professionals thinking and development of a high level of independence, discipline and responsibility in educational activities as a successful strategy to prevent burnout and actualize motivation to learn at the integration level.
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