The article deals with the issues of involvement of Russian society in the enlightenment projects in present day. The material is based on the results of an online survey of 1213 respondents (54,7% men, 43,3% women), dedicated to assessing the degree of awareness of Russians about existing enlightenment platforms and projects implemented in recent years. As part of the survey, the degree of involvement of respondents in enlightenment projects was recorded based on the identification of the first mentioned (top-of-mind) enlightenment project (knowledge without a hint), knowledge of enlightenment projects with a hint was determined, and the depth for immersion in an enlightenment container and preparation was measured, it is recommended to use one or another enlightenment product. The key channels of perception of advertising information about the main enlightenment projects implemented in the media and network space of Runet were also digitized. According to the data obtained, 53,8% of the respondents could not name a single project on their own (without prompting), more than 13% noted enlightenment projects in social networks and 7% – projects on TV (excluding projects of the TV channel "Culture"). With the induced knowledge, 81,3% of respondents noted enlightenment projects of the TV channel "Culture" (81,3% of respondents replied that they were aware of this project), projects of the Russian Society "Knowledge" (36,6%), and Arzamas platforms (28%). Only 20% of respondents, on average, will see the enlightenment content to the end. Half of the respondents are not ready to recommend any of the projects (or do not know about them), while 22,9% express loyalty to the TV channel "Culture", but on average less than 10% of respondents are ready to recommend the remaining sites. Based on the data obtained, the authors conclude about the quality of enlightenment projects as an indirect indication of the depth of immersion in enlightenment content and the willingness to recommend this or that enlightenment project to their colleagues and/or acquaintances, friends.
{"title":"Assessment of the Degree of Involvement of Russians in Enlightenment Projects","authors":"L. N. Dukhanina, A. A. Maksimenko","doi":"10.17759/pse.2024290104","DOIUrl":"https://doi.org/10.17759/pse.2024290104","url":null,"abstract":"The article deals with the issues of involvement of Russian society in the enlightenment projects in present day. The material is based on the results of an online survey of 1213 respondents (54,7% men, 43,3% women), dedicated to assessing the degree of awareness of Russians about existing enlightenment platforms and projects implemented in recent years. As part of the survey, the degree of involvement of respondents in enlightenment projects was recorded based on the identification of the first mentioned (top-of-mind) enlightenment project (knowledge without a hint), knowledge of enlightenment projects with a hint was determined, and the depth for immersion in an enlightenment container and preparation was measured, it is recommended to use one or another enlightenment product. The key channels of perception of advertising information about the main enlightenment projects implemented in the media and network space of Runet were also digitized. According to the data obtained, 53,8% of the respondents could not name a single project on their own (without prompting), more than 13% noted enlightenment projects in social networks and 7% – projects on TV (excluding projects of the TV channel \"Culture\"). With the induced knowledge, 81,3% of respondents noted enlightenment projects of the TV channel \"Culture\" (81,3% of respondents replied that they were aware of this project), projects of the Russian Society \"Knowledge\" (36,6%), and Arzamas platforms (28%). Only 20% of respondents, on average, will see the enlightenment content to the end. Half of the respondents are not ready to recommend any of the projects (or do not know about them), while 22,9% express loyalty to the TV channel \"Culture\", but on average less than 10% of respondents are ready to recommend the remaining sites. Based on the data obtained, the authors conclude about the quality of enlightenment projects as an indirect indication of the depth of immersion in enlightenment content and the willingness to recommend this or that enlightenment project to their colleagues and/or acquaintances, friends.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":" 546","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140092537","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 purpose of our study was to reveal students’ typical difficulties when performing trivial transformations of several quantities, which are to be coordinated. We have designed two tasks that required to build up the "sets", and to keep their ratio. 97 third-graders from three secondary Moscow schools were recruited for this study. The participants solved the first task individually in the written form, and afterwards there were 25 couples randomly selected to solve the similar task jointly in an oral interview with the experimenter. The analysis of the results revealed the weakness and confusion of most of the surveyed students in solving such problems. The in-depth consideration of the written works and interviews allowed us to characterize the model means, used by students, as formal or meaningful. Among them, only the “portion-by-portion” measurement of two independent quantities, performed through drawing or using the counting material, provided by the experimenter, turned out to be effective. The study showed that the source of difficulties in solving problems related to “assembling sets” is the lack of adequate model mediation, and confirmed the relevance of considering the "assembling sets problem" in the general line of development of the number concept in primary mathematics education within the framework of V.V. Davydov's theory of learning activity.
{"title":"The Mediation of Arithmetic Problem-solving by Third-graders: the Procedure of “Assembling Sets”","authors":"A. Lobanova, E. Vysotskaya","doi":"10.17759/pse.2024290107","DOIUrl":"https://doi.org/10.17759/pse.2024290107","url":null,"abstract":"The purpose of our study was to reveal students’ typical difficulties when performing trivial transformations of several quantities, which are to be coordinated. We have designed two tasks that required to build up the \"sets\", and to keep their ratio. 97 third-graders from three secondary Moscow schools were recruited for this study. The participants solved the first task individually in the written form, and afterwards there were 25 couples randomly selected to solve the similar task jointly in an oral interview with the experimenter. The analysis of the results revealed the weakness and confusion of most of the surveyed students in solving such problems. The in-depth consideration of the written works and interviews allowed us to characterize the model means, used by students, as formal or meaningful. Among them, only the “portion-by-portion” measurement of two independent quantities, performed through drawing or using the counting material, provided by the experimenter, turned out to be effective. The study showed that the source of difficulties in solving problems related to “assembling sets” is the lack of adequate model mediation, and confirmed the relevance of considering the \"assembling sets problem\" in the general line of development of the number concept in primary mathematics education within the framework of V.V. Davydov's theory of learning activity.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"11 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140087719","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}
Academic achievements of teenage students are an important indicator of their further success and adaptation to life in adult society. The material of the study was the data collected for the international project PISA 2018 on a representative sample of Russian teenagers (N=7608). The article presents the results of studying the role of educational and motivational factors (controlling for gender and family environment) of academic achievements of Russian teenagers based on the material of PISA 2018 on reading literacy. We confirmed that regarding the environmental (family and teacher) factors in the academic achievements of schoolchildren, the role of SES as an important predictor of schoolchildren's academic achievements, the role of teacher support for active involvement in reading is significantly positive factor, and Teacher-directed instruction is negative factor. The study confirmed an important contribution of motivational variables to reading literacy, reading engagement was proved to be a positive predictor, and fixed mindset about intelligence was proved to be a negative predictor of reading literacy competence. The discussion shows that the data obtained generally corresponds to international data on predictors of academic achievement among schoolchildren based on the PISA 2018. The results obtained can be used in the context of teacher training and for improving the quality of education in Russian schools.
{"title":"Educational and Motivational Predictors of Academic Achievement (Based on PISA 2018 Reading Data)","authors":"T. Gordeeva, O. Sychev","doi":"10.17759/pse.2024290106","DOIUrl":"https://doi.org/10.17759/pse.2024290106","url":null,"abstract":"Academic achievements of teenage students are an important indicator of their further success and adaptation to life in adult society. The material of the study was the data collected for the international project PISA 2018 on a representative sample of Russian teenagers (N=7608). The article presents the results of studying the role of educational and motivational factors (controlling for gender and family environment) of academic achievements of Russian teenagers based on the material of PISA 2018 on reading literacy. We confirmed that regarding the environmental (family and teacher) factors in the academic achievements of schoolchildren, the role of SES as an important predictor of schoolchildren's academic achievements, the role of teacher support for active involvement in reading is significantly positive factor, and Teacher-directed instruction is negative factor. The study confirmed an important contribution of motivational variables to reading literacy, reading engagement was proved to be a positive predictor, and fixed mindset about intelligence was proved to be a negative predictor of reading literacy competence. The discussion shows that the data obtained generally corresponds to international data on predictors of academic achievement among schoolchildren based on the PISA 2018. The results obtained can be used in the context of teacher training and for improving the quality of education in Russian schools.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140083965","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}
E. Denisova, P. N. Ermakov, I. Abakumova, N. Sylka
This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of the psychological well-being of teachers. The article presents the results of identifying personality traits, features of the emotional sphere and regulation of emotions, as well as features of metacognition that can influence well-being of teachers in modern conditions. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; test “Differential Type of Reflection”; Cognitive Emotion Regulation Questionnaire and the author's self-assessment questionnaire of metacognitive behavior “Metacognitive Skills in the Structure of Educational and Professional Activities”. Study sample: 106 people aged 20 to 75 years (average age 45,85) – teachers, lecturers, heads of departments of higher educational institutions and colleges. It is shown that the higher levels of metacognitive involvement correspond to the higher levels of subjective well-being. A high index of positive emotions, higher levels of trait conscientiousness and conscious use of metacognitive skills, positive revision and acceptance strategies, and lower acute negative emotions index also have a positive effect. The results described can be helpful in preventative and therapeutic work with the symptoms of professional burnout of teachers.
{"title":"Subjective Well-being of Teachers in Contemporary Situation: Emotional, Personal and Metacognitive Predictors","authors":"E. Denisova, P. N. Ermakov, I. Abakumova, N. Sylka","doi":"10.17759/pse.2024290102","DOIUrl":"https://doi.org/10.17759/pse.2024290102","url":null,"abstract":"This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of the psychological well-being of teachers. The article presents the results of identifying personality traits, features of the emotional sphere and regulation of emotions, as well as features of metacognition that can influence well-being of teachers in modern conditions. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; test “Differential Type of Reflection”; Cognitive Emotion Regulation Questionnaire and the author's self-assessment questionnaire of metacognitive behavior “Metacognitive Skills in the Structure of Educational and Professional Activities”. Study sample: 106 people aged 20 to 75 years (average age 45,85) – teachers, lecturers, heads of departments of higher educational institutions and colleges. It is shown that the higher levels of metacognitive involvement correspond to the higher levels of subjective well-being. A high index of positive emotions, higher levels of trait conscientiousness and conscious use of metacognitive skills, positive revision and acceptance strategies, and lower acute negative emotions index also have a positive effect. The results described can be helpful in preventative and therapeutic work with the symptoms of professional burnout of teachers.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"110 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140088551","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. Kurnosova, I. Trushina, A. Y. Telitsyna, Yulia V. Chestyunina, E. Zabelina
Despite ample evidence of the positive impact of education on people's lives, the duration of this effect have not been sufficiently explored. The purpose of the present study is to identify how the level of education affects various aspects of life satisfaction in retirement. In order to realize the goal, a structural model of the influence of education on life satisfaction in retirement was developed and verified on a sample of pensioners from the industrial region of Russia (n=291), highlighting the role of cognitive phenomena (psychological age and basic beliefs). The results of the analysis of the empirical model confirm the main hypothesis: a higher level of education increases life satisfaction in retirement, both directly and indirectly – through cognitive structures. It affects all measured indicators of satisfaction: psychological well-being, income satisfaction, perception and attitude towards retirement period of life, subjective assessment of health. The results of the study expand the understanding of the role of education as a factor of late socialization, and also serve as a basis for recommendations on the content of the learning process.
{"title":"Education as a Factor of Life Satisfaction in Retirement","authors":"S. Kurnosova, I. Trushina, A. Y. Telitsyna, Yulia V. Chestyunina, E. Zabelina","doi":"10.17759/pse.2024290103","DOIUrl":"https://doi.org/10.17759/pse.2024290103","url":null,"abstract":"Despite ample evidence of the positive impact of education on people's lives, the duration of this effect have not been sufficiently explored. The purpose of the present study is to identify how the level of education affects various aspects of life satisfaction in retirement. In order to realize the goal, a structural model of the influence of education on life satisfaction in retirement was developed and verified on a sample of pensioners from the industrial region of Russia (n=291), highlighting the role of cognitive phenomena (psychological age and basic beliefs). The results of the analysis of the empirical model confirm the main hypothesis: a higher level of education increases life satisfaction in retirement, both directly and indirectly – through cognitive structures. It affects all measured indicators of satisfaction: psychological well-being, income satisfaction, perception and attitude towards retirement period of life, subjective assessment of health. The results of the study expand the understanding of the role of education as a factor of late socialization, and also serve as a basis for recommendations on the content of the learning process.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"121 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140088960","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}
Based on a brief description of creativity and imagination, their indicators and age characteristics, the insufficiency of research on the creativity of preschoolers is shown. A diagnostic study (1993–2000) is described, aimed at identifying the age characteristics of children 3–7 years old in detailing the motor-plastic image. 192 children participated in the diagnosis according to the author's method "Hare and Wolf"; they were asked to embody the plot of the "fairy tale" by means of the movement language. It was revealed: in the younger group, schematic movements predominate, signifying the image; in the middle group, the proportion of "complex" figurative movements is growing; in the senior and preparatory groups, "complexes" (partial and integral) prevail and the number of sequences of figurative movements that convey the phases of the character's actions is growing. Statistical analysis (according to the criteria H Kruskal-Wallis and U Mann-Whitney) revealed significant differences in image detail between different age samples and the absence of such differences between boys and girls (in different years).
在简要介绍创造力和想象力、其指标和年龄特征的基础上，说明了对学龄前儿童创造力研究的不足。本文介绍了一项诊断性研究（1993-2000 年），其目的是确定 3-7 岁儿童在详细描述运动塑 性形象方面的年龄特征。根据作者的 "兔子和狼 "方法，192 名儿童参加了诊断；他们被要求用动作语言体现 "童话 "的情节。结果表明：在低年级组中，示意性动作占主导地位，象征着形象；在中年级组中，"复杂 "的具象动作所占比例越来越大；在高年级组和预备年级组中，"复杂"（局部和整体）动作占主导地位，表达人物行动阶段的具象动作序列数量越来越多。统计分析（根据 H Kruskal-Wallis 和 U Mann-Whitney 标准）显示，不同年龄样本之间在形象细节方面存在显著差异，而男孩和女孩（不同年级）之间则不存在这种差异。
{"title":"Image Detalization as an Indicator of Figurative and Plastic Creativity of Preschoolers","authors":"","doi":"10.17759/pse.2024290101","DOIUrl":"https://doi.org/10.17759/pse.2024290101","url":null,"abstract":"Based on a brief description of creativity and imagination, their indicators and age characteristics, the insufficiency of research on the creativity of preschoolers is shown. A diagnostic study (1993–2000) is described, aimed at identifying the age characteristics of children 3–7 years old in detailing the motor-plastic image. 192 children participated in the diagnosis according to the author's method \"Hare and Wolf\"; they were asked to embody the plot of the \"fairy tale\" by means of the movement language. It was revealed: in the younger group, schematic movements predominate, signifying the image; in the middle group, the proportion of \"complex\" figurative movements is growing; in the senior and preparatory groups, \"complexes\" (partial and integral) prevail and the number of sequences of figurative movements that convey the phases of the character's actions is growing. Statistical analysis (according to the criteria H Kruskal-Wallis and U Mann-Whitney) revealed significant differences in image detail between different age samples and the absence of such differences between boys and girls (in different years).","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"29 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084208","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}
T. Bonkalo, S. V. Shmeleva, V. P. Kartashev, Kh. A. Sabanchieva
The article reveals the degree of effectiveness of segregated and inclusive forms of psychological and pedagogical support for students with special educational needs. In the psychological experiment took part 68 students with disabilities, its purpose was to identify the dynamics of the psychological well-being of the students depending on the inclusive or segregated forms of psychological trainings they took part in. As a result of the study, carried out with the help of the Scale of psychological well-being K. Riffe (adaptation of T.D. Shevelenkova, T.P. Fesenko), questionnaire Life Style Index (Plutchik, Kellerman, & Conte, 1979) and the methodology of SUN (V.A. Doskin, N.A. Lavrentieva, V.B. Sharay), we found out the differences between the groups of students according to their mood (t=7.55; p<0.001), well-being (t=4.89; p<0.001), activity (t=4.78; p<0.001), psychological well-being (t=4.65; p<0.001), tension of psychological defenses (t=2.27; p<0.05). These factors indicate the negative dynamics of psychological well-being of students with disabilities who studied in segregated groups with no conditionally healthy students. Based on the results of the psychological experiment, we made a conclusion, that the segregation of students with disabilities from other students is inexpedient, even if the purpose was providing them with psychological assistance in higher education.
文章揭示了为有特殊教育需求的学生提供心理和教学支持的隔离和全纳形式的有效程度。68 名残疾学生参加了心理实验，实验的目的是确定学生心理健康的动态变化取决于他们参加的是全纳还是隔离形式的心理培训。这项研究借助心理健康量表 K. Riffe（改编自 T.D. Shevelenkova、T.P. Fesenko）、生活方式指数问卷（Plutchik、Kellerman 和 Conte，1979 年）和 SUN 方法（V.A. Doskin、N.A. Lavrentieva、V. B. Sharay）进行。B. Sharay）的方法，我们发现各组学生在情绪（t=7.55；p<0.001）、幸福感（t=4.89；p<0.001）、活动（t=4.78；p<0.001）、心理健康（t=4.65；p<0.001）、心理防御紧张（t=2.27；p<0.05）方面存在差异。这些因素表明，在与无条件健康学生隔离的小组中学习的残疾学生的心理健康状况呈负向动态变化。根据心理实验的结果，我们得出结论，将残疾学生与其他学生隔离是不恰当的，即使是为了在高等教育中为他们提供心理帮助。
{"title":"Segregation or Inclusion: An Experimental Study of the Psychological Support in the Professional Training for Persons with Disabilities","authors":"T. Bonkalo, S. V. Shmeleva, V. P. Kartashev, Kh. A. Sabanchieva","doi":"10.17759/pse.2024290108","DOIUrl":"https://doi.org/10.17759/pse.2024290108","url":null,"abstract":"The article reveals the degree of effectiveness of segregated and inclusive forms of psychological and pedagogical support for students with special educational needs. In the psychological experiment took part 68 students with disabilities, its purpose was to identify the dynamics of the psychological well-being of the students depending on the inclusive or segregated forms of psychological trainings they took part in. As a result of the study, carried out with the help of the Scale of psychological well-being K. Riffe (adaptation of T.D. Shevelenkova, T.P. Fesenko), questionnaire Life Style Index (Plutchik, Kellerman, & Conte, 1979) and the methodology of SUN (V.A. Doskin, N.A. Lavrentieva, V.B. Sharay), we found out the differences between the groups of students according to their mood (t=7.55; p<0.001), well-being (t=4.89; p<0.001), activity (t=4.78; p<0.001), psychological well-being (t=4.65; p<0.001), tension of psychological defenses (t=2.27; p<0.05). These factors indicate the negative dynamics of psychological well-being of students with disabilities who studied in segregated groups with no conditionally healthy students. Based on the results of the psychological experiment, we made a conclusion, that the segregation of students with disabilities from other students is inexpedient, even if the purpose was providing them with psychological assistance in higher education.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"25 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140082804","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 task of the work is to present initiative and independent educational modeling as the highest possible achievement of high school students (15 -17 years old). The application of the "case study" within the framework of a multi-year genetic-modeling experiment made it possible to describe the precedents of educational modeling in high school, demonstrating the initiative and independence of students in modeling. An analysis was carried out of video recordings of 14 lessons on setting and solving one educational problem, the results of a focus group with 5 teachers and written work of 20 eleventh grade students. Due to prior learning based on the principles of learning activities, students of this age are able to invent and analyze modeling tools necessary to capture implicit subject relations, as well as to transform the model by holding the problem for the time necessary to solve it. In this case, the training model acquires the features of an exploratory model. It is shown that the model is not only a means of fixing subject relations for the classroom community, but also a way of expressing their understanding, i.e. a means of communication.
{"title":"Learning Self-Reliance and Initiative of High School Students in Educational Modeling","authors":"E. Chudinova, V.Y. Zaitseva, D.I. Minkin","doi":"10.17759/pse.2024290105","DOIUrl":"https://doi.org/10.17759/pse.2024290105","url":null,"abstract":"The task of the work is to present initiative and independent educational modeling as the highest possible achievement of high school students (15 -17 years old). The application of the \"case study\" within the framework of a multi-year genetic-modeling experiment made it possible to describe the precedents of educational modeling in high school, demonstrating the initiative and independence of students in modeling. An analysis was carried out of video recordings of 14 lessons on setting and solving one educational problem, the results of a focus group with 5 teachers and written work of 20 eleventh grade students. Due to prior learning based on the principles of learning activities, students of this age are able to invent and analyze modeling tools necessary to capture implicit subject relations, as well as to transform the model by holding the problem for the time necessary to solve it. In this case, the training model acquires the features of an exploratory model. It is shown that the model is not only a means of fixing subject relations for the classroom community, but also a way of expressing their understanding, i.e. a means of communication.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"30 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084480","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 describes the conceptualization of the health and personality self-preservation among students with disabilities, which is associated with the necessity to expand the methodological boundaries of the study and social modeling in inclusive education. There are considered features of the denoted social group self-preservation reactions, self-preservation behavior and self-preservation strategy. Starting from the assumption that self-preservation presupposes reaction to threats of different levels, a three-level model of the phenomenon is proposed: 1) physical and mental health self-preservation as reaction to internal and external threats; 2) self-preservation personality; 3) self-preservation of the social environment. The development of the model is based on the principle of contextually taking into account the uncertainty of modern society status, which involves numerous threats to human health and life. The connection between the conscious necessity for self-preservation and active behavior is emphasized. Within the inclusive university framework, it is possible to create successful self-preservation strategies, despite the stringent requirements for professional training, which are observed through comprehensive support for students with disabilities.
{"title":"Self-preservation of Health and Personality among Students with Disabilities in the Inclusive Education as a Problem Statement","authors":"L.A. Osmuk","doi":"10.17759/pse.2023280604","DOIUrl":"https://doi.org/10.17759/pse.2023280604","url":null,"abstract":"The article describes the conceptualization of the health and personality self-preservation among students with disabilities, which is associated with the necessity to expand the methodological boundaries of the study and social modeling in inclusive education. There are considered features of the denoted social group self-preservation reactions, self-preservation behavior and self-preservation strategy. Starting from the assumption that self-preservation presupposes reaction to threats of different levels, a three-level model of the phenomenon is proposed: 1) physical and mental health self-preservation as reaction to internal and external threats; 2) self-preservation personality; 3) self-preservation of the social environment. The development of the model is based on the principle of contextually taking into account the uncertainty of modern society status, which involves numerous threats to human health and life. The connection between the conscious necessity for self-preservation and active behavior is emphasized. Within the inclusive university framework, it is possible to create successful self-preservation strategies, despite the stringent requirements for professional training, which are observed through comprehensive support for students with disabilities.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"32 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139164613","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. N. Kashtanova, V.A. Kudryavtsev, T. Krasnopevtseva
This article discusses the current issues of defining the "inclusion culture" in the context of the subjective perceptions of working teachers and students of a pedagogical university about people with disabilities, the peculiarities of their life and the prospects of their social integration. The personal positions of individual actors of the educational space largely determine the generalized image of a certain ideal model of inclusive educational and socio-cultural spaces. Special attention is paid to the issues of unconditional acceptance of persons with disabilities, securing theiractive position, partner co-author participation in the processes of social integration and self-realization. An attempt is made to differentiate the concepts of "inclusive culture" and "culture of inclusion" with the designation of the main components of this definition and the definition of factors for the successful implementation of inclusive processes in the educational ecosystem of a modern university. WE proposed some strategic solutions for the formation and development of a culture of inclusion in the ecosystem of the university according to four vectors of activity with an approximate list of activities. The materials of the article actualize the concepts of the educational ecosystem in terms of its correlation with the processes of inclusion and the development of a system of continuous high-quality and affordable education for all.
{"title":"Culture of Inclusion in the Educational Ecosystem of a Modern University","authors":"S. N. Kashtanova, V.A. Kudryavtsev, T. Krasnopevtseva","doi":"10.17759/pse.2023280603","DOIUrl":"https://doi.org/10.17759/pse.2023280603","url":null,"abstract":"This article discusses the current issues of defining the \"inclusion culture\" in the context of the subjective perceptions of working teachers and students of a pedagogical university about people with disabilities, the peculiarities of their life and the prospects of their social integration. The personal positions of individual actors of the educational space largely determine the generalized image of a certain ideal model of inclusive educational and socio-cultural spaces. Special attention is paid to the issues of unconditional acceptance of persons with disabilities, securing theiractive position, partner co-author participation in the processes of social integration and self-realization. An attempt is made to differentiate the concepts of \"inclusive culture\" and \"culture of inclusion\" with the designation of the main components of this definition and the definition of factors for the successful implementation of inclusive processes in the educational ecosystem of a modern university. WE proposed some strategic solutions for the formation and development of a culture of inclusion in the ecosystem of the university according to four vectors of activity with an approximate list of activities. The materials of the article actualize the concepts of the educational ecosystem in terms of its correlation with the processes of inclusion and the development of a system of continuous high-quality and affordable education for all.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"31 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163290","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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