scholarly journals Modeling of physical phenomena as a methodological means of forming a knowledge structure in physics and programming

2021 ◽  
pp. 18-25
Author(s):  
Nina Holovina ◽  
Mykola Holovin
Keyword(s):  
Cognitive Processes ◽  
Cognitive Structure ◽  
Point Of View ◽  
Educational Activity ◽  
Physical Processes ◽  
Educational Activities ◽  
Simple Physical Model ◽  
Algorithmic Problems ◽  
Level Of Understanding ◽  
Structure Of Knowledge

To bring the theoretical basis to the improvement of the methodic of carrying out laboratory works in physics and computer sciences, a study of psychological and cognitive processes that accompany the corresponding educational activity was held. The important moment of the work is the research of the mental side of educational activities in the terms of formal logic. The accompanying steps to these mental activities and the talk activity are considered. The content component of the talk activity was considered in the work as an important diagnostic factor that indicates the level of understanding of the nature of the new material or the completion of the corresponding cognitive structure. The original graphical ways of formalization of the cognitive scheme of the object activity and the logic of its formation in the context of mental and materialized education activities are presented. These ideas were used to consider the processes of educational activity on the example of the creation of a simple physical model that is realized through the Python talk with the help of Visual library. Educational activities are considered through the prism of the evolution of the structural organization of mental representation of the objects of this activity. The research demonstrates the cyclical nature of the corresponding cognitive processes, materialized activities, and hierarchical character of the structure of knowledge that is formed in the process of educational activities in physics and programming. The correlation of these processes with the dynamics of the evolution of knowledge is settled. The conceptual ideas that could be useful for modifications of the methodic of realization of laboratory knowledge in the direction of modeling of physical processes and phenomena are formulated. Individual algorithmic problems of modeling of physical processes are considered in the research as components of the holistic system of problems. According to the point of view of the authors, in the course of the preparation of highly professional specialists in the domain of natural sciences, it is necessary to devote a lot of time to the conscious, goal-oriented formation of protocols of abstract logical and causal thinking. The methodology of such work is well formulated, especially in the well-known methods of descending step-by-step detailing and in modular programming

scholarly journals SOCIOCULTURAL APPROACH AS AN IMPERATIVE OF THE EDUCATIONAL ACTIVITIES OF A MODERN MUSEUM

2021 ◽  
pp. 118-123
Author(s):  
Диана Айратовна Бакиева
Keyword(s):  
Educational Practice ◽  
Reproductive Activity ◽  
Point Of View ◽  
Educational Activity ◽  
Educational Activities ◽  
Cultural Approach ◽  
Sociocultural Approach ◽  
The Individual ◽  
The Relationship ◽  
Communicative Processes

Рассматривается социокультурный подход как основание современного образования, ориентированного на личность в полноте ее культурно-воспроизводительной деятельности. Исследуется связь социокультурного подхода и музея, обусловливающая изменение образовательной деятельности последнего. Актуализируется проблема расширения образовательных возможностей музея, обострившаяся в условиях социальной необходимости поиска альтернативных методов взаимодействия с личностью. Обращение к социокультурному подходу как методологии деятельности музея позволяет изменить конфигурацию общения, в качестве цели обозначив включение в процесс коммуникации личность человека как равнозначного субъекта коммуникации наравне с культурой и социумом. В соответствии с запросом общества музейная коммуникация как метод сотрудничества с личностью в образовательной практике музея становится первостепенной. Анализ образовательной деятельности музея позволяет проследить влияние коммуникационных процессов, трансформирующих содержание, образовательную среду и результаты образования в музее, придавая им личностно значимые смыслы. Следовательно, присвоение личностью разнообразия социокультурного опыта становится ключевой задачей образовательной деятельности музея, что отвечает современной социокультурной ситуации. The article examines the sociocultural approach as the basis of modern education focused on the individual in the fullness of his cultural and reproductive activity. The relationship between the socio-cultural approach and the museum is investigated, which determines the change in the educational activity of the latter. In accordance with the demands of society, museum communication as a method of interaction with a person in the educational practice of the museum becomes paramount. Museum communication and the process of its transformation in the digital age is a key concept for studying the mechanisms of modernization of the educational activities of the museum. In turn, communicative processes transform the content and results of education in the museum, giving it personally meaningful meanings. The semantic field of the content of museum education becomes the basis for communication, and the museum visitor is a representative of one or another point of view on cultural phenomena. The museum, being at the junction of various sciences (pedagogy, psychology, museology, art history), sees its goal not so much in the expansion of knowledge, but in the development of the value apparatus, attitudes, and creative abilities of the individual. Consequently, the appropriation by an individual of the diversity of sociocultural experience becomes a key task of the educational activities of the museum.

scholarly journals MULTIPLE MEANING OF THE CONCEPT «CONTINUING PROFESSIONAL DEVELOPMENT» IN THE REGULATORY CONTEXT AND EDUCATIONAL ACTIVITY PRACTICE

2021 ◽  
pp. 375-380
Author(s):  
Igor Smagin
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Educational Program ◽  
Formal Education ◽  
Continuing Professional Development ◽  
Point Of View ◽  
Professional Standards ◽  
Educational Activity ◽  
Educational Activities ◽  
Multiple Meaning

The concept of «continuing professional development» does not have an unambiguous scientific and normative definition and it complicates its use in the practice of educational activities and in the texts of draft regulations governing adult education. The purpose of the article is to clarify the content of the concept « continuing professional development «and determine the advisability of its use to characterize educational activities and their results in the field of in-service education. Based on the comparative analysis of the content of the concept «continuing professional development «from various normative and scientific sources, the author’s interpretation of the content of the analyzed conceptual construct is formulated. It is concluded that teachers` continuing professional development is a type of educational activity within adult education, which is carried out in accordance with established procedural requirements and the result of which are professional competencies which defined by the educational program or contract, developed in non-formal or in formal education and approved by professional standards and areas of professional development. From a regulatory point of view, not every educational or self-educational activity is a professional development. This activity is admitted only when it is confirmed by the final document of the legitimate provider on the basis of  the developed educational program and under the conditions of observance of the standardized procedure. The issues mentioned in the article have prospects for further research in terms of dividing the competence potential of professional standards of teachers into invariant and variable components, clarification of the invariant component of professionalism as a desired result of teacher training in the implementation of the New Ukrainian School.

scholarly journals Educational Activities of a Teacher from the Point of View of Humanitarian Methodology

2020 ◽  
pp. 84-94
Author(s):  
Мarina Roganova ◽  
◽  
Victoria Yatsenko ◽  
Tatiana Onischuk ◽  
◽  
...  
Keyword(s):  
Scientific Information ◽  
Young Person ◽  
Point Of View ◽  
Educational Activity ◽  
Educational Institutions ◽  
Educational Activities ◽  
Differential Perception ◽  
The Subject ◽  
The Individual ◽  
Relationship Of

The article examines the issues of educational activity of a modern teacher from the point of view of humanitarian methodology, which is based on the subject-subject relationship of the teacher and the pupil; states that the humanistic position of the educator presupposes the presence of deep knowledge about a person, about the laws of his development, his place in the world around him. The principles of humanitarian pedagogy in the educational activities of higher educational institutions direct the understanding of the teacher both to the students as a whole, and to each individual separately, forms a "soft" apparatus for the differential perception of each student by the teacher, develops pedagogical activity in overcoming situations of misunderstanding, provides the depth of comprehension of each student, brings the teacher closer to solving urgent problems of humanizing the life of young people, forms their life creative competence; it is proved that existential philosophy enriches the educational activity of a teacher with scientific information about a person and the mechanisms of its personal dynamics; synergetics gives an idea of creating a flexible, open dialogue space, in which zones of self-organization of the individual are provided; acmeology helps the teacher to understand the path of a person, as an exit to the heights of creativity, but because of difficulties and overcoming; hermeneutics helps a teacher understand a young person through comprehending the meanings of his behavior.

Do Event-Related Brain Potentials Reflect Mental (Cognitive) Operations?

2002 ◽  
Vol 16 (3) ◽  
pp. 129-149 ◽  
Author(s):  
Boris Kotchoubey
Keyword(s):  
Cognitive Processes ◽  
Point Of View ◽  
Internal Variables ◽  
Brain Potentials ◽  
Cognitive Operations ◽  
External Variables ◽  
Series Of Experiments ◽  
Mental Operations ◽  
A Chain ◽  
Processing Mechanisms

Abstract Most cognitive psychophysiological studies assume (1) that there is a chain of (partially overlapping) cognitive processes (processing stages, mechanisms, operators) leading from stimulus to response, and (2) that components of event-related brain potentials (ERPs) may be regarded as manifestations of these processing stages. What is usually discussed is which particular processing mechanisms are related to some particular component, but not whether such a relationship exists at all. Alternatively, from the point of view of noncognitive (e. g., “naturalistic”) theories of perception ERP components might be conceived of as correlates of extraction of the information from the experimental environment. In a series of experiments, the author attempted to separate these two accounts, i. e., internal variables like mental operations or cognitive parameters versus external variables like information content of stimulation. Whenever this separation could be performed, the latter factor proved to significantly affect ERP amplitudes, whereas the former did not. These data indicate that ERPs cannot be unequivocally linked to processing mechanisms postulated by cognitive models of perception. Therefore, they cannot be regarded as support for these models.

Educational activity of the Ukrainian Greek Catholic Church in the 20-30th years of the twentieth century

1997 ◽  
pp. 26-32
Author(s):  
Vitaliy Pereveziy
Keyword(s):  
Twentieth Century ◽  
Catholic Church ◽  
Educational Activity ◽  
Educational Activities ◽  
Younger Generation

The main purpose of the educational activities of the Ukrainian Greek Catholic Church in the 20-30th years of the twentieth century. was the upbringing of the younger generation. The Church's Church created a holistic system of its activities, which was intended to broaden the Christian upbringing.

Is Distance Teaching-Learning-Evaluation Triad a Form of Digital Art?

2020 ◽  
Vol 1 (2) ◽  
pp. 3-19
Author(s):  
Tatiana Antipova ◽  
Ioana Riurean ◽  
Simona Riurean
Keyword(s):  
Point Of View ◽  
Educational Activity ◽  
Distance Teaching ◽  
Software Support ◽  
Alternative Teaching ◽  
Evaluation Procedures ◽  
Learning Evaluation ◽  
Teachers And Students ◽  
Computer Knowledge ◽  
Teaching Learning

The pandemic situation at the beginning of March 2020 forced teachers to develop alternative teaching methods, and most important to find the best ways to keep teaching for every student no matter the situation, as for example, the lack of computer knowledge or hardware/software support. Teachers worldwide struggled to support, encourage, find the best ways not only to help students to keep learning but support them emotionally. At the end of the academic year, teachers made efforts to develop fair, appropriate evaluation procedures adapted to distance education. This paper summarizes the Distance Teaching-Learning-Evaluation (DTLE) evolution in Russia and Romania and some methods developed from March to December 2020 to support the educational activity. Some benefits, challenges and difficulties are identified during the same period of time in different DTLE scenarios, from the point of view of teachers and students, as well. Examples of new adapted methods, dedicated to the DTLE scenarios are al-so addressed in this work.

Subjective Point of View of a Student on Ways of Subject Matter Structure Creation by the Teacher

2015 ◽  
Vol 5 (2) ◽  
pp. 148-171
Author(s):  
Denisa Gunišová ◽  
Jana Duchovičová
Keyword(s):  
Subject Matter ◽  
Point Of View ◽  
Subjective Perception ◽  
Cognitive Frames ◽  
Teacher Work ◽  
Approach To Teaching ◽  
The Subject ◽  
Definition Of ◽  
Level Of Understanding ◽  
Education Process

Authors in this contribution focus on issue of subject matter structure creation by the teacher as an important psycho-didactic domain of education process and how does a student perceive this structure. The aim of the teacher is not only to impart the knowledge to students but also to show them and teach them possible ways of how to understand the subject matter better and how to get to the fundamentals of it. Based on the structure of subject matter created by the teacher a student creates cognitive frames which become basis for his further learning. We pay attention to definition of epistemology of subject matter structure, questions of psycho-didactic approach to teaching, creating structure of subject matter and how does the teacher work with the text. Empirical part of the contribution investigates teachers' preferences of subject matter structure and statistically describes subjective perception of level of understanding of the subject matter by a student influenced by the particular subject matter structure realized by the teacher.

Core Criteria I

2018 ◽  
Author(s):  
Sanford C. Goldberg
Keyword(s):  
Cognitive Processes ◽  
Point Of View ◽  
Infinite Regress ◽  
Belief Formation ◽  
Forming Process ◽  
Epistemic Criteria ◽  
Problem Of The Criterion

Chapter 3 deals with the first issue one faces in the task of articulating the explicit epistemic criteria for belief: the problem of the criterion. It is tempting to suppose that a belief can be normatively proper from the epistemic point of view only if the believer can certify for herself the reliability of every belief-forming process on which she relied. But insisting on this quickly leads to the threat of an infinite regress. This chapter defends a foundationalist response to this problem, according to which we enjoy a default (albeit defeasible) permission to rely on certain cognitive processes in belief-formation. These are processes that satisfy what the author calls the Reliabilist Rationale. Importantly, our permissions here are social: any one of us is permitted to rely on any token process that satisfies this rationale, whether the token process resides in one’s own mind/brain or that of another epistemic subject.

scholarly journals Stakeholder Expectation of Corporate Social Responsibility Practices: A Case Study of PWiK Rybnik, Poland

Energies ◽  
2021 ◽  
Vol 14 (11) ◽  
pp. 3337
Author(s):  
Aleksandra Kuzior ◽  
Józef Ober ◽  
Janusz Karwot
Keyword(s):  
Quality Of Life ◽  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Water Supply ◽  
Research Problem ◽  
Point Of View ◽  
Educational Activities ◽  
External Stakeholders ◽  
Corporate Social

Practices of corporate social responsibility (CSR), especially in organizations providing key services, related to the supply of fuel, water and energy, are extremely important from the point of view of identifying stakeholders with the functioning of enterprises in line with the principles of a closed loop economy. The article discusses the origins and evolution of the concept of corporate social responsibility, with particular emphasis on the water supply and sewage industry. The research problem was the perception and expectations of stakeholders toward prosocial activities of PWiK Rybnik (Sewage and Water Supply Ltd. Rybnik). The hypothesis assumed in the study was that the external stakeholders of PWIK Rybnik positively assess the company’s involvement in the tasks carried out as part of corporate social responsibility, they notice the involvement in educational activities and additional initiatives of PWIK that improve the quality of life of its inhabitants. For the purpose of this study, a quantitative method was used. For the purpose of the survey, the authors’ questionnaire “Survey of customers’ opinions on the activities undertaken by PWiK Rybnik” was created. The surveys conducted confirmed the hypothesis that the external stakeholders of PWIK Rybnik positively assess the company’s involvement in the tasks performed as part of corporate social responsibility; they notice the involvement in educational activities and additional initiatives of PWIK that improve the quality of life of its inhabitants. The results of the research made it possible to formulate guidelines for the operation of water supply and sewage companies in accordance with corporate social responsibility in the light of the opinions of their stakeholders.

The evaluation of the Arabic language book for the twelfth grade from the viewpoint of its teachers in Jordan: تقييم كتاب اللغة العربية للصف الثاني عشر من وجهة نظر معلميه في الأردن

2021 ◽  
Vol 5 (45) ◽  
pp. 46-29
Author(s):  
Galia Ali Abu Gattam Galia Ali Abu Gattam
Keyword(s):  
Main Tool ◽  
Arabic Language ◽  
Point Of View ◽  
Government Schools ◽  
Educational Activities ◽  
Language Curriculum ◽  
Twelfth Grade ◽  
Training Courses ◽  
Media Channels ◽  
Self Learning

The study aimed to evaluate the Arabic language type for the twelfth grade from the point of view of the subject teachers and to know the evaluation estimates for the teachers, as the researcher used the descriptive approach for its suitability for this type of study, and the sample of the study consisted of (61) teachers who filled out the questionnaire after it was published electronically. A questionnaire as a main tool for collecting data, and it was distributed electronically to the subject's teachers through various social media channels, in compliance with the prohibitions laws related to the Corona pandemic (COVID-19) that Jordan and the world was exposed to in 2020; Where the questionnaire included (30) items distributed to include three axes (educational content, educational activities, and evaluation questions), and the results of the study found that there were no statistically significant differences between the rate of evaluation of the Arabic language book for the twelfth grade from the point of view of its teachers in government schools of the Directorate The education of Qweismeh Brigade is attributed to the gender variable. or due to the variable of years of experience. The researcher recommended the necessity of holding training courses for new teachers to enable them to explain and give the Arabic language curriculum easily and conveniently for the twelfth grade, taking into account individual differences and encouraging self-learning among students in the educational activities received.

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