scholarly journals The creative component of stem education from understanding the need for successful experience development

2021 ◽  
Vol 1 (3) ◽  
pp. 16-19
Author(s):  
Lyudmyla Nazarenko ◽  
Keyword(s):  
Stem Education ◽  
Divergent Thinking ◽  
Action Plan ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Implementation ◽  
Educational Systems ◽  
Material Development ◽  
Teaching Aids ◽  
Special Train

The article substantiates the need to use a creative component of content and teaching aids in STEM-education. The author highlights the successful experience of implementing the creative component in modern educational systems of other countries and proves its impact on the level of learning productivity. The regularities of building a model of STEM-lesson based on the creative component are determined, in particular: between the level of divergent thinking about educational process subjects and educational activity productivity in general, between the continuous development of creative abilities and mastering the new professional competences and ways of thinking. The author notes that considering the above patterns during the construction of STEM-lesson helps the teacher form in students a responsible attitude toward innovation as a product of their own development and as a driving force of social development.The stages of productive occupation are characterized as follows: students' comprehension of different ideas and finally the choice of one proposal of changes, the most relevant and which can be embodied in a new educational product; generating and accumulating ideas, the teacher's position should not dominate, which will promote free choice of students from many proposals of one or two of the most progressive; stages of «incubation» and «enlightenment», and especially «verification».Practical advice for teachers is described. The first piece of advice is to create a group of expert students whose task is to assess the «value» of each proposed idea according to such criteria as compliance with the purpose of the educational program, technological efficiency, nonstandard, rationality and integration, duration and scope.The second piece of advice is to «measure» the cost of the practical implementation of the proposed ideas, which helps recalculate the potential of students, the conditions of STEM-classes, and the search for additional resources.The third piece of advice is to develop an action plan for the practical implementation of the idea chosen by the students. Both expert stu-dents and other STEM participants can develop their plan in groups of 3–5 people. When presenting an action plan, only well-grounded practical steps are taken into account, which will form the basis of a single developed plan.Some problems that need to be solved to effectively use the creative component in the STEM education system are outlined: special train-ing of teachers, development of the corresponding educational and didactic material, development of creative and productive thinking at both pupils, and teachers

scholarly journals PEDAGOGICAL COMPETENCES OF A TEACHER: THE PROBLEM OF CONTENT IN EDUCATIONAL TECHNOLOGIES OF THE FUTURE

2020 ◽  
pp. 102-117
Author(s):  
Василий Константинович Баринов ◽  
Юрий Анатольевич Самоненко
Keyword(s):  
Educational Material ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Technologies ◽  
Educational Systems ◽  
Theoretical Thinking ◽  
Methodological Component ◽  
Financing Education ◽  
Structure Of Education ◽  
Selection Of

Обсуждаются концептуальные вопросы содержания образования в аспекте достижения основной цели образования - овладения школьником умением учиться самостоятельно. Предложено структуру содержания образования представить в виде модели «древа целей образования», которое даст ориентировку участникам образовательного процесса, а главное - учащемуся как субъекту учебной деятельности - при отборе учебного материала для реализации личностного образовательного проекта. Определено содержание методологического компонента знаний как важной составляющей общеучебных умений, рефлексивных способностей и теоретического мышления учащихся. Результаты работы могут быть использованы для совершенствования образовательных систем среднего общего и среднего профессионального образования. The article discusses the conceptual issues of the content of education in the aspect of achieving the main goal of education - mastering the ability of a student to learn independently. Proposed structure of education content represented in the form of the model - «financing education», which will offer guidance to participants in the educational process, and most importantly, the student as a subject of educational activity selection of educational material for the implementation of personal educational project. The content of the methodological component of knowledge as an important component of General educational skills, reflexive abilities and theoretical thinking of students is determined. The results of the work can be used to improve the educational systems of secondary General and secondary vocational education.

scholarly journals СТРУКТУРНО-ФУНКЦІЙНА МОДЕЛЬ ІНФОРМАЦІЙНО-ОСВІТНЬОГО СЕРЕДОВИЩА УНІВЕРСИТЕТУ

2019 ◽  
Vol 69 (1) ◽  
pp. 268
Author(s):  
Oksana P. Buinytska
Keyword(s):  
System Development ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Systems ◽  
Sufficient Information ◽  
Value Functions ◽  
Education Environment ◽  
Semantic Component ◽  
The University

One of the ways to solve the problem of preparing competitive graduates of the University is to create an effective information and educational environment. At the present stage, such an environment should include the means of realization of educational, scientific and management activities; support environment for collective and individual communication; objects of educational activity and interaction; training platforms and security tools. Taking into account the requirements for ensuring not only the functioning but also the system development of the university, the general principles of management and the principles of the development of educational systems as the guiding principles of designing the information and education environment we are guided by the principles: system approach; modular structuring of information and data; modifications, addition and permanent updates; adequacy; providing the necessary and sufficient information; sharing data. A prerequisite for the creation of the university's information and educational environment is the availability of electronic content, technologies and the electronic communication of all participants in the educational process. Modeling a qualitative and effective information and educational environment is possible only with the development of all its components - managerial, content, organizational, technological. To the managerial component, we include educational policy, management standards and electronic control that perform planning, organizational, motivational and controlling functions. The semantic component includes scientific, educational, controlling and information and methodological resources that are aimed at providing cognitive, creative and value functions. Organizational component contains, respectively, the organizational structure, normative base, corporate standards and performs the integration, systematization and information functions. In the technological component, we allocate centralized and decentralized services, which are aimed at implementation of modeling, productive and instrumental functions. An example of designing such a model is an effective information and educational environment aimed at training competitive specialists at the Borys Grinchenko Kyiv University.

scholarly journals Social partnership in education: implementation practice at the local level (the results of a new experiment of the People's Ukrainian Academy)

New Collegium ◽  
2021 ◽  
Vol 2 (104) ◽  
pp. 44-48
Author(s):  
T. Zverko
Keyword(s):  
Ukrainian Academy ◽  
Local Level ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Implementation ◽  
Educational Systems ◽  
Social Partnership ◽  
Joint Activities ◽  
Resource Center ◽  
Effective Factor

This article attempts to analyze the problem of social partnership in educational sphere, based on the results of the experiment of the People's Ukrainian Academy on the formation and development of social partnership as an effective factor in ensuring the stability and prospects of education. The demand for the idea of social partnership in educational sphere as an effective factor in ensuring stability and further development of educational systems has been substantiated. The potential of classical sociological theories in the study of social partnership is revealed, the main theoretical aspects of the implementation of social partnership in educational sphere are determined. The directions of the research developments of domestic scientists on the state and trends in the development of social partnership, reforming higher education based on the consolidation of efforts of stakeholders, technologies of social partnership, stakeholder relations, problems of trust in educational sphere are presented. The analysis of theoretical developments and practical implementation of intermediate results of research and experimental work within the framework of the experiment is presented. Attention is drawn to such types of social partnership in education, which define partnership as a system of relationships between the subjects of the educational process and the educational institution; partnership as a level of the organization of relations between an educational institution and external social structures. The effective principles of joint activities are highlighted such as: consistency; voluntariness; trust; interrelation and interdependence of actions of stakeholders; flexibility and mobility; continuity, common values. Organizational and coordinating forms of social partnership have been determined, which have already proven their effectiveness. Among them, the following can be found: a board of trustees, an advisory board on financial and investment issues, a resource center for social partnership at the regional level; resource center for social partnership on the basis of an educational institution; a council of partners of the educational institution. Priority directions for further implementation of the experiment have been determined.

scholarly journals LA CALIDAD EDUCATIVA Y LOS PROCESOS DE PROFESIONALIZACIÓN PEDAGÓGICA

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Olga Gloria Barbón Pérez ◽  
Luis Alberto Poalasín Narváez ◽  
Julia Añorga Morales ◽  
Gisela Quintero Chacón ◽  
Jorge Washington Fernández Pino
Keyword(s):  
Professional Competence ◽  
Teaching Profession ◽  
Educational Process ◽  
Educational Quality ◽  
Educational Activity ◽  
Educational Systems ◽  
Palabras Clave ◽  
Educational Professionalization ◽  
America Latina ◽  
Quality In Education

La educación reclama de sus docentes mayores esfuerzos por alcanzar la competencia profesional, por lo cual el fortalecimiento de la profesión docente constituye una prioridad en los sistemas educativos actuales. Cuba cuenta con la ventaja de ser el país con mayor nivel de calidad en la educación en la región de América Latina y el Caribe, resultado que parte de considerar como componente de mayor protagonismo de cualquier sistema educativo; el docente, recurso humano que conduce el proceso docente-educativo durante su actividad pedagógica profesional, cuyo mejoramiento solo ocurre mediante un complejo proceso de profesionalización. El presente artículo se propone articular en su análisis las posiciones teóricas actuales que orientan sobre la calidad educativa con la profesionalización pedagógica, como proceso. Palabras Clave: profesionalización, calidad educativa, docencia. ABSTRACT Education demands of its teachers greater efforts to attain professional competence, thus strengthening the teaching profession is a priority in the current educational systems. Cuba has the advantage of being the country with the highest level of quality in education in Latin America and the Caribbean , a result considered part of greater prominence component of any education system; teachers , human resource conducting the educational process during their professional educational activity , the improvement of which only occurs through a complex process of professionalization. This article proposes to articulate in its analysis the current theoretical positions that guide on educational quality educational professionalization as a process. Keywords: professionalization, educational quality, teaching. Recibido: diciembre de 2015Aprobado: febrero de 2016

scholarly journals Students involvement in achieving creative goals within a digital educational environment

2021 ◽  
Vol 117 ◽  
pp. 06001
Author(s):  
Leonid Mihajlovich Popov ◽  
Pavel Nikolaevich Ustin
Keyword(s):  
Educational Process ◽  
Educational Activity ◽  
Behavioral Activity ◽  
Cognitive Responses ◽  
Digital Learning ◽  
Digital Environment ◽  
Short Term ◽  
Teaching Aids ◽  
Teachers And Students ◽  
Preparatory Activity

During the COVID-19 pandemic, the educational process acquired distance learning techniques when technical teaching aids gained much more significance for mediating the real interaction of students and their teachers. At the same time, emotional-intonational interaction (the main method of imposing influence) became extremely limited. The conditions for creating the effect of involvement have changed and scholars need to consider the phenomenon of involvement, its psychological mechanisms, strategies used by teachers and students in digital learning. The research objective is to determine the model of involvement of participants in educational activity in the context of distance (digital) learning based on the analysis of the Russian and foreign approaches to the types and aspects of involvement. The main aspects of involvement include cognitive, emotional, behavioral, activity-based, motivational, socio-psychological and physical. These aspects represent the external and internal factors of the spatial side of the personality-based activity model. The novelty of the spatial and temporal model consists in the use of all spatial factors in sequent time phases of involvement: preparatory, activity-based, evaluative-correctional. The preparatory phase has emotional, motivational and semantic aspects. The activity-based phase comprises cognitive-behavioral and socio-psychological aspects. The evaluative-correctional phase aims at assessing both preparatory and activity-based phases according to the following system: A-high, B-moderate, C-low. The decision to adjust involvement is based on expert assessments (AA, AB, BA, AC, etc.). The authors suggest long-term and short-term options for implementing the involvement model with their methods, expected results and implementation mechanisms. The short-term version of the involvement model is realized through the digital monitoring of emotional and cognitive responses of a person in a digital environment. The authors also highlight the possibility of managing and self-managing students’ involvement in educational activities within a digital environment.

scholarly journals Features of patriotic education of persons studying in educational institutions of the Ministry of Internal Affairs of Russia

2021 ◽  
Vol 2021 (4) ◽  
pp. 147-151
Author(s):  
Aleksandr Suprunov ◽  
Vladimir Gorbachev ◽  
Vyacheslav Vasiliev
Keyword(s):  
Basic Element ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Federal State ◽  
Practical Implementation ◽  
Educational Standard ◽  
Patriotic Education ◽  
Internal Affairs ◽  
State Educational

The latest changes made by the state to the content of the Federal State Educational Standard for Higher and Secondary Education reflect the increased attention paid to the educational component of the unified educational and training process implemented by all educational organizations in the territory of the Russian Federation. Planning and implementation of educational impact on students has now become an independent element of the educational process. We believe that a purposeful process of educational activity is unthinkable without such a basic element as patriotic education. This study is devoted to the peculiarities of the processes of organization and practical implementation of patriotic education of persons studying at universities and educational institutions of the Ministry of Internal Affairs of Russia.

scholarly journals THE ATTITUDES AND OPINIONS OF TEACHERS TO THEIR COMPETENCES

2015 ◽  
Vol 3 (1) ◽  
pp. 99-103
Author(s):  
Suzana Nikodinovska Bancotovska
Keyword(s):  
Primary Schools ◽  
Teaching Profession ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Systems ◽  
Global Changes ◽  
Educational Work ◽  
Systematic Assessment ◽  
School Activities ◽  
The Impact

The teaching profession is built upon the initial education on relevant pedagogical faculties, and further upgraded and improved through continuing education through various forms of professional development.The competencies of the teacher for realization of educational activity represents the content and function of its professional obligations. Global taxonomy of teacher’s competences are consisted of pedagogical competencies and professional competencies.The pedagogical competence of the teacher has one main characteristic - it enables the organization and realization of educational process. The professional competences of the teacher, in fact, represent the competence and commitment to implement the teaching.The subject of research in this paper is the professional competences of the teachers. The research is focused on the identification of the professional competencies of the teacher, with the possibility of extension and deepening of the established taxonomy with new competences.The professional qualifications of teachers are closely related to the profile and characteristics of the educational system. Partial and global changes in educational systems have led to changes in competence of the teacher. In order to establish more successful future projection of the impact of teacher’s competences on all school activities and arising results, the proposed changes will focus on: improving the quality of working conditions in primary schools - the basic requirements to equip with modern educational technology; changes in curriculum placement; greater efficiency of educational work; systematic assessment of the teacher, which will result in raising its position in society.

scholarly journals STRUCTURAL-CONTENTS MODEL PRE-TRAINING OF FOREIGN STUDENTS TO TRAINING IN MEDICAL AND BIOLOGICAL UNIVERSITIES

2018 ◽  
Author(s):  
Olexandr Kalenyk ◽  
Tatiana Tsaregradskaya
Keyword(s):  
Higher Education ◽  
Foreign Students ◽  
Professional Training ◽  
Educational Process ◽  
Educational Systems ◽  
Institutions Of Higher Education ◽  
Biological Profile ◽  
Content Model ◽  
Teaching Aids ◽  
Independent Work

Creation and introduction into the educational process at the preparatory departments for foreign students of the structurally-content model of training for the first courses of medical and biological institutions of higher education increases the efficiency of integration of students into the new language and professional space. The methodological substantiation and description of the methodical units of this model are considered by the authors in the conditions of ensuring continuity in the content, forms and methods of teaching, taking into account the links between the teaching processes of the preparatory departments, the first courses of institutions of higher education and the peculiarities of the foreign educational systems adopted in the countries where the average foreign students' education. The result of the creation and implementation of such a model in the educational process will be the cognitive-communicative and linguistic readiness of foreign students to study at medical-biological universities. The problem of communicative-professional training of foreign students is analyzed, the model of their training in the preparatory departments and first courses of institutions of higher education of the medical-biological profile of training is developed taking into account the principle of continuity as a multifunctional and multidimensional manifestation of this concept in the study of physics. It has been shown that the purposeful and consistent implementation of the considered stages of the formation of the model of training of foreign students taking into account the succession in the study of physics and other disciplines will contribute to the integral formation of vocational-speaking knowledge and their readiness to study at medical universities. To implement a communicative-oriented model of studying foreign students, it is necessary to create a complex of differentiated teaching aids, methodological developments for independent work, taking into account future professional training.

scholarly journals Russian and International Experience of Working with Personality Developing Inquiry

2021 ◽  
Vol 25 (4) ◽  
pp. 639-645
Author(s):  
Pavel D. Rabinovich ◽  
Mikhail E. Kushnir ◽  
Kirill E. Zavedensky ◽  
Lidia V. Kremneva ◽  
Igor S. Tsarkov
Keyword(s):  
Alternative Education ◽  
Action Theory ◽  
Educational Activity ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Educational Systems ◽  
Digital Environment ◽  
Basic Principles ◽  
Personalized Education ◽  
Educational Inquiry

Introduction. Response to challenges of actual mass demand for personalisation of education is not feasible without specification of idea, models and mechanisms of usage of “learning inquiry”, which are determined by regional, cultural, social, and historical specifics of society. Relevance of the research is based on the necessity to clarify the term “learning inquiry” to facilitate practical implementation of mechanisms of personal educational logistic realised in digital environment. The article’s objective is to present results of analysis of local and international interpretations of the term “learning inquiry” (or its equivalent) as well as practices of its formation and usage. Materials and Methods. Local and global practices (formalised education, family education, “alternative” education) have been analysed with a searching depth of 5-8 years. Searching requests: educational inquiry, personal(sized) learning inquiry, personalized education, personalized learning, student-initiated learning, selflearning, etc. The following concepts have been reviewed: subjectivity, individualisation, personalization, personification, choice theories by D. Leontiev, intermediate action theory by B. Elkonin, theory of complicated systems and personality by K. Rogers, field theory by K. Levin, concept of deep knowledge by K. Duek, etc.; models and practices of active learning based on subjective position of a student. Results. Specifics of terminology related to personalized education are determined and described. A preterm “learning request” has been introduced via system of basic principles of creation of “learning inquiry” model. It has been shown that “learning inquiry” is realized via various educational institutions. In digital environment “learning inquiry” becomes a trigger for transformation towards educational logistic. Discussion and Conclusion. Research results contribute to development of practices of construction of position by participants of educational activity, to practices of work with learning inquiry, to enable to develop mechanisms of transformation towards personal educational logistic and, therefore, to facilitate readiness of educational systems to realisation of personalized education.

scholarly journals International criteria for assessment of accreditation of educational activities

2020 ◽  
Vol 210 ◽  
pp. 18070
Author(s):  
Nadezhda Efremova ◽  
Timur Tabishev
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
National Standards ◽  
Educational Activity ◽  
Asia Pacific ◽  
Educational Systems ◽  
Educational Achievements ◽  
Analytical Review ◽  
National Systems

The article gives a comparative and analytical review of the national systems of accreditation of educational programs according to European, Asia-Pacific and Russian standards of quality assurance in higher education. The emphasis is on the structuring of the main provisions and features of foreign and domestic accreditation systems in the field of education. The main universal blocks of educational activity assessed at accreditation are identified: management of educational process, resources and provision of educational activity, competence and qualification model of a graduate. In accordance with the principles of international and national standards, the requirements to the accreditation procedures of educational activity are set out in the main (universal) diagnostic blocks. For the evaluation of educational activity during the accreditation of higher education institutions the criteria of achievements are given. It is noted that the most important criterion of quality of education at accreditation is the evaluation of educational achievements of students. Difficulties of evaluation of educational results and ensuring their comparability at the international level for understanding the quality of training of specialists in different educational systems are noted. The lack of reliable evaluation tools creates certain difficulties in accreditation. The most problematic is the development and application of evaluation materials with planned activities to identify the levels of competence of students and graduates.

Sign in / Sign up

Export Citation Format

Share Document