scholarly journals Virtual Museum Space as the Innovative Tool for the Student Research Practice

Author(s):  
Viktoriia Tserklevych ◽  
Olha Prokopenko ◽  
Olena Goncharova ◽  
Inna Horbenko ◽  
Oksana Fedorenko ◽  
...  

The article presents the results of theoretical substantiation and practical ap-probation of modern possibilities for applying the visual teaching method. The EU countries’ educational experience on modern ways of working with museum expositions to form economic thinking is studied. The content of the two-stage pedagogical experiment is characterized. At the first stage, the possibilities of using educational excursions through museums and histori-cally significant territories of cities as a studying method are researched. The authors’ pedagogical product is presented - regional-themed tours on eco-nomics’ history. Using Ukrainian museums’ online resources (virtual tours, virtual exhibitions) has been developed and tested at the second stage. The thematic catalog of Ukrainian museums’ online resources for broad research practices has been created. The presented innovative tool has shown its ef-fectiveness in improving the educational process quality, forming infor-mation and media literacy, and applying inclusive education. This pedagogi-cal tool is essential in the context of the COVID-19 pandemic and for stu-dents with disabilities.

HUMANITARIUM ◽  
2021 ◽  
Vol 44 (1) ◽  
pp. 123-132
Author(s):  
Valentyna Poul ◽  
Iryna Volzhentseva

The article considers the issue of psychological and pedagogical support applying practical, competent, complex, integrated approaches. The essence of meaningful conceptual definition of «psychological and pedagogical child support» has been outlined based on analysis: reforming education focusing on the practical approach to the organization of the educational process; the devotion to the educational result – the acquisition of life competence – through the prism of the competent approach; the quality maintenance to the educational activities in modern «New Ukrainian School», the introduction of inclusive education, the continuation of military conflict and others, which influence educational institutions by means of integrated approach; updating the content of education according the integration of educational sectors and personal experience within the integrated approach. The submitted problems on the child personality development in the modern educational environment and the psychological and pedagogical support require a single, holistic view of their solving for the development of the integral competence, which means forming such a qualification level that expresses the main competence characteristics, contributes to a harmonious full life in society and successful self-realization. Theoretical substantiation of the integral approach to psychological and pedagogical support of the child's personality in the educational environment has been carried out under the conditions of educational reformation. The peculiarities of the psychological and pedagogical supervision have been represented considering the integral approach, which includes both the unity and the integrity in relation with interaction, approaches and performing technologies.


Author(s):  
Тетяна Грунтова ◽  
Юлія Єчкало ◽  
Андрій Стрюк ◽  
Андрій Пікільняк

Hruntova T. V., Yechkalo YU. V., Stryuk A. M. and Pikilʹnyak A. V. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in thetraining process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotesdevelopment of research skills and a future specialist’s competent personality.


Author(s):  
V. Madhavi

In Inclusive Education each child should have the opportunity to experience meaningful challenges, exercise choice and responsibility, interact collaboratively with others, and be actively engaged in developmental, academic, non-academic, inter and intra personal activities as part of the educational process. Implementation of the plans, programmes and actions depend upon continuous community support, broad planning, training and evaluation. An adapted school environment is needed to suit the need of every child with disabilities.


Author(s):  
Alevtina Gennadievna Ryapisova ◽  
◽  
Svetlana Olegovna Yakushenko ◽  

The article presents the main results of research activities devoted to the implementation of the labor function of a teacher-psychologist – psychological enlightenment in an inclusive practice. The key concept is defined: psychological enlightenment is understood as a type of professional activity of a teacher-psychologist, which provides for the dissemination of scientific psychological knowledge, contributes to the expansion of horizons and the development of the value attitude of individuals and groups of people to the phenomena in the educational space. The purpose of the study is to characterize the actual aspects of the content and adequate forms and methods of psychological enlightenment in the context of inclusive practice. Thematic content, various forms and methods of psychological enlightenment of subjects of inclusive education – teachers, parents and students of different ages-are proposed. As an author’s result, a project of the activity of a teacher-psychologist on the organization of psychological enlightenment on the basis of a calendar of events related to inclusive education was developed. On the basis of calendar and thematic planning, recommendations for organizing outreach activities in an educational organization that implements inclusive education are proposed.


2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.


Author(s):  
Irina A. Sizova ◽  

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.


2019 ◽  
Vol 32 ◽  
Author(s):  
Aline Moreira Ribeiro ◽  
Alcindo Antônio Ferla ◽  
Juleimar Soares Coelho de Amorim

Abstract Introduction: Problems related to the clinical abilities of physiotherapy students are not always identified throughout the educational process and might only be observed when these future professionals have to treat patients. The Objective Structured Clinical Examination (OSCE) includes a problematization approach and can be used in Health Sciences teaching to help this identification before internship practices. However, there are few studies on its use in Physiotherapy. Objective: To gather evidence of the OSCE use to evaluate clinical abilities in Physiotherapy teaching. Method: Articles published from 2000 to 2016 were surveyed in the Biblioteca Virtual em Saúde (BVS) (Virtual Health Library), Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde (BIREME) (Latin-American and Caribbean Health Sciences Information Center), PubMed, Scielo and Web of Science, using the descriptors “educational assessment”, “assessment methods”, “objective structured clinical examination”, “clinical competence”, “professional competence”, “clinical skills”, “student competence”, “student skills”, “physiotherapy” and the Booleans “OR” and “AND”. Results: The initial number of identified publications was 3,242. From these, seven were included in this review. Two studies were developed in Brazil, four in Australia and one in Canada. The studies were scored 7 to 12 regarding methodologic quality, and 1B and 2B regarding scientific evidence. Conclusion: Students’ clinical abilities were grouped into three classes: cognitive, psychomotor and affective, and four studies described their use. There is very little evidence of the use of OSCE, but the instrument can be applied to evaluate skills and competences in Physiotherapy teaching.


2018 ◽  
Vol 7 (2) ◽  
pp. 245-247
Author(s):  
Alsu Raufovna Kamaleeva ◽  
Svetlana Yurevna Gruzkova

The following paper deals with the application of methodology of pedagogical situations cognitive modeling, which is considered by the authors as a process consisting of six consecutive and interconnected stages. The first stage is a formulation of the purpose and the corresponding tasks. The second stage provides collecting, systematization and analysis of a pedagogical situation with the subsequent allocation of the major factors influencing development of the situation and determination of interrelation between them, i.e. creation of a cognitive map. At the third stage a focused count is created as a result of accounting of the cause and effect chains reflecting the system of interaction between the educational process subjects and allowing to form a pedagogical theory on the basis of basic person study categories: consciousness, thinking, knowledge, understanding, etc. The fourth stage assumes combination of the cognitive map and the focused count in a uniform cognitive model of the studied pedagogical situation. The fifth stage is focused on a real pedagogical situation cognitive model adequacy check i.e. on its verification. The last sixth stage allows to define possible options of a pedagogical situation development by a cognitive model, to find ways and mechanisms of a situation impact.


2020 ◽  
Vol 24 (5) ◽  
pp. 18-28
Author(s):  
S. V. Marchuk

The purpose of the research is to demonstrate the productivity of using the lecturer’s training web-site of Russian as a foreign language in the preparatory courses at the University. Lecturer’s training website is an effective means stipulated with principal of consciousness and activity of scholars under the guidance of a lecturer. Training web-site as informative and communicative instrument is able to combine didactic matter, learning techniques and methods for different forms of work organization: full-time, mixed and distance; also, didactic material means educational complexes, information and communication means, control and training. An important principle underlying the proposed teaching method is the refusal to use the methods of unconscious repetition.Materials and methods. To identify the ef fectiveness in application of lecturer’s training web-site various educational platforms were used having different target and national groups. The analysis of studies on mechanical repetitions of well-known physiologists, biologists, lecturers was carried out, which allowed us to come to the conclusion about the ineffectiveness of using techniques with unconscious repetitions in the educational process. Systematic use of lecturer’s web-site in educational process shows that most effective methods and techniques are audio-visual, textual exercises from simple to complex with further audio dubbing, audio method of teaching phonetics and literacy, “lively dialogue” as a new technique in teaching Russian for foreigners, vocabulary works and differentiated approach. Observation, comparison and matching methods were applied, which helped to identify the productivity of learning with the use of multimedia. To identify scientific novelty, an empirical method was used by introducing author’s personal educational web-site project www.russian-teacher.ru with a description of observations and summarizing the results.Results. It is noted that the offered website format is innovation in the field of teaching Russian for foreigners during preparatory course. It was proved with high positive result that the use of a lecturer’s personal training website with the possibility of feedback gives good results when teaching Russian as a foreign language in a short time  at the nonlinguistic university during the period of distance learning, with a mixed form of education.Conclusion. Research using the site continues in different groups by nationality (it is possible that there are several linguistic ones), by the number (it is possible to train a group of up to 15 people), by the degree of preparation (possibly A1-B1). The site has a number of advantages: the ability to edit as needed, change the interface and generate content. The study shows how didactics is interconnected with physiology, and the lecturer’s competence includes creativity, which in modern informational conditions is considered through the use of multimedia the lecturer’s training personal website www. russian-teacher.ru.


Author(s):  
Tetyana Shapovalova

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.


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