Biological education in changing sociocultural conditions

2021 ◽  
pp. 76-92
Author(s):  
Liudmila Vasilevna Pivovarova
Keyword(s):  
Biological Sciences ◽  
Early Response ◽  
Educational Process ◽  
Learning Problems ◽  
International Studies ◽  
Teachers And Parents ◽  
Teachers Professional Development ◽  
The Individual ◽  
Biological Education ◽  
Biological Literacy

The article discusses the issues facing the biological education of schoolchildren as a unique tool for the development of biological literacy of the individual and society, designed to ensure their preservation, safety and adaptation to various changes. Biological literacy is important for all age and professional categories, especially for socalled nonbiologists, who are responsible for making biosphere - and socially signifcant decisions, but unfortunately do not possess it. It develops mainly in the process of learning at school. According to our ideas, we defne three levels of its formation - academic, functional, and system. The last two levels are aimed at mastering knowledge and developing metacompetencies (cognitive, communicative, activity, value), scientifc outlook and personal qualities in the process of mastering the subject. For its formation, we have developed a conceptual didactic system of training on an integrative basis. The practice of implementation in schools, universities and teachers ‘ professional development in the educational process has shown its efectiveness. It was submitted to the Commission on biological education of the International union of biological sciences at UNESCO, which initiated the development of bioliteracy in the world at the conference in Moscow (1997). The article analyzes the results of its own, as well as international studies (TIMMS, PISA 2015, 2018.; TALIS, 2018) problems of biological education in the formation of bioliteracy in a changing sociocultural and ecological settings in recent years (biology and environmental challenges, digitalization of the educational environment, pandemic 2019-2020, etc.). They indicate the need for an early response from the educational community. Among them: the problem of reducing the educational time of mastering subjects of the biological cycle, which has a systemnetwork nature. That leads to many interrelated consequences; lack of awareness of teachers in the real results of educational achievements of schoolchildren; replacement of biology lessons with other subjects; outdated content of biological subjects, and some others. Despite the unsatisfactory results in the formation of biological literacy and related metacompetencies, the latter are currently perceived by teachers as a secondary need. The article discusses the reasons that lead to such results. The issue of the content of biological education remains unresolved. We believe that training programs should be updated by including knowledge, for example, in virology, microbiology, immunology, epidemiology and other branches of biology, as well as translating the acquired knowledge into the practice of everyday life. Today it will be in demand among all categories of citizens. For the development of biological literacy, the process of mastering digital technologies is important, as a new means of learning and a vector of selfdevelopment, which requires the use of activity control by biology teachers and parents in practice. The results of the study of schoolchildrens’ learning problems can be used in the modernization of biological education at all levels of education, including in improving the skills of teachers.

scholarly journals Ways to Improve Biological Education in Higher Education

2021 ◽  
Vol 07 (12) ◽  
Author(s):  
Khurshida Pardaeva ◽  
Keyword(s):  
Biological Sciences ◽  
Higher Education ◽  
Teaching Methods ◽  
Systematic Approach ◽  
Educational Process ◽  
Educational Institutions ◽  
Coherent System ◽  
Traditional Teaching ◽  
Educational Content ◽  
Biological Education

One of the most pressing issues today is the organization of education, which combines all the components of educational content, traditional teaching, which maintains its dominance in educational institutions, serves as the basis for a systematic approach to the teaching of biological sciences. At the heart of a systematic approach to the teaching of biological sciences is the integration of educational content, teaching methods, tools and forms, and these components of the educational process form a coherent system.

scholarly journals Individual Approach in Online Learning: Problems and Prospects

2021 ◽  
pp. 51-53
Author(s):  
E.A. Kirienkova ◽  
◽  
N.V. Kirienkova ◽  
E.V. Timofeeva ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Educational Process ◽  
Learning Problems ◽  
Educational Approach ◽  
Online Mode ◽  
Pros And Cons ◽  
Online Format ◽  
The Individual ◽  
The University

Examined is the problem of individual educational approach in online learning, presented is the description of the score-rating system. Answered is, why and how it is necessary to rebuild the educational process under conditions of Covid. Also presented are answers about the new method of working with students, what is the role of the individual educational route in the context of distance learning, how to restructure the educational process and make sure that students learn using the tools that will help them quickly acquire competencies in an online format, and about the implementation of feedback in the audience. The experience of working in the online mode in the Moodle system is described. The pros and cons of distance learning at the university are shown. A survey of students of three higher educational institutions was conducted. It is concluded that students need live communication, and distance learning is relaxing, inefficient under conditions of sometimes lack of Internet in localities.

scholarly journals Training EFL teachers online: how to improve results among adult learners (based on the experiment in Skyeng School)

2020 ◽  
Vol 2 (4) ◽  
pp. 63-80
Author(s):  
N. S. Berezin
Keyword(s):  
Professional Development ◽  
Educational Process ◽  
Social Emotional ◽  
Teaching Aids ◽  
Online Tools ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Individual ◽  
Training And Support

The paper considers the organizational aspect of EFL teachers’ professional development with a view to improving the educational results of their students. The author suggests a way of determination of the necessity for professional development, a way to organize the process of professional development and the means of measuring the effectiveness of this process. The fundamental didactic principle of the proposed approach is the timely on-the-job professional teacher`s development. At the beginning of the paper, the author discusses the changes that came along with the development of the EdTech market, online tools in education, opening up both new requirements and new opportunities to solve the problems of all participants of the educational process. Among the burning problems of the participants of the educational process are the following ones: the individual educational request of the student, the requirements of companies for the competencies of employees and candidates in the market, the influence on the student's result by the teacher’s training, the automation of teaching aids and tools for their analysis. One of the main demands of our time is, surely, the development of separate competencies, such as: social, emotional and digital activities of a person, the ability to be flexible in relation to circumstances, the ability to learn and relearn. The ecosystem solution of the listed problems is considered by the author as the most effective way, which is designed not to separate, but to unite the efforts that coordinate the goals of each of the participants and satisfy their needs. It is proposed to influence the student's result, formulated by themselves in accordance with the market or individual educational needs, by providing teachers with timely training and support for conducting a good first and subsequent lessons. As the evidence of the effectiveness of the considered approach, the main part of the article views the experiment of the training center team responsible for the training of 10,000+ English teachers at the Skyeng online school. This part provides an exhaustive description of the project, the proposed tools, training formats and metrics to calculate the effectiveness of the experiment; for the purpose of clarity, charts and other visual decryptions are added. The paper ends with a glossary, which will be useful to all experts experimenting in education, but especially for teachers, methodologists and managers of educational programs.

УКРАЇНОЗНАВЧИЙ ОСВІТНІЙ ЧИННИК В УМОВАХ СУЧАСНОЇ УКРАЇНСЬКОЇ МАСОВОЇ КУЛЬТУРИ

2019 ◽  
pp. 22-29
Author(s):  
Н. В. Фрадкіна
Keyword(s):  
Mass Culture ◽  
Personal Development ◽  
Negative Impact ◽  
Educational Process ◽  
Point Of View ◽  
Character Trait ◽  
Main Task ◽  
Leading Role ◽  
The Individual

The purpose and tasks of the work are to analyze the contemporary Ukrainian mass culture in terms of its value and humanistic components, as well as the importance of cultural studies and Ukrainian studies in educational disciplines for the formation of a holistic worldview of modern youth.Analysis of research and publications. Scientists repeatedly turned to the problems of the role of spirituality in the formation of society and its culture. This problem is highlighted in the publications by O. Losev, V. Lytvyn, D. Likhachev, S. Avierintsev, M. Zakovych, I. Stepanenko and E. Kostyshyn.Experts see the main negative impact of mass culture on the quality approach, which determines mass culture through the market, because mass culture, from our point of view, is everything that is sold and used in mass demand.One of the most interesting studies on this issue was the work by the representatives of Frankfurt School M. Horkheimer and T. Adorno «Dialectics of Enlightenment» (1947), devoted to a detailed analysis of mass culture. Propaganda at all socio-cultural levels in the form is similar in both totalitarian and democratic countries. It is connected, according to the authors, with the direction of European enlightenment. The tendency to unify people is a manifestation of the influence of mass culture, from cinema to pop. Mass culture is a phenomenon whose existence is associated with commerce (accumulation in any form – this is the main feature of education), in general, the fact that it exists in this form is related to the direction of the history of civilization.Modern mass culture, with its externally attractive and easily assimilated ideas and symbols, appealing to the trends of modern fashion, becomes a standard of prestigious consumption, does not require intense reflection, allows you to relax, distract, not teach, but entertains, preaches hedonism as the main spiritual value. And as a consequence, there are socio-cultural risks: an active rejection of other people, which leads to the formation of indifference; cruelty as a character trait; increase of violent and mercenary crime; increase in the number of alcohol and drug addicts; anti-patriotism; indifference to the values of the family and as a result of social orphanhood and prostitution.Conclusions, perspectives of research. Thus, we can conclude that modern Ukrainian education is predominantly formed by the values of mass culture. Namely, according to the «Dialectic» by Horkheimer and Adorno, «semi-enlightenment becomes an objective spirit» of our modern society.It is concluded that only high-quality education can create the opposite of the onset of mass culture and the destruction of spirituality in our society. It is proved that only by realizing the importance of cultivating disciplines in the educational process and the spiritual upbringing of the nation, through educational reforms, humanitarian knowledge will gradually return to student audiences.Formation of youth occurs under the influence of social environment, culture, education and self-education. The optimal combination of these factors determines both the process of socialization itself and how successful it will be. In this context, one can see the leading role of education and upbringing. It turns out that the main task of modern education is to spread its influence on the development of spiritual culture of the individual, which eventually becomes a solid foundation for the formation of the individual. Such a subject requires both philosophical and humanitarian approaches in further integrated interdisciplinary research, since the availability of such research will provide the theoretical foundation for truly modern educational and personal development.

THE VALUE OF LOVE IN THE SYSTEM OF FORMATION OF THE PROFESSIONAL MATURITY OF THE EDUCATOR

2020 ◽  
Vol 1 (10(79)) ◽  
pp. 12-18
Author(s):  
G. Bubyreva
Keyword(s):  
Russian Federation ◽  
The State ◽  
Educational Process ◽  
Wide Range ◽  
The Family ◽  
The Russian Federation ◽  
The Government ◽  
The Individual ◽  
The Right

The existing legislation determines the education as "an integral and focused process of teaching and upbringing, which represents a socially important value and shall be implemented so as to meet the interests of the individual, the family, the society and the state". However, even in this part, the meaning of the notion ‘socially significant benefit is not specified and allows for a wide range of interpretation [2]. Yet the more inconcrete is the answer to the question – "who and how should determine the interests of the individual, the family and even the state?" The national doctrine of education in the Russian Federation, which determined the goals of teaching and upbringing, the ways to attain them by means of the state policy regulating the field of education, the target achievements of the development of the educational system for the period up to 2025, approved by the Decree of the Government of the Russian Federation of October 4, 2000 #751, was abrogated by the Decree of the Government of the Russian Federation of March 29, 2014 #245 [7]. The new doctrine has not been developed so far. The RAE Academician A.B. Khutorsky believes that the absence of the national doctrine of education presents a threat to national security and a violation of the right of citizens to quality education. Accordingly, the teacher has to solve the problem of achieving the harmony of interests of the individual, the family, the society and the government on their own, which, however, judging by the officially published results, is the task that exceeds the abilities of the participants of the educational process.  The particular concern about the results of the patriotic upbringing served as a basis for the legislative initiative of the RF President V. V. Putin, who introduced the project of an amendment to the Law of RF "About Education of the Russian Federation" to the State Duma in 2020, regarding the quality of patriotic upbringing [3]. Patriotism, considered by the President of RF V. V. Putin as the only possible idea to unite the nation is "THE FEELING OF LOVE OF THE MOTHERLAND" and the readiness for every sacrifice and heroic deed for the sake of the interests of your Motherland. However, the practicing educators experience shortfalls in efficient methodologies of patriotic upbringing, which should let them bring up citizens, loving their Motherland more than themselves. The article is dedicated to solution to this problem based on the Value-sense paradigm of upbringing educational dynasty of the Kurbatovs [15].

scholarly journals The Impact of COVID-19 on the Educational Process: The Role of the School Principal

2021 ◽  
pp. 002205742110325
Author(s):  
Charalampous Constantia ◽  
Papademetriou Christos ◽  
Reppa Glykeria ◽  
Athanasoula-Reppa Anastasia ◽  
Voulgari Aikaterini
Keyword(s):  
Educational Leadership ◽  
Time Management ◽  
School Principal ◽  
Educational Process ◽  
Historical Study ◽  
Technical Equipment ◽  
Learning Programs ◽  
Teachers And Parents ◽  
The Impact

In recent years, the role of the leader in the effective operation of the school has been vastly debated in the international educational community. Through a historical study of educational leadership, this research discovered that the position of the leader is constantly being reshaped and adapted to the current social, cultural, and economic circumstances. During the last year, due to the coronavirus disease 2019 pandemic, the educational leadership has had to be reshaped worldwide. The aim of this study is to investigate the issues that have arisen from the aforementioned situation, as well as to try to figure out how a school’s principal might apply the basic principles of educational leadership, in a period of crisis. This investigation was focused on the use of the qualitative method. The study included 88 teachers and 5 principals from Cyprus, as well as teachers and parents. Based on the findings of the study, we discovered that the challenges faced by school principals and teachers are primarily linked to alienation, marginalization, time management, improving bureaucracy, problems with technical equipment and distance learning programs. Solution to these obstacles seemed to be the: Empathy, teamwork, and decentralization of the educational system, which are all promoted by the principal, who occasionally has additional authority.

Neurotechnology as a factor of the educational process transformation

2021 ◽  
pp. 98-13
Author(s):  
Л.Д. Александрова ◽  
Р.А. Богачева ◽  
Т.А. Чекалина ◽  
М.В. Максимова ◽  
В.И. Тимонина
Keyword(s):  
Effective Means ◽  
Individual Characteristics ◽  
Educational Process ◽  
Special Equipment ◽  
Research Areas ◽  
Long Time ◽  
Mental Abilities ◽  
The Individual ◽  
And Control

Изучение возможностей мозга для повышения качества обучения находится в центре внимания педагогической науки уже много лет. Развитие цифровизации позволило использовать в исследованиях специальное оборудование, с помощью которого можно оценивать и контролировать работу мозга, развивать умственные способности, познавательные функции и т. п. Нейротехнологии стали эффективным средством, позволяющим трансформировать образовательный процесс за счет подбора специального учебного контента с учетом индивидуальных особенностей обучающихся. Вместе с тем возникает необходимость в конкретизации терминологии и определении актуальных направлений исследований в данной области. For a long time, the study of the brain capabilities for the improvement of the quality of education has been an urgent direction in pedagogical science. Due to the development of digitalization, new areas of research have emerged related to the use of special equipment that makes it possible to assess and control brainwork, develop mental abilities, cognitive functions, etc. One of them is neurotechnology, which is an effective means of transforming the educational process: it offers educational content based on the individual characteristics of students. Thus, a need to concretize the terminology and determine the current research areas arises. The article aims to attempt to fill this gap with the help of a representative analysis of publications on neurotechnologies, as well as the essence of neuroeducation.

GAME-COGNITIVE SITUATIONS TO STIMULATE PROSOCIAL BEHAVIOR

2021 ◽  
Vol 12 (1) ◽  
pp. 44-48
Author(s):  
Radoslav Penev ◽  
◽  
Luboslava Peneva ◽  
Keyword(s):  
Prosocial Behavior ◽  
Social Relationships ◽  
Educational Process ◽  
School Age ◽  
Primary Level ◽  
The Social ◽  
Teachers And Parents ◽  
Primary School Age ◽  
Educational Orientations ◽  
Good And Evil

The process of development in preschool and primary school age implies the expansion of contacts with the social environment and, accordingly, the opportunities for full and diverse communication. There are new real and virtual models, in addition to parents, for imitation and identification, the process of social learning is developing in terms of attempts to model social relationships. The game-cognitive situations for stimulating prosocial behavior (behavior aimed at external observance of social norms) presented and tested in the educational process in the kindergarten are a consequence of a study of the life values and educational orientations of the modern Bulgarian family, as well as the notions of 5–7-year-old children about the needs and claims between children, teachers and parents, their ideas of good and evil, likes and dislikes of peers. They can also be realized in the system of the primary level of primary education in the classroom.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

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.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

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