Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities

A growing interest has been observed among K-12 school educators to incorporate maker pedagogy into science, technology, engineering, and mathematics (STEM) education to engage students in the design and making process. Both cognitive engagement and emotional engagement of students can be promoted through satisfying the psychological need of relatedness that concerns a sense of connection and belonging. How to support relatedness would influence the effective development of students’ cognitive competencies, namely creativity and critical thinking, and non-cognitive characteristics, namely interest and identity. Therefore, the present study investigated how two relatedness support strategies—real-world problems (RWP) and mentoring influence the development of student’s STEM-related cognitive competencies and non-cognitive characteristics in STEM marker activities. We implemented a 7-week intervention study with three classes of Grade 9 students (aged 13–15 years) in Hong Kong (n = 95). Three intervention conditions were designed in the experiment, comprising textbook problem (TBP), RWP, and RWP with mentoring (RWPM). Our analysis showed that (i) the differences in creativity among the three groups were non-significant, (ii) the RWP and RWPM groups showed stronger critical thinking than the TBP group, and (iii) the RWPM group exhibited stronger STEM interest and identity than the other two groups. This study revealed the effectiveness of adopting RWP strategy in developing secondary students’ perceived cognitive competencies (e.g., creativity and critical thinking) and the feasibility of employing a mentoring mechanism for cultivating learners’ perceived non-cognitive characteristics (e.g., STEM identity and interest). Hence, we also offered practical suggestions for teachers.

СТІЙКІСТЬ, ВАРІАТИВНІСТЬ І ТРАНСФОРМАЦІЯ УКРАЇНСЬКИХ ПРИСЛІВ’ЇВ

The article considers the problem of proverb stability and modifications, and the difference between the terms modification and transformation. The author draws a conclusion that standard modifications within the national paremiological corpus can not be perceived as textual or occasional modifications. They should be taken as systemic variations within language norms that exist in the mind of native speakers, do not add another semantic meaning and are not recognized by native speakers as proverb deformations. Differences between proverbs (sayings of edifying character, which contain the centuries-old experience of the people) and anti-proverbs (the authors consider anti-proverbs to be the semantic antithesis of proverbs) are highlighted. The authors pay special attention to the study of the semantics of proverbs and their transformants to identify relevant semantic and cognitive characteristics. The productive transformation of classical proverbs convinces of the heredity of folk wisdom, the change in the deep meaning, and the formal plan of the original proverbs testifies to their adaptation to new social and historical conditions and values.

Analyzing the Integrated Teaching of Theory and Practice in Communication Technology Based on the Cognitive Process

This study analyzes the cognitive characteristics of students in communication courses in military colleges and the impact of integrated teaching of theory and practice on students’ cognitive process as well as proposes the information processing model of students’ cognitive process in the integrated teaching of theory and practice. Combining the cognitive characteristics of the students from Communication Technology, on the one hand, this study analyzes the five factors that affect the teaching effect of integrating theory and practice; on the other hand, it proposes improvement measures for the integration of theory and practice from the structure of the teaching content, teaching organization and management, modern education technology, and the ability of teachers.

Verbalization of the Concept of “Kysh” (Winter) in the Karachay-Balkar Language Picture of the World

This article discusses the concept of kysh (winter), which is one of the main elements of the concept sphere of the Karachay-Balkar language picture of the world. The national and cultural specificity of the concept under study is revealed on the basis of various works of art, phraseological units, proverbs and sayings, as well as dictionary definitions. The paper presents the semantics of the lexical units that make up this concept, reveals its conceptual features based on various associations of native speakers, analyzes the linguistic representation and cognitive characteristics of this concept in the Karachay-Balkar language picture of the world, and therefore considers paremiological units that represent the ethno-cultural specifics of the Karachay-Balkar language, features of the ethnic worldview and world perception. The main distinguishing features of winter, attributes, and accompanying factors are considered.

NON-CONTINUOUS TEXT IN FOREIGN LANGUAGE TEACHING IN TERTIARY EDUCATION

В данной статье исследуются возможности более эффективного развития навыков чтения при обучении иностранному языку в высшей школе посредством привлечения несплошных текстов. Авторы разработали ряд заданий, преобразовав традиционный линейный текст в несплошной и провели опрос студентов, который показал, что данный вид работы лучше отвечает интересам и когнитивным особенностям современных студентов. This article examines the possibilities for more effective development of reading skills in foreign language teaching in higher education by using non-continuous texts. The authors developed a series of tasks, transforming a traditional linear text into a non-continuous one and conducted a survey of students, which showed that this type of work better meets the cognitive characteristics and interests of modern students.

Academic student fraud in longitudinal research design

The authors emphasize the importance of studying academic fraud among students. This phenomenon takes on large-scale dimensions. The authors are convinced that the solution of the problem depends on the scientific knowledge of the psychological portrait of students. Within the framework of the personalist approach, the authors present a review of the scientific literature. The authors identified a problematic field of empirical research that would reveal the dynamics of students' subjective perceptions of a person who resorts to academic fraud. A sample of the study was formed, the author's questionnaire was presented. The results of a longitudinal study of the dynamics of subjective perceptions of cognitive characteristics, emotional manifestations, and behavioral patterns of a student's personality are presented for discussion. To complete the psychological portrait of the students, valid psychodiagnostic techniques were used in the study. The stages of the study are presented. The analysis of empirical data is based on the evidence-based methods of the statistical thesaurus. The findings of the study revealed the students’ ideas about the person resorting to plagiarism. In conclusion, the authors formulated step-by-step programs of psychological support for students to refuse to use various schemes of academic fraud.

The Functional-Cognitive Characteristics of Interrogative Utterances in Modern Ukrainian

The Functional-Cognitive Characteristics of Interrogative Utterances in Modern UkrainianThe article presents a comprehensive multifaceted description of interrogative sentences in terms of the interaction of their semantic-syntactic (syntaxeme) and formal-grammatical articulation with their communicative articulation (relevant). The syntaxeme structure of interrogative sentences is determined according to the communicative intentions of the speaker. In particular, the following substantial syntaxemes, which serve as a means of modelling questions, are outlined: 1) the indefinite-interrogative subject of an action (physical, locative, intellectual, verbal); 2) the indefinite-interrogative subject of a state (physical, psycho-emotional, intellectual, locative, emotional-evaluative attitude, possessive); 3) the indefinite-interrogative subject of qualification feature, identification; 4) the indefinite-interrogative subject of a qualitative feature; 5) the indefinite-interrogative subject of a process; 6) the indefinite-interrogative object of an action (physical, intellectual-mental, verbal, perceptual); 7) the indefinite-interrogative object of a state (desire, intellectual); 8) the indefinite-interrogative object of a process (physical, psycho-emotional); 9) the indefinite-interrogative object of a qualitative feature; 10) the indefinite-interrogative addressee of an action or state; 11) the indefinite-interrogative means or instrument of an action; 12) the indefinite-interrogative locative.All of these syntaxemes replace the positions of controlled subordinate parts in the formal-syntactic structure of a simple sentence. The emphasis is placed on interrogative words in the field of adverbial syntaxemes, in particular time, reasons, purposes, conditions, manner, and sources of information, which at the formal-syntactic level remain in the position of determinants — subordinate parts of the sentence. The specifics of the thematic-rhematic articulation of interrogative utterances and their communicative variants are examined. It is found that the communicative intention of the speaker’s request determines the intonation type of the question (full dictal, partial dictal, full modal, partial modal), and the syntaxeme and formal structure of the interrogative sentence. The communicative intention also determines the semantic, morphological and positional variants of the interrogative marker. It is observed that interrogative words are usually positioned at the beginning of the sentence and form the rheme of the sentence. Funkcjonalno-kognitywna charakterystyka zdań interrogatywnych we współczesnym języku ukraińskimAutorzy dokonują kompleksowego i wieloaspektowego opisu zdań interrogatywnych w planie interakcji ich wymowy semantyczno-syntaktycznej (syntaksemowej) i formalno-gramatycznej z ich wymową komunikacyjną (relewantną). Struktura syntaksemowa zdań interrogatywnych jest określana w zależności od intencji komunikacyjnej mówiącego. W szczególności zarysowują się następujące istotne syntaksemy, które służą do modelowania pytań: 1) nieokreślony-interrogatywny podmiot czynności (fizyczny, lokatywny, intelektualny, werbalny); 2) nieokreślony-interrogatywny podmiot stanu (fizyczny, psycho-emocjonalny, intelektualny, lokatywny, stosunek emocjonalno-oceniający, zaborczy); 3) nieokreślony-interrogatywny podmiot cechy kwalifikacyjnej, identyfikacyjnej; 4) nieokreślony-interrogatywny podmiot cechy jakościowej; 5) nieokreślony-interrogatywny podmiot procesu; 6) nieokreślony-interrogatywny przedmiot czynności (fizycznej, intelektualno-mentalnej, werbalnej, percepcyjnej); 7) nieokreślony-interrogatywny przedmiot stanu (pożądanego, intelektualnego); 8) nieokreślony-interrogatywny przedmiot procesu (fizycznego, psychiczno-emocjonalnego); 9) nieokreślony-interrogatywny przedmiot cechy jakościowej; 10) nieokreślony-interrogatywny adresat czynności lub stanu; 11) nieokreślony-interrogatywny środek lub narzędzie czynności; 12) nieokreślony-interrogatywny miejscownik.Wszystkie te syntaksemy zastępują pozycje członów podrzędnych w strukturze formalno-syntaktycznej zdania prostego. W zakresie składni przysłówkowej nacisk położony jest na wyrazy pytające, w szczególności o czas, przyczyny, cele, warunki, sposób i źródła informacji, które na poziomie formalnosyntaktycznym pozostają w pozycji determinantów — części podrzędnych zdania. Badana jest specyfika artykulacji tematyczno-rematycznej wypowiedzi interrogatywnych i ich wariantów komunikacyjnych. Stwierdza się, że intencja komunikacyjna prośby mówiącego decyduje o typie intonacyjnym pytania oraz o strukturze składniowej i formalnej zdania pytającego. Intencja komunikacyjna determinuje również warianty semantyczne, morfologiczne i pozycyjne znacznika interrogatywnego. Stwierdza się, że wyrazy interrogatywne są zwykle umieszczane na początku zdania i tworzą jego remat.

Antecedents of Interest and the Investment of Fluid Intelligence in the Formation of Crystalized Intelligence

Most of the studies of the effects of fluid intelligence and non-cognitive characteristics on crystalized intelligence examined additive effects. The results of the few studies that examined interactive effects are inconsistent. Some find a positive (facilitating) interaction and some find a negative (compensatory) interaction. We improve on these previous studies by examining non-cognitive characteristics that were not studied before and by using a very large representative sample (n = 11,266). We find a positive/facilitating interaction. We discuss the implication of these results to theories about the joint effect of fluid intelligence and non-cognitive characteristics on crystalized intelligence.