No 1 (2021)

Full Issue

Pedagogical Sciences

THE ESTIMATION OF MATURITY LEVEL OF COGNITIVE UNIVERSAL LEARNING ACTIVITIES OF THE 7-9 GRADES’ STUDENTS AT THE MATHEMATICS LESSONS IN THE CONDITIONS OF TWO-SUBJECT MONITORING

Berseneva O.V., Gavrilyuk A.S.

Abstract

The necessity to perform diagnostic procedures within the contemporary process of teaching mathematics is caused by the importance of timely obtaining of the information on the current maturity level of the subject, meta-subject, and personal learning outcomes of students. The task is to choose an assessment technique adequate in educational trends and scientifically grounded. The authors propose to solve the issue of estimation of cognitive universal activities of the 7-9 grades’ students at the mathematics lessons in the conditions of two-subject monitoring. The paper shows that cognitive universal learning activities are a dynamic and important newly formed structure of a person depending on the age peculiarities in the formation process and should be considered in the maturity level assessment. The authors propose and substantiate the structure and step-by-step composition of the cognitive universal learning activities, which allow demonstrating them in a diagnosable view. It made it possible to identify and characterize the maturity level and criteria of the considered learning activities, assessment stages and procedures, and diagnostic tools. The paper presents the author’s conceptual model to assess cognitive universal learning activities when teaching mathematics, which demonstrates the important characteristic of the assessment process - a nonlinear nature. The research resulted in the identification of a specific principle of the assessment of cognitive universal learning activities - a two-subject principle. The implementation of this principle makes it possible to use the subject material to determine the maturity level of both the subject and meta-subject learning results. The authors describe the diagnostic tools, present the diagnostics process chart, the system of assessing certain tasks and give an example of typical assignments on the Equations topic of Algebra course for 7th grade.

Evidence-based education studies. 2021;(1):7-18
pages 7-18 views

THE DEVELOPMENT OF TASKS FOR SELF-CONTROL AND ANALYSIS OF THEIR QUALITY USING THE MOODLE SYSTEM

Velikanova Y.V., Kosareva E.A.

Abstract

When studying disciplines, not all students can objectively assess the quality of their knowledge and the level of their preparation for intermediate certification (test or exam). As a backup tool, the authors developed and introduced into the educational process one of the simple and effective ways to test oneself - tests for self-control in all sections of the course, which are integrated into the physics training course under the control of LMS MOODLE. In the example of the Mechanics section, the paper shows the technique for calculating the main characteristics and parameters of test cases. The authors analyzed the results of the test cases using the data of the built-in statistical processing module. Course approval showed that the developed test tasks are efficient in terms of improving the quality of students’ knowledge. Using the indicators defined in the LMS MOODLE Statistics module, the authors evaluated the quality of both the test cases as a whole and individual tasks. It allowed correcting the task cases, identifying and excluding unsuitable questions from the database, and identifying the sections that caused the most difficulties. The analysis showed that the created base of test tasks for self-control is suitable for further use, taking into account a slight adjustment. The calculation of the achievement rate allows predicting the assessment and specifying the topics that cause difficulties. Repeated testing makes it possible to achieve the desired result. Self-control allows creating self-educational competencies and improving the quality of education.

Evidence-based education studies. 2021;(1):19-28
pages 19-28 views

EXTRAMURAL TRAINING AT THE EDUCATIONAL ORGANIZATION OF THE RF INTERIOR MINISTRY SYSTEM: THE EXPERIENCE OF SOCIOLOGICAL ANALYSIS

Kleymenov E.A., Chepikov E.V.

Abstract

A significant proportion of students of educational institutions of the RF Ministry of Internal Affairs (the RF Interior Ministry) are students of the correspondence courses. Moreover, there is practically no relevant sociological understanding in the literature of the conditions to implement the educational process with their participation. In this regard, the authors set a goal - based on studying the public opinion of students and teaching staff, to conduct a sociological analysis of the conditions of the educational process implemented in the educational organization of the system of the Ministry of Internal Affairs of Russia in correspondence form. The students and teachers of the Far-Eastern Law Institute of the RF Interior Ministry were the subjects of the research. A combination of quantitative and qualitative (focus group interviews) sociological surveys used in the paper ensured the results’ reliability. The authors conclude that the main cause for entering an educational organization of the system of the Ministry of Internal Affairs of Russia is an opportunity to obtain a legal education. The interviewed students consider the practical, law enforcement orientation of the education received and the discipline and strictness of the educational process implementation as the main substantive advantages of education at the Institute. The respondents see the difficulties of the educational process, first of all, in the insufficient amount of time for the examination period, i.e., face-to-face interaction with lecturers. In a separate block, the authors describe the state and the prospects of extramural education using distance learning technologies: the paper shows the dualism of perception of such technologies by the teaching staff and students, determines the relations between the training level of the respondents and the assessments of these prospects and reveals the altruistic moods of lecturers regarding the possible full transfer of distance education on the remote form.

Evidence-based education studies. 2021;(1):29-38
pages 29-38 views

CLIL IN RUSSIAN HIGHER EDUCATION: ADOPTING FOREIGN METHODOLOGY OR ADAPTING IT TO RUSSIAN REALITY

Kudryashova A.V.

Abstract

The paper analyzes CLIL (Content and Language Integrated Learning) as a teaching method contributing to training competitive specialists in demand both in the Russian and international labor markets. CLIL has become popular in the Russian system of higher education while insufficient understanding of the conditions for its effective implementation in our country often leads to unsuccessful foreign experience adoption. The paper aims to study the specifics of the Russian educational system and its potential as a platform for CLIL implementation. The foreign practices and CLIL-methodology are analyzed with the objective to identify a number of didactic principles and key factors affecting the choice of a model and form of CLIL for a particular educational paradigm. The specificity of the Russian educational system is analyzed from the standpoint of the obstacles to CLIL implementation. Based on the results of the study, it is determined that CLIL implementation in Russia is possible. However, this methodology should be adapted to the Russian reality. The author suggests an adaptation mechanism that implies the following measures: approving CLIL at the university level, establishing interaction between the university and businesses to jointly develop a training plan, creating a team of CLIL-methodology developers at the university level, providing conditions for professional retraining of subject teachers in CLIL methodology, establishing interaction between subject teachers and linguists for the development of CLIL-courses.

Evidence-based education studies. 2021;(1):39-45
pages 39-45 views

CURRENT STATE OF DEVELOPMENT OF THE PROBLEM OF MOBBING

Kulakova A.B.

Abstract

In the context of the modern stressful labor market, mobbing prevention in organizations becomes very relevant as bullying towards an employee from the staff, its certain persons, or a chief happens increasingly frequently. Conflict interaction affects the health and mental state of an object of bullying, creates a toxic working climate, and adversely affects financial indicators: labor efficiency goes down, employee turnover increases, and the staff becomes less consolidated. It is necessary to understand the prevention of this problem. The paper deals with identifying the peculiarities of mobbing in organizations and specifying the list of prompt preventive measures against bullying. Based on the results of contemporary studies, the author carried out a theoretical review and analysis of the mobbing process structure and identified the most sensitive professions. Using the proposed typologies of the mobbing process initiators (subjects), the paper presents the evident personal attributes of bullies and their stereotypic strategies in working teams. The author highlights factors raising a possibility that a person will be chosen as a mobbing object and the most common mobbing actions against such person. As a result of the study, the author created a list of preventive measures in an organization ensuring timely identification of the mobbing process and overcoming the bullying forms existing among the staff. The paper suggests the counteracting, preventing, correcting, and controlling measures, which, when timely carried out, will promote the solving of mobbing problems in organizations.

Evidence-based education studies. 2021;(1):46-54
pages 46-54 views

BOARD GAME AS A MEANS OF DEVELOPING INTERCULTURAL COMPETENCE OF UNIVERSITY STUDENTS

Opanasets A.S.

Abstract

The paper analyzes the project-based method as a means of developing the intercultural competence of university students in the course of learning a foreign language. The application of this method is caused by the high requirements of the university academic programs and the necessity to search for pedagogical technologies, methods, and approaches that contribute to the imitation of real communication situations in the course of studying a foreign language by students of non-linguistic specialties. The author describes the project-based method as an approach in teaching undergraduates of the academic program “Advertising and public relations” to make a creative project. The paper presents the results of a survey regarding the students’ preferences in the forms of educational activities used in class; describes the students’ experience in creating a board game as a creative project for the Foreign Language course. The stages of the project activity - preparatory, technological, and final - are described in detail, the meaning of each stage is explained, a detailed description of the exercises used at all stages is given. The author paid particular attention to the criteria for evaluating the project activities. The paper presents the results of monitoring that identifies the level of students' proficiency in lexical, cultural, and historical material on the given topic before and after the implementation of the project-based method. The author underlines the potential of the project-based technique in enhancing the existing intercultural awareness and cognitive interest of the students, improving their skills of learning new information as well as lexical, cultural, and historical material.

Evidence-based education studies. 2021;(1):55-61
pages 55-61 views

Psychological sciences

SPECIAL FEATURES OF INTERRELATION OF TEACHERS’ FRUSTRATION REACTIONS IN PROFESSIONAL AND EVERYDAY SITUATIONS

Nikiforova T.Y.

Abstract

Early identification of special features of interaction of teacher reactions in the frustrating everyday situations and professional relationships makes it possible to predict the activity effectiveness, adjust attitudes towards response, and create a positive professional scenario. For this purpose, the author studied school teachers’ reactions to frustration in the context of everyday and professional situations. The study involved 120 teachers having more than seven years of work experience. As a result, the study showed that most teachers’ reactions in everyday frustrating situations were extra-punitive reactions with a fixation on self-defense. In situations of frustration, teachers reveal a tendency towards self-defense reactions much more often than they admit the presence of an obstacle, which determines their vulnerability in problem situations that require the independent overcoming of difficulties. The study proved statistically that the less manifested the tendency of teachers in everyday frustrating situations to emphasize the presence of an obstacle and the more manifested the inclination to believe that someone else should solve a problem, the more often in conflict pedagogical situations, their reactions are directed towards a student (individual). The identified predominance of teachers’ reactions towards an individual, as well as reactions with the fixation on a task and explanation in conflict pedagogical situations, reflects the insufficient formation of their internal locus control. Statistical analysis of interdependence between the reactions of teachers in everyday and pedagogical situations using the Pearson coefficient and the Spearman coefficient indicates a significant integration of professional-pedagogical attitude into the structure of the everyday consciousness of a person, which determines the necessity of psychological support for further development of the professional career of teachers.

Evidence-based education studies. 2021;(1):65-72
pages 65-72 views

THE ESSENCE AND CHARACTERISTICS OF THE DETERMINANTS OF SELF-COMMUNICATION DISCOURSE AS AN INTERNAL DIALOGUE

Shapoval I.A.

Abstract

The paper presents the interdisciplinary analysis of the determinants of the system of self-communication discourse and internal dialogue as the forms of objectivation of human mental content focused on some actions for meeting some objectives. The author describes discourse as integration of communication and language processes in self-understanding and personal identity. Contextually determined and dynamic self-communication discourse, as a way of acquirement of new senses and confirmation of old ones, verbalizes current personal values. The study results reveal the characteristics and relations of the internal dialogue discourse determinants within the human objectivity-subjectivity continuum. Discourse determinants prescribe its context and rules and include the prototype place and agents with their motives and objectives. Self-positions manifested in Self and Non-Self (Other Self) binary self-predications form the core pair of agents. The modality of a person’s attitude to own Self-positions makes their communications a dialogue or a monologue on the boundary of their sub-territories as a discourse prototype place. The degree of discourse agency, its closeness within the prototype place, or transgression openness depends on the complexity and differentiation of Self-concept and ego boundaries functionality. The frustration of meta-necessity to keep self-confidence and self-acceptance by reassessment and reformation of interrelations of Self-positions determines the motives and objectives of self-communication. The common goal of self-organization is implemented through the internal dialogue in the form of institutionalization, verification, and integration of their Self-predications. Status-role characteristics of agents and functionality of discourse prototype place determine the specificity of its motives and objectives according to the systemic effects of Self-organization.

Evidence-based education studies. 2021;(1):73-81
pages 73-81 views

This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies