2,836 research outputs found
Determining the Level of Readiness of Teachers to Implementation of STEM-Education in Ukraine
Research of existing models of professional development of future
teachers of natural and mathematical disciplines and professional teacher has
shown that the creation of an educational environment for STEM-oriented
learning affects the formation and further improvement of the system of their
values. In this paper, the concept of STEM-education in terms of interdiscipline
is considered. An attempt was also made to identify the factors that
influence the readiness of teachers to support STEM-education and implement
it in educational institutions. This study is concerned with determining the level
of formation of teachers' readiness for the implementation of STEM-education
in Ukraine. Here we propose a methodology and a model for determining the
level of readiness through surveys and analysis of results. On the basis of the
obtained results, further prospects of the research are proposed and recommendations
for involving young people in scientific activities, which may improve
learning of Science, Technology, Engineering, Mathematics (STEM)
The use of digital tools in interdisciplinary projects of students’ personal and professional self-development
The article reveals the problem of using digital tools in the context of blended and distance learning. The purpose of the study - to prove the effectiveness of using digital tools in interdisciplinary projects of students` personal and professional self-development. Different approaches in modern scientific discourse of above mentioned problem are highlighted. Groups of digital tools that should be used at each stage of the interdisciplinary project is specified and characterized. The article contains author's practical developments and examples on using digital tools to fulfill the tasks of educational disciplines, which are integrated in interdisciplinary projects, implemented in the process of researching the scientific topic "Psychological and pedagogical support of personal and professional development of future teachers in the implementation of new educational standards". The results of the empirical study of the effectiveness of using digital tools in interdisciplinary projects are summarized according to certain indicators: value-motivated, cognitive, self-learning, procedural, self-movement. The purpose has been achieved by comparing quantitative and qualitative assessments of the dynamics of indicators of high level students’ personal and professional self-development in control and experimental groups. The statistical significance of the study results has been verified by applying Student t-criterion. It has been proved that as a result of using digital tools in the interdisciplinary project the students of the experimental group significantly increased the level of personal and professional self-development
Effectiveness of blended learning technologies in higher educational institutions
The need for research into the effective application of blended learning technologies and evaluation of
its effectiveness for universities, students, teachers and society is determined by little experience in
the use of blended technologies. Consequently, the aim of this study is to determine the effectiveness
of blended learning models for student learning in view of the specifics of academic subjects. The
research involved the methods of survey, simulation, pedagogical experiment, mathematical
statistics. The following models were involved in the studies of the first- and fourth-year students of
the higher educational institutions (HEIs) of Ukraine during the semester: rotational, Enriched Virtual
model, and a combination of rotational model to study professional subjects and Enriched Virtual
model to study humanities.
Conclusions. The use of performance evaluation tools allows determining the state of readiness of the
educational institution and students for involving blended technologies.
Prospects. The results of the study can be compared with the following studies of the effectiveness of
other blended learning models for students of different majors, determining the effectiveness of
blended learning in general. Other levels of effectiveness of blended learning — operational, strategic
management — are unresolved issues
Е-коучинг, е-менторінг для неперервного професійного розвитку вчителя в системі післядипломної педагогічної освіти
The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing ecoaching, e-mentoring has identified the possibility of using e-coaching and e-mentoring in postgraduate pedagogical education in continuous professional development of teachers. Monitoring and questioning have proved the idea that teachers require the new content of postgraduate education for their own professional development. They are interested in mastering new technologies, delivering master-classes and demonstration lessons. The results of the discussion in focus groups including representatives of the administration of educational establishments, teachers and lecturers of postgraduate pedagogical educational establishments are shown in the SWOT-analysis. The experts confirmed the need and possibility of the e-coaching and e-mentoring implementation in postgraduate pedagogical education. The major risks of e-coaching and e-mentoring implementation in postgraduate pedagogical education are e-coaches’ and e-mentors’ training and ICT competence. The Internet services, e-coaching and e-mentoring applications and programs are able to provide continuous professional development of teachers. The educational and professional e-coaching and e-mentoring programs require further studying in postgraduate pedagogical education.Дослідження розглядає готовність вчителів і викладачів педагогічних навчальних закладів використовувати e-coaching та e-mentoring, що може забезпечити їх неперервний професійний розвиток . Використання теоретичних методів систематизації та порівняння наукових положень, досвіду впровадження електронного наставництва визначило можливість використання електронного коучингу та електронного менторінгу в педагогічній освіті для неперервного професійного розвитку вчителів. Моніторинг та опитування довели, що вчителі вимагають нового змісту післядипломної освіти для власного професійного розвитку. Вони зацікавлені в освоєнні нових технологій, проведенні майстер-класів та демонстраційних уроків. Результати обговорення у фокус-групах, включаючи представників адміністрації навчальних закладів, викладачів та викладачів післядипломних педагогічних навчальних закладів, показані у SWOT-аналізі. Експерти підтвердили необхідність та можливість впровадження е-коучингу та е-менторінгу в післядипломній педагогічній освіті. Основними ризиками впровадження є підготовка е-коучів та е-менторів та ІКТ компетенція вчителів. Інтернет-послуги, програми електронної підготовки та e-mentoring додатки та програми здатні забезпечити неперервний професійний розвиток вчителів. Освітні та професійні програми е-коучингу та е-менторінгу вимагають подальшого вивчення в післядипломній педагогічній освіті
Teacher readiness in STEM education: Voices of indonesian physics teachers
STEM (science, technology, engineering, mathematics) education is widespread around the globe, with various theoretical frameworks and challenges from practical perspectives. In classroom practice, teacher readiness to conduct STEM learning is essential for its successful implementation. This study explores physics teachers’ readiness for STEM education using the Alignment, Capabilities, Engagement, or ACE, framework. Data collection is based on 101 teachers’ responses to six open-ended questions. Interestingly, all the teachers showed strong alignment with STEM education and how to implement it. Most of them have known STEM education as integrating technology, engineering, and mathematics to science (physics), but only about half of them have experience conducting STEM lessons. They have basic capabilities of identifying the possibilities of implementation in various physics curricula, such as motion, electricity, and fluids. However, in the online learning made necessary by the COVID-19 pandemic, the possibility of implementation is weakened. The teachers showed their engagement to explore more detail in designing and implementing STEM in their classrooms. Also reflected in the study was a significant challenge in terms of pedagogical and time management. Therefore, professional development in STEM education is essential to support teachers’ alignment, capabilities, and engagement to develop their readiness. As specific examples, STEM learning materials in motion, electricity, and fluids could help teachers understand the design and implementation of STEM educationPeer Reviewe
Research on the impact of specialized STEM education on later education choices
The influence of specialized training on the decision of future study direction is taken into account in the work. The underlying presumption is that pupils should be exposed to mathematical and natural sciences subjects early on, with a focus on mathematics. It will encourage kids to pursue STEM studies in the future. The problem of learning motivation is a crucial factor in future professional choice, development, and formation. It is crucial to note that students in modern times are rapidly losing their motivation to learn. Nearly a third of individuals who select the right study profile experience conflicts between their desire for professional autonomy and the availability of the information required for the profession, as well as between their desire to attend a higher education institution and their ability to do so. The paradox necessitates the deliberate formulation of a deliberate choice of future actions. The results of the research reveal that the study of natural and mathematical disciplines using contemporary teaching technologies and the planning of extra lesson systems based on the anticipated teaching techniques form the foundation of the motivational component of the choice of STEM-learning. It satisfies the expanding demand for education, intellect, and motivational beliefs to comprehend the subtleties of the upcoming vocation.The influence of specialized training on the decision of future study direction is taken into account in the work. The underlying presumption is that pupils should be exposed to mathematical and natural sciences subjects early on, with a focus on mathematics. It will encourage kids to pursue STEM studies in the future. The problem of learning motivation is a crucial factor in future professional choice, development, and formation. It is crucial to note that students in modern times are rapidly losing their motivation to learn. Nearly a third of individuals who select the right study profile experience conflicts between their desire for professional autonomy and the availability of the information required for the profession, as well as between their desire to attend a higher education institution and their ability to do so. The paradox necessitates the deliberate formulation of a deliberate choice of future actions. The results of the research reveal that the study of natural and mathematical disciplines using contemporary teaching technologies and the planning of extra lesson systems based on the anticipated teaching techniques form the foundation of the motivational component of the choice of STEM-learning. It satisfies the expanding demand for education, intellect, and motivational beliefs to comprehend the subtleties of the upcoming vocation
Realities and prospects of distance learning at higher education institutions of Ukraine
The paper deals with the issue of realities and prospects of distance learning at higher education institutions of Ukraine. Distance learning in Ukraine has been implementing for more than twenty years and distant learning technologies are used at most Ukrainian higher education institutions, but the necessity and feasibility of the introduction and development of remote technology is questionable both to faculty and students. The main purpose of this paper is to synthesize the real state of distance learning in Ukraine and outline its development prospects at higher education institutions of Ukraine. The paper represents the analysis of the survey results of student answers of four classical, pedagogical, maritime and agrotechnological higher education institutions regarding the practical implementation of distance learning in their institutions. The study of the realities of distance learning in the practice of higher education institutions in Ukraine has been conducted among 102 students. The questions concerned student attitude to distance learning, distance learning organisation, advantages and disadvantages of distance learning
The role of self-learning in the practical training among preschool teachers
The article examines conditions for effective implementation of self-learning program in the training preschool teachers. The following research methods were used: pedagogical experiment, testing, observation, activity analysis, Kolmogorov-Smirnov test, Student’s t-test. An independent variable of the experiment was the self-learning program of preschool teachers developed through quality feedback and self-analysis. The professional competence of preschool teachers is studied through a system of components: motivational, cognitive, activity and reflective. Motivational and reflective components are less developed than cognitive and activity ones. It was found that the self-learning program is more effective for the development of cognitive, activity and reflective components, while the motivational component was less developed. It is established that the basic conditions for the effectiveness of professional self-learning is feedback from the program developer and ensuring quality pedagogical reflection of one’s actions. The following blocks of material were the most problematic for the assimilation of in the developed course: the physiological characteristics of children, speech and thinking of preschoolers, various aspects of the organization of learning and play in preschool education. The data can be used in the self-learning practice of preschool teachers and students to stimulate professional development. Further prospects for the study of the problem include improving the self-learning program for implementation in higher educational institutions. It is important to optimize the ways of development of preschool teachers’ pedagogical reflection. The development of standardized forms of assessment of acquired competencies is worth noting
Innovative Approaches to Ensuring the Quality of Education, Scientific Research and Technological Processes. 3.6.14 The use of modern innovative educational technologies in the school course of geography
Geographical education of the school is aimed at forming in students a spatial idea of the earth’s
surface and the development of skills to consciously navigate the socio-economic, socio-political
and environmental events taking place in the state and the world. Informatization of the educational
process significantly affects the content, organizational forms and methods of teaching and
management of educational and cognitive activities, and causes significant changes in the activities
of students. Thanks to the use of multimedia, interactive technologies, the Internet, the possibilities
of a modern lesson are significantly expande
- …