1 March 27, 2019
Visualization in Basic Science and Engineering Education – Rushan Ziatdinov (Ed.)
1. Natalia M. Mezhennaya, Oleg V. Pugachev
Advantages of Using the CAS Mathematica in a Study of Supplementary Chapters of Probability Theory
European Journal of Contemporary Education, 2019, 8(1): 4-24.
Number of views: 1403 Download in PDF
2. Vadim Grinshkun, Esen Bidaibekov, Svetlana Koneva, Gulnaz BaidrakhmanovaEuropean Journal of Contemporary Education, 2019, 8(1): 4-24.
Abstract:
Typical difficulties in learning probabilistic subjects are concerned with big data, complicated formulas and inconvenient figures in statistical analyses. The present research considers the usage of innovative teaching methods (e.g. electronic summary of lectures, presentations of lecture courses, task solution templates, electronic training materials for seminar studies) supported by the CAS (computer algebra system) Mathematica, as suggested by the authors for several topics of the course ‘Supplementary Chapters of Probability Theory’. These methods help to solve tasks requiring routine calculation and simplify the ability to find analytical and graphical dependencies in the tasks under consideration. Visualisation possibilities built in the CAS contribute to students’ comprehension of new theoretical material and complicated probabilistic notions. The article contains examples of CAS-performed tasks including the calculation and visualisation of the notions of the conditional probability density function, conditional expectation, order statistics and running maximum. The purpose of the suggested CAS-based materials is to solve a whole class of tasks of similar types; it is possible to obtain new results by varying the input data without spending much time elaborating the solution method. The methods using innovative teaching materials yield advantages to both students and teachers. These methods simplify and individualise the process of education, shorten the time necessary for students’ independent work and motivate students to achieve the results. Moreover, the preparation and renovation of the bank of tasks of varying levels of difficulty require much less time. Consequently, teachers and students have more time to devote toward discussing and analysing the results obtained. Another possible effect of using the novel teaching means is reducing the differentiation in students’ training levels. In the present research, examples of teaching materials and scenarios of their usage are presented. In order to clarify possible scenarios of using the suggested methods, the authors explored the necessity of their modifications, and assessed students’ attitudes toward the aforementioned education methods as well as toward traditional methods, the advantages and difficulties of their usage are also explored. For this purpose, students were asked questions, and their answers have been analysed statistically. The research demonstrates that students regard interactive templates as complicated and difficult to understand; however, they do not conclude that they are unnecessary. The most remarkable aspect for students is the convenience of work with mobile devices and the possibility of a full-text search. However, the students did not make a connection between the interactive templates and the presentations prepared with their use. One can conclude that students should begin learning CAS in the first term of their university education. Additional adaptation of the teaching materials for mobile devices is necessary as well.
Typical difficulties in learning probabilistic subjects are concerned with big data, complicated formulas and inconvenient figures in statistical analyses. The present research considers the usage of innovative teaching methods (e.g. electronic summary of lectures, presentations of lecture courses, task solution templates, electronic training materials for seminar studies) supported by the CAS (computer algebra system) Mathematica, as suggested by the authors for several topics of the course ‘Supplementary Chapters of Probability Theory’. These methods help to solve tasks requiring routine calculation and simplify the ability to find analytical and graphical dependencies in the tasks under consideration. Visualisation possibilities built in the CAS contribute to students’ comprehension of new theoretical material and complicated probabilistic notions. The article contains examples of CAS-performed tasks including the calculation and visualisation of the notions of the conditional probability density function, conditional expectation, order statistics and running maximum. The purpose of the suggested CAS-based materials is to solve a whole class of tasks of similar types; it is possible to obtain new results by varying the input data without spending much time elaborating the solution method. The methods using innovative teaching materials yield advantages to both students and teachers. These methods simplify and individualise the process of education, shorten the time necessary for students’ independent work and motivate students to achieve the results. Moreover, the preparation and renovation of the bank of tasks of varying levels of difficulty require much less time. Consequently, teachers and students have more time to devote toward discussing and analysing the results obtained. Another possible effect of using the novel teaching means is reducing the differentiation in students’ training levels. In the present research, examples of teaching materials and scenarios of their usage are presented. In order to clarify possible scenarios of using the suggested methods, the authors explored the necessity of their modifications, and assessed students’ attitudes toward the aforementioned education methods as well as toward traditional methods, the advantages and difficulties of their usage are also explored. For this purpose, students were asked questions, and their answers have been analysed statistically. The research demonstrates that students regard interactive templates as complicated and difficult to understand; however, they do not conclude that they are unnecessary. The most remarkable aspect for students is the convenience of work with mobile devices and the possibility of a full-text search. However, the students did not make a connection between the interactive templates and the presentations prepared with their use. One can conclude that students should begin learning CAS in the first term of their university education. Additional adaptation of the teaching materials for mobile devices is necessary as well.
Number of views: 1403 Download in PDF
An Essential Change to the Training of Computer Science Teachers: The Need to Learn Graphics
European Journal of Contemporary Education, 2019, 8(1): 25-42.
Number of views: 1365 Download in PDF
3. Alena A. Zakharova, Evgeniya V. Vekhter, Aleksey V. ShklyarEuropean Journal of Contemporary Education, 2019, 8(1): 25-42.
Abstract:
The higher education system of the Republic of Kazakhstan emphasizes the need for the development of institutional science, including the field of information technology, with a priority on fundamental research. Professional training of future computer science teachers requires them to know the range of tasks related to computer graphics, and the ability to accomplish them. The training of a computer science teacher goes beyond the task solution and demands that the teacher have the basic knowledge needed in the field of computer science and information technology, and especially in computer graphics. In addition to the traditional and fundamental tasks of teaching computer graphics, the teacher is faced with the use of computer graphics elements and their tools in their teaching. It should be noted that present trends in the digitalization of education have made such tasks fundamental to teaching. Based on the above, this article analyzes the need to teach computer graphics related to the activities of future computer science teachers, and possible methods of their solutions, and the field of use.
The higher education system of the Republic of Kazakhstan emphasizes the need for the development of institutional science, including the field of information technology, with a priority on fundamental research. Professional training of future computer science teachers requires them to know the range of tasks related to computer graphics, and the ability to accomplish them. The training of a computer science teacher goes beyond the task solution and demands that the teacher have the basic knowledge needed in the field of computer science and information technology, and especially in computer graphics. In addition to the traditional and fundamental tasks of teaching computer graphics, the teacher is faced with the use of computer graphics elements and their tools in their teaching. It should be noted that present trends in the digitalization of education have made such tasks fundamental to teaching. Based on the above, this article analyzes the need to teach computer graphics related to the activities of future computer science teachers, and possible methods of their solutions, and the field of use.
Number of views: 1365 Download in PDF
The Applicability of Visualization Tools in the Meta-Design of an Educational Environment
European Journal of Contemporary Education, 2019, 8(1): 43-51.
Number of views: 1305 Download in PDF
4. Ján Gunčaga, Katarína ŽilkováEuropean Journal of Contemporary Education, 2019, 8(1): 43-51.
Abstract:
At the stage of designing an educational environment, one of the most significant problems is the creation of effective visualization tools for collecting, organizing and analysing educational information. Existing approaches to visual information analysis have a number of disadvantages, which include a significant resource intensity and high requirements for preparation for those who are involved in the analysis. This article demonstrates the feasibility of using visualization tools for the design assessment of educational environments, which enables the development of necessary tools for tasks with a large amount of educational information, as well as in the event of their change or accumulation. The purposeful use of visual perception features and the proposed approach to the organization of educational activities create perspectives for visualization tools, while working with a large amount of information. A number of features of a student and educational environment interaction have been identified, which are designed according to the principle of meta-design.
At the stage of designing an educational environment, one of the most significant problems is the creation of effective visualization tools for collecting, organizing and analysing educational information. Existing approaches to visual information analysis have a number of disadvantages, which include a significant resource intensity and high requirements for preparation for those who are involved in the analysis. This article demonstrates the feasibility of using visualization tools for the design assessment of educational environments, which enables the development of necessary tools for tasks with a large amount of educational information, as well as in the event of their change or accumulation. The purposeful use of visual perception features and the proposed approach to the organization of educational activities create perspectives for visualization tools, while working with a large amount of information. A number of features of a student and educational environment interaction have been identified, which are designed according to the principle of meta-design.
Number of views: 1305 Download in PDF
Visualisation as a Method for the Development of the Term Rectangle for Pupils in Primary School
European Journal of Contemporary Education, 2019, 8(1): 52-68.
Number of views: 1325 Download in PDF
5. Ján Gunčaga, Wacek Zawadowski, Theodosia ProdromouEuropean Journal of Contemporary Education, 2019, 8(1): 52-68.
Abstract:
Visualisation is an important part of the cognitive process in mathematics. Pedagogical-psychological theoretical frameworks concerning cognitive processes consider perception and visualisation as basic conditions for the creation of correct mental imagery. This study examined visualisation as a key factor in the development of geometric concepts for pupils in primary and lower secondary education. The study has empirical-applicational characteristics. The results of research on Slovakian students regarding geometric concepts about rectangles and squares are described. The research sample consisted of two groups of pupils in the 4th grade (primary level) and 9th grade (lower secondary level). The comparison of results between the two groups enabled the identification of several misconceptions made by pupils regarding rectangles and several suggestions are included for educational interventions based on static and dynamic visualisation models.
Visualisation is an important part of the cognitive process in mathematics. Pedagogical-psychological theoretical frameworks concerning cognitive processes consider perception and visualisation as basic conditions for the creation of correct mental imagery. This study examined visualisation as a key factor in the development of geometric concepts for pupils in primary and lower secondary education. The study has empirical-applicational characteristics. The results of research on Slovakian students regarding geometric concepts about rectangles and squares are described. The research sample consisted of two groups of pupils in the 4th grade (primary level) and 9th grade (lower secondary level). The comparison of results between the two groups enabled the identification of several misconceptions made by pupils regarding rectangles and several suggestions are included for educational interventions based on static and dynamic visualisation models.
Number of views: 1325 Download in PDF
Visualisation of Selected Mathematics Concepts with Computers – the Case of Torricelli’s Method and Statistics
European Journal of Contemporary Education, 2019, 8(1): 69-91.
Number of views: 1369 Download in PDF
6. Maria Fuchsova, Lilla KorenovaEuropean Journal of Contemporary Education, 2019, 8(1): 69-91.
Abstract:
Visual imagery has been an effective tool to communicate ideas connected with basic mathematics concepts since the dawn of mankind. The development of educational visualisation technology allows these ideas to be demonstrated with the help of some educational software. In this paper, we specifically consider the use of GeoGebra, a free, open-source educational application developed by an international consortium of mathematics and statistics educators, but other educational software could also be used for the same visualisation tasks. In this study, we present Torricelli’s method for measuring the area under arc of cycloid as an example of using GeoGebra to visualise he area of planar figures. This kind of introduction is suitable for secondary schools and for training pre-service teachers. We will also show how GeoGebra can be used to develop students’ understanding of representing data (i.e. the topic from statistics education). While students explore the visualisation of data, GeoGebra allows them to create and explore representations while building the understanding that is required for analysing data and drawing figural conclusions from graphical representations.
Visual imagery has been an effective tool to communicate ideas connected with basic mathematics concepts since the dawn of mankind. The development of educational visualisation technology allows these ideas to be demonstrated with the help of some educational software. In this paper, we specifically consider the use of GeoGebra, a free, open-source educational application developed by an international consortium of mathematics and statistics educators, but other educational software could also be used for the same visualisation tasks. In this study, we present Torricelli’s method for measuring the area under arc of cycloid as an example of using GeoGebra to visualise he area of planar figures. This kind of introduction is suitable for secondary schools and for training pre-service teachers. We will also show how GeoGebra can be used to develop students’ understanding of representing data (i.e. the topic from statistics education). While students explore the visualisation of data, GeoGebra allows them to create and explore representations while building the understanding that is required for analysing data and drawing figural conclusions from graphical representations.
Number of views: 1369 Download in PDF
Visualisation in Basic Science and Engineering Education of Future Primary School Teachers in Human Biology Education Using Augmented Reality
European Journal of Contemporary Education, 2019, 8(1): 92-102.
Number of views: 1307 Download in PDF
7. Zafer GüneyEuropean Journal of Contemporary Education, 2019, 8(1): 92-102.
Abstract:
New technologies with a modern method of teaching must be implemented in university studies, and an important part is teacher training study. These technologies make study more attractive for students and bring greater motivation to an understanding of notions. The main focus of this study is visualisation in science and engineering education using augmented reality in the context of biology education based on constructivist and constructionist concepts. We present in our contribution augmented reality technology as a part of using mobile technologies in biology education for future primary school teachers. The study is focused on perception of this method by future primary teachers who will teach biology as one of the areas of primary education and who were also the subjects of the research. We also mention two already existing biology-themed augmented reality applications, which appear to be interesting, enhancing and beneficial in the context of biology education. The findings of the study confirmed, using this method, that the students’ understanding was deeper, their motivation was greater, and, last but not least, their creativity was strongly supported. The students were motivated by the new method, they cooperated very well and learning was constructive.
New technologies with a modern method of teaching must be implemented in university studies, and an important part is teacher training study. These technologies make study more attractive for students and bring greater motivation to an understanding of notions. The main focus of this study is visualisation in science and engineering education using augmented reality in the context of biology education based on constructivist and constructionist concepts. We present in our contribution augmented reality technology as a part of using mobile technologies in biology education for future primary school teachers. The study is focused on perception of this method by future primary teachers who will teach biology as one of the areas of primary education and who were also the subjects of the research. We also mention two already existing biology-themed augmented reality applications, which appear to be interesting, enhancing and beneficial in the context of biology education. The findings of the study confirmed, using this method, that the students’ understanding was deeper, their motivation was greater, and, last but not least, their creativity was strongly supported. The students were motivated by the new method, they cooperated very well and learning was constructive.
Number of views: 1307 Download in PDF
Visual Literacy and Visualization in Instructional Design and Technology for Learning Environments
European Journal of Contemporary Education, 2019, 8(1): 103-117.
Number of views: 1292 Download in PDF
European Journal of Contemporary Education, 2019, 8(1): 103-117.
Abstract:
The purpose of this study is to discuss the effects of visuals, visual literacy, visualization and multimedia design strategies using instructional design (ID) models for developing projects in education and science education, as well as engineering education. This study discusses and presents ways to evaluate visuals, visualization, and virtual technologies (as VR/AR and 2D-3D) in science education and engineering education based on research and foundations of visual learning, visual thinking, and visual communication. This study is a literature review work concerning visual effects, visual literacy, learner perceptions and technological variables for designing multimedia instruction and learning projects in visualization. In addition, this paper discusses similarities and constraints in using ID models for designing multimedia projects from the perspective of the use of visuals and ID models for developing visual materials in education. These procedures include the perceptual and theoretical foundations of visual learning, cognitive factors of visual images, visual design and program of systematic evaluation steps, as well as multimedia projects design and development materials with ID models, such as the decide, design, develop, and evaluate (DDD-E) model (Ivers, Barron, 2010) and a human information processing model (Mayer, 2001). With these models, all considerations for visual typology will be indicated in the implementation of visuals, learning design, visualization using virtual reality technologies and evaluation of visuals in multimedia development. Concluding the paper, meaningful connections between visuals and technological variables for developing multimedia project design will be considered. Indicators for learners and designers and teachers will be shown in learning imagery for visualization activity and educational technology. This will be followed by a discussion of the use of visuals and evaluation of visual materials based on the program of systematic evaluation developed by Dwyer (1972, 1978, 1987, 1994).
The purpose of this study is to discuss the effects of visuals, visual literacy, visualization and multimedia design strategies using instructional design (ID) models for developing projects in education and science education, as well as engineering education. This study discusses and presents ways to evaluate visuals, visualization, and virtual technologies (as VR/AR and 2D-3D) in science education and engineering education based on research and foundations of visual learning, visual thinking, and visual communication. This study is a literature review work concerning visual effects, visual literacy, learner perceptions and technological variables for designing multimedia instruction and learning projects in visualization. In addition, this paper discusses similarities and constraints in using ID models for designing multimedia projects from the perspective of the use of visuals and ID models for developing visual materials in education. These procedures include the perceptual and theoretical foundations of visual learning, cognitive factors of visual images, visual design and program of systematic evaluation steps, as well as multimedia projects design and development materials with ID models, such as the decide, design, develop, and evaluate (DDD-E) model (Ivers, Barron, 2010) and a human information processing model (Mayer, 2001). With these models, all considerations for visual typology will be indicated in the implementation of visuals, learning design, visualization using virtual reality technologies and evaluation of visuals in multimedia development. Concluding the paper, meaningful connections between visuals and technological variables for developing multimedia project design will be considered. Indicators for learners and designers and teachers will be shown in learning imagery for visualization activity and educational technology. This will be followed by a discussion of the use of visuals and evaluation of visual materials based on the program of systematic evaluation developed by Dwyer (1972, 1978, 1987, 1994).
Number of views: 1292 Download in PDF
The Problems of Contemporary Education
8. Mikhail N. Dudin, Yulia S. Shishalova
Development of Effective Education and Training System in the Context of the Transition to International Accreditation
European Journal of Contemporary Education, 2019, 8(1): 118-127.
Number of views: 1537 Download in PDF
9. Milka E. Escalera-Chávez, Carlos A. Rojas-KramerEuropean Journal of Contemporary Education, 2019, 8(1): 118-127.
Abstract:
The article examines the trends in the development of higher education in Russia (in general, and in particular – higher management education). Based on the data obtained, it was concluded that the Russian system of higher education (including higher management or business education) does not have adequate competitiveness in the global market. To increase the competitiveness of Russian higher business education, it was proposed to use the Triple Crown international accreditation system (within this system, accreditation is implemented in three formats: AMBA, EQUIS and AACSB, described in this article).
The article examines the trends in the development of higher education in Russia (in general, and in particular – higher management education). Based on the data obtained, it was concluded that the Russian system of higher education (including higher management or business education) does not have adequate competitiveness in the global market. To increase the competitiveness of Russian higher business education, it was proposed to use the Triple Crown international accreditation system (within this system, accreditation is implemented in three formats: AMBA, EQUIS and AACSB, described in this article).
Number of views: 1537 Download in PDF
Anxiety towards Mathematics: A Case of Study in High-School Students
European Journal of Contemporary Education, 2019, 8(1): 128-135.
Number of views: 1263 Download in PDF
10. Aiste Barbora P. Uspuriene, Romualdas K. Malinauskas, Sarunas A. SnirasEuropean Journal of Contemporary Education, 2019, 8(1): 128-135.
Abstract:
The purpose of the research was to identify the existence of anxiety towards mathematics in high-school students. A quantitative, non-experimental and descriptive study was carried out. The sample was made up by 353 high school students from the city of Rioverde S.L.P. of which 164 were men and 189 were women. A non-probabilistic sampling was used. The Auzmendi test was applied and using only the data corresponding to anxiety. The results indicate that 15.3 % of students present a low level of anxiety, 68.6 % a medium level and 16.1 % a high level, which means that a large number of students feel anguish towards this discipline.
The purpose of the research was to identify the existence of anxiety towards mathematics in high-school students. A quantitative, non-experimental and descriptive study was carried out. The sample was made up by 353 high school students from the city of Rioverde S.L.P. of which 164 were men and 189 were women. A non-probabilistic sampling was used. The Auzmendi test was applied and using only the data corresponding to anxiety. The results indicate that 15.3 % of students present a low level of anxiety, 68.6 % a medium level and 16.1 % a high level, which means that a large number of students feel anguish towards this discipline.
Number of views: 1263 Download in PDF
Effects of Education Programs on Dance Sport Performance in Youth Dance
European Journal of Contemporary Education, 2019, 8(1): 136-143.
Number of views: 1325 Download in PDF
11. Roman S. Nagovitsyn, Dana K. Bartosh, Aleksandr Y. Ratsimor, Nataliya V. NeverovaEuropean Journal of Contemporary Education, 2019, 8(1): 136-143.
Abstract:
The aim of this study was to investigate the effects of education programs on dance performance in youth sports dancers. Fifty-four subjects (aged 9-11 years) volunteered to participate in a 12 wk education program and were randomly assigned to three groups. The experimental group one (EG-1) trained in Dance sport 2 d.wk-1 and performed physical training (i.e. track and field athletics, games, relays, and rhythmic gymnastics) 1 d.wk-1. Experimental group two (EG-2) trained in Dance sport 2 d.wk-1 and performed aerobics and aerobic gymnastics exercises 1 d.wk-1. The control group (CG) dancers developed their Dance sport-specific technical and tactical skills 3 d.wk-1. Training occurred 3 d.wk-1 for a total of 54 hours. The dancers’ anthropometric and physical fitness characteristics, as well as Dance sport performances were measured pre and post-intervention. No significant differences were observed at baseline between the three groups, except stature in EG-2 (p > .005). At post-intervention, the supplemental education sessions improved Dance sport performance scores of EG-1 (p = .004, N2 = .673, P = .943) and EG-2 (p = .001, N2 = .778, P = .996) dance pair; no change was observed in Dance sport performance in CG-1 (p = .622, N2 = .032, P = .074). The application of Dance sport training combined with supplemental education improves development of Dance sport performance in youth sports dancers.
The aim of this study was to investigate the effects of education programs on dance performance in youth sports dancers. Fifty-four subjects (aged 9-11 years) volunteered to participate in a 12 wk education program and were randomly assigned to three groups. The experimental group one (EG-1) trained in Dance sport 2 d.wk-1 and performed physical training (i.e. track and field athletics, games, relays, and rhythmic gymnastics) 1 d.wk-1. Experimental group two (EG-2) trained in Dance sport 2 d.wk-1 and performed aerobics and aerobic gymnastics exercises 1 d.wk-1. The control group (CG) dancers developed their Dance sport-specific technical and tactical skills 3 d.wk-1. Training occurred 3 d.wk-1 for a total of 54 hours. The dancers’ anthropometric and physical fitness characteristics, as well as Dance sport performances were measured pre and post-intervention. No significant differences were observed at baseline between the three groups, except stature in EG-2 (p > .005). At post-intervention, the supplemental education sessions improved Dance sport performance scores of EG-1 (p = .004, N2 = .673, P = .943) and EG-2 (p = .001, N2 = .778, P = .996) dance pair; no change was observed in Dance sport performance in CG-1 (p = .622, N2 = .032, P = .074). The application of Dance sport training combined with supplemental education improves development of Dance sport performance in youth sports dancers.
Number of views: 1325 Download in PDF
Modernization of Regional Continuing Pedagogical Education in the «School-College-Institute»
European Journal of Contemporary Education, 2019, 8(1): 144-156.
Number of views: 1362 Download in PDF
12. Miroslav Nemec, Stefan Adamcak, Jiri Michal, Pavol BartikEuropean Journal of Contemporary Education, 2019, 8(1): 144-156.
Abstract:
The development of a strategy for continuous pedagogical education in the aspect of professional training of students in the direction of “Pedagogical education” contributes to solving the problem of lack of teaching staff in the region, including young graduates. The implementation of this technology involves a wide synergistic interaction of higher education institutions, pedagogical colleges and secondary educational institutions. In this regard, the goal of the research is to develop a structural model for the modernization of regional continuing pedagogical education in the school-college-university system and experimentally prove its effectiveness in the implementation of teacher education in the region. The structural model developed in the study includes synergistically interconnected blocks: regulatory and legislative, targeted, theoretical, methodological, technological, and resulting. The study involved various budget organizations (n = 50) and the pedagogical institute (n = 1) of the Udmurt Republic. The implementation in practice of the model showed its effectiveness at each link in the holistic system of the educational route of the region: from schoolchild to young specialist. The increase in the number of applicants for pedagogical training profiles, the increase in students' motivation from the first to the fifth year to the future professional activity, as well as the directly proportional reduction in the lack of young specialists in this area in the region consistently proves the effectiveness of the study and the need to continue it.
The development of a strategy for continuous pedagogical education in the aspect of professional training of students in the direction of “Pedagogical education” contributes to solving the problem of lack of teaching staff in the region, including young graduates. The implementation of this technology involves a wide synergistic interaction of higher education institutions, pedagogical colleges and secondary educational institutions. In this regard, the goal of the research is to develop a structural model for the modernization of regional continuing pedagogical education in the school-college-university system and experimentally prove its effectiveness in the implementation of teacher education in the region. The structural model developed in the study includes synergistically interconnected blocks: regulatory and legislative, targeted, theoretical, methodological, technological, and resulting. The study involved various budget organizations (n = 50) and the pedagogical institute (n = 1) of the Udmurt Republic. The implementation in practice of the model showed its effectiveness at each link in the holistic system of the educational route of the region: from schoolchild to young specialist. The increase in the number of applicants for pedagogical training profiles, the increase in students' motivation from the first to the fifth year to the future professional activity, as well as the directly proportional reduction in the lack of young specialists in this area in the region consistently proves the effectiveness of the study and the need to continue it.
Number of views: 1362 Download in PDF
Opinions of Teachers from the Central Slovak Region on Teaching Sports Games at Elementary Schools
European Journal of Contemporary Education, 2019, 8(1): 157-166.
Number of views: 1211 Download in PDF
13. Maya N. Tatarinova, Marina G. ShvetsovaEuropean Journal of Contemporary Education, 2019, 8(1): 157-166.
Abstract:
This study analyses the opinions of male and female teachers of Physical and Sport Education in the 264 elementary schools from the Central Slovak Region (n = 507, 257 female teachers and 250 male teachers) on the popularity of teaching the sports games thematic unit. These opinions were collected and analysed by questionnaire survey during the school year 2016–2017. Differences of opinions were evaluated from the aspects of gender (male teacher and female teacher) and location (city and countryside). In general, it has been shown that all respondents prefer collective sports, whether in their leisure time or during the class. Artistic gymnastics was ranked as the least popular sport. Several other studies have confirmed that male teachers prefer football while female teachers prefer teaching volleyball. Interestingly, floorball was ranked as the second most popular sport and was ahead of more traditional sports games like basketball. Female teachers firmly refer to football as the least favoured sports game taught in class. The total number of between 11 and 16 hours allocated to the sports games thematic unit is an important finding as well. From the gender aspect, the variance between female and male teachers' answers was statistically significant in terms of popularity and unpopularity of teaching individual types of sports games (p 0.01). From the location aspect, the statistically significant variance at the level of significance was observed only in the female teachers’ answers (p < 0.01) concerning favouring of a popular thematic unit and unpopularity of teaching specific types of sports games.
This study analyses the opinions of male and female teachers of Physical and Sport Education in the 264 elementary schools from the Central Slovak Region (n = 507, 257 female teachers and 250 male teachers) on the popularity of teaching the sports games thematic unit. These opinions were collected and analysed by questionnaire survey during the school year 2016–2017. Differences of opinions were evaluated from the aspects of gender (male teacher and female teacher) and location (city and countryside). In general, it has been shown that all respondents prefer collective sports, whether in their leisure time or during the class. Artistic gymnastics was ranked as the least popular sport. Several other studies have confirmed that male teachers prefer football while female teachers prefer teaching volleyball. Interestingly, floorball was ranked as the second most popular sport and was ahead of more traditional sports games like basketball. Female teachers firmly refer to football as the least favoured sports game taught in class. The total number of between 11 and 16 hours allocated to the sports games thematic unit is an important finding as well. From the gender aspect, the variance between female and male teachers' answers was statistically significant in terms of popularity and unpopularity of teaching individual types of sports games (p 0.01). From the location aspect, the statistically significant variance at the level of significance was observed only in the female teachers’ answers (p < 0.01) concerning favouring of a popular thematic unit and unpopularity of teaching specific types of sports games.
Number of views: 1211 Download in PDF
The Model of the Emotionally-Valuable Component of the Content of Primary School Foreign-Language Education: Designing and Testing
European Journal of Contemporary Education, 2019, 8(1): 167-186.
Number of views: 1329 Download in PDF
European Journal of Contemporary Education, 2019, 8(1): 167-186.
Abstract:
The purpose of this article is to develop and test an invariant of the basic model of the emotionally-valuable component (EVC) of the content of foreign-language education, allowing the implementation of this component at a primary stage in a secondary school (grades 2–4)*. The leading approach to the study is emotionally-valuable, the methods are systemic-structural, comparative, organizational-functional; designing, modelling; experimental teaching; mathematical statistics; tabular and graphical representation of information. The use of the presented complex of complementary methods allowed us to solve all the problems of the study, namely: to present the concept of a foreign-language text of emotionally-valuable content; to select a specific type of such texts for inclusion in the model of the EVC in the conditions of primary foreign-language education; to describe the techniques of working with texts of emotionally-valuable contents at a primary stage in a secondary school and, finally, to design and test the model of the EVC, adapted to the conditions of teaching a foreign language in a primary school. The results of the study prove the expediency of including the EVC in the component structure of the content of foreign-language education and the construction of its models not only for a primary level, but, in in perspective, for all stages of school foreign-language education. The novelty of the work consists in the substantiation of the author’s concept of the EVC as the basis for the introduction of the emotionally-valuable approach in the practice of school-foreign language education.
The purpose of this article is to develop and test an invariant of the basic model of the emotionally-valuable component (EVC) of the content of foreign-language education, allowing the implementation of this component at a primary stage in a secondary school (grades 2–4)*. The leading approach to the study is emotionally-valuable, the methods are systemic-structural, comparative, organizational-functional; designing, modelling; experimental teaching; mathematical statistics; tabular and graphical representation of information. The use of the presented complex of complementary methods allowed us to solve all the problems of the study, namely: to present the concept of a foreign-language text of emotionally-valuable content; to select a specific type of such texts for inclusion in the model of the EVC in the conditions of primary foreign-language education; to describe the techniques of working with texts of emotionally-valuable contents at a primary stage in a secondary school and, finally, to design and test the model of the EVC, adapted to the conditions of teaching a foreign language in a primary school. The results of the study prove the expediency of including the EVC in the component structure of the content of foreign-language education and the construction of its models not only for a primary level, but, in in perspective, for all stages of school foreign-language education. The novelty of the work consists in the substantiation of the author’s concept of the EVC as the basis for the introduction of the emotionally-valuable approach in the practice of school-foreign language education.
Number of views: 1329 Download in PDF
The History of Education
14. Irina V. Abramova, Zoya V. Shilova, Vera I. Varankina, Irina V. Rubanova
Pedagogical Model of Integrative-Modular Training in Professional Preparation of Students
European Journal of Contemporary Education, 2019, 8(1): 187-200.
Number of views: 1270 Download in PDF
15. Sergei I. Belentsov, Anastasia V. Fahrutdinova, Gulsina Y. Grevtseva, Ekaterina A. BatrachenkoEuropean Journal of Contemporary Education, 2019, 8(1): 187-200.
Abstract:
The present article is aimed to prove that integrative-modular training is one of the conditions for the formation of students’ unified vision of the professional world, and to offer a solution to the problem: what is the pedagogical model of integrative-modular training in professional preparation of students. The aim of the article is to describe the features of the pedagogical model of integrative-modular training in professional preparation of students. The review of foreign and russian literature on the subject of the study is done. Research methods include analysis of scientific literature and analysis of learning outcomes. The theoretical, methodological and empirical basis of the study is described. The conceptual apparatus of the pedagogical model of integrative-modular training is specified. The analysis of experimental work of professional preparation of students in the conditions of integrative-modular training is given. Results: the ascertaining, forming and control stages of the experiment within the professional training of students are described. The content of each component of the pedagogical model of integrative-modular training of students is revealed. Finally, it is concluded that the developed pedagogical model of integrative-modular training has a positive impact on the professional training of students, in accordance with the indicators of their professional skills formation.
The present article is aimed to prove that integrative-modular training is one of the conditions for the formation of students’ unified vision of the professional world, and to offer a solution to the problem: what is the pedagogical model of integrative-modular training in professional preparation of students. The aim of the article is to describe the features of the pedagogical model of integrative-modular training in professional preparation of students. The review of foreign and russian literature on the subject of the study is done. Research methods include analysis of scientific literature and analysis of learning outcomes. The theoretical, methodological and empirical basis of the study is described. The conceptual apparatus of the pedagogical model of integrative-modular training is specified. The analysis of experimental work of professional preparation of students in the conditions of integrative-modular training is given. Results: the ascertaining, forming and control stages of the experiment within the professional training of students are described. The content of each component of the pedagogical model of integrative-modular training of students is revealed. Finally, it is concluded that the developed pedagogical model of integrative-modular training has a positive impact on the professional training of students, in accordance with the indicators of their professional skills formation.
Number of views: 1270 Download in PDF
Free Education: Fundamentals of Humanistic Pedagogics (on the example of Activity of the German Public Figures of the second half of XIX – the beginning of the XX centuries of F. Gansberg, L. Gurlitt, G. Sharrelman)
European Journal of Contemporary Education, 2019, 8(1): 201-207.
Number of views: 1323 Download in PDF
16. Aleksandr А. Cherkasov, Sergei N. Bratanovskii, Larisa A. Koroleva, Ludmila G. ZimovetsEuropean Journal of Contemporary Education, 2019, 8(1): 201-207.
Abstract:
The problem of free education as the direction in reformatory pedagogics of Germany of the second half of XIX – the beginnings of the XX centuries is staticized in this article. The child is the center of pedagogical process according to free education. Historical, system, culturological approaches are main in a research of this problem. They allowed to reveal intrinsic characteristics, features of process of education in Germany of the considered period. The leading ideas of free education it is a pedocentrizm as the organization of pedagogical process. The interests of children, refusal of systematic training and education of children by in advance developed curricula and programs, orientation to free works of the teacher and pupils enter here. The german teachers reformers F. Gansberg, L. Gurlitt, G. Sharrelman, figures of the Bremen school of sciences, founders of the concept of new «free education» (the theory of the personality), considered education the leading means of formation of the humane personality. They considered the personality as the highest value of society. Materials of article can be useful to pedagogical workers, organizers of educational work with the studying youth to acquaintance to life and activity of the famous German teachers and public figures of the second half of XIX – the beginning of the XX centuries.
The problem of free education as the direction in reformatory pedagogics of Germany of the second half of XIX – the beginnings of the XX centuries is staticized in this article. The child is the center of pedagogical process according to free education. Historical, system, culturological approaches are main in a research of this problem. They allowed to reveal intrinsic characteristics, features of process of education in Germany of the considered period. The leading ideas of free education it is a pedocentrizm as the organization of pedagogical process. The interests of children, refusal of systematic training and education of children by in advance developed curricula and programs, orientation to free works of the teacher and pupils enter here. The german teachers reformers F. Gansberg, L. Gurlitt, G. Sharrelman, figures of the Bremen school of sciences, founders of the concept of new «free education» (the theory of the personality), considered education the leading means of formation of the humane personality. They considered the personality as the highest value of society. Materials of article can be useful to pedagogical workers, organizers of educational work with the studying youth to acquaintance to life and activity of the famous German teachers and public figures of the second half of XIX – the beginning of the XX centuries.
Number of views: 1323 Download in PDF
Development of School Education in the Vologda Governorate (1725–1917). Part 1
European Journal of Contemporary Education, 2019, 8(1): 208-214.
Number of views: 1279 Download in PDF
17. Timur A. MagsumovEuropean Journal of Contemporary Education, 2019, 8(1): 208-214.
Abstract:
The paper highlights early steps in the development of the school system and its progression with a focus on the Vologda governorate in 1725–1917. Speaking of the materials, this part reviews the works on the history of pedagogy published in the pre-revolutionary period, as well as modern Russian scholarly literature. Research problems were addressed using both general scientific methods (concretization and generalization) and traditional methods of historical analysis. The work applied the historical and situational method which is based on the study of historical facts in the context of the period under review and in connection with “neighboring” events and facts. In conclusion, the authors emphasize the fact that the system of public school education in the Vologda governorate in 1725–1850 underwent rather dynamic evolution – from arithmetic schools and theological seminaries to the creation of uezd schools and a gymnasium. The teaching staff at Russian gymnasiums was requested to conduct almost obligatory research as early as in the 19th century, and this, in turn, enhanced efforts to study various regions of the Russian Empire and in particular the Vologda governorate.
The paper highlights early steps in the development of the school system and its progression with a focus on the Vologda governorate in 1725–1917. Speaking of the materials, this part reviews the works on the history of pedagogy published in the pre-revolutionary period, as well as modern Russian scholarly literature. Research problems were addressed using both general scientific methods (concretization and generalization) and traditional methods of historical analysis. The work applied the historical and situational method which is based on the study of historical facts in the context of the period under review and in connection with “neighboring” events and facts. In conclusion, the authors emphasize the fact that the system of public school education in the Vologda governorate in 1725–1850 underwent rather dynamic evolution – from arithmetic schools and theological seminaries to the creation of uezd schools and a gymnasium. The teaching staff at Russian gymnasiums was requested to conduct almost obligatory research as early as in the 19th century, and this, in turn, enhanced efforts to study various regions of the Russian Empire and in particular the Vologda governorate.
Number of views: 1279 Download in PDF
Apprenticeship in Secondary Vocational Schools during the Economic Modernization in late Imperial Russia. Part 2
European Journal of Contemporary Education, 2019, 8(1): 215-221.
Number of views: 1295 Download in PDF
18. Anvar M. Mamadaliev, Igor Gordeev, Natal'ya V. Miku, Aude MédicoEuropean Journal of Contemporary Education, 2019, 8(1): 215-221.
Abstract:
In his study of the formation of apprenticeship system and analyzing its content, methods and forms in the Russian secondary vocational school described in the materials of the Kazan school district of the late XIX – early XX century, the author relies on the theory of Western modernization and positive bureaucracy, attracting regulatory and educational documentation, scientifically and publicly pedagogical journalism as well as ego documents. Practical methods of knowledge application were planned in the pre-revolutionary schools in the logical-pedagogical relationship, but their implementation left much to be desired. In the organization of production practice, this was due to the lack of permanent bases and practical managers from the educational institutions, a certain attitude towards the trainee at enterprises as auxiliary personnel engaged in versatile non-system work, as it was openly declared by the advanced pedagogical press and even by the administrative and training personnel in schools. The article also reveals positive aspects in the organization of practical training, which are still relevant today. These include the introduction of active learning methods, improved reporting documentation, payment for the students, preparing them for the future profession and management. The rapid development of practical training was due to the need of a qualified young specialist who was prepared for independent production activity in the new conditions of accelerated modernization of the country's economy.
In his study of the formation of apprenticeship system and analyzing its content, methods and forms in the Russian secondary vocational school described in the materials of the Kazan school district of the late XIX – early XX century, the author relies on the theory of Western modernization and positive bureaucracy, attracting regulatory and educational documentation, scientifically and publicly pedagogical journalism as well as ego documents. Practical methods of knowledge application were planned in the pre-revolutionary schools in the logical-pedagogical relationship, but their implementation left much to be desired. In the organization of production practice, this was due to the lack of permanent bases and practical managers from the educational institutions, a certain attitude towards the trainee at enterprises as auxiliary personnel engaged in versatile non-system work, as it was openly declared by the advanced pedagogical press and even by the administrative and training personnel in schools. The article also reveals positive aspects in the organization of practical training, which are still relevant today. These include the introduction of active learning methods, improved reporting documentation, payment for the students, preparing them for the future profession and management. The rapid development of practical training was due to the need of a qualified young specialist who was prepared for independent production activity in the new conditions of accelerated modernization of the country's economy.
Number of views: 1295 Download in PDF
Teacher Training for the System of Primary Education in Switzerland in the mid-nineteenth century
European Journal of Contemporary Education, 2019, 8(1): 222-228.
Number of views: 1260 Download in PDF
19. Artyom Yu. Peretyatko, Teymur E. ZulfugarzadeEuropean Journal of Contemporary Education, 2019, 8(1): 222-228.
Abstract:
The paper deals with primary education in Switzerland in the middle of the nineteenth century with a particular focus on the primary school organization in various cantons. It also reviews the training process of primary school teachers in Swiss teacher seminars. The materials used include specialist literature on the research topic. The methods of research were the principles of objectivity, historicism, systemic, complex consideration of social subjectivity in the subject of study, the maximum possible neutrality of the researcher towards the interpretation and evaluation of the actual material was assumed. The use of these methods allowed the authors to consider the system of singing training in educational institutions in retrospect and in historical sequence. Summarizing the discussion, the authors concluded that the government turned its attention to talent training for primary schools almost as soon as primary education was introduced in Switzerland in the 1830s. Such training entirely fell on the so-called normal schools – seminars preparing teaching staff, which were divided into two types – men’s and women’s institutions. Despite the existing diversity of teaching formats in different cantons in Switzerland, the Confederation government made considerable efforts to unify education in the country. On the other hand, in competing with other cantons, independent cantons were committed to bringing only best practices into the public education system.
The paper deals with primary education in Switzerland in the middle of the nineteenth century with a particular focus on the primary school organization in various cantons. It also reviews the training process of primary school teachers in Swiss teacher seminars. The materials used include specialist literature on the research topic. The methods of research were the principles of objectivity, historicism, systemic, complex consideration of social subjectivity in the subject of study, the maximum possible neutrality of the researcher towards the interpretation and evaluation of the actual material was assumed. The use of these methods allowed the authors to consider the system of singing training in educational institutions in retrospect and in historical sequence. Summarizing the discussion, the authors concluded that the government turned its attention to talent training for primary schools almost as soon as primary education was introduced in Switzerland in the 1830s. Such training entirely fell on the so-called normal schools – seminars preparing teaching staff, which were divided into two types – men’s and women’s institutions. Despite the existing diversity of teaching formats in different cantons in Switzerland, the Confederation government made considerable efforts to unify education in the country. On the other hand, in competing with other cantons, independent cantons were committed to bringing only best practices into the public education system.
Number of views: 1260 Download in PDF
Education Reforms in the Don Region in 1880–1890 and Host Ataman Prince N.I. Svyatopolk-Mirsky
European Journal of Contemporary Education, 2019, 8(1): 229-239.
Number of views: 1303 Download in PDF
20. Lucie Jagošová, Otakar Kirsch, Pavol TišliarEuropean Journal of Contemporary Education, 2019, 8(1): 229-239.
Abstract:
Ataman Nikolai Ivanovich Svyatopolk-Mirsky came under harsh criticism, targeted by his contemporaries from the liberal camp, as a persecutor of enlightenment who “has failed to completely abolish science, but not thanks to the lack of enthusiasm.” On the other hand, today's historians urge the academic community to re-assess the figure of the ataman who contributed to opening several new educational institutions on the Don. In our paper, we tried to throw light on the situation by deliberately focusing on the policy of N.I. Svyatopolk-Mirsky in education. As a result, we found out that numerous close-downs of gymnasiums, initiated by the ataman, and reduced number of students can be explained not so much by political considerations but by criminal and educational reasons, and the process began after 1885, when a gymnasium principal fled Novocherkassk following an attack by his students. At the same time, instead of closed gymnasiums, N.I. Svyatopolk-Mirsky established technical and vocational schools that were long urgently needed. Our primary conclusion is that although N.I. Svyatopolk-Mirsky pursued a logical and reasonable educational policy in general, he made a number of mistakes – he excessively cut enrolment in gymnasiums and failed to provide the region with graduates from the network of vocational schools he created.
Ataman Nikolai Ivanovich Svyatopolk-Mirsky came under harsh criticism, targeted by his contemporaries from the liberal camp, as a persecutor of enlightenment who “has failed to completely abolish science, but not thanks to the lack of enthusiasm.” On the other hand, today's historians urge the academic community to re-assess the figure of the ataman who contributed to opening several new educational institutions on the Don. In our paper, we tried to throw light on the situation by deliberately focusing on the policy of N.I. Svyatopolk-Mirsky in education. As a result, we found out that numerous close-downs of gymnasiums, initiated by the ataman, and reduced number of students can be explained not so much by political considerations but by criminal and educational reasons, and the process began after 1885, when a gymnasium principal fled Novocherkassk following an attack by his students. At the same time, instead of closed gymnasiums, N.I. Svyatopolk-Mirsky established technical and vocational schools that were long urgently needed. Our primary conclusion is that although N.I. Svyatopolk-Mirsky pursued a logical and reasonable educational policy in general, he made a number of mistakes – he excessively cut enrolment in gymnasiums and failed to provide the region with graduates from the network of vocational schools he created.
Number of views: 1303 Download in PDF
The Potential of Museums in the Mediation of Science and Technology. Museum Presentation and Education on the Example of the Technical Museum in Brno (Czech Republic)
European Journal of Contemporary Education, 2019, 8(1): 240-253.
Number of views: 1301 Download in PDF
21. Аlexander Р. Abramov, Oleg Е. Chuikov, Elena N. Pyaseckaya, Vladimir A. SvechnikovEuropean Journal of Contemporary Education, 2019, 8(1): 240-253.
Abstract:
This study examines museum presentations and educational activities in the area of technical museology, on the example of the Technical Museum in Brno (Czech Republic). Technical museology counts among the most popular segments of museum culture employed, in particular, in the popularization of science and technology. Through their exhibition activities, as well as museum and educational activities, museums approach target groups of visitors including pupils and students from all types of schools. Museums of technology have documented and mediated the progress in technology in society for nearly 200 years through a wide range of activities, especially in the form of the visualization of technological procedures of production, from the processing of a material to a finished product. This contribution analyses and assesses the basic presentation, educational and scientific activities of the Technical Museum in Brno. It conveys the manners of its communication with the public, as well as the particularities of technical museology.
This study examines museum presentations and educational activities in the area of technical museology, on the example of the Technical Museum in Brno (Czech Republic). Technical museology counts among the most popular segments of museum culture employed, in particular, in the popularization of science and technology. Through their exhibition activities, as well as museum and educational activities, museums approach target groups of visitors including pupils and students from all types of schools. Museums of technology have documented and mediated the progress in technology in society for nearly 200 years through a wide range of activities, especially in the form of the visualization of technological procedures of production, from the processing of a material to a finished product. This contribution analyses and assesses the basic presentation, educational and scientific activities of the Technical Museum in Brno. It conveys the manners of its communication with the public, as well as the particularities of technical museology.
Number of views: 1301 Download in PDF
Educational System of Victor N. Soroka-Rosinsky: from Coercion to Voluntariness
European Journal of Contemporary Education, 2019, 8(1): 254-261.
Number of views: 1372 Download in PDF
22. European Journal of Contemporary Education, 2019, 8(1): 254-261.
Abstract:
The article presents the teaching techniques of Victor N. Soroka-Rosinsky. Those techniques are aimed at the pupils of closed-typed educational institutions to form voluntariness. In general, they represent a phased educational system evolving from coercion to conscious self-initiated activities. At the final stage, voluntariness is the result of teachers’ actions, when it is transformed into self-activity and self-organization of the students themselves on the basis of collective creativity and competition. Achieving such a state is the ultimate goal of educational influence, when a self-active, creative, voluntary initiative is set as the main life strategy by each student and the team as a whole. At present, the system developed by Victor N. Soroka-Rosinsky can become the initial basic matrix in the implementation of educational and morale building strategies in working with “troubled” teenagers to form their voluntariness as a necessary and socially significant trait of their personalities. It is volunteerism that currently meets the interests of the society and social basis of the Russian people.
The article presents the teaching techniques of Victor N. Soroka-Rosinsky. Those techniques are aimed at the pupils of closed-typed educational institutions to form voluntariness. In general, they represent a phased educational system evolving from coercion to conscious self-initiated activities. At the final stage, voluntariness is the result of teachers’ actions, when it is transformed into self-activity and self-organization of the students themselves on the basis of collective creativity and competition. Achieving such a state is the ultimate goal of educational influence, when a self-active, creative, voluntary initiative is set as the main life strategy by each student and the team as a whole. At present, the system developed by Victor N. Soroka-Rosinsky can become the initial basic matrix in the implementation of educational and morale building strategies in working with “troubled” teenagers to form their voluntariness as a necessary and socially significant trait of their personalities. It is volunteerism that currently meets the interests of the society and social basis of the Russian people.
Number of views: 1372 Download in PDF