Didactic Problems Research Articles

FEATURES OF THE ORGANIZATION OF ONLINE INTERACTION OF PRIMARY AND BASIC SCHOOL TEACHERS IN THE SYSTEM "TEACHER – GROUP OF TEACHERS"

The article describes the online interaction of elementary and basic schoolteachers in the system "teacher – a group of teachers" based on a site that combines thematic training modules in Google Class. The stages of formation of teaching staff research competencies on the example of educational materials, involving the organization of research activities of students involved in inclusive learning. It reflects a single principle of building the content of online training modules, each of which contains theoretical material on the chosen didactic problem; a video demonstrating the practical application of the knowledge gained in practice in the working conditions of an educational institution; Google Forms to test the learned material by each teacher and course coordinator. The features of the organization of professional online interaction of teachers in the system "teacher – group of teachers," including: the possibility of the course coordinator for users of consultative video meeting based on Google meet; establishing feedback between course coordinators and teachers who perform test tasks through the use of Google Forms; combining teachers based on Google Class into a virtual room for practical research tasks based on electronic educational resources. It is noted that the most common among them in the practice of primary and basic schoolteachers are Wizer.me, Learning.aps, Kahoot, wordwall, Liveworksheets, which allow individual online work of the teacher to combine with the group work of all course participants and combine self-learning with mutual learning. The results obtained for experimental and control groups of teachers are analyzed: levels of formation of reflexive, methodical, managerial and communicative factors of their research competencies. Based on the obtained data, it is proved that the online interaction of primary and basic schoolteachers when using Google Class is effective, which is confirmed by high and sufficient levels of formation of research competencies of teachers who were part of the experimental group.

Formation of reading literacy of modern schoolchildren as a didactic problem (regional aspect)

Formation of reading literacy of modern schoolchildren as a didactic problem (regional aspect)

Study of International Relations students’ motivation: Assessing the effectiveness of educational process management via Action Research strategy

Introduction. The article raises the problem of increasing motivation among university students in learning their major. Despite the fact that a large number of research articles are devoted to the problem of motivation, the issue of assessing the effectiveness of educational process management as one of the key factors in creating a motivating educational environment, remains insufficiently studied. The aim of this study is to determine and describe an effective strategy of intervention and external support for students majoring in “International Relations” in order to increase motivation in learning their academic major via Action Research. Materials and Methods. The methodology is based on Activity theory, person-oriented approach, educational environment assessment, literature review, project-based learning, role-plays and Action Research, as well as on quantitative, qualitative and interpretive research. An analytical review has been carried out in order to identify methods and technologies that can be used to increase motivation to educational activities. Quantitative and qualitative methods include two surveys with subsequent interpretation of the results obtained and provide the basis for developing and testing the strategy of assessing the effectiveness of educational process management. Results. The results of the surveys and their interpretation analysis have demonstrated a high level of student interest in English as a foreign language yet with an insufficient level of motivation for their major, as well as the students’ assessment of professional role-playing games as an effective and emotionally comfortable form of education. Based on Action Research and project-based learning the authors developed an action strategy, substantiated the principles of its implementation, the degree of intervention and external support while maintaining psychological comfort and the level of student autonomy. The authors found that increased involvement is also determined by the freedom to choose the focus of the project, a meaningful professional context, successful team work and effective management of the educational process. The results of the intervention helped the authors to develop recommendations for replicating and scaling up the experience gained. Conclusions. In conclusion, inferences are made about the importance of effective external management for increasing motivation among the students. It has been proven that a sufficient level of intervention in the educational process and external support allow for higher degree of engagement and motivation in learning majors. Conclusions are also made about the Action Research method as a basis for effective management of the educational process, solving didactic problems, adjusting teaching interventions and assessing the results obtained.

Развитие и обучение в контексте социальных взаимодействий: Л. Выготский vs Ж. Пиаже

<p>The article is devoted to the problem of contemporary didactics, touching upon the issue of the structure, transmission and acquisition of knowledge.The focus is on understanding the correlation between the content of knowledge and the way it is translated (transmitted) from one person to another, from an adult to a child. We analyze the initial, joint-distributed form of activity that is specific for efficient teaching of children.</p>

Contributions of the anthropological theory of the didactic to the epistemological programme of research in mathematics education

In the early 1980s, the theory of didactic situations put the analysis of mathematical activity at the core of the didactic analysis, thus initiating a new research programme in mathematics education: the epistemological programme. This paper describes and interprets some of the contributions of the anthropological theory of the didactic (ATD) to the development of this programme. These contributions come from the new institutional and ecological perspective provided by the ATD to approach the didactic problem and from the significance it assigns to macrodidactic phenomena characterised by didactic transposition. They are illustrated with research works involving different fields of school mathematics in which the ATD team led by Spanish researchers played a central role: research in school algebra and its relations with functional modelling, differential calculus, and real numbers. The paper concludes by briefly describing the contributions of the ATD to the dialogue between didactic theories, another domain that has notable Spanish contributions.

Subject matter knowledge in Primary Education teacher training

INTRODUCTION. The article questions a basic problem of didactics: the relevance of subject matter knowledge as a quality requirement in teacher training. Subject matter knowledge is assumed to be necessary to facilitate student learning and education. Specifically, it is understood as a requirement for teachers to be able to carry out didactic designs and developments that facilitate meaningful learning experiences and strengthen the conceptual structure of students. The objective of the research is to know if future Primary Education teachers and preservice Primary Education teachers have an adequate knowledge of subject matter knowledge. METHOD. To answer the objective, the type and organization of their knowledge is examined through concept maps, evaluating the productions with validated structural and semantic rubrics. RESULTS. The results show that, in general, teachers have a very poor organization of subject matter knowledge, with a weak didactic potential. DISCUSSION. Likewise, the data indicate that there are insignificant differences between the concept maps of teachers in training and those made by practicing teachers, which reflects a similar andcyclical knowledge structure. The conclusions point to the low and limited impact of teacher education programs on pre-service teachers’ acquisition of subject matter knowledge, even though it is understood as a general didactic requirement for teacher education and, for the development of quality teaching.

Didactic potential of mobile applications in the practice of teaching Russian as a foreign language

Importance. Over the past ten years, mobile applications for learning a foreign language have gained great popularity and have occupied their niche among other information and communication technologies. In this regard, the task of identifying the didactic potential of mobile applications offering the study of the Russian language as a foreign language is relevant.Materials and Methods. The research material is the content of mobile applications for learning Russian as a foreign language. The following methods are used during the study: directional sampling method, descriptive-analytical, comparative, included observation method, systematization, classification, modeling.Results and Discussion. The work presents the results of an analysis of 6 mobile applications designed to study the Russian as a foreign language, the advantages and disadvantages of each of the applications are identified, their specialization is determined. When assessing the didactic potential of mobile applications in the practice of studying the Russian as a foreign language, we use the following criteria: structured training, tasks diversity and quality, the presence of elements of individualization and differentiation, and a number of others.Conclusion. Each of the considered applications is designed to solve certain didactic problems: Memrise and FunEasyLearn – to increase lexical stock; Duolingo – for working out grammatical constructions; Lingualeo – for working with authentic texts; Busuu – for communicating with a native speaker and developing writing and speaking skills; Kalinka – for detailed study and practice of grammar of the Russian language.

МЕТОДОЛОГИЧЕСКОЕ ОБОСНОВАНИЕ ОРГАНИЗАЦИИ НЕФОРМАЛЬНОГО ОНЛАЙН-ОБУЧЕНИЯ ВЗРОСЛЫХ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ (РКИ)

Individual non-formal online language learning format is becoming more popular around the world. However, it is observed that the theoretical and methodological foundations are currently not fully developed. The article considers the advantages of non-formal individual online teaching Russian as a foreign language to adult learners under the teacher’s guidance, as well as a set of organizational patterns, approaches, and principles of functioning of this educational phenomenon. We have found out that individual non-formal online language learning is based on the following pedagogical organizational patterns: the management of the pedagogical process, the unity of teacher and learner’s activities, the dynamics of the pedagogical process. Effective organization of learning process is one of the current problems of modern didactics; therefore, it is important to consider the theoretical and methodological justifications of popular educational trends.

Translation of fi lm titles as a translatological and (glotto)didactic problem

This article is dedicated to the issue of translating film titles. The author examines the latest blockbusters as a material enabling not only an interesting class discussion on translation strategies, but also, or perhaps foremost, approach to titles as instruments for acquiring the knowledge of a language and culture. Film titles and methods of translating them from foreign languages are presented in the text as a class component that could help develop language competence in learners, i.e. a skill that is often overlooked in the traditional language education model, which focuses primarily on grammatical correctness and reconstruction of language patterns.

DIGITAL LITERACY AS A COMPONENT OF FLEXIBLE LEARNING

Objectives. The objective of the article is to provide a brief overview of what flexible learning is and why flexibility is important for students, as well as touch on the benefits of flexible learning environments and the place of digital literacy as its component. Methods. Solving the set tasks was carried out using such methods as: analysis and generalization of scientific and educational-methodical literature on the problems of didactics; system analysis; combination of historical and logical methods in research; separation of subsystems of complex objects and their systematic analysis, holistic, integral approaches to the study of pedagogical phenomena. Results. Flexible education systems allow students to move between education, training and work. Flexibility means that young people can tailor their course of study to suit their interests and abilities. In systems that lack flexibility, it is difficult for young people to move from one field of study to another. They may find that they are limited by their initial choices, even if they have realized that those choices are not right for them. Young people who face learning barriers or who have had to interrupt their studies can take advantage of an extended period to complete their studies, the option to attend courses part-time or an alternative method of study (e.g online learning). Flexible learning in higher education institutions is the expansion of students' opportunities by offering them the choice of how, what, when and where they will study: pace, place and method of delivery of educational content. Flexible learning requires a balance of power between institutions and students and seeks to find ways in which choices can be made that are economically viable and appropriately managed for both institutions and students. Given that flexible learning requires a partnership between all stakeholders, including employers (where appropriate), this framework is intended for a broad audience. In particular, it is for those working in higher education (HE), responsible for decision- making in areas such as strategic planning, program development, administrative systems and structures, technology infrastructures related to learning and teaching, and employer engagement. It can be most effective when applied at both the institution and program levels.

INTEREST OF THE PRE-SERVICE TEACHERS IN THE ALCOHOL-RELATED ISSUES

A typical didactic problem associated with teaching the discipline "Health, Safety, and Fundamentals of Occupational Safety" is the low level of student interest in the content of the educational material. The purpose of the study was a critical comprehension of the results of using narratives about alcohol phenomena in the process of studying a specific topic of this discipline by students of a pedagogical higher education institution. Two hundred and forty-six first-year students of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the experiment. The data collection tool was a questionnaire that contained eight questions about alcohol phenomena. The level of students' interest in the educational material at the beginning and at the end of the academic year was assessed to determine the reliability of the shift in its features in the experimental and control groups. The significance of the shift in the values of cognitive interest indicators for students of the experimental and control groups was assessed using the G-sign test. The theoretical framework covered the integration of psychological and medical knowledge around the process of forming alcohol addiction. According to the results of the study, the experimental group showed an increase in cognitive interest in the new content of the educational material. The results of the study may be of international importance if they are used to educate students to consciously choose their own range of acceptable alcohol consumption. Keywords: alcohol-related phenomena, cognitive interest, integrated approach, narrative approach, safe behavior

Science Teaching at a Distance in Greece: Students’ Views

This article presents in a comparative way the findings from two surveys conducted on primary (students in Y6) and secondary (students in Y10) students in Attica, Greece, in order to map their views on distance science education, which was emergently implemented due to the COVID-19 outbreak during the school year 2020–2021. The research was conducted in a sample of 378 primary and 197 secondary students. The findings revealed that students were not satisfied with the distance teaching and learning of science, either in primary or in secondary education, except for the increased use of audiovisual material. Technical issues, such as poor network and infrastructure, lack of face-to-face interaction with classmates and teacher, external and internal distractions, lack of sufficient experimental activities, and limited understanding of concepts were common findings in both levels of education. Concerning the differences between the levels, it seems that in primary education more technical problems were reported, while in secondary education more didactic problems were reported.

ОБ ОЦЕНКЕ ФИЗИЧЕСКОЙ, МАТЕМАТИЧЕСКОЙ И ВЫЧИСЛИТЕЛЬНОЙ СЛОЖНОСТИ ЗАДАЧ ПО ФИЗИКЕ

The effective method of developing students' physical thinking consists in solving specially selected tasks presented by the teacher in accordance with the principle «from simple to complex». Therefore, the development of methods for assessing the didactic complexity of physical tasks is an urgent problem of didactics. Its resolution will optimize the learning process and knowledge control, quickly and correctly determine the didactic complexity of tasks for the Unified State Exam, physical Olympiads, various task books and test materials. It is established that the didactic complexity of the physics tasks consists of physical, mathematical and computational complexity. To evaluate the numerical components of complexity, it is necessary: 1) formulate the task condition so that it briefly and at the same time fully reflects the analyzed physical situ-ation; 2) write out 5 key terms – the most complex scientific concepts used in solving the physics task; 3) write down the formulas used and the result obtained in general form; 4) create a file in which physical formulas, mathematical reasoning, calculations are verbally encoded in the form of separate sentences; 5) analyze the text file using the special program, determine the overall semantic complexity and the coefficient of in-formation folding; 6) calculate the physical, mathematical and computational complexity by summing up the complexity of the corresponding terms and ordinary words. This will determine the didactic complexity of the task. The article presents examples of the proposed method use, analyzed the results.

Modern Didactic Problems of Acute Inflammation of Lung Tissue

Modern Didactic Problems of Acute Inflammation of Lung Tissue

Criminalistic didactics in modern conditions of war and digital technologies

The article is devoted to the study of innovative approaches of criminalistic didactics in modern conditions of martial law and digital technologies. The problems of applying innovative methods and technologies for teaching criminalistics are revealed and analyzed, the most promising areas for their improvement and development are highlighted. Suggestions and arguments about the need for mandatory study of criminalistic science by future lawyers are formulated. The necessity of taking into account during the forensic training of future lawyers the current state of development of science and practice, the tasks of adapting criminalistic knowledge to the conditions of martial law, the existing international standards of the European Union, the formation and emergence of new directions in the criminalistic doctrine is substantiated. At the same time, the strengthening and activation of the practical component in the teaching of criminalistic science acquires significant significance. They also need to take into account modern trends in the development of criminalistic science related to the formation of its newest branches: digital, medical, aerospace, genotyposcopy, computer, cybersecurity, nuclear and military criminalistics. A critical analysis of scientific approaches to the problems of criminalistic didactics has been carried out, promising directions for further research on this issue in modern criminalistic science have been identified.

The problems of digital training of specialists for the agro-industrial complex

New trends in the agro-industrial complex require specialists working in agriculture to possess digital skills and competencies. There is an acute shortage of personnel capable of solving a wide range of tasks based on modern digital technologies. The article is devoted to the actual problem of training graduates in the context of the development of digital didactics as a new methodology for teaching in a digital environment with changes in technologies and means due to the digital transformation of all types of social life. In this study, using a questionnaire on a wide range of issues, an analysis was made of the readiness of teachers and students for the digital transition in education and their ability to use the digital educational space to organize and conduct the educational process. The strengths and weaknesses of the participants in educational activities, the positive and problematic aspects of digital education, the didactic difficulties of learning in the digital environment are noted. The emphasis is on assessing the state and problems of digital didactics in domestic and international educational practice. The factors that determine the effectiveness of training in the digital environment are described. New didactic principles are presented that contribute to improving the efficiency and effectiveness of educational activities, requiring digital literacy of teachers and students for their implementation.

Creating a Virtual (Digital) Educational Environment for Teaching Biology in the Conditions of Technoparks and Quantoriums at School and University

The article describes the features of the interaction of a general education school and a technopark of a pedagogical university in the implementation of modern biological education. The relationship of biology with other sciences is considered, the types of educational technologies used in the process of interaction are presented, the significance of the digital laboratories of the technopark are revealed. The article considers as a scientific problem the identification of promising areas of didactic research, the expansion of their research field. In the article, the provisions of general didactics are concretized in relation to new objects included in its research field, the problems of didactics of higher education are considered. Also, the article deals with virtual reality, more precisely, its concept for creating a more powerful and useful virtual learning environment than existing approaches to learning based on traditional technologies, by incorporating new technologies and new learning criteria. A method of vector modeling of virtual reality, presented for use in various types of self-education, based on information and communication technologies, educational technologies for blended teaching of biology in high school is proposed and substantiated.

Possibilities of didactic engineering in training future specialists

The article discusses the possibilities of didactic engineering in preparing future specialists for independent professional activities. Didactic engineering is a methodology (theory, practice, diagnostics) of organizing activities to solve didactic problems using engineering methods (metric approach, modeling, numerical analysis, use of information and communication technologies). Within the framework of didactic engineering, the tasks of creating new effective didactic systems, teaching aids and diagnosing the quality of training of specialists working in a virtualreal environment are solved. This allows us to outline the path for rapid sustainable professional development of the student, establish key invariant abilities, determine the role of knowledge in solving professional problems, and generally reveal the reasons why some people solve professional problems more successfully than others. The authors, based on the theoretical and practical results of the study, highlight problematic issues in the adaptation of future specialists to independent professional activities and the need to implement innovative approaches. Based on the conducted research, a set of interrelated conditions aimed at increasing the level of readiness of future specialists to carry out innovative professional activities was put forward for discussion. The process of training and education of a student must be organized based on his personal professional interest, personal growth through the construction of a professional development trajectory. Consequently, in systems built within the framework of didactic engineering, it is necessary to introduce the category “complexity of problems”, since in the future this makes it possible to objectively assess the professional potential of a future specialist.

Digital pedagogy as a response to the challenges of contemporary education

The current stage of global social and economic development is characterized by digitalization, bringing many changes to education. In the last two years, marked by combatting the SARS-CoV-2 pandemic, information and communication technology in education has seen exponential growth, which has resulted in the need to adapt teaching methods to achieve planned learning outcomes. Teachers have faced the challenge of adequately perfecting teaching and learning methods to respond to pupil demands and their different educational needs and to increase their motivation to participate in an increasingly virtually oriented teaching process. The increasing use of digital technology in teaching in recent years has accelerated the development of new areas of pedagogy. In the scientific literature, there is increasing talk about digital pedagogy as a new branch or approach in pedagogy that studies the laws of digital education, developing new strategies and approaches to enrich the curriculum using information and communication technology. This paper seeks to explain the concept of digital pedagogy and how it can solve traditional didactic problems, shaping and developing innovative learning processes while developing and supporting a curriculum increasingly oriented toward digital technology. It proposes opportunities for teachers to improve the quality of the teaching process and highlights shortcomings and new challenges facing the increased use of information and communication technology in teaching.

Literárne žánre ako didaktický problém v procese vyučovania v rámci nižšieho sekundárneho vzdelávania

The main subject of our paper is the problem of didactic grasping of literary genres in the process of literary education at the lower secondary level. Pupils gradually encounter genological terms within of literary education and acquire basic knowledge about the types of literary genres and their genre codes. Through the designed activities, we pursue the adoption of these hard-to-grasp, abstract, genre codes and their features through experiential learning during the educational process. In the activities, we provide the pupil with concrete tasks, with the help of which they become familiar with the necessary knowledge and with the aesthetic component. By proposing activities, in this paper we try to deal with the didactic problem of teaching genre codes without forcing and preserving the artistic-aesthetic reading of literary texts.