Disciplinary Content Research Articles

DIRECTIONS FOR IMPROVING STUDENT TRAINING
 FOR THE SPECIALTY «TECHNICAL MAINTENANCE OF VEHICLES»

The stages of the life cycle of cars and production are given, in which graduates of universities and colleges who have been trained in the specialty "Technical operation of cars" will operate. Taking into account the systematic analysis of curricula, textbooks and teaching aids, the purpose of training, the names and content of educational special disciplines adapted to the needs of motor transport (operational, maintenance and repair) enterprises are substantiated.

Universalism, or the fabrication of concert music

The idea of a ‘universal music,’ which develops alongside the supposed hegemony of European classical music, has historical roots that have been expressed as disciplinary content since at least the Enlightenment. However, its current relevance is shown in processes of symbolic appropriation, which we analyze in the contemporary Brazilian scenario, where the dissemination of universalism as an unquestionable paradigm of cultural superiority guides the relationship with musical discipline and is shaped by the context of social, political, and economic fragility, which we will analyze in the case of the São Paulo Symphony Orchestra, concluding, finally, the difficulty of music in constituting itself as an epistemic object in this context.

Projecting a Person-Oriented Content of Special Disciplines in the Process of Preparing a Physical Education Teacher

This article presents the research results of an experiment to test the effectiveness of the person-oriented approach in teaching special subjects in the process of preparing physical education teachers. This experiment was conducted on 60 students at the Urgench State University who study at the Physical Culture faculty. The subjects of the experiment were chosen in the following order: 20 students from 1st-year students, 20 students from 2nd-year students, and 20 students from 3rd-year students. The experimental and control groups contained 30 students each. After the application of the person-oriented approach, the results showed that the students in the experimental group showed a visible decrease in their negative problems in the education system.

For pedagogical alignment in an e-learning device

This study intends to identify the factors likely to have an impact on the process of knowledge appropriation within an online teaching device in a Moroccan university context. We postulate that pedagogical alignment, which is based on the scripting of collaborative work within groups of learners, positively influences the process of knowledge appropriation more than didactical alignment, which is based on the structuring of disciplinary content delivered by a technical device. The context of the experiment is that of a presential training in real situation within which we inserted a distance part from the Moodle platform. This training lasts for one semester during which the learners are led to appropriate the theoretical framework and then to exploit it in a collaborative project.

Lecturers’ use of examples in online university English-medium instruction: a micro-analytic classroom interaction and knowledge-building perspective

The increasing impact of internationalisation in higher education worldwide has led to the growing use of English as a medium of instruction (EMI). Much research on this phenomenon has focused on stakeholders’ viewpoints, but there is increasing interest in investigating interaction in EMI classrooms. One interactional practice which is relatively unexplored is that of EMI lecturers’ use of examples when co-constructing knowledge with students. This study explores how EMI lecturers provide examples to introduce and develop disciplinary content in their field. Using an interdisciplinary approach which combines Multimodal Conversation Analysis (CA) and the Autonomy dimension of Legitimation Code Theory (LCT), we analyse three exemplification sequences taken from a corpus of 46 hours of video-recordings of online teaching in three different disciplines (chemistry, business administration, food engineering) at a state EMI university in Turkey. The CA findings of the study show how the lecturers use a range of interactional and multilingual resources in the exemplification sequences to position students as more or less knowledgeable in relation to globally and locally relevant examples. The LCT Autonomy analyses trace the trajectories through which target and non-target knowledge moves as part of lecturers’ knowledge-building practices. The interdisciplinary findings of the study have implications for lecturer training and professional development in English medium universities.

Навчальна дисципліна "Методологія військово-психологічних наукових досліджень" як елемент професійної підготовки майбутніх офіцерів-психологів

Background. The full-scale invasion of Russia on the territory of sovereign Ukraine determined significant social changes, including changes in the programs of educational disciplines. Thus, the author team of this publication presents the reader with a description of the educational discipline "Methodology of military psychological scientific research", which is an element of the training of future psychological officers. The authors analyzed the purpose, content, structure of the educational discipline, characterized the forms of organization of the educational process, and described the expected results. Methods. The article uses the methods of analysis, synthesis and generalization of scientific, reference and methodical literature. The systematic analysis of the work program of the educational discipline allowed to determine the structure of the educational discipline and the functions of its individual elements. Results. The need for future psychologist officers to master the content of the educational discipline "Methodology of military psychological scientific research" is justified by the requirements of the Standard of higher education of Ukraine, specialty 053 Psychology. It was determined that the educational discipline has two modules – theoretical and practical. The forms of organization of the educational process are lectures and practical classes, during which future psychological officers master the theoretical principles of the organization of military psychological scientific research and develop the project of their first scientific research work – a coursework. The result of mastering the content of the academic discipline is the formation of knowledge and skills regarding the definition of the object, subject, goal and tasks of scientific research; development of a coursework plan; selection of valid psychodiagnostic tools; design of the work text; selection and design, in accordance with the requirements, of the list of used sources. Conclusions. The structural and functional analysis of the content of the educational discipline "Methodology of military psychological scientific research" carried out in the scientific publication reveals the peculiarities of the training of future psychological officers.

Serious complications related to regional anaesthesia: Study ofGreek Courts' Decisions.

Regional anaesthesia and analgesia present many advantages. Related complications are few and have been fully described. Information on regional anaesthesia malpractice is lacking in Greece. The objectives of the analysis were to highlight areas of high litigation risk and report the financial impact of claims. Published judicial decisions of criminal, civil, administrative and disciplinary content, from 1995 to 2020, were searched in the legal information banks. The court decisions were analysed by an expert in collaboration with the lawyers of the investigation. A total of 26 court decisions related to complications from regional anaesthesia were found involving 10 cases, which comprised: 8 convictions, 1 referral of the case for a new expert opinion and 1 acquittal. In 6 cases the medical negligence involved complications after epidural anaesthesia and in 2 after subarachnoid anaesthesia. In 1 case there was collective liability of the anaesthesiologist and the obstetrician for negligent homicide and in 7 cases liability of the anaesthesiologist for bodily injuries. The duration of the litigation was 5-16 years. Analysis of court cases made it possible to identify the causes that led to complications during regional anaesthesia. Informed consent, non-traumatic technique, careful patient selection, adherence to safety rules, and early diagnosis and treatment of complications are essential to avoid permanent injury.

Characterizing students’ peer–peer questions: frequency, nature, responses and learning

In group activities, students work collaboratively to accomplish specific objectives. Students have to engage and interact with each other in order to complete collaborative assignments. One way that students stay engaged is through asking questions. In the research reported here, we looked at peer-to-peer questions in the context of a collaborative activity. Specifically, we examined the frequency of questions, types of questions, types of responses elicited by student questions, whether peer question-and-answer interactions led to verbalized learning, and the disciplinary content of the questions asked by students in their groups. Our results show that there was a wide range in the frequency of questions asked across groups. The types of questions asked were broadly classified as confirmation seeking, clarification seeking, information seeking, and questions seeking understanding. Types of responses elicited included explanations (conceptual), informational, unsure, and no response. Most of the question-and-answer exchanges did not lead to verbalized learning. Some types of question-and-answer combinations were more likely to lead to verbalized learning than others. The most commonly asked disciplinary content questions sought facts and descriptions of procedures. Questions seeking conceptual understanding, which are more likely to lead to learning, were least common. Implications for instruction and research are discussed.

ИСПОЛЬЗОВАНИЕ ЦИФРОВЫХ ОБРАЗОВАТЕЛЬНЫХ РЕСУРСОВ УНИВЕРСИТЕТА

The article analyzes the digital educational resources of the university based on OSU. I.S. Turgenev. The content of academic disciplines on the Moodle digital platform was studied. An assessment was made of the demand for and student satisfaction with the digital educational space provided by the university.

ОСОБЛИВОСТІ ПРОФЕСІЙНО-ОРІЄНТОВАНОГО ВИКЛАДАННЯ НАВЧАЛЬНОЇ ДИСЦИПЛІНИ «ПСИХОЛОГО-ПЕДАГОГІЧНІ ТА НОРМАТИВНО-ПРАВОВІ ОСНОВИ ОСВІТНЬОЇ ДІЯЛЬНОСТІ» АД’ЮНКТАМ ТЕХНІЧНИХ ВВНЗ

Problem statement. One of the most important tasks of modern education is to improve the professionalism of future scientific and scientific-pedagogical workers for the needs of the Armed Forces of Ukraine, as a factor in improving the quality of education carried out in the system of postgraduate professional education. The purpose of the article is to study the peculiarities of teaching the discipline "psychological, pedagogical and regulatory bases of educational activity" to adjuncts of technical higher military educational institutions of specialty 126 "Information Systems and technologies" and 255 "weapons and military equipment". Research methods. To solve the tasks set, theoretical research methods were used: methods of historical analysis for analyzing and generalizing scientific literature on the problem of work; generalization – for formulating conclusions and recommendations on effectiveness. The result of the study. The article considers the peculiarities of teaching adjuncts of technical higher military educational institutions the discipline "psychological, pedagogical and regulatory bases of educational activity". The object of research is content module 1. Subject, main tasks and actual problems of psychology and pedagogy of Higher Education, which is contained in the credit module 1. psychology and pedagogy of Higher Military School. Conclusions and prospects for further research. Professionally-oriented training is relevant in the training of adjuncts of technical higher military educational institutions when studying non-specialized academic disciplines and is an intangible means of motivating them to master them. The academic discipline "psychological, pedagogical and regulatory bases of educational activity" is necessary for adjuncts of technical higher military educational institutions of specialties 126 "Information Systems and technologies", 255 "weapons and military equipment" for their professional development and there is a need to increase the academic time for its teaching. Immediate prospects for further research. The presented study does not exhaust all aspects of this problem. Theoretical and practical results obtained in the process of scientific research form the basis for its further study and improvement of the content of the educational discipline, as well as the publication of modern scientific, methodological and educational literature. Keywords: teaching, academic discipline, psychology, pedagogy, educational activity, adjunct, technical higher military educational institution, armed forces of Ukraine.

Практики школьного образования сибирского казачества (вторая половина XIX — начало XX века)

The publication is devoted to the analysis of school education practices in the Siberian Cossack Army in the period the middle of the 19th to the beginning of the 20th century. In the course of the study, the features of the educational and nurturing process of primary schools of the army were determined, the content of the main educational disciplines was revealed. The authors identified the problems of school education, revealed the main difficulties faced by teachers in their practical activities. A comparison of the requirements for school education with real practice was made. The article used historical sources that were not previously introduced into scientific use.

Implementation of methods for implementing pedagogical conditions for forming socio-cultural competence of future foreign language teachers

The article is devoted to the problem of the formation of sociocultural competence of future foreign language teachers in the pedagogical college system. The article reveals the essence of the methodology for the implementation of pedagogical conditions for the formation of sociocultural competence of future foreign language teachers, which is implemented in three stages (stimulation-motivational – formation of motivation, adaptation of students to the conditions of the experiment; activity – implementation of pedagogical conditions in the classroom and outside the classroom for the effective formation of sociocultural competence ; correctiveresultative – analysis and correction of results) and the veracity of the research hypothesis was verified according to the effectiveness of statistical and mathematical indicators. In the aspect of our previous studies, it was revealed that in the structure of sociocultural competence of future foreign language teachers, information-cognitive, motivational-value, and practical-activity components are distinguished. The criteria for determining the level of formation of the information-cognitive component of the socio-cultural competence of future foreign language teachers are axiological, linguistic-cultural, and practical-communicative. The developed criteria and indicators made it possible to distinguish four conditional levels of formation of sociocultural competence of future foreign language teachers in the process of professional training in the conditions of a pedagogical college: high, sufficient, basic and elementary levels. Research has proven a positive influence on the formation of sociocultural competence of students of the Pedagogical College of the disciplines of psychological and pedagogical and special training. Expanding the content of professional disciplines by adding texts, exercises, audio and video files of a socio-cultural orientation has a positive effect on the development of their socio-cultural competence as an individual’s ability through adequate understanding and respect for other languages and cultures to manifest an active and responsible life in society.

FEATURES OF THE ORGANIZATION OF GIS TRAINING IN SUMSPU NAMED AFTER A.S. MAKARENKO

The article examines the peculiarities of geo-informational training of students of geographic specialties, which consists in determining the ways of applying GIS within the future professional activities of students of various geographic specialties. The training is based on the theoretical and methodological principles of the use of geoinformation systems and technologies, which contributes to the formation of geoinformation competence based on a differentiated approach. A differentiated approach involves the provision of educational material in various fields and the acquisition by students of various geographic specialties of various geo-informational practical skills. The implementation of geoinformation technologies in the educational process opens up new opportunities for better training of geography specialists. However, it is necessary to pay more attention to both the pre-geoinformational training of students and the formation of the content of geographic disciplines and methods of presenting material in accordance with various specialties. Students should be introduced to the functionality and performance of existing GIS software packages and open software products that can be recommended for use in the educational process. This will provide grounds for forming a sufficient level of competitiveness of future specialists in accordance with the chosen specialty. The use of GIS in the training of geography specialists contributes to the formation of geo-informational competences and provides a qualitatively new level of acquisition and generalization of knowledge, skills and abilities.

THE USE OF CALCULATION PROBLEMS IN THE TEACHING OF PHARMACEUTICAL CHEMISTRY

The training of specialists in the field of pharmacy is an urgent issue for a developed, social and legal state. Ukraine is no exception, in the educational policy of which a special place is given to pharmaceuticals. The purpose of the work concerned the definition of qualitative methods of teaching pharmaceutical chemistry, in particular, based on the use of calculation problems during practical classes. The research used the methods of analysis, synthesis, comparison and generalization. The experimental and scientific base of the research is the Uzhhorod National University. The developed provisions were tested on students pursuing higher education in the specialty «Pharmacy, industrial pharmacy» of the Faculty of Medicine. It was revealed which of the tasks should be performed by students in the course of their individual activities, for example during independent work, as well as within classroom classes. Various approaches to the organization of the educational process, namely teaching of pharmaceutical chemistry, were characterized. In addition, the content of the above-mentioned academic discipline was considered and its priority for pharmacy students was determined. Also, the main types and directions of calculation problems related to pharmaceutical chemistry were characterized. So, the influence of this type of tasks on the level of knowledge and professional training of students, as well as the possibility of implementing the latter's acquired skills in practical activities, is revealed. The obtained conclusions can be effectively used both by teachers, during preparation for classes with students of higher pharmaceutical education studying pharmacy, and directly by students for independent development.

USE OF NON-FORMAL EDUCATION ELEMENTS IN THE ORGANISATION OF STUDENTS' INDEPENDENT WORK

B a c k g r ou nd . The analysis of the latest publications and approval of scientific research at conferences, symposia, during the discussions of scientists show that today approaches to the organization of the educational process are changing – first under the influence of the COVID-19 epidemic, and then Russian aggression against Ukraine. At the same time, despite everything, formal education remains the main daily activity of an individual in higher education institutions. It is based on modern scientific trends and practices. Getting an educational service is becoming more available An individual education trajectory is formed, including using distance learning technologies. It is the organization of the educational process with the use of remote technologies that becomes the leading one in wartime conditions. Approaches to its organization using elements of non-formal education deserve special attention. The purpose of the article is to understand the place of informal education in the educational process of a higher school, and the task is to consider the possible applied aspects of informal education in the training of specialists within the educational and scientific program "Educational, pedagogical technologies" specialty 011 Educational, pedagogical sciences, in particular, to analyze the possibilities of using elements of informal education in the construction and organization of the study of the discipline "Innovative educational technologies", the content of students' independent work. Considerable attention was paid to the search for an answer to the question – to what extent independent work at such an organization will allow for the formation of competencies provided by the work program of disciplines (RPND) and the program learning results contained in the educational program. To achieve the goal and solve the tasks, the following methods were used: modeling of students' activities, using already existing work experience in mastering the content of educational disciplines by students in other educational programs: interviews, surveys, evaluation of completed tasks, feedback (questionnaires). Re su lt s . When creating the working program of the course and researching the possibilities of using elements of non-formal education, step-by-step modeling of the activities of master's students was used, during which the search for available massive open online courses that could complement the content of education should take place, taking into account the purpose and tasks of the discipline, the time of independent work to master these courses, specific results that can be checked and taken into account within the framework of the modular rating system for evaluating the educational achievements of students. C onc lu si on s . The results of the discussion of the concept of the work program with colleagues showed that the proposed organization of independent work of students using elements of non-formal education during the study of the discipline "Innovative educational technologies" will contribute to the formation of competencies and program learning outcomes provided for by the educational and scientific program and will specify and optimize the organization of independent work as the most important component of the educational process at the second level of higher education.

Improving Effectiveness of English Medium Instruction Economics Classes: Students' Perceptions in China

English Medium Instruction (EMI) is widely implemented in Business English (BE) programs in higher education in China to help students improve English proficiency and master subject matter. Positive impact of EMI on language and content learning has been reported, but using English as the Medium of Instruction (MOI) has also given rise to a number of concerns, such as the loss of subject content and inadequate integration of content and language. To address these concerns, the present study explores the impact of EMI on students’ learning by investigating their perceptions and learning experience of Economics, an EMI core course in the BE program. A questionnaire survey was conducted among 180 BE students to evaluate the pedagogy and teaching quality of the course, revealing improvement areas pertaining to instructional practices and teaching methodology. Based on the findings, the study yields pedagogical implications to improve the quality of EMI and students’ capacity to learn disciplinary content in another language.

Scaffolding of experimental design skills

The results of an earlier four-year longitudinal research study on the development of experimental design skills led to the conclusion that 12–13 year old students probably need more help to design experiments than had been offered to them in that project. This paper reports the findings of the first year of a further four-year empirical research project. Its aim is to modify ‘step-by-step’ instructions for practical activities in a way that may enable the development of experimental design skills. Nine hundred and thirty-one (931) students have been involved. All were 12–13 years old in the beginning of the study (September 2021). Each year students spend six lessons (some or all of each) doing practical activities using worksheets we provide. The students were divided into three groups. Group 1 (control group) follow step-by-step instructions. Groups 2 and 3 are experimental groups. Group 2 follow the same instructions as Group 1 but also complete a scheme (a series of questions) on their worksheets concerned with the design of the experiment. Group 3 is required to design the experiments, guided by the scheme. The scheme asks indirect questions about the identification of the independent variable, the dependent variable and the constants. The impact of the intervention on the students’ experimental design skills (focusing on the identification and control of variables) and disciplinary content knowledge is measured by structured tests. After the first school year of the project it was clear that the applied type of instruction had a significant positive effect on the results of the Group 3 students’ experimental design skills (Cohen's d effect size: −0.28). However, no significant effect of the intervention could be detected on the changes in the Group 2 students’ experimental design skills (Cohen's d effect size: −0.11). ANCOVA analysis showed that these effects were due to a combination of several factors (mainly the intervention, school ranking and prior knowledge). This paper provides the interesting details of the results of the first year of the research and discusses the minor changes to the approach that have been made for the remaining three years of the project.

SPREMNOST UČITELjA ZA IMPLEMENTACIJU STEM KONCEPTA OBRAZOVANjA

The paper emphasizes the importance of teacher’s readiness for the im- plementation of the STEM concept as one of the key barriers to its implementation. The need for additional professional engagement of teachers in familiarizing themselves with the concept itself to empower students for a cohesive understanding of STEM discipline content and the level of teacher competence in creating and using interdisciplinary STEM educational materials are some of the elements that underscore the importance of consid- ering the diffusion problem of the STEM concept as a pedagogical innovation. In order to investigate the level of teacher’s readiness for implementing the STEM concept in elemen- tary education in our region, an empirical study was conducted, within which a survey of 107 teachers from various regions of Serbia was carried out. Teachers’ attitudes were assessed using a scale previously validated by foreign authors, which exhibited the char- acteristics of a five-point Likert scale of attitudes. The nature of the relationship between teachers’ cognitive and affective readiness and their self-efficacy, and sociodemographic variables (gender, years of service, years of working in education) was examined as well. The results showed that teachers demonstrated readiness for implementing this approach in teaching and express a high degree of affective readiness, which is correlated with their level of cognitive readiness and level of self-efficacy.

ETHNOGRAPHIC ASPECT IN THE CONTENT OF FUTURE SPECIALISTS’ TRAINING AND ETHNOCULTURAL ACTIVITIES

The purpose of the article is to analyze the prospects for the ethnographic aspect usage as a component of the content of higher education and ethno cultural activities of future specialists. Certain aspects of the study of disciplines from the standpoint of Ukrainian ethnology are highlighted. The importance of using materials from Ukrainian ethnology for the spiritual development and education of youth is emphasized. It is emphasized that understanding the formation of national self-identification as a result of the appropriate provision of the professional training process is one of the most significant competencies of the 21st century. The possibilities of ethnology for updating the content of teaching professional disciplines for future specialists in the humanitarian field have been identified.
 The issue’s relevance is explained by the need to form a young person’s worldview based on national and universal spiritual values, respect for the achievements of national culture, and the use of rich folk traditions in the course of ethno cultural activities. One of the main tasks of reforming the modern education system is to provide a solution to the issue of the formation of civil society as a community ready to participate in the processes of state formation and to protect democratic values, the territorial integrity of the country since without the affirmation of democratic values in the consciousness of the individual, an active civic position formation, moral responsibility for the fate of the country, education of beliefs, feelings of love and respect for the cultural and historical past of Ukraine, solving the task of modern transformation of Ukrainian society is not possible.
 Ethnology is considered to be an integrative component of the content of education in secondary and higher education institutions; the need for a more systematic approach to the content of the educational material of Ukrainian-cultural disciplines, which contain a powerful formative and educational potential, which contributes to the process of self-awareness of the Ukrainian people, the establishment of Ukraine as a political nation and an independent state, is emphasized.

SCIENTIFIC-RESEARCH COMPETENCE IN THE SYSTEM OF FUTURE OFFICERS’ MILITARY-PROFESSIONAL EDUCATION

The article substantiates the role and place of scientific-research competence in the system of military-professional education of future officers. The essence of military-professional competence following the goals, tasks, and nature of the military activity as an integrative characteristic of future officers is determined, which is a set of professionally crucial qualities, the ability, and readiness to solve professional problems and tasks that arise in real situations of the military profession, using knowledge, skills, abilities, professional and life experience, values and culture. The list of general competencies in the system of military-professional education of future officers in military higher educational institutions (instrumental, interpersonal, research, intellectual, professional-practical, information-communication) is given. The interpretation of the concept of «scientific-research competence» from the positions of systemic, knowledge-operational, procedural-technological, functional-activity, and competence approaches is analyzed.
 The features of the components of the scientific and research competence of future officers have been singled out and systematized: motivational-value, cognitive, personal, and activity-operational.
 Conclusions were made regarding the possibility of considering the process of forming future officers’ scientific and research competence in the direction of a holistic educational result. The involvement of cadets in practical and fundamental research will allow them to learn the forms and methods of independent work with scientific literature, deepen the content of educational disciplines of various purposes, and develop creative skills in solving complex professional tasks.