Process Of Scientific Cognition Research Articles

Kompleksowość procesu prawotwórczego

Kompleksowość procesu prawotwórczego

Electronic notes on general physics for a technical university

The problem and the goal. The article deals with the problem of creating electronic abstracts on general physics for a technical university as components of the electronic educational environment of universities within the framework of the global digitalization of higher education. The purpose of the article: to create and substantiate electronic summaries for each topic of the general physics course, structured in accordance with the main stages of the process of scientific cognition (live contemplation – abstract thinking– practice), corresponding to the criteria of completeness, clarity, applied and ideological significance. Methodology. The study used the following methods: theoretical analysis and generalization of russian and foreign literature on the problem of structuring the content of the general physics course at a technical university; modeling the content of physical education in accordance with the stages of the cognition process; experimental research methods to verify the effectiveness of created electronic notes, mathematical methods of processing the results of pedagogical experiment. Results. On the basis of the main stages of the cognition process, the structure of the electronic abstract is substantiated, consisting of five points: the study of basic physical concepts; visualization of physical concepts; the study of physical laws; visualization of physical laws; clarification of the meaning of concepts and laws in science and practice (ideological and applied). In accordance with this structure, electronic notes have been developed for all sections of the general physics course. The effectiveness of the developed electronic notes for the assimilation of the content of the general physics course in a pedagogical experiment using the statistics of the criterion of signs is proved. As a result of the conducted educational experiment it was possible to establish that the use of electronic notes leads to the formation of students' necessary knowledge of general physics (z = -2.581; p < 0.01). Conclusion. In conclusion, it is concluded that the created electronic abstracts on general physics for a technical university, the structure of which reflects the stages of the cognition process, and the content, along with physical knowledge and their visualization, help students effectively master the course of general physics due to the properties of completeness, clarity and the establishment of applied and ideological significance of the topic.

RESEARCH ACTIVITIES OF STUDENTS IN PHYSICS LESSONS

Modern changes in the world, the informatization of society, the increasing role of science are making innovations in all spheres of public life. Therefore, the problem of continuous independent education is relevant at the present time. Preparation for independent learning is carried out through the development of cognitive abilities by mastering the methodological apparatus of replenishing and applying knowledge. The age-old methodology of scientific research is an effective tool for solving cognitive problems, as well as for developing creative, communicative and reflective qualities of a person. In this regard, it is very important to introduce students to general and individual methods of cognition of the surrounding world, logic and stages of the scientific cognitive process, in general, to holistic research activities. The article deals with the issues related to the peculiarities of the organization of research activities of high school students of the main school in the process of performing laboratory work in physics. In the course of the study, the analysis of regulatory and legal documents related to the educational process of the primary school, scientific and methodological literature on the problem of research activity was carried out. As a result of the conducted research, the role of the research method in the formation of students ' research skills is revealed. Training based on the model of organizing students ' research activities in laboratory classes in physics was conducted during a pedagogical experiment. 118 students of schools of Taldykorgan took part in the pedagogical experiment. The difference in learning efficiency indicators in the control and experimental groups was evaluated by the "chi-square" criterion. The obtained results showed the effectiveness of the proposed model in the formation of students ' research skills.

(Nie)rozumienie zjawiska przywództwa w przestrzeni edukacyjnej

In the contemporary and dynamic educational reality, also known as socialization, a young person (or is it just a young one [sic!]) in a process of gaining experience, instead of understanding the environment better with time, gets lost, has problems with self-determination, struggles between the important and the irrelevant, the desired and the redundant, good and harmful. The wisdom and educational experience, the educational process and recognized educational influences should become helpful. The pragmatism of the theory of cognition often allows for conclusions and reflections on every process of scientific cognition. In the area of axiology, it may constitute a “pillar of pedagogical initiation”. In view of the holistic format of the majority of educational phenomena, the subject as a balanced dialogue and consistent in the autonomy of leadership (especially educational!) fits perfectly well the latest theories and trends of modern pedagogical, psychological and social knowledge as well as theories of inter-/intrapersonal management. The above indications are the basis for a wise leadership in education and an upbringing in leadership. Knowledge of leadership issues, understood as the process of socialization, may wisely support and strengthen educational influences. Otherwise, by unwise influences, from the pedagogical point of view, something can be irretrievably lost and wasted. To understand the phenomenon of leadership, you must first thoroughly analyze the issue of leadership in groups, trying to show relationships with other people in the process. This is vital due to the frequent confusion of the concepts of leadership and management, or leadership and command. Leadership is often recognized via its chief attribute by e.g. persistence of community, debates, personalization of tasks and actions, bonds of belonging, dynamisms of interpersonal relations (atmosphere and culture in task situations) and roles as an axiom of task decision-making.

ЗАСТОСУВАННЯ ІКТ У ПРОЦЕСІ ПРОФЕСІЙНОГО РОЗВИТКУ ВЧИТЕЛІВ У ЗАКЛАДАХ ВИЩОЇ ТА ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

The article is based on the analysis of scientific and pedagogical literature determines that the main properties of educational innovations are manifested in systematic changes associated with the transition from the lower quality to higher quality in the organization, monitoring, quality management systems of the educational and scientific process, as well as specific features of mental activity, which is the result of new socio-economic, psychological social processes in the activities and thinking of all its participants. It is noted that the preparation of future teachers for innovation is a long step-by-step process of formation of his personality. It is stated that each institution, as a component of the education system, during the organization and direct implementation of the educational and scientific cognitive process should use the capabilities and capacities of ICT at a sufficient level to solve educational problems – to carry out e-learning, which in turn requires the creation and constant development of informatization of the methodical system of institutions of higher and postgraduate pedagogical education. It is established that the modern system of higher and postgraduate pedagogical education has significant experience in the use of ICT in the process of professional development of teachers. Among them, the most recognized and convenient are hypertext technology, the Internet (e-mail, TV-video conferencing, chat, etc.), «virtual reality» and multimedia technology. It is noted that the use of modern information telecommunication networks has significantly changed the communicative environment, opened new ways to search for information, expanded the range of Internet use in various spheres of life. It has been determined that in recent years in different countries special attention has been paid to the possibilities of using computer telecommunication technologies in the organization of education. They provide effective feedback, which involves both the organization of the study material and communication with the teacher when the need arises. Such learning is called distance learning. The most important for the educational process services provided by the Internet technology are described: e-mail, TV, and video conferencing, «virtual reality». Keywords: professional development of teachers, postgraduate pedagogical education, continuing education.

Problemi naučnog definisanja i klasifikacije žanrova u naučnom fondu

Problems of scientific definition and redefinition of terms, consequently , in accordance with the topic of this scientific paper, are also problems of scientific definition of the term genre and classification of genres in the scientific fund. Defining the term genre is an important scientific-cognitive process, that acquires the essential determinants of the term itself, which have a definiendum and definiens; subject and content value, which includes the whole subject and especially the criteria for classification of the term. In this paper, genetic definitions will include the genesis and development of the concept of genre and scientific-theoretical and methodological directions of various sciences and scientific disciplines. According to temporal and territorial determinants, this paper covers a closer scientific-theoretical and methodological past, as well as modern conditions of scientific communities, both from the former SFRY and other European and wider scientific communities and their paradigms.

To the question of the notion of digital transformation of science

Based on the analysis of a vast massif of multi-lingual scientific literature in the broad context, the author examines development of the perception of the phenomenon of digital transformation of society as a whole and science in particular. Since digital transformation takes place “here and now”, objectively leading the process of scientific cognition in its essence and results, any current results of comprehension of this scale of multi-level process objectively carry private, intermediary character. However, clarification of the content of this concept and formation of analytical constructs that would unambiguously describe the specificity of the new social reality are necessary for the theory and management practice. It is noted that academic concept of digital transformation of science did not completely form and is dynamically changing in accord with the development of reality. Analysis of the scope of ideas pertaining to digital transformation and various accompanying concepts allows formulating perceptions on the essence of this phenomenon in the sphere of science. This work demonstrates the dual character of the impact of digitalization upon the scientific sphere and functionality of knowledge.

Postnonclassic epistemology and poststructuralism

There is a significant difference between the classic, non-classic and post-non-classic epistemology. Briefly this difference can be formulated as follows: classic epistemology- there is place the unambiguous determinism of the content of scientific knowledge by the properties of cognizable objects; nonclassic epistemology – there is place only the probabilistic determinism of the content of scientific knowledge by the content of cognizable objects; postnonclassic epistemology – there is place the creative constructivism of researchers in relation to cognizable objects, the result of which is the pluralism of scientific hypotheses, models and theories in relation to the same objects. The article provides a rational reconstruction of the conceptual core of post-non-classic epistemology against the background of its comparison with the principles of classic and nonclassic epistemology. The result of this reconstruction is the proposed in the article understanding of the core of postnonclassic epistemology as a set of principles 5 c: 1) constructivism of scientific cognition, 2) contextuality of science knowledge (its conventional and metaphoristical character), 3) cultural and social conditionality of the dynamics science knowledge, 4) communicative nature of the process of scientific cognition, 5) consensual nature of scientific truths (their social expert nature). To according the poststructuralism all of the principles based on a general laws functioning language.

Combined agro-ecological strategies for adaptation of organic horticultural systems to climate change in Mediterranean environment

Agricultural biodiversity and related agro-ecological measures could play a crucial role in the agro-ecosystems adaptation to climate changes, thus sustaining crop production. The objective of this study was to assess the suitability (and the best combination) of agro-ecological techniques as potential resilience strategies in organic horticultural systems in a Mediterranean environment. A long-term experimental device called MITIORG (Long-term climatic change adaptation in organic farming: synergistic combination of hydraulic arrangement, crop rotations, agro-ecological service crops and agronomic techniques) is set-up at Metaponto (MT), testing the following agro-ecological measures as well as organic and conservation farming best practices: i) hydraulic arrangement by a kind of ridge-furrow system; ii) cash crop rotations; iii) agro-ecological service crops (ASC) introduction; iv) ASC termination techniques (green manure vs roller crimper); and v) organic fertilisation. The research here reported was carried out during the 2014-2015 season in the MITIORG device, on a rotation of cauliflower (Brassica oleracea L.) and tomato (Solanum lycopersicum L.) crops. A detailed description of the scientific cognitive process that led to setup of the device, its components explanation, as well as preliminary yield results are reported. The outcomes suggest that organic vegetable cropping systems, designed following agro-ecological principles, are able to sustain yield of cash crops in rotation, in spite of changes in temperature and rainfall of the study site. Experimental data available in the next years will allow a deeper integrated analysis of the manifold effects of agro-ecological measures on horticultural systems.

METHODOLOGICAL APPROACHES TO THE PROBLEM OF AXIOLOGICAL DETERMINATION OF SOCIAL SCIENTIFIC KNOWLEDGE

The article presents the idea of axiological determination of scientific social knowledge is born in the General context of the consideration of sociocultural conditionality of existence of science as a whole. It is necessary to explicate the content of the idea of axiological determination of social scientific knowledge in its relation to the idea of socio-cultural implications. On the basis of the breakdown of different understandings of the nature of the determining forces and a subject of determination is identified and critically analyzed the basic methodological approaches to the problem of axiological determination science social cognition social, cognitive, epistemological, communicative and institutional, ethical and humanistic and subject-activity. The analysis divided the approaches into two groups by the nature of the subject, determining the impact on the social process of scientific cognition: externalists approaches (sociological and ethical-humanistic) that focus on determining the impact of external forces in relation to social cognition; contradicts the internalist one approaches (cognitiveepistemological, communicative and institutional), focusing on the impact of internal forces inherent to knowledge as relative but self-sufficient phenomenon of social life. Functioning in social cognition research of axiological orientation of the subject are essential for the achievement of objectively true knowledge.

Pojęcie i postacie utworu naukowego w świetle prawa autorskiego

Przepisy ustawy o prawie autorskim i prawach pokrewnych z 4 lutego 1994 r. nie definiują utworu naukowego, poprzestając na wymienieniu go w art. 1 ust. 2 pkt 1 i poświęcając mu art. 14, a także odwołując się do tego pojęcia w art. 29 PrAut. (cytowanie). Wśród poglądów doktryny na uwagę zasługuje stanowisko J. Barty i R. Markiewicza, zdaniem których utwory naukowe stanowią rezultat naukowego procesu poznawczego i które równocześnie, w swej podstawowej funkcji komunikacyjnej, są zorientowane nie „na siebie”, jak utwory artystyczne, lecz na przedstawienie obiektywnie istniejącej rzeczywistości.Kwestię definiowania utworu naukowego na gruncie przepisów prawa autorskiego nadal należy uważać za otwartą, pomimo prób podejmowanych w tym względzie w nauce i orzecznictwie. Wprawdzie trudno rekomendować definiowanie utworu naukowego w przepisach prawa, to jednak można oczekiwać stosownego definiowania w regulaminach zarządzania prawami autorskimi i prawami pokrewnymi w uczelniach wyższych.Należy podkreślić, że utwory naukowe mogą powstawać we wszystkich dyscyplinach naukowych, przybierając postać adekwatną do obranej formy wyrażenia oraz stosowną do metody przeprowadzonych badań i możliwości przedstawienia uzyskanych wyników badawczych. W szczególności zaś należy odrzucić pogląd, że utwór naukowy może zostać wyrażony wyłącznie w formie piśmienniczej.

МЕТОДИКА ОРГАНІЗАЦІЇ НАУКОВИХ ДОСЛІДЖЕНЬ В УМОВАХ ЗАПРОВАДЖЕННЯ КОМП’ЮТЕРНО ОРІЄНТОВАНИХ ЗАСОБІВ НАВЧАННЯ

У методичних рекомендаціях висвітлюються основи організації та проведення наукових досліджень в педагогічному коледжі в умовах запровадження комп’ютерно орієнтованих засобів навчання. Головним завданням є узагальнення творчих прийомів і методів здобуття нових знань, проведення наукових досліджень, у тому числі й експериментів, обробки і подання їх результатів. Перша частина присвячена розгляду теорії і методології процесу наукового пізнання, включаючи застосування законів логіки і діалектики в науковому дослідженні, основні засади організації і проведення наукових досліджень і дослідницьких експериментів. У другій частині висвітлюються питання планування наукових досліджень у педагогічному коледжі, обробки і подання отриманих результатів.