Taxonomy Of Goals Research Articles

A Model for Preparing a Vocational Teacher for the Implementation of a Work Education Program based on Students’ Project Activities

Introduction. One of the important updates to the Professional Standard of a college teacher in 2024 was the inclusion of labor actions “formation of personal results of students based on a project”. The data of the study conducted by the author indicate that the majority of college teachers find it difficult to implement these labor actions. The purpose of the study is a theoretical description of the model of college teacher training for the formation of personal results of students based on project activities. Methodology. Substantive and formalized approaches are the basis of the methodological premise of the model; essential and phenomenological approaches are used to highlight the requirements and procedures for the implementation of the described model. The studentsʼ project activities are based on the technology of modern project-based learning (G. K. Selevko), classes are considered through the structure of a modern lesson (M. I. Makhmutov), the taxonomy of pedagogical goals (B. S. Bloom), authorʼs methods tested with college teachers. Research methods: theoretical analysis and synthesis, modeling, study and generalization of pedagogical experience. Results. A model of college teacher training for the formation of personal results of students based on project activities is described. The model is based on updating the technology of modern project-based learning in accordance with the requirements for the results of mastering the educational program by college students. The expediency of including a wide range of educational results is substantiated. Conclusions. The technology of modern project-based learning is justified as a promising technology for preparing a college teacher for the formation of personal results of students based on project activities.

Theoretical Prerequisites for the Application of Interactive and Active Methods of English Language Instruction in Distance Learning

This article examines the theoretical prerequisites for the use of active, and interactive methods of teaching English in the conditions of distance learning. The analysis of literary sources and the semantic understanding of the content of the research topic made it possible to develop a methodological apparatus for distance learning. The research objective of the article: theoretical justification of the use of active and interactive methods of teaching English in the conditions of distance learning. The object of the study is the process of distance teaching of the English language. The subject of the study is the use of active and interactive methods of distance teaching of English. Within the framework of the study, the following hypothesis is put forward if digital means are used in the process of distance teaching as an important condition of a distance learning system. It is necessary to take into account their content components, and the relationship with the taxonomy of learning goals, and learning experience, since this will reflect the activity, and interactivity of teaching English in distance learning.

A SYSTEMATIC APPROACH TO THE EVALUATION OF THE RESULTS OF THE FINAL EXAMINATION OF UNIVERSITY STUDENTS

Summary. The article is devoted to the consideration of a topical issue - the application of a systematic approach to the evaluation of the results of the final control of the knowledge of students of higher education at the university. The principles of organization, stages, main tasks and components of knowledge control of higher education seekers were studied, as well as the role of so-called pedagogical control was determined. The taxonomy of pedagogical goals, which determine the process of learning and evaluation of the achieved goals of education, and their relationship with the criteria for evaluating the knowledge of students of higher education at the university are considered. The results of the final control of the autumn examination session of the 2023-2024 academic year and the final certification of 2023 of higher education applicants at the National Transport University were analyzed, as well as their comparison with similar periods of the previous academic year. A study of the reporting of examination commissions was carried out and systematic measures were proposed to improve the quality of the educational process according to educational programs for the next academic year. In particular, it is proposed to continue the practice of considering issues of student success at meetings of academic councils of faculties and departments; to organize round tables to expand the competences of applicants on certain topics and problems with the involvement of specialists and scientists from various organizations; to intensify the publishing activity of higher education applicants; strengthen the work of involving leading specialists, employers, industry experts and practicing professionals in the educational process; to activate the interest of students in learning through the use of combined non-standard methods of learning and teaching; to continue work on the organization of field practices, excursions to enterprises with modern equipment, etc. Keywords: final control, assessment of knowledge level, learning outcomes, system approach, quality of the educational process

Factual and experiential understanding as the goals of the 21st century education

The author draws our attention to the importance and complexity of developing learners' understanding as the goal of education. Her starting point is the proposal of distinguishing two types of understanding, arising from different paradigms and highlighting different aspects of this process. She distinguishes factual understanding, which is the focus of traditional pedagogy embedded in the positivist paradigm, which comes down to the mental process of updating knowledge about objective reality, and experiential understanding, the importance of which is recognized by humanistic pedagogy, which assumes that the world available to a man is a reality of values and meanings, and the process of understanding should be considered as a feature of the human way of being, consisting in their constant interpretation. In the context of this duality of meanings of understanding, she considers the presence of factual and experiential understanding in the teleological pedagogical discourse - creating goals for the 21st century education. For this purpose, she reflects on leading international educational reports and documents regarding the education system in Poland (educational reports and provisions of legal acts), as well as recalls the classic taxonomy of goals, which is a model for practitioners in formulating educational goals. The analyzes lead to the conclusion that while at the level of setting the final goals, the importance of education in understanding the world in the sense of experiential understanding is indicated, this perspective changes at the level of intermediate and specific goals, where understanding has only material connotations.

RAISING QUALITY OF PHYSICS EDUCATION: CONTRIBUTION OF JBSE OVER THE PAST ISSUES

I have worked more than thirty years in physics education (as some of the readers of this journal), many years as a secondary school physics teacher in various curricula (as some of the readers), and more than 20 years at university doing research and preparing future physics teachers (as some or readers). I am also the author of a physics textbook for secondary education, and now I am working on a new one. Naturally, I would like to have the new textbook, like my other outputs, based on the current state of knowledge and well-developed and well-applied theories behind physics education. And here is the seed of the question - how does our journal contribute to raising the quality of our outputs – in my case, increasing the quality of physics education? I first look at the goals of physics education. Here, I use the most straightforward taxonomy of goals presented in (Demkanin 2013): goals related to attitudes of society to science, goals related to methods of science, and goals related to particular knowledge. The last one I split into two sub-goals – knowledge selected to develop methods and attitudes and knowledge selected to raise the quality of living and general scientific culture. Of course, the goals we can reach by means – by the methods of education – methods of teaching and learning. So, let's look at a few previous issues of JBSE and at the contributions having the potential to raise the quality of physics education. I have mentioned only some of the contributions I will probably use in the next few years. I tried to focus on physics education, not explicit chemistry or biology education, even if some of such articles could be fully relevant to my work.

Refining a taxonomy of goals planned between mental health consumers and community pharmacists

BackgroundPeople living with severe and persistent mental illnesses are more likely to experience co-morbid health conditions. Health-related behavior change can be promoted by the use of goal planning within community pharmacy settings. ObjectivesTo trial and refine a recently developed taxonomy to categorize goals co-designed between community pharmacists and people living with severe and persistent mental illnesses. This study also compared the data to the previously published taxonomy data to determine if the taxonomy could be applied across a range of mental health conditions. MethodsThe published goal taxonomy was refined using data from a cluster randomized controlled trial (PharMIbridge). Community pharmacists provided an individualized support service using goal planning with people living with severe and persistent mental illnesses. Goals were categorized using the existing taxonomy and inconsistencies were used to modify and refine the taxonomy. Additionally, participant characteristics and categorization of goals were compared with results from the previous study. Results512 goals were reported by 158 consumer participants and categorized into five domains that included a diverse range of health behaviors (e.g., relationships, diet). Minor refinements to the taxonomy were made by replacing, adding or removing categories/descriptors. ConclusionsSignificant overlap between the goals of participants and the existing taxonomy was found, supporting the application of the taxonomy across different mental health conditions.

The role of Benjamin Bloom's taxonomy in improving the mastery of basic theoretical and clinical disciplines

It is known that the levels of assimilation of educational material in the taxonomy differ depending on the type of learning goals: cognitive (knowledge), affective (value orientations) and psychomotor (motor skills). The above is a significant factor for the formation of awareness of the activity of a pharmacist in practice using an integrative approach to pathophysiology.Objective. To protect the position that the introduction of Benjamin Bloom's taxonomy technologies into the educational process will contribute to the improvement of the training of medical specialists and pharmacists and significantly refine the quality of mastering basic theoretical and clinical disciplines.Material and methods. To conduct an analysis of improving the quality of mastering basic theoretical and clinical disciplines by implementing Benjamin Bloom's taxonomy with consistent implementation at different levels of mastering cognitive (knowledge), affective (value orientations), and psychomotor (motor skills) learning goals.Results. The implementation of each educational goal takes place at different levels of their assimilation. So, for cognitive purposes, the levels of learning are as follows: 1 - knowledge, 2 - understanding, 3 - application, 4 - analysis, 5 - synthesis, 6 - evaluation, 7 - creativity. For affective purposes are: 1 - perception, 2 - response, 3 - assimilation of value orientations, 4-organization of value orientations, 5 - distribution of value orientations to activity. For psychomotor are as follows: 1- imitation, 2- reproduction of manipulations, 3- achievement of accuracy, 4 - combination, 5 - naturalization.Conclusions. The use of the technologies of Benjamin Bloom's taxonomy of cognitive, emotional and psychomotor goals combined into a single entity makes it possible to significantly improve the quality of the educational process using the integrative principle pathophysiology, which will contribute to the effective implementation of a competent approach and comprehensively contribute to the formation of awareness of the activity of the doctor's and pharmacist in practice with improvement mastering basic theoretical and clinical disciplines.

Recent Advances in Trustworthy Explainable Artificial Intelligence: Status, Challenges, and Perspectives

Artificial intelligence (AI) and machine learning (ML) have come a long way from the earlier days of conceptual theories, to being an integral part of today’s technological society. Rapid growth of AI/ML and their penetration within a plethora of civilian and military applications, while successful, has also opened new challenges and obstacles. With almost no human involvement required for some of the new decision-making AI/ML systems, there is now a pressing need to gain better insights into how these decisions are made. This has given rise to a new field of AI research, explainable AI (XAI). In this article, we present a survey of XAI characteristics and properties. We provide an indepth review of XAI themes, and describe the different methods for designing and developing XAI systems, both during and post model-development. We include a detailed taxonomy of XAI goals, methods, and evaluation, and sketch the major milestones in XAI research. An overview of XAI for security and cybersecurity of XAI systems is also provided. Open challenges are delineated, and measures for evaluating XAI system robustness are described.

Embodied transfer of knowledge using dynamic systems concepts in high school: A preliminary study.

The transfer of knowledge among academic subjects and linking different phenomena are crucial education competencies in Bloom's taxonomy of learning goals. From another side, modern cognitive science defines cognition and learning as embodied. The Synthetic Understanding through Movement Analogies (SUMA) educational framework proposes embodied learning of general scientific principles and concepts and knowledge transfer among academic disciplines encompassing sciences, humanities and arts. Accordingly, this research aimed to evaluate the educational potential of teaching a set of Dynamic Systems Theory (DST) concepts through body movement experiences in first-grade high school students. Five classes of high school students (n=71; 23 girls, 46 boys and 2 non-binaries, aged 12-13 y.) followed a four-week intervention addressed to teaching five DST concepts (order parameter, stability, control parameter, instability and phase transition) and transfer them to biological and social phenomena. Students followed four teaching phases: a) embodied experience, b) reflective observation of the experience, c) abstract conceptualization of the experience using the five general concepts, d) transfer of knowledge through the concepts to different phenomena from biological and social science academic subjects. Students' integration and transfer of knowledge abilities were evaluated pre- and post-intervention through a questionnaire and three open-ended questions. Results were compared using non-parametric Wilcoxon matched-pairs test and effect sizes were calculated through PS dep measures. Students' abilities to integrate and transfer knowledge increased post-intervention (Z=7.322, p<0.0001, PSdep=1). The effect of the intervention points to the potential of teaching general DST concepts through body movement experiences in high school students for achieving the goals of an embodied and unificatory transdisciplinary education.

METODS OF MOTIVATION AND GOAL SETTING AS IMPORTANT COMPONENTS SUCCESSFUL LEARNING PROCESS

The article describes the methods of motivation and goal setting, which are important components of modern linguodidactic tools for learning the Ukrainian language, and the necessary components for achieving the effectiveness of the learning process of students. Linguodidactic tools are the activity basis of the educational process, which is a clearly defined and methodically perfectly constructed system of forms, methods, techniques, and teaching aids. The purpose of the article is to characterize the essence and features of the methods of motivation and goal setting of the Ukrainian language lesson and to design ways to implement them in modern learning conditions. Methods of motivation, goal setting, and reflection are common in all types of training sessions. Methods of acquiring knowledge, developing skills, and gaining experience are specific because they are determined by the didactic purpose of the lesson, the appropriate type, so in this regard are divided into theoretical and practical methods of forming speech, language, and communicative competencies. Motive causes and stimulates the desire of the individual for a specific goal. Learning motives motivate the student to do his own active cognitive activity. It depends on the motives of learning, what and how he comprehends, assimilates, masters; productivity and quality of competence. Methods of motivation as the initial ways of interpersonal interaction between teacher and student ensure the success of the learning process, stimulate and encourage all participants in the learning process to be active. Objectives as perfectly predictable results of language learning provide direction and regulation of the activities of teachers and students, are the basis for determining the content of the lesson, the choice of forms, methods, techniques, and teaching aids. The goal is what the individual wants to achieve, and the goal is what he is trying to achieve. Methods of goal setting involve a conscious choice of learning goals and the creation of a taxonomy of personal goals.&#x0D; Keywords: linguodidactic tools; teaching methods; motive; motivation; motivation methods; goal; goal setting; goal setting methods.

STANDARDIZATION OF EDUCATION AND HIERARCHY OF PEDAGOGICAL GOALS OF B. BLOOM

The paper presents the chronology of Russian educational standards, and dwells on the basic principles of the Fed- eral State Educational Standards for Schools and Universities. The research describes B. Bloom’s and his followers’ taxonomy of educational goals and its three domains: cognitive, affective and psychomotor. The paper analyzes and compares the requirements of the Federal State Educational Standards for mastering the basic curriculum and the requirements of B. Bloom’s taxonomy of educational goals for developing learners’ cognitive skills.

INFORMATION MODELING OF THE CONTENT QUALITY ASSESSMENT PROCESS DURING EXPERTISE OF TYPICAL LEARNING PLANS AND TYPICAL LEARNING PROGRAMS (CURRICULA)

This article discusses the information modeling process of the quality assessment of content in the expertise of typical learning plans and typical learning programs (typical curricula). The results of the study of linear-concentrically constructed traditional and updated standard curricula and logical and technological map of the process of expertise of typical learning plans and typical learning programs (typical curricula) are presented. The problems of implementation associated with the meta-subject orientation of typical curricula are shown. A new form has been proposed, which provides for planning for each individual subject. Among the main substantive differences of the updated standard curricula, the following are considered: the values ​​of secondary education, the construction of programs in accordance with the expected results, the spiral construction of subject curricula, the taxonomy of educational goals, functional literacy, the adequacy of the content of sections and topics of academic disciplines to modern trends and focus on development and the formation of socially significant competences, etc. The improvement of the technology with a new algorithm for evaluating typical learning plans and typical learning programs (typical curricula) and making expert decisions is proposed. This study was carried out within the framework of the scientific and technical program "Scientific bases of modernization of the education and science system" at the National Academy of Education named after Y.Altynsarin of the Ministry of Education and Science of the Republic of Kazakhstan.

Co-adaptive visual data analysis and guidance processes

Mixed-initiative visual data analysis processes are characterized by the co-adaptation of users and systems over time. As the analysis progresses, both actors – users and systems – gather information, update their analysis behavior, and work on different tasks towards their respective goals. In this paper, we contribute a multigranular model of co-adaptive visual analysis that is centered around incremental learning goals derived from a hierarchical taxonomy of learning goals from pedagogy. Our model captures how both actors adapt their data-, task-, and user/system-models over time. We characterize interaction patterns in terms of the dynamics of learning and teaching that drive adaptation. To demonstrate our model’s applicability, we outline aspects of co-adaptation in related models of visual analytics and highlight co-adaptation in existing applications. We further postulate a set of expectations towards adaptation in mixed-initiative processes and identify open research questions and opportunities for future work in co-adaptation.

Проблемы развития художественного сознания при обучении игре на фортепиано студентов музыкально-педагогических факультетов вузов искусства и культуры

The work deals with the problems of the development of artistic consciousness among students of higher educational institutions, music and pedagogical faculties, studying to play the piano. Methodic recommendations for the development of ear for music, musical rhythm and musical memory are given, taking into account the specifics of teaching a piano class. The work is based on the concept of “play”, described in the book by J. Huizinga “Homo Ludens. A Study of the Play-Element in Culture”. A description of the belonging of music to the concept of “play” in culture is created, and also the relationship between playing a musical instrument and playing forms of culture are shown. The work is the first to apply the analogy between the philosophical concept of “playing” and directly playing the piano. Playing as a cultural phenomenon, playing a musical instrument, concert activities that bring pleasure to listeners are the main parameters that allow researchers to combine not only philosophical concepts, but also to touch upon the pedagogical problems facing a piano teacher at a university. On the basis of the concept “Taxonomy of pedagogical goals”, a classification of areas of pedagogical activity for the development of artistic consciousness in teaching students to play the piano is created. When analyzing pedagogical tasks, we use the experience of leading performers – F. Busoni, G. Neuhaus, S. Savshinsky, I. Hoffmann.

A Survey and Taxonomy of Intent-Based Code Search

In this paper, the authors introduce the novel concept of intent-based code search that categorizes code search goals into a hierarchy. They will explore state-of-the-art techniques in source code search covering various tools, techniques, and algorithms related to source code search. They will survey the code search field through the core use cases of code search such as code reusability, code understanding, and code repair. They propose a user intent-based taxonomy based on the code search goals. The code search goal taxonomy is derived based on deep analysis of literature survey of code search, and the taxonomy is validated based on their exclusive developer survey conducted as part of this paper. The code search goal taxonomy is based on logical categorization of code search goals and shared characteristics (query type, expected response, and such) for each of the categories in the taxonomy. The paper also details the latest trends and surveys the code search tools and the implications on tool design.

Three-component taxonomy of Abdul Alizada in Azerbaijan psychopedagogy

The article examines the concept of Alizade’s three-component taxonomy, which is the psychological basis of the national educational program in Azerbaijan. It is noted that the taxonomy of learning goals has been studied by various scientists as an object of research since the 1930s, conceptual models have been created that reflect the structure of cognitive processes and intelligence. A.Alizade was the first to create a three-component taxonomy based on the principles of modern education theory. There are two variants of Alizade’s taxonomy. In the first version (1998), taxa are analyzed in the context of the Education –Development – Education trilogy with conceptual dimensions of modern education theory. In the second version (2007) of the trilogy the following: «Education – Development Culture». «Three-component taxonomy» by professor A.Alizade is the scientific and psychological basis of the document «Concept of general education (National Curriculum) in the Republic of Azerbaijan». Research conducted confirms the need for educational taxonomies to set the right educational goals so that students can formulate objectives correctly, select adequate assessment tools, and conduct accurate analysis based on learning In our opinion, in the current context of education reform in our country, there is a need for a broader study of the philosophical, psychological and pedagogical issues of the concept of taxonomy of learning objectives

МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ СТАТИСТИЧНОЇ ГРАМОТНОСТІ УЧНІВ ПІД ЧАС ВИВЧЕННЯ ГЕОГРАФІЇ НАСЕЛЕННЯ В ШКОЛІ

The formation of statistical literacy of students in the information society conditions is increasinglyconsidered as a great outcome of studying at school. The ability to think quantitatively allows young peopleto make the right decisions and better navigate difficult situations. Many of them will have to deal withstatistics in their professional activities. Geography is one of the disciplines in the school education system,which has a significant potential to promote statistical literacy of students. Statistical methods are traditionalfor geography, and the indicators it uses are extremely diverse. However, the results of many surveys revealsignificant shortcomings in the preparation of students and indicate the need to improve their statistical skills. The article discusses the following questions, what is statistical literacy, what components it consistsof and why it is necessary for students and teachers of geography. Students’ statistical literacy shall beconsidered as the ability to understand, interpret, critically evaluate in different contexts and analyzestatistical information, as well as use it as evidence in arguments. The article identifies the main statisticalskills and abilities that are formed during the study of the segment of population geography.The general methodical issues regarding formation among students of statistical literacy for a segment ofgeography of the population have been covered. The approaches and methods of pedagogical activity havebeen offered, which, according to the author, will make the learning process more effective and will allow toshift the emphasis from memorizing statistical information to its deep understanding and critical thinking.The article raises the issue of the importance of interpreting statistical indicators in different contexts.Options of application of a method of sex-age pyramids in various subjects and courses, examples of tasksfor development of critical thinking, problem training of geography have been suggested. Convenient digitalservices have been recommended, which allow teachers to diversify the source database of statistical dataand motivate students to work with population statistics. Examples of multilevel problems in populationgeography according to Bloom’s taxonomy of educational goals have been given.

Таксономия образовательных целей в процессе применения компьютерных обучающих- контролирующих программ по иностранному языку в подготовке будущих военных профессионалов

To implement the tasks of training future military professionals at the university, it is necessary to use computer programs based on modern digital technologies that can perform educational, training and monitoring functions. The authors of the article offer teachers of higher education to understand the issues of educational goals taxonomy, when using foreign language computer training and control programs in teaching students. From this depends, in their opinion, the quality of mastering professional competencies by students in digital education. The article reveals the features of the use of foreign language computer training and control programs in a military university. Empirical data from the researches of the authors of the article are presented. It is concluded that the implementation of the taxonomy of educational goals, when using computer training and control programs, in teaching a foreign language at a military university, will contribute to improving the educational process and rethinking the approaches used in future professionals training.

Lexical derivation of the PINT taxonomy of goals: Prominence, inclusiveness, negativity prevention, and tradition.

What do people want? Few questions are more fundamental to psychological science than this. Yet, existing taxonomies disagree on both the number and content of goals. Thus, we adopted a lexical approach and investigated the structure of goal-relevant words from the natural English lexicon. Through an intensive rating process, 1,060 goal-relevant English words were first located. In Studies 1-2, two relatively large and diverse samples (total n = 1,026) rated their commitment to approaching or avoiding these goals. Principal component analyses yielded 4 replicable components: Prominence, Inclusiveness, Negativity Prevention, and Tradition (the PINT Taxonomy). Studies 3-7 (total n = 1,396) supported the 4-factor structure of an abbreviated scale and found systematic differences in their relationships with past goal-content measures, the Big 5 traits, affect, and need satisfaction. This investigation provides a data-driven taxonomy of higher-order goal-content and opens up a wide variety of fascinating lines for future research. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Refining a Taxonomy of Goals for Older Adults With Functional Limitations and Their Caregivers to Inform Care Planning.

Purpose: The purpose of the study is to capture goals expressed by older adults with functional limitations and their caregivers. Methods: Through focus groups and interviews, 76 older adults with ≥1 activity of daily living limitation and 28 family/friend caregivers were asked about what mattered most to them and their goals for care. Transcripts were coded using an existing taxonomy. Goals that did not fit the taxonomy were assigned new codes. Results: We identified more than 50 goals in eight domains. Domains included (a) Medical Care; (b) Quality of Life: Physical; (c) Quality of Life: Social and Emotional; (d) Access to Services and Supports; (e) Caregiver Needs and Concerns; (f) End of Life; (g) Independence; and (h) Acceptable Housing. Conclusion: While there is overlap between identified goals and the existing taxonomy, new goals emerged. The goal domains identified could serve as a framework to improve and measure the quality of goal-oriented care for older adults with complex needs.