Types Of Practical Activities Research Articles

ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ ВПРОВАДЖЕННЯ СТАРШОЇ ПРОФІЛЬНОЇ ШКОЛИ В УКРАЇНІ

Summary. The article analyzes the problems and prospects of the implementation of a senior specialized school in Ukraine, conducts a comparative analysis of the organization of a senior specialized school abroad, characterizes the specifics of foreign specialized schools. The main concepts and categories used in specialized school, tasks, principles, forms and methods of organizing specialized education in high school have been specified. The relevance of the study is due to the creation of a senior specialized school alongside the creation of “gymnasiums” for those seeking education at the second secondary level. The key point in the transition to specialized education is the separation of the third school level from the second and the creation of appropriate educational institutions (academic lyceums, professional lyceums, etc.). The purpose of writing this article is to analyze the problems and prospects of the development and formation of a senior specialized school in the territory of Ukraine at the present time. Research methods – analysis of scientific and pedagogical literature, scientific publications of modern researchers and teachers, generalization and systematization of research results, etc. Results. The article reveals the normative and legal principles of the educational activity of the senior specialized school, its directions and the possibilities of their implementation in the relevant educational institutions in comparison with foreign ones. The article summarizes the features of creating a senior specialized school and displays them through a model. The key conditions that contribute to the effective organization of the educational process in a specialized school are highlighted, in particular, high-quality pre-professional training of students and the construction of their individual educational trajectory, etc. The individual educational trajectory involves the educational support of an individual who has certain inclinations, abilities, desires and the provision of his educational route through various types of practical activities. Usually, an individual educational trajectory of development can be built according to the directions of profiling, in particular social and humanitarian, technological, artistic and aesthetic, natural and mathematical, sports, etc. The article describes the key roles of a specialized school teacher through the prism of the development and formation of the personality of the student of education, their features and opportunities in building an effective educational process. Scientific novelty. The scientific novelty of the research results is that, for the first time, a holistic analysis of the problem of creating a specialized school was conducted. The senior specialized school is presented as a complete system, which allows to ensure the continuity between the secondary education institution and the institution of higher education to ensure the realization and formation of each personality. Conclusions and prospects for further research. Currently, existing secondary education institutions have been modernized, and their status has changed in the process of reform. On the basis of secondary education institutions, “gymnasiums” and “lyceums” were created, which are designed to provide specialized education to students of a certain educational district. The creation of an effective senior specialized school will contribute to ensuring the vital needs of the individual and his professional development in the future. The perspective of further investigations can be the practical aspect of the activity of the senior specialized school, its effectiveness and efficiency.

Development of Digital Skills of Library Specialists in the Distant Format

Digitalization of the library sector requires library staff to develop digital competencies, information retrieval skills and new knowledge in the field of data processing. The purpose of the study was to identify the digital skills of specialists of public libraries and the opportunities for their development when mastering additional professional education programs with the use of distance learning technologies. Educational programs for advanced training of library specialists, implemented within the framework of the Federal project “Creative People” of the National project “Culture”, have become the basis for such work. The article analyses the experience of participation of the St. Petersburg State Institute of Culture in educational projects for professional development of practicing librarians using distance learning technologies, the topics of programs offered by the centres for continuing education and advanced training of creative and managerial personnel in the field of culture in 2019—2021. Programs of additional professional education give priority to the formation and development of digital skills in the following categories: information (information literacy), communication (communication and collaboration) and creative skills (creation of digital content). There is an obvious shortage of educational programs related to the formation of critical thinking of users of digital resources and information security. Communication skills of librarians participating in the Creative People project implemented in their willingness to undergo formal training remotely, in a positive attitude towards the distant forms of professional development, despite their labour intensiveness. It is established that in the structure of thematic preferences of library specialists for future training in the system of continuing professional education there prevail the topics related to the formation of information and communication competencies. The article notes that significant proportion of specialists who have mastered the advanced training program are not ready to clearly determine in what types of practical activities their knowledge and skills can be applied. The obtained results make it possible to correct the topics of educational programs of further professional education of library specialists, to clarify the list of priority didactic tasks and the tools of distance learning technologies used for their implementation.

THE INFLUENCE OF MENTORING ON THE PROFESSIONAL SELF-IDENTITY FORMATION OF A PSYCHOLOGIST

The purpose of the study was to determine the features of the professional self-identity in future psychologists in terms of educational and professional training. The objectives of the study were: 1) to identify theoretical approaches to the problem of professional identity and self-identity in terms of professional training; 2) to research the features of self-identity in the course of a professional choice by students-psychologists and their educational and professional adaptation. To solve the particular research problem: 1) the features of self-identity in the course of professional choice by students-psychologists and their educational-professional adaptation are defined; 2) questionnaire was developed for identification of the features of students-psychologists’ awareness of their professional choice and adaptation to professional training and the need for professionally significant qualities. To identify the features of the professional self-identity of future psychologists in the study of a number of methods were: 1) "Methods of studying professional identity (MVPI) (author LB Schneider); 2) questionnaire "Professional choice and educational-professional adaptation of future psychologists" (author IS Boychenko). 178 students of III-IV courses of the Pedagogical and Psychological Institute of the National Pedagogical University named after MP Drahomanov and 5-th courses of the psychological faculty named after T.G. Shevchenko and the Faculty of English of the National Linguistic University took part in the survey. The analysis of the conducted methods revealed that the predominant types of professional choice awareness by students-psychologists in the course of their educational and professional activity are the moratorium on professional identity, premature professional identity and diffusion of professional identity. The reasons for this state of the students may be unconscious or insufficiently conscious choice of profession by the latter as well as insufficient professional support of these students by psychologists. The acquisition of professional self-identity by future psychologists takes place: (I) in a group during the educational process (lectures, practical group classes, educational and psychological practice, attempts at one's own psychological practice), (II) individually, and (III) under the guidance of a mentor. In the course of these psychological practices, especially during their own attempts at practice, future psychologists begin to form an idea of their professional functions. This is an important prerequisite for the formation of their professional identity. According to the results of the research of the students-psychologists with achieved positive professional identity, the types of practical activities can include psychological (attempts at personal practice) and educational-psychological practice (according to the curriculum), that is mastering the profession through training in HEI and beyond, satisfaction of professional needs. The perspective of the research is the problem of conformity of the professional self-identity formation of future psychologists to the social requirements and the availability of conditions to ensure their professional development during educational activities and beyond. Keywords: future psychologist, professional self-identification, professional self-identity, professional identity

Towards a science of the acquisition of expert performance in sports: Clarifying the differences between deliberate practice and other types of practice

ABSTRACTEricsson, Krampe, and Tesch- Römer published their research on “The role of deliberate practice in the acquisition of expert performance” over 25 years ago. Since then, hundreds of new articles have been published with findings regarding the effects of practice on performance in sports. The original paper searched for conditions underpinning optimal acquisition of reproducibly superior (expert) performance in domains, where methods for producing such performance had been refined over centuries. At an elite music academy, superior music students were found to have engaged for longer periods in solitary practice guided by their music teachers – an explication of the conditions of this type of practice led to a definition of deliberate practice. When other researchers in sports started searching for optimal practice, they could not find any practice activities meeting all the criteria for “deliberate practice”, yet referred to somewhat similar activities using that same term. This paper shows that the effects of these different types of practice activities on attained performance differ from those of deliberate practice and should be given different distinct names. The paper concludes with recommendations for how future research on purposeful and deliberate practice can inform, not just athletes and their coaches, but all adults about how their achievements can be improved with individualized forms of effective practice.

ЛИКВИДАЦИЯ ЯДЕРНОГО НАСЛЕДИЯ: РАДИАЦИОННО-ГИГИЕНИЧЕСКИЕ КРИТЕРИИ БЕЗОПАСНОСТИ ДЕЗАКТИВИРОВАННЫХ УЧАСТКОВ ТЕРРИТОРИИ, ЗДАНИЙ И СООРУЖЕНИЙ

The article presents approaches to the establishment of criteria (requirements) of radiation safety to the decontaminated areas of the territory, buildings and decommissioned facilities of use of atomic energy and other types of practical activities with sources of ionizing radiation. The main directions of further use of the decontaminated areas of the territory, buildings, and constructions, including 5 scenarios of restricted and unrestricted use, are determined; the criteria of radiation safety in the term of a dose constraint of a critical group of the population in 0.3 mSv/year living or working on decontaminated objects are established; the controlled parameters of the radiation situation and their levels, as well as the list of radionuclides subject to control are justified. The article presents the values of specific activity (Bq/kg) of residual radioactive contamination of soils and materials of buildings and structures, the radiation dose to the population in which will not exceed 0.3 mSv/year. Based on the presented data, draft sanitary rules and guidelines have been developed.

Gender differences in SCRABBLE performance and associated engagement in purposeful practice activities

In two studies, the SCRABBLE skill of male and female participants at the National SCRABBLE Championship was analyzed and revealed superior performance for males. By collecting increasingly detailed information about the participants’ engagement in practice-related activities, we found that over half of the variance in SCRABBLE performance was accounted for by measures of starting ages and the amount of different types of practice activities. Males and females did not differ significantly in the benefits to their performance derived from engagement in SCRABBLE-specific practice alone (purposeful practice). However, gender differences in performance were fully mediated by lower engagement in purposeful practice by females and by their rated preference for playing games of SCRABBLE—an activity where more extended engagement is not associated with increased SCRABBLE performance. General implications from our account of gender differences in skill acquisition are discussed, and future research is proposed for how the duration of engagement in effective deliberate practice can be experimentally manipulated.

The effect of an instructional intervention on elementary students' science process skills

ABSTRACTThe authors' aim was to investigate the effects of the instructional intervention on science processes skills (SPSs) of seventh-grade students. The study was designed as nonequivalent control-group pretest-posttest, and it was carried out with 43 students. Participants were chosen according to the convenient sampling method. The authors collected data from the test of SPSs assessment, worksheets, or experiment reports. While the control group received a regular teaching approach over existing science curriculum, an instructional intervention by emphasizing SPSs via multiple types of practical activities was used to improve SPSs of the experimental group. Data obtained were analyzed both for inferential and descriptive purposes. The results indicated a significant difference between the experimental group's pretest and posttest scores related to the assessment SPSs. However, the difference between the control group's pretest and posttest scores related to the test of SPSs assessment was not significant. Despite the limitations of the study such as small sample size, lack of analysis of the long-term students' outcomes of SPSs, and no collection of performance-based assessment data from the control group, the authors suggest that the experimental group improved their SPSs via the instructional intervention more than the control group students. The study results also revealed that the students had several problems in using SPSs.

Development of Methodology of Storage System Management

This article represents definitions and describes the characteristics of logical and temporal structure of storage management according to the general laws from the perspective of understanding the methodology as the activity arrangement study, and administration in general as one of the types of practice activities. Based on the study of the essential characteristics of storage systems, such as methodological principles of design and analysis of such systems, the goals and objectives of storage logistics for various administration levels are summarized and formulated. The choice of analytical tools for their solution depending on the level of logistics system development and maturity of logistics integration processes is justified.

The microstructure of practice activities engaged in by elite and recreational youth cricket players

Practice plays an important role in skill acquisition, although not all practice is of equal quality. We examined the types of team practice activities in four groups of youth cricket players. The groups were recreational- and elite-children (9 to 12 years of age) and recreational- and elite-adolescent players (13 to 17 years of age). Time motion analysis recorded the duration in two types of practice activities, namely, Training Form and Playing Form. Training Form is mainly drill-type activities, whereas Playing Form is mainly games-based activities. Training Form activity is thought to contain fewer opportunities to develop the perceptual, cognitive and motor skills required for successful performance in competition when compared to Playing Form. Session duration was a mean value of 95, s = 29 min. All players combined spent 69% of session time in Training Form activity and 19% in Playing Form, with the remaining percentage of time spent in transition between activities. Recreational-children spent around half of their time in Playing Form activity, whereas both elite and adolescent groups spent little or no time in this activity. Findings from this research highlight a gap between research and practice that may not be optimal for skill acquisition.