The spread of coronavirus infection brings changes to all spheres of activity, including education, which is increasingly moving to a distance learning format. The ultimate goal of this study was to investigate the effectiveness of the recommendations for developing a rigid class scheduling method in the framework of online learning using advanced approaches updating traditional learning mechanisms. Overall, this research was conducted among 226 students and 54 teachers representing Moscow Aviation Institute and Kazan Federal University. Research methodology basis was represented by a sociological survey, which allowed identifying the problems of implementation of online learning from the students' standpoint. The collected outcomes showed that for 35% of students, one of the main problems in distance learning was the lack of self-discipline, which can be further adjusted by a clearly established schedule of classes (37% of respondents) and tests (29% of respondents). At the same time, the collected data showed that the learning process was most efficient in subgroups 1 (0.5), 2 (0.3), and 5 (0.45). Recommendations provided for further distance education improvement, first of all, related to schedule formation issues. More precisely, the paper emphasized the need for time constraints, even distribution of subjects, use of special applications, designation of dates for knowledge checking, and inclusion of additional learning materials. The findings and results of this work are believed to be of scientific value for the methodological departments of educational institutions responsible for curricula preparation as they are expected to significantly contribute to educational process advancement.
This study aims to review Pedagogical Content Knowledge (PCK) studies related to science and mathematics education in the ERIC database. In addition, journals published in the Eric database were searched using the same keyword. Thirty-five science and mathematics education studies were analyzed using standards from the related literature. A qualitative thematic review was conducted in this study. All articles were downloaded and read by the researchers. Each researcher examined them together to determine themes. The themes determined were the subjects and topics studied, the profile of the participants, the data collection instruments, the study design, and the consideration of pedagogical content knowledge with its components. The results were reviewed in terms of the competencies of preservice and in-service science and mathematics teachers in pedagogical content knowledge, the analysis of the development of prospective teachers' pedagogical content knowledge, and the components of pedagogical content knowledge. Some implications of these findings were suggested for determining and developing pedagogical content knowledge of prospective and in-service science and mathematics teachers.
According to the World Migration Report there are 11.6 million migrants in Russian Federation, the majority of which (43%) have come from countries of Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The study aims to evaluate the impact of migration on both migrant and host cultures to establish the changes in native languages and cultures of migrant ethnic groups in the Russian Federation under the influence of a single state language. For the study, the authors used statistical data of the Russian Federal State Statistics Service, findings of the 1920-2010 censuses, and mathematical modeling of cultural changes based on differential equation. The case of Chuvash people living in the Republic of Bashkortostan was explored by the mathematical modeling method to identify the alien cultural influence on the recipient country, with a particular emphasis on changes in the local language. The direct correlation has been found between the extent to which the migrant community preserve their homeland traditions at a new place and the probability of shifts in the host country’s culture. The preservation of migrants’ native language in everyday living demonstrates a high probability of replacing the host language by the migrant one in their environment (the probability is 5-10% higher than the expected level for 7 districts and 11 to 50% - in 8 districts out of 26 studied). The results may have practical use in evaluating the probability of major cultural shifts across the world as the international mass migration increases in volume and scope.
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