The paper examines the STEM approach as one of the revolutionary tools for transforming education. This paper discloses the content of the concept of "STEAM-education", substantiates its importance and prerequisites for its appearance. The author elucidates a comparative analytical review of trends and prospects for the development of STEAM education in the Russian Federation. In this paper, the authors want to touch upon a comprehensive theoretical and methodological study conducted on the declared problem to identify the problem of the formation and development of the STEAM approach in the education system in the Russian Federation at all levels: general education, vocational education, and additional education. The object of this study was STEM education. The subject of this research was the STEM approach and STEM technologies in the system of general education, vocational education, and additional education. The methodological foundation of the study was the general scientific propositions on the holistic, systemic, and dialectical approaches to research, which made it possible to assess the totality of interrelated and interacting elements that form a certain integrity. The use of these approaches provided a comprehensive analysis and formulation of the research problem and determined the strategy for its study. The analysis of the current state of STEM and STEAM education in higher education in the Russian Federation suggests that it is necessary to stimulate the development of information and communication technologies in the country's education system in general, as well as to develop comprehensive programs for adapting STEM and STEAM approaches among the subjects of educational relations. In the context of modern global risks and challenges, the educational trajectory of development in Russia should be conceptually consistent with the new strategy in the field of natural science education adopted in the United States, "The Path to Success: American Strategy for STEM Education". Experts believe that through the practical implementation of STEM and STEAM technologies, it is possible to improve the efficiency of the quality of training for the purposes of the modern digital economic sphere. In this regard, the primary competences obtained in the higher education system in the areas of STEM and STEAM training should be cognitive, personal, and interpersonal competences, expressed in digital literacy, computational thinking, creativity, open mind, soft skills, and others. The concept of STEAM education in the system of higher professional education in Russia will ensure the transformation of ideas about scientific knowledge and build an innovative development process through the formation of skills in the field of exact sciences, linguistics, engineering, art, etc.
This research deals with an important state and public problem concerning the expertise of higher school teachers; according to the authors, the latter is determined by their formation level of the social dimension of personality. In the paper, issues are discussed touching on the essence and content of the social dimension of personality in relation to teachers of modern higher educational institutions in their professional activity. The paper covers requirements set for teachers of modern higher educational institutions, problems, and controversies preventing Russian higher school from developing efficiently, etc. The objective of the research consisted in providing grounds for the necessity of making the focus area associated with the formation and development of higher school teachers' social dimension relevant within the Russian education system (in terms of theory and practice). Conceptual statements on the development of consciousness and worldview of higher educational institution teachers within their professional activity are substantiated. Similarly, so are provisions on adoption, acceptance, and inclusion of meanings and values of the Russian culture into the educational process, as well as on the teachers' understanding their state and public mission as serving their Motherland.
The article emphasizes that today the priority is given to the spiritual, moral and creative education of children of primary school age. The process of forming a highly moral personality occurs, on the one hand, in the process of family upbringing, on the other, in the course of the educational process. Cultural traditions and folk art contribute to the formation and development of personality. Folk dance, being an important choreographic direction, is one of the means that support socio-cultural traditions and folk art in society. Folk dance as a means of personality formation and creative education of children performs a number of specific functions: aesthetic, ethnocultural, self-control, self-education, self-organization, self-esteem, physical activity. These functions contribute to the development of the creative abilities of the personality of children of primary school age; arouse interest in the specifics of folk culture; provide an opportunity for a constructive release of energy; satisfy the personal needs of children for a holiday, a show, a game.
The paper is devoted to the study of the phenomenon of hardiness as an integral characteristic of personal potential. The topicality of this problem is determined by the fact that in the process of socialization and personal development, each person faces the need to overcome certain life difficulties: psychological crises, stressful situations, the effects of external social negative factors, and many others. Moreover, due to specific features of psychic processes, an individual always strives to overcome difficulties in the most effective and least burdensome way. Not only the psychological well-being of a person, but also the harmonious existence of the whole society depends on the choice of one or another method of coping behavior (constructive or destructive). The paper presents the results of a study of the interrelationship between the level of subjective control, the spheres of motivation and needs, values and meaning of a person’s personality and the development level of a person’s hardiness. The paper contains the results of the theoretical and methodological analysis of domestic and foreign literature on the research topic; the results of a comprehensive diagnosis of the level of hardiness development of a person and hardiness in different life situations; specific features of subjective control, the spheres of motivation and needs, values and meaning of an individual’s personality and their relationship with the hardiness development level. It has been proved that people with different levels of hardiness have: different levels of subjective control (in people with a high level of hardiness, the level of subjective control is higher); a different value and meaning frame of an individual’s personality (hierarchy and structure of personal values and meanings depends on the level of hardiness); different levels of positive and negative motivation (motivation for success and motivation for failure). The conclusions have been drawn that hardiness has its own structure and turns out to be a key personality variable, mediating the influence of external (stressful) factors on a person, as well as on the success of activity. Keywords: hardiness, coping behavior, personal potential, subjective control, sphere of motivation and needs, sphere of values and meaning.
The paper is devoted to the problem of pedagogical management of the quality of training for physical education specialists in higher education: the authors have determined theoretical and methodological foundations of the problem, a conceptual model and pedagogical conditions for its implementation have been presented. The authors of the paper have proved that professional expectations are a construct that anticipates actions aimed at building professional competence, but at the same time it is a product of the processes of mastering the education content. The expectation approach suggests considering the pedagogical management of the quality of training for specialists in physical education at a pedagogical university as a process of changing and shaping professional expectations of the subject of the educational process. In our study, the expectation approach is based on the conceptual ideas of the axiological, competence, and integrative constituent elements. The identified axiological, competence, and integrative constituent elements of the expectation approach determine the multilevel and hierarchical nature of the theoretical and methodological fundamentals of pedagogical management of the quality of training for physical education specialists including the general scientific, concrete scientific, methodological and technological levels of the methodology.
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