The article contains the results of a research within the STIMEY (Science, Technology, Innovation, Mathematics, Engineering for the Young) project funded by the European Union’s Horizon-2020 research and innovation program (2016-2021). In the project, a hybrid learning environment (LE) was developed for both on-site and online learning suitable for the learning conditions in the COVID-19 era and beyond. The purpose of the research segment presented in this paper was to develop an instrument for assessment of the learner’s progress in creativity as one of the key targets of STIMEY. COVID-19 has shown that creativity is also needed to allow education systems the flexibility for unexpected changes and circumstantial challenges. The article presents a definition of Science and Technology Oriented Creativity (STOC) based on the existing theories in the field, a short outline of the STOC measurement method developed, procedures, evaluation algorithms and an overview of the experimental STOC testing results. The relevance of the method developed to its purpose and suggested tentative positive influences of the STIMEY LE on learners’ creativity are discussed. Argumentations of strengths, limitations, applications of STOC testing outside the STIMEY project and the key directions of further improvements of the method developed are provided.
The article examines the issue of humour development as a professionally significant competence of a teacher. Conducted theoretical and empirical studies among students of secondary schools, tertiary education students, teachers and university professors have shown that students of secondary schools and university students, in comparison with school and university teachers, used humour more often in complicated situations. There were also differences in the choice of types of jokes by the respondents. The results of the study of humour reflects the ambiguous attitude towards humour that still exists in the teaching environment. The researchers have recorded the insufficient use of the possibilities of humour by teachers as an effective tool of pedagogical activity. The reason might be found in the current educational paradigm. A teacher is perceived as serious and even authoritarian. The development of this professionally significant quality is not given much attention in the process of training of future teachers. The use of humour as a pedagogical tool will help create conditions for the development of an individual style of professional activity, contribute to an increase in professional competence, pedagogical skills and will become one of the conditions for the effectiveness of solving various professional problems.
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