Introduction. Smart education, which has already become in many countries the standard of vocational training, is associated not only with the new technological format of education using Internet programs and smart gadgets, but also with the emergence of special styles and ways of carrying out educational activities. This entails the development of specific cognitive skills of students and methodological practices of teachers. At the same time, in modern theory of smart education, not enough attention is paid to the problem of formation of cognitive and metacognitive skills of students relevant to the format of smart learning. The aim of the research was to conduct a complex analysis of cognitive and metacognitive skills of students which are formed in the context of smart education; a critical analysis of modern concepts of cognitive and metacognitive development of students online.Methodology and research methods. The research methodology is based on competency-based, cognitive and system-activity approaches to the implementation of educational process. Scientific methods involve: analysis and synthesis of the content of sociological, socio-psychological, pedagogical and methodological literature.Results and scientific novelty. The methodological contradictions between the cognitive attitudes of smart education and the real cognitive and metacognitive competencies of students online are revealed. The focus of smart education on electronic learning formats poses risks of deformation of students’ cognitive skills and narrowing the range of perception of information, which can be reduced by combining traditional education and e-learning in blended learning. Smart learning is aimed at the development of online trans-active memory, oriented towards the accumulation and passive use of ready-made electronic content. Cultivation of memory of this type is caused by supply of the ready electronic records of lectures and presentations, which students get without any effort and quite often remain not updated within pupils’ / students’ motivation deficiency, lack of the control and “live” pedagogical influence stimulating and coordinating thought processes. The orientation of smart-education on the transmission of information and mechnical reproduction can prevent the development of students’ professional competencies, rather than on the formation of knowledge. The combination of online learning with practices of active listening and note-taking of auditory information (where there is a "face to face" communication with a teacher) can correct the deficiencies mentioned and contribute to the development of students’ active memory, which can be initialized at any time. The critical view on metacognitive aspects of smart-education reveals its restrictions, which prevent proper acquisition of educational programmes in a similar format and which particularly express the underdevelopment of skills of students online, such as self-control and self-monitoring of the effectiveness of the learning process (as evidenced by the data of sociological and psychological research). In this regard, it is required to study and differentiate those concrete cognitive and metacognitive abilities, which can be acquired in the process of smarteducation, and those which are not developed in its borders. Additional verification has to be conducted in order to justify the assumption that educational activity in internet-space does not allow metacognitive skills to be developed and can be successful only through their preliminary formation in the conditions of students’ and teachers’ mutual cooperation. Practical significance. The research results and materials can be used in the preparation of educational methodological programmes aimed at the development of cognitive and metacognitive competencies of students online, as well as for correcting of the smart-education content.
Introduction. The main motives of human behavior are formed at the primary school age. Several factors play a determining role in children's development: upbringing in the family, style of teaching at school, quality of popular literature and other sources of information, and, in particular, school textbooks. The special importance is given to the content quality of school textbooks. The influence of school textbooks is determined by the fact that school children should necessarily get familiar with the printed materials, resulting, as a consequence, in accepting the patterns of social interaction and motive-codes introduced there. Due to high constructivist potential of school textbooks, it seems necessary to carry out content analysis of textbooks' for the purpose of identifying the influence on certain motive trends formation in schoolchildren. The aim of the publication is to present the methodology of motivational analysis of school textbooks on literature and the results of its approbation when studying the motivational content of Ukrainian textbooks for primary school. Methodology and research methods. The research methodology is based on comparative, socio-constructivist, sociocultural and system-activity approaches to implementation of educational process and preparation of didactic materials. Scientific methods involve: analysis and synthesis of the content of sociological, socio-psychological, pedagogical and methodical literature; content analysis of educational texts. Results and scientific novelty. The author's methodology of motivational content analysis of primary school textbooks on literature developed in the context of D. McClelland's theory is described. As the main categories of motivational content analysis of texts, the motives of behavior introduced by D. McClelland (achievements, affiliation, positive and negative power, avoidance of failure) as well as the motives of self-expression and refusal of affiliation have been used. As a result of the analysis of Ukrainian textbooks on literature for the 2 nd-5 th forms, it has been revealed that the affiliation motive occurred to be the dominant one, which has a positive motivational tendency. Among negative motivational tenden
Images are mainly viewed and analyzed by humans. Because of this, in the characterization of image quality and effectiveness of image processing, it is necessary to take into account the peculiarities of the human vision system and cognition that are very complex. Saliency maps as well as priority and meaning maps introduced recently are the attempts to incorporate specific features of human vision into image analysis and processing fields. Many authors that consider the aforementioned maps consider them from different viewpoints. Thus, the basic subject of this paper is the factors that influence and determine these maps. Among such factors, there are low-level features as well as social and psychological ones such as emotions, age, and life values. The main goal of this paper is to give a brief survey of these factors and to consider how maps are already used in image quality assessment and processing as well as how they can be employed in the future. The tasks of the paper are to provide a definition of saliency, priority, and meaning maps, to analyze the factors that influence these maps, and to evaluate what improvement can be obtained due to taking maps into account in the assessment of image visual quality and such image processing operations as quality assessment, denoising, and lossy compression. The main result is that, by taking saliency maps into account, image quality assessment and processing efficiency can be sufficiently improved, especially for applications oriented on image viewing and analysis by observers or customers. This can be done by the simple weighting of local estimates of a given metric with further aggregation as well as by approaches based on neural networks. Using different quantitative criteria, we show what positive results can be got due to incorporating maps into quality assessment and image processing. As conclusion, we present possible directions of future research that are mainly related to an adaptation of denoising and lossy compression parameters to peculiarities of human attention.
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