Modern higher education faces serious challenge of teaching future teachers to provide a psychologically safe environment in their interactions with students. This ability involves addressing developing conflict situations, accurately recognizing issue’s root cause, and concentrating on emotional condition of participants. The goal of this study is to show possibility of utilizing scenario method while creating a virtual reality (VR) application for pre-service teachers to use in pedagogically complicated conflict scenarios. The proposed technology facilitates creation of scenarios based on actual teacher-student interactions. Different scenarios comprise dialogues that illustrate a variety of possible instructors’ responses to a disagreement, so demonstrating range of chosen behavior tactics in pedagogical interaction settings. The research was developed utilizing ADDIE model instructional design methodology. At this level, useful classroom management scenarios have been constructed. These scenarios have been examined by experts. According to scenario analysis, three scenarios received positive ratings for their relevance, realism, learning objectives, feedback, engagement, flexibility, and effectiveness. During level of implementation, participants are master’s degree candidates in “training in pedagogical conflict management.” Participants also studied use of text and video material in VR. Notwithstanding their assumption that they are more effective, a survey of participants showed that they feel learning and deploying VR technology is time-consuming. As VR development tools become more accessible and user-friendly, unfavorable opinions will change, since it will take user time to comprehend technology. On the other hand, while it is a great indicator that they feel they are competent in execution, it may be troublesome for institutions to believe they are incapable of reaching these goals.
The article provides the analysis of the most general characteristics of the «successful» and «non-successful» ones during the intensive and traditional foreign language teaching forms. The individual differences have been examined on the different levels of activity: а) on the behavioural characteristics level manifested as a type of the foreign language mastering; б) on the level of the determination of certain abilities in the cognitive processes directly relating to the foreign language mastering type; в) on the level of the neurodynamical characteristics.The types of the abilities and native and foreign language mastering types discovered on the experimental model of the intensive teaching turned out to be universal enough: they can be found in other, less rough conditions. This idea concerning the foreign language mastering types as stable individual and typical characteristics of the students, which form rather independently on the teaching method, has got the experimental confirmation in several our papers and papers implemented under our guidance.The results of studies of the junior, teenage and adolescent schoolchildren have confirmed the existence of three foreign language mastering types -'communication and speech', 'cognitive and linguistic'and'mixed' ones, which tend to survive from one age to another. These foreign language mastering types have a different psychophysiological and psychological nature including the communication and speech and cognitive and linguistic aspects. The favorable condition for maximal development of the schoolchildren's language abilities is a correspondence of the teaching type, content of the education technology and individual and typological schoolchildren's particularities.
Implementing the new educational standards requires additional motivating features for successful study of adolescent. We tested a hypothesis that school student motivation to successful study is a result of interaction between external forms of motivating, such as forms of individual and social examination of study results by the teacher, and internal forms (a keen susceptibility of injustice or “suffering”, feelings of sorrow adolescent experienced from others or fault of their own). The study involved 41 students of 9th grade. The statistical analysis of intergroup differences and regression analysis confirmed the hypothesis. We found that depending on the sense of “suffering” adolescents admit more clearly how teacher evaluate his/her achievements on the main subjects (mathematics), has great self-esteem of his/her abilities and more “response” for the choice of future profession. According to the study results, authors pay special attention to the external factors that determine the adolescents’ attitude to themselves. That is, the achievement motive and anxiety of school student can be affected according to the preferred teachers value system based on an individual or a social student achievement evaluation norm.
Выяснение новых аспектов патогенеза рассеянного склероза (РС), связанных с длительными и стойкими изменениями таксономического состава кишечной микробиоты и ее метаболических свойств, открывает принципиально иные пути к лечению, что особенно важно для детского контингента, у которого не завершено формирование нервной системы и имеется большой регенеративный потенциал. Подавлять воспаление, способствовать ремиелинизации и нейрорегенерации могут витамины группы B, в синтез которых вовлечена кишечная микробиота. Мы предположили, что у детей с РС сокращается численность бактериальных видов-продуцентов витаминов группы В, способствуя поддержанию дефицитного состояния и ранней манифестации заболевания, а своевременное восполнение дефицита может представлять стратегию лечения на ранней стадии заболевания. Цель работы -сравнить состав микробиоты кишечника (МК) у пациентов с манифестацией РС в разном возрасте и проанализировать зависимость численности бактериальных генов, вовлекаемых в пути синтеза и метаболизма витаминов группы В от состава МК.Методы. Состав кишечной микробиоты в когорте пациентов с РС определяли методом секвенирования гена 16S рРНК на платформе Illumina с последующим биоинформационным анализом и привлечением ресурса KEGG (www.kegg.jp).Результаты. Для детей в дебюте РС было характерно увеличение численности филумов Actinobacteria и Verrucomicrobia, на уровне семейств отмечалось сокращение численности Veillonellaceae и Lachnospiraceae, возрастание -Streptococcaceae и Verrucomicrobiaceae. Анализ путей бактериального метаболизма витаминов группы В показал уменьшение у детей с РС численности бактериальных генов, участвующих в образовании пула одноуглеродных фрагментов, что может быть связано с выявленными изменениями доли A. muciniphila и c Betaproteobacteria. Повышение численности A. muciniphila при сокращении Lachnospiraceae и Veillonellaceae могло вносить вклад в уменьшение численности генов, вовлекаемых в синтез витамина В12, а сокращение численности филума Bacteroidetes и семейств Veillonellaceae и Lachnospiraceae (филум Firmicutes) -в пути метаболизма витамина В6. Выявлено также уменьшение числа генов, вовлекаемых в синтез активной формы витамина В2 -FAD, и ослабление осуществляемого бактериями метаболизма витамина В3 и его активной формы -NAD. Таким образом, изменения структуры кишечного микробиома у детей в дебюте заболевания приводят к изменению бактериального пула витаминов группы В, что может быть причиной системного дефицита этих витаминов, приводящего к манифестации РС.
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