The relevance of this research is defined by a possibility of increase in efficiency of school students' research competence formation by means of robotics within fixed and extracurricular activities and additional education. The problem of a research is defined by a contradiction between widespread introduction of robotics in modern society life and insufficient techniques of studying robotics in order to key competences formation. The objective of this research is studying the didactic potential of robotics for school students' research competence formation and to offer the methodical approach to the organization of classes in robotics on the basis of research tasks and research projects. The article presents methods of studying robotics, the use of which helps to form the skills of independent research activities, as well as the ability to apply modern technology in solving practical problems. The article can be used by teachers of educational organizations and the organizations of additional education in preparation for robotics classes (in fixed and in extracurricular activities, in additional education); in analysis of teaching robotics methods, teachers of pedagogical universities to present the methodology of teaching robotics to the students, teaching staff of institutions of additional professional education in preparation for training courses.
The article examines the problem of organizing distance learning in the conditions of uncertainty and the forced transition of teachers and students to online interaction. The situation that has arisen is viewed as a natural experiment the education system finds itself in requiring an understanding of its results at a certain stage. A theoretical analysis of the most popular distance learning organization technology implemented in Russian universities under current conditions (the coronavirus pandemic) is conducted and a critical evaluation of the obtained initial results of the readiness of higher education system to transition into the new digital education reality is provided. The discovered problems of distance learning include: the insufficient level of teachers’ digital tolerance and the lack of necessary competencies in them; the psycho-emotional instability of the online interaction participants; low learning motivation and the level of students’ practical skills; the lack of a universal digital platform for the organization of activity of all participants of the learning process. The perspectives for solving the aforementioned problems and priority directions in the improvement of this form of education are established, specifically: the technological direction (the formation of teachers’ ability to create online courses and effectively combine the functions of different digital platforms); the methodical direction (the formation of a set of professional and personal qualities necessary to effectively address professional tasks and expansion of the set of methods and means of organizing students’ activity considering the conditions of online interaction); the psychological dimension (teachers’ awareness of the need for self-improvement in the sphere of digital technologies and the formation of interest in learning and satisfaction with the process and results of distance learning in students). The identified areas are considered as risks the consideration of which in educational activities will make the distance learning process flexible and manageable.
The article presents the description of an empirical study testing the effectiveness of a program for the development of leadership qualities in 6-7-year-old children in the process of joint activities titled “Everyone can become a leader!”. The structure of the program comprises three blocks: block 1 (cognitive) – “What is leadership and what a leader should be like”, objectives: the formation of children’s knowledge of about leadership, the qualities of a leader, the development of their creative thinking; block 2 (communicative) – “Learning to understand each other and communicate”, objectives: overcoming communication barriers, the development of children’s emotional sphere and communication skills; block 3 (behavioral) – “Learning to organize and manage”, objectives: the formation of children’s skills of organization and management of joint activities with peers. The main method of the study is a pedagogical experiment comprising the forming, the confirmatory, and the control experiment stages. The results of primary diagnostics conducted prior to the beginning of children’s lessons as a part of the program indicate the lack of differences between the experimental and control groups by the level of leadership qualities development. The analysis of the results of secondary diagnostics conducted at the end of the forming experiment stage demonstrated that children’s level of leadership qualities development in the experimental group exceeded the one in the control group. The authors can, therefore, conclude on the positive effect of the program on the development of leadership qualities in 6-7-year-old children and the opportunity of using the program in the educational process of preschool institutions.
The article deals with an approach to designing and implementing the operation model for the basic department in the education quality control system at higher education institutions. The approach refers to university structure within the framework of network interaction between university and school employees. The authors describe the designed structure and main components of the operation model of the university basic department and list organizational and pedagogical conditions for the implementation of the basic department model at university. The authors give a brief description and characterize the components required in the process of establishing the interaction: content-related, managerial and resulting. Within the framework of the model, the authors provide a brief personal characteristic of the head of the basic department that is essential and determines the key direction for development. The developed model has been implemented at the Institute of pedagogy and psychology of education of the State autonomous general education institution of higher education “Moscow City University” in cooperation with Moscow schools.
This article discuses searching for forms and methods of remote control of learning of university students. The importance of this problem is stipulated by the necessity to organize distance learning in existing environment and wide education opportunities supported by electronic resources and their purposeful use. The formulated hypothesis states that their controlled use would allow to perform efficient control of learning at all stages of training. In order to confirm this hypothesis, the authors presented the results of activities of university teachers aimed at searching for forms and methods of remote control of students’ learning. This article discusses managerial, cognitive, and axiological aspects of remote control. The trends of searching for efficient approaches to solve the formulated problem are analyzed. Opportunity to apply network interaction of students upon distance learning is considered as well as control of formation of professional activities upon remote access. The network interaction acts as a mechanism of selection of forms and methods of distance control, such as discussion of assignment in remote access using electronic resources, online presentation of photos and videos required for joint work of all group students, presentation of results of assignment execution on interactive whiteboard of internet platform, joint work using electronic resource to create project. The control processes of distance learning are very important in professional training. The control procedures allow simultaneous correction during learning at each stage, promote searching and implementation of new methods of learning. Application of the described forms and methods allows providing efficient control of learning.
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