The Research Competence Development of Students Trained In Mathematical Direction

Yarullin, Ilnar F.; Bushmeleva, Natalia A.; Цыркун, Иван Иванович

doi:10.29333/iejme/296

Cited by 18 publications

(16 citation statements)

References 4 publications

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“…An analysis of the literature shows that scholars have evaluated the competence approach (Bardière, 2016;Brandt, Bürgener, Barth, & Redman, 2019;Gaybullaevna & Jonpulatovna, 2021;Kaskatayeva, 2014;Knyazyan & Mushynska, 2019;Wachidi, Rodgers, & Tumanov, 2020) and the activity approach (Khromchenko, 2014;Sushchenko, Gladysh, Zubtsova, Sushchenko, & Kniazian, 2020) the methodological methods of solving them. Problems as its basis, methods of formation of research competence and components of individual future teachers (Šeberová, 2008;Yarullin, Bushmeleva, & Tsyrkun, 2015) and schoolchildren (Knyazyan & Mushynska, 2019). Skill development through research is also the focus of scientists (Hatim & Munday, 2019;Knyazyan & Mushynska, 2019;Vaillant, 2015).…”

Section: It Guides Us Asmentioning

confidence: 99%

Formation of scientific and theoretical competencies through the analysis of literary texts

Yelchibekov

Rauandina²,

Yelikbayev³

et al. 2022

CJES

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The aim of this article is to get the views of the students of the faculty of science and literature at the university on the formation of scientific and theoretical competence through the analysis of literary texts. Literary text is an important factor in developing students' communication skills. It is also very important in the analysis of literary texts. The opinions of the final year students of the faculty of science and literature are very important with the analysis of literary texts. For this purpose, interviews were conducted with a total of 92 senior students in the 2021–2022 academic year. Final year students are individuals who are ready for the profession from many fields. For this reason, the opinions of the students who will work in the profession of the future in the analysis of the texts were taken. The research questions were prepared by making content analyses by the researchers. In total, the final forms of the research questions were given by taking the opinions of four experts in their fields. The data obtained in this study, in which the qualitative research method was used, were thematised and explained with the content analysis method. As a result of the results obtained from the research, it was concluded that the students need scientific guidance in text analysis concepts. It was also concluded that the students had sufficient knowledge about the teaching and activities of literary texts. As a result of the results obtained from this research, training can be given to students on the analysis of text concepts in scientific terms. Keywords: Literary text, analysis, university student, opinion, qualitative method, scientific

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Section: It Guides Us Asmentioning

confidence: 99%

Formation of scientific and theoretical competencies through the analysis of literary texts

Yelchibekov

Rauandina²,

Yelikbayev³

et al. 2022

CJES

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“…One of the main tasks of teacher training is to develop in future teachers a research competency that can be used for further professional and academic growth. Thus, [1] consider a research learning activity to be one of the mechanisms of shaping the research competency in students, there is no informed understanding and the goals of a research activity are not achieved. Thus, the positive experience of the above mentioned researchers confirms the possibility to arrange the research activity of students through the application of person-centred approach to learning and teaching.…”

Section: Introductionmentioning

confidence: 99%

A Learner-Centered Syllabus-Based Approach to engaging master students into research activity

Vlasenko

Rovenska

Ловьянова

et al. 2022

J. Phys.: Conf. Ser.

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This paper presents a vision of a team of researchers on solving a problem of engaging future Mathematics teachers into a research activity through implementing person-centred approach to learning and teaching. The authors of the given article present a designed Learner-Centered Syllabus of a training research workshop in Mathematical Analysis for Master students, majoring in Mathematics at teacher training universities. This study presents the structure, the components and the content of a Learner-Centered Syllabus. When giving content to the sections of the syllabus, the developers take into consideration the conditions for person-centredness; creating the atmosphere of acceptance and congruence; shaping in students the personal qualities, which contribute to their research activity; arranging collaboration; engaging students into the assessment process. The researchers in the present study identify orientation at self-development as a key concept of the course policy and make each section of the syllabus personal. The following sets of attributes were used to evaluate the designed Learner-Centered Syllabus: Community, Power and Control, Assessment and Evaluation. The experimental study was done over four years, two groups of Master students majoring in Mathematics became its participants. One group was given a conventional Content-Focused Syllabus of a training research workshop in Mathematical Analysis, while the second group received a Learner-Centered Syllabus, designed in accordance with the Person-Centered Approach to Teaching and Learning. The analysis of the findings of this experiment justified the effciency of creating a learning environment, which is determined by the emotional components, such as Congruence, Acceptance and Empathic understanding. The present paper also shows a positive impact of the syllabus on the degree of students’ motivation to choose the training research workshop in Mathematical Analysis.

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“…The determining factor of training a competitive teacher is the organization of his/her scientific activities that allow the teacher to create independently new means of pedagogic activities, create new ideas and approaches that correspond to the changeable requirements of the present time. Yarullin, Bushmeleva, and Tsyrkun (2015) called the organization of the student's scientific activities one of the mechanisms to form their research competence. The scientists: Jahnke et al (1983), Turner (2010), Vintere and Zeidmane (2014), Proulx (2015), Koichu and Pinto (2018) determine the research competence as one of the components of mathematics teacher's professional competence that guarantees further research activities of the graduate in mathematics.…”

Section: Introductionmentioning

confidence: 99%

“…In order to organize such activities, scientists offer to use special courses dedicated to special scientific researches in the priority areas of modern mathematics. This fact is evidenced by the opinion of the mathematical community (Yarullin, Bushmeleva, & Tsyrkun, 2015;Biza, Giraldo, Hochmuth, Khakbaz, & Rasmussen, 2016;Telegina, Drovosekov, Vasbieva, & Zakharova, 2019) about the significant potential in the researches on forming a positive attitude to students' research activities using the materials of different mathematical branches. In scientists' opinion, the usage of interesting mathematical theories encourages students to get more meaningful education of theoretical materials, facts, and methods of solving mathematical problems and it allows getting particular experience.…”

Section: Introductionmentioning

confidence: 99%

Increasing mathematics students' involvement in research activities at teacher education universities

Vlasenko

Rovenska

Lovianova

et al. 2022

UESIT

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The paper explores the problem of creating interest in mathematics students' research endeavors at teacher preparation institutions. The purpose of the study is to determine whether it is possible to organize students' scientific investigation using the 5E Instructional Model during a workshop on approximation theory and the Fourier series. The study takes into account the survey responses from the students who assisted in assessing the workshop participants' emotional states. The Differential Emotion Scale, a tool for expressing evaluations of positive and negative emotionality, was used to gather the data. The benefits of the atmosphere created by the 5E Instructional Model on students' emotional states and how it shapes their motivation in scientific inquiry when setting up workshop classes are covered in the article. We have reason to believe that running workshops based on the 5E Instructional Model is effective. The students' involvement throughout the session and enthusiasm in research activities increased as a result of the index reduction of their negative feelings.

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The Research Competence Development of Students Trained In Mathematical Direction

Cited by 18 publications

References 4 publications

Formation of scientific and theoretical competencies through the analysis of literary texts

Formation of scientific and theoretical competencies through the analysis of literary texts

A Learner-Centered Syllabus-Based Approach to engaging master students into research activity

Increasing mathematics students' involvement in research activities at teacher education universities

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