Visnyk of the Lviv University. Series Pedagogics最新文献

{"title":"Economic education of senior preschoolers by means of didactic game","authors":"G. Boyko, Olena Tanchin","doi":"10.30970/vpe.2022.36.11496","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11496","url":null,"abstract":"The article deals with the economic education of senior preschoolers. The essence of the concept of “economic educationˮ from the standpoint of domestic and foreign scholars is analyzed. It was determined that the economic education of preschoolers presupposes the existence of the established consistent relationship between its main structural components such as knowledge, skills and actions. The article describes the tasks (ensuring that preschoolers receive the necessary economic knowledge within their life experience; the formation of the ability to use relevant economic experience necessary information in a child’s playing, studying, household situations) and stages (indicative-adaptive; activity-behavioral; activity-creative) of economic education of preschoolers. The use of didactic games as a means of economic education is analyzed. It is argued that a didactic game is a learning tool which can be used to provide certain knowledge, as well as their consolidation. In the process of didactic play preschoolers have the opportunity to act independently and without outside help gain their own economic experience. Through economic play, preschoolers can develop economic thinking, financial literacy and learn to make managerial decisions. It was concluded that the result of economic education is the formation of economic knowledge, skills, and experience. The components of economic education of senior preschoolers were identified: cognitive and activity. The research presents the authorʼs original didactic game on the peculiarities of forming the preschoolers’ ideas of primary and secondary needs in economic education. It substantiates the didactic tasks, game tasks and rules, as well as the essence of didactic game on economic education. The effectiveness of the proposed program on economic education of senior preschoolers in preschool education institutions is proved. Keywords: economic education, needs, consumer, preschool children, didactic game, didactic task, preschool institution.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125024320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mission of a higher education teacher","authors":"Yuliya Derkach, N. Machynska","doi":"10.30970/vpe.2022.37.11650","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11650","url":null,"abstract":"Theoretical and practical aspects of professional activity of a teacher of a higher education institution in the conditions of martial law are considered. It is noted that the mission of a higher education teacher depends on many factors: the mission of the higher education institution and the direct structural unit in it; professional skills of the teacher; readiness of everyone for professional growth during life, etc. It is proved that the academic mobility of a high education teacher is one of the characteristics of the mission of a teacher of a higher education institution. Based on the analysis of the development strategy of the Department of Primary and Preschool Education of Ivan Franko National University of Lviv, the real threats to the professional activity of teaching staff are identified. In the context of the identified threats, the mission of a higher education teacher is analyzed. Emphasis is placed on an important problem of our time – the outflow of Ukrainian entrants to other countries, in order to study there. It is noted that the main task of a teacher is to show the capabilities of a particular education institution in a combination of training (education) in Ukrainian and foreign education institution with the help of the program of academic mobility, which can involve a student of any year of studying. It is shown that a threat of the loss of the authority to obtain higher education in general can be lost. It is noted that each individual must be ready for repeated changes of the profession and, accordingly, retraining in the system of organized adult education, which contributes to the economic, cultural, personal development of the potential of the population. An analysis of the study of the problem of dual education at the regulatory level - as a way of alternative learning in martial law is proposed. It is noted that professionalism in performing professional tasks, professionalism in organizing the educational process on the basis of student-centeredness and subject-subject relations, a high level of professional and personal competencies are necessary criteria for assessing the skills of a higher education teacher. This is what defines the mission of a teacher of higher education. Keywords: higher education teacher, academic mobility, adult education, dual education, mission of higher education teacher.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129741472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artistic educational competence of future primary school teachers: essence, components, ways of formation","authors":"L. Kovalchuk, Khrystyna Yavorska","doi":"10.30970/vpe.2022.36.11558","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11558","url":null,"abstract":"The article considers the issue of the development of artistic educational competence, which is relevant due to the educational reform the New Ukrainian school, and the introduction of the State Standard of Primary Education, that led to the changes not only in the approaches to teaching in primary education, but also in the professional training of future primary school teachers. On the basis of analysis of academic and pedagogical literary sources, the authors of the article present the meaning of the notions «competence», «cultural competence» and «artistic competence», and specify the essence of the concepts «cultural competence of primary school students» and «artistic educational competence of the future primary school teachers». The components of artistic educational competence (artistic and pedagogical knowledge; artistic and pedagogical skills and abilities; values and attitudes; experience of creative activity; professional and pedagogical abilities and personal qualities) are distinguished and characterized. The artistic educational competence of the future primary school teachers is defined as a combination of these components and the ability to apply them in practical/professional activities. The ways of formation of artistic educational competence of the future primary school teachers are given. It is determined that the artistic educational competence of the future primary school teachers is shaped during the students’ mastering educational components (academic disciplines, term papers, internships) in higher education institutions. It is noted that self-education and self-development are important factors in the development of the artistic educational competence, which ensures the readiness of future primary school teachers to develop the cultural competence of primary school students. Keywords: competence, cultural competence, students of primary education, artistic competence, artistic educational competence, artistic education, future primary school teachers.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129085900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Museum lessons as an alternat form of teaching natural sciences in basic secondary school","authors":"I. Zeman","doi":"10.30970/vpe.2022.36.11556","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11556","url":null,"abstract":"The article is devoted to the issue of the museum lessons as an alternative form of teaching Natural Sciences for students in basic secondary school. It proposes the detailed analysis of the concept «natural sciences museum lessons» and explores educational activities provided by the Ukrainian museums to schoolchildren. The author of the article emphasizes the importance of the museum educational activities for both, students and teachers: while for students museum lessons are the chance to improve their knowledge, skills and abilities, for teachers, they are the opening to explain subject material in an accessible way and meet the basic curriculum. Most museums in Ukraine and abroad offer standard tours, museum lessons, lectures and educational workshops. Analysis of those activities showed that natural museums have an extremely important role in the education process of children. Natural history museums clearly realize the importance of their educational role by setting the programs for schools. They provide the interdisciplinary approach in teaching and offer natural sciences lessons to students of all educational levels. Educational activities offered by natural history museums are usually complementary to school natural sciences curriculum, which include several school subjects – biology, geography, physics, chemistry, and astronomy. It is emphasized that apart from the educational content, the museums offer a very wide choice of possibilities and new teaching methods, which require students’ active participation. The educational activities of the museums are included into the curricula of basic secondary education and provide information and communication technologies for the organization of information and educational environment of the museum. The study describes and characterizes the activity of Lviv museums, which offer museum lessons their compatibility with the core curriculum of basic secondary education. Keywords: museum lesson, museum education, natural history museum, basic secondary education, educational program, museum innovations.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129915608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The concept of powerful knowledge and geographical education in the New Ukrainian School","authors":"M. Lavruk","doi":"10.30970/vpe.2022.36.11559","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11559","url":null,"abstract":"The article analyses new conceptual and methodological trends in teaching Geography in the countries with optimal models of teaching this school subject in order to take into account their experience in the context of the tasks of the New Ukrainian School reform. It clarifies the content and features of the concept of “powerful knowledge of geography”, which can modernize the content of school geography, raise its intellectual prestige and relevance. The knowledge is considered to be “powerful knowledge of geography” when it provides new ways of thinking about the world and is able to change the relationship of young people with the environment; gives students powerful ways to analyze, explain and understand; promotes the formation of critical and independent thinking, develops geographical considerations on how knowledge is created, tested and evaluated; enables young people to follow and participate in discussions on important local, national and global issues; contributes to the understanding of the factors of world diversity. It is necessary to take into account the progressive features of modern geography curricula used in England, Germany, Finland, Japan, Singapore, Australia when developing the geography programs for the New Ukrainian School. These curricula include: 1) general geographical (combination of physical and social geography) and interdisciplinary approach to the knowledge of geospatial phenomena, objects, processes at all stages of learning; 2) emphasis on the ways of human interaction with the environment and the results of this interaction (geography of cultural landscapes, geography for sustainable development); 3) focus in the same course on the territorial objects of different scales (from local to global) as a demonstration of geographical horizontal and vertical causal relationships; 4) geographical critical thinking as a result of learning; 5) mastering geographic information technologies as a resource for life and development; 6) observations and field research as an important component of subject competence. Keywords: didactics of geography, concept of powerful geographical knowledge, geography in the New Ukrainian School.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132494110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Forming conflictological competence of future teachers in Lviv University","authors":"Nataliya Horuk","doi":"10.30970/vpe.2022.37.11641","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11641","url":null,"abstract":"The article considers conflict competence of the prospective teachers and school staff as one of the components of pedagogues’ professional training for the effective performance of their professional duties. Conflicts that occur in the society cause the emergence and aggravation of conflicts in all social institutions, including educational institutions. Thus, it is important to train future educators to prevent and resolve conflicts in order to build peace and interact with people affected by the consequences of conflicts, namely migrants, displaced persons, people with disabilities etc. It is argued that conflictological competence of a pedagogue is a complex concept that integrates dynamic structural components and opportunities for their development. It includes personal, cognitive and technological components, but the diversity of modern society calls for additional knowledge of intercultural literacy and inclusive education to successfully resolve pedagogical conflicts. The formation of intercultural and inclusive components of conflictological competence is one of the tasks of the disciplines “Conflicts in Pedagogical Activityˮ and “Conflict Resolution in Education Management and Expert Activityˮ, which are in the core curriculum of the professional training for master students majoring in specialties 013 Elementary Education and 011 Educational, Pedagogical Sciences at the Faculty of Pedagogical Education, Ivan Franko National University of Lviv. In order to master future educators’ intercultural communication the mentioned above courses are taught in English, which allows students to develop their international professional vocabulary, provides intercultural literacy and forms the ability to effectively interpret documents and artifacts from different cultural contexts. Teaching students how to use constructive approaches to conflict resolution in educational institutions of various types encourage their emotional, cognitive and moral learning but also stimulates future educators’ reflective thinking about inclusion and associated values, develop empathy towards different realities and prepare them to deal with inherent school coexistence. Keywords: conflictological competence, educational conflicts, future teachers’ training.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121670669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modern psychological and pedagogical methods for development of children with special educational needs","authors":"V. Shevchenko","doi":"10.30970/vpe.2022.37.11659","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11659","url":null,"abstract":"The article examines the problem of psychological and pedagogical support of children with special educational needs in the process of education and upbringing using modern development methods. The purpose of the study was to substantiate the methods of psychological and pedagogical support of children with SEN in the process of education and upbringing using modern development methods. The author notes that throughout the world and in our country, psychological and pedagogical methods of stimulating the child’s development have been developed, taking into account the peculiarities of their development. There are also methods developed specifically for children with SEN. Regardless of the type of violation, methods of teaching children with SEN are constructed taking into account the patterns of the child’s development, the peculiarities of the development of a child with SEN, as well as specific features and the level of their development. This approach makes it possibleto use the developed methods for all children, individually adapting them for each child. The author of the article states that in order to create a social environment for a child with SEN, it is necessary to take into account individual needs and capabilities; close interaction and cooperation with parents is necessary; and it is also worth stimulating interest in learning and developing independence. The main emphasis is placed on the latest methods of psychological and pedagogical support of children with special educational needs in the process of education and upbringing, namely “Little Steps” method for forming the basic skills of a child with special needs. This is a programme and methodological support for early pedagogical assistance to children with SEN, which encourages them to interact more fully with the world around them. The essence of the socio-psychological model “Portage” is that with the help of multiple repetitions of the action, the child gradually learns, develops and acquires previously inaccessible skills. The system of teaching vital skills is aimed at improving the quality of a child’s life. The specified Numicon system is useful when it is very difficult for a child with SEN to acquire knowledge in the field of mathematics, even basic skills needed in everyday life. That is, the use of various methods of psychological and pedagogical support of children with SEN in the process of education and upbringing contribute to the development of their emotional, language, motor and cognitive spheres. Keywords: psychological and pedagogical support, special educational needs, children with SEN, Down syndrome, developmental methods, socialisation, adaptation and modification.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133696810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formation cultural competence of primary school students","authors":"Khrystyna Yavorska","doi":"10.30970/vpe.2022.37.11662","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11662","url":null,"abstract":"Based on the analysis of regulatory documents (Law of Ukraine “On Educationˮ, State Standard of Primary Education, Concept of the New Ukrainian School) and scientific and pedagogical literary sources, the essence of the concept of “cultural competenceˮ is theoretically interpreted. The concept “cultural competence of primary education studentsˮ is clarified, which means an integrated complex of knowledge, abilities, skills in the field of art, personal qualities, ways of thinking, views, ideas, values, which ensures the ability and readiness to apply the acquired experience, provides the possibility to express oneself creatively, to discover and develop natural abilities, talents using visual arts, graphic art, sculpture, music, choreography, theater, decorative and applied arts and other forms of art. On the basis of theoretical analysis of the State Standard of Primary Education, Standard Educational Programmes, as well as own experience of practical work, the ways of forming the cultural competence of primary education students in accordance with the content of educational fields have been determined and systematised. The Arts education branch is determined to be the leading one for the formation of cultural competence in primary education students. Teaching methods in art lessons and forms of extracurricular work, which contribute to the formation of cultural competence of primary school students, are discussed. It is noted that for the effective formation of cultural competence in primary education students, the future teacher must possess a range of artistic and pedagogical knowledge, abilities and skills, necessary professional and pedagogical aptitudes, personal qualities, etc. Keywords: cultural competence, students of primary education, formation of cultural competence, Arts education branch, art lesson, content of learning, teaching methods, extracurricular work.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124837750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Child in a sensory-cognitive space: features of using LEGO technology","authors":"S. Chupakhina, N. Kyrsta, Nataliia Zakharasevych","doi":"10.30970/vpe.2022.37.11657","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11657","url":null,"abstract":"The study has found that one of the means of effective learning in modern preschools are LEGO constructors, which have several positive characteristics, differ significantly from other constructors, primarily in terms of their features, functionality, modern technical and aesthetic characteristics and a possibility to use them in different games and for educational purposes. Theoretical analysis of research has shown the existence of a theoretical definition and identification of the characteristics of pedagogical technologies and published methodological approaches to the use of LEGO for the development of design activities of preschool children. Peculiarities of sensory perception of the environment by preschoolers in the conditions of marked design activity are substantiated. The pedagogical technology of children's development in a sensory-cognitive space is revealed, considering the principles of integrity, nature compliance, intensity, diagnostic purposefulness, reproducibility of LEGO constructor in the conditions of preschool education. Research and development work on the introduction of the pedagogical technology in the educational environment of the institution to form ideas about shape, colour, size, spatial orientation in children aged 4-6 years, and to develop their creativity. Potential possibilities of designing as especially important activity of preschool children are proved. It is established that the design process promotes the emergence of new knowledge in children from different spheres, improves the stock of knowledge and skills, stimulates imagination and creative initiative, develops general and fine motor skills, improves self-reasoning, helps discipline and order, has a positive impact on social climate in the group, promotes the development of individual independence, enriches social ties, develops self-esteem, self-confidence, promotes the development of speech, which contributes to success in school. Keywords: preschool children, LEGO constructor, design, pedagogical technology, sensory development, sensory-cognitive space, sensory standards, educational environment.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127751169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internationalization of higher education at the institutional level: the example of Ivan Franko National University of Lviv","authors":"Yuliya Zayachuk","doi":"10.30970/vpe.2022.36.11555","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11555","url":null,"abstract":"The work is devoted to the study of the issue of internationalization as a crucial component of the university activities. It is emphasized that researchers comprehend the internationalization of higher education at the supranational, continental, national, institutional, and individual levels. The institutional level of internationalization of higher education, its essence and strategy are analyzed in detail. It is emphasized that current university should find its own strategy of internationalization and understand that the prospect of its inclusion to the global education system also depends on this. It is shown that institutional level of internationalization of higher education includes the policy of a particular educational institution and structural subdivisions dealing with the strategy of its international activity. It has been found that institutional-level rationales driving internationalization are international profile and reputation, student and staff development, strategic alliances, research, knowledge production, and income generation. The approaches to internationalization of higher education at the institutional level such as activities, outcomes, rationales, programs, and process are highlighted and the examples of program and organizational strategies are provided. The institutional level of internationalization of higher education is analyzed in detail on the example of Ivan Franko National University of Lviv. Its program, organizational strategies and tools for their implementation are shown. Some results of the study, conducted by the author in September 2021, namely a survey of students at Ivan Franko National University of Lviv on the changes in higher education and its internationalization are also presented. Keywords: higher education, internationalization, levels of internationalization, institutional level of internationalization, strategies.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129110280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}