Perspectives of Science and Education最新文献

{"title":"TPACK competence of mathematics education students in designing constructivist learning","authors":"Umi Hanifah, I. Budayasa, Raden Sulaiman, Masriyah","doi":"10.32744/pse.2024.2.15","DOIUrl":"https://doi.org/10.32744/pse.2024.2.15","url":null,"abstract":"The problem and the aim of the study. This study examines mathematics education students' TPACK (Technological Pedagogical Content Knowledge) and constructivist learning skills. The major issue is mathematical education students' ability to integrate technology, pedagogical expertise, and mathematical content knowledge in a constructivist learning setting. The study topics include how well students employ constructivist ideas in learning design, how technology supports mathematics learning, and what variables impact their TPACK abilities. By studying it more, this research may help enhance the mathematics education curriculum and teacher training to meet 21st-century education needs. Research methods. Qualitative case study research is used in this work. 23 students of the mathematics education program at Universitas Negeri Surabaya were selected. After observing students in constructivist mathematics learning design activities, in-depth interviews were conducted to understand better their views on TPACK and the constructivist approach, and their learning plans were analyzed. Students' TPACK abilities in constructivist learning will be assessed using thematic and triangulated data analysis. The research findings may help explain the problems and opportunities of constructing a mathematics education curriculum, particularly when merging TPACK and constructivist techniques. Results. The average TPACK competency of math education students is 78.4%, according to studies. According to the TPACK component analysis, students scored 85.2% on the Technology Knowledge Test (TK), 79.6% on the Pedagogical Knowledge Test (PK), and 75.8% on the Content Knowledge Test (CK). However, CK component proficiency varied, suggesting mathematical content knowledge should be improved. In-depth interviews showed that students with formal educational technology training or courses had higher TPACK ratings (M = 82.1%) than those without (M = 76.3%). These data show that formal education and training improve TPACK abilities. To optimize the constructivist method, the CK component must be improved. This research shows that technology integration and mathematics subject mastery are crucial to constructivist learning curricula and training programs for mathematics education students. Conclusion. The constructivist learning TPACK skills of mathematics education students are examined in this study. Students demonstrated technology integration, instructional competency, and mathematical topic knowledge with an average TPACK score of 78.4%. According to TPACK component analysis, pupils have good technical skills (TK) but varied mathematics topic knowledge. TPACK scores are higher for technology education students, demonstrating the role of formal learning in competency. These findings show that CK needs to include constructivism better. In conclusion, comprehensive training and mathematical content additions can improve students' TPACK skills, enabling constructivist technology us","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"21 14‐15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141137813","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 influence of classes using an interactive whiteboard on the functional state of the body of primary school students","authors":"Elena V. Tyurina, Tatiana M. Paranicheva, Lyudmila V. Makarova, M.S. Shibalova","doi":"10.32744/pse.2024.2.39","DOIUrl":"https://doi.org/10.32744/pse.2024.2.39","url":null,"abstract":"Introduction. The development of the education system in recent decades has been accompanied by extensive informatization, activating the cognitive activity of students necessary for the formation of a successful educational process. To identify the impact of the use of an interactive whiteboard (ID) in adolescents of grades 5 and 7, a comparative study of the functional state of the body (FS) of schoolchildren with and without ID was conducted, which is an integral indicator of the ability of an individual's body to maintain a reserve of adaptive reserves under the influence of adverse factors. Mental performance indicators according to the letter table of Anfimov served as markers of FS, allowing to assess the FS of the central nervous system and its change under the influence of various factors. Therefore, the purpose of the study was to study mental performance and assess the body's FS and the emotional state of primary school students in lessons with and without the use of ID. Materials and methods. The study of the influence of the use of ID in educational activities on the mental performance and emotional state of 233 students of different sexes was conducted in a natural hygienic experiment at a secondary school in Moscow. The differences determined by the Student's t-test were considered significant at p<0.05. Results. The initial indicators of mental performance in girls and boys of grades 5 and 7 correspond to the standards for children of this age. When comparing the levels of working capacity in grades 5 and 7, it was revealed that fifth graders are almost 2 times more likely to have a high level of working capacity (p<0.01). And in grades 5 and 7, there is a tendency for girls to have a higher intensity of work than boys, and in grades 7 it is significantly higher (p <0.05). In the process of working with the use of ID, the coefficient of decrease in working capacity in students of grades 5 and 7 was higher than 1, and this indicates the tension of regulatory processes in the body, the impossibility of rapid restoration of functions in students of these age groups, especially girls. Conclusion. The results of the study show that the use of an interactive whiteboard increases educational motivation and emotionally activates the educational activities of students in grades 5-7. However, a comparison of the fatigue of two variants of lesson organization (with and without ID) with the same lesson density according to the distribution of individual shifts in mental performance showed that after lessons with ID, there is a higher percentage of fatigue and pronounced fatigue among students of the basic level of education, and gender differences were also revealed: for girls, classes using ID were more exhausting than for boys. The data obtained indicate that when using electronic educational tools in the educational process, it is very important to take into account the age, gender and individual capabilities of the body of students.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"51 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141057620","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":"Practical training of future teachers as prevention of psychological barriers in inclusive education","authors":"Tatiana G. Koryakina, S. Arkhipova, E. A. Neustroeva","doi":"10.32744/pse.2024.2.23","DOIUrl":"https://doi.org/10.32744/pse.2024.2.23","url":null,"abstract":"Introduction. Currently, international organizations pay special attention to the development of inclusive education system, which, taking into account the special educational needs of everyone, provides quality education at the place of residence and full socialization of people with disabilities. Inclusiveness has become one of the main components of the modern educational system, but at the moment there is a problem of occurrence of psychological barriers in teachers, which is poorly studied and requires detailed research. The aim of the article is to consider the problem of preventing the emergence of psychological barriers in inclusive education in students of pedagogical directions through practical professional training, including the development of their communicative and organizational abilities. Materials and Methods. The study was conducted on the basis of the North-Eastern Federal University named after M.K. Ammosov (NEFU) among students studying in the following fields of training: \"Special (defectology) education\", \"Pedagogical education\", \"Psychological and pedagogical education\", in the number of 122 people, aged from 18 to 23 years. The following methods were used: analysis of sources, regulatory and educational-methodical documents of the North-Eastern Federal University on practical training of students, observation and surveys using the method of E.S. Slyusareva \"Psychological barriers of teachers in the process of interaction in an inclusive educational environment\" and the method \"Assessment of communicative and organizational abilities\" (V.V. Sinyavsky, V.A. Fedoroshin), statistical processing of the results by U-Manna-Whitney test. Results of the research. The system of practical training of higher education students for pedagogical activity in inclusive education of future teachers, including practice-oriented educational process, socially significant public activity is developed. A separate aspect of this training is the prevention of psychological barriers in inclusive education in future teachers. The application of the developed system of training contributed to the effective development of communicative and organizational abilities of students, and also demonstrated reliably significant reductions in the criteria \"barrier of mental tension (anxiety, inability to initiate contact with a child with disabilities, etc.)\" Uemp=178,5; p<0,001, and \"difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education\", Uemp=248; p<0,043, which indicates that the conducted preventive and developmental work contributed to a decrease in the expression of the presence of difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education. Conclusion. The results of the study indicate the need to rethink the organization and content of the practical compo","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"24 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141049704","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":"Psychological benefits of game practice in higher education settings: from stress to happiness","authors":"E. V. Abramenko, Sergey A. Abramenko","doi":"10.32744/pse.2024.2.29","DOIUrl":"https://doi.org/10.32744/pse.2024.2.29","url":null,"abstract":"Introduction. Teaching/learning and professional work at higher educational establishments, being an intellectually and emotionally intense activity, provokes stress in teachers and students, which has a negative impact on their health: fear, anxiety, fatigue, irritability, and nervousness. Game practice is the most effective method to relieve emotional tension and activate the educational process within the framework of students’ and teachers’ successful cooperation through communication. The purpose of the article was to assess the influence of game practice on the psychological state of teachers and students at higher school, as well as the levels of stress and happiness. Materials and methods. The study involved 69 university teachers (89% women, 19% men) from 29 regions of Russia and 176 students (51% males, 49% females) in the first-year undergraduate course at Volgograd State Technical University (Russian Federation). The study was carried out using a Google Forms survey. Results. The present study did not find any significant relationship between the manifestation of stress and the use of the game practice in the teaching process at higher educational establishments, which proved to be an unexpected result, since the lecturers (49%) and students (56%) recognised that game practice reduced their stress levels. However, the analysis of the revealed results showed that most of the students were affected by academicrelated stress: 46% of the respondents had high stress level, 34% – moderate stress level, and 20% – mild stress level. The stress level in the teachers’ professional activity also revealed a high rate – 52% of the respondents answered that they experienced professional stress quite often. At the same time, psychological well-being within the framework of game technologies had the following indicators: 54% of the teachers felt quite happy, 29% – absolutely happy. As to the students, they reported a middling indicator of happiness (46%). Conclusion. Game practice is a modern learning tool used at higher educational establishments, which improves the psychological well-being of students and teachers and is an effective way to combat stress and achieve increased happiness level. However, a more profound study of this subject, along with the development of due methodological recommendations, can contribute to more effective integration of game practice into the educational process and enhance the well-being of both students and teachers.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"87 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141052451","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":"Potential of socio-humanitarian disciplines in training future engineers: students’ opinions analyzed","authors":"Irina G. Shestakova, O. Bezzubova, Artem A. Khalturin, Grigory V. Dyachenok","doi":"10.32744/pse.2024.2.7","DOIUrl":"https://doi.org/10.32744/pse.2024.2.7","url":null,"abstract":"Introduction. Higher education is a key factor for societal development; new challenges associated with ultra-fast socio-technological transformations create new demands for professionals, especially in engineering. In addition to knowledge of natural and technical sciences, a modern engineer is to possess a wide range of so-called flexible competencies. In this regard, the issue of how these skills can be developed becomes particularly relevant. In particular, experts in higher education development believe that sociohumanitarian disciplines are indispensable for solving this issue. The study aims to assess the potential of socio-humanitarian disciplines in training future engineers and to outline proposals for optimizing their role in education. Research methods. The study had two stages: a comparative analysis of Russian and foreign research and expert assessments regarding challenges to modern engineering education, and an assessment of the influence that specific disciplines of engineering education have on its quality; a survey-research of 548 students of Saint Petersburg Mining University (Russian Federation). Research methods: survey, comparative analysis, pedagogical consultation. Research results. More than 60% of students positively assess the potential of socio-humanitarian disciplines, considering them essential for the development of a wide range of communication and cognitive skills. At the same time, 60% of students noted that the teaching methods used and the content of work programs do not always meet their expectations. Conclusion. The survey results confirm the opinion of experts that modern technical education is to be more practice-oriented and address current problems of modern society in order to be competitive. Based on the results of the study, proposals were formulated for solving the identified problems in engineering education.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"38 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141046246","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 model of future philologists linguistic professional training for foreign language communication in the field of speechwriting and business administration","authors":"V. Kartashova, N. Osipova, L. N. Shcherbatykh","doi":"10.32744/pse.2024.2.8","DOIUrl":"https://doi.org/10.32744/pse.2024.2.8","url":null,"abstract":"Introduction. The process of globalization covers all spheres of life of the modern society. The volume of intercultural communication is significantly increasing. The number of business contacts between various industrial enterprises is growing. Due to the fact that the international partnership requires coordination and communication planning, the tasks of training specialists competent in the field of business communication, including foreign-language ones, are updated. One needs appropriate training for mastering the skills to formulate one’s idea correctly, to express it clearly and briefly, including the choice of the appropriate tone and format, the language units. You should also master the skills to analyze the received information, interpret the meaning and relevance. Knowledge, skills of foreign-language business communication is an important professional quality that is necessary for specialists involved in speechwriting and business administration. The purpose of the study is to present a projected model for training students in the field of Philology, whose profile is Speechwriting Business Administration for the implementation of business foreign language communication. There is a revealed contradiction between the insufficient development of theoretical and methodological grounds for the formation of the universal competence in the field of business foreign-language communication of the future bachelor in the field of speechwriting and business administration, on the one hand, and a social order for a competent bachelor of this profile, on the other hand. It conditioned the relevance of the study on planning the model of linguistic training, which allows future bachelors in the field of speechwriting and business administration to master successfully the universal competencies, primarily in the field of foreign-language business communication. In this we see the relevance of the study. Materials and methods. The regulatory documentation, scientific literature of domestic and foreign scientists on the problem of the research was studied and analyzed. The methodological foundations of the study are a set of approaches: competent, system-activity, communicative, professional-oriented. In the work we use theoretical research methods – analysis (the analysis of scientific literature and basic pedagogical concepts), synthesis, generalization, modeling. Study results. The study conducted by the authors made it possible to design a model of future bachelors, foreignlanguage and linguo-professional training in the field of speechwriting and business administration. It is aimed at mastering the universal competence in the process of studying a foreign language. The characteristics of the main structural blocks of the model (target, theoretical and methodological, meaningful, technological, diagnostic and effective) are presented. Conclusion. The further direction of the study was determined: the identification of the effectiveness of the de","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"28 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141051006","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":"Enhancing research skills of schoolchildren through 3D modeling","authors":"Ekaterina A. Mamaeva, Vyacheslav V. Utemov, Irina V. Abramova, Lydia G. Shestakova","doi":"10.32744/pse.2024.2.36","DOIUrl":"https://doi.org/10.32744/pse.2024.2.36","url":null,"abstract":"The problem and the aim of the study. 3D modeling and prototyping are important areas of digital education and have undoubted didactic potential for the development of engineering thinking, which is in demand in the modern economy. The authors suggest using 3D modeling technology to develop the research skills of schoolchildren when studying natural sciences and implementing interdisciplinary projects aimed at forming the foundations of a holistic scientific picture of the world through understanding the relationship and interdependence of the natural sciences. Research methods. The work uses the following classification of research skills: operational, communication, organizational, and information. For them, the authors have identified the corresponding indicators: conducting observations and research during modeling; putting forward a hypothesis; planning research activities; and analysis of information sources. The experimental base for the study was the Vyatka Technical Lyceum (Russian Federation). During the diagnostics, the products of students' educational activities were assessed - computer models and objects printed on a 3D printer. For statistical processing of data, the χ2 -Pearson criterion was used. Results. The curriculum and lesson planning for the “Technology” course are presented, which allows students to develop research skills during the implementation of applied educational tasks. A system of tasks and sample models has been developed to support all stages of students’ research activities during the implementation of educational interdisciplinary projects following the proposed lesson planning of the module. Statistically significant differences were determined in the qualitative changes that occurred in the level of research skills of schoolchildren (χ2 =6.184; p<0.05). In conclusion, the didactic potential of computer 3D modeling and prototyping for the development of research skills of schoolchildren is formulated: putting forward a hypothesis of a natural science nature and testing it experimentally; mastering the methodology of independent planning and conducting an experiment in compliance with safety regulations, etc.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"209 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141031999","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":"Raising the young teachers’ level of psychological readiness for professional and pedagogical activity in the conditions of supplementary professional education","authors":"O. N. Kazharskaya, Snezhanna A. Medvedeva","doi":"10.32744/pse.2024.2.43","DOIUrl":"https://doi.org/10.32744/pse.2024.2.43","url":null,"abstract":"Introduction. The teacher’s profession is one of the most important in any state. The modern teacher, recognising that the human being is the main subject and beneficiary of development, must possess a broad range of professional competencies and be fully prepared to engage in pedagogical activities in the constantly changing conditions that require non-standard approaches and due psychological training. The purpose of the article is to describe the content and the pedagogical conditions of the young teacher’s psychological training in supplementary professional education. Methods. A total of 213 young teachers (aged 20-30) from Sevastopol and its surrounding administrative region, having work experience from 1 to 3 years, took part in the preliminary testing; 50 young professionals took part in the formative and final stages of the experimental work (25 in the experimental group and 25 in the control group). Research methods: testing, survey, questioning, mathematical statistics methods: Pearson's chi-squared test. Data calculation was made using SPSS software, version 13.0. Results. The incoming testing showed that most young teachers are characterised by insufficient knowledge of the main issues of age-specific and pedagogical psychology, and the inability to apply psychological skills in practical pedagogical activity; novice specialists show unstable interests, an average level of communicative activity, down-toearth aspirations, anxiety, particularity of thinking. A specialised course “Psychological training of a young teacher as a condition for the realisation of new educational standards in training and education of children” was developed on the basis of the obtained data. The practical implementation of this form of learning provided for a sequence of training activities aimed at a change from the minimal reproductive level to an utmostly creative, highly productive level of mastering psychological knowledge, skills and abilities. Positive dynamics were noted in the components of young teachers’ psychological readiness for professional activity: cognitive (p<0.01), operational (p<0.01), motivational (p<0.01), communicative (p<0.01), emotional and volitional (p<0.01). Young teachers extended their knowledge of psychology, mastered new skills and abilities in practical professional activity, as concerns interaction with learners, especially with “troubled” children; developed communicative properties and features of interpersonal interaction with colleagues and students, showed increased positive motivation and alleviated emotional strain. Conclusion. The obtained results confirm the expediency of introducing psychological training for young teachers into the system of supplementary professional education, which involves the use of active forms and methods of training.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"31 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141056335","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":"Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review","authors":"Y. Yuliana, Agus Maman Abadi, L. Hendrowibowo, N. A. Kurdhi","doi":"10.32744/pse.2024.2.16","DOIUrl":"https://doi.org/10.32744/pse.2024.2.16","url":null,"abstract":"The problem and the aim of the study. The mPBLFC model combines elements of problem-based learning (PBL) and the flipped classroom, incorporating the use of mobile devices. Problems arise in developing the mPBLFC model, including the combination of PBL steps into a flipped classroom and the integration of mobile technology. This research aims to provide relevant references to serve as a guide for developing the mPBLFC model, specifically designed for mathematics learning. The objective of this study is to scrutinize the attributes of the mPBLFC learning model through a comprehensive literature review. Research methods. This research, conducted through a comprehensive literature review using the PRISMA method, investigates 46 selected articles that have passed through identification (1,000 papers), screening (247 papers), eligibility (90 papers), and inclusion stages (46 papers). These 46 articles provide a general description of the year of publication, research geography, research object, research subject, and the developed model. After obtaining a general overview of the articles, a more in-depth review is conducted regarding the various components of the learning models they have developed. Subsequently, the mPBLFC model is synthesized and can be implemented in mathematics learning. Results. An overview of articles reviewed from 2017–2023 based on geography reveals the following distribution: Southeast Asia (37.14% of the reviewed articles), East Asia (25.71%), the United States (2.86%), West Asia (11.43%), Australia (5.71%), and Europe (5.71%). The distribution of articles based on research objects indicates a focus on mathematics (26%), science (17%), social (7%), and other (50%). Furthermore, articles are distributed based on research subjects across elementary school/SD (6%), middle school/SMP (15%), high school (SMA)/vocational school (SMK) (33%), and higher education/PT (46%).The mPBLFC model is an innovative blend of mobile PBL techniques, incorporating learning activities both before, during, and after classes, all facilitated through mobile devices. The integral components of the learning model encompass (a) learning syntax, (b) support systems, (c) social systems, (d) the reaction principle, and (e) learning effects. Conclusion. These characteristics encompass (a) a targeted focus on mathematics education with the aim of enhancing high school students' critical, computational, and creative thinking skills; (b) a structured approach involving preclass, in-class, and out-of-class learning activities; (c) a fundamental principle emphasizing students' ability to gather, share, and explore various problem-solving strategies while comprehending the steps to solve problems; (d) preclass activities that encompass problem orientation, understanding key concepts, and exploring a variety of problem-solving resources, allowing students to engage independently with diverse learning materials; (e) classroom activities that include discussions, exp","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"66 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141045906","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":"Comparative pedagogy: changing research perspective","authors":"Elena Ya. Orekhova","doi":"10.32744/pse.2024.2.1","DOIUrl":"https://doi.org/10.32744/pse.2024.2.1","url":null,"abstract":"Introduction. Given dramatic changes in social, cultural priorities and values taking place across the globe today, with all around changing strategic partners, it becomes apparent that comparative pedagogy desperately needs its methods to be updated. Post modern research paradigm resources are running out. We need new data, approaches, and methods to enhance the comparative analysis. The paper aims to propose rationale for new comparative pedagogy avenues via expanding its subject fields. Methodology. The methods employed show the author’s stand on updating scholarly knowledge in comparative pedagogy. Within the frame of conventional historical approach this research relies on the diachronic and synchronic analysis method, coupled with axiological and cultural approaches and complemented with the contextualization method. The anthropological approach is based on the biographical method. The discursive approach was used as a narrative in the form of commentary of authentic texts – their interpretation, the main source of knowledge in comparative pedagogy. Findings. Modern discourse of comparative research in education contains certain inconsistences which might be put down to an inadequate analysis of upsides and downsides of foreign education system, which eventually restricts our opportunities to rely on overseas experience. It is also true as concerns correlating values demonstrated by foreign practices with national mentality and traditions, use of appropriate conceptual semantics and comparisons. Some questions also arise about the limits of the author’s interpretation. The ways of handling these issues were sought during the review of modern works devoted to the problems of education in different social and cultural contexts. Most problems stem from the language, communication, cultural codes, symbolic forms conveying identity, knowledge and values in Latin America, Middle East, South-East Asia, Africa and some European countries. Conclusion. Comparative pedagogy equipped with updated methods is presented in the paper as one of the up-todate research avenues in interdisciplinary humanities. It helps integrate national education systems allowing for their ethnically and culturally specific differences. A comparative perspective enabled to look into foreign pedagogical experience as another worldview based on historic, cultural, spiritual potential of these countries and their significance. Comparative analysis opened door to a scholarly dialogue in the educational space to promote better understanding and international cooperation.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"25 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141036475","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}