Inhaltsverzeichnis
Auswahl der wissenschaftlichen Literatur zum Thema „Scientific Abilities“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Scientific Abilities" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Zeitschriftenartikel zum Thema "Scientific Abilities"
1
Turabova, Khosiyat Kattaqulovna, und Sevara Kattaqulovna Turabova. „THE ROLE OF SCIENTIFIC DISCUSSION IN THE FORMATION OF SCIENTIFIC AND CREATIVE ABILITIES AND PROFESSIONAL SKILLS“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, Nr. 06 (30.06.2021): 167–70. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-31.
Der volle Inhalt der QuelleAnnotation:
This article describes the formation of the phenomenon of scientific discussion as a means of cognition and its creative interaction with the style of dialectical thinking that reflects it, based on the principles of modern logic. In particular, the importance of discussion as an important tool for the study of the laws of scientific development, one of the main ways of shaping innovative thinking.
2
Mills, David R. „Scientific abilities in undergraduate projects and laboratory“. New Directions in the Teaching of Physical Sciences, Nr. 3 (23.02.2016): 69–72. http://dx.doi.org/10.29311/ndtps.v0i3.423.
Der volle Inhalt der QuelleAnnotation:
Projects are being increasingly used to provide a richer experience in physics teaching laboratories, and in the higher years, these may well approximate to the real world of industry and research. In first year, however, a wide range of approaches are utilised, from projects to open-ended experiments, yet questions remain about how students can best acquire a range of desired scientific abilities. Recent physics education research has suggested tools and approaches to help develop and measure the abilities such as needed to design and implement an experiment. Examples from several countries illustrate the need for matching the task with students' capabilities, and how various goals may be achieved for student learning in the laboratory.
3
Mills, David R. „Scientific abilities in undergraduate projects and laboratory“. New Directions, Nr. 3 (Oktober 2007): 69–72. http://dx.doi.org/10.11120/ndir.2007.00030069.
Der volle Inhalt der Quelle
4
Anisa, A., A. Widodo, R. Riandi und M. Muslim. „Genetics in socio scientific issues: measuring rebuttal abilities in scientific argumentation“. Journal of Physics: Conference Series 1280 (November 2019): 032002. http://dx.doi.org/10.1088/1742-6596/1280/3/032002.
Der volle Inhalt der Quelle
5
Prasitpong, S., und S. Rakkapao. „Investigation of Thai university students’ scientific reasoning abilities“. Journal of Physics: Conference Series 1287 (August 2019): 012020. http://dx.doi.org/10.1088/1742-6596/1287/1/012020.
Der volle Inhalt der Quelle
6
Kim, Jun Hee, und Ji Hyun Kim. „A Study on the Relationship Between Young Children’s Mathematical Abilities, Scientific Abilities and Intelligence“. Korean Journal of Child Education and Care 18, Nr. 4 (31.12.2018): 199–211. http://dx.doi.org/10.21213/kjcec.2018.18.4.199.
Der volle Inhalt der Quelle
7
Basid, Abdul, und Rusli Rusli. „IMPROVE SCIENTIFIC ABILITIES STUDENTS THROUGH MODEL DEVELOPMENT TESTING EXPERIMENTS“. Jurnal Neutrino 11, Nr. 1 (14.09.2018): 32. http://dx.doi.org/10.18860/neu.v11i1.8833.
Der volle Inhalt der QuelleAnnotation:
<p>A Study on the development of an Testing Experiments model has been carried out which aims to improve the scientific abilities of students in the Physics Department. This study is motivated by the implementation of practicum that has almost no innovation, no change, always verifying patterned and less developing students' science process skills. The 4-D model R&D approach was used to develop this practicum model. The instrument used is a handout that is equipped with a rubric as a practical guide and assessment guide. A total of 20 students were involved as research subjects. The results showed in general there was an increase in student scientific abilities. Of all the sub-abilities developed, the average percentage of achievement scores reached 60% in almost all sub-abilities after the 4th or 5th practicum or at the fourth or fifth week. However, there are sub-skills already reaching 60% in the 3rd practicum. Student and peer responses show that this practical model is better and more comprehensive in developing students' scientific abilities.</p>
8
Pratiwi, Maulidatul Kurnia, Sunu Kuntjoro, Titin Sunarti und Mohammad Budiyanto. „TOSLS Cognitive Instrument to Measure Students' Scientific Literacy Abilities“. IJORER : International Journal of Recent Educational Research 4, Nr. 6 (07.11.2023): 819–26. http://dx.doi.org/10.46245/ijorer.v4i6.432.
Der volle Inhalt der QuelleAnnotation:
Objective: This research is for the development of the TOSLS scientific literacy assessment instrument to determine the scientific literacy abilities of undergraduate science education students. Scientific literacy skills need to be known as a form of evaluation in learning. Scientific literacy skills are one of the abilities students must have after graduating from college and facing the work environment. Method: The quantitative method used in this research uses a Rasch model approach from 29 Bachelor of Science Education program students. Indicators of item suitability with Rasch model analysis measure this quality. The questions consist of 9 multiple choice questions with a correct score of 1 and an incorrect score of 0. Data processing uses MS Excel and SPSS 25 software. Results: The results show that all fit items, according to Rasch analysis, can be maintained without revision and used as a question instrument to measure the level of science literacy ability science for students with moderate scientific literacy abilities. Novelty: The research contribution of this question instrument can be used as reference material for evaluating the lecture process in biophysics courses on fermentation topics based on the level of scientific literacy ability.
9
Heim, Ashley B., Cole Walsh, David Esparza, Michelle K. Smith und N. G. Holmes. „What influences students’ abilities to critically evaluate scientific investigations?“ PLOS ONE 17, Nr. 8 (30.08.2022): e0273337. http://dx.doi.org/10.1371/journal.pone.0273337.
Der volle Inhalt der QuelleAnnotation:
Critical thinking is the process by which people make decisions about what to trust and what to do. Many undergraduate courses, such as those in biology and physics, include critical thinking as an important learning goal. Assessing critical thinking, however, is non-trivial, with mixed recommendations for how to assess critical thinking as part of instruction. Here we evaluate the efficacy of assessment questions to probe students’ critical thinking skills in the context of biology and physics. We use two research-based standardized critical thinking instruments known as the Biology Lab Inventory of Critical Thinking in Ecology (Eco-BLIC) and Physics Lab Inventory of Critical Thinking (PLIC). These instruments provide experimental scenarios and pose questions asking students to evaluate what to trust and what to do regarding the quality of experimental designs and data. Using more than 3000 student responses from over 20 institutions, we sought to understand what features of the assessment questions elicit student critical thinking. Specifically, we investigated (a) how students critically evaluate aspects of research studies in biology and physics when they are individually evaluating one study at a time versus comparing and contrasting two and (b) whether individual evaluation questions are needed to encourage students to engage in critical thinking when comparing and contrasting. We found that students are more critical when making comparisons between two studies than when evaluating each study individually. Also, compare-and-contrast questions are sufficient for eliciting critical thinking, with students providing similar answers regardless of if the individual evaluation questions are included. This research offers new insight on the types of assessment questions that elicit critical thinking at the introductory undergraduate level; specifically, we recommend instructors incorporate more compare-and-contrast questions related to experimental design in their courses and assessments.
10
Саврасов, М. „METACREATIVE ABILITIES: SCIENTIFIC APPROACHES AND EXPERIMENTAL INTROSPECTIVE RESEARCH METHODS“. Вісник ХНПУ імені Г. С. Сковороди "Психология", Nr. 61 (2019): 203–20. http://dx.doi.org/10.34142/23129387.2019.61.12.
Der volle Inhalt der QuelleAnnotation:
Aim. The purpose of our study is based on the urgent need of nowadays in the complex psychological diagnosis of metacreative abilities, which requires the creation of a reliable, valid, standardized methodology for the psychological diagnosis of a given personal construct, which would be based on the modern scientific psychological model of the diagnosed phenomenon (structure, features, etc.) Material and methods. As the methods and techniques of empirical research we use correlation analysis procedure by K. Pearson, questionnaires, interviews, method of expert evaluations. The empirical sample, which actually tests our proposed methodology for compliance with the basic psychometric criteria, includes the students of the first, third and fifth years of full-time studying of the Faculty of Physics and Mathematics, Faculty of Psychology, Economics and Management, Faculty of Technology, Elementary and Professional Education of the State higher educational institution «Donbass State Pedagogical University» (town Slovyansk), a total of 420 people aged between 18 and 30 years (specialization «Music», «Choreography», «Design and Fashion Design», «Basic Design», «Accounting and Taxation», «Management», «Psychology», «Mathematics», «Physics», «IT»). Results. Our methodology is evaluated according to four testing criteria: standardization, norms, reliability and validity. They are the criteria that are used to demonstrate the scientific adequacy of using this technique to measure individual mental differences. Observing the predictive power, it should be noted that during the year between the first and second surveys of the members of our sample by this method, those who had the results above average demonstrated significant creative achievements (artistic creativity, writing of scientific works, the development of advanced technologies of training and work). Finally, assessing constructive validity, we note that this test correlates positively with other relatively valid procedures for measuring creativity (convergent validation), and there is also a negative correlation between the results of the given methodology and the tests that measure conceptually different personality qualities. Conclusions. We have proposed an experimental and introspective technique «Metacreative Abilities» ( EIMCA ) which consists of two blocks – «Awareness in the field of creativity» and «Reflection in the field of creativity». Psychometric evaluation of our methodology was conducted using the criterion of standardization, normativity, reliability and validation with those to prove the scientific adequacy of the use of this technique for measuring the stated individual psychological differences.
Dissertationen zum Thema "Scientific Abilities"
1
Knight, Amanda Margaret. „Students' abilities to critique scientific evidence when reading and writing scientific arguments“. Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104146.
Der volle Inhalt der QuelleAnnotation:
Thesis advisor: Katherine L. McNeillScientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
2
Colbourne, Peter Francis. „Beyond paradigms in the processes of scientific inquiry“. Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1600.
Der volle Inhalt der Quelle
3
Fabby, Carol. „Reforming the introductory laboratory to impact scientific reasoning abilities“. University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342103347.
Der volle Inhalt der Quelle
4
Colbourne, Peter Francis. „Beyond paradigms in the processes of scientific inquiry“. Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16461.
Der volle Inhalt der Quelle
5
Scallon, Jane Metty. „Comparative study of authentic scientific research versus guided inquiry in affecting middle school students' abilities to know and do genetics“. Texas A&M University, 2005. http://hdl.handle.net/1969.1/3808.
Der volle Inhalt der QuelleAnnotation:
This exploratory mixed methods study addressed the types of gains students made
when engaged in one of two forms of inquiry. Gains were measured on three levels:
conceptual understanding, the process of scientific investigation, and use of practical
reasoning skills. One hundred-thirty 8th grade students from a rural public school in East
Texas participated in this study. Classes of students were randomly assigned to one of
two treatment groups: guided inquiry or authentic student research learning. Non
parametric statistical analysis and constant comparative qualitative analysis were used to
triangulate pre-tests and post-tests, student journals, and student drawings to address the
research questions. Findings support greater gains in conceptual understanding of
domain specific content in a highly scaffolded guided inquiry. Further authentic
scientific research learning was more effective for developing understanding of scientific
investigation as a process and application of knowledge through practical reasoning
skills.
6
Bachhuber, April Christine Moeller [Verfasser], und Beate [Akademischer Betreuer] Sodian. „Scientific reasoning in preschool: The development, correlates, and promotion of control of variables strategy abilities / April Christine Moeller Bachhuber ; Betreuer: Beate Sodian“. München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1226660665/34.
Der volle Inhalt der Quelle
7
Depieri, Adriana Anunciatto. „A engenharia sob a ótica dos pré-universitários e o impacto das feiras de ciências“. Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/3/3142/tde-25032015-165603/.
Der volle Inhalt der QuelleAnnotation:
Um mundo em mudanças, com necessidades crescentes de soluções globais de ciência e tecnologia para seus problemas, faz da demanda por cientistas e engenheiros uma questão importante para a competitividade e o desenvolvimento econômico e social de qualquer país. Jovens devem ser cada vez mais motivados e preparados na educação básica para proporcionar à sociedade não só mais, mas melhores estudantes universitários e profissionais de engenharia. Assim, conhecer as atitudes, pensamentos, opiniões e percepções dos pré-universitários em relação à engenharia é de fundamental importância para atuar no aumento do contingente de futuros engenheiros e para predizer sua persistência na área. Por ser no ensino médio que os jovens fazem as primeiras escolhas sobre suas carreiras, a participação no desenvolvimento de projetos investigativos e na apresentação em feiras de ciências parece desempenhar importante papel não só nessa decisão, mas no desenvolvimento de habilidades e competências indispensáveis ao sucesso em qualquer carreira profissional, principalmente para a engenharia. Para conhecer e analisar o universo dos estudantes do ensino médio, neste contexto, foram aplicados questionários em cinco situações de pesquisa, cujo público alvo eram jovens pré-universitários, envolvidos ou não com atividades de feiras de ciências, e, em uma sexta situação, aos professores. Com base nos dados deste trabalho, os jovens, de forma geral, apresentaram atitudes e percepções positivas em relação à engenharia e aos engenheiros, independente do gênero, da idade, do tipo de escola e do tipo de ensino médio que frequentam. No entanto, os estudantes envolvidos com o desenvolvimento de projetos investigativos e participação em feiras de ciências revelaram atitudes mais positivas e mais autoconfiança do que os não envolvidos. A intenção de cursar engenharia se mostrou em alta para todas as situações de pesquisa, principalmente nas áreas de civil e elétrica. Além disso, tanto os jovens como os professores reconheceram nas atividades de desenvolvimento de projetos investigativos e de participação de feiras de ciências, oportunidades para o aperfeiçoamento de habilidades e competências necessárias para o sucesso profissional no mundo globalizado. Esta pesquisa foi conduzida para conhecer e analisar esse universo do ensino médio em relação à engenharia com a intenção de fornecer subsídios para atuar no aumento do contingente de futuros engenheiros e para predizer sua persistência na área. Além disso, espera-se que os resultados dessa pesquisa possam, ainda, contribuir e subsidiar a elaboração de programas e propostas para mudanças no ensino médio, a fim de atender às necessidades de despertar, desenvolver e aperfeiçoar as novas habilidades e competências impostas pelo século XXI.A changing world, with increasing needs of global science and technology solutions, makes the demand for scientists and engineers a major issue for competitiveness and economic and social development of any country. Young people should be increasingly motivated and prepared in K-12 education in order to provide society with not only more, but better undergraduate students and engineering professionals. Thus, the knowledge of attitudes, thoughts, opinions and perceptions of preuniversity students regarding engineering is crucial to act on increasing the number of future engineers and to predict their persistence in the area. Because it is in high school that young people make their first choices about careers, participating in the development of science research projects and presentation at science fairs may play an important role not only in this decision, but in the development of essential skills and competencies to succeed in any career, especially in engineering. To understand and analyze the universe of high school students, in this context, questionnaires were applied in five research situations, whose target audience were young pre-university students, involved or not in science fair activities, and in another situation with teachers. Based on this research data, , young people had positive attitudes and perceptions towards engineering and engineers, regardless of gender, age, type of school and type of high school course attended. However, students involved with the development of research projects and participation in science fairs showed more positive attitudes and more self-confidence than those not involved. The intention of studying engineering was high in all research situations, particularly in the areas of civil and electrical engineering. Furthermore, both youth and teachers recognized in the activities related to the development of research projects and participation in science fair, opportunities to develop skills and competencies necessary for professional success in a globalized world. This research was conducted to understand and analyze the universe of secondary education students related to engineering and engineers with the intention to support future actions on increasing the number of future engineers and to predict their persistence in the area. Moreover, it is expected that results of this research may also contribute to and support the development of governmental programs and proposals for high school curricula changes in in order to meet the needs of awakening, developing and enhancing new XXI century skills and competencies.
8
Gomes, Ana Cristina Jacinto da Silva. „O fortalecimento do Sistema Científico e Tecnológico através da formação de recursos humanos. A formação de recursos humanos na área das tecnologias da informação e telecomunicações no Programa CIÊNCIA“. Master's thesis, Instituto Superior de Economia e Gestão, 1997. http://hdl.handle.net/10400.5/3940.
Der volle Inhalt der QuelleAnnotation:
Mestrado em Economia e Gestão de Ciência e TecnologiaA Ciência e a Tecnologia assumem hoje em dia um papel preponderante, surgindo como alternativa estratégica de elevado potencial para o desenvolvimento das economias. Esta relação entre Ciência e Tecnologia induz o fortalecimento continuado das relações entre a Universidade e o tecido empresarial, as quais assumem um papel determinante na geração da inovação tecnológica. Inovação, que pela sua reconhecida importância, é parte integrante das estratégias de competitividade protagonizados tanto pelas empresas, como pelos países que se querem afirmar num ambiente crescente da globalização das economias e mundialização dos mercados. A grande diferença que marca a revolução tecnológica actual face às anteriores prende-se com o facto de aquela ter como matriz científica-tecnológica mais que um domínio do saber, ocorrência que empresta um carácter inédito ao nosso tempo e à própria mudança, que por aquele facto exibe acrescidos níveis de complexidade. Ao longo do trabalho, onde foi caracterizado o perfil dos bolseiros na área das Tecnologias da Informação e das Telecomunicações (TIT), demonstrou-se, de forma clara, o carácter crucial da formação de recursos humanos para enfrentar os desvios decorrentes da revolução tecnológica em curso onde seguramente as TIT assumem e continuarão a assumir posição preponderante, embora se reconheça o facto de existirem outros domínios do saber (biotecnologia e dos novos materiais por exemplo) cuja participação em tal processo é também relevante. Em Portugal, a formação de recursos humanos na área das TIT, ganhou dimensão estratégica com a entrada do país na CEE (UE), por razões ligadas à própria postura da Comunidade a qual influenciou directamente o perfil e conteúdo , do programa CIÊNCIA, apontando este claramente para um eixo de actuações orientado para a criação de economias externas. A análise empreendida parte do pressuposto de que, cabe à política científica e tecnológica um papel essencial naqueles domínios, cujo sucesso muito depende de uma capacidade de fixação de objectivos estratégicos coerentes num quadro crescente de globalização dos mercados; mundialização da economia; mutação do emprego e do trabalho onde o saber e a sua manipulação induzem uma crescente tecnologização da sociedade
It is assumed that Science and Technology play an important role in the context that we live, emerging as a strategic alternative to the development of the economies. This relationship between science and Technology contributes to the enforcement between the university and the companies tissue, that assumes a determinant role on the generation of the technological innovation. For its importance, innovation is one of the integrated strategies of competitiveness used by companies and countries that want to affirm themselves in the growing economy's globalisation and market's mundialisation. The big difference that marks the actual technological revolution in comparison with the anterior is that the scientific-technological matrix is developed in more than one scientific dominion, which is a single character of our time and change , because it causes growing levels of complexity. It is demonstrated, during this work, where the profile of the scholarship were characterized, that there is a clear, crucial character on the human resources training to face the challenges that occur from the technological revolution , where the TIT assume an important role, although we recognize that there are others dominions of knowing (biotechnology and new materials for example). In Portugal, the training of human resources in the area of TIT has achieved strategic dimension after join in the EEC (EU), for reasons linked with the position of the community itself, which as influenced directly the profile and contain , of CIENCIA, which points out to the creation of external economies , that are going to be used as a human potential to the reinforcement of the National Scientific and Technological System. It competes to the scientific and technological policy an essential role on this dominions, which success depends on the fixation ability of strategic goals coherence in a growing environment of market globalisation and economies mundialisation, employment changes, mutation of the employment and the work that conducted to the technologization of the society.
9
Hsu, Wei-Hsiu, und 許瑋琇. „The effect of scaffolded scientific inquiry curriculum on students' scientific inquiry abilities“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/47300526841661067014.
Der volle Inhalt der QuelleAnnotation:
碩士國立臺灣師範大學
地球科學系
98
This study aimed to understand how scaffolded scientific inquiry curriculum design (Explicit version, Implicit version and Fading version) improved students’ scientific conceptions, scientific inquiry abilities and understanding about inquiry. The participants included 93 tenth graders from three classes at a senior high school in Taipei County. The researchers collected data from open-end questions, half structural interviews, and video clips of the focus group. The main results indicated that all the students had significant differences on scientific conceptions (t=12.26, p<0.001), scientific inquiry abilities (t=10.76, p<0.001) and understanding about inquiry (Z=2.17, p<0.05) through comparing their performances before and after the curriculum. Also, the fading version had better understanding about inquiry than the other two versions. However, no significant differences were found among the three versions（F=2.877, p>0.05）on students’ scientific conceptions and scientific inquiry abilities. From the analysis of focus groups’ video clips, we found that students in the Fading version performed better scientific inquiry abilities than the other two versions in no scaffolding lesson, Dam Lesson.
10
Wu, Jia-Zon, und 吳佳蓉. „Explore Students’ Decision-making Abilities from Socio-scientific Issues in CWISE“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/37032077764379184283.
Der volle Inhalt der QuelleAnnotation:
碩士國立臺灣師範大學
科學教育研究所
103
This study is to explore the changes of students’ decision-making abilities and conceptual understanding of water resources from a socio-scientific issues course “location selection for a water reservoir” in Collaborative Web-based Inquiry Science Environment (CWISE). The valid sample of this study was 131 students from five junior high schools in Taiwan. Related measurements included a water-resource conceptual test, a decision-making ability test, and worksheets. Students' pre- and posttest scores were analyzed for their learning effects of the course. Results showed that student’s decision-making abilities (data interpretation, data analysis, evidence uses, decision making, and defect identification) and conceptual understanding of water resources improved significantly from the course. Moreover, high-score students in water-resource conceptual test had better decision-making abilities than low-score students. Students also trended to consider ecological-based criteria in environmental-related socio-scientific issues and use rationalistic reason to consider more criteria when making decisions. Based on these findings, suggestions are offered for designing courses of socio-scientific issues and decision-making in CWISE.
Bücher zum Thema "Scientific Abilities"
1
Vasil'eva, Marianna, und Ol'ga Losavio. German for students of transport colleges. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1843012.
Der volle Inhalt der QuelleAnnotation:
The purpose of this textbook is the formation of skills and abilities in various types of reading, as well as in writing and speaking in elementary form.
The initial course (Anfangsstufe) contains 5 lessons-topics (Lektionen), the main course (Grundstufe) — 10 lessons-topics (Lektionen), Appendix 1 (Anhang 1) — 10 texts for introductory reading, Appendix 2 (Anhang 2) — 3 texts for viewing reading, German-Russian dictionary (Wörterverzeichnis) to all topics of the textbook.
The texts are authentic, professionally oriented. The subject matter of the texts reflects the realities of modern scientific and technical literature. The texts are provided with post-text tasks and exercises.
The textbook pays great attention to the formation of lexical and grammatical competence, speech actions at the elementary level, as well as preparing students for future professional activities.
Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation.
The textbook is addressed to college students, can be used to teach students of non-linguistic universities studying German.
2
Weisberg, Deena Skolnick, und David M. Sobel. Constructing Science. The MIT Press, 2022. http://dx.doi.org/10.7551/mitpress/11939.001.0001.
Der volle Inhalt der QuelleAnnotation:
An examination of children's causal reasoning capacities and how those capacities serve as the foundation of their scientific thinking. Young children have remarkable capacities for causal reasoning, which are part of the foundation of their scientific thinking abilities. In Constructing Science, Deena Weisberg and David Sobel trace the ways that young children's sophisticated causal reasoning abilities combine with other cognitive, metacognitive, and social factors to develop into a more mature set of scientific thinking abilities. Conceptualizing scientific thinking as the suite of skills that allows people to generate hypotheses, solve problems, and explain aspects of the world, Weisberg and Sobel argue that understanding how this capacity develops can offer insights into how we can become a more scientifically literate society. Investigating the development of causal reasoning and how it sets the stage for scientific thinking in the elementary school years and beyond, Weisberg and Sobel outline a framework for understanding how children represent and learn causal knowledge and identify key variables that differ between causal reasoning and scientific thinking. They present empirical studies suggesting ways to bridge the gap between causal reasoning and scientific thinking, focusing on two factors: contextualization and metacognitive thinking abilities. Finally, they examine children's explicit understanding of such concepts as science, learning, play, and teaching.
3
Keefe, Richard S. E., Avi (Abraham) Reichenberg und Jeffrey Cummings, Hrsg. Cognitive Enhancement in CNS Disorders and Beyond. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.001.0001.
Der volle Inhalt der QuelleAnnotation:
This book compiles a series of educational and thought-provoking chapters from the world's leading cognitive and clinical scientists to describe the latest research on cognitive impairments in a host of pathological conditions that affect CNS functioning, the available treatments for these impairments, and how new treatments are being tested. This volume advances the field toward the availability of cognitive enhancing drugs and devices that will benefit those who need them most and others who may believe that these techniques can help them to thrive. Psychological science and cognitive neuroscience have become the most popular endeavor of students worldwide, are the focus of attention of our greatest scientific accomplishments, and are the emphasis of many publications in the mainstream media. Because humans depend on cognitive abilities for survival, quality of life, and productivity, improving them has never been more important. Those with impairments in key aspects of cognition suffer dearly because they are unable to obtain and retain information, unable to make sound decisions based on the information at hand, and unable to plan future activities. The availability of pharmacological and behavioral interventions that can improve cognitive abilities and provide impaired individuals with the social, occupational, and functional quality of life that the rest of us enjoy has potential far-reaching implications. Such interventions can also benefit those who want to boost current cognitive abilities to higher levels, perhaps as a means to hone skills in providing products for others or to gain an edge on competition.
4
Regal, Brian. Pseudoscience. ABC-CLIO, LLC, 2009. http://dx.doi.org/10.5040/9798216002444.
Der volle Inhalt der QuelleAnnotation:
More than just a collection of factual entries, this rich resource explores the difference between scientific and pseudoscientific pursuits in a way that spurs readers to ask questions and formulate answers. What makes science science? How do we tell which assertions, beliefs, and methods are scientifically sound, and which are not? Brian Regal's authoritative, entertaining new reference, Pseudoscience: A Critical Encyclopedia gets at the heart of these questions by helping readers understand how the scientific method works, how to critically analyze all kinds of "evidence," and how to sort through long-running myths and current pseudoscience controversies. Ranging from the dawn of history to the present and across world cultures, Pseudoscience uses a field of endless fascination as a means of driving home the importance of solid scientific reasoning. The encyclopedia spans the full spectrum of scientific and nonscientific pursuits, from chemistry, biology, psychology, and medicine to eugenics, religion, cryptozoology, the occult, and paranormal activities. Specific entries focus on general concepts of science, the lives of individuals, and claims of abilities. Throughout, these entries go beyond simply stating facts by constantly engaging readers in a discussion about the very nature of true scientific discovery.
5
Jacobs, Jonathan D., Hrsg. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198796572.003.0001.
Der volle Inhalt der QuelleAnnotation:
Causal powers are ubiquitous. Electrons are negatively charged; they have the power to repel other electrons. Water is a solvent; it has the power to dissolve salt. Rocks are hard; they have the power to break windows. We use concepts of causal powers and their relatives—dispositions, capacities, abilities, and so on—to describe the world around us, both in everyday life and in scientific practice. But what is it about the world that makes such descriptions apt? While most philosophers agree it is appropriate to use causal power concepts to describe the world, there is substantive disagreement about what it is that makes it appropriate.
6
May, Edwin, und Sonali Marwaha, Hrsg. Extrasensory Perception. Praeger, 2015. http://dx.doi.org/10.5040/9798216967712.
Der volle Inhalt der QuelleAnnotation:
Scholars from around the world collaborate to explain the history of parapsychology, the study of extrasensory perception (ESP), and the arguments of skeptics and supporters in this fascinating collection. This two-volume set introduces ESP—also known as anomalous cognition—and psychokinesis, addressing the history, research, philosophy, and scientific theories surrounding the phenomena. With contributions from leading research scientists from within the field of parapsychology and other areas of study, this reference addresses the fundamental questions that the evidence of ESP evokes; examines parapsychology research from all over the world; and explores the controversies, skepticism, and contemporary criticism disparaging the field. Written for a multidisciplinary audience ranging from physicists to psychologists to lay persons, the volumes present the scientific validity of the field. Volume 1 addresses the historical, philosophical, skeptical, and research viewpoints; volume 2 lays out the current theories on ESP. Chapters reveal how strict scientific protocols and state-of-the-art technologies enable scientists—at sites such as Harvard and Cornell universities to their international counterparts in Amsterdam, Austria, and Asia—to pinpoint and investigate ESP abilities. Appendices include a glossary of key terms in parapsychology, ESP research protocol, ESP research organizations, skeptic associations, and recommended reading.
7
May, Edwin C., und Sonali Bhatt Marwaha, Hrsg. Extrasensory Perception. Praeger, 2015. http://dx.doi.org/10.5040/9798216967729.
Der volle Inhalt der QuelleAnnotation:
Scholars from around the world collaborate to explain the history of parapsychology, the study of extrasensory perception (ESP), and the arguments of skeptics and supporters in this fascinating collection. This two-volume set introduces ESP—also known as anomalous cognition—and psychokinesis, addressing the history, research, philosophy, and scientific theories surrounding the phenomena. With contributions from leading research scientists from within the field of parapsychology and other areas of study, this reference addresses the fundamental questions that the evidence of ESP evokes; examines parapsychology research from all over the world; and explores the controversies, skepticism, and contemporary criticism disparaging the field. Written for a multidisciplinary audience ranging from physicists to psychologists to lay persons, the volumes present the scientific validity of the field. Volume 1 addresses the historical, philosophical, skeptical, and research viewpoints; volume 2 lays out the current theories on ESP. Chapters reveal how strict scientific protocols and state-of-the-art technologies enable scientists—at sites such as Harvard and Cornell universities to their international counterparts in Amsterdam, Austria, and Asia—to pinpoint and investigate ESP abilities. Appendices include a glossary of key terms in parapsychology, ESP research protocol, ESP research organizations, skeptic associations, and recommended reading.
8
Hanser, Suzanne B. Music Therapy Training Requirements. Herausgegeben von Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.36.
Der volle Inhalt der QuelleAnnotation:
This chapter provides an overview of the standards and guidelines established in the USA since the establishment of the first training course in 1919 and the first professional association in 1950. It details the standards that emerged during almost 100 years of music therapy training in America, and includes the current status of training practices in the English-speaking countries of the world. To begin this effort, the author interviewed a small group of eighteen music therapy educators in order to sample current thinking in the field. Through this process, an intricate web of philosophical approaches, scientific values, and musical abilities were revealed. This chapter presents some information about: (a) The challenges experienced in training provision; (b) Perspectives about training provision; and (c) Standards, guidelines, and competencies that have been devised by professional organizations.
9
SINGH, Dr PREETI. INFORMATION TECHNOLOGY. KAAV PUBLICATIONS, DELHI, INDIA, 2022. http://dx.doi.org/10.52458/9789391842499.eb.
Der volle Inhalt der QuelleAnnotation:
The book offers a global platform for the academia to elevate their image as internationally acclaimed scholars, as it reaches the nook and the corner of the globe online. Researchers can also ripe the benefit of enriching their study by submitting manuscripts to the editorial board that comprises scholars with proven abilities and established research track record. All the articles submitted for publication are subjected to rigorous single blinded peer review to ensure its quality before it gets published. Authors’ scholarly work undergoes critical scrutiny by experts in the same subject to check for scientific validity, relevance and accuracy. Upon getting the final approval from the editorial board members, their decision on acceptance or rejection will be informed via E-mail. The Book supports open access publishing model to maximize the visibility of the published research. Authors can track the article status from the Editorial Manager System of the Book which allows authors to submit article, track status and respond to reviewers’ comments and revision requests.
10
Kaplan, Gisela. Australian Magpie. CSIRO Publishing, 2019. http://dx.doi.org/10.1071/9781486307258.
Der volle Inhalt der QuelleAnnotation:
The Australian magpie is one of our nation’s most popular and iconic birds. It is loved for its impressive vocal abilities, propensity to play, excellent parenting and willingness to form enduring friendships with people.
Written by award-winning author Gisela Kaplan, a leading authority on animal behaviour and Australian birds, this second edition of Australian Magpie is a thoroughly updated and substantially expanded account of the behaviour of these birds. With new chapters on classification, cognition and caring for young, it reveals the extraordinary capabilities of the magpie, including its complex social behaviour. The author, who has devoted more than 20 years to studying and interacting with magpies, brings together the latest research on the magpie’s biology and behaviour, along with information on the origin of magpies, their development and health not published previously.
This fascinating book has a wide appeal to bird lovers, amateur ornithologists and naturalists, as well as those with a scientific or professional interest in avian behaviour and ecology and those interested in the importance of native birds to the environment.
Buchteile zum Thema "Scientific Abilities"
1
Gotwals, Amelia Wenk, Nancy Butler Songer und Lea Bullard. „Assessing Students’ Progressing Abilities To Construct Scientific Explanations“. In Learning Progressions in Science, 183–210. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-824-7_9.
Der volle Inhalt der Quelle
2
Red’ko, Vladimir G. „Approaches to Modeling Autonomous Agents with Scientific Abilities“. In Biologically Inspired Cognitive Architectures 2023, 723–29. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-50381-8_78.
Der volle Inhalt der Quelle
3
Rice, Collin. „Which Modal Information and Abilities Are Required for Inferential Understanding? A Reply to Kuorikoski“. In Scientific Understanding and Representation, 256–60. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003202905-22.
Der volle Inhalt der Quelle
4
Malone, Kathy Lea, und Anita Schuchardt. „Population Growth Modelling Simulations: Do They Affect the Scientific Reasoning Abilities of Students?“ In Communications in Computer and Information Science, 285–307. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58459-7_14.
Der volle Inhalt der Quelle
5
Goodwin, Jean, und Ekaterina Bogomoletc. „Critical Questions About Scientific Research Publications in the Online Mask Debate“. In The Pandemic of Argumentation, 331–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91017-4_17.
Der volle Inhalt der QuelleAnnotation:
AbstractSuccessful management of sociotechnical issues like those raised by the COVID-19 pandemic requires members of the public to use scientific research in their reasoning. In this study, we explore the nature and extent of the public’s abilities to assess research publications through analyzing a corpus of close to 5 K tweets from the early months of the pandemic which mentioned one of six key studies on the then-uncertain topic of the efficacy of face masks. We find that arguers relied on a variety of critical questions to test the adequacy of the research publications to serve as premises in reasoning, their relevance to the issues at hand, and their sufficiency in justifying conclusions. In particular, arguers showed more skill in assessing the authoritativeness of the sources of the publications than in assessing the epistemic qualities of the studies being reported. These results indicate specific areas for interventions to improve reasoning about research publications. Moreover, this study suggests the potential of studying argumentation at the system level in order to document collective preparedness to address sociotechnical issues, i.e., community science literacy.
6
Göhner, Maximilian, und Moritz Krell. „Analyzing the Relationships Between Pre-service Biology Teachers’ Modelling Processes, Scientific Reasoning Competencies and General Cognitive Abilities“. In Contributions from Biology Education Research, 231–44. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89480-1_18.
Der volle Inhalt der Quelle
7
Blåsjö, Viktor. „Galileo’s Mathematical Errors“. In Errors, False Opinions and Defective Knowledge in Early Modern Europe, 87–103. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0266-4.07.
Der volle Inhalt der QuelleAnnotation:
Galileo’s abilities as a mathematician were far below that of many of his contemporaries. He made numerous technical mistakes — including several high-profile, mathematically erroneous applications of his own law of fall — that were swiftly spotted and corrected by the leading mathematicians of the day. Many aspects of Galileo’s work can be viewed as consequences of this limited technical proficiency in mathematics. For example, he ignores Kepler’s work and dismisses comets as a chimerical atmospheric phenomena: decisions that are difficult to justify on scientific grounds but which make sense if we grant that Galileo wanted to avoid technical mathematics at all costs. Instead he drops rocks, looks through tubes, rails against Aristotelian philosophers, and expounds at length about basic principles of scientific method: all of which can be seen as dwelling on precisely those parts of the mathematician’s worldview that do not require any actual mathematics.
8
Raslan, Gilan. „Critical Thinking Skills Profile of High School Students in AP Chemistry Learning“. In Lecture Notes in Civil Engineering, 79–96. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-27462-6_8.
Der volle Inhalt der QuelleAnnotation:
AbstractFrom classrooms to workplaces, educators and policy makers have emphasized the necessity of graduating students who are strong critical thinkers for nearly 50 years and more (Forawi 2016). Critical thinking skills are a vital pillar skill to tackle the challenges of the twenty-first century.Critical thinking is defined as a set of fundamental skills that must be mastered before one may progress to more complicated thinking. Aiming to obtain more insight into the aspects of critical thinking, the present study particularly examines quantitively the critical thinking skills level of grade 12 students in a scientific learning context. Over a 35-min test, based on Danczak DOT criteria, data was collected and analyzed. The study’s findings revealed that the students’ critical thinking abilities are in medium range. However, other implications regarding curriculum modifications, educational teaching strategies and teachers’ readiness are needed to foster students’ critical thinking skills.
9
Etkina, Eugenia, David T. Brookes und Gorazd Planinsic. „Scientific abilities“. In Investigative Science Learning Environment: When learning physics mirrors doing physics. Morgan & Claypool Publishers, 2019. http://dx.doi.org/10.1088/2053-2571/ab3ebdch4.
Der volle Inhalt der Quelle
10
Paul, Richard, und Linda Elder. „Scientific Reasoning Abilities“. In The Thinker's Guide to Scientific Thinking, 25. Rowman & Littlefield Publishers, 2019. http://dx.doi.org/10.5771/9781538133842-25.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Scientific Abilities"
1
Etkina, Eugenia, Anna Karelina und Maria Ruibal Villasenor. „Studying Transfer Of Scientific Reasoning Abilities“. In 2006 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2508696.
Der volle Inhalt der Quelle
2
Murthy, Sahana. „Development of Scientific Abilities in a Large Class“. In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084719.
Der volle Inhalt der Quelle
3
Zou, Xueli, Leon Hsu, Charles Henderson und Laura McCullough. „Using Students' Design Tasks to Develop Scientific Abilities“. In 2007 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2820936.
Der volle Inhalt der Quelle
4
Vershinina, Anna. „Modern Approach To Assessing Competitive Abilities Of Products“. In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.148.
Der volle Inhalt der Quelle
5
Uspuriene, Aiste Barbora, und Julija Svipaite. „THE EFFECT OF DANCE ON GIRLS' MOTOR ABILITIES“. In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-554969.
Der volle Inhalt der QuelleAnnotation:
It is often forgotten that the health of the body, the ability to overcome stress and weakness depend on a person's physical activity and movement. Movement is an inexhaustible means of self-expression, self-realization and cognition of the surrounding world. Research aim – to analyze the literature and to reveal aspects of the effect of dance on girls’ motor abilities.
6
Tarasova, S. Yu. „High abilities as a personal resource for schizophrenia“. In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.941.950.
Der volle Inhalt der QuelleAnnotation:
A study of 30 adults who are diagnosed with «schizophrenia.» The main criterion for the analysis of giftedness was creativity. Exclusion criteria: pronounced psychotic manifestations, disorganization of behavior and formal attitude to the study. High abilities are considered as a prerequisite for giftedness. According to the results of the study, a correlation of high creative abilities and schizophrenia was found.
7
Malakhova, V. R. „Parental Attitude And Self-Diclosure Of A Teenager’s Abilities“. In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.83.
Der volle Inhalt der Quelle
8
Arcishevskaya, Elena Vladimirovna. „Predictors Of Teenagers' Learning And Language Abilities Development“. In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.286.
Der volle Inhalt der Quelle
9
Bisultanova, Tumisha Magomedovna, und Zarema Magomedovna Minazova. „Manifestation of Leadership Abilities in High School Students“. In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-100128.
Der volle Inhalt der Quelle
10
Lynov, Artem Al'bertovich. „Abilities and personal qualities of a lawyer“. In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97649.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Scientific Abilities"
1
Бакум, З. П., und Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.
Der volle Inhalt der QuelleAnnotation:
The problems of students' scientific and research activity in medical colleges are described and analyzed in our article. Scientific analysis gives possibility to assert that one of decision ways of set tasks is an implementation of planning in the departmental medical educational institutions І-ІІ levels of accreditation. The authors conducted a study where the results of student's competences and research skills are presented. They demonstrate the overall average opportunities for young people's creativity. Special attention should be paid to the essence and forming stage of students' research abilities and skills. It is proven that attracting students to scientific and research projects contributes upgrading of this sphere with innovative ideas and thoughts that bring scientific education to European standards.
2
Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo und Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.
Der volle Inhalt der QuelleAnnotation:
The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
3
DeBarger, Angela, und Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, Dezember 2006. http://dx.doi.org/10.51420/report.2006.1.
Der volle Inhalt der QuelleAnnotation:
This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
4
Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova und Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4413.
Der volle Inhalt der QuelleAnnotation:
The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.
5
Akabas, Sharon, Erin Betley, Crystal Eustice, Laura Frost, Steven Gray, Rebecca Jordan, Anne Paxton, Amanda Sorensen und Eleanor J. Sterling. Systems Thinking Collection. American Museum of Natural History, 2021. http://dx.doi.org/10.5531/cbc.ncep.0023.
Der volle Inhalt der QuelleAnnotation:
More and more systems-related terms are emerging in the scientific literature, in curricula, and in popular media: systems thinking, systems approaches, systems analysis, systems dynamics, systems mapping, just to name a few. In an increasingly complex and interconnected world, thinking systemically can help us to understand, communicate, address, and educate about challenges we face. Systems thinking is both an approach to seeing the world in a way that makes connections and relationships more visible and improves our decision-making abilities, and a set of methods and tools. This current collection of materials includes a synthesis, exercises, and teacher guidance materials. The synthesis provides an overview of ways to think about systems and of systems thinking tools that can be useful to educators and learners in any discipline. The exercises leverage the content in the synthesis by focusing on two different systems thinking tools: a semi-quantitative modeling tool called Mental Modeler and stakeholder analysis. Students use Mental Modeler to explore the current dynamics of and links between corn and beef production in the United States and use stakeholder analysis to explore a suite of issues ranging from public health initiatives like food labeling to human rights abuses in the fisheries industry. These exercises are the initial building blocks for a broader collection currently under development.
6
Osadchyi, Viacheslav, Hanna Varina, Evgeniy Prokofiev, Iryna Serdiuk und Svetlana Shevchenko. Use of AR/VR Technologies in the Development of Future Specialists' Stress Resistance: Experience of STEAM-Laboratory and Laboratory of Psychophysiological Research Cooperation. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4455.
Der volle Inhalt der QuelleAnnotation:
The scientific article deals with the analysis of peculiarities of the use of innovative AR/VR technologies in the process of developing future special- ists’ stress resistance. Based on the analysis of the introduction of AR/VR tech- nologies in the context of the implementation of a competency-based approach to higher education; modern studies on the impact of augmented reality on the emotional states and physiological features of a person in a stressful situation, the experience of cooperation of students and teachers at the Laboratory of Psy- chophysiological Research and STEAM-Laboratory has been described. Within the framework of the corresponding concept of cooperation, an integrative ap- proach to the process of personality’s stress resistance development has been designed and implemented. It is based on the complex combination of tradition- al psycho-diagnostic and training technologies with innovative AR/VR technol- ogies. According to the results it has been revealed that the implementation of a psycho-correction program with elements of AR technologies has promoted an increase of the level of personality’s emotional stability and stress resistance. The level of future specialists’ situational and personal anxiety has decreased; the level of insecurity, inferiority, anxiety about work, sensitivity to failures has also decreased; the level of flexibility of thinking and behavior, ability to switch from one type of activity to another one has increased; general level of person- ality’s adaptive abilities has also increased. The perspectives of further research include the analysis of the impact of AR/VR technologies on the future profes- sionals’ psychological characteristics in order to optimize the process of im- plementing a learner-centered approach into the system of higher education.
7
Tymoshyk, Mykola. Кадри тоталітарної журналістики для преси західноукраїнських областей. 40-50-ті роки хх ст. (На архівних матеріалах крайової газети «Радянська Буковина»). Ivan Franko National University of Lviv, März 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11721.
Der volle Inhalt der QuelleAnnotation:
For the first time in Ukrainian journalism, the issue of totalitarian journalism has been outlined. The basis of the analysis is the archival materials of the Chernivtsi regional newspaper «Soviet Bukovyna» founded in 1940, which was re-registered in 1991 with the name «Bukovyna». The specifics of the formation of the assets of «pen workers» during the Soviet era are clarified; the qualitative composition of the staff, the reasons for their turnover and the typical types of journalists of that time were analyzed; information about the trials and investigations of journalists who were widely used against them in accordance with the legislation of 1940 wasintroduced into scientific circulation; biographical portraits of individuals are given. The personnel policy of the Bolshevik Party in the western Ukrainian territories annexed on the eve of World War II had its own specifics. The editors-in-chief of the newly formed newspapers were usually verified personnel sent from the eastern regions. They were selected primarily for the most important ideological qualities – loyalty to the cause of the Bolshevik Party, the ability to pursue its policy in the entrusted case. Literary abilities, accurate knowledge of the specifics of the journalistic craft, practical experience in this field were desirable, but not decisive. With the enactment of a strict law in 1940 on criminal liability for breach of labor discipline, delays in work without good reason, the cases of a number of journalists were transferred to the district courts at the place of work. In the first postwar years, the Central Committee of the party strongly encouraged local party committees to issue to functionaries of the ideological front so-called party vouchers for work in newspaper editorial offices. Keywords: journalism of the totalitarian era, newspaper «Soviet Bukovyna», cadres of journalism, types of Soviet journalists, trials and investigations against journalists, journalistic destinies.
8
SOLOVEVA, N., und V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.
Der volle Inhalt der QuelleAnnotation:
The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
9
Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka und Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, Juli 2021. http://dx.doi.org/10.31812/123456789/4635.
Der volle Inhalt der QuelleAnnotation:
The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.