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Journal articles on the topic 'Education and training sciences'

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Author: Grafiati

Published: 11 October 2023

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1

Jorge, Flávio, and Paula Cardoso. "Additional Technical Training on Telecommunications Engineering Sciences." American Journal of Educational Research 2, no. 10 (October 26, 2014): 963–69. http://dx.doi.org/10.12691/education-2-10-17.

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SANTI, Prof Ph D. Elena-Ancuța. "Book Review-EDUCAȚIA DIGITALĂ [DIGITAL EDUCATION]." Pro Edu. International Journal of Educational Sciences 3, no. 4 (January 27, 2021): 85–88. http://dx.doi.org/10.26520/peijes.2021.4.3.85-88.

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The volume Educația digitală [Digital Education] (2020), published by Polirom Publishing House (Iași), is the result of a new and necessary collective effort in the times when the Romanian school is going through the global pandemic context and is trying to identify the most efficient solutions to continue the teaching process and to realize it at higher qualitative standards. The coordinators of this work are well-known personalities in the domain of Educational Sciences, with vast experience, with vision and innovative spirit, authors of books, studies and research works, prize-winning, being appreciated by the academic community, actors with an important role in the process of elaboration of educational policies on a national level and vectors of the promotion and realization of quality in education: Univ. Prof. Ph.D. Ciprian Ceobanu - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Univ. Prof. Ph.D. Constantin Cucoș - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Assoc. Prof. Ph.D. Olimpius Istrate - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest; Univ. Prof. Ph.D. Ion-Ovidiu Pânișoară - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest.

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3

CRISTEA, Sorin. "Sciences of education without...pedagogy?!..." Univers Pedagogic 78, no. 2 (June 2023): 5–10. http://dx.doi.org/10.52387/1811-5470.2023.2.01.

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The text reveals certain considerations/reconsiderations regarding the formulas „sciences of education”/” sciences of education” and „pedagogical sciences” in university undergraduate education and through the evolution of the doctorate, but also in the system of continuous training of teaching staff in the Republic of Moldova.The author’s views lend themselves to the clarification, interpretation and reconsideration of the formula „sciences of education” through the concise and clear delimitation between „authentic sciences of education” and „pseudosciences of education”, which, in its absence, favors and encourages the tendency to multiply numerous „sciences and mini sciences of education”.

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James, Philip N. "EDUCATION AND TRAINING." Information Systems Management 9, no. 2 (January 1992): 15–21. http://dx.doi.org/10.1080/10580539208906860.

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Abramova, Mariya. "Science + Education = ( ≠ ) Education + Science." Institutionalization of science and the scientific community 1, no. 2020.1.1 (October 20, 2020): 83–93. http://dx.doi.org/10.47850/rl.2020.1.1.83-93.

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Based on a comparative analysis of the Prussian and Anglo-Saxon models, as well as the implementation of the concepts of didactic encyclopedism and utilitarianism in the education system, the author demonstrates the changes taking place in social institutions – education and science. It is shown that in countries that have long developed under the influence of the public administration system that implemented the model of compulsory education for all, science as a sphere of strategic development of the country determined the content and level of training of graduates. The attempt to include research institutions in universities in the context of the formation of a new Russian system of administration in the field of science and education, as a stage of transition to the implementation of the Anglo-Saxon model, not only violates the logic of the established system of training, but also is a way to substitute real research activity for compliance with the formal criteria of international ratings.

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Kemp, D. Alasdair. "Education and training." Journal of Information Science 14, no. 3 (June 1988): 190–91. http://dx.doi.org/10.1177/016555158801400310.

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Baig, Samir. "Otolaryngology Education in Family Medicine and Communication Sciences Training." Archives of Otolaryngology–Head & Neck Surgery 137, no. 10 (October 1, 2011): 984. http://dx.doi.org/10.1001/archoto.2011.159.

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Hladun, T. "Requirements for the Training of Masters of Natural Sciences of Pedagogical Higher Educational Institutions." Journal of Education, Health and Sport 9, no. 12 (December 28, 2019): 338–48. http://dx.doi.org/10.12775/jehs.2019.09.12.034.

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The article deals with the issues of training future teachers of natural sciences; findings: what requirements for professional education are typical for the training of a teacher of a new formation; what role in the professional development of specialists of pedagogical HEI has professional training and what shortcomings in the training of masters of natural sciences occur at the present stage of development of higher education; areas of modernization of vocational education and physical education, in particular, are identified by scientists.

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9

Troyna, Barry. "Education and training." New Community 19, no. 1 (October 1992): 143–47. http://dx.doi.org/10.1080/1369183x.1992.9976348.

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Taylor, W. H. "Education and training." New Community 19, no. 3 (April 1993): 521–29. http://dx.doi.org/10.1080/1369183x.1993.9976382.

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11

Sadyikova, Albina R., Eleonora K. Nikitina, Andrey V. Korzhuev, and Yuliya B. Ikrennikova. "Course “History & Philosophy of Science” for Doctoral Programs in Education and Pedagogical Sciences." Higher Education in Russia 28, no. 2 (March 8, 2019): 79–93. http://dx.doi.org/10.31992/0869-3617-2019-28-2-79-93.

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Russian pedagogical community has recently faced a new challenge generated by the introduction of emerging conceptual framework for doctoral education treated as the third level of higher education system. The framework for doctoral education covers some typical study programs such as “Methods & technics of pedagogical research” as well as some new ones, including “Academic writing” and competence-based teaching for the traditional postgraduate training. Our argument concerns the course syllabus “History & philosophy of science” aimed at developing the research skills of doctoral students in education. This course is an integral part of the emerging system for doctoral training in Russia. We analyze some philosophical foundations of contemporary pedagogical science, including logical empiricism, Popper’s falsifiability, Paradigm Thesis by Thomas Kuhn, science theories by Paul Feyerabend and Stephen Toulmin, as well as correspondence, pragmatic, conventional and coherent theories of truth. We examine the impact of philosophy of science on methodology of pedagogical education in the context of the history of pedagogical thought. Our conclusion is that despite their poor logical conditions, pedagogical science and research methods benefit from the ideas of philosophy of science that also contributes greatly to the subfield of pedagogical methodology. We seek to optimize the study program of doctoral training syllabus “History and philosophy of science” for doctoral students in education.

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Vosper, Robert. "Education and Training Opportunities." Information Development 6, no. 1 (January 1990): 7. http://dx.doi.org/10.1177/026666699000600104.

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Kim, Soo-Jung. "Taekwondo training: Personality education." World Society of Taekwondo Culture 14, no. 2 (April 30, 2023): 13–22. http://dx.doi.org/10.18789/jwstc.2023.39.13.

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In this study, what can the results of looking at the item of personality education from the perspective of taekwondo training bring? Literature studies were conducted based on previous studies and various data, and the results derived in this way were organized by category and the results were as follows. First, definition and value of Taekwondo and training. Second, the meaning of personality education: social needs. Third, the value of Taekwondo training: personality education. Since it is what a person thinks, speaks, and acts, the feeling or value that a person feels is the same as the value obtained through training and the value obtained through education.

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Hussain, Md Margub. "Surgical education and training: moving towards twenty first century." Journal of Surgical Sciences 21, no. 1 (November 17, 2019): 2–4. http://dx.doi.org/10.3329/jss.v21i1.43821.

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Yambi, Tomas de Aquino Caluyua. "Teacher Training vs. Trainer Training in Education." International Journal of Research and Innovation in Social Science 06, no. 08 (2022): 709–15. http://dx.doi.org/10.47772/ijriss.2022.6835.

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SUKKAR, M. Y. "Training of teachers in basic medical sciences." Medical Education 8, no. 2 (January 29, 2009): 99–102. http://dx.doi.org/10.1111/j.1365-2923.1974.tb02047.x.

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Timofeeva, Larisa, and Zinaida Timofeeva. "COMPETENCY-BASED TRAINING IN HYDROLOGICAL EDUCATION." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 238. http://dx.doi.org/10.17770/etr2019vol2.4067.

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Hydrology is an interdisciplinary science, incorporating aspects of many Earth Sciences. Key hydrological tasks such as floods prediction, quantitative and qualitative assessment of water resources and the environmental status of water bodies become increasingly important and challenging. Latest advances in scientific and technological developments require update training. The World Meteorological Organization (WMO) encourages increasing capacity of its Training Centres to address the rapidly developing demand for improved services. However, adequate education is generally not yet available. Implementation of competency-based training is needed, including active learning approaches. The paper presents international experiences and results of the use of project-based and flipped learning while teaching hydrological curriculum at Russian State Hydrometeorological University, Saint Petersburg. Some pros and cons of these approaches and difficulties of their implementation are discussed. Usually, students improve both their competence to work independently and solve problems collaboratively. Tackling near real issues and dealing with case studies get them more engaged in educational process and enhance practical outcomes. The feedback from the students and exam results have proved the efficiency of these approaches.

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Molina-Torres, María-Pilar. "Project-Based Learning for Teacher Training in Primary Education." Education Sciences 12, no. 10 (September 26, 2022): 647. http://dx.doi.org/10.3390/educsci12100647.

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Teaching at the university is subject to continuous methodological change, which poses a significant challenge when assessing teaching methodologies. The main objective of this research was to analyze the impact that project-based learning (PBL) has on knowledge acquisition concerning the Didactics of Social Sciences. The study involved 290 students of the Primary Education Degree at the University of Cordoba, Spain. In order to collect information, a survey with a Likert scale (1–5) consisting of fifteen items was used. The results of the study show the need to make changes in traditional teaching—so deeply rooted in Social Sciences learning—and the methodological deficiencies that future teachers have in relation to active learning. In sum, the research provides an insight into good teaching practices implemented at the university for initial teacher training and the development of their professional skills.

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BRANDON, RICHARD N., and MICHAEL S. KNAPP. "Interprofessional Education and Training." American Behavioral Scientist 42, no. 5 (February 1999): 876–91. http://dx.doi.org/10.1177/00027649921954453.

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20

Survutaitė, Dalia. "THE LEADERSHIP OF EDUCATION RESEARCHERS IN LITHUANIAN UNIVERSITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 667–84. http://dx.doi.org/10.17770/sie2021vol1.6216.

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The article gives overview and analyses the changes and development of scientific research on educational sciences in Lithuanian universities in the period of 1990–2004. The prepared and successfully defended dissertations show positioning of the research field of educational sciences: the leadership of education researchers is reflected by the diplomas of habilitated doctors and certificates of pedagogical title of professor. The statistical overview and evaluation of doctoral dissertations in the research field of educational sciences (social sciences) in the period of 1990–2004 reveal that training of education researchers occurred both in separate universities and in the networks of universities. The distribution of researchers in Lithuanian higher education is also discussed. The statistical data on habilitated doctors in social sciences and doctoral dissertations in education defended in the period of 1990–2004 illustrate the need to develop researchers of highest qualification in Lithuanian universities. The case study of Lithuanian University of Educational Sciences allows revealing the leadership of education researchers in training of doctoral students.

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21

Calandruccio, Lauren, and Daniel Weidman. "Online Simulation Education for Audiometry Training." American Journal of Audiology 31, no. 1 (March 3, 2022): 1–10. http://dx.doi.org/10.1044/2021_aja-21-00121.

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Purpose: The purpose of this clinical focus article was to describe a new online simulation program for pure-tone audiometry. Method: Fictional but realistic patient profiles and testing environments were created to teach students about hearing screening protocols and pure-tone audiology. The diversity of the demographics of the United States is represented throughout the program. The web app was created using HTML/JS/CSS with a Flask server backend and MySQL database. Results: The program allows students to learn the process of conducting a hearing screening and measuring audiometric thresholds using a web-based virtual clinical audiometer. The virtual audiometer includes standard audiometer features and allows for instruction based on standard guidelines. The diversity of the patients within the simulation program allows for discussions of diversity to be woven throughout the curriculum. Conclusions: The new simulation program is designed for use as a clinical training tool enabling undergraduate and graduate students to actively participate in hearing screening testing and pure-tone audiometry using any web browser. The program is also designed with the intent to improve pedagogical outcomes at the undergraduate and graduate level for communication sciences and disorders education for pure-tone audiometry by providing instructors with content that focuses on the diversity that is represented in the demographics of the United States.

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22

Máchová, Mariana, Tomáš Michulek, Ľuboslav Dulina, Martin Krajčovič, Martin Gašo, and Damian Kolny. "Virtual Training for Effective Education of Employees." Research Papers Faculty of Materials Science and Technology Slovak University of Technology 31, no. 52 (June 1, 2023): 32–39. http://dx.doi.org/10.2478/rput-2023-0004.

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Abstract The article deal with the problem of choosing an effective software tool for developing virtual trainings. The Ella platform as an innovative solution for creating of virtual training is presented. In the introductory part of the article, the Ella platform is presented as the result of our development. Ella is an integrated software ecosystem as a basis of multiple software applications focusing on the design and analysis of internal e.g. logistics, monitoring, and simulation of automotive logistics assets, and safety systems, etc. This article is focused on virtual training using the Ella platform. Furthermore, the article provides an example of virtual training that has already been carried out, with the Ella platform used in the preparation.

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23

Kamalov, Murat, Amangeldi Saipov, and Yusubali Kamalov. "Training of future teachers about educational technologies of vocational training." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1279–90. http://dx.doi.org/10.18844/wjet.v14i5.8055.

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This study aimed at investigating the education of future teachers about the educational technologies of vocational education, and it was designed according to this purpose. In this context, it was aimed to conduct a study with the teachers of the future. The research was created and implemented in the 2021–2022 spring academic year. A total of 172 pre-service teachers voluntarily participated in the research. In the research, vocational education technologies were given with the help of online technology in the form of a 2-week online training to the group participating in the study. In order to collect data in the study, the ‘Vocational Education and Technology’ data collection tool, which was developed by the researchers and whose validity and reliability were obtained, was used. The data collection tool used in the research was delivered to the people participating in the research with the Google survey method and collected. The analysis of the data was made by using the Statistical Package for the Social Sciences programme, frequency analysis and t-test; the results are added to the research in the presence of tables. As a result of the research, it is seen that the teachers of the future will prefer technology for vocational education and use it in their professional life to achieve positive results. Keywords: Teachers of the future, vocational education, online and distance education, technology;

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24

Friend, Linda. "Online Searcher Education and Training:." Reference Librarian 13, no. 30 (October 8, 1990): 119–32. http://dx.doi.org/10.1300/j120v13n30_11.

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Bush, Clesson B. "Finding Education and Training Technology:." Reference Librarian 18, no. 40 (August 20, 1993): 89–106. http://dx.doi.org/10.1300/j120v18n40_08.

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26

Brown, Georgina. "Education and training for practice." Social Work Education 7, no. 2 (March 1988): 24–27. http://dx.doi.org/10.1080/02615478811220071.

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Livingston, K. Dale. "In-service training programs in the forensic sciences." Journal of Chemical Education 62, no. 12 (December 1985): 1046. http://dx.doi.org/10.1021/ed062p1046.

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28

Gowen, Jared T., Kevin W. Sexton, Carol Thrush, Anna Privratsky, William C. Beck, John R. Taylor, Ben Davis, et al. "Hemorrhage-Control Training in Medical Education." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052097321. http://dx.doi.org/10.1177/2382120520973214.

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Objectives: To evaluate and analyze the efficacy of implementation of hemorrhage-control training into the formal medical school curriculum. We predict this training will increase the comfort and confidence levels of students with controlling major hemorrhage and they will find this a valuable skill set for medical and other healthcare professional students. Methods: After IRB and institutional approval was obtained, hemorrhage-control education was incorporated into the surgery clerkship curriculum for 96 third-year medical students at the University of Arkansas for Medical Sciences using the national Stop The Bleed program. Using a prospective study design, participants completed pre- and post-training surveys to gauge prior experiences and comfort levels with controlling hemorrhage and confidence levels with the techniques taught. Course participation was mandatory; survey completion was optional. The investigators were blinded as to the individual student’s survey responses. A knowledge quiz was completed following the training. Results: Implementation of STB training resulted in a significant increase in comfort and confidence among students with all hemorrhage-control techniques. There was also a significant difference in students’ perceptions of the importance of this training for physicians and other allied health professionals. Conclusion: Hemorrhage-control training can be effectively incorporated into the formal medical school curriculum via a single 2-hour Stop The Bleed course, increasing students’ comfort level and confidence with controlling major traumatic bleeding. Students value this training and feel it is a beneficial addition to their education. We believe this should be a standard part of undergraduate medical education.

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29

Martišauskienė, Elvyda. "Teacher Education Versus Teacher Training." Pedagogika 122, no. 2 (June 15, 2016): 17–32. http://dx.doi.org/10.15823/p.2016.18.

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The teacher occupies a special place in the history of any nation or the whole humankind because s/he educates and develops creators of the future. Therefore, it is necessary to understand fundamental concepts because their definition is a significant factor in the development of science and, to a big extent, predetermines the efficiency of problem solutions. This is particularly important for educational sciences, which imply human spiritual powers that exceed the cause-effect relationship. The category of ugdymas (education) was introduced by S. Šalkauskis during the period of the Independent Lithuania, and its content compares to upbringing in its broad sense in other languages. Such approach is also supported by other scientists (Laužikas, Maceina), who expanded the concept of education: the borders of this complex phenomena were defined, the genesis that complies with the human nature was revealed, the functions of education, based on inborn powers, were highlighted, the most important features of education were singled out and interweaving of activities of the educator and the educatee was shown. Only during the last decade of the soviet occupation a return to the category of education was observed again, whereas its fundamental extension was ensured after the Restoration of Lithuania’s Independence, when its boundaries (complying with the paradigm of liberal education, which is grounded on the spiritual origin of a human being and provides sense to the upbringing function in a contemporary manner) were determined at all levels (those of educational policy, theory, methodology). Having adopted The Thesaurus for Education Systems in Europe, the problems emerged as the main functions of education were eliminated from the active usage despite their huge significance defining the place of the teacher in the process of education. Since ancient times the activities of the teacher have been identified with his/her upbringing powers, which link with the maturity of teacher’s personality, as the most important and authentic instrument of education. It directly influences (evokes, elevates and encourages) the spread of the educatee’s personality and simultaneously ensures highest achievements in his/her cognitive activities (knowledge, abilities, skills). Moreover, rapid development of technologies leads to an increasing importance of personal qualities of employees that enable the control and change of their own powers. The fact that the exceptionality of the teacher is predetermined by his or her spiritual values is not even questioned. Therefore, their spread should comprise the core of pedagogical studies, whereas the study process should become education, which empowers preparation to teach others.

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"Research training programs in the education sciences (ED)." Federal Grants & Contracts 47, no. 21 (October 4, 2023): 1. http://dx.doi.org/10.1002/fgc.33270.

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"Education and Training Opportunities." Information Development 13, no. 1 (March 1997): 9. http://dx.doi.org/10.1177/0266666974238393.

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"Education and Training Opportunities." Information Development 13, no. 2 (June 1997): 58. http://dx.doi.org/10.1177/0266666974238537.

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"Education and Training Opportunities." Information Development 13, no. 3 (September 1997): 113. http://dx.doi.org/10.1177/0266666974238681.

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"Education and Training Opportunities." Information Development 13, no. 4 (December 1997): 167. http://dx.doi.org/10.1177/0266666974238834.

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"Education and Training Opportunities." Information Development 14, no. 1 (March 1998): 10. http://dx.doi.org/10.1177/0266666984238978.

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"Education and Training Opportunities." Information Development 14, no. 2 (June 1998): 52. http://dx.doi.org/10.1177/0266666984239120.

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"Education and Training Opportunities." Information Development 14, no. 4 (December 1998): 175. http://dx.doi.org/10.1177/0266666984239427.

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"Education and Training Opportunities." Information Development 4, no. 4 (October 1988): 204–7. http://dx.doi.org/10.1177/026666698800400403.

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"Education and Training Opportunities." Information Development 5, no. 1 (January 1989): 10–12. http://dx.doi.org/10.1177/026666698900500102.

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"Education and Training Opportunities." Information Development 5, no. 2 (April 1989): 69–71. http://dx.doi.org/10.1177/026666698900500202.

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"Education and Training Opportunities." Information Development 5, no. 4 (October 1989): 203–4. http://dx.doi.org/10.1177/026666698900500403.

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"Education and Training Opportunities." Information Development 6, no. 3 (July 1990): 139. http://dx.doi.org/10.1177/026666699000600303.

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"Education and Training Opportunities." Information Development 7, no. 3 (July 1991): 132–34. http://dx.doi.org/10.1177/026666699100700305.

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"Education and Training Opportunities." Information Development 8, no. 3 (July 1992): 138–41. http://dx.doi.org/10.1177/026666699200800304.

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"Education and Training Opportunities." Information Development 9, no. 2 (July 1993): 19–23. http://dx.doi.org/10.1177/026666699300900206.

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"Education and Training Opportunities." Information Development 10, no. 1 (March 1994): 7–9. http://dx.doi.org/10.1177/026666699401000103.

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"Education and Training Opportunities." Information Development 10, no. 3 (September 1994): 182. http://dx.doi.org/10.1177/026666699401000306.

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"Education and Training Opportunities." Information Development 11, no. 2 (June 1995): 89–90. http://dx.doi.org/10.1177/026666699501100205.

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"Education and Training Opportunities." Information Development 11, no. 4 (December 1995): 194–95. http://dx.doi.org/10.1177/026666699501100404.

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"Education and Training Opportunities." Information Development 11, no. 3 (September 1995): 138. http://dx.doi.org/10.1177/026666699509110305.

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