Relevant bibliographies by topics / Educational research methodology

Academic literature on the topic 'Educational research methodology'

Author: Grafiati
Published: 11 March 2023

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Journal articles on the topic "Educational research methodology"

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YoonJunChae and 이형래. "Quantitative Research Methodology for Literacy Educational Research." korean language education research ll, no. 30 (December 2007): 357–78. http://dx.doi.org/10.20880/kler.2007..30.357.

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Marolt, Ljiljana. "Educational research by applying scenario methodology." Nastava i vaspitanje 65, no. 4 (2015): 795–807. http://dx.doi.org/10.5937/nasvas1504795m.

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Lapanachokdee, Warunee, Nuttaporn Lawthong, and Chatsiri Piyapimonsit. "Critiques on Thai Educational Research Methodology." Asian Social Science 12, no. 3 (February 23, 2016): 93. http://dx.doi.org/10.5539/ass.v12n3p93.

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<p>This critique aimed to; 1) synthesize a body of knowledge of educational research methodology, 2) analyze and compare educational research methodology in Thai and international research articles, and 3) critique problems, strengths and weaknesses and put forward suggestions for standardizing Thai educational research methodology. Data were obtained from eight international textbooks, 95 articles and four Thai educational research methodology experts. Results revealed that the principles and international standards of educational research methodology included eight methodological categories which covered 34 characteristics. Findings from a comparison of Thai and international research articles indicated that Thai and international research articles were similar in 15 characteristics and different in five characteristics. Thai research articles had six problems relating to educational research methodology: information searching and English skills, educational research instruction, lack of experts in educational research methodology, research finding distribution, educational researcher development, and research article format. </p>
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Bridges, David, and Richard Smith. "Philosophy, Methodology and Educational Research: Introduction." Journal of Philosophy of Education 40, no. 2 (May 2006): 131–35. http://dx.doi.org/10.1111/j.1467-9752.2006.00512.x.

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장선영, Eun Hyeon Koh, and Innwoo Park. "Tendency and Task of Educational Methodology Research." Korean Journal of Educational Methodology Studies 25, no. 3 (August 2013): 603–21. http://dx.doi.org/10.17927/tkjems.2013.25.3.603.

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Kartoshkina, Yuliya, and Cheryl Hunter. "Applying cognitive task analysis methodology in educational research." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 5 (2014): 51–57. http://dx.doi.org/10.9790/7388-04515157.

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Shabani Varaki, Bakhtiar, Robert E. Floden, and Tahereh Javidi Kalatehjafarabadi. "Para-quantitative Methodology: Reclaiming experimentalism in educational research." Open Review of Educational Research 2, no. 1 (January 2015): 26–41. http://dx.doi.org/10.1080/23265507.2014.986189.

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Peim, Nick. "Thinking resources for educational research methods and methodology." International Journal of Research & Method in Education 32, no. 3 (November 2009): 235–48. http://dx.doi.org/10.1080/17437270903259675.

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Niaz, Mansoor. "Exploring alternative approaches to methodology in educational research." Interchange 35, no. 2 (June 2004): 155–84. http://dx.doi.org/10.1007/bf02698848.

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Walker, James C., and Colin W. Evers. "Theory, politics, and experiment in educational research methodology." International Review of Education 32, no. 4 (1986): 373–87. http://dx.doi.org/10.1007/bf00597547.

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Dissertations / Theses on the topic "Educational research methodology"

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Wells, Keith P. "An educational strategy for teaching theological research methodology." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Stephens, Joshua. "Longitudinal stability of effect sizes in educational research." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1367322715.

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Wang, Jing. "Advanced Quantitative Measurement Methodology in Physics Education Research." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249366709.

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Carroll, M. Jane. "Toward optimizing learner feedback during instructional materials development : exploring a methodology for the analysis of verbal data." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61697.

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Matta, Corrado. "A Field of Veiled Continuities : Studies in the Methodology and Theory of Educational Research." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140475.

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Empirical educational research enjoys a methodological and theoretical debate that is characterized by a number of unresolved and lively debated controversies. This compilation thesis is an attempt to contribute to this debate using the toolbox of philosophy of science. The thesis consists of an introductory chapter and four essays. In the introductory chapter I identify three methodological and theoretical controversies that are discussed within the field of educational research. These are: 1) the controversy concerning the scientific status of educational research; 2) the controversy between cognitive and sociocultural theories of learning; and, 3) the controversy between realist and constructionist interpretations of theories of learning. I provide in the essays a critical assessment of the claims behind each of these controversies, and argue for an alternative reconstruction of these issues. In Essay I, I criticize a view about the interpretation of human action, labeled in the text as interpretivism. This view posits a sharp separation between the natural and social sciences, to the effect that the methods of the latter cannot be applied to the former. The first controversy seems to rest on this position. As I argue, the arguments in support of interpretivism are contradicted by actual research practice. I conclude that the interpretivistic claims lack support and that the general separation claim appears as problematic. A further debate has fueled the first controversy, that is, the supposed distinction between qualitative and quantitative methods. In Essay II, I argue against this distinction. More specifically, I discuss the concept of empirical support in the context of qualitative methods (for short, qualitative support). I provide arguments that although there are two specific and non-trivial properties of qualitative support, there is no methodological separation between quantitative and qualitative methods concerning empirical support. Considered together, the first two essays indicate two points of methodological continuity between educational research and other scientific practices (such as the natural sciences). I therefore conclude that the controversy concerning the scientific status of educational research rests in large part on unjustified claims. Essay III focuses on the second controversy. In this article I argue that Suárez’ inferential approach to the concept of scientific representation can be used as an account of scientific representation in learning, regardless of whether learning is understood as a cognitive or social phenomenon. The third controversy is discussed in Essay IV. Here, I discuss some ontological aspects of the framework of the actor-network theory. Reflecting on the use of this framework in the research field of Networked Learning, I argue that the assumption of an ontology of relations provides the solution for two puzzles about the ontology of networks. The relevance of my argument for the third controversy is that it suggests a point of connection between constructionist and realist interpretations of the ontology of learning. The last two essays suggest two points of continuities between theoretical frameworks that have been and still are argued to be incompatible.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Manuscript.

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Sandoval, Hernandez Andres. "Towards a realist methodology for school effectiveness research : a case study of educational inequality from Mexico." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519028.

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Rimington, Keith B. "Expanding the Horizons of Educational Pair Programming: A Methodological Review of Pair Programming in Computer Science Education Research." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/601.

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Educators and researchers continue to explore the benefits, real or imagined, of implementing pair programming as part of the computer science pedagogy. Current reviews of computer science educational research practices do not focus on educational pair programming. This thesis presents a review of the research methods used in recent educational pair programming research. The primary purpose of this review is to inform the ongoing dialogue about and to provide evidence-based recommendations for improving educational pair programming research. Replicating the design of a previous computer science education methodological review, this study inspected a sample of 108 articles from a population of 129 of articles related to educational pair programming published from 2000 to 2008. Articles were classified using a 112-variable taxonomy, identifying report elements, research methodology, research design, kinds of variables inspected, and statistical practices. Major findings include several differences between the methodological characteristics of educational pair programming research when compared to general computer science education research, including: (a) an increased proportion of studies involving human participants, (b) a decreased proportion of quantitative methodologies, and (c) an increased proportion of controlled research designs. There exists some minor evidence that researchers affiliated with institutions in the United States are more likely than their counterparts outside of the United States to inspect only student attitudes and implement a posttest-only research design, and less likely to implement an experimental or quasi-experimental methodology
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Bedolla, Patricia Jean. "Coping with paradigmatic influence on educational practices through an analytical approach to change." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1540.

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Mehess, Shawn James. "Finding the Missing Links: A Comparison of Social Network Analysis Methods." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2728.

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Too many students leave school without even the essential skills (ACT, 2011), and many others are so drained by the experience they lack a desire to continue on to a post-secondary education. Academic engagement has emerged as a construct representing students’ personal investment in school (Greenwood, Delquadri, & Hall, 1984), and may be a psychological variable which can be intervened on. However, interventions must occur as quickly as possible to maximize their efficiency (Heckman, 2007). Students’ peer groups may be a particularly potent venue of intervention, however several options exist for how to go about measuring their social networks. In this thesis, social networking data of the only middle school of a small town in the north-eastern United States is analyzed to determine the properties of two collection methods (self-reported networks and participant observations) and four network identification methods (probability scores, reciprocal nominations, factor-analyses, and rule-based). Analyses overwhelmingly supported participant observations as a more inclusive, less biased data collection method than self-reports. Meanwhile, hypothesis tests were somewhat mixed on the most inclusive, least biased network identification method, but after a consideration of the findings and the structural properties of each network, the probability score method was deemed the most useful network. Implications, future research, strengths, and limitations are discussed.
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Chestnutt, Sarah Jayne. "Linking the past to the future : an exploration of the educational experiences of children who have lived with domestic abuse." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34096.

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Almost one quarter of children, by the time they reach 18 years old, will have experienced domestic violence (DV) at some point in their childhood (Bentley et al., 2017). The impact of DV on children can affect the areas of emotional and social development, communication, physical health and learning, in the home and school environments. Rather than being passive witnesses to abuse, children experience it through all of their senses. Despite a wealth of research exploring the areas of DV and the impact on children, there is limited current research in the area of DV in relation to children in education, and teacher perspectives of DV. This research therefore aims to add to the body of literature by exploring the educational experiences of children who have lived with domestic abuse and the views of teachers supporting those children. There were two phases to the research. Phase one involved working with children to explore their views of education and what was important to them, using image-based data collection methods. Phase two explored teacher perspectives of the effects of DV on children and a discussion about the implications of phase one, using a soft systems methodology approach. A visual arts-based methodology was utilised in order to allow children to explore and share their thoughts and feelings in a creative way; to tell their stories, take ownership over their own information and feel empowered to do so through a method of their choosing. The data was analysed using interpretative phenomenological analysis. The findings illustrated that children’s experiences of school were centred on six key areas: play, education, identity, relationships, feeling safe and linking the past to the future. Teachers in the study expressed an understanding of DV and the impact on children and families. They described what children think about school and what children need at school. However, there were many barriers and conflicts for teachers in providing such support, and they felt disempowered to enact positive change for those children. Visual methodology allowed for children to express their views in a way that linked the past with the future that helped them navigate the present situation. The implications for educational psychology practice were explored at various levels of working. In particular, with relation to eliciting child voice, supporting schools at a systems level and promoting organisational change.
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Books on the topic "Educational research methodology"

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1941-, Bridges David, and Smith Richard, eds. Philosophy, methodology, and educational research. Malden, MA: Blackwell Pub., 2007.

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Mertler, Craig A. Introduction to educational research. 6th ed. Boston, MA: Pearson Allyn and Bacon, 2008.

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M, Charles C., ed. Introduction to educational research. 6th ed. Boston: Pearson A&B, 2008.

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M, Charles C., ed. Introduction to educational research. 5th ed. Boston: Pearson/A & B, 2005.

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Armstrong, P. K. Methodology in 'non-positivistic' educational research. Loughborough: Department of Mathematical Sciences, Loughborough University of Technology, 1992.

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P, Keeves John, and Lakomski Gabriele, eds. Issues in educational research. Amsterdam: Pergamon, 1999.

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Khine, Myint Swe, ed. Methodology for Multilevel Modeling in Educational Research. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9142-3.

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Martyn, Hammersley, ed. Educational research: Current issues. London: P. Chapman Pub., 1993.

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Basit, Tehmina N. Conducting research in educational contexts. New York: Continuum International Pub. Group, 2010.

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Educational research: An integrative introduction. Boston: McGraw-Hill, 2001.

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Book chapters on the topic "Educational research methodology"

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Li, Yulong. "Research Methodology." In Educational Change Amongst English Language College Teachers in China, 25–44. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_3.

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Zohar, Anat. "Educational Context and Research Methodology." In Higher Order Thinking in Science Classrooms: Students’ Learning and Teachers’ Professional Development, 99–119. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-1854-1_7.

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Somel, R. Nazli. "Methodology and Field Research." In A Relational Approach to Educational Inequality, 73–106. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-26615-8_4.

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Watson, Jane, Kim Beswick, and Natalie Brown. "Methodology." In Educational Research and Professional Learning in Changing Times, 17–37. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-945-9_2.

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Al-Kohlani, Sumaia A. "Research Design and Methodology." In Improving Educational Gender Equality in Religious Societies, 67–87. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70536-1_3.

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Braun, Henry. "Research on Statistics." In Methodology of Educational Measurement and Assessment, 179–200. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58689-2_6.

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Corbett, Michael. "Educational Research Methodology and Meditative Inquiry." In Engaging With Meditative Inquiry in Teaching, Learning, and Research, 251–56. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003128441-20.

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Kogan, Nathan, Lawrence J. Stricker, Michael Lewis, and Jeanne Brooks-Gunn. "Research on Developmental Psychology." In Methodology of Educational Measurement and Assessment, 453–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58689-2_15.

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Coley, Richard J., Margaret E. Goertz, and Gita Z. Wilder. "Contributions to Education Policy Research." In Methodology of Educational Measurement and Assessment, 363–87. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58689-2_12.

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McArdle, Karen. "Educational Values and the Link to Methodology." In Freedom Research in Education, 83–102. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69650-8_6.

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Conference papers on the topic "Educational research methodology"

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Spasova, Sonya, Antoniy Stanimirov, Arsini Kolev, and Rositsa Krasteva. "EXPERIMENTAL METHODOLOGY FOR RESEARCH OF MUSEUM EDUCATIONAL PROGRAMS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0422.

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Prior, Ross. "EMBEDDING ART AS A RESEARCH METHODOLOGY WITHIN EDUCATIONAL PROCESSES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0218.

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Sutton-Brown, Camille. "Visual Research Methodology in Educational Contexts: Toward Cultural Responsibility." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684756.

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Bissoli, Giorgia, Oscar Bottes, Francesca Perri, Anna Regolini, and Giulia Scapin. "TEDD EXPERIENCE: AN INNOVATIVE EDUCATIONAL METHODOLOGY EXPLAINED BY STUDENTS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1650.

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Jiménez-Olmedo, José Manuel, Basilio Pueo, and Alfonso Penichet-Tomás. "LEARNING METHODOLOGY RESEARCH IN PHYSICAL EDUCATION. AN EDUCATIONAL PROPOSAL BASED ON DIGITAL PLATFORMS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0730.

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Yurievna, Malkova Irina. "Student's Subjectivity Formation: Methodology of Research." In Personal and Regulatory Resources in Achieving Educational and Professional Goals in the Digital Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.04.15.

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Jimenez-Hernandez, Erendira M., Hanna Oktaba, Mario Piattini, Frida Diaz-Barriga Arceo, Alan M. Revillagigedo-Tulais, and Sergio V. Flores-Zarco. "Methodology to Construct Educational Video Games in Software Engineering." In 2016 4th International Conference in Software Engineering Research and Innovation (CONISOFT). IEEE, 2016. http://dx.doi.org/10.1109/conisoft.2016.25.

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Barrero, Diana. "Tejiendo Memorias: Threading Memories as a Methodology in Educational Research." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583607.

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Adriani, Deni, Putri Lubis, and Muhammad Triono. "Teaching Material Development of Educational Research Methodology with ADDIE Models." In The 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-12-2019.2293793.

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Jiménez, Eva, Gonzalo Mariscal, Sara Redondo, Sergio Vozmediano, and Sergio Calvo. "METHODOLOGY FOR THE DEVELOPMENT OF EDUCATIONAL RESOURCES WITH EXTENDED REALITY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2421.

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Reports on the topic "Educational research methodology"

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Kharadzhian, Natalia, Larysa Savchenko, Karyna Safian, Yuliia Kulinka, and Oksana Mykolaivna Kopylova. Future Professional Education Specialists’ Mastering of Project Methodology of Creating Pedagogical Situations in the Service Sector. [б. в.], August 2020. http://dx.doi.org/10.31812/123456789/4142.

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The article reveals the problems of mastering by future specialists of the project methodology of creating pedagogical situations in higher education institutions as a means of improving the quality of education. Objectives of the article: to determine the influence of the project method on the creation of pedagogical situations in the process of teaching students; the choice of logic and mechanism of design actions depends on the purpose and the initial conceptual position regarding the subject reincarnates; to study the influence of pedagogical situations on the quality of education in the higher pedagogical school; to diagnose the implementation of the projects method and pedagogical situations in the process of education at the university. The project method provides the presence of a problem that requires integrated knowledge and research for its solution. The results of the planned activities should have practical, theoretical and cognitive significance. Modeling of pedagogical situations is the process of formation of situations-models which simulate the state and dynamics of the educational process and fix the contradiction between the achieved and desired in the personality development in a certain time interval. During the forming experiment, pedagogical situations were used to form the professional competence of the future specialist.
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
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MONAKO, T. P. PROFESSIONALLY-ORIENTED TRAINING OF MANAGERS BY METHODS OF MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-40-44.

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Abstract:
The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
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NELYUBINA, E. G., and L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.

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At the present time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and retrain. The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The technology of blended learning, one of the models of which is “inverted learning”, allows to succinctly include information and communication technologies in the educational process, while increasing the quality of education, creating a new level of personal responsibility for the student and by creating conditions for the development of metasubject competencies. Purpose - to develop methodological techniques for the implementation of the “flipped learning” technology in the framework of teaching chemistry in basic school, aimed at the formation of subject universal educational activities in chemistry. Method or methodology of the work: the main research methods were analysis, pedagogical experiment and interpretation of the results of the experiment. Results: solved at the theoretical and methodological level the problem of selection of methodological techniques aimed at the implementation of the technology “inverted learning” in the basic school.
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SOLOVEVA, N., and 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.

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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.
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Alpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt008.

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The first report prepared under the Turkey of the Future project is on education, where our country has long been in a search for stability and methodology. The report aims to realistically study in 2018 what needs to be accomplished when looking forward to 2030 using quantitative and qualitative data. In this context, the study begins by explaining the state of education in the new millennium and the problems experienced from this perspective. The context necessary in resolving the issues and bettering current circumstances has been also emphasized in the purview of the report. Along with these improvements, students’ national and international examination performances are also analyzed. Finally, the developed policies, solution recommendations, and improvements have been presented in 12 points on the vision of the future. In preparing the report, the primary framework has been shaped by the relevant scientific literature, the framework and principal values established by the İLKE Foundation for Science, Culture and Education within the scope of the Turkey of the Future Project, and the educational perspectives of the research team. Besides multidisciplinarity and systems approach, locality and originality have been the two principal values when preparing this report.
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VASYUKOV, O. G., V. M. BOLSHAKOVA, and P. YU NAUMOV. THEORETICAL AND PRACTICAL ASPECTS OF FORMING SOCIAL RESPONSIBILITY OF STATE CIVIL EMPLOYEES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-0-615-67324-0-4-12.

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Target. Currently, the development of professional values and official behavior of civil servants are relevant for training personnel for the public authority system. One of the ways to form the personality of a civil servant who is a professional is to increase the real level of his social responsibility. The article is devoted to the study of the phenomenon of social responsibility of civil servants. Method or methodology of the work. The systematic, activity-based and axiological approaches were used as methodological principles in the work. The research methods were analysis and synthesis, movement from the general to the particular, comparison and analogy, movement from the abstract to the concrete, complex generalization and classification. Results. The main results of the study include the concretization of the concept of «social responsibility of civil servants», the identification of the essential properties of social responsibility, the determination of the features of its functioning, the formulation of urgent problems for further research in this aspect. Scope of the results. The scientific results of the article can be applied when conducting psychological and pedagogical research and organizing classes in educational institutions of higher education.
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Markova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko, and Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3270.

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Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.
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