Academic literature on the topic 'Pedagogical projection'

Digital interactive maps include a set of metadata, which show the purpose the user can use the map. Metadata in digital interactive world maps inform users about important information, such as the map projection. This research examines whether the educational and teaching use of the metadata of digital interactive maps construct a tool in the approach to the issue of map projection in Elementary School. The research was carried out in 17 Elementary Schools of Thessaloniki, Greece, where 6th-grade students (Ν = 655) were engaged in a series of activities related to metadata and map projections. ArcGIS Online was used as a didactic tool. Results showed that metadata of digital interactive maps have a great pedagogical value. The identification of the different information in the metadata, i.e., the map projection, and the students’ decision of what they can and cannot study with each map, is an important finding regarding their educational relevance.

The article discusses the issue of cooperation "teacher-student" The author says that this is a reality that arises, however, not by itself, not spontaneously, but according to the strict laws of a pedagogically organized process, taking into account the age and capabilities of students. He comes to the conclusion that cooperation between teacher and student is possible and necessary on a moral and psychological level. However, even at the functional level, regardless of the age of the students, it can "grow flesh" in the framework of the usual pedagogical process Key words: Vitagenic education, life experience, assessment, differentiation, design, holography, hologram, holographic approach, vitagenic projection, constructive projection, vitagenic information

El artículo que se presenta asume como propósito fundamental la proyección pedagógica de la creatividad en la formación profesional de los docentes de Cultura Física. En tal sentido se parte del establecimiento de las pautas conceptuales básicas para su comprensión y, sobre esta base, se modela el proceso en cuestión, para cuya concreción se diseña una metodología prevista a los efectos de llevar a vías de hecho el desarrollo de la creatividad profesional en la formación pedagógica de la Cultura Física. PALABRAS CLAVE: proyección pedagógica; creatividad en la formación profesional; docentes de Cultura Física. THE DEVELOPMENT OF PROFESSIONAL CREATIVITY IN THE PEDAGOGICAL TRAINING OF PHYSICAL CULTURE ABSTRACT The article assumes as a fundamental purpose the pedagogical projection of creativity in the professional training of Physical Culture teachers. In this sense, it starts from the establishment of the basic conceptual guidelines for its understanding and, on this basis, the process in question is modeled, for which a planned methodology is designed in order to carry out the development of creativity. professional in the pedagogical training of Physical Culture. KEYWORDS: pedagogical projection; creativity in vocational training; teachers of Physical Culture.

The modern dynamic and fast-paced way of life, the provocative environment, urbanization and the new priorities in our interaction with the surrounding world, require not only the creation but also the effective deepening of the environmental competence of Adolescents from preschool age. This, on the other hand, shows the current issue, for educators as well as psychologists, of examining the ecological competence of preschool children.Considering the antagonism in the relationships "human - society - nature”, we believe that it is entirely appropriate to draw the following conclusion: To date, pedagogical science faces the difficult, but necessary task, to create and approve methodologies for the study of the environmental competence of children at pre-school age.This article examines the projection methodologies as a reliable and valuable component of pedagogical diagnostics. It is the projection methodologies that provoke impulsive associations in the studied children, which allows to make a more accurate judgment in the diagnostics of the studied area. Not coincidentally, prof. G. Bizhkov summarizes that “Pedagogical diagnostics has no reason not to focus on a wider use of these methods, despite the fact that they rarely lead to the display of coefficients and do not offer great opportunities to use more complex statistical methods”[2].The occurring theoretical and methodological analysis allows us to deduce that, to date, pre-school pedagogy is missing the methodologies that examine the environmental competence of children at pre-school age. This is precisely why the article proposed the standardized version of the projective methodology for investigating the ecological competence of pre-school children. The scientific-research goal of our methodology is to investigate the emotional intelligence of the child that affects the feeling of experiencing contact with the environment (as a habitat for all living creatures). The suggested diagnostic procedure is a modification of the Index of Compatibility for Children and Adolescents, Brenda K. Bryant.We believe that the results obtained from the projective methodology proposed by us could effectively serve to determine the ecological competence of pre-school children.

In the conditions of implementation of new educational standards special relevance was acquired by researches of problems of preparation of the pedagogical shots which are capable to realization of new approaches to training of younger generation. Methodical training of future teachers is a backbone component of pedagogical education. Despite essential interest of scientists in a problem of improvement of methodical training of future teachers in pedagogical higher education institution and the considerable results received so far it is possible to note that in substantial aspect the allocated problem still is completely not solved that causes relevance of this article. Author’s approach to projection of content of methodical preparation in the conditions of implementation of new educational standards is presented in article. The main projection stages of a substantial component of methodical preparation are described. Urgent types of methodical activity are allocated. As the basic unit of content of methodical preparation is considered professional training tasks is considered. The requirements to system of professional training tasks are formulated. The examples of professional training tasks are given.

Purpose. To determine the essence, main possibilities and demonstrate the main capabilities of the educational, research and production complex as a way of modernizing the market of educational services in accordance with the innovative model of development. To describe organizational and pedagogical conditions for coordination of the scientific, educational, innovative and technological potential of the All-Ukrainian Scientific and Educational Consortium (USEC) founding members. Methodology. A systematic analysis of literature and normative documents has been carried out. Various practices of cooperation between educational establishments and enterprises, scientific institutions and production facilities in the world have been investigated. The data were collected during the internship at the All-Ukrainian Scientific and Educational Consortium with the use of individual and group interviews, surveys and teaching and administrative activities experience. Findings. Transformation of educational systems, aimed at meeting the present-day needs of stakeholders and personal needs of future professionals, is achieved by using, along with theoretical training, the resources of the research farms and enterprises integrating their benefits in the system of professional development of young people. The technology effectiveness is achieved through creation of the innovative structure of educational programs of all levels and the research and teaching staff professional development system in the Consortium. Organizational and pedagogical conditions for coordination of the scientific, educational, innovative and technological potential of the USEC founding members are suggested. Originality. Cooperation between labor market and professional education caused by the need to modernize and optimize higher education institutions in Ukraine is expected to be effective in the environment of educational-research-industrial complexes subject to the defined organizational and pedagogical conditions. Practical value. Prospects for the implementation of educational programs within the research and educational consortia are outlined. The described organizational and pedagogical conditions contribute to the integration of educational programs, professional standards and professional formation of students.

Professional ethics is a theoretical and applied discipline that studies the established professional morale, behavior among people, employees in a given profession and between different professional groups. Ethics has the task not only to describe patterns of behavior and morality, but also to act through them. Schools and teachers are major factors in the ethical building of a person. They promote the general moral norms of society and, through the curriculum, organize programs on the development of positive moral properties, character and personality of the student. Pedagogical ethics is a special kind of professional ethics, which aims at creating the most accurate, most humane, most correct fulfillment of the profession teacher. Pedagogical ethics is a projection of social morality, hence the ultimate goal of the teacher is to educate members of society. The more serious contradiction of the teacher's professional role in the traditional and contemporary concept of teaching, which are often parallel in our educational practice, is only one of the more significant difficulties and reasons for the general acceptance of the code of the teacher's profession.

The article is devoted to the analysis of the current state of the theory of pedagogy, which is moving to a new stage of its development - the stage of postmodernity. On the example of the analysis of textbooks on pedagogy published in modern Germany, the author examines the characteristic features of postmodern pedagogy. Based on the content analysis, the representation of postmodern problems in textbooks is established, a classification of the approaches of the authors of textbooks to the reflection of this topic in different parts of the didactic apparatus of textbooks is carried out. Three leading directions, which are the pedagogical projection of the ideas of postmodernism, are characterized in detail. These include: clarification of the conceptual differences between modernity and postmodernity and their pedagogical projections; ideas that contain criticism of metanarrations; the issue of human identity in the era of pluralism of ideas and forms of their objectification. The conclusion is made about the weakening of theorists' attention to postmodernism problems, while postmodernism practices tend to spread.

Through his work and pedagogical activity, an outstanding Kharkiv graphic artist, professor of Kharkiv Art Institute Hryhoriy Bondarenko connected today’s artistic practice with the great traditions of art, to which he belonged. In the 1910s, H. Bondarenko studied at the Odessa Art School, with K. Kostandi; in 1915–1917 – at the Academy of Arts; and in 1923–1927 at Leningrad VKhUTEIN with K. S. Petrov-Vodkin and V. M. Konashevich. A chain of artistic tradition was formed in VKhUTEIN: K. Petrov-Vodkin – V. Serov – I. Repin – P. Chistyakov. With his pedagogical activity Chistyakov poses the problem of the creative method, and Repin – of the art form. Serov approaches its solution in the idea of projection drawing. Petrov-Vodkin supplemented it with an understanding of picture plane as space. Bondarenko synthesized all these aspects. His creative method is considered on the example of a number of his graphic works. It is based on three main points. The first is a double understanding of the picture plane on which the image is made. It is thought of, on the one hand, as a projection plane and, on the other hand, as space. The second is a combination of projections. The third is the understanding of the image as a way of processing the surface of the sheet. Among the students of H. Bondarenko, perceived this creative method, there were such well-known masters as V. Kulikov, V. Lenchin, V. Nenado. Each of them developed those aspects of the method that were organic to them. The universality, harmony and consistency of the analyzed creative method are shown in the article. It is based on a holistic worldview. Two great traditions, the successor, contemporary and continuer of which he was, merged together in H. Bondarenko’s creative activity and pedagogical work: the classical art of the 19th century, and new art of the 20th century, which itself has become a new classic and a new tradition.

Дисертація на здобуття наукового ступеня доктора педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – Інститут педагогіки і психології професійної освіти АПН України, Київ, 2001. Дисертація містить дослідження теоретико-методологічних, організаційних і навчально-методичних аспектів підготовки студентів технічних університетів до майбутньої управлінської діяльності. З урахуванням результатів аналізу структури і соціально-психологічних особливостей професійної діяльності сучасного інженера-керівника та світового досвіду підготовки управлінських кадрів запропоновано методологічні основи педагогічної системи такої підготовки і обґрунтовано її концепцію. Визначено та експериментально підтверджено цілі, принципи й умови ефективного функціонування педагогічної системи. Створено комплекс методичного забезпечення навчально-виховного процесу управлінської підготовки інженерів, яке сприяє реалізації діяльнісно-особистісного підходу.
Thesis for the degree of the Doctor pedagogical sciences on a speciality 13.00.04 - the theory and a technique of vocational training. - Institute of pedagogics and psychology of vocational training of the Academy of Pedagogical sciences of Ukraine, Kiev, 2001. The thesis contains research of theoretical, methodological and organizational and methodical aspects of training of students of technical universities to the future administrative activity. In view of results of the analysis of structure and social - psychological features of professional work of the modern engineer-head and world experience of training of the administrative staff methodological bases of pedagogical system of such training are offered and its concept is proved. It is determined and the purposes, principles and conditions of effective functioning of pedagogical system are experimentally confirmed. The complex of methodical maintenance of teaching and educational process of administrative training of the engineers, promoting realization of activity and personal approaches is created.

Mestradoem Ensino de Música
O presente trabalho propõe-se apresentar a figura de Leo Brouwer enquanto pedagogo no âmbito da pedagogia guitarrística, para além de abordar a sua relevância como guitarrista, maestro e compositor, em particular a sua escrita para guitarra. Será feita uma recensão analítica dos antecedentes históricos da guitarra, partindo de Giuliani até Leo Brouwer, e obtidas conclusões acerca da pesquisa e análise da sua obra didáctica, das suas reflexões teóricas e da sua prática de ensino em contexto de master-classes.
This work intends to present the pedagogical path of Leo Brouwer within the guitar pedagogy, as well as reporting his important role as a guitarist, a director, and a composer, especially the importance of his guitar works. An analytical literature review of the guitar idiomatic technique between Giuliani and Brouwer will be done, as well as some research and analysis of his guitar Simple Studies, on his theoretical thoughts and his master-class teaching methods.

Mestrado em Ensino de Artes Visuais no 3º Ciclo do Ensino Básico e Secundário
De acordo com o Currículo Nacional do Ensino Básico – Competências Essenciais (2001), a disciplina de Educação Visual é de extrema importância para a educação global dos alunos como forma de estruturação do pensamento através do ver e do olhar. A Educação Visual está, presentemente, organizada por unidades de trabalho entendidas como projetos que devem compreender um processo e um produto final. Estes projetos pressupõem ainda que o aluno atinja uma série de metas e competências à saída de cada um dos três ciclos que constituem o Ensino Básico Nacional. Apesar da reorganização curricular da disciplina compreender a prática pedagógica de ensino através de projetos, será que este tipo de práticas aumenta a motivação dos alunos pela disciplina? Mais especificamente poderá a pedagogia por projetos estimular e desenvolver a motivação dos alunos pela disciplina de Educação Visual? Através de um estudo de caso e do método de investigação-ação numa Escola Secundária do distrito de Aveiro no ano letivo de 2011/12, com alunos do 7º ano, analisa-se o acréscimo de motivação destes alunos pela disciplina de Educação Visual, após a utilização de uma pedagogia por projetos em sala de aula no âmbito da Prática de Ensino Supervisionada. O projeto realizado estava intrinsecamente ligado ao meio e à cultura local, pretendendo ainda acrescentar algo de novo à comunidade através de uma exposição dos trabalhos num centro cultural da cidade. Ao longo da realização do projeto, verificou-se um aumento da envolvência dos alunos com o trabalho e, consequentemente, um acréscimo da motivação dos mesmos para a disciplina de Educação Visual. A amplificação da motivação dos alunos através do projeto originou uma mudança nas suas atitudes, tornando-se mais ativos e empenhados durante a realização do trabalho, dentro e fora do horário letivo. Desta forma, a realização de projetos na disciplina de Educação Visual pode promover o aumento da motivação dos alunos e, consequentemente, a melhoria do ambiente na sala de aula e das suas aprendizagens.
According to the National Curriculum for Basic Education - Essential Skills (2001), the subject of Visual Education is of extreme importance for the overall education of students as a form of structuring thought by seeing and watching. Visual Education is currently organized by work units assumed as projects that should comprehend a process and a product. These projects also require that the students achieve a series of goals and skills, at the end of each one of the three cycles of teaching comprising the National Basic Education. Bearing in mind the teaching through projects, as suggested by the syllabus, would such practices increase students’ motivation for the subject? Otherwise, can projects pedagogy stimulate and develop students’ motivation for the subject of Visual Education? By means of a case study and action-research method applied in a High School in the District of Aveiro along the academic year 2011/12, with 7th grade students, an analysis is provided on the additional motivation of these students in the subject of Visual Education, after lessons with pedagogy through projects, in the ambit of Supervised Teacher Practice. The undertaken project was linked to the environment and local culture and aimed, as well, to add something new to the community through an exhibition of all the products at the town culture centre. Throughout the execution of the project, there was an increase in the involvement of the pupils in the work and, consequently, an increase in their motivation for the subject of Visual Education. The intensification of the motivation in students through project led to a change in their attitudes, which make them more active and engaged during the performance of work, inside and outside of school hours. Therefore, the implementation of the projects in the subject of Visual Education can increase the student motivation and, consequently, improve the involvement in class and in the learning process.

O presente relatório de estágio pedagógico foi elaborado no contexto do Mestrado em Ensino de Artes Visuais do 3º Ciclo do Ensino Básico e Ensino Secundário. Será exposto todo o trabalho realizado no período de estágio e também a pesquisa e o desenvolvimento do tema de investigação - “Antropologia Visual – um projeto escolar”. Encontra-se, assim, dividido em duas partes, a primeira parte, que incidirá na prática de ensino supervisionada, propriamente dita, com dois capítulos, que irão abranger uma componente descritiva sobre a caracterização do meio (escola, recursos humanos, comunidade e relações de simbiose entre os mesmos) e uma reflexão crítica sobre todo o percurso e trabalho desenvolvido na prática de ensino supervisionada, nomeadamente questões de índole pedagógica e didática como – implementação/ aferição da eficácia de metodologias e/ou estratégias de ensino-aprendizagem (incluindo as atividades propostas aos alunos e a metodologia de avaliação), a gestão de aulas e observação direta e avaliação (pessoal, do orientador cooperante e dos professores estagiários) das mesmas, as intervenções extracurriculares e a relação com a comunidade educativa. A segunda parte, deste relatório, é dedicada ao tema de investigação escolhido “Antropologia Visual – um projeto escolar”, começando por uma definição operacional do que é a “Antropologia Visual” e, para tentar responder às questões de investigação que levam não só ao conhecimento da área como à defesa da sua inserção em contexto escolar, pesquisa bibliográfica fundamentada e respetiva análise, síntese e levantamento de hipóteses, também a nível especulativo, das estratégias pedagógicas e didáticas para inserir esta área de conhecimento no ensino formal. As questões teóricas que, o recurso à imagem, nas formas de representação antropológica, coloca à Antropologia assentam na validade da produção de conhecimento antropológico com base na imagem, que se confronta com a palavra escrita. A investigação, aqui apresentada, enquadra a temática da Antropologia Visual e serve-se dela como pretexto para esclarecer o percurso deste ramo da Antropologia Visual como um projeto escolar.
This teaching internship report was conducted in the Visual Arts Master Degree context, of the Third Cycle of Primary and Secondary Education. All the work carried out in the probation period will be exposed in this report, and also the "Visual Anthropology - A School Project" research and theme development. The report is, thus, divided in two parts, the first one which will focus on the supervised pedagogical practice itself, with two chapters, including a descriptive component about the characterization of the environment (school, human resources, community and symbiotic relationships between them). The first part will also containing a critical reflection about all the path and work developed in the supervised teaching practice, including pedagogical and didactic nature issues like - implementing/ measuring the methodologies and/or teaching/learning strategies effectiveness (enclosing activities proposed to students, and evaluation methodology), class management, it's direct observation and evaluation (individual, from the cooperating mentor and from the trainee teachers), extra-curricular interventions and the relation with the educative community. The second part of this report, is dedicated do the chosen investigation theme "Visual Anthropology - A School Project" and, to try to respond to the investigation issues, which lead not only to knowing the scope, but also to advocating their inclusion in schools, based bibliographical research and it's analysis, synthesis and hypothesis raising, also at speculative level, of the pedagogical and didactic strategies to insert this knowledge area in formal education. The theoretical issues that the image use, in the anthropological representation forms, places do Anthropology, are based on the validity of the anthropological knowledge production based on the image, that confronts the written word. The presented investigation, contextualizes the Visual Anthropology theme, and uses it as a pretext to enlighten the path of this Visual Anthropology branch as a school project.

O estudo por meio da pesquisa bibliográfica e de campo com abordagem qualitativa investiga os fatores que contribuem para solução do fracasso escolar nas escolas públicas da cidade de Santo Antônio do Tauá/PA, especificamente em turmas de 48 série do ensino fundamental. A coleta de dados foi realizada por meio de aplicação de questionários direcionada aos alunos, professores e coordenadores, procurando apurar, que tipo de relação se estabelece entre a escola, a família e o meio social, relacionada com o fracasso escolar. Os resultados encontrados apontam para diversos fatores que permeiam o fracasso escolar, os quais estão entrelaçados, de modo que um acarreta outro. As causas envolvem o aluno, a família e suas condições socioeconómicas, a infra-estrutura da escola, o sistema escolar e o governo municipal. Cada um com sua parcela de responsabilidade que precisa ser assumida. ABSTRACT: The study through the bibliographical research and field with qualitative approach investigates the factors that contribute to solution of the school failure in the public schools of the Santo Antônio of Tauá/City/PA, specifically in groups of Elementary School teaching. The collection of data was accomplished through application of questionnaires addressed the students, teachers and coordinators, trying to check, that relationship type settles among the school, the family and the social way, related with the school failure. The results found show for several factors that permeate the school failure, which are interlaced, so that one contributes with other. The causes involve the student, the family and their socioeconomic conditions, the infrastructure of the school, the school system and the municipal government. Each one with your portion of responsibility that needs to be assumed.

Höstterminen 2014 Today’s students show great divergences in incentives for commencing studies at an Upper Secondary Dance Educational School in Sweden. The level of the individual`s motivation both during the prelusive and pending stages of the education, shows great variance. The aim of the study is to find a correlation between the individual’s motivation level and the individual´s conceiving of enhancement or deprivation of inner needs. To which extent is the comprehension and consideration towards these needs, a direct agency in effecting the desire for self- engaged and lifelong learning? In which manner can a deeper and wider understanding of the needs for self- actualization, ensure a more sturdy and coherent motivation towards the experience of learning? Through motivation psychology as an angel of approach, the study incorporates the three methods; observation, projective testing and literary studies. Conscious and unconscious personality traits and states are chartered. The conjunction with various sources of stimuli subsequently indicates the deriving of behavior. The study indicates the need of educational practitioner’s insight and understanding towards the individual pupil’s apperception of the social world. Also the study indicates the importance of implementing this knowledge, in ensuring cohesiveness and sustainability of motivation for self- engaged lifelong learning.

O presente relatório foi elaborado no âmbito do Estágio Pedagógico, disciplina integrante do plano de estudos do segundo ano do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário na Faculdade de Motricidade Humana, que foi realizado na Escola Básica e Secundária Anselmo de Andrade. O objetivo do relatório foi possibilitar uma análise descritiva e reflexiva do ano de estágio acerca das competências que adquiri das atividades realizadas. Ao longo do ano adquiri conhecimentos que me permitiram planear os objetivos anuais da turma, avaliar as aprendizagens dos alunos e conduzir o ensino nas aulas. Para tal foi importante a existência do estudo autónomo, dos momentos de reflexão presentes nas reuniões com os orientadores e colegas de estágio e dos balanços das atividades. No entanto, o estágio pedagógico não se restringiu apenas à função do professor como agente de ensino na sala de aula. Nas restantes áreas do estágio foram desenvolvidas competências complementares ao processo ensino aprendizagem que possibilitaram uma visão mais integrada do ensino.
This report was prepared under the Teacher Training, discipline of the Master Degree in teaching of Physical Education at the University of Human Kinetics, which was fulfilled in Escola Básica e Secundária Anselmo de Andrade. The aim of this report was to enable a descriptive and reflective analysis about the skills that I acquired this year. Throughout the internship I earn some knowledge that enabled me to plan the annual objectives, assess student learning and carry out teaching in class. The existence of autonomous study, reflection moments during meetings with mentors and internship colleagues and the balance sheet of the activities was important to improve my skills as teacher. However, the teaching practice was not restricted only to the teacher's role as an educational agent in the classroom. In other areas were developed complementary skills to the learning process that allowed a more integrated view of education.

A presente dissertação tem como objecto inferir as intenções e os pressupostos que estão na origem e desenvolvimento de projectos com a comunidade nas escolas em meio rural, da região do nordeste alentejano. Partir para a realidade de seis EB1’s, através de testemunhos de professores que aí exerceram funções e da análise dos projectos aí desenvolvidos, à procura de toda e qualquer manifestação de diferença, que permita tirar ilações sobre os trabalhos aí desenvolvidos/realizados. De igual modo, inferir o entendimento que os professores têm desses projectos, as dimensões que privilegiam e em que medida os momentos de reflexão e de análise das suas práticas lhes permitiu compreender a sua acção e apropriar-se do seu sentido. Partindo do objecto central da dissertação, procura-se aferir até que ponto, as escolas em meio rural, regulam o seu campo de acção valorizando o trabalho que parte do diagnóstico dos problemas locais e a construção de parcerias de interdependência – constituição de redes de projectos com a participação e decisão dos interessados, defendendo uma alternativa de construção de políticas sociais, em detrimento de modelos de desenvolvimento centrados no crescimento económico. Esta dissertação apresenta-se como um estudo etnográfico, tanto ao nível das opções, como dos processos metodológicos.
The present dissertation aims to infer the intentions and the assumption we can find in the origin and development of projects related to the school community of rural areas in the North Alentejo. To start with, I focused on the reality of six primary schools, noting the testimony of teachers teaching there and analyzing the projects developed by them, trying to look for differences that may occur. This enabled me not only to draw some conclusions about the work that has been done in those schools, but also to infer the comprehension teachers have of those projects and the dimensions they favour. It was also considered the way in which teachers’ reflection on their practices allows them to comprehend their actions. Starting with the main object of this dissertation, I aim to conclude to what extent schools in rural areas adjust their action by enhancing the work which occurs from the diagnosis of local problems and the organization of independent partnerships- the formation of project’s nets with the participation and decisions of the concerned parties, defending an alternative construction of social policies and putting aside the models of development centered in economical purposes. This dissertation is an ethnographic study concerning both methodological processes and options.

A leitura continua a ser uma questão crucial no processo educativo e na promoção da cidadania. Diversos estudos comprovam que os hábitos de leitura são ainda muito reduzidos, nomeadamente entre os adolescentes. A aquisição da informação faz-se agora por outras vias e linguagens e novos paradigmas valorativos afectam a leitura como cerne das práticas culturais e da aquisição do saber, sobretudo em contextos familiares e sociais menos favorecidos. É neste contexto que A Biblioterapia como pedagogia actuante da leitura surge como um projecto identitário próprio, decorrente do valor da leitura na construção e desenvolvimento do pensamento reflexivo e crítico, e como meio de confronto entre o aluno e as realidades que os livros espelham. Nesta investigação, é argumentado que o objectivo de melhorar as relações interpessoais e o desempenho escolar em contextos educativos menos favorecidos é facilitado pela prática da Biblioterapia como pedagogia actuante da leitura, que permite a criação de espaço para a leitura do eu, dos outros e do mundo. Foi realizada uma investigação que se desenvolveu em diferentes patamares: investigação e construção de teoria como duas partes do mesmo processo, através de uma metodologia assente na Teoria fundamentada nos dados, que possibilita a construção de alicerces teóricos onde o pensamento reflexivo ocupa um lugar substancial; a comprovação prática da teoria defendida foi efectuada através de uma intervenção concreta orientada para a acção e a participação dos alunos. Tratando-se de um estudo situado no campo da investigação-acção, dirigido a um grupo de alunos do 8º ano, foram utilizadas como técnicas de recolha de dados o inquérito por questionário, a observação directa, através de registos de observação (Grelha de observação de interacção verbal), a entrevista, relatórios, parecer e sínteses. Concluímos que o aprender a pensar e o consequente desenvolvimento do pensamento reflexivo são apostas que conduzem à grande meta que nos propomos: que os alunos sejam construtores de si mesmos, em “comunidade de investigação”, e agentes transformadores do seu próprio meio. A “comunidade de investigação” surgiu, assim, como um dos conceitos fundamentais da Biblioterapia, uma vez que se aproxima de outros enfoques pedagógicos como raciocínio dialógico, cognição socialmente participada e aprendizagem cooperativa. Reading is still a crucial question in the educational process and in promoting citizenship. Several studies show that reading habits are still scarce, especially among teenagers. The acquisition of information happens through other means and languages and new paradigms affect reading as a core of cultural practises and knowledge, especially in less protected family backgrounds as well as social. It is in this context that Bibliotherapy as an active pedagogy in reading comes as a project with its own identity, deriving from the value of reading in the construction and development of reflective and critical thinking, and as a way of confrontation between the student and the realities reflected by books. In this research it is argued that the aim of improving interpersonal relations and school performance in less protected educational contexts is made easy by the practice of Bibliotherapy as an active pedagogy in reading, which allows the creation of space for the reading of the self, the others and the world. The research was developed in different stages: investigation and construction of the theory as two parts of the same process, through a methodology based on the Data Grounded Theory, which enables the construction of theoretical foundations where reflective thinking plays an important and substantial role: the practical evidence of the theory presented was accomplished through a concrete action-oriented intervention and students’ participation. Being a study set in the field of research-action, aimed at an 8th grade group of students, the techniques used for data collecting were questionnaires, direct observation, observation registers (verbal interaction observation grid), interviews, reports, opinions and syntheses. We conclude that learning to think and the consequent development of reflective thinking are educational investments that lead to the great aim we hope to attain: that the students are the builders themselves, in “investigation community”, and the transforming agents of their own environment. The “investigation community” arises as one the key concepts of Bibliotherapy, as it is close to other pedagogical issues such as dialogical thinking, social participated cognition and cooperative learning.
Orientação: Prof.ª Doutora Manuela Barreto Nunes.

The advent of new technologies has always spurred pedagogical innovations, whether it be the blackboard, the overhead projector or, today, the internet. Each innovation opens up new opportunities for teaching and learning while resolving challenges that started to build up during the previous technology eras. Currently, post-school education and training (PSET) institutions face an array of challenges, including the need to increase student access to quality education, the rising costs associated with providing full-time education, and diminishing faculty resources relative to growth in student numbers. Essentially, PSET institutions need to be able to educate more students in a way that is financially sustainable for both them and their students.

Eugenios Voulgaris, whose Greek translation of Virgil’s epic is the subject of this chapter, is another example of how translation was used for cultural ideology. Voulgaris, who was invited by Catherine the Great of Russia to serve as archbishop of Cherson and Slaviansk, translated the Aeneid into Homeric Greek. This odd translation also had a pronounced pedagogical mission for an intended audience that was not Russian, but rather belonged to the Greek diaspora. Furthermore, as Papaioannou shows, Voulgaris’s strange undertaking was closely intertwined with Catherine’s political and cultural aspirations: her ‘Greek Project’, which aimed at projecting Russia both as a Western military power in the likeness of Rome and as the heir to Greek Orthodox Byzantium.

Chapter 4, the first of several chapters devoted to specific alternative strategies for small-handed players, shows how redistributing notes--taking notes with the left hand that are meant to be taken by the right, or the reverse--can mitigate or even eliminate problems caused by small handedness. To redistribute notes, the pianist must mentally reconfigure note distributions printed on the score and translate that information into action. The difficulty of this task may explain why redistribution is underutilized as an adaptive approach. Inventive solutions to common challenges found in a wide range of pedagogical and concert piano literature are presented. Specific areas of focus include: uncrossing parts; eliminating stretches in chords and arpeggios; facilitating leaps or hand shifts; increasing accuracy, power, and control; maintaining more neutral hand and wrist positions; facilitating trills and tremolos; maintaining legato and line; and projecting harmony.

Bissaya Barreto, médico-cirugião muito interventivo, perseverante e multifacetado, estabelecido em Coimbra, procurou, no decurso de quase cinco décadas, conciliar as suas duas actividades principais (medicina e política), com a promoção de um assinalável conjunto de equipamentos hospitalares e assistenciais na Região Centro do país. Não sendo Arquitecto, era dotado de uma forte sensibilidade artística aliada à componente técnica, buscando constantemente informação e fundamentação – estética, teórica e programática – quer em publicações da especialidade, quer em viagens de estudo que realizava a países como Espanha, Alemanha, França e Suíça. Tendo em conta diversos factores, a acção de Bissaya Barreto foi singular e paradigmática, revelando-se o seu pensamento ligado à Arquitectura um excelente fio condutor, na análise de diversos campos de estudo do século XX português. Neste livro, onde a arquitectura é o elemento central, estão também presentes questões fundamentais para compreender a globalidade do objecto em estudo, pelo que são também abordados e discutidos variados aspectos com outra amplitude: a política - desde o republicanismo, à maçonaria, à acção de Deputado, à relação com Salazar e o Estado Novo; o regionalismo e a sua intervenção enquanto Presidente de organismos distritais e provinciais; a medicina social, o higienismo, o panoptismo, o trabalho, a disciplina, a vigilância, o biopoder e o eugenismo; as relações estabelecidas entre médicos, promotores, políticos, arquitectos, engenheiros, construtores; o ensino e a sua preocupação com a formação, desde as Creches à Universidade; a propaganda associada a panfletos, revistas, livros e filmes; a pedagogia e psicologia infantis; as noções de tradição e modernidade, de arte e técnica. Todos estes pontos, entre outros, desenhavam os três lados do triângulo onde Bissaya Barreto assentava o seu projecto de sociedade: Arquitectura, Política e Saúde. Assim, focando-nos nas obras de programa de saúde por si promovidas durante o Estado Novo, regime com o qual mantinha relações privilegiadas através do seu líder, Salazar, propomos uma abordagem crítica e longitudinal sobre a forma como a Arquitectura participou no projecto regional de cariz político-sanitário idealizado e implementado por este médico. Finalmente, perante a extensa rede de edifícios criados, entre 1929 e 1974, e que incluía vários Sanatórios e Preventórios Antituberculosos, uma Leprosaria, Hospitais Psiquiátricos e Colónias Agrícolas...

The monograph reflects the problems of Russian psycholinguistics from the moment of its inception in Russia to the present day and presents its main directions that are currently developing. In addition, theoretical developments and practical results obtained in the framework of different directions and research centers are described in a concise form. The task of the book is to reflect, as far as it is possible in one edition, firstly, the history of the formation of Russian psycholinguistics; secondly, its methodology and developed methods; thirdly, the results obtained in different research centers and directions in different regions of Russia; fourthly, to outline the main directions of the further development of Russian psycholinguistics. There is no doubt that in the theoretical, methodological and applied aspects, the main problems and the results of their development by Russian psycholinguistics have no analogues in world linguistics and psycholinguistics, or are represented by completely original concepts and methods. We have tried to show this uniqueness of the problematics and the methodological equipment of Russian psycholinguistics in this book. The main role in the formation of Russian psycholinguistics was played by the Moscow psycholinguistic school of A.A. Leontyev. It still defines the main directions of Russian psycholinguistics. Russian psycholinguistics (the theory of speech activity - TSA) is based on the achievements of Russian psychology: a cultural-historical approach to the analysis of mental phenomena L.S. Vygotsky and the system-activity approach of A.N. Leontyev. Moscow is the most "psycholinguistic region" of Russia - INL RAS, Moscow State University, Moscow State Linguistic University, RUDN, Moscow State Pedagogical University, Moscow State Pedagogical University, Sechenov University, Moscow State University and other Moscow universities. Saint Petersburg psycholinguists have significant achievements, especially in the study of neurolinguistic problems, ontolinguistics. The most important feature of Russian psycholinguistics is the widespread development of psycholinguistics in the regions, the emergence of recognized psycholinguistic research centers - St. Petersburg, Tver, Saratov, Perm, Ufa, Omsk, Novosibirsk, Voronezh, Yekaterinburg, Kursk, Chelyabinsk; psycholinguistics is represented in Cherepovets, Ivanovo, Volgograd, Vyatka, Kaluga, Krasnoyarsk, Irkutsk, Vladivostok, Abakan, Maikop, Barnaul, Ulan-Ude, Yakutsk, Syktyvkar, Armavir and other cities; in Belarus - Minsk, in Ukraine - Lvov, Chernivtsi, Kharkov, in the DPR - Donetsk, in Kazakhstan - Alma-Ata, Chimkent. Our researchers work in Bulgaria, Hungary, Vietnam, China, France, Switzerland. There are Russian psycholinguists in Canada, USA, Israel, Austria and a number of other countries. All scientists from these regions and countries have contributed to the development of Russian psycholinguistics, to the development of psycholinguistic theory and methods of psycholinguistic research. Their participation has not been forgotten. We tried to present the main Russian psycholinguists in the Appendix - in the sections "Scientometrics", "Monographs and Manuals" and "Dissertations", even if there is no information about them in the Electronic Library and RSCI. The principles of including scientists in the scientometric list are presented in the Appendix. Our analysis of the content of the resulting monograph on psycholinguistic research in Russia allows us to draw preliminary conclusions about some of the distinctive features of Russian psycholinguistics: 1. cultural-historical approach to the analysis of mental phenomena of L.S.Vygotsky and the system-activity approach of A.N. Leontiev as methodological basis of Russian psycholinguistics; 2. theoretical nature of psycholinguistic research as a characteristic feature of Russian psycholinguistics. Our psycholinguistics has always built a general theory of the generation and perception of speech, mental vocabulary, linked specific research with the problems of ontogenesis, the relationship between language and thinking; 3. psycholinguistic studies of speech communication as an important subject of psycholinguistics; 4. attention to the psycholinguistic analysis of the text and the development of methods for such analysis; 5. active research into the ontogenesis of linguistic ability; 6. investigation of linguistic consciousness as one of the important subjects of psycholinguistics; 7. understanding the need to create associative dictionaries of different types as the most important practical task of psycholinguistics; 8. widespread use of psycholinguistic methods for applied purposes, active development of applied psycholinguistics. The review of the main directions of development of Russian psycholinguistics, carried out in this monograph, clearly shows that the direction associated with the study of linguistic consciousness is currently being most intensively developed in modern Russian psycholinguistics. As the practice of many years of psycholinguistic research in our country shows, the subject of study of psycholinguists is precisely linguistic consciousness - this is a part of human consciousness that is responsible for generating, understanding speech and keeping language in consciousness. Associative experiments are the core of most psycholinguistic techniques and are important both theoretically and practically. The following main areas of practical application of the results of associative experiments can be outlined. 1. Education. Associative experiments are the basis for constructing Mind Maps, one of the most promising tools for systematizing knowledge, assessing the quality, volume and nature of declarative knowledge (and using special techniques and skills). Methods based on smart maps are already widely used in teaching foreign languages, fast and deep immersion in various subject areas. 2. Information search, search optimization. The results of associative experiments can significantly improve the quality of information retrieval, its efficiency, as well as adaptability for a specific person (social group). When promoting sites (promoting them in search results), an associative experiment allows you to increase and improve the quality of the audience reached. 3. Translation studies, translation automation. An associative experiment can significantly improve the quality of translation, take into account intercultural and other social characteristics of native speakers. 4. Computational linguistics and automatic word processing. The results of associative experiments make it possible to reveal the features of a person's linguistic consciousness and contribute to the development of automatic text processing systems in a wide range of applications of natural language interfaces of computer programs and robotic solutions. 5. Advertising. The use of data on associations for specific words, slogans and texts allows you to predict and improve advertising texts. 6. Social relationships. The analysis of texts using the data of associative experiments makes it possible to assess the tonality of messages (negative / positive moods, aggression and other characteristics) based on user comments on the Internet and social networks, in the press in various projections (by individuals, events, organizations, etc.) from various social angles, to diagnose the formation of extremist ideas. 7. Content control and protection of personal data. Associative experiments improve the quality of content detection and filtering by identifying associative fields in areas subject to age restrictions, personal information, tobacco and alcohol advertising, incitement to ethnic hatred, etc. 8. Gender and individual differences. The data of associative experiments can be used to compare the reactions (and, in general, other features of thinking) between men and women, different social and age groups, representatives of different regions. The directions for the further development of Russian psycholinguistics from the standpoint of the current state of psycholinguistic science in the country are seen by us, first of all:  in the development of research in various areas of linguistic consciousness, which will contribute to the development of an important concept of speech as a verbal model of non-linguistic consciousness, in which knowledge revealed by social practice and assigned by each member of society during its inculturation is consolidated for society and on its behalf;  in the expansion of the problematics, which is formed under the influence of the growing intercultural communication in the world community, which inevitably involves the speech behavior of natural and artificial bilinguals in the new object area of psycholinguistics;  in using the capabilities of national linguistic corpora in the interests of researchers studying the functioning of non-linguistic and linguistic consciousness in speech processes;  in expanding research on the semantic perception of multimodal texts, the scope of which has greatly expanded in connection with the spread of the Internet as a means of communication in the life of modern society;  in the inclusion of the problems of professional communication and professional activity in the object area of psycholinguistics in connection with the introduction of information technologies into public practice, entailing the emergence of new professions and new features of the professional ethos;  in the further development of the theory of the mental lexicon (identifying the role of different types of knowledge in its formation and functioning, the role of the word as a unit of the mental lexicon in the formation of the image of the world, as well as the role of the natural / internal metalanguage and its specificity in speech activity);  in the broad development of associative lexicography, which will meet the most diverse needs of society and cognitive sciences. The development of associative lexicography may lead to the emergence of such disciplines as associative typology, associative variantology, associative axiology;  in expanding the spheres of applied use of psycholinguistics in social sciences, sociology, semasiology, lexicography, in the study of the brain, linguodidactics, medicine, etc. This book is a kind of summarizing result of the development of Russian psycholinguistics today. Each section provides a bibliography of studies on the relevant issue. The Appendix contains the scientometrics of leading Russian psycholinguists, basic monographs, psycholinguistic textbooks and dissertations defended in psycholinguistics. The content of the publications presented here is convincing evidence of the relevance of psycholinguistic topics and the effectiveness of the development of psycholinguistic problems in Russia.

This case study examines a joint project in performer training and rehearsal conducted between Coventry University (UK) and Tampere University (Finland) using a variety of telepresence and app-based technologies. In this project, two identical spaces, equipped with rear projection screens and linked by videoconferencing technology, were created in both institutions. This study reports on the adaptation of the pedagogical practices to a digital setting.

In today's society there are social and cultural changes that characterize the modern style of formation of human relationships, changing models of interpersonal interaction. These processes penetrate even the level of the relationship between preschool children and adults (parents, teachers and other adults) with whom they interact. Parents, as the founders of a positive family microclimate, form in children value orientations and moral norms, cultivate in them personal qualities in order to gradually engage in social activities. The institution of the family needs pedagogical support from the very first educational institution – the institution of preschool education, in particular from the preschool teacher, in matters of choosing effective and appropriate educational technologies in the moral sphere. In view of this, there is a need for scientific substantiation and methodological support of the educational process aimed at forming the personality of a preschool child in an adequate model of interpersonal interaction, in which the child is the subject of real relationships established and developed on the basis of moral values. formation of respectful attitude in children of the 5th year of life to adults. Historical analysis of scientific and pedagogical experience allows us to assert the priority of values in society and human life, because the future of society and its culture will depend on how much they are accepted and actualized by each person. In the context of the national revival of the spirituality and culture of the Ukrainian people, the formation of the individual and, in particular, its moral sphere, is a priority of the philosophical, psychological and pedagogical aspects of society. The culture of intergenerational relations is analyzed and its types are singled out (M. Mead): post-figurative, co-figurative, pre-figurative. The purpose and tasks of research are defined, in particular: philosophical researches are described, structural elements of concepts «morality», «moral values» are specified. The potential of the Ukrainian fairy tale in the context of the research topic is revealed; the functions performed by fairy tales are analyzed: mirrors, alternative concepts, models, mediation, changes of position, storage of experience. Pedagogical conditions of formation of respectful attitude to adults in children of the 5th year of life are substantiated, namely: creation of developmental environment in preschool educational institution for the purpose of maintenance of a positive emotional background of perception by pupils of moral maintenance of fairy tales; systematic enrichment of knowledge of children of the 5th year of life by the content of fairy tales of moral orientation; involvement of children in practically oriented activities in the context of creative interpretation of fairy tales with subsequent behavioral projection and tested their effectiveness in the educational process of preschool education in Ukraine. Comparative results of experimental research are described. The obtained data testify to the effectiveness of pedagogical conditions for the formation of respectful attitude in children 5 years old to adults with the help of a Ukrainian fairy tale. The prospect of further research requires the question of the educational trajectory of educators in order to increase their pedagogical competence in moral education.

The presence of interculturality in the university curriculum is a relevant and topical pedagogical issue, which leads to the need for future education professionals to be properly prepared to face it with guarantees of success, linking the intercultural phenomenon with the approaches emanating from inclusive education. The objective of this chapter is to take stock of the discourses, theories, and pedagogical practices in the initial formation of intercultural education in the last 20 years in the Autonomous Community of Andalusia (Spain). Based on a thorough review of scientific literature, university plans in education sciences of Andalusian universities, as well as regulatory references on interculturality, the authors will proceed to carry out a critical pedagogical analysis to understand the trajectory and evolution of intercultural training in recent decades, projecting new lines of development for improvement, transformation, and impact of new intercultural training in university training spaces.

Critical thinking has gained popularity in the English as a foreign language (EFL) educational arena of late in Japan due to the Ministry of Education (MEXT) updating its requirements of English education to include logical thinking. This has caused the need for educators in Japan to quickly adapt to the inclusion of logical thinking, and by extension, critical thinking in their curriculum (MEXT, 2011) from 2013. Even though MEXT has required critical thinking to be included in the classroom, it seems very little has been done to include true critical thinking into textbooks and institutions’ curriculum designs. One crucial component of the language teaching curriculum is the ability to think rationally, objectively, and deeply about a topic, or in other words, to think critically. Critical thinking has been shown to foster students’ abilities to analyze, evaluate, and judge the value of the information presented to them both inside, and outside, the classroom (Lund, 2016). Critical thinking also helps students to make their own decisions related to their academic, and future employment, success (Nold, 2017). In a university-level reading and writing course in Japan, for example, students must create manuscripts at beginner to advanced levels that somewhat adhere to the expectations of academic English communities (Fang & Schleppegrell, 2010) when it comes to topic development and utilizing source information. In order to reflect on, and thereby judge the veracity of, the information presented to them either by their textbook in the classroom or by external sources, critical thinking skills allow students to deconstruct, reflect upon, and assign value to information sources. This also allows them to construct their own content on two levels, one, projecting their creativity as independent thinkers, and two, linguistically as writers who can think about a topic more deeply. The purpose of this paper is to share the planning, design, and implementation of a critical thinking reading and writing project which was introduced into the second-year EFL reading and writing focused courses at Tokai University from the spring and fall semesters of 2019. The reading and writing course, named Academic English (AE), was split into three levels depending upon the students’ performance in their first-year English courses. Each level of the AE course had a project book that was individualized for their corresponding textbook and level. The project’s focus, for all levels, was to develop critical thinking skills through the introduction of reflective thinking, logical fallacies, and research skills. At the end of the project, students were asked to apply their critical thinking skills to their textbook and research the veracity of the information presented to them in one of their required readings during the course. The overall reception of the project by the students was positive and results of a post-project questionnaire showed that students felt they had gained some mastery over critical thinking on subjects both in the classroom and in their lives. The project has seen success in allowing students to become learners who are more independent in their thinking, more critical in their reception to information provided to them, and better writers who are able to think on a topic more deeply and logically.

The pieces had the task of projecting both Passion commemoration and personal penance, in line with the dynasty’s totalizing engagement with piety during Holy Week, famed even to outsiders. In order to convey the Atonement, the texts also used the mercantilist vocabulary of court economic thought. Both abstract ideas and personalized traits were conveyed via allegorical characters, often of some complexity, figures whose music is not easily differentiated from that of the Biblical characters (the Virgin, Peter, Mary Magdalen) who populated the casts. These figures enacted lament, penance, and pedagogical explanation of Redemption, while issues of meditation and even ecstasy were apportioned to the more allegorical roles. Some of the characters and thematics were designed to function at specific political junctures in a given year, and worked together in subtle ways. The chapter concludes with a 1668 work that raises all these issues, Il Lutto dell’Universo, composed by Leopold himself in the midst of a series of disasters, including the death of the infant male heir to the throne.

It has become extremely important to revisit our teaching methodology along with pedagogical contents and objectives, in consideration of the impressive and sometimes overwhelming progress that the technology available to document, analyze and represent the complexity of our built and natural environments has reached, and also the role that it has been proactively playing in affecting our way of thinking, designing and building. A renewed “theory of formativity” (Pareyson)1 styles a knowledge that is generated by a constantly transforming process of “making,” in which methodologies, theoriesand learnings arise within the actions of designing and building, and mostly because of the making. Following the etymology of the Greek world2, this making could be understood as poetic way of actively participating to the changes of our environment. If we look carefully, this approach to structure the knowledge has been deeply rooted in the history and legacy of the most relevant architects and designers, as ontological condition imbedded also into the idea of progress. We have been witnessing several experimentations that have been capable of bringing theoretical explorations, such as the ones from the fields of philosophy and literature, into the realm of design and space making. These explorations reach various degrees of quality, but nevertheless they provide openings to further interesting discussions. An example of this sort could be among others, the collaboration between Eisenman and Derrida for the design proposal for Parc de la Villette in Paris of 19873, where the memory of the proposals for Cannaregio in Venice or the project “Romeo and Juliet” in Verona, are considered within the philosophical background of the criticism to the structuralism, and the projection towards a horizon of deconstruction. This concept migrated from the realm of thinking, to the one of designing and form making, in its highest sense, giving strength to role and identity within the field of architecture, of the idea of “fragment” and “text” often interrupted, following Lyotard’s suggestion4, as expression of the post-modern dimension.

"The phenomenon of marriage is one of the little-studied questions of family psychology. The resolution of the contradiction between the need of modern society to form complete and adequate ideas about the marital role among students and the need to identify socio-psychological factors that influence the development of ideas about marriage determines the problem of research. The purpose of the study is to identify the features of ideas about marriage (Ideal husband, Ideal wife) depending on the structure of valuable orientations of young women in early adulthood. Methods of research. Theoretical and methodological literature analysis, questionnaire, psycho-diagnostic methods (the questionnaire “A Value and Availability Ratio in Various Vital Spheres Technique” by E.B. Fantalova, the method of Semantic Differential, developed by Charles E. Osgood, projective technique of ""Incomplete Sentences"", the questionnaire ""Role Expectations and Claims in Marriage"" by A. N. Volkova); mathematical and statistical data processing methods. During the analytical stage we used mathematical and statistical methods that allowed us to establish the reliability of the research results. All calculations were performed using the IBM SPSS Statistics 21 computer program. The analysis included descriptive statistics, cluster analysis (K-means method), Kolmogorov-Smirnov test for one sample, Shapiro-Wilkes criterion, and correlation analysis. The study involved 310 female students in age from 20 to 22 from Astrakhan State University and the Astrakhan Branch of the Russian Presidential Academy of National Economy and Public Administration. It was found that among young female students 45 people (14.5 %) are focused on the values of professional self-realization, 59 people (19 %) are focused on gnostic and aesthetic values, and 206 people (66.5 %) are focused on the values of personal happiness. The results showed that the concepts of marriage have both common features and specific features due to the influence of the structure of valuable orientations of the respondents. Ideas about marriage are characterized by fragmentary formation of emotional and behavioral components, in some cases the presence of cognitive distortions. The obtained results actualize the importance and necessity of psychological and pedagogical support of the process of family self-determination of students, the formation of complete and adequate ideas about marriage in the conditions of the educational environment of the university."

We conducted an analysis of the learning aids used in the study of general technical disciplines. This allowed us to draw an analogy between physical and virtual models and justify the development of a mobile application to perform tasks on a projection drawing. They showed a technique for creating mobile applications for augmented reality. The main stages of the development of an augmented reality application are shown: the development of virtual models, the establishment of the Unity3D game engine, the development of a mobile application, testing and demonstration of work. Particular attention is paid to the use of scripts to rotate and move virtual models. The in-house development of the augmented reality mobile application for accomplishing tasks on a projection drawing is presented. The created mobile application reads, recognizes marker drawings and displays the virtual model of the product on the screen of the mobile device. It has been established that the augmented reality program developed by the team of authors as a mobile pedagogical software can be used to perform tasks both with independent work of students and with the organization of classroom activities in higher education institutions.

This paper considers the problem of using mobile Internet devices in the process of biology studying in secondary schools. It has been examined how well the scientific problem is developed in pedagogical theory and educational practice. The methodology of using mobile Internet devices in the process of biology studying in a basic school, which involves the use of the Play Market server applications, Smart technologies and a website, has been created. After the analyses of the Play Market server content, there have been found several free of charge applications, which can be used while studying biology in a basic school. Among them are the following: Anatomy 4D, Animal 4D+, Augmented Reality Dinosaurs – my ARgalaxy, BioInc – Biomedical Plague, Plan+Net. Their choice is caused by the specifics of the object of biological cognition (life in all its manifestations) and the concept of bio(eco)centrism, which recognizes the life of any living system as the highest value. The paper suggests the original approach for homework checking, which involves besides computer control of students’ learning outcomes, the use of Miracast wireless technology. This demands the owning of a smartphone, a multimedia projector, and a Google Chromecast type adapter. The methodology of conducting a mobile front-line survey at the lesson on the learned or current material in biology in the test form, with the help of the free Plickers application, has been presented. The expediency of using the website builder Ucoz.ua for creation of a training website in biology has been substantiated. The methodology of organizing the educational process in biology in a basic school using the training website has been developed. Recommendations for using a biology training website have been summarized. According to the results of the forming experiment, the effectiveness of the proposed methodology of using mobile Internet devices in the process of biology studying in a basic school has been substantiated.