Select your language
Select your language
Nadiya Novoselska, Oksana Kuzina
Urgency of the research. In the organization of teaching activities in a kindergarten and primary school, continuity and educational process improvement are relevant and valuable in terms of implementing the main priorities of modern education, unity, continuity of educational links, personality-oriented paradigm aimed at ensuring quality transition between preschool and primary education.
Target setting. At the current stage of social development, one of the priority tasks defined by the Concept of the New Ukrainian School is the need for systemic reform processes in education based on the principles of child-centeredness and gradual education. Continuity of human education is ensured by implementing the principles of perspective and continuity between related levels of education, a kindergarten and a primary school in particular. With the transition of comprehensive secondary education to new terms, structure and content of education, the issue of finding the ways to ensure the holistic development of an individual at different levels of education is relevant.
Actual scientific researches and issues analysis. Continuity has been the subject of research by many generations of educators, psychologists, and scientists. N. Zakharova, H. Nazarenko, O. Proskura considered organizational and pedagogical conditions for ensuring the readiness of preschoolers to study in a primary school. N. Bibik, A. Bohush, V. Kuz determined the ways of organizing the continuity of preschool and primary education. H. Bielienka, L. Nesterenko covered the support of continuity mechanisms in the educational complex “preschool educational institution - primary school”. However, the analysis of research papers showed that a comparative analysis of the main forms of educational process in a kindergarten and a primary school had not been conducted in the context of continuity.
The research objective. To identify the main forms of educational process of preschool and primary education. To highlight common and distinctive features of didactic units of educational process forms in a kindergarten (preparatory group) and a primary school in the context of continuity by applying a comparative approach.
The statement of basic materials. In accordance with the provisions of the Basic Component of Preschool Education, the State Standard of Primary Education and the main ideas of the New Ukrainian School concept, it is necessary to conduct a thorough comparative analysis of the main forms of organization of teaching activities in a kindergarten and a primary school. Continuity between preschool and primary school age is one of the conditions for continuing education of a child. Continuity can be realized through form (methodological aspect), content (semantic aspect), individualization of learning, system of activities (psychological and pedagogical aspect). Each age is characterized by its own special form of organization of teaching activities, which is planned and purposefully implemented by the teacher in order to solve specific educational problems of development, education and training.
Conclusions. The article analyzes the main forms of educational process in preschool and primary school. The comparative analysis of didactic units of educational process forms at school (1st grade) and in a kindergarten (preparatory group) is carried out. The ways to improve the forms of organization of educational activities of preschool and primary school children are identified
Key words: continuity, preschool institution, primary school, educational process, comparative approach, didactic units of educational process.
References:
Valentyna Kovalenko, Maiia Marienko, Alisa Sukhikh
Urgency of the research. The public has always made and will continue to make the highest demands on teachers. After all, improving the quality of education and upbringing directly depends on the level of training. Teachers and lecturers must be well versed in various fields of science, spheres of social life, be oriented in the modern economy.
Target setting. One of the priorities for the development of science in Ukraine is integration into the European Research Area, as provided for in the Association Agreement between Ukraine and the EU. Therefore, the use of open science tools and services in educational institutions is extremely necessary.
Actual scientific researches and issues analysis. The use of cloud-oriented systems in the training and retraining of specialists is described in studies: T. A. Vakalyuk, S. G. Lytvynova, M. P. Shyshkina. In Ukraine, projects have been created that represent the implementation of ideas and practices of open science in Ukraine in order to improve the quality of educational services: “Open Practices, Transparency and Integrity for Modern Academia” (OPTIMA), “Open Review Hub”.
The research objective. Analyze and evaluate the current state of use of cloud-based open science systems in the domestic educational space in educational institutions.
The statement of basic materials. The main priorities of the Roadmap for Ukraine's integration into the European Research Area (ERA-UA) are revealed. The OPTIMA project, its content and goals are analyzed. The importance of using cloud-based systems of open science in educational institutions is revealed. The ways of application of the components of the "European cloud of open science" are analyzed. The significance of the use of EOSC in the scientific work of teachers and lecturers is shown.
Conclusions. The introduction of the principles of open science will positively contribute to the modernization of the educational process. The use of cloud-based open science systems in the process of professional development of teachers will increase the level of organization of blended and distance learning in general secondary education institutions and in higher education institutions. The use of open science tools may ensure that modern research results are incorporated into the training of highly qualified professionals.
Keywords: open science, cloud services, teachers, educational institutions, cloud-based open science systems.
References:
Yuliia Nosenko, Mariia Shyshkina
Urgency of the research. Science and education are integral and important resources for the development of information society. In Ukraine, some structural changes are planned, among which are the integration and development of science and education on the principles of transparency and openness. It is necessary to take into account the foreign experience, global tendencies of digital progress, including the context of Open Science technologies development.
Target setting. The development of the Open Science concept was facilitated by some initiatives, projects, events in different countries of the world. To a large extent, the impetus for its development and distribution was provided by technologies, IT services, and systems. The development of digital technologies has become a significant factor in the development of open access practices and Open Science as a whole that needs further research.
Actual scientific researches and issues analysis. The concept of Open Science and open access became the subject of research by foreign experts (S. Albagli, P. Baumgartner, B. Fecher, P. L. Fernandes, S. Hilpert, H. Korsgaard et al.) and Ukrainian (V. Kopanieva, S. Svystunov, O. Chmyr, A. Shevchenko, etc.) researchers. The issues of digital transformations, e-infrastructures and Open Science, using cloud technologies in scientific and educational open environments are studied (V. Bykov, T. Vakaliuk, O. Hlazunova, S. Semerikov, etc.).
The research objective. To analyze, define and characterize the stages of development of cloud-oriented services and systems of Open Science.
The statement of basic materials. The global initiatives for the introduction of open access are analyzed. The main stages of the development of cloud-oriented services and systems of open science are distinguished. The 1st stage (70's - 90s of the XX century) – the first initiatives to ensure the availability of scientific results and cultural achievements started. The 2nd stage (90s of the XX century - 1999) – digital tools became more accessible to education and science, ways of communication were enriched. The 3rd stage (2000 - 2009) – development of network infrastructures, distribution of open-access software were conducted. IVth stage (2009 – till nowadays) – the spread of cloud-oriented services and systems, development of personalized, adaptive, scientific, and educational environments.
Conclusions. Open Science is a new approach to a scientific process, which is based on joint work and knowledge availability. It has been found that the development of technologies moves in the direction of openness, from local networks to open ones, and with each stage of openness, characteristics are amplified. This trend affects the strengthening of openness in various spheres of activity, including scientific and educational one.
Keywords: cloud-oriented services and systems, Open Science, open access, stages of development.
References:
Shishi Xu
Urgency of the research. In recent years, the concept of the Fourth Industrial Revolution, which marks the quantitative and qualitative transition of humanity in the era of high technology, has become increasingly used. Educational systems of the world's leading countries are paying increasing attention to scientific education, which should provide training for generations of citizens, acting as a driving force for social and scientific innovation. There is a question of the possibility of science education to serve as a tool for developing civic competencies, which would allow students to be active participants in social architecture in close connection with the ideas of democracy.
Target setting. The issue of conceptualizing the possibilities of science education is a debatable factor in developing civic worldviews and forming active, responsible, active civic positions. Complications of the above search are provided by scientific discussions of representatives of philosophical schools and areas that argue about the need to interpret citizenship in traditional, national coordinates, or global coordinates, appealing to the concept of global citizenship.
Actual scientific researches and issues analysis. The works of S. Babushko and B. Hoskins are devoted to theoretical issues of developing active citizenship through education. The research of R. Leduc, K. Nicoll et al., A. Nosko et al., W. Roth et al. is devoted to global citizenship development through teaching. E. Jenkins, M. Evagrow et al., S. Kolsto, R. Justi directly attempt to substantiate the axiological content of science education in the formation of the values of active citizenship.
The research objective. This study aims to analyze the potential of science education in shaping the value base of active citizenship, taking national and global socio-cultural contexts into account.
The statement of basic material. The study of science allows individuals to penetrate deeper into modern aspects of the interpretation of the scientific picture of the world, including deepening the understanding of contemporary social architecture. The developed scientific picture of the world allows realizing one’s own, at the level of an individual citizen, involvement in solving global problems of modern civilization (climate change, contradictions of intercultural communication, bioethics, genetically modified organisms, etc.), to form an active position on one’s contribution to large social movements to overcome them. Socioscientific issues are a kind of bridge between active citizenship and science education. The desire to find the truth through long (but not consistently successful) scientific experiments, familiarity with the principles of argumentation, critical analysis of alternative theories, etc. indirectly forms in the individual worldviews, where a plurality of thought, evidence, and propensity to critical (objective) analysis of facts, etc. are essential attributes of active citizenship in our time.
Conclusions. We’ve demonstrated a number of methodological complications for the analysis of the studied problem: transit from the national concept of citizenship to global citizenship with corresponding changes in the axiological dimension, revision of science status and communicative paradigm “science - society” and so on. It has been demonstrated that science education can be an effective educational tool for developing the value base of active citizenship through the involvement of pupils (students) in solving socioscientific issues. It was shown that active citizenship through science education is established by forming a value base centered on critical and rational thinking, democracy as a practice of the scientific environment, developed skills of argumentation, ethical and moral reflection on global civilization, etc.
Keywords: active citizenship, science education, axiology, global citizenship, socioscientific issues.
References:
Anatolii Vovk
Urgency of the research. Volodymyr Shinkaruk's legacy is attracting more and more attention of modern Ukrainian philosophers. Today, the philosophy of Shinkaruk and his associates is evaluated in the context of the continuous philosophical tradition of European and domestic thought. In connection with the demythologization of the history and results of the development of the Kyiv philosophical school, the need for a new analysis of V. Shinkaruk’s concepts of the holism of worldview and philosophical thinking is obvious.
Target setting. The emergence of various interpretations of Volodymyr Shinkaruk's philosophy is caused not only by the texts of the classics of modern Ukrainian philosophy and facts from the history of philosophical thought in Ukraine in the second half of the XX century, but also by the struggle of various narratives that already exist or are offered by philosophers. and post-Soviet times. Different interpretations of the history of philosophy in Ukraine in the second half of the XX century lead to the emergence of different views on the prospects for the development of philosophical thought today.
Actual scientific researches and issues analysis. Modernism has been characterized by speculations about the onset of a new historical epoch, which requires holistic thinking for the development of science, culture and so on. Shinkaruk and his associates give numerous arguments why in times of scientific and technological revolution, a holistic philosophical and ideological thinking is needed. Researchers' attention to the heritage of the Kyiv school is focused on these arguments, while the analysis of the content of the concepts of the integrity of the worldview and philosophical thinking remains unnoticed.
The research objective. The method of statistics is the analysis of historical and philosophical analysis of the concept of the integrity of philosophical thought and lightgazing in the theoretical system of Volodymyr Shynkaruk.
The statement of basic materials. Shynkaruk attributes the holistic reflection of reality to the peculiarities of any worldview in general, and philosophical - in particular. And the founder of the Kyiv philosophical school considers the worldview itself to be a reflection not only of the objective world, but also of human activity. Since the latter is material and practical, it is possible to avoid idealistic conclusions in asserting the integrity of the reflection of reality in consciousness.
Conclusions. In the system of V. Shynkaruk, the "light-gazer" is actually attributed to all the main characteristics of philosophical thought in the first classical variety, in the middle - integrity, connection with cultural life and practice. Philosophy, when you understand, like a theory, whose connection with practice is mediation by numerical forms of light-seeing thought. The mustache forms a light-gazer to reflect the creative nature of human svodomostі and є elements of samosvіdomostі. Philosophy, as a theoretical core of the svetoglyad, completes human self-confidence
Keywords: history of philosophy in Ukraine, modern Ukrainian philosophy, philosophy of Volodymyr Shynkaruk, Kyiv anthropological school.
References: