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Rural schools: a model for achieving targets for personal development in a psychologically comfortable educational environment

Introduction. Regulatory documents in the field of education clearly indicate the requirement to build a developing educational environment in each educational organization. At the same time, psychological comfort is an important condition for its functioning. To study the formation and support of such an environment is an urgent problem for rural schools, especially in the context of achieving the goals of developing the actual qualities of the personality of the information world.

The purpose of the research is to justify and develop a model for achieving targets for personal development in a psychologically comfortable educational environment in a rural school.

Materials and methods of the research. The main method is the triadic method of information criteria. Additional methods are the analysis of literary works on the problem and modeling.

Research results. The model for achieving targets for personal development in a psychologically comfortable educational environment in a rural school has scientific justification and textual and graphical expression (design). The model is presented in steps. It has 7 levels, which together determine options for forming of personality traits that are in demand by modern challenges and threats as a component of the “21st century skills” for students in rural schools. The model determines the total of probable forms of the educational environment, identified according to the criterion «the possibility of developing personality traits that are in demand in the modern world, subject to psychological comfort». It allows a) to identify possible combinations of these personal qualities that determine the creation of different variations-types of the educational environment; b) to analyze the directions and trajectories which can be used to form and develop the environment for the required personality parameters. The model is an analogue of a morphological box, which, taking into account the context of a particular rural school, allows to determine the most optimal way for developing personality traits in an educational environment “tuned” for the priority improvement of independence, initiative, involvement, subjectivity, reflexivity and confidence of all subjects.

Significance of the research. The results of the study develop the pedagogical theory of the educational environment in the context of achieving the goals of modern education and ensuring the psychological well-being of subjects. The developed model can be applied not only in rural schools, but also in urban ones, adjusted for a specific context. As for the managerial aspect, the result in the form of a model is valuable knowledge for administrative workers of educational organizations of any type.

Keywords: rural school, educational environment, the principle of psychological comfort principle, information criterion, triad

For Reference: Korshunova, O. V. (2022). Rural schools: a model for achieving targets for personal development in a psychologically comfortable educational environment. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 58 (4), 494-507. doi: 10.32744/pse.2022.4.29

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Information about the authors:

Olga V. Korshunova (Russia, Kirov) - Associate Professor, Dr. Sci. (Educ.), 
Professor of the Department of Pedagogy. Vyatka State University. E-mail: okorchun@mail.ru. ORCID ID: 0000-0003-2693-0305. Scopus Author ID: 57103464100. ResearcherID: D-4048-2017

Determining the integral coefficient of psychological comfort of rural school education

Significance of the study. The modern global digital world often represents a threat to human security which is directly associated with psychological comfort. In this context, the research aimed at assessing psychological comfort of the educational environment in rural schools seems to be particularly relevant. The objective of the study is to study the state of psychological comfort of education in a rural school.

Methods. The methods of theoretical content analysis, comparative analysis, methods of mathematical processing were used (calculations by formulas for the indicator of attitude to the educational environment, the index of satisfaction with the characteristics of the environment, the index of security in accordance with the method of I.A. Baeva), Google-forms. The Google survey involved 3223 respondents from 10 regions of the Russian Federation; meta-analysis of 217366 empirical facts was performed.

Research results. The main characteristic was the integral coefficient of the psychological comfort of education in rural school, which, according to the modernized methodology of I.A. Bayeva, is determined on the basis of three indicators. The integral coefficient of the psychological comfort of education in rural school was determined, which consisted of three indicators. The integral indicator of attitude to the educational environment is recorded as a percentage and is characterized by medium and high levels of satisfaction with the environment on the part of teachers, students and their parents (from 61% to 80%). The index of satisfaction with significant characteristics of the educational environment (an ordinal scale from 1 to 5 is used) shows that in 9 out of 10 regions a higher level of satisfaction was recorded for teachers and parents (high integral indicator – 3-3.9) compared with students (average integral indicator – 2-2.9). The index of psychological safety of the educational environment of school shows a higher degree of protection of parents (high integral indicator – 3-3.9) compared with children and teachers (integral indicator is below average – 1-1.9).

Research significance. The results obtained can be useful for heads of educational institutions, teachers and parents interested in creating and maintaining a psychologically comfortable environment in rural school.

Keywords: rural school, psychological comfort, rural school education, educational environment, integral coefficient of psychological comfort

For Reference: Korshunova, O. V., Baiborodova, L. V., & Bykova, S. S. (2021). Determining the integral coefficient of psychological comfort of rural school education. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 53 (5), 388-400. doi: 10.32744/pse.2021.5.27

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Information about the authors:

Olga V. Korshunova (Russia, Kirov) - Doctor of Pedagogy, Professor of the Department of Pedagogy. Vyatka State University. E-mail: okorchun@mail.ru. ORCID ID: 0000-0003-2693-0305

Lyudmila V. Baiborodova (Russia, Yaroslavl) - Professor, Doctor of Pedagogy. Yaroslavl State Pedagogical University named after K. D. Ushinsky. E-mail: lvbai@mail.ru. ORCID ID: 0000-0002-4440-5013

Svetlana S. Bykova (Russia, Kirov) - Associate Professor, PhD in Pedagogical Sciences. Vyatka State University. E-mail: usr11603@vyatsu.ru. ORCID ID: 0000-0002-2382-0496

Ensuring the psychological safety of persons with disabilities, taking into account gender and age differences

The relevance of the research is related to the fact that the psychological safety of persons with disabilities is the leading characteristic that determines its developmental nature.

The research objective was to study students’ opinions about the capabilities and abilities of citizens with disabilities and to form a tolerant attitude towards them, and hence their social and psychological safety.

The research was carried out on the basis of the Voronezh State Industrial and Humanitarian College (Russian Federation), in which 1,000 people took part (among them 38% were boys and 62% were girls). Methods: survey, Spearman correlation analysis, principal component analysis, and semantic analysis.

At the stage of the ascertaining experiment, the problem of the psychological safety of persons with disabilities is partially covered. The analysis of experimental data obtained from the survey showed that at the time of the survey, 51.5% of the respondents by gender (23% – men, 28.5% – women) treated persons with disabilities as ordinary, recognising their skills, dignity, and abilities.

The results of the factor analysis revealed the main factor «tolerant attitude towards persons with disabilities», which does not depend on age, gender, and place of residence. As a rule, this attitude is formed as a result of communication with them. All respondents intend to «treat persons with disabilities as people with (special) needs, not with disabilities, and create all conditions for their psychological and social safety».

Keywords: psychological safety, persons with disabilities, tolerant attitude, educational environment, analysis of students’ opinions

For Reference: Ostapenko, R. I., Ostapenko, G. S., & Shcherbakova, I. V. (2021). Ensuring the psychological safety of persons with disabilities, taking into account gender and age differences. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 51 (3), 316-328. doi: 10.32744/pse.2021.3.22

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Information about the authors:

Roman I. Ostapenko (Russia, Voronezh) - PhD in Pedagogical Sciences, Director. LLC "Scientific and Educational Initiative". E-mail: ramiro@list.ru. Scopus ID: 57205331507. Researcher ID: C-3015-2014. ORCID ID: 0000-0002-3012-3971

Galina S. Ostapenko (Russia, Voronezh) - Associate Professor, PhD in Psychological Sciences, Psychologist. Center for Psychological and Pedagogical Support and Development of Children. E-mail: ostapenko-galina@yandex.ru. Scopus ID: 57205332787

Irina V. Shcherbakova (Russia, Voronezh) - Head of the Department of Mathematics and Systems Modeling. Voronezh Institute of the Ministry of Internal Affairs of Russia. E-mail: zimorodok2007@rambler.ru

The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

The problem and the aim of the study. New challenges and requirements of society and the state to the e-education system necessitate the formation of students’ skills for active information interaction and cognitive activity in the digital space. The authors propose to use cloud services for organizing the educational process, e-learning participants integration and communication, expanding didactic tools and improving the quality of graduate training in the electronic educational environment.

Research methods. The main methods are theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control events and the content of the Google Classroom cloud service (assigned tasks, announcements, instructions, links to additional resources). The pedagogical experiment involved 52 students (35% of girls and 65% of boys) from the Law Institute of Vyatka State University. The G sign criterion is used as a statistical processing method.

Results. The features of the organization of e-learning in a digital school have been formulated to enhance information interaction based on the use of cloud technologies through the Google Classroom service: the integration of students and teachers into a single information and educational space, expanding the possibilities of learning and communication; «synchronization» of educational and cognitive activities in different digital resources; the orientation of the service content to the peculiarities of the modern student’s perception, the ability to work in the format of mobile applications activates cognitive interest, research activities and communication practice are supported. The empirical value Gemp=3<Gcr=10 (for p=0.01) obtained during the experiment confirms that the shift towards improving the quality of educational results after using the Google Classroom cloud service is not accidental.

Conclusion. The use of cloud services in organizing information interaction in the e-learning system will improve the quality of educational results while providing a set of conditions: enhancing cognition, connecting students to information interaction in new ways, expanding the boundaries of the educational environment, modifying the roles of participants in the didactic process, and using mobile applications.

Keywords: educational environment, digital technologies, information resources, communication, motivation, cognitive activity, Google Classroom

For Reference: Masharova, T. V., Krukovskiy, V. Y., Mikhlyakova, E. A., & Guiyun, Yang. (2020). The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 47 (5), 384-397. doi: 10.32744/pse.2020.5.27

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Information about the authors:

Tatyana V. Masharova (Russia, Moscow) - Professor, Doctor of Education, Professor, Department of Pedagogy, Institute of Pedagogy and Psychology of Education. Moscow City Pedagogical University. E-mail: mtv203@mail.ru. ORCID ID: 0000-0001-5974-7748

Elena A. Mikhlyakova (Russia, Kirov) - Deputy Academic Director, Computer science teacher, Municipal treasury educational institution secondary school with in-depth study of individual subjects of Stulovo village, Slobodskoy district. E-mail: tutor.stulovo@gmail.com. ORCID ID: 0000-0003-4659-7255

Vladimir Y. Krukovskiy (Russia, Kirov) - Associate professor, PhD in Legal Sciences, Head of the Department, Criminal Procedure Law and National Security Department. Vyatka State University. E-mail: krukovsky@vyatsu.ru. ORCID ID: 0000-0002-2410-8601

Guiyun Yang (Russia, Kirov) - Postgraduate student. Vyatka State University. E-mail: 1142845107@qq.com. ORCID ID: 0000-0001-5503-1769

Color in the educational environment for older people: recent research review

The purpose of the article is to present an analysis of the studies existing in domestic and foreign science of the necessary age-related «correction» of the color of the educational environment for older people, carried out in respect of the fact that chromatic communication is not limited exclusively to biological reactions, but its structure, in addition to perceptual one, includes much more significant psychological mechanisms and semiotic levels.

The selection of research sources was carried out through the RSCI, Google Scholar, Scopus, and Web of Science systems. In total, 63 full texts of articles published between 1999 and 2019 were analyzed. In the process of work, the methods of theoretical and comparative analysis, systematization and generalization of the material were used.

The analysis made it possible to distinguish three groups of research. The first group includes works that present the physiological prerequisites for the necessary changes in the chromatic design of the educational space intended for older people. The second group of studies analyzes various aspects of the impact of the color of the educational environment on older people in a psychological connotation. The third group involves the socio-cultural aspects of the formation of the educational environment for older people and analyzes this phenomenon in terms of connection with the lifestyle, way of thinking, physical and emotional-intellectual activity, and social conditions of the aging person.

The results of the study convince that color correction in an educational environment designed for older people can cause noticeable changes in the quality of learning at several levels at once – biological (increasing the availability of information and significantly reducing physiological barriers to perception), psychological (supporting and strengthening the processes of memorization and information processing, increasing the psychological comfort of the educational environment), and social (improving the quality of life of older people).

Keywords: color, educational environment, older people, research review

For Reference: Griber, Yu. A., Selivanov, V. V., & Weber, R. (2020). Color in the educational environment for older people: recent research review. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 47 (5), 368-383. doi: 10.32744/pse.2020.5.26

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Information about the authors:

Yulia A. Griber (Russia, Smolensk) - Associate Professor, Doctor of Cultural Studies, Professor of the Department of Sociology and Philosophy, Director of the Laboratory of Color. Smolensk State University. E-mail: y.griber@gmail.com. ORCID ID: 0000-0002-2603-5928. Scopus ID: 56809444600. Researcher ID: AAG-4410-2019

Vladimir V. Selivanov (Russia, Smolensk) - Professor, Doctor of Psychology, Head of the Department of General Psychology. Smolensk State University. E-mail: vvsel@list.ru. Researcher ID: T-6044-2019

Ralf Weber (Dresden, Germany) - Professor, PhD, Professor at the Faculty of Architecture, Head of the Department of Spatial Environment Design. Technical University of Dresden. E-mail: ralf.weber@tu-dresden.de. Scopus ID: 7403384580

Using interactive worksheets when teaching foreign languages by the “Flipped class” technology

The problem and the aim of the study. The “flipped class” technology is designed to enhance the cognitive activity of students; however, along with the undeniable advantages of this technology, there are a number of difficulties in its implementation when teaching foreign languages. The authors study the didactic potential of interactive worksheets to increase the effectiveness of the «Flipped class» technology using the example of studying the foreign language.

Research methods. To obtain theoretical generalizations the analysis of scientific papers and interactive educational services and generalization of the results of processing empirical data and materials of interactive worksheets were used. The study was conducted at the faculties of foreign languages of Russian State Agrarian University – Moscow Timiryazev Agricultural Academy (Moscow). The experiment involved 81 students and was carried out during 2019-2020. Interactive worksheets were created in the Wizer.me service (https://app.wizer.me/editor/preview/1qjhycSmjJol). Statistical verification of the reliability of the obtained results was made using the Pearson’s χ2 (chi-square) criterion.

Results. The essence of the concept “interactive worksheet” and the features of implementation of the “Flipped class” technology when studying the foreign language are investigated. The potential of interactive worksheets regarding the formation of foreign language competence, the acquisition of practice in translating, the support of cognitive activities in the framework of the “flipped class” learning technology has been identified. The possibilities of interactive worksheets to increase the effectiveness of using the “Flipped class” technology are revealed by the authors on the example of the discipline “Foreign Language” for students of the training program “Tourism” when studying the module “Professional Communication Sphere”. At the control stage of the experiment, statistically significant differences were found between the experimental and control groups in terms of the level of formation of foreign language competence χ2obser. 2 > χ2crit 0.05 (8,58 > 7,82).

Conclusion. Peculiarities of organizing classes in the foreign language using interactive worksheets in the framework of the “flipped class” technology were identified, which affect the perception of information, its qualitative analysis and critical analysis; the ability to apply theoretical knowledge of vocabulary, grammar in practice. The studied opportunities can improve the effectiveness of innovative educational technologies by increasing motivation, involving students in the educational process, implementing collaborative educational activities and the formation of elements of the personalized digital educational environment.

Key words: digital technologies, interactive applications, foreign language competence, didactic potential, increased interaction, cognition, educational environment

For Reference: Ryabchikova, V. G., Rubleva, O. S., Sergeeva, N. A., & Yakovleva, N. A. (2020). Using interactive worksheets when teaching foreign languages by the “Flipped class” technology. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 45 (3), 195-206. doi: 10.32744/pse.2020.3.15

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Information about the authors:

Natalya A. Sergeeva (Russia, Moscow) - Senior Lecturer, Department of Foreign and Russian Languages. Russian Timiryazev State Agrarian University. E-mail: kukulenok72@mail.ru. ORCID ID: 0000-0001-7116-3526

Natalya A. Yakovleva (Russia, Moscow) - Senior Lecturer, Department of Foreign and Russian Languages. Russian Timiryazev State Agrarian University. E-mail: yakovlevan@bk.ru. ORCID ID: 0000-0002-0208-1487