(2017) Science and education, 8, 23-33. Odessa.

Liliia Riabovol,
Doctor of Pedagogy, associate professor,
Svitlana Chernik,
PhD (Candidate of Historical Sciences), associate professor,
Department of State and Legal Disciplines and Administrative Law,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenka Str., Kropuvnytskyi, Ukraine,
Serhii Shatrava,
Professor, Department of Police Administrative Activity,
Kharkiv National University of Internal Affairs,
27, Lev Landau Avenue, Kharkiv, Ukraine

FORMING 9TH GRADE SCHOOL STUDENTS’ SUBJECT SKILLS IN LAW

Traditional forms and methods prevailing in the practice of teaching law disciplines are focused on the acquisition of theoretical knowledge cannot provide the gaining of the experience of relevant activities. It requires such techniques which would help to apply theoretical knowledge in real life situations, develop school students’ general and subject knowledge and skills, value orientations, legal competence. The paper aims to substantiate the technique of forming 9th grade school students’ subject skills of using legal information sources, namely the textbook and statutory instruments (extracts from them) in order to conduct legal analysis of situations and perform relevant exercises. The experiment carried out throughout 2015-2017 academic years, involved 205 school students studying at the 9th grades, who were divided into control and experimental groups. The initial stage of the experiment implied the distinguishing of the levels of the respondents’ subject skills as follows: initial, medium, sufficient, and high. At the beginning of the survey the respondents had roughly equal testing results. Then the teaching technique was implemented into the curricula of the experimental group, and the control group school students were taught according to traditional methods. The basic form of teaching in terms of the experimental technique was practicals focused on studying the new material, as well as generalizing type of lessons. The main form of work at the lessons involves the following activities: work with the textbook and statutory instruments, case-study, role-playing games, imitation exercises, etc. The comparison of the testing results conducted before and at the end of the experiment has confirmed the efficiency of the implemented teaching technique into the curriculum of the experimental group. As a result, these children have gained practical skills of using legal information sources.

subject skills, legal studies, law, 9th grade students, teaching method, legal information sources, casestudy, exercises.

1. Abrahams, Ian & Reiss, Michael, J. (2012). Practical work: Its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 8, (Vol. 49), 1035-1055. DOI: 10.1002/tea.21036 [in English].
2. Derzhavnyi standart bazovoi i povnoi zahalnoi serednoi osvity : Postanova Kabinetu Ministriv Ukrainy vid 23.11.2011 r. # 1392 [State standard of basic and full secondary education dated 23 November, 2011]. (2012). Ofitsiinyi visnyk Ukrainy – Official Bulletin of Ukraine, 11 [in Ukrainian].
3. Draganov, J. I. (2013). Evaluation on Practical Training of Law Students in the University of National and World Economy. Review of Juridical Sciences. Revista de Stiinte Juridice, 1, (Vol. 23), 23-30 [in English].
4. Fourie, E, & Coetzee, E. (2012). The use of a therapeutic jurisprudence approach to the teaching and learning of law to a new generation of law students in South Africa. PER: Potchefstroomse Elektroniese Regsblad, 15(1), 367- 391. Retrieved from: http://www.scielo.org.za/scielo.php?script=sci_arttext&pid= S1727-37812012000100011&lng=en&tlng=en. [in English].
5. Zhydkova, N. M. (2012). Formuvannia predmetnykh umin z pravoznavstva v uchniv 9-10 klasiv [Forming subject skills in legal studies for students of 9- 10th grades]. Candidate’s thesis. Kyiv [in Ukrainian].
6. Kamp, A. R. (2009). Jurisprudence: A Beginner’s Simple and Practical Guide to Advanced and Complex Legal Theory, 2. The Crit: Critical Stud., 62. Retrieved from: http://repository.jmls.edu/facpubs/60 [in English].
7. Kontseptsiia «Nova ukrainska shkola» : Rishennia kolehii MON vid 27.10.2016 r. za stanom na 03.04.2017 r. [“New Ukrainian School” conception: resolution of Ministry of Education and Science of Ukraine dated 27, October, 2016]. Retrieved from: http://mon.gov.ua/activity/education/zagalna-serednya/uasch-2016/ [in Ukrainian].
8. Millar, R., & Abrahams, I. (2009). Practical work: making it more effective. SSR, 91 (334), 59-64 [in English].
9. Netosov, S. I. (2009). Navchannia deviatyklasnykiv osnov pravoznavstva z vykorystanniam informatsiinokomunikatyvnykh tekhnolohii [Teaching the foubdations of legal studies using ICT to 9th grade students]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
10. Osnovy pravoznavstva: navchalna prohrama dlia 9 kl. zahalnoosvit. navch. zakl. [Foundations of legal studies: curriculum for 9th grade students of secondary schools]. (2016). Kyiv. Retrieved from: http://mon.gov.ua/activity/education/zagalnaserednya/navchalni-programy.html. [in Ukrainian].
11. Pyshko, O. L. (2015). Kompetentnisno oriientovana metodyka navchannia pravoznavstva uchniv deviatykh klasiv [Competence-focused methodology of teaching legal studies to school students of 9th grade]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
12. Pravoznavstvo. Praktychnyi kurs: navchalna prohrama dlia 9 kl. zahalnoosvit. navch. zakl. [Legal studies. Practical course: curriculum for the 9th grade of secondary schools]. (2015). Kyiv. Retrieved from: http://mon.gov.ua/content/pravoznavstvo-prakt-kursrozvantazhennya.-serpen-2015 [in Ukrainian].
13. Riabovol, L. T. (2015). Systema navchannia pravoznavstva uchniv osnovnoi i starshoi shkoly [System of teaching legal studies to junior and senior school students]. Doctor’s thesis. Kyiv [in Ukrainian].
14. Vukowich, W. T. (1971). Comment: The Lack of Practical Training in Law Schools: Criticisms, Causes and Programs for Change. Case Western Reserve University School of Law, 1, (Vol. 23), (pp. 140-154.) Retrieved from: http://scholarlycommons.law.case.edu/caselrev/vol23/iss1/6 [in English].

(2017) Science and education, 8, 34-38. Odessa.

Vadym Tkachenko,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Pedagogy of Higher School and Education Management,
Cherkasy National University named after Bohdan Khmelnytskyi,
81, Shevchenko Boulevard, Cherkasy, Ukraine

PECULIARITIES OF FUTURE PHYSICAL EDUCATION
TEACHERS’ HEALTH SAVING SKILLS FORMATION

The research aims to examine the level of future Physical Education teachers’ health saving skills maturity by means of implementing theoretical and methodological bases of training based on the interrelation of motivational, content, cognitive, procedural, self-evaluating, reflexive and creative components, as well as by means of using modern approaches to the organization of the educational process. The carried out experiment involving 565 students divided into control and experimental groups has shown that most of the respondents have immature level of skills of using health saving technologies in their work. The process of training future Physical Education teachers should be improved and focused on the development of health saving skills. There should be designed pedagogical conditions contributing to the efficiency of the educational process.

 teacher, skills, experiment, health, health saving technologies, educational process, physical culture.

1.Aksonova, O. P. (2005). Formuvannia fizychnoi kultury uchniv pochatkovoi shkoly v umovakh dyferentsiiovanoho navchannia [Forming physical culture of school students in terms of differentiated teaching]. Extended abstract of candidate’s thesis. Ternopil [in Ukrainian].
2.Hmurman, V. E. (1979). Rukovodstvo k resheniyu zadach po teorii veroyatnostey i matematicheskoy statistike [Study guide to solving tasks in theory of theory of probability in mathematical statistics]. Moscow: Vyssh. Shkola [in Russian].
3.Horashchuk, V. (2003). Formirovanie kultury zdorovya shkolnikov (teoriya i praktika) [Forming culture of health in school students: theory and practice]. Luhansk: Alma-mater [in Russian].
4.Denysenko, N. F. (2002). Teoretychni zasady ta tekhnolohiia upravlinnia systemoiu fizychnoho vykhovannia ditei doshkilnykh navchalnykh zakladiv [Theoretical bases and technology of management of the system of physical education of preschoolers]. Extended abstract of doctor’s thesis. Kyiv [in Ukrainian].
5.Dubohai, O. (2001). Rol fizychnoho vykhovannia u formuvanni zdorovoho sposobu zhyttia [Role of physical education in the formation of healthy way of living]. Molod za zdorovia: Materialy Mizhnarodnoi konferentsii – Youth and health: proceedings of international conference. Kyiv [in Ukrainian].
6.Yermolova, V., Ivanova, L. (2005). Analiz ta otsinka profesiinoi diialnosti vchytelia fizychnoi kultury [Analysis and assessment of professional activity of Physical Education teacher]. Zdorovia ta fizychna kultura – Health and physical culture, 17, 11-15 [in Ukrainian].
7.Zaitsev, H. K. (1998). Shkolnaya valeologiya: pedagogicheskie osnovy obespecheniya zdoroviya uchashchikhsya i uchiteley [School valeology: pedagogical bases of providing health of students and teachers]. 2 nd ed. rev. Saint Petersburg: Aktsydent [in Russian].
8.Klymova, V. Y. (1985). Chelovek i ego zdoroviie [Human being and his/her health]. Moscow: Znanye [in Russian].
9.Kovalenko, Yu. O. (2008). Profesiina pidhotovka maibutnikh fakhivtsiv fizychnoho vykhovannia ditei doshkilnoho viku u vyshchykh navchalnykh zakladakh [Professional training of future Physical Education teachers at higher educational institutions]. Extended abstract of candidate’s thesis. Zaporizhzhia [in Ukrainian].
10.Lozynskyi, V. (2008). Tekhniky zberezhennia zdorovia [Techniques of saving health]. Kyiv: Hlavnyk [in Ukrainian].
11.Naumenko, Yu. (2005). Zdorovesberehayushchaya deyatelnost shkoly [Health saving activity of school]. Pedagogika – Pedagogy, 6, 37-44 [in Russian].
12.Orzhekhovska, V., Yezhova, O. (2009). Metodolohichni zasady diialnosti osvitnoho zakladu, spriamovanoi na zdorovia [Methodological bases of health saving activities of an educational institution]. Pedahohika i psykholohiia – Pedagogy and psychology, 4, 5-17 [in Ukrainian].
13.Svyrydenko, S., Vashchenko, O. (2007). Formuvannia navychok zdorovoho sposobu zhyttia [Forming healthy way of living skills]. Pochatkova osvita – Primary education, 16, 12-15 [in Ukrainian].

(2017) Science and education, 8, 39-43. Odessa.

Wadim Strielkowski,
Doctor of Economic Sciences, professor,
Department of Agricultural and Resource Economics,
University of California, Berkeley and Prague Business School,
CA 94720, Berkeley, United States,
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Inna Gryshova,
Doctor of Economic Sciences, professor,
Centre for Scientometrics Research, Prague Business School,
Werichova 29, 152 00 Prague, Czech Republic,
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Maryna Shcherbata,
PhD (Candidate of Economic Sciences),
assistant professor Economics and International Economic Relations,
The International University for the Humanities,
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PREDATORY PUBLISHING AND BEALL’S LIST: LESSONS FOR THE
COUNTRIES ADAPTING NOVEL RESEARCH EVALUATION CRITERIA

Academic publishing is important both for academics and research and educational institutions, since it plays a significant role in institutional evaluation and rankings. In most countries, the desirable academic output represents publications in journals indexed in Scopus and Web of Science databases. However, even some of these journals were included in the so-called “Beall’s List”, a blog that claimed to feature the list of open-access “predatory” journals (i.e. journals publishing scientific nonsense for money). Czech Republic was one of the Eastern European countries that was severely affected by this phenomenon. According to some estimates, between 2009 and 2013 many Czech universities and research institutions made about 2 million USD on payments from the Czech Ministry of Education, Youth and Sport for the papers and monographs published by the “predatory” publishers. Even though Scopus and Web of Science remain the main criterion for journals selection in the Czech Republic, some critics try to undermine the prestige of these databases. However, it become obvious that drifting away from Scopus and Web of Sciencein order to create local publication standards might lead to a situation in which a small group of local academics would make decisions on which articles (and which journals) are good and which are bad, and therefore control academic careers and job promotions for their own benefit.

academic publishing, Scientometrics, predatory journals, Bealls’s List, Scopus, Web of Science

1. Beall, J. (2015). Predatory journals and the breakdown of research cultures. Information Development, 31(5), 473-476. doi:10.1177/0266666915601421.
2. Beall, J. (2012). Predatory publishers are corrupting open access. Nature, 489(7415): 179. doi:10.1038/489179a
3. Grancay, M., Vveinhardt, J., Sumilo, E. (2007). Publish or perish: how Central and Eastern European economists have dealt with the ever-increasing academic publishing requirements 2000–2015. Scientometrics, (3), 1813-1837. doi: 10.1007/s11192-017-2332-z
4. Beall, J. (2017). What I learnedfrompredatorypublishers. Biochemiamedica: BiochemiaMedica, 27(2), 273-278. doi: http://dx.doi.org/10.11613/BM.2017.029
5. Vědažije (2016). Vysokéškolyčerpalyprostředky z MŠMT zadiplomovéprácepřetištěnéjakoodbornéknihy (Universities received money from the Ministry of Education, Youth and Sport for diploma theses printed as scientific monographs). Available at: http://vedazije.cz/node/5101. Accessed on: 30.09.2017
6. Stöckelová, T. (2016). Sociological imagination for Future ESA Conferences. Sociologickycasopis-Czech Sociological Review. 2016. 52(3): 403-404
7. Smutný, Z., Řezníček, V. (2015). Predatory Open Access Publishers and other Dangers to Today’s Scientific Community. Acta InformaticaPragensia. 4(2), 182-200. doi: 10.18267/j.aip.69
8. Gryshova, I.Yu., Zamlynskyi, V.A., Shestakovska, T. L. (2017). Implementing Cluster Forms Into National Education Development Strategy. Science and education, 5, 56-61.

(2017) Science and education, 8, 44-48. Odessa.

Oleksandr Polishchuk,
PhD (Candidate of Philological Sciences), senior lecturer,
National University of Life and Environmental Sciences of Ukraine,
15, Heroiv Oborony Str., Kyiv, Ukraine

COMMUNICATION BARRIERS FACED BY ENGLISH LANGUAGE
LEARNERS AT A UNIVERSITY LEVEL: FACTORS AND SOLUTIONS

Many graduates of Ukrainian higher educational institutions cannot interact with others in English because of numerous barriers to effective communication. The present study aims 1) to investigate the barriers to effective foreign language communication among the university students and 2) to find out some effective solutions to the problem so that both teachers and students could benefit in their objectives and outcomes regarding communication skills. The research outcomes have shown that Ukrainian university students face different issues in communication proficiency though they generally have positive attitude towards learning English. It has been found out that the participants of this study face language (vocabulary and grammar) barriers, psychological barriers (fear of making mistakes, fear of speaking in front of the class), lack of contact hours, inappropriate teaching methods, curricula and textbooks as factors that lead to the failure to effectively communicate in English. Another major factor is that many university students get confused when native speakers use different slang words, proper names, local names, food names, etc. and speak very quickly and may have different accents. The present study also attempted to highlight some strategies for coping with communication barriers such as use of appropriate teaching methods and aids, avoiding frequent error correction, practicing communication skills outside the classroom, exploiting collaborative work and authentic materials, making students aware of cultural diversity and differences as well.

English as a Foreign Language, communication, communication barriers, coping strategies.

1. Chigicherla, Thirupal Reddy (2014). Communication and its types. International Research Journal of Management Sociology & Humanities, Vol.5 [in English].
2. Larsari, V.N. (2011). Learners’ communicative competence in English as a foreign language (EFL). Journal of English and literature, Vol. 2(7), pp. 161-165 [in English].
3. Nazari, A. (2007). EFL Teachers’ Perception of the Concept of Communicative Competence. ELT Journal, 61/3, p. 202-210 [in English].
4. Pal, Nilanjana, Halder, Santoshi, Guha, Abhijit. (2006). Study on Communication Barriers in the Classroom: A Teacher’s Perspective. Online Journal of Communication and Media Technologies, Vol.6, Issue 1 [in English].
5. Norrish, J. (1983). Language Learners and their Errors. London: Macmillan Press London [in English].
6. Seidlhofer, B. (2005). English language as a lingua franca. ELT Journal, 59 (4), 339-341 [in English].
7. The Key Competences for Lifelong Learning – A European Framework. Recommendation of the European Parliament and of the Council. Belgium: European Communities, 18 December 2007. Available: http://ec.europa.eu/dgs/education_culture/publ/pdf/lllearni ng/keycomp_en.pd [in English].