2020-4-doc

Olena Denis. Self-Regulation of Personality as a Psychological and Pedagogical Problem.

(2020) Science and education, 4, 53-59. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2020-4-7

Olena Denis,
PhD student,
Department of General Pedagogy and Preschool Education,
Drohobych Ivan Frankо State Pedagogical University,
24, Ivana Franka Street, Drohobych, Ukraine

SELF-REGULATION OF PERSONALITY AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

SUMMARY:

The article reveals the essence of the concept of «self-regulation» and «self-regulation of personality». The current state of the problem self-regulation of personality is considered in the following positions: functions or properties of self-organized systems; complex multilevel systemic education; development of conscious self-regulation in activity and also this concept was studied in the aspect - "personality-activity". The current state of the problem of self-regulation of personality has been considered on the basis of existing scientific approaches such as subject-activity approach through understanding of conscious self-regulation of activity as a system-organized process of internal mental activity of man for initiation, construction, support and management of various types and forms of arbitrary activity that directly implements the achievement of goals that are accepted by man; structural-functional approach through self-regulation of arbitrary activity, which is characterized as the ability of the subject and as a process. Scientific concepts are of considerable interest for our study that have developed within the framework of: systemactivity concept of self-regulation of the state, in which self-regulation is characterized as an activity and as a state; the concept of individual style of self-regulation of arbitrary human activity; concepts that develop a view of selfregulation as a hierarchically organized system, which involves processes of different levels of individuality. A theoretical analysis of the problem of formation of the concept of «self-regulation of personality» in the scientific literature of various fields of knowledge has been done. A retrospective of scientific research on personality selfregulation is revealed: from understanding it as the most important explanatory principle in the system approach based on theories of functional systems as abilities and properties of the individual organism, to studying this category as a process and independent activity in functional state regulation. The basic conceptual positions, directions of researches and formation of the basic scientific concepts are considered. The basic conceptual positions and directions of researches in which the basic concepts from a researched problem are formulated are considered. Mechanisms of personality self-regulation such as self-esteem, level of one's own aspirations, self-control, reflection, self-stimulation are revealed.

KEYWORDS:

regulation, self-regulation, self-organization, self-regulation of personality.

FULL TEXT:

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Krugliy Dmitriy. Use of DIKW Methodology For Educational Proposals in The Framework of Innovative Learning Implementation.

(2020) Science and education, 4, 48-53. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2020-4-6

Krugliy Dmitriy
Doctor of Technical Sciences,
associate professor,
Department of Innovative Technologies
and Technical Means of Navigation,
Kherson State Maritime Academy,
20, Ushakova Avenue, Kherson, Ukraine

USE OF DIKW METHODOLOGY FOR EDUCATIONAL PROPOSALS IN THE FRAMEWORK OF
INNOVATIVE LEARNING IMPLEMENTATION

SUMMARY:

The article analyzes the possibilities of using the DIKW-model in relation to educational proposals. The analysis brings us back to understanding the concepts of "data", "information", "knowledge" and wisdom, where the goal of teaching is to obtain knowledge, and the learning process itself leads to wisdom. The definitions of these basic concepts are considered, which will prevent their misinterpretation and substitution. It will give an opportunity to develop a model of training, which in the future will form the required specialist. The structure of this model is considered, the connections between its components are highlighted, which are of paramount importance for the development of an effective educational proposal within the framework of innovative education and increase of independent work of the higher education seeker, where the role of the teacher changes. The preparedness for real life, forming the necessary competences and teaching the student as a specialist and personality become one of the primary tasks. First, to move to the concept of "learning", it is necessary to specify the definitions of "information" and "knowledge" to understand in which case the presentation of information on the subject will lead to the formation of knowledge and in which it will remain information. We understand the need to form a future specialist’s "knowledge" and opportunities related to the category of "wisdom" under the introduction of the DIKW methodology in the educational environment. "Knowledge" cannot be replaced by an information flow or a data flow. This is a process of multiple processing of information, data, related knowledge and the copyright of the studied information is not an indicator of effectiveness. The indicator of effectiveness was defining as the ability to make the decision that is most appropriate in a given situation.

KEYWORDS:

DIKW-model, data, information, knowledge, wisdom, education.

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REFERENCES:

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Aynura Seyidova. Implementation Ways of Intersubjectional Connections (Integration) in The Process of Mathematics Teaching Course For V-VI Grades.

(2020) Science and education, 4, 60-65. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2020-4-8

Aynura Seyidova,
teacher of "General Mathematics" department,
Nakhchivan State University,
1, Heydar Aliyev Street, Nakhchivan, Republic of Azerbaijan

IMPLEMENTATION WAYS OF INTERSUBJECTIONAL CONNECTIONS (INTEGRATION)
IN THE PROCESS OF MATHEMATICS TEACHING COURSE FOR V-VI GRADES

SUMMARY:

The article dealt with the modern system of education used in secondary schools and one of its fundamental principles - integration. In our time, as in other spheres, integration is one of the most important stages in education. Integration is a special requirement in educational programs used during the current period in secondary schools. The Azerbaijani education system needs to integrate into the world and European education, continue and develop global educational trends. Integration into the education system was recognized as an important principle and lay on the basis of activity in the field of education. The role of integration is to interest the student not in one science, but in several, to attract his/her attention and encourage active learning activities. In the opposite case, there can be no successful outcome. Ensuring proper integration in the lessons of mathematics is a real creative work for the teacher and for the correct understanding of the students of this science. Integration was studied on the basis of the curriculum topics for grades V-VI of secondary schools in the subject "Mathematics". As in other classes of the secondary schools, a link between all subjects was created to improve the level of education in grades V-VI and to improve results, and the importance of co-education was noted. It was pointed out that mathematical knowledge is necessary to become an active member of modern society and that it is important to give preference to their connection with life. The importance of integrations used during training - inter-subjectional and intra-subjectional integrations - was emphasized, referring valuable sources. Examples were given concerning both integrations – intra-subjectional and inter-subjectional integration. We investigated the integration capabilities of some of the topics (sets, the smallest common factor, symmetry, adding data, scale, coordinates, etc.), both in V class and in VI class.

KEYWORDS:

integration, inter-subjectional integration, intra-subjectional integration, mathematics, student, training.

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REFERENCES:

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Оlena Kovalova. Stimulation of Cognitive Functions of Psyche By Means of Online Games.

(2020) Science and education, 4, 66-76. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2020-4-9

Оlena Kovalova,
PhD (Candidate of Psychological Sciences),
Municipal establishment “Balta pedagogical professional college”,
2, Shevchenko Street, Balta, Ukraine

STIMULATION OF COGNITIVE FUNCTIONS OF PSYCHE BY MEANS OF ONLINE GAMES

SUMMARY:

The article presents the results of testing of the developed online-training of cognitive functions of the brain, which was implemented on a separately created game platform using a set of specially developed games. The proposed results reveal the theoretical justification of the cognitive functions, which are selected for training: memory, thinking, attention, imagination, perception. The characteristics of each cognitive function to be stimulated in the conditions of online games are highlighted. We described the algorithm for games evaluating according to certain cognitive functions and their characteristics. An analysis of the effectiveness of evaluation is given. The results of completing by players of game sessions balanced on the chosen cognitive functions are described. A comparison of the effectiveness of stimulation of different cognitive functions depending on the motivation and choice of players is presented. The aim of the study was to evaluate the effectiveness of online games in activation and stimulation of the cognitive functions of the human psyche. The research methods were based on our own developed algorithm for training success estimation, analysis of the results of online games, methods of mathematical statistics. The results of the study are presented on the basis of approbation of the developed training, conducted during two years. The analysis of the implementation of the training revealed the dependence of the effectiveness of stimulation of cognitive functions on the motivation and choice of the player. It is shown that when training on a balanced set of games, where all cognitive functions are present in equal shares, the effectiveness of training is not uniform and not balanced. It is investigated that the effectiveness of training depends on the quality of the game's effect on cognitive function. In order to take into account this quality of influence, all games were divided into two classes: actively shaping and passively stimulating. The distribution of games by classes was experimentally confirmed. A generalized analysis of the game sessions of all players for six months revealed cognitive functions which for the most players were better developed and more stimulated.

KEYWORDS:

cognitions, brain, brain games, brain stimulation, imagination, intelligent, perceptions, memory, attention.

FULL TEXT:

REFERENCES:

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