Describe pedagogical sciences
The term pedagogical sciences indicates the group of disciplines that together make up pedagogy, an overarching term for the study of education, which due to its complexity has been divided up into various specialist areas.
Pedagogy is a theoretical and practical subject concerning teaching and training processes, which should be studied systematically in its constituent parts, taking into consideration its dynamic and interrelated nature, as well as bearing in mind the multitude of factors that influence it.
Compared to the traditional approach to pedagogy, the term “pedagogical sciences” implies the widening of theoretical and practical approaches to education using other educational sciences. At the same time, it expresses a need for constant unified and innovative interdisciplinary research.
There is no doubt that Pedagogy is an important subject in its own right, involving the all-encompassing training of humans as individuals. With this aim in mind it is essential not only to establish the nature and aims of the educational and training processes involved, but also to know how to organise, implement and assess the teaching. This should also bear in mind the increasingly complex and changeable social and cultural context
Provide description of research methods in education.
The Scientific method
Observation is the active acquisition of information from a primary source. In living beings, observation employs the senses. In science, observation can also involve the recording of datavia the use of scientific instruments. The term may also refer to any data collected during the scientific activity. Observations can be qualitative, that is, only the absence or presence of a property is noted, or quantitative if a numerical value is attached to the observed phenomenon by counting or measuring.
The case study.In the social sciences and life sciences, a case study is a research method involving an up-close, in-depth, and detailed examination of a subject of study (the case), as well as its related contextual conditions.
Case studies can be produced by following a formal research method. These case studies are likely to appear in formal research venues, as journals and professional conferences, rather than popular works. The resulting body of 'case study research' has long had a prominent place in many disciplines and professions, ranging from psychology, anthropology, sociology, and political science to education, clinical science, social work, and administrative science.
An experiment is a procedure carried out to support, refute, or validate a hypothesis. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale, but always rely on repeatable procedure and logical analysis of the results.
Archival research is a type of research which involves seeking out and extracting evidence from archival records. These records may be held either in collecting institutions, such as libraries and museums, or in the custody of the organization (whether a government body, business, family, or other agency) that originally generated or accumulated them, or in that of a successor body (transferring, or in-house archives).
Identify then main areas of character education in higher education institutions: civic education, moral education, aesthetic education, physical education, environmental education. Explain why character education is necessary at HEIs.
The main directions of education
The content of the educational activities due to its goals and objectives. From this point of view, upbringing is classified for various reasons:
• depending on a substantive aspect, three aspects are most generalized: mental, labor and physical education. For the same reason, but in a more specific form, they consider political, legal, moral, ecological, aesthetic and other directions as separate directions;
• by institutional criterion - family, preschool, school, out-of-school, upbringing at the place of residence;
• according to the style of relationships - democratic and authoritarian education.
The most developed in the pedagogical theory of the main directions of education, allocated by the criterion of the aspect of its content. They have been developed by the entire lengthy process of development of national pedagogical theory and practice and take into account new trends in their development. Consider some of them.
Mental education - involves the management of the development of cognitive interests, wide spiritual needs of students. The most important role here is played by the manifestation of independence, critical thinking.
Aesthetic education - the process of formation of the aesthetic consciousness of the individual and the corresponding forms of activity.
Physical education is an organized process of transferring the methods of activity and knowledge necessary for physical improvement. Its purpose is the all-round development of the personality, its physical qualities and abilities. Fixed assets: exercise, use of natural forces of nature (sun, air, water), hygiene. Physical education, like other forms of educational work, requires strict consideration of individual, age-related features.
Ecological education has as its task the formation of a deep understanding of the multifaceted significance of nature for the life of people, their health, spiritual and physical improvement.
Learning: a definition
In the broadest sense, learning occurs when experience causes a relatively permanent change in an individual knowledge or behavior.
Some psychologists tend to emphasize the change in knowledge, they favor cognitive learning theories.
Others favor behavioral learning theories assuming that outcome of learning is change of behavior and emphasize the effects of external events on the individual.
Behaviorists argue that the environment controls behavior and ultimately shapes each person’s personality and character.
J.B.Watson, father of behaviorism, stressed that inborn characteristics play no role in a person’s development, and, as a result, convinced many psychologists that it was important to study how changes in the environment influenced what was learned (Crawl, p.9)
Classical conditioning
Classical conditioning was discovered by I. Pavlov.
Pavlov repeatedly rang the bell at the same instant he fed his dog.
After a number of such stimulus-stimulus pairings (bell-food), the dog came to expect food when it heard the bell. The dog quite naturally began salivating to the sound of the bell even when it was not followed by food.
To the dog the bell became a signal that food was about to be served.
The important circumstance for classical conditioning was the contiguity of the bell stimulus with the food stimulus. They occur together, so they became mentally associated. Therefore classical conditioning is also called contiguity learning or stimulus-stimulus learning.
· Repetition
A number of learning principles evolved from Pavlov’s research.
He noted that the strength of the conditioned reflex – measured by the number of the drops of saliva – increased with the number of stimulus-stimulus pairings.
This was the first scientific demonstration that repetition systematically strengthens learning.
· Extinction
If the bell were repeatedly presented without the food, the conditioned salivation to the bell would diminish and eventually stop.
We would say that the response was extinguished. The process itself is called extinction.
The extinction is not the same as forgetting. The dog might have remembered that the bell used to be followed by food. However, after hearing the disappointing bell all day without receiving the meat powder, the dog learned to ignore the bell and suppress the useless salivation.
Extinction might include forgetting, eventually, but not necessarily.
· Overlearning.
Pavlov also noted that the greater the degree of original learning – the more times the food stimulus was paired with the bell stimulus the longer it would take to extinguish the well-learned conditioned response. Thus hatched the principle of overlearning. Overlearning is means of slowing the rate of extinction.
Operant Conditioning
The essence of operant conditioning is that reward strengthens behavior, while punishment weakens it.
We do not need to be a psychologist to understand how rewards and punishments control behavior. Parents, teachers, police and others have been dishing out spankings, threats, hugs, grades, praise, kisses, lashes, money for a long time in order to teach appropriate responses to the appropriate stimuli, whether it’s handing up a coat, paying attention, etc.
Edward Thorndike, one of the earliest American learning theorists, summarized the actions of rewards and punishments in his work “Laws of Effect”: Responses leading to satisfying effects (that is to rewards or satisfiers) will be strengthened. Responses leading to annoying effects (punishment or annoyers) will be weakened.
13. Define the term “academic mobility” and explain the influence of globalization on academic mobility of students and faculty members of HEIs.
Academic mobility - the transfer of students and teachers of higher educational institutions for a certain period of time to another educational or scientific institution within or outside their own country for the purpose of teaching or teaching.
The main barriers to academic mobility are cultural, socio-economic and academic barriers. The Bologna process is an attempt to reduce these obstacles within the European Higher Education Area (EHEA).
Students participating in academic mobility programs are usually divided into two groups: the so-called frimuvers — students who go to other educational institutions on their own initiative on self-financing conditions, and program students who are participants in student exchange programs on the basis of faculty, faculty, educational institution or organizations at the national level (for example, such as Erasmus, Nordplus or the Fulbright program). At present, the Erasmus exchange program, which has already become traditional for European students and teachers (which implies such movements), was supplemented with an element of virtual mobility, or Virtual Erasmus, thanks to which students from different countries can study together without leaving their homes.
Academic Mobility Programs
Ø Visby (Sweden)
Ø Fellowship Program for Studies in the High North (Norway)
Ø FIRST (Finland)
Ø Erasmus mundus
Ø DAAD (Germany)
Ø North to north
Ø Quota program (Norway)
Ø Tempus
Level 1: Preconventional
Throughout the preconventional level, a child’s sense of morality is externally controlled. Children accept and believe the rules of authority figures, such as parents and teachers.
Stage 1: Obedience-and-Punishment Orientation
Stage 1 focuses on the child’s desire to obey rules and avoid being punished.
Stage 2: Instrumental Orientation
Stage two reasoning shows a limited interest in the needs of others, only to the point where it might further the individual’s own interests.
Level 2: Conventional
Throughout the conventional level, a child’s sense of morality is tied to personal and societal relationships. Children continue to accept the rules of authority figures, but this is now due to their belief that this is necessary to ensure positive relationships and societal order. Adherence to rules and conventions is somewhat rigid during these stages, and a rule’s appropriateness or fairness is seldom questioned.
Stage 3: Good Boy, Nice Girl Orientation
In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis is placed on good behavior and people being “nice” to others.
Stage 4: Law-and-Order Orientation
In stage 4, the child blindly accepts rules and convention because of their importance in maintaining a functioning society.
Level 3: Postconventional
Throughout the postconventional level, a person’s sense of morality is defined in terms of more abstract principles and values. People now believe that some laws are unjust and should be changed or eliminated. Stage 5: Social-Contract Orientation
In stage 5, the world is viewed as holding different opinions, rights, and values. Such perspectives should be mutually respected as unique to each person or community.
Stage 6: Universal-Ethical-Principal Orientation
In stage 6, moral reasoning is based on abstract reasoning using universal ethical principles. Generally, the chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or respect.
Describe pedagogical sciences
The term pedagogical sciences indicates the group of disciplines that together make up pedagogy, an overarching term for the study of education, which due to its complexity has been divided up into various specialist areas.
Pedagogy is a theoretical and practical subject concerning teaching and training processes, which should be studied systematically in its constituent parts, taking into consideration its dynamic and interrelated nature, as well as bearing in mind the multitude of factors that influence it.
Compared to the traditional approach to pedagogy, the term “pedagogical sciences” implies the widening of theoretical and practical approaches to education using other educational sciences. At the same time, it expresses a need for constant unified and innovative interdisciplinary research.
There is no doubt that Pedagogy is an important subject in its own right, involving the all-encompassing training of humans as individuals. With this aim in mind it is essential not only to establish the nature and aims of the educational and training processes involved, but also to know how to organise, implement and assess the teaching. This should also bear in mind the increasingly complex and changeable social and cultural context
Дата: 2019-05-29, просмотров: 189.
