Archive ‘ Pedagogics

WAY OF STUDYING GENERAL LAWS OF NATURE IN UNIVERSITIES

WAY OF STUDYING GENERAL LAWS OF NATURE IN UNIVERSITIES

Vladimir Romanenko1, Galina Nikitina2
1St-Petersburg State University of Technology and Design;
2North-Western Branch of the Academy of Information Technologies in Education, Russia
head@akadionw.spb.ru, ladogalake@gmail.com

Abstract. The high mobility of modern specialists forced them to have universal background. Such background permits them to be adapted to the different social and professional environment. That is why it is necessary to introduce some basic laws of nature into the studied subjects. The optimal choice of these laws is a complex problem. The universities need to create new special education strategies and generate special concepts to transform the traditional curriculum to a new effective form. The main obstacle for new educational strategies is connected with the high abstraction of the general laws of nature which have to be included in the new scientific background. The most perspective way for solution of this problem is the high diversity of all practical classes and text-books which would be interesting for different students.
Keywords: universal background; educational environment; main laws of nature; curriculum core; life-long  education.
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DEVELOPMENT OF NEW KNOWLEGE: CHALLENGES AND SOLUTIONS OF 21-ST CENTURY

DEVELOPMENT OF NEW KNOWLEGE: CHALLENGES AND SOLUTIONS OF 21-ST CENTURY

Vladimir Romanenko1, Galina Nikitina2
1St-Petersburg State University of Technology and Design;
2North-Western Branch of the Academy of Information Technologies in Education, Russia
head@akadionw.spb.ru, ladogalake@gmail.com

Abstract. Active transformations in modern society create new education challenges. These challenges affect the education strategies on all possible levels of educational hierarchy. The main sources of educational challenges are connected with globalisation, informational revolution and social dynamics. The responses on educational challenges produce new educational ideas and practices. The high horizontal mobility both of students and educated individuals creates vertical diversification of curriculum for its compensation. The high speed of technological changes forces new demands to education process flexibility. As a result the new curriculum core is necessary for supporting of student mobility and curriculum changes. At the same time computer assisted education changes all traditional educational tools: text-books, recommendations for recitation classes and other. It is necessary to find new methods for motivation of student education activity. Special problems connected with education of students with high IQ are discussed.

Keywords: technological changes; globalization; student mobility; curriculum core; computer-assisted learning;motivation to learning; diversity of curriculum.

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SOME THEORETICAL DESCRIPTIONS OF COMPUTER ASSISTED LEARNING

SOME THEORETICAL DESCRIPTIONS OF COMPUTER ASSISTED LEARNING

Vladimir Romanenko1, Galina Nikitina2
1 St-Petersburg State University of Technology and Design, North-West Institute of Printing, Russia
2 North-West Branch of the Academy of Information Technologies in Education, Russia
ladogalake@gmail.commoikariver@yandex.ru

Abstract: Computer assisted learning on tertiary level is discussed. The focus of this presentation is the  discussion about the advantages and disadvantages of PC-assisted learning. Special part of presentation is devoted to computer assisted laboratories at the period of diploma writing. Possible hybridisation of strategies in research laboratory and reciting classes is investigated.
Keywords: PC-learning, psychology disadvantages, new strategies, laboratory, reciting class.

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Some problems of intercultural education

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Romanenko V., Nikitina G.
Saint-Petersburg Branch of Academy of Informatics
Technologies in Education
Saint-Petersburg, Russia
Romanenko V., Nikitina G.Saint-Petersburg Branch of Academy of InformaticsTechnologies in EducationSaint-Petersburg, Russia

Different intercultural contacts are widely distributed in the modern world. That is why the faculties have to cultivate tolerance in their students. All students must have a good will for understanding persons of different confessions, races, nations, ages, sexuality and professions. How to do it? The most part of stresses and conflicts is created as a result of discrepancies in surrounding environment. There are two typical mistakes we meet at the discussion of intercultural problems. The first one is connected with assumption that it is possible to destroy all discrepancies in the world and to build non-conflict situation on this base. The second one is assumption it is necessary to study the leading conflicts only. The national and language contradictions are studied in the first order in this case. Yet the most part of other problems is usually not in the area of study. These problems can create serious stresses in real life. It is impossible to create full homogeneity in external environment. Continues struggle between tendency to homogeneity and opposite tendency to stratification takes place in the each part of our world. Have we produce homogeneity on the one level of the human society the new stratification with its own contradictions immediately is created in its other part. That means we are living in a highly diversity world. This situation is not accidental. So we have to study the life in a very complex and diverse environment.

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Physics in Higher Education

«Physics in Higher Education»
JOURNAL of the
MOSCOW
PHYSICAL
SOCIETY Series «B»
V. 2, N 2, 1996

In this article, we propose a new educational method intended to develop creative engineering abilities in younger university students [1], This method was successfuly applied for a number of years in a physics laboratory course.

The main results of our studies are presented here. T he primary idea of the proposed approach is a so-called «method of repeated investigation» [2]. In this method, the students are invited to independently study several microproblems, The results of these studies are, of course, known to the instructors, but are absolutely unknown to the students. Without a doubt, the instructor helps the students solve these problems, but this help is not direct.

The instructor asks a number of special questions, and in some cases gives the students some hints, In the proposed method, assigned exercises and problems connected with them are the same as in usual accepted methods. The novelty in our method lies in the series of special questions. The basis for these questions is the same for all types of exercises. Thus, in working on different exercises, the student must solve the same supplementary problems in each case. These supplementary problems should develop the creative ability of the student.

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Vladimir Romanenko, Larisa Malinovska, Galina Nikitina

The present article summarises some findings of educators from St. Petersburg and Jelgava in the research in competences and skills necessary for engineers and the ways how to improve the process of studies to develop them applying different new methods.

Exchanging of experience among teachers and sharing ideas help a lot to make this process faster and easier; co-operation among teachers promotes also co-operation among students and it, in turn, disseminates information not only at national but also international level. Teachers and students can learn a lot from one another and it allows for omitting of some unnecessary stages in the research processes.

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Sergei Abramovich, Galina V. Nikitinay,Vladimir N. Romanenkoz

The paper describes a number of practical uses of a spreadsheet that vary across the noviceexpert continuum in terms of the development of skills required for career paths in the STEM (science, technology, engineering, mathematics) disciplines. To this end, three types of skills are introduced: basic, professional and advanced. Using a spreadsheet as a background and Vygotskian perspective on learning and development as a conceptual framework, the paper demonstrates how purposeful applications of the skills transform one type into another, encourage concept learning, and broaden technology integration into problem solving. The relationship between a spreadsheet and other software tools is discussed.

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Informational Description of Education Processes

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Summary

The paper presents theoretical and experimental study of educational process. It is assumed that certain educational problems may be described with the help of informational theory. Theoretical conclusions made in the paper have been confirmed experimentally. Restrictions of informational theory are discussed.

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*Saint-Peterburg State University of Archtecture and Civil Engineering,

** Saint-Petersburg Brunch of  Academy of Informatisational Technologies in Education

Russia

The skills which cultivated engineering background are described. These skills are produced in the hidden processes. The enumeration of this skills is given. Some novelities in teaching strategies which positive affected on the cultivation of engineering skills are discussed. Some of these strategies use computer educational programms.

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Testing Procedures in Adult Learning

Longlife education involves in its field adult students. There are different ways of adult students teaching in Russia. At the first decades of 20-th century adult teaching in the USSR was devoted to give engineering knowledge and State diploma to persons which occupied engineering positions but did not posses serious background and official diploma.

That is why adult education was treated as additional part of common colleges’ education.  The lessons for adult students  were usualy given in the evening time after finishing of official work. The second way of adult education was to give students necessary text-books for independent studies.  In this strategy there were two short additional vacation periods in which the students pathed their exames and made some training exercises. These vacational periods were paid by special State programms. Step by step some other new forms of adult education were offered in Russia.  These new forms did not permit to get official State diploma.  In these cases adult students studied history, theory of fine arts, foregin languages and so on. The main goal of students was in these cases to get

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