Educological discourse

Journal Information
ISSN / EISSN : 2518766X / 23125829
Current Publisher: Borys Grinchenko Kyiv University (10.28925)
Total articles ≅ 286

Latest articles in this journal

Musical art in the educological discourse; doi:10.28925/2312-5829

Musical art in the educological discourse; doi:10.28925/2518-766x

Valentyna Papushina
Educological discourse pp 330-341; doi:10.28925/2312-5829.2019.3-4.330341

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Angelika Solomakha
Educological discourse pp 143-155; doi:10.28925/2312-5829.2019.3-4.143155

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Svitlana Palamar, Lyudmyla Nazarenko
Educological discourse pp 73-91; doi:10.28925/2312-5829.2019.3-4.7391

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Yuliya Korotkova
Educological discourse pp 48-60; doi:10.28925/2312-5829.2019.3-4.4860

The publisher has not yet granted permission to display this abstract.
Vita Datsenko
Educological discourse pp 268-279; doi:10.28925/2312-5829.2019.3-4.268279

Abstract:The experience in the implementation of the methodological system of building the eco-chemical knowledge into the practice of the Kharkiv National Automobile and Highway University has been analyzed. The main purpose of this work is to exchange the experience of increasing the efficiency of the eco-chemical knowledge assimilation under the influence of integrating ecological components into the chemical curriculum. The formation of the ecological consciousness of future specialists is addressed through the creation of the chemical education space, which allows, through the nature of the environmental interaction, for guiding students towards solving ecological issues in both theory and practice. The chemical curriculum in the university is based on the specialty and consist of the most important topics and issues necessary for further professional activities. It’s been shown that integrating ecological components into the chemical curriculum – lectures, laboratory and practical sessions – stimulates the ecological thinking of students. The multidimensional observation of ecological objects, solving ecological tasks, and carrying out eco-oriented laboratory sessions raises students’ interest to the addressed issues of their professional activities, increases the motivation to studying chemical subjects and reinforces the learning efficiency of chemical knowledge. Implementing the ecological component into the curriculum plans of the fundamental and profession-oriented chemical subjects and special courses, along with transforming the approach to writing diploma thesis through the development of the ecology-infused topics of diploma thesis facilitated the development of the chemical knowledge for future engineers with technical occupation in Ukrainian technical universities.
Olena Stechenko
Educological discourse pp 220-239; doi:10.28925/2312-5829.2019.3-4.220239

Abstract:Pedagogical design of the educational process is the main lever of improvement of specialist`s training in higher education. Special attention in this aspect should be paid to the curriculum of specialty, which defines the main vectors of the educational trajectory for education applicants, and provides opportunities for the implementation of the educational program`s competency-building tasks. The main differences between the curriculum of masters of medicine and the previous version - curriculum of specialists training in “General Medicine” are analyzed in the article. The main features of the structure of curricula for the physicians’ training in Poland are based on the example of the Warsaw Medical University and Collegium Medicum of the Jagiellonian University. On the basis of comparison and analysis conducted, the following changes in the design of masters of medicine curriculum in higher educational institutions (HEI) of Ukraine are predicted in accordance with the main trends in the European Higher Education Area. Increase of the classroom learning load in the general structure of credits up to 55% due to its growth at 2-5 courses is possible with the further design of curricula for physicians’ training. An increase in the number of class hours of production practice in the curriculum for the 4th year of studying – up to 82, for the 5th year – up to 102 hours without making changes in the number of credits is expedient. The volume of the lecture load is optimal to allocate from the largest one on the 1st year to the smallest – on 4th-5th years, with the simultaneous reduction of its quota in the structure of classroom hours. Taking into account the introduction of a united state qualification exam (USQE), increase in the number of credits for natural sciences up to 30% and simultaneous reduction in the number of credits for humanities (up to 2-3%) and to some degree – credits for professionally oriented disciplines (to 65-67%) can provide additional benefits to the design of curricula. The requirements of the higher education standard should be taken into account for adapting to the training of first-year students and improving of their training for both stages of external evaluation in the form of USQE, provided that a student-centered environment with better conditions is created.
Yurii Turanov, Andrii Uruskyi
Educological discourse pp 240-252; doi:10.28925/2312-5829.2019.3-4.240252

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Svitlana Bashtan, Tatyana Shapkina
Educological discourse pp 61-72; doi:10.28925/2312-5829.2019.3-4.6172

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