The Ethno-Pedagogy and Ethno-Pedagogical Research (Interpretation of Theoretical and Methodological Approaches)

2020 ◽  
Author(s):  
Svetlana Ianchapovna Oorzhak ◽  
Kherel-ool Dazhy-Namchalovich Oorzhak
Keyword(s):  
Methodological Approaches ◽  
Pedagogical Research

scholarly journals A METHODOLOGY TO STUDY PEDAGOGICAL EDUCATION OF UKRAINE: THE REGIONAL DIMENSION

2021 ◽  
Vol 1 ◽  
pp. 796-809
Author(s):  
Tetiana Zuziak ◽  
Oleksandr Lavrinenko ◽  
Oksana Marushchak ◽  
Larysa Semenovska ◽  
Oksana Klochko
Keyword(s):  
Cultural Studies ◽  
Research Methods ◽  
General Science ◽  
Nature And Culture ◽  
Regional Aspect ◽  
Key Concepts ◽  
Methodological Approaches ◽  
Pedagogical Research

Aim of the research is to validate the methodological approaches, developed by the authors, for the further use in the studies on historical pedagogy that within the regional aspect examine the processes of emergence of pedagogical education in Ukraine. For highlighting the issues of methodology of the historical and pedagogical research within the regional dimension, contemporary scientific approaches were used, including the integrated, systematic, activity, and synergic ones. The principles of objectivity, evidence, comprehensiveness, substantive analysis, of historical and logical coherence, of continuity, and systematic one were chosen as the main methodological grounds for the research. The study is novel in that it allows to assert: the mentioned methods of research with regard to its key concepts provide an opportunity to compare and trace the evolution and dynamics of development of the pedagogical education of the region within the defined chronological frame, shaping it as a complex, controversial process, influenced by many factors. The results prove that a research on pedagogical history should be grounded in holistic, historical and chronological, systematic, paradigm, structural, functional, axiological, and cultural studies approaches, be science-based, historically accurate, congruous with nature and culture. Within the scope of these approaches and principles, appropriate research methods should be used, i.e. empirical, general-science and specialized ones.

scholarly journals Conceptualizations and approaches in defining cooperative learning

2020 ◽  
Vol 69 (3) ◽  
pp. 291-312
Author(s):  
Marina Semiz
Keyword(s):  
Social Sciences ◽  
Cooperative Learning ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Teaching Method ◽  
Pedagogical Approach ◽  
Multiple Meanings ◽  
Methodological Approaches ◽  
Pedagogical Research ◽  
Pedagogical Approaches

The uses of the concept of cooperative learning in the literature, in practice and in everyday speech suggest considerable vagueness and fluidity, particularly with regard to its content, namely, whether it refers primarily to a form of learning, a learning strategy, a teaching method, an instructional strategy, a pedagogical approach, or a system of instruction. This paper aims to present and critically analyze existing conceptualizations of cooperative learning and approaches to its definition, and thus present the position of cooperative learning in relation to relevant and related concepts within a concept network. Through analysis of concepts and definitions within the logic and methodology of social sciences (pedagogical) research, the following conclusions have been drawn: a) in the papers analyzed there are multiple meanings of cooperative learning; b) there are descriptive, prescriptive and connotative definitions of cooperative learning; c) there are psychological and pedagogical approaches to its definition, and there is an evident lack of consensus among authors on the position of this concept in the network of related concepts. The plurality of meanings in which this concept is used, and the difficulties with its definition, have been related to the different contexts of its application, the variety of authors' theoretical and methodological approaches, the complexity of the concept itself, and, in some cases, the inaccurate uses of the concept for research and practical purposes.

scholarly journals SYSTEM INTEGRATION AS A FACTOR OF INCREASING THE EFFICIENCY OF PROFESSIONAL ENGEERING EDUCATION

2021 ◽  
pp. 148-155
Author(s):  
Ильфак Элфикович Вильданов
Keyword(s):  
Higher Education ◽  
System Integration ◽  
Information Technologies ◽  
Practical Significance ◽  
Methodological Approaches ◽  
Pedagogical Research ◽  
Almost All ◽  
The Relationship ◽  
General Technical ◽  
Training Specialists

В педагогических исследованиях достаточно перспективным считается внедрение интеграции в процессы подготовки специалистов в технических вузах. Интеграция проникает практически во все компоненты педагогических процессов: методологические подходы, технологии обучения, содержание общетехнических, специальных дисциплин и т. д. Данное утверждение позволяет говорить о необходимости «системной интеграции» в техническом профессиональном и высшем образовании. Известно, что понятие «системной интеграции» получило широкое применение в связи с внедрением во все сферы общественной жизни информационных технологий. Считаем возможным расширить применение данного понятия и на педагогические исследования. В статье под системной интеграцией понимается деятельность, направленная на синергетическое взаимодействие отдельных аспектов педагогической интеграции для повышения эффекта и качества профессионального строительного образования. Цель исследования - охарактеризовать процесс системной интеграции как фактор повышения эффективности профессионального строительного образования. In pedagogical research works, the introduction of integration into the processes of training specialists in technical universities is considered quite promising. Integration is involved in almost all components of pedagogical processes: methodological approaches, teaching technologies, integration of studying general technical, special disciplines, etc. This allows us to speak about the need for “system integration” in technical vocational and higher education. The concept of “system integration” is known to be widely employed due to the introduction of information technologies in all the spheres of life. We consider it possible to expand the application of this concept in pedagogical research. In the work, system integration is understood as activities aimed at synergistic interaction of certain aspects of pedagogical integration to increase the effect and quality, in particular, in engineering education. The purpose of the study is to determine the factors of system integration of the process of training specialists in the scientific and educational cluster. The practical significance of the research lies in the establishment of interdisciplinary connections, the expansion of the relationship between education and production.

scholarly journals Theoretical and Methodological Approaches for Investigating Open Educational Practices

2021 ◽  
Vol 1 (2) ◽  
pp. 1-19
Author(s):  
Michael Paskevicius ◽  
Valerie Irvine
Keyword(s):  
Teaching And Learning ◽  
Empirical Work ◽  
Open Educational Resources ◽  
Educational Practices ◽  
Theoretical Approaches ◽  
Open Educational Practices ◽  
Advance Research ◽  
Develop Theory ◽  
Methodological Approaches ◽  
Pedagogical Research

To date, the phenomenon associated with open education in relation to teaching and learning practices remains under-theorized in the literature, which represents both a challenge and opportunity for further research (Bulfin et al., 2013; Howard & Maton, 2011; Knox, 2013; Veletsianos, 2015). There exists an opportunity to develop new theory, as well as to connect the phenomenon to existing theory from education, learning sciences, and pedagogical research. Much of the literature has focused on case studies, strategies for implementation, and broad approaches to institutional change which do not draw upon or develop theory. A significant amount of the empirical work reviewed makes no mention of a theoretical base aside from that of openness as a conceptual framework for considering education. Further, critical studies which examine the pedagogical and educational implications of the use of open educational resources (OER) and engagement in open educational practices (OEP) are even less common (Knox, 2013). In this paper, we share the results of a literature review which investigates both methodological and theoretical approaches used in the available research on open educational practices, with the goal of engaging participants in a critical review of the theoretical and methodological approaches to further advance research in this emerging space.

The parent-offspring microbiome and neurobehavioral development

2019 ◽  
Vol 42 ◽  
Author(s):  
Jeffrey R. Alberts ◽  
Christopher Harshaw ◽  
Gregory E. Demas ◽  
Cara L. Wellman ◽  
Ardythe L. Morrow
Keyword(s):  
Mammalian Species ◽  
Social Emotional ◽  
Behavioral Measures ◽  
Neurobehavioral Development ◽  
Emotional Function ◽  
Neurobehavioral Outcomes ◽  
Methodological Approaches ◽  
And Behavior

Abstract We identify the significance and typical requirements of developmental analyses of the microbiome-gut-brain (MGB) in parents, offspring, and parent-offspring relations, which have particular importance for neurobehavioral outcomes in mammalian species, including humans. We call for a focus on behavioral measures of social-emotional function. Methodological approaches to interpreting relations between the microbiota and behavior are discussed.

Intraindividual Variability and Stability of Affect and Well-Being

GeroPsych ◽  
2013 ◽  
Vol 26 (3) ◽  
pp. 185-199 ◽  
Author(s):  
Christina Röcke ◽  
Annette Brose
Keyword(s):  
Age Differences ◽  
Well Being ◽  
Subjective Well Being ◽  
Emotional Experiences ◽  
Short Term ◽  
Regulatory Processes ◽  
Functional Implications ◽  
Methodological Approaches ◽  
Underlying Processes

Whereas subjective well-being remains relatively stable across adulthood, emotional experiences show remarkable short-term variability, with younger and older adults differing in both amount and correlates. Repeatedly assessed affect data captures both the dynamics and stability as well as stabilization that may indicate emotion-regulatory processes. The article reviews (1) research approaches to intraindividual affect variability, (2) functional implications of affect variability, and (3) age differences in affect variability. Based on this review, we discuss how the broader literature on emotional aging can be better integrated with theories and concepts of intraindividual affect variability by using appropriate methodological approaches. Finally, we show how a better understanding of affect variability and its underlying processes could contribute to the long-term stabilization of well-being in old age.

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