Building axiological competence of graduate students by means of project-based learning

Gilmanshina, Suriya; Gilmanshin, I. R.

doi:10.1088/1757-899x/86/1/012029

Cited by 13 publications

(4 citation statements)

References 3 publications

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“…• developing students' proficiency in conducting internal dialogue as a premise of intellectual discussion and successful external dialogue with students; • developing ecology-oriented thinking as an essential component of the formation of ecological culture (Gilmanshina et al 2018) among the young generation in the current period of aggravation of the environmental situation and a new mentality (Gilmanshina and Gilmanshin 2015) connected with the views on ecologically safe and stable development (Collins 2017).…”

Section: Formation Of Professional Thinkingmentioning

confidence: 99%

Professional thinking as a leadership factor in pedagogical education

Gilmanshina¹,

Sagitova²,

Fedotova³

2019

Proceedings of the 3rd International Conference On Social, Economic, and Academic Leadership (ICSEAL 2019)

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Transformation of pedagogical education and the educational policy of the European Union (EU) encourage innovative pedagogical processes aimed at the training of teachers of the new nature and competences. As a result, the main activity of universities today is the satisfaction of the individual's need for knowledge, which allows them to be a competitive leader and successfully adapt to the modern world. Leadership in education requires general cultural and professional training, an orientation towards selfdevelopment and self-improvement. In the current context of rapid obsolescence of knowledge, occupational mobility of leading teachers is determined by personal qualities. An integral personal quality of a leader in education, which stimulates the need for self-improvement, is their professional thinking. Presently, the concept of "teachers thinking" as a factor of leadership in education is being further developed. We describe its seven main functions that are of special relevance. Our study examined ten problems, the solution of which in university training facilitates to the teachers' formation of the professional thinking. Chemistry teacher as an agent of leadership in education. At the same time, students are introduced to the problem statement as well as analysis of contradictions, and hypotheses, their validation and corroboration in explaining natural-science phenomena. This study presents the multifunctional and stage-by-stage process outlined above. We develop and present a classification of chemical and pedagogical problematic situations. Moreover, we outline the technique of teaching students of pedagogical faculties the general methods of reasoning during the analysis of the typical, most frequently encountered chemical, as well as pedagogical problematic situations.

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Section: Formation Of Professional Thinkingmentioning

confidence: 99%

Professional thinking as a leadership factor in pedagogical education

Gilmanshina¹,

Sagitova²,

Fedotova³

2019

Proceedings of the 3rd International Conference On Social, Economic, and Academic Leadership (ICSEAL 2019)

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“…Today in conditions of competence approach in education is an invariant of the system of intermediate objectives is the requirement of gradual transition of intellectual activity of pupils from the reproductive level to the level of creative nature protection activity. This transition is associated with the following stages teacher's activity: developing student's skills to analyze and summarize the experimental data; training a logical explanation of science theories and definitions; put thoughts out, hypotheses on the solution of the educational environmental problem; training in the solution of real complex environmental tasks and critical self-assessment (Gilmanshina et al, 2016;Gilmanshina and Gilmanshin, 2015). Among didactic methods and technologies, providing efficient targeted development of environmental thinking in the structure of environmental competence of students, we highlight the technology of problembased learning on the basis of inter subject connections.…”

Section: Pedagogical Conditions For the Formation Of Environmental Thmentioning

confidence: 99%

Science Education: Development of Environmental Thinking

Gilmanshina¹,

Sagitova²,

Gilmanshin³

2018

ERSJ

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The revealed feature of natural sciences school education today is related to the need for the systemic development of scientific environmental thinking in the structure of environmental competence for a sustainable development. Environmental thinking is viewed as a unity of scientific systems` thinking in the field of natural sciences and corresponding practical activities within sustainable humans' life environment development. Indicators of environmental thinking of teenagers, corresponding principles and pedagogical guidelines for the development of environmental thinking have been theoretically substantiated and experimentally approved. Educational, motivational and behavioral indicators of environmental thinking and four pedagogical guidelines were singled out. Systemic integration of educational, gaming, working and public environmental activities of pupils are proposed. A systemic activity approach strengthening the research orientation and the reflexive nature of the project environmental protection activities of pupils is studied. This approach takes into consideration the age features of pupils when developing a system of practical environmental protection, the organization of joint methodological and educational activities of teachers and the pedagogical characteristics of the education institutions.

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“…A special place here is to identify the methodological features of the integration of theory and practice in the teaching of chemistry (Gilmanshina & Khalikova, 2016). There are various concepts and approaches to the integration of theory and practice in the system of teacher training (Valeeva & Gafurov, 2017), modern pedagogical technologies of teaching at the university -project and practice-oriented training in engineering disciplines (Gilmanshina & Gilmanshin, 2015) and others.…”

Section: Problem Statementmentioning

confidence: 99%

Creative Integration Of Theory And Practice In Chemistry Teacher Education

Gilmanshina¹

2018

The European Proceedings of Social and Behavioural Sciences

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At the present stage of the development of education, it is often seen the inability of young teachers of natural sciences to show mobility and creatively apply theoretical university knowledge in school practice. The aim of the research is to work out the pedagogical conditions the creative integration of theory and practice in the system of university training of a new type of chemistry teacher. The leading approach of the study is an integrative approach. It performs a system-forming function between theory and practice in chemical and pedagogical education, provides selection of content and forms, methods and technologies of instruction in accordance with the goals and objectives of university pedagogical education. The paper presents the concept of practice-oriented learning in application to chemical and pedagogical education. Its essence is determined by the construction of the learning process on the basis of the unity of the emotionalfigurative and logical components of content with the aim of acquiring new practice-oriented knowledge, skills and competencies. The emphasis was on the presence of a practice-oriented educational environment.The pedagogical conditions for the creative integration of theory and practice in the system of university training of a new type of chemistry teacher have been revealed and theoretically substantiated. This is the elaboration of practice-oriented courses of methodical disciplines; the development of electronic educational resources for teaching methods of solving tasks of various levels of complexity; continuous interaction of students with the school environment; publication of practice-oriented teaching aids.

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Building axiological competence of graduate students by means of project-based learning

Cited by 13 publications

References 3 publications

Professional thinking as a leadership factor in pedagogical education

Professional thinking as a leadership factor in pedagogical education

Science Education: Development of Environmental Thinking

Creative Integration Of Theory And Practice In Chemistry Teacher Education

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