Science Education as a Response to the Needs of the Modern Open “Education for Everyone” System

Abstract

The aim of this work is to analyze the suitability of Science Education in teaching pupils with different educational needs. In the open education, the most important is to understand that the effectiveness of education has an influence on preparing for the job, finding a place on the labor market in accordance with the possibilities and predispositions, but also taking up professional activity, moving away from the help of others and the state. The article presents information on the inclusive trend in modern education. Attention is paid to the positions of the pupils, in particular, the disabled ones, and the teachers whose attitudes, specifics of work, appropriate methods and ways of passing knowledge, skills and competencies appear to be a real impact on the prospective adult life of foster children. The need to introduce farreaching changes in the modern education system has been presented.

Economic, Psychological, Pedagogical and Methodological Basis of Professional Training of Future Teachers of Primary Classes in the Context of Ideas of a New Ukrainian School

“…The system of methodical approaches to teacher training should be aimed at forming respect for the child's personality in the future teacher and, above all, the desire for innovative pedagogical work as a basis for his self-realization. The structure of these methodological approaches in modern conditions is quite fleeting -gaming [9], information [11], feedback in the classroom [16], the «immersion» method, differentiated learning and so on. Today, special attention is paid to the method of overcoming cognitive difficulties in the learning process using the creative activities of the team.…”

“…An important contribution to the study and substantiation of the foundations of the scientific paradigm of NUS was made by: O. Kysla, T. Landar [5], G. Tereshchuk [6], A. Voitovith [7], N. Nychkalo [8] and others. Applied aspects of primary school teacher training in the context of this paradigm are studied by A. Czyz, D. Svyrydenko [9], N. Shashkova et al [10], I. Kucherak [11], M. Netreba, I.Timofieieva [12], This problem has also been studied by foreign scientists Z. Kieliszek [13], S. Rudenko, C. Zhang, I. Liashenko [14], O. Ozbek [15], E. Eriksson, R. Thornberg [16], J. Lavonen [17] and others. Assessing the work of these scientists, it should be recognized that the problem of professional training of primary school teachers in the context of the ideas of NUS in its various aspects is insufficiently studied, which requires further work in this direction.…”

Science education in the age of Industry 4.0: challenges to economic ­development and human capital growth in Ukraine

“…The research nature of learning and groupbased scientific activity contribute to the motivation for work, success, focus on socially significant goals, partnerships and social responsi bility [17]. Science education fosters in young people the skills of independence in defining goals and objectives, which is cru cial for the development of innovative thinking and economic behaviour.…”

Using Brain Science Theory to Analyze the Unity between Language Input and Output: Methodology Improvement Substantiation

“…Following the 4MAT System which classifi es and defi nes various learning styles of learners by blending interdisciplinary theories of brain science, neurology, education, administration and psychology (Lin, 2016a;McCarthy, 1980McCarthy, , 2000, the 4MAT Teaching and Learning Model advocates the emotional, mental and physical aspects as the fundamental components of teaching and learning through fractal theory along with the information processing paths in the brain (Caviness, 2007), and employs the concept of how people learn to enhance learning performance in the course of instruction (Czyż & Svyrydenko, 2019;Kalat, 2013;Lin, 2013Lin, , 2016aSousa, 2011a;Watson et al, 2019;Wolfe, 2010;Zull, 2002). The Kirkpatrick Four-Level Evaluation Model -Reaction (Level 1), Learning (Level 2), Behavior (Level 3), and Results (Level 4) is the most acknowledgeable scale to assess performance after learning/training given to students/trainees which advocates that every and each teacher/trainer with effi cacy should evaluate all of the activities in the course of teaching/training for effective learning performance evaluation (Kirkpatrick & Kirkpatrick, 2006;Kirkpatrick & Kirkpatrick, 2011, 2019Sim, 2017).…”