Ukrainian Journal of Educational Research. – 2016. – Vol. 1, No. 1

Permanent URI for this collectionhttps://ena.lpnu.ua/handle/ntb/44086

Науковий журнал

Науковий журнал «Український журнал досліджень в освіті» виходить двічі на рік з 2016 року. Засновник і видавець Національний університет «Львівська політехніка».

Ukrainian Journal of Educational Research= Український журнал досліджень в освіті : науковий журнал / Lviv Politechnic National University ; editor-in-chief Volodymyr Ortynskyi. – Lviv, 2016. – Volume 1, number 1. – 72 p. : il.

Ukrainian Journal of Educational Research

Зміст (том 1, № 1)

1. Kvas O., Klym M. Childhood as a phenomenon in the light of german pedagogy	1
2. Shtyfurak V. The problems of students’ reproductive health in the context of gender socialization	5
3. Shvai R., Baybakova I. Creative work pedagogy in the context of modern teaching paradigm	11
4. Sikorskyi P., Grabynska O. The impact of external factors on the quality of higher education in Ukraine	17
5. Zavgorodnya T. Pedagogy for adults by Janush Korchak and Vasyl Sukhomlynskyi	21
6. Kozlovska I., Paykush M., Pastyrska I. Integration of natural sciences content into professional training of future doctors	27
7. Kozlovskyi Y., Bilyk O. Integrative approach to providing consistency of educational methods in the process of training future doctors of philosophy in educational sciences	33
8. Mukan N., Zapotichna M., Kravets S. Post-secondary and higher education of indigenous peoples in Canada: historical, social, economic, cultural, family-related, and individual barriers	39
9. Ortynskyi V., Samokhval O. Benefits and challenges of the double diploma programs within the national higher education system	45
10. Slyusarenko N., Soter M. Formation of readiness of future marine engineers for intercultural communication using game simulation technology	53
11. Sushentseva L., Havrylyuk M. Professional mobility: philosophical and sociological aspect	59
12. Vykhrushch V. The paradigms of learning and teaching in a technical university: axiological aspect	65

Content (Vol. 1, No 1)

1. Kvas O., Klym M. Childhood as a phenomenon in the light of german pedagogy	1
2. Shtyfurak V. The problems of students’ reproductive health in the context of gender socialization	5
3. Shvai R., Baybakova I. Creative work pedagogy in the context of modern teaching paradigm	11
4. Sikorskyi P., Grabynska O. The impact of external factors on the quality of higher education in Ukraine	17
5. Zavgorodnya T. Pedagogy for adults by Janush Korchak and Vasyl Sukhomlynskyi	21
6. Kozlovska I., Paykush M., Pastyrska I. Integration of natural sciences content into professional training of future doctors	27
7. Kozlovskyi Y., Bilyk O. Integrative approach to providing consistency of educational methods in the process of training future doctors of philosophy in educational sciences	33
8. Mukan N., Zapotichna M., Kravets S. Post-secondary and higher education of indigenous peoples in Canada: historical, social, economic, cultural, family-related, and individual barriers	39
9. Ortynskyi V., Samokhval O. Benefits and challenges of the double diploma programs within the national higher education system	45
10. Slyusarenko N., Soter M. Formation of readiness of future marine engineers for intercultural communication using game simulation technology	53
11. Sushentseva L., Havrylyuk M. Professional mobility: philosophical and sociological aspect	59
12. Vykhrushch V. The paradigms of learning and teaching in a technical university: axiological aspect	65

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The paradigms of learning and teaching in a technical university: axiological aspect
(Lviv Politechnic Publishing House, 2016-09-12) Vykhrushch, Vira; Lviv Polytechnic National University
The category of “learning paradigm”, approaches to the definition of this category, and the main modern paradigms of education (pedagogical, andragogical, acmeological and communicative) are considered in the article. The andragogical paradigm of guided learning and teaching, which is an important methodological basis of a person’s higher education (including technical one) at all the stages of their development is substantiated and its potential is characterized in comparison with other learning paradigms. The systematic approach is used to present the objectives and the main ideas this paradigm(autonomy of the institution and the student as the subject of study; the connection of the concepts “adulthood” and “education”; formation of the concept of “professional socialization” together with the concept of “social maturity”; the use of internal forces and the person’s aspirations for self-development, self-improvement as an activity basis; autonomy of the student and the university in the educational process; electivity of studies; participative character of training interactions), the principles of the andragogical paradigm (the priority of self-study; joint activities of the participants of the training process; the use of existing positive life/work experience; adjustment of the outdated experience and the personal attitudes that prevent the acquisition of new knowledge; individual approach to learning; electivity; reflexivity; the demand for practical training results; consistency; update of learning outcomes; personality development), specifics of implementation in terms of higher technical education (providing free access to information resources; ensuring individualized approach to learning; changing the roles of the educational process participants) and specifics of teaching activities in technical institutions of higher learning (being aware of the differences between the anthropocentric orientation of the teacher and the usual technocratic orientation of the technical specialist; being conscious of the state-of-the-art of sciences dealing with higher professional education; their orientation towards professional socialization of an individual).

Ukrainian Journal of Educational Research. – 2016. – Vol. 1, No. 1

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