Determination of integration levels in the process of the content of studying formation: meta-subject approach

Simple item page
dc.citation.epage14
dc.citation.issue1
dc.citation.journalTitleUkrainian Journal of Educational Research
dc.citation.spage9
dc.citation.volume2
dc.contributor.affiliationLviv Polytechnic National University
dc.contributor.authorKozlovska, Iryna
dc.contributor.authorDolnikova, Lyubov
dc.contributor.authorFuchyla, Olena
dc.coverage.placenameLviv
dc.date.accessioned2018-10-02T08:23:17Z
dc.date.available2018-10-02T08:23:17Z
dc.date.created2017-02-20
dc.date.issued2017-02-20
dc.description.abstractIn the article, the modern approaches to developing and determining the levels of integration in pedagogical science concerning higher education are thoroughly analyzed and generalized. As a result, it is confirmed that the thorough study of determining levels of integration was conducted by Chapaev (1998). The attempts to determine the levels of integration were made by such scientists as Akhlybynskyi (1984), Tiunnykov (1988), Paveltsyh (1989), Rozov (1989), Berulava (1998), V. Kraevskyi & Khutorskoi (2003), Pulbere (2004), Kozlovskyi (2014), etc. The classification of integration levels in the frame of educational integrology is presented and proved, the levels being differentiated by various features, namely, by the number of elements, by the extent of interconnection between the elements, by the nature of the integrated elements. General and partial approaches to the creation of the content of meta-subjects at higher educational establishments are analyzed. The definition of meta-subject is given and the prospects of the development of the content and the introduction of the meta-subject in the higher educational establishment are determined.
dc.format.extent9-14
dc.format.pages6
dc.identifier.citationKozlovska I. Determination of integration levels in the process of the content of studying formation: meta-subject approach / Iryna Kozlovska, Lyubov Dolnikova, Olena Fuchyla // Ukrainian Journal of Educational Research. — Lviv : Lviv Politechnic Publishing House, 2017. — Vol 2. — No 1. — P. 9–14.
dc.identifier.citationenKozlovska I. Determination of integration levels in the process of the content of studying formation: meta-subject approach / Iryna Kozlovska, Lyubov Dolnikova, Olena Fuchyla // Ukrainian Journal of Educational Research. — Lviv : Lviv Politechnic Publishing House, 2017. — Vol 2. — No 1. — P. 9–14.
dc.identifier.urihttps://ena.lpnu.ua/handle/ntb/42893
dc.language.isoen
dc.publisherLviv Politechnic Publishing House
dc.relation.ispartofUkrainian Journal of Educational Research, 1 (2), 2017
dc.relation.references[1] Akhlybynskyi, B. A. (1984). Katehoryalnyi aspekt poniatyia intehratsii [Categorial aspect of the notion of integration]. In A. A. Korolkov & Y. A. Maizel (Eds.), Dialektika kak osnova integratsiyi nauchnogo znaniya (pp. 50–60). Leningrad, USSR: LGU.
dc.relation.references[2] Berulava, M. N. (1998). Teoreticheskye osnovy intehratsii obrazovaniia [Theoretical basics of educational untegration]. Moscow, Russian Federation: Sovershenstvo.
dc.relation.references[3] Chapaev, N. (1998). Struktura i sodierzhaniye teoretikometodologicheskoho obespiecheniya pedahohicheskoi integratsii [Structure and content of theoretical and methodological provision of pedagogical integration] (Doctoral thesis, Ural state professional pedagogical university, Ekaterinburh, Russian Federation). Retrieved from http://www.dissercat.com/content/teoretikometodologicheskie- osnovy-pedagogicheskoi-integratsii
dc.relation.references[4] Khaken, H. (1985). Synerhetyka: Yerarkhyy neustoichyvostei v samoorhanyzuiushchykhsia systemakh y ustroistvakh [Synergy: hierarchies of instabilities in self-organizing systems and devices]. Moscow, USSR: Mir.
dc.relation.references[5] Khutorskoi, A. V. (2001). Sovremennaia didaktika [Modern didactics]. Sank-Peterburg, Russian Federation: Pitier.
dc.relation.references[6] Kozlovskyi, Yu., & Kozlovska, I. (2014). Vyznachennia rivniv intehratsii znan yak dydaktychna problema edukatsiinoi intehrolohii [Determining the levels of knowledge integration as the problem of educational integrology]. Mizhnarodnyi naukovyi visnyk, 2 (9), 35–45.
dc.relation.references[7] Kozlovska, I. (1999). Teoretyko-metodolohichni aspekty intehratsii znan uchniv profesiino-tekhnichnoi shkoly (dydaktychni osnovy) [Theoretical and methodological aspects of the integration of students’ knowledge at technical vocational school]. Lviv, Ukraine: Svit.
dc.relation.references[8] Kraevskyi, V., & Khutorskoi, A. (2003). Predmetnoe s obshchepredmetnoe v obrazovatelnykh standartakh [Subject and general approach in educational standards]. Pedagogika, 2, 3–10.
dc.relation.references[9] Metodolohicheskie problemы vzaimodeistviia obshchestvennykh, estestvennykh i tekhnicheskikh nauk. (1981). [Methodological problems of interaction of social, natural and technical sciences]. Moscow, USSR: Nauka.
dc.relation.references[10] Paveltsyh, H. (1989). Intehratsiia – differentsiatsiia – prohress [Integration – differentiation – progress]. In Rozov M. A. (Ed.), Integrativnyje tendentsiji v sovremiennom mirie i sotsialnyj progress (pp. 27–42). Moscow, USSR: Izdatelstvo moskovskoho universiteta.
dc.relation.references[11] Pulbere, A., Hukalenko, O., & Ustimenko, S. (2004). Intehrirovannye tekhnolohii [Integrated technologies]. Vysshee obrazovanie v Rossii, 1, 123–124.
dc.relation.references[12] Rozov, M. A. (1989). Protsessy i mekhanizmy integratsii v razvitii nauk [Processes and mechanisms of integration in the development of sciences]. In Rozov, M. A. (Ed.), Integrativnyje tendentsiyi v sovriemiennom mirie i sotsialnyj progress (pp. 135–164). Moscow, USSR: MGU.
dc.relation.references[13] Tiunnykov, Yu. (1988). Metodika vyiavleniiia i opisaniia integrativnych protsessov v uchebno-vospitatelnoi rabote SPTU [The method of determining and description of the integrative processes in training and education activities of technical vocational school]. Moscow, USSR: APN SSSR.
dc.relation.references[14] Yudin, B. H. (1981). Metodologicheskaia kharakteristika protsessov vzaimodeistviia v nauke [Methodological description of the processes of interaction in science]. In Smirnov, P. V. & Yudin, B. H., Metodolohicheskie problemy vzaimodeistviia obshchestvennyh, yestestvennyh i tehnicheskih nauk (pp. 45–49). Moscow, USSR: Nauka,.
dc.relation.references[15] Yakovlev, I. (1980). Integrativnye protsessy v vysshei shkole [Integrative processes in higher education]. Lieningrad, USSR: LGU.
dc.relation.referencesen[1] Akhlybynskyi, B. A. (1984). Katehoryalnyi aspekt poniatyia intehratsii [Categorial aspect of the notion of integration]. In A. A. Korolkov & Y. A. Maizel (Eds.), Dialektika kak osnova integratsiyi nauchnogo znaniya (pp. 50–60). Leningrad, USSR: LGU.
dc.relation.referencesen[2] Berulava, M. N. (1998). Teoreticheskye osnovy intehratsii obrazovaniia [Theoretical basics of educational untegration]. Moscow, Russian Federation: Sovershenstvo.
dc.relation.referencesen[3] Chapaev, N. (1998). Struktura i sodierzhaniye teoretikometodologicheskoho obespiecheniya pedahohicheskoi integratsii [Structure and content of theoretical and methodological provision of pedagogical integration] (Doctoral thesis, Ural state professional pedagogical university, Ekaterinburh, Russian Federation). Retrieved from http://www.dissercat.com/content/teoretikometodologicheskie- osnovy-pedagogicheskoi-integratsii
dc.relation.referencesen[4] Khaken, H. (1985). Synerhetyka: Yerarkhyy neustoichyvostei v samoorhanyzuiushchykhsia systemakh y ustroistvakh [Synergy: hierarchies of instabilities in self-organizing systems and devices]. Moscow, USSR: Mir.
dc.relation.referencesen[5] Khutorskoi, A. V. (2001). Sovremennaia didaktika [Modern didactics]. Sank-Peterburg, Russian Federation: Pitier.
dc.relation.referencesen[6] Kozlovskyi, Yu., & Kozlovska, I. (2014). Vyznachennia rivniv intehratsii znan yak dydaktychna problema edukatsiinoi intehrolohii [Determining the levels of knowledge integration as the problem of educational integrology]. Mizhnarodnyi naukovyi visnyk, 2 (9), 35–45.
dc.relation.referencesen[7] Kozlovska, I. (1999). Teoretyko-metodolohichni aspekty intehratsii znan uchniv profesiino-tekhnichnoi shkoly (dydaktychni osnovy) [Theoretical and methodological aspects of the integration of students’ knowledge at technical vocational school]. Lviv, Ukraine: Svit.
dc.relation.referencesen[8] Kraevskyi, V., & Khutorskoi, A. (2003). Predmetnoe s obshchepredmetnoe v obrazovatelnykh standartakh [Subject and general approach in educational standards]. Pedagogika, 2, 3–10.
dc.relation.referencesen[9] Metodolohicheskie problemy vzaimodeistviia obshchestvennykh, estestvennykh i tekhnicheskikh nauk. (1981). [Methodological problems of interaction of social, natural and technical sciences]. Moscow, USSR: Nauka.
dc.relation.referencesen[10] Paveltsyh, H. (1989). Intehratsiia – differentsiatsiia – prohress [Integration – differentiation – progress]. In Rozov M. A. (Ed.), Integrativnyje tendentsiji v sovremiennom mirie i sotsialnyj progress (pp. 27–42). Moscow, USSR: Izdatelstvo moskovskoho universiteta.
dc.relation.referencesen[11] Pulbere, A., Hukalenko, O., & Ustimenko, S. (2004). Intehrirovannye tekhnolohii [Integrated technologies]. Vysshee obrazovanie v Rossii, 1, 123–124.
dc.relation.referencesen[12] Rozov, M. A. (1989). Protsessy i mekhanizmy integratsii v razvitii nauk [Processes and mechanisms of integration in the development of sciences]. In Rozov, M. A. (Ed.), Integrativnyje tendentsiyi v sovriemiennom mirie i sotsialnyj progress (pp. 135–164). Moscow, USSR: MGU.
dc.relation.referencesen[13] Tiunnykov, Yu. (1988). Metodika vyiavleniiia i opisaniia integrativnych protsessov v uchebno-vospitatelnoi rabote SPTU [The method of determining and description of the integrative processes in training and education activities of technical vocational school]. Moscow, USSR: APN SSSR.
dc.relation.referencesen[14] Yudin, B. H. (1981). Metodologicheskaia kharakteristika protsessov vzaimodeistviia v nauke [Methodological description of the processes of interaction in science]. In Smirnov, P. V. & Yudin, B. H., Metodolohicheskie problemy vzaimodeistviia obshchestvennyh, yestestvennyh i tehnicheskih nauk (pp. 45–49). Moscow, USSR: Nauka,.
dc.relation.referencesen[15] Yakovlev, I. (1980). Integrativnye protsessy v vysshei shkole [Integrative processes in higher education]. Lieningrad, USSR: LGU.
dc.relation.urihttp://www.dissercat.com/content/teoretikometodologicheskie-
dc.rights.holder© Національний університет „Львівська політехніка“, 2017
dc.rights.holder© Kozlovska I., Dolnikova L., Fuchylа O., 2017
dc.subjectintegration
dc.subjectintegration levels
dc.subjectintegration criteria
dc.subjecteducational integrology
dc.subjectmeta-subject
dc.titleDetermination of integration levels in the process of the content of studying formation: meta-subject approach
dc.typeArticle

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Ukrainian Journal of Educational Research. – 2017. – Vol. 2, No. 1