Formation of Cognitive-Technological Competence as a Mechanism of Realisation of Rational Component in Training Undergraduate Students

Authors

  • Natalia Ignatenko Department of World History and Religious Studies, Faculty of History, V. Hnatyuk Ternopil National Pedagogical University, vulytsya Maksyma Kryvonosa, 2, Ternopilʹ, Ternopilʹsʹka oblastʹ, 46000, Ukraine
  • Victor Savenco Department of Theory and History of State and Law, Leonid Yuzkov Khmelnytskyi University of Management and Law, vulytsya Proskurivsʹka, 57, Khmelʹnytsʹkyy, Khmelʹnytsʹka oblastʹ, 29000, Ukraine
  • Andrii Kryskov Department of Information Activities and Social Sciences, Ternopil Ivan Puluj National Technical University, vulytsya Rusʹka, 56, Ternopilʹ, Ternopilʹsʹka oblastʹ, 46001, Ukraine
  • Nataliia Habrusieva Department of Information Activities and Social Sciences, Ternopil Ivan Puluj National Technical University, vulytsya Rusʹka, 56, Ternopilʹ, Ternopilʹsʹka oblastʹ, 46001, Ukraine
  • Remekh Tetiana Institute of Pedagogy, Department of Social Science Education, National Academy of Pedagogical Sciences, vulytsya Sichovykh Strilʹtsiv m. Kyyiv, 04053, Ukraine
  • Diana Lemiszka

DOI:

https://doi.org/10.15503/jecs2024.1.247.263

Keywords:

cognitive-technological competence, educational process, quality of education, educational environment, theoretical model

Abstract

Aim. The purpose is to consider the theoretical and methodological foundations of the formation of cognitive-technological competence as a mechanism for implementing the rational component in the training of a history teacher, the essence of the concepts "rationality in education", "rationality in science", "cognitive-technological competence" is revealed”.

Methods. The theoretical method of forming cognitive-technological competence in the process of studying the history of Europe and America has been substantiated, developed and tested. The model includes the unity of methodological, content-technological and evaluation-resultative components.

Results. The analysis shows that focusing attention on the leading role of the teacher in the formation of the students’ mental activity requires the student to understand the logic and mechanisms of human mental development.

Conclusion. At the same time, a number of unresolved issues in the process of working with students were highlighted, in particular: the need for a broad discussion of the advantages and disadvantages of distance learning in the implementation of the rational component of undergraduate students, the development of students' responsibility for learning, training on the development of cognitive and technological competence of students of the master's degree in specialty 014.03 "Secondary education ( history)" in the conditions of a pandemic.

Downloads

Download data is not yet available.

Author Biographies

  • Natalia Ignatenko, Department of World History and Religious Studies, Faculty of History, V. Hnatyuk Ternopil National Pedagogical University, vulytsya Maksyma Kryvonosa, 2, Ternopilʹ, Ternopilʹsʹka oblastʹ, 46000, Ukraine

    Candidate of Pedagogical Sciences, Associate Professor of the Department of World History and Religious Studies at the Ternopil National Pedagogical University (Ukraine). Her area of ​​interest is researching the problem of improving the theory and practice of teaching history in institutions of general secondary education; methodology of teaching civic education in institutions of general secondary education; innovative and informational educational technologies. The author of more than 70 scientific and scientific-methodical works on the theory and methods of teaching history at school, methods of teaching social science disciplines at universities and colleges, methods of professional training of history teachers at higher educational institutions.

  • Victor Savenco, Department of Theory and History of State and Law, Leonid Yuzkov Khmelnytskyi University of Management and Law, vulytsya Proskurivsʹka, 57, Khmelʹnytsʹkyy, Khmelʹnytsʹka oblastʹ, 29000, Ukraine

    Doctor of Juridical Sciences, Professor of the Department of Theory and History of State and Law, Leonid Yuzkov Khmelnytskyi University of Management and Law, Khmelnytskyi (Ukraine). His field of scientific interests consists in studies of the philosophy of law, the philosophy of science, the interaction of the state and civil society. He prepared more than 100 scientific and educational and methodological works, including 2 monographs.

  • Andrii Kryskov, Department of Information Activities and Social Sciences, Ternopil Ivan Puluj National Technical University, vulytsya Rusʹka, 56, Ternopilʹ, Ternopilʹsʹka oblastʹ, 46001, Ukraine

    Andrii Kryskov, doctor of historical sciences, professor, head of the department of Ukrainian studies and philosophy of Ternopil National University named after Ivan Pulyuy (Ukraine) Author of more than 60 scientific and educational and methodological works

  • Nataliia Habrusieva, Department of Information Activities and Social Sciences, Ternopil Ivan Puluj National Technical University, vulytsya Rusʹka, 56, Ternopilʹ, Ternopilʹsʹka oblastʹ, 46001, Ukraine

    Doctor of Philosophy (Pedagogic), Senior Lecturer of the Department of Information Activities and Social Sciences Ternopil Ivan Puluj National Technical University (Ukraine). Author of more than 40 scientific and scientific-methodological works, author of educational courses and organizer of conferences.

  • Remekh Tetiana, Institute of Pedagogy, Department of Social Science Education, National Academy of Pedagogical Sciences, vulytsya Sichovykh Strilʹtsiv m. Kyyiv, 04053, Ukraine

    Candidate of Pedagogical Sciences, Head of the Department of Social Science Education of the Institute of Pedagogy, National Academy of Pedagogical Sciences of Ukraine. Scientific interests: methods of teaching civic education, history, jurisprudence, innovative teaching technologies, theory and practice of textbook creation, professional training of teachers. She is a teacher of teacher training courses; trainer of educational programs for adults (teachers, school administration, judges of debating tournaments, teachers of higher education institutions, lawyers, judges, accountants, employees of the legal service of regional trade union committees of education and science workers, members of agitation teams, etc.

References

Andrushchenko, V. (2009). Umovy ta napryamy innovatsiynoho rozvytku osvity: modelʹ innovatsiynoho rozvytku vyshchoyi shkoly [Conditions and directions of innovative development of education: a model of innovative development of higher education]. Vyshcha osvita Ukrayiny, 3, 5–13.

Andrushchenko, V. P. (2008). Ukrayinsʹka osvita v rozshyrennyah rozvytku: osnovni napryamy reformuvannya osvity ta yih vplyv na pedahohiku vyshchoyi shkoly [Ukrainian education in the contradictions of development: the main directions of education reform and their impact on higher school pedagogy]. Vyshcha osvita Ukrayiny, 1, 7-9.

Auzina, M., O. & Vozna, A. M. (2003). Innovatsiyni protsesy v osviti [Innovative processes in education]. LBI NBU.

Bondar, T. I., Telychko, N. V., Tovkanets, H. V., Shcherban, T. D., & Kobal, V. I. (2020). Trends in higher education in EU countries and non-EU Countries: Comparative analysis. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup1), 77-92. https://doi.org/10.18662/rrem/12.1sup1/224

Carrillo, R., Miranda, V., Tataje, F., Fernandez, R., Shardin-Flores, L., & Martinez, J. (2020). The phenomenological confidence of the teacher in conducting learning projects. International Journal of Higher Education, 9(9), 1˗10. https://doi.org/10.5430/ijhe.v9n9p1

Chantarasombat, C. & Sombatsakulkit, E. (2021). Doctoral program learning module on developing leading secondary school teachers in creative thinking for enhancement of students’ learning activities in Thailand. International Journal of Higher Education, 10(3), 138˗149. https://doi.org/10.5430/ijhe.v10n3p138

Chen, C. & Yang, Y. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review journal, 26, 71˗78. https://doi.org/10.1016/j.edurev.2018.11.001

Desyatov, T. (2020). Suchasni innovatsiyi v pedahohichniy osviti [Modern innovations in pedagogical education]. Visnyk Cherkasʹkoho natsionalʹnoho universytetu imeni Bohdana Khmelʹnytsʹkoho. Seriya «Pedahohichni nauky», 1, 5˗9.

Dychkivsʹka, I. M. (2004). Innovatsiyni pedahohichni tekhnolohiyi: navchalʹnyy posibnyk [Innovative pedagogical technologies: bulk. aid.]. Akademvydav.

Hrytsenko, A. (2020). Developing the Content of Forming the System of Intending History Teachers Professional Competence Using Multimedia Technologies. Revista Românească pentru Educaţie Multidimensională, 12(1Sup1), 330-346. https://doi.org/10.18662/rrem/12.1sup1/238

Ihnatenko, N. V. (2020). Profesiynyy rozvytok uchytelya istoriyi v konteksti realizatsiyi kontseptsiyi «Nova ukrayinsʹka shkola» [Professional development of a history teacher in the context of the implementation of the concept of "New Ukrainian School"]. Naukovi zapysky Ternopilʹsʹkoho natsionalʹnoho pedahohichnoho universytetu. Seriya: Pedahohika, 2, 42˗49.

https://doi.org/10.25128/2415-3605.20.2.6

Kravetsʹ, V. (2011). Paradoksy pedahohichnoyi osvity v epokhu tsyvilizatsiynykh zmin [Paradoxes of pedagogical education in the era of civilizational change]. Shlyakh osvity, 1, 4-11.

Nagovitsyn, R. S., Zamolotskikh, E. G., Sokolnikova, E. I., & Rybakova, L. V. (2020). Creative Pedagogical Development of Students Based on the Implementation of Didactic Games. Revista Romaneasca Pentru Educatie Multidimensionala, 12(4), 156-171. https://doi.org/10.18662/rrem/12.4/339

Shkilnyy svit. (2002, April). Nationalna doktryna rozvytky osvity v Ukraini 21st [The national doctrine of the development of education in Ukraine in the 21st century]. http://schoolchem.ho.ua/ZavKab/NormD/1_7_nac_doktryna.pdf

Rudyshyn, S. D., Kravets, V. P., Samilyk, V. I., Sereda, T. V., & Havrylin, V. O. (2020). Features of the fundamentalization of education in higher educational institutions of Ukraine in the context of sustainable development. Journal of Educational and Social Research, 10(6), 149-161. https://doi.org/10.36941/jesr-2020-0116

Santi, E. A., & Gorghiu, G. (2019). Cognitive and emotional dimensions recorded when implementing specific responsible research and innovation aspects in science lessons. Revista Romaneasca Pentru Educatie Multidimensionala, 11(3), 224-234. https://doi.org/10.18662/rrem/147

Shinogaya, K. (2021). Effective ways of enhancing the quality of question generating and spontaneous information search outside the classroom. International Journal of Higher Education, 10(3), 58˗74. https://doi.org/10.5430/ijhe.v10n3p58

Syrotenko, H. O. (2005). Innovatsiynyy rozvytok osvity: problemy perekhodu vid teoriyi do praktyky [Innovative development of education: problems of transition from theory to practice]. Upravlinnya shkoloyu, 1, 15–18.

Vitvytsʹka, S. S. (2003). Osnovy pedahohiky vyshchoyi shkoly: metodychnyy posibnyk dlya studentiv mahistratury [Fundamentals of higher school pedagogy: a method]. Tsentr uchbovoyi literatury.

Vnukova, N. I. (2010). Innovatsiynyy potentsial vyshchoyi osvity v umovakh hlobalʹnykh vyklykiv XXI st [Innovative potential of higher education in the global challenges of the XXI century]. Vyshcha shkola, 12, 26–36.

Voinea, M. (2019). The Development of future competences – A challenge for the educational system. Revista Românească pentru Educaţie Multidimensională, 11(4Sup1), 328˗336. https://doi.org/10.18662/rrem/193

Yarovenko, T. S. (2012). Vydy innovatsiy v osviti ta yikh klasyfikatsiya [Types of innovations in education and their classification]. Visnyk Dnipropetrovsʹkoho universytetu, 20(10/1), 214–219.

Zablotskyi, V., Zablotska-Siennikov, N., Hutsol, A., Saienko, O., & Hutsol, O. (2020). Improving the System of State Management of Educational Establishments at the Regional Level in Ukraine in The Process of Adaptation of European Experience. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 404˗415. https://doi.org/10.18662/rrem/12.3/328

Zakon Ukrayiny. (2012, October). Zakon Ukrayiny Pro priorytetni napryamy innovatsiynoyi diyalnosti v Ukrayini (№ 5460-VI). https://zakon.rada.gov.ua/laws/show/3715-17#Text

Zakon Ukrayiny. (2020, April). Zakon Ukrayiny «Pro osvitu» (№ 2145-VIII). https://zakon.rada.gov.ua/laws/show/1060-12#Text

Zhuk, M. V. (2008). Suchasni osvitni stratehiyi: Vyklyky hlobalizatsiyi ta poshuk vidpovidey [Modern educational strategies: challenges of globalization and search for answers]. Vyshcha osvita Ukrayiny: teoretychnyy i naukovo-metodychnyy zhurnal, 4, 303–310.

Downloads

Published

2024-06-13

Issue

Vol. 15 No. 1 (2024): Journal of Education Culture and Society

Section

EXPERIENCE

License

Copyright (c) 2024 Natalia Ignatenko, Victor Savenco, Andrii Kryskov, Nataliia Habrusieva, Remekh Tetiana; Diana Lemiszka

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

CC-BY

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.

How to Cite

Ignatenko, N., Savenco, V., Kryskov, A., Habrusieva, N., & Tetiana, R. (2024). Formation of Cognitive-Technological Competence as a Mechanism of Realisation of Rational Component in Training Undergraduate Students. Journal of Education Culture and Society, 15(1), 247-263. https://doi.org/10.15503/jecs2024.1.247.263