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The organization and the results of the experimental work in the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine
On the 20th of June, 2013, the proceedings of the Presidium of the National Academy of Pedagogical Sciences of Ukraine, which covered the issues of the organization and the results of the experimental work in the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, were held.
Oleh Mykhailovych Topuzov, a director of the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, a Doctor of Pedagogical Sciences, a Professor, delivered a report in the proceedings. He admitted that, nowadays, the pedagogical practice is more and more based on the booklore, in other words, on the data achieved by the competent people who use the special scientific research methods. One of such principal pedagogical methods is an experiment. It helps to find out, to research and to describe thoroughly the facts which are connected to a research object. Put the other way round, the essentiality of a pedagogical experiment includes the acquirement of a new piece of knowledge about the research object, to overcome the barrier of an unknown sphere of activity. The pedagogical experiment provides an opportunity to find out the character of the connection between different components of the pedagogical process, between the factors, the conditions, and the results of a pedagogical influence more obscure than other methods. In the experiment, it is possible to check the effectiveness of these or those pedagogical innovations; the compare the potency of different factors or changes in the process structure and to choose their optimal combination; to discover the necessary conditions for the realization of a certain complex of tasks; to investigate the peculiarities of the pedagogical process under new conditions.
One of the main tasks of such institution as the Institute of Pedagogy is the organization and the carrying out of a pedagogical experiment as the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine is a scientific organization aimed at working out the theoretical and methodological fundamentals of the selection, the structuralizing, and the realization of the comprehensive secondary education content as well as the explanation of the perspective of the branches of the Ukrainian school education improvement.
In the system of the Institute experimental work, it is noteworthy to underscore three main components depending on the initiators, the participants, the scale, and the character of the experimental researches:
1) the experimental work which is performed in the framework of the pre-arranged researches,
2) the experimental work performed by the students, post-graduate students, and those who are going to get a degree in the Institute,
3) the experimental work linked to the realization of the experiments at the all-Ukrainian and regional levels and initiated by the educational institutions or the bodies of the education management where the Institute academic staff is managers, consultants, and co-authors.
In 2010-2012, 22 researches which included 27 experiments were complete in the Institute of Pedagogy. The experimental studies which were conducted in this period were aimed at the check of the pedagogical practicability and the effectiveness of the developed: didactic fundamentals of the differentiation of studying in the secondary school; sub-models and technologies of the culture formation in the management activity of the comprehensive secondary institutions headmasters; variative models of the development of the rural comprehensive secondary institutions; the criteria of the innovative development of the development of a comprehensive educational institution; fundamentals of creating the audiovisual electronic educational means; conditions of the formation of the educative environment in a specialized school; scientific and methodological fundamentals of the integrated studying of the Ukrainian language at the schools of the I degree where the languages of the Ukrainian ethnic minorities are teaching ones as well as basis of creating textbooks of the languages and literature of ethnic minorities.
Moreover, the task is to check the effectiveness of the experimental methodologies, the methodical systems and the academic provision of the pupils of the high specialized school in the main subjects; the methodology of the formation of the primary grades pupils’ key competence of “the ability to study” as well as the subject competences – lingual, speech, social and cultural, reading, mathematical, nature scientific, social, and keeping fit ones; to discover the necessary conditions for the realization of the monitoring researches of the quality of a comprehensive secondary education.
In accordance with the results of the experimental work, the following issues were proved: the effectiveness of the differentiate approach to the formation of the pupils’ comprehensive competences; the effectiveness of separate forms, methods, and technologies of studying, in particularly, the effectiveness of the problem-module approach to the organization of the pre-profile preparation and the profile studying at the high school; the effectiveness of the module-credit system of the organization of the nature science education in the specialized school with the textbook of the integrated course “Nature Science”; the following issues were determined: the demands and the approaches to the results interpretation of the results of the standardized tests in Ukraine for the effective functioning of the models of the academic environments; the peculiarities of the realization of the competence approach to teaching in a field-specialized school; the peculiarities of using the informational technologies in the productive activity of the school graduates as the members of a contemporary informative society; the following issues were developed: the variative models of the management of the education development at the regional level, the mechanisms of the management of a comprehensive educational institution development, the criteria of the innovative development of a comprehensive secondary institution; the didactic models of the field-specified studying; the program and methodological provision of the high school pupils’ profile preparation; the methodological apparatus of textbooks for all grades of a secondary school; the following issues were implemented: the methodologies of formation the pupils’ key and subject competences in the educational process, the methodologies of teaching different subjects and optional courses in a field-specified school.
The results of the experimental researches of the Institute researchers were used in the process of a range of the regulatory and other documents which touch upon the functioning of the education system. Particularly, the Institute scientists took an active part in the development of:
- the draft of the National qualification framework;
- the State standards of the primary, the basic, and the full secondary education;
- the Concept of the innovative development of a comprehensive secondary institution;
- the Concept of a field-specified studying (the redraft);
- the concepts of teaching school subjects in the high field-specified school;
- the educational programs in the subjects for the comprehensive secondary schools;
- the criteria of monitoring the work of a comprehensive secondary institution;
- the criteria of monitoring the academic achievements of the pupils of the primary, main, basic, and high school (a draft), and others.
The experimentally checked pedagogical theories, hypotheses, ideas which are socially important, innovations, methodologies were demonstrated in the scientific, educative, and scientific-productive output. During 2010-2012, 4 monographs, 18 handbooks, 18 textbooks (8 of them were signed by the Ministry of Education and Science of Ukraine), 10 educational programs, more than 1000 articles were published in the specialized publications and implemented in the educational practice. The objects of the abovementioned results implementation are the comprehensive and the higher educational establishments as well as the institutes of the post-qualifying education.
The results of the experimental researches were widely approbated during the scientific-practical events of different levels. The effective form of the discussion of the experimental work and its results were the circuit meetings of the Laboratories or the Academic Council in the experimental institutions. More than 240 educational institutions of different types which were from all Ukrainian regions became the basis of the experimental researches.
Besides, the expository of the effectiveness of the experimental work of the Institute of Pedagogy are the fact that the pedagogical staffs of the educational institutions not only promote the scientists’ experimental researches but also become the independent participants and the initiators of the organization of the further experimental researches. Teachers who cooperated with the academic staff of the institute of Pedagogy become the laureates of the contests “The Teacher of the Year”, “The Teacher-Innovator”, defend their Candidate dissertations, and pick up the state awards and titles.
The scientists and the teachers-experimentators took part in the discussion of this issue. Natalia Vasylivna Chepelyeva, an associate director of the scientific-research work of H. S. Kostyuk Institute of Psychology, a full member of the National Academy of Pedagogical Sciences of Ukraine, a Doctor of Psychological Sciences, a Professor said for the scientists. She admitted that the profound knowledge of the methodological fundamentals of carrying out the scientific-pedagogical experiment is an important component of a scientist’s professional competence, a necessary instrument in his/her daily work. As one of the leading scientific-research institutions which provides the scientific and methodological fundamentals of the development of contemporary pedagogy, the Institute of Pedagogy conducts the large-scale studies which cover the implementation of the innovative educational technologies, has a considerable experience in carrying out the pedagogical experiments which can be beneficial for all scientists. At the same time, new methodologies and technologies of carrying out the experiment appear; they need to be scientifically specified and improved. In this case, the experience exchange between all Academy institutions will be beneficial.
Anan’yeva Nadia Vasylivna, an associate headmaster of the first city gymnasium in Cherkasy, a Candidate of Pedagogical Sciences, an honored teacher of Ukraine, Ol’ha Petrivna Matkovs’ka, a headmaster of Otynniys’k comprehensive school of the I-III degrees of Kolomya city council in Ivano-Frankivs’k region; Inna Vitaliivna Petrovs’ka, a teacher-methodologist, a manager of the methodical association of the primary grades teachers of Bilohorod comprehensive school number 1 in Kyevo-Svyatoshyns’kyi district, Kyiv region, said for the teachers-experimentators. All those participants who delivered speech admitted the importance of the results of the experimental studies conducted by the Institute of Pedagogy for the educational practice.
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