Scientifical journals and collections of Kryvyi Rih State Pedagogical University / Наукові журнали і збірники Криворізького державного педагогічного університету
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Peer support among student teachers through close social bonds
No full textThis study explores the impact of peer support on 471 student teachers during the practicum phase, particularly how such support can influence their motivation and self-efficacy. Questionnaires were distributed to student teachers in Schleswig-Holstein, Germany, with all measures based on established scales. The survey was validated for internal consistency, resulting in a high response rate. Data were analysed using structural equation modelling, demonstrating an acceptable fit for the proposed model. The results indicate that motivation to become a teacher is the strongest predictor of peer support; altruistic motivation has a weaker correlation. Additionally, teacher self-efficacy during various practicum phases is positively associated with peer support, whereas perceived disciplinary issues in the classroom negatively impact instructional self-efficacy. These findings highlight the need for structured peer support systems in teacher education to enhance student teachers\u27 experiences and for further research into the dynamics of peer relationships in educational settings
Contrastive analysis of a literary text as a method of teaching translation
No full textThe article deals with the peculiarities of using contrastive analysis of a literary text as a method of teaching translation. It has been established that the methodology of teaching contrastive translation is aimed at the formation of contrastive competence, an essential component of translation competence, which involves the formation of autolinguodidactic skills of contrastive analysis of language and speech material and the application of the obtained results while translating texts. There have been defined and the educational objectives of applying contrastive analysis of a literary text in translation practice classes (to teach the linguistic interpretation of a particular text and style; to analyse the translation by its comparing with the original text; to determine (find) the background vocabulary and symbolic words in the text; to carry out the elimination of lacunas of non-equivalent vocabulary; to interpret the text within the entire work of the author, literary movement or national literature; to integrate the theoretical basics of contrastive analysis of the source and target texts into translation activities). The authors have developed methodological recommendations for the use of contrastive analysis while translating literary texts for educational purposes, as well as a scheme (procedure) for conducting a contrastive analysis of the source and target texts. Applying the contrastive analysis of the literary text as a method of teaching translation allows us to combine the formation of students’ linguistic, speech, communicative, and translation competencies into one educational process, that is, to train a competent philologist-translator
Еволюційна епістемологія
No full textThis is the first Ukrainian translation of the lecture “Evolutionary Epistemology” (1983) by Karl R. Popper. This paper is extremely important in perspective of the evolution of Popper\u27s philosophy of science. (Translated from English into Ukrainian by Olena Mishalova).Це перший український переклад лекції Карла Р. Поппера «Еволюційна епістемологія» (1983). Ця стаття є надзвичайно важливою з точки зору еволюції філософії науки Поппера. (Переклад з англійської на українську мову Олени Мішалової)
Філософська хвороба релятивізму, або як можлива плідна дискусія: Передмова до українського перекладу «Міф інтелектуальної рамки» К. Поппера
No full textThe article functions as a preface to the Ukrainian translation of Karl Popper’s The Myth of the Framework. Its objective is to elucidate the author’s stance on the possibility of a fruitful discussion among individuals holding views grounded in divergent fundamental principles. In contrast to the prevalent relativistic perspective, which posits that the possibility of discussion is contingent on the congruence of underlying principles, Popper justifies a direct correlation between the initial divergence in perspectives among discussion participants and its fruitfulness. The article demonstrates the place of the translated work in the evolution of Popper’s perspective on science and critical rationality, as well as the correspondence of its content to critical rationalism as his philosophical credo. The author, particularly in reference to H. Albert, underscores a pivotal historical and philosophical context to facilitate a more profound comprehension of both Popper’s philosophy in its broader sense and the substance of his article The Myth of the Framework. This refers to the foundation of Popper’s views in the tradition of the ancient and modern Enlightenment, which influenced his conception of critical rationality, the unity of theoretical and practical philosophy, and the prioritization of the problem of freedom in its various manifestations. The author of the article posits that Popper’s focus does not pertain so much to the possibility of a rational and fruitful discussion between adherents of divergent frameworks, but rather to the actualization of the Kantian way of asking how such a discussion is possible. Drawing on the practice of discussion in the natural sciences, Popper develops a model of critical discussion, analyzes the logical, methodological, and psychological conditions for its possibility, and thus refutes what he calls the myth of the framework. The article also emphasizes the practical significance of such a refutation as understood by Popper, which is associated with the danger of increasing the probability of violence and war.Стаття являє собою передмову до українського перекладу праці Карла Поппера «Міф інтелектуальної рамки». Її мета – висвітлити позицію автора щодо можливості плідної дискусії між людьми, які дотримуються поглядів, що ґрунтуються на відмінних фундаментальних принципах. На противагу поширеному релятивістському підходу, який стверджує, що можливість дискусії залежить від узгодженості основоположних принципів, Поппер обґрунтовує пряму кореляцію між початковою розбіжністю в поглядах учасників дискусії та її плідністю. У статті показано місце перекладеної праці в еволюції поглядів Поппера на науку і критичну раціональність, а також відповідність її змісту критичному раціоналізму як його філософському кредо. Автор, посилаючись, зокрема, на Г. Альберта, підкреслює важливість історико-філософського контексту для кращого розуміння як філософії Поппера загалом, так і змісту його статті «Міф інтелектуальної рамки». Йдеться про укоріненість поглядів Поппера у традиції античного та новочасного Просвітництва, що позначилося на його концепції критичної раціональності, єдності теоретичної і практичної філософії, пріоритету проблематики свободи у різних її проявах тощо. Автор статті доводить, що Поппер не стільки ставить питання про можливість раціональної і плідної дискусії між прихильниками різних інтелектуальних рамок, скільки актуалізує кантовий спосіб постановки питання: як можлива така дискусія. Спираючись на практику обговорення у природничих науках, Поппер розробляє модель критичної дискусії, аналізуючи логічні, методологічні та психологічні умови її можливості, і тим самим спростовує те, що він називає міфом інтелектуальної рамки. У статті акцентовано також на практичному значенні такого спростування, як його розумів Поппер, пов’язаного з небезпекою збільшення вірогідності насильства і війни
МЕТАСИСТЕМА СУЧАСНОЇ ДИТЯЧОЇ ЛIТЕРАТУРИ КРИВОРIЖЖЯ
No full textThe attempt is made to research the metasystem of the modern children’s literature in Kryvyi Rih. The article notes that works of fiction are an important constituent of the artistic life of Ukraine for children of different historical and cultural zones. The artistic heritage of Kryvyi Rih artists working for children contributes to the formation of aesthetic tastes, moral and ethical basis of the young readers. The thematic and artistic level, technical and illustrative design of the books take into account the criterion of age relevance of the target audience. The characters of most works are children with whom it is possible to self-identify recipients. The metasystem of children’s literature of Kryvyi Rih is identified to be formed on the basis of artistic, pedagogical, psychological components; it has technical design and visual content that correspond to the age characteristics of the readers. Preschoolers and junior schoolchildren are mostly addressed to the poetry and fairy tales of a small volume (I. Dolennyk “Swings”, M. Oleksienko “At the melon field”, N. Yolkina “Clear sun”, etc.). The alphabets of N. Plakushcha, M. Skiba, O. Starikov and others play an important role in enriching the life experience of young readers of this age. Some of these publications have a specific design concept of creative and modeling nature. They are characterized by a peculiar speech: there are many affectionate words, repetitions, onomatopoeia and a lot of personified images. The works written for children of primary school reveal various aspects of friendship, contain pictures of adventures, mischief, entertainment and fantastic travel. As a result of the analysis, it was defined that poems, fairy tales, stories, legends are popular with secondary school age children in the regional children’s literature (collections of V. Halekh “Fairy Tales of Forgotten Mysteries”, V. Sychov “Laughter”, etc.). The emotional and semantic content of these works corresponds to the readers’ motivations of teenagers, the specifics of their receptive activity.У розвiдцi зроблено спробу дослiдити метасистему сучасної дитячої лiтератури Криворiжжя. У статтi вiдзначено, що твори для дiтей рiзних iсторико-культурних зон є питомою складовою мистецького життя України. Художнiй доробок митцiв Криворiжжя, якi працюють для дiтей, сприяє формуванню естетичних смакiв, морально-етичної основи читачiв. Тематичний i художнiй рiвень, технiчне й iлюстративне оформлення книг враховує критерiй вiкової ревалентностi цiльової аудиторiї. Встановлено, що метасистема дитячої лiтератури Криворiжжя формується на основi художньої, педагогiчної, психологiчної складових, технiчне оформлення, вiзуальний контент вiдповiдають вiковим особливостям читачiв. Дошкiльнятам i молодшим школярам переважно адресовано поезiї та казки невеликого обсягу (I. Доленник «Гойдалки», М. Олексiєнка «На баштанi», Н. Йолкiної «Ясне сонечко» та iн.). У збагаченнi життєвого досвiду читачiв цього вiку вагому роль вiдiграють абетки Н. Плакущої, М. Скиби, О. Старiкова та iн. Деякi з цих видань мають специфiчну дизайн-концепцiю творчо- моделювального характеру. Їм притаманна своєрiдна мова: тут безлiч пестливих слiв, повторiв, звуконаслiдування, багато персонiфiкованих образiв. Твори для дiтей молодшого шкiльного вiку розкривають рiзнi сторони товариських стосункiв, мiстять картини пригод, пустощiв i розваг, фантастичних мандрiвок. У результатi проведеного аналiзу визначено, що для дiтей середнього шкiльного вiку у крайовiй дитячiй лiтературi домiнують вiршi, казки, оповiдання, легенди тощо (збiрки В. Галєх «Казок забутих таїна», В. Сичова «Смiх» та iн.). Емоцiйне та смислове наповнення цих творiв вiдповiдає читацьким мотивацiям пiдлiткiв, специфiцi їхньої рецептивної дiяльностi
Parents\u27 demographic characteristics and their involvement in student retention in Kwimba District, Tanzania
No full textStudents whose parents are actively involved in their education are more likely to develop a positive attitude toward schooling and to persist in their studies. A significant challenge affecting student retention in schools is the lack of parental involvement in their children\u27s education. This study explores the relationship between the demographic characteristics of parents and their participation in promoting student retention in secondary schools within Kwimba District. Data were gathered using a questionnaire administered to 126 respondents, selected through simple random sampling. To analyze the data, the Mann-Whitney U Test and Kruskal-Wallis Test were employed to assess the relationships among various demographic factors of the respondents, including gender, age, education level, marital status, and employment status. The results revealed that there was no significant correlation found between home-based parental involvement for student retention in secondary schools and the parent\u27s age, gender, or marital status. The findings indicate a significant correlation between parents\u27 work status and their children\u27s educational attainment. These results underscore the importance of parental involvement in enhancing student retention, highlighting the necessity for targeted interventions to promote such engagement. Increased parental participation, particularly in home-based educational activities, has the potential to substantially decrease dropout rates and improve attendance, ultimately leading to better educational outcomes. The study suggests that parents, regardless of their educational backgrounds or employment statuses, should be encouraged to actively support and motivate their children in academic pursuits to enhance their retention in school
Pedagogical conditions for soft skills development in future officers: evidence from the National Guard of Ukraine during wartime
No full textThis study investigates the effectiveness of pedagogical conditions for developing soft skills among future officers of the National Guard of Ukraine (NGU) during wartime. Through a mixed-methods approach combining quantitative and qualitative methodologies, we examined the development of essential military leadership competencies in a 12-month pedagogical experiment at the Kyiv Institute of NGU. The study involved 132 participants divided into experimental (n=64) and control (n=68) groups, with the experimental group receiving enhanced soft skills training through specialized pedagogical interventions. Results demonstrate significant improvements in the experimental group across multiple competency areas, including communication skills (31% increase), critical thinking (23%), teamwork (31%), lifelong learning (64%), professional ethics (31%), and leadership abilities (33%). Statistical analysis using the χ2 criterion confirmed the significance of these improvements at the 0.05 level. The findings suggest that structured pedagogical interventions, particularly those integrating combat experience and mentorship approaches, can effectively enhance military officers\u27 soft skills development. This research contributes to the growing body of evidence supporting the importance of systematic soft skills training in military education, especially during periods of active conflict. The study\u27s implications extend beyond the Ukrainian context, offering insights for military education programs globally while highlighting the need for continued research into long-term skill retention and cross-cultural applications
CURRENT STATUS OF PARKLAND TREES IN URBANIZED STEPPE AREAS OF THE DNIPRO REGION IN UKRAINE
No full textВ антропогенно змінених ландшафтах степового Придніпров’я регуляція абіотичних атмосферних і ґрунтоутворювальних процесів, зокрема за рахунок щільності штучно створених лісових екосистем шляхом динамічного відновлення родючості ґрунтів, є, на нашу думку, перспективною програмою для післявоєнного періоду відновлення ресурсів лісових фондів регіонів України. Осередки інтродукційних деревних видів мережею парків вкрили територію Дніпровського регіону України та суттєво змінили загальний вигляд лісових екосистем степового Придніпров’я. Парки займають незначні площі але несуть значне рекреаційне навантаження. Експлуатація в садівництві призвела до того, що невелика кількість видів була знищена в дикій природі та вижила в культивуванні. Рослинні ресурси територій дендропарків і громадських парків експлуатуються до економічного або біологічного вимирання. За останні 3-5 роки для більшої частини Дніпровського регіону немає чіткого консенсусу щодо темпів
зменшення інтродукованих деревних видів і популяції деревних рослин природного та штучного походження. Метою проведених досліджень видового складу паркових насаджень, було визначення рівня життєвості та сучасного стану в умовах урбанізованих територій степового Придніпров’я, підрахунок кількості деревних рослин, встановлення вікової структури та відсоткового співвідношення деревостану на прикладі парків м. Дніпро та м. Кривого Рогу. Особливий інтерес викликають на тепер дерева – довгожителі, домінантні види наявної дендрофлори. Вони представляють величезний інтерес як представники цінного генофонду. На основі зробленої роботи по кожному парку був складений інвентаризаційний план та паспорт об’єкту міського господарства.In the anthropogenically altered landscapes of the Dnieper Steppe, the regulation of abiotic atmospheric and soil-forming processes, in particular through the density of artificially created forest ecosystems through dynamic restoration of soil fertility, is, in our opinion, a promising program for the post-war period of restoration of Ukrainian forest resources in the regions. Plant resources are exploited to economic and biological extent. Exploitation in horticulture has led to the fact that a small number of species have been destroyed in the wild and survived in cultivation. Over the past 3-5 years, there has been no clear consensus for most of the Dnipro region on the rates of reduction of introduced tree species and populations of woody plants of natural and artificial origin. The centers of introduced tree species have covered the territory of the Dnipro region of Ukraine with a network of parks and have significantly changed the general appearance of the forest ecosystems of the Dnipro steppe. Parks occupy small areas, but carry significant recreational value. Download. By conducting studies of the species composition of park plantings, the level of vital activity and current state in the conditions of urbanized territories of the Dnipro steppe, counting the number of woody plants, installing the age structure and percentage composition of the tree stand on the example of the park of the city of Dnipro and the city of Kryvyi Rih. Using the method of conducting research on the species composition of park plantings, the level of vital activity and current state in the conditions of urbanized territories of the Dnieper steppe region were determined, the number of woody plants was counted, and the age structure and percentage composition of the tree stand were established using the example of the parks of the city of Dnipro and the city of Kryvyi Rih. Of particular interest now are trees - long-lived, dominant species of the existing dendroflora. They are of great interest as representatives of a valuable gene pool. Based on the work done for each park, an inventory plan and a passport of the municipal facility were drawn up
Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovation
No full textThe rapid evolution of digital technologies has fundamentally transformed the landscape of computer science education, creating unprecedented opportunities and significant challenges for developing comprehensive digital competence among learners. This study presents an integrated theoretical framework for fostering digital competence in computer science students within higher education institutions, bridging the gap between established pedagogical theories and emerging digital literacy requirements. We developed and validated a multidimensional approach to digital competence development based on synthesising international frameworks, including DigComp 2.2, DigCompEdu, and insights from global implementations. Our experimental research involved 25 undergraduate computer science students divided into control and experimental groups, with the latter experiencing specifically designed pedagogical interventions integrating motivation enhancement strategies and innovative teaching technologies. The study employed a comprehensive methodological framework evaluating digital competence across three key dimensions: cognitive-educational, information-search, and security-value. Statistical analysis using Pearson\u27s chi-squared test revealed significant improvements in all dimensions for the experimental group, with the empirical χ2 value (239.896) substantially exceeding the critical value (5.991) at p < 0.05. The findings demonstrate that traditional educational methods alone are insufficient for developing the complex digital competencies required in contemporary computer science practice. Our integrated framework, which balances theoretical knowledge with practical application in authentic contexts, proved significantly more effective. This research contributes to the global discourse on digital education transformation by providing actionable insights for curriculum development, faculty training, and institutional policy. The proposed framework offers a scalable model for enhancing digital competence development that can be adapted across diverse educational contexts, addressing the critical need for preparing computer science graduates who can navigate and shape the rapidly evolving digital landscape
Design education in Ukraine: competency development and European integration in artistic-project training of future design professionals
No full textDesign education occupies a distinctive position at the intersection of artistic creativity and technical proficiency, presenting unique challenges for competency-based curriculum development. As Ukraine continues its integration into the European Higher Education Area following its 2005 accession to the Bologna Process, design education programs face the imperative of aligning national standards with European competency frameworks while preserving the distinctive pedagogical traditions of artistic-project training. The Ukrainian higher education standard B2 Design establishes competency requirements for design professionals, yet the theoretical foundations connecting these requirements to European frameworks and effective pedagogical approaches remain underdeveloped. This theoretical paper examines the conceptual foundations of design education competency development within the context of Ukrainian European integration. It addresses three interrelated questions: (1) How do the competency structures embedded in Ukraine\u27s B2 Design standard correspond to European qualification frameworks and international design education models? (2) What pedagogical approaches offer the strongest theoretical grounding for developing artistic-project competencies in design students? (3) What conceptual considerations emerge from analysing European integration challenges and opportunities for Ukrainian design education? The study employs a theoretical analysis approach, synthesising international scholarship on design education, competency-based learning, and European higher education policy. Through a systematic analysis of the Ukrainian B2 Design standard and a comparative examination of European competency frameworks, the paper develops an integrative conceptual model for understanding the development of design education competencies. The analysis draws on reflective practice theory, constructive alignment principles, and design cognition research to establish theoretical foundations for enhancing the curriculum. The analysis reveals three principal insights. First, while the Ukrainian design standard demonstrates structural alignment with the European Qualifications Framework\u27s tripartite categorisation of knowledge, skills, and competence, significant gaps exist in articulating design-specific competencies related to critical reflection, interdisciplinary collaboration, and sustainable design practices. Second, studio-based and project-based pedagogical approaches, when grounded in reflective practice theory, provide robust frameworks for developing the integrated competencies required for professional design practice. Third, European integration presents both challenges - including resource constraints, faculty development needs, and assessment harmonisation - and opportunities for curriculum innovation, international collaboration, and enhanced graduate mobility. The paper contributes a theoretically grounded framework for understanding competency development in design education within the European integration context. It proposes that effective design education reform requires simultaneous attention to three interconnected dimensions: alignment with international competency frameworks, adoption of pedagogically sound approaches to artistic-project training, and strategic engagement with European integration mechanisms. The framework offers implications for design educators, curriculum developers, and policymakers in Ukraine and other countries navigating similar integration trajectories. Future research directions include empirical validation of the proposed model and comparative studies across post-Soviet design education systems