Peculiarities of communication as a resource for ensuring the implementation of secondary specialized education in a scientific direction

- Калмикова, Лариса Олександрівна (orcid.org/0000-0002-7538-2635) (2022) Peculiarities of communication as a resource for ensuring the implementation of secondary specialized education in a scientific direction Pedagogical innovations: ideas, realities, perspectives, 1 (28). pp. 86-97. ISSN 2413-4139

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Abstract

The article highlights one of the scientific approaches to solving the problem of communication in education, in particular, secondary specialized education in the field of science. Communication is seen as a speech phenomenon, which is not only a verbal means of interaction between people in society but also a powerful resource for the implementation of the content of education at all levels and degrees. The content of the article answers the question: in what form is it most appropriate to implement the Standard of specialized secondary education in a scientific direction and what is the place of communication in this process? The results of theoretical research carried out according to the developed concept and the used methods are presented: a) modelling; b) qualitative and quantitative methods of systemic analysis; c) thematic analysis and research synthesis. Within the developed concept communication is regarded as a bilateral (multilateral) process of communication between the communicator and the communicators which are carried out on the internal and external speech plans and provide their semantic, semantic and verbal interaction. A universal model of communication called “From meaning to meaning” is presented and its structure is described. Communication is interpreted as a two-way process of semantic interaction of communicators: the communicator (addressee) and communicator (s) (addressee (s))– which can be carried out both directly and indirectly through paper and electronic media, as well as in the form of dyads and polylogically; the role of the Language of Science in the implementation of scientific education is determined. As evidenced by the results of qualitative and quantitative analysis, the scientific and communicative competencies that SSONS applicants should master are 60,97% in grades 5–6, 65,90% in grades 7–9, and 64,0% in grades 10–11 (12) of the total number of research competencies defined by the Standard. The results of the research presented in qualitative and quantitative dimensions support the formulated hypothesis and give grounds to assert that the implementation of the Standard of Secondary Specialized Education should be carried out in the form of scientific communication and the formation of scientifically centered communicative competencies.

Item Type:	Article
Keywords:	communication; specialized education; expressive skills; impressive skills; scientific competence
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of the gifted child > Innovative Technologies in Gifted Education Department
Depositing User:	н.с. Олена Василівна Онопченко
Date Deposited:	18 Jan 2023 17:10
Last Modified:	18 Jan 2023 17:10
URI:	https://lib.iitta.gov.ua/id/eprint/733997

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