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Soft Systems Methodology in identifying and eliminating occupational safety hazards

100%
Ziarko J.
Bezpieczeństwo. Teoria i Praktyka
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2022
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vol. XLVII
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issue 2
75-90
EN
Soft Systems Methodology (SSM) and occupational safety and health (OSH) are areas of human knowledge and interest that are important to, but relatively independent of, each other. SSM uses the idea of systems to find solutions to complex, poorly defined, so-called soft problems that we face in work environments. The aim of this article was to identify the potential for using systems thinking and SSM methodology in the area of identifying and solving complex health and safety problems. The method used was a semi-systematic literature review aimed at identifying selected determinants of the use of SSM in activities to improve OSH. It was pointed out how important it is for the effectiveness of OSH undertakings to be able to use SSM and systems thinking as a structured and systematic approach to analysing and eliminating occupational safety and health hazards present in the working environment.
2

ВИКОРИСТАННЯ КЕЙС-МЕТОДУ В ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ ПЕДАГОГІВ

86%
Садова Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 5(59)
184-192
EN
Formation of the teacher of a new type – conceiving, initiative, comprehensively informed, capable to use modern educational technologies – can be successful if future a expert who is already in the course of study will be put in the conditions which are brought closer to his professional activity. Today, according to the definitions of scientists (A. Verbitsky, V. Zagvyazinsky, M. Levina, O. Pekhota, O. Savchenko, S. Smirnov, D. Chernilevsky), the main objective of education consists in formation in students of ability to vigorous activity, his including to creative professional activity. In this regard special value gets the process of the choice of methods of study among which the important place is taken by methods of interactive study which are based on situations of professional activity. The case method (the analysis of concrete situations) at the heart of which, – studying, the analysis and decision-making, in a situation which has resulted from certain events, real situations is one of them. The organization of cognitive activity of students constructed on the analysis of concrete situations of the future professional activity is one of the most active forms of occupation. The solution of pedagogical tasks, the analysis of concrete situations, is considered as an active method of study which gives the chance as much as possible to bring students closer to real pedagogical activity. The value of these methods is that they give the chance to reproduce a context of a concrete situation of professional activity in an educational situation. Contextual study, by A. Verbitsky, is the form of active study oriented at vocational training which is realized by gradual use of a professional context, saturation of educational process, elements of professional activity. In the article different approaches to classification of pedagogical situations which can be used in vocational training of future teachers are analyzed. The use of the following situations is the most effective, in our opinion: micro situations, situations-illustrations, situations-problems, pedagogical tasks as they give the chance to develop pedagogical thinking and oral broadcasting of future teachers, to learn to see in the concrete phenomenon its general pedagogical essence, a problem which needs the decision, to consider it and to provide logically reasonable, clear and accurate expression of the solution of this situation.
3

ШЛЯХ ДО УСПІХУ ОСОБИСТОСТІ – ЧЕРЕЗ ПРОБЛЕМНЕ НАВЧАННЯ

72%
Цуркан Т., Красій Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 10(54)
316-321
EN
In the article the theory of problem-based learning is revealed. This issue highlights the interpretation of scientists that treated problematic understanding of the functioning of the lesson in different ways, and had a direct impact on the problem situation cognitive activity and psychological state of the individual. Problem-based learning provides the opportunity to creative participation of students in the assimilation of new knowledge, the formation of cognitive interests and creative thinking, high degree of learning and motivation of students. The basis for this is a simulation of the creative process through the creation and management of problem situations in finding a solution. Awareness and solution of problem situations are optimal for independent learners, but under the supervision of a teacher in a joint interaction. The positions to identify problematic patterns of approach as the process of learning are analyzed: a new type of learning, teaching method, the principle of learning technology. The specific problem-search methods, including the method of problem exposition, part-search, and research methods in the teaching and learning of students are characterized. To create problem situation the teachers should have necessary knowledge of the types of problem situations and didactic tools. Classification of problem situations is made and their impact on the development of a successful young individual is determined. In particular, there are several ways to create problem situations and determine their types accordingly: the collision of students with life events, facts that require theoretical explanation; organization of practical work of students; prompting students to analyze the phenomena of life, leading them to clash with former general perceptions of life events; the formulation of hypotheses; prompting students to compare, generalize new facts with research tasks. A variety of types of problem issues demonstrates the importance of educational use, causes various ways to create them.Performance Technology of problem-based learning is that it helps to form a harmoniously developed creative personality, able to think logically, systematize and accumulate knowledge, capable of introspection, self-acquired ability to solve problem situations in the classroom to help solve them in independent life.
4

НЕСТАНДАРТНИЙ ПОСІБНИК ЯК ЗАСІБ АКТИВІЗАЦІЇ НАВЧАЛЬНО-ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ УЧНІВ У ПРОЦЕСІ ВИВЧЕННЯ АЛГЕБРИ У 8 КЛАСІ

72%
Волчаста М.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 5(39)
225-234
EN
This article analyzes the role of non-standard textbook as an effective means of enhancing the educational-cognitive activity of students in the study of algebra in the 8th grade. A brief characteristic of the textbook-interlocutor of algebra for 8th grade is provided. Some fragments from it as an example are given. It is indicated that the experimental results confirm the effectiveness of the use of this textbook in the learning process. The created textbook-interlocutor is a means of ensuring not only structural, thorough, conscientious study of algebra in the 8th grade, but also a means of motivation and enhancing the educational-cognitive activity.It can be used by teachers to prepare and teach lessons; by pupils at the lessons, particularly during independent work, and by students in the study of the techniques of algebra the 8th grade, and can also be a reliable helper for parents of eighth-graders. E-book consists of a cover, navigation map, consisting of six buttons and a window to view the selected material. Structural components of the navigation buttons: «Glad to meet» – brief information about the authors, the structure of the textbook; «From authors» – a kind of introduction about the purpose of the textbook-interlocutor, the explanation of icons, symbols; «Learning together» – contains a list of lessons where the student can, when necessary, open the theoretical or practical material; «View presentations» – systematic list of all the media clips in accordance with the lessons; «Check your knowledge» – block, which consists of tasks for the current or final control of knowledge and skills of the students; «Learn more» hyperlink on the Internet sources with additional material for those who are interested in mathematics and want to know more.Convenient system of navigation and hyperlinks let easily get around the blocks and the modules of the section and choose individual learning trajectory. The textbook-interlocutor, as shown by the results of experimental studies contributes to the development of creative thinking of students, enhances the interest in the educational book, and provides the organization of independent work. The author has created similar textbooks in mathematics for the 5 – 6th grade, algebra for the 7th grade, and we are working to create similar textbook-interlocutor in algebra for the 9th grade.
5

ФОРМУВАННЯ ТВОРЧОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ЛІКАРІВ НА ЗАНЯТТЯХ З БІОФІЗИКИ

72%
Макаренко В., Макаренко О., Макаренко К.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 3(47)
399-407
EN
The purpose of this article is based on the analysis of scientific literature to handle the problem of creativity of medical students as a part of competence. Such methods have been used in the research: theoretical analysis, which tool is structural and logical analysis of the content and structure of the educational process in the view of the existing relations between its individual parts, statistical evaluation of the individual events in the study, didactics analysis, based on the generalization process of knowledge which is reflected in its tendency to generalize many versatile particular laws; pedagogical observation – collecting materials of research-based data collection of classes, and laboratory tests. As a result of the research it has been determined that the ability to see and formulate the problem and act in unusual situations emerging in the implementation of   creative potential is possible in the introduction to the educational process of innovative educational technologies. The practical significance of the study is observed in the developed technology in the classes of Biophysics in particular advanced learning technologies that have been approved contribute to the formation of competencies and stimulate creative activity. So, a type of training that is aimed at the formation of productive creative medical student is developing education. Another type of training aimed at activating the creative abilities is problem-based learning, the main aim of which is also all-round development of cognitive abilities of the students. Recently, higher educational institutions have begun to use such following creative teaching methods aimed at activating creativity, as «case method», «brainstorming», educational games and others. «Case method» is based on the description of the real problem, which is related to the future students profession and participants of discussion make recommendations for the solving that encourages the students to develop problem-search activity. Another type of training that we believe would be used to train medica students to enhance creative abilities is educational entertainment. Further research needs to explore the usage of the features of the technology developed in other disciplines of natural sciences, which the students learn at the higher medical educational institution.
6
Publication available in full text mode
Content available

Uczeń w obliczu sytuacji problemowej – strategie działania z perspektywy analizy transakcyjnej i pedagogiki twórczości. Studium badawcze

72%
PIERZCHAŁA A.
Edukacja-Technika-Informatyka
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2018
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vol. 9
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issue 4
497-503
PL
Artykuł jest kolejnym etapem kilkuletnich eksploracji badawczych autorki dotyczących pasywności szkolnej w ujęciu analizy transakcyjnej. Pasywność rozumiana jest tutaj jako brak umiejętności efektywnego działania w obliczu sytuacji problemowych. W badaniach podjęto próbę określenia związków łączących konkretne strategie pasywne z wybranymi komponentami postawy twórczej uczniów.
XX
The text constitutes a subsequent stage of the author's long-term research concerning school passivity in terms of transactional analysis. Passivity is understood here as the lack of the ability to act effectively in the face of problem situations. The research attempts to define relationships between specific passive strategies and selected components of students’ creative attitude.
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