Keyword: «constructivism»

The authors consider the role of a costume as a mean for Soviet identity formation.

In modern scientific and educational activities, more broadly, in vital activity, both collective, cooperative activities of an educational (or any other) group and the individual's mental and reflective activities are in demand. This practice in different subject fields and the corresponding qualities of the subject of education determine the level of university education in many respects. In general, its improvement is carried out in the classical areas – organizational, economic and regulatory support, development of personnel potential, improvement of educational and research activities at the university. However, in our opinion, insufficient attention is paid to the procedural aspects of educational activities and their providing, in particular due to the formally fashionable tendency to reduce the academic load. And it is so important not to simplify, but to deepen the intellectual activity of students. Hence the relevance of the research consists in the search for tools to build spiritual reality as ontology of learning, as a certain foundation for organizing the practice of educational activities at school and university. The purpose of the article is to organize a dialogue about our professional life, principles, attitudes, and actions for ourselves and others in space-time on the platform of texts by Georgy P. Shchedrovitsky. And here intellectual reflections are not an escape from reality, not embellishment, but maybe the main tool for understanding oneself and the objective world. We see the subject of our activity in the systematization and argumentation of a small number of ideas-bases as orientations for improving the effectiveness of teaching. The leading method of research is the analysis of available literature. The article presents fragments of dialogue-speculation at methodological seminars on the problems of educational activities, the development of thinking, the search for foundations in didactics and psychology. Here, the ideas of MMC (Moscow Methodological Circle) are a resource in building the content and form of learning and teaching. The main result of the article is in initiating the reflective activity of specialists in the sphere of research and education. Its creative result is the construction of an intellectual field (some kind of activity world picture) for modern activity according to different characteristics of professional work of any subject in education.

The article describes the experience of developing a technology for studying a school physics course based on the subject-language integrated strategy CLIL in the framework of an interdisciplinary research project by undergraduates. The problem of the research is to specify the possibilities of integrated study of physics and English for the development of cognitive skills in schoolchildren. The aim of the research is to develop and create an innovative technology for studying physics in English, corresponding to the CLIL concept. The study revealed the problem of changing the nature of the didactic content of the English language course from practical, focused on the formation of communication skills in an English-speaking environment to academic, which contributes to the development of cognitive skills, for example, when studying a school course using English. As a result of the research, an innovative technology for studying physics in English was developed based on the transfer of ideas of a cognitive approach to learning based on the application of interaction to the organization of a collaborative environment.

In the context of the digital transformation of education and information overload, traditional teaching methods no longer meet the needs of society and the individual. There is a contradiction between the need for students to develop a deep critical understanding of the world and the need to develop skills in navigating dynamic, distributed information networks. In our opinion, the resolution of this contradiction is possible through the synthesis of two main modern pedagogical theories of connectivism and constructivism. In this study, we made their comparative analysis. The paper reveals their philosophical and theoretical foundations, contrasting the inner meaning generation of an active student (constructivism) and navigation through distributed external networks of knowledge (connectivism). The authors compare the basic principles of the theories, the role of the teacher and the student, as well as practical methods for implementing each theory in the educational process. Special attention is paid to their responses to the challenges of the digital age. The paper systematizes criticism of both concepts, identifies their weaknesses and strengths. In conclusion, the position on the complementary potential of theories is substantiated. The conclusion is made about the need for synthesis: constructivism provides depth of understanding and critical thinking, while connectivism offers tools for working with dynamic information flows. The article emphasizes that an effective educational model of the future should integrate the ability for deep reflection (constructivism) and the competence of communication management in the digital environment (connectivism). The research uses methods of theoretical analysis of the principles of connectivism and constructivism, modeling and network analysis. The conducted complete comparative analysis of the two most important pedagogical theories makes it possible to streamline and clarify their conceptual fields in relation to digital didactics. It is shown that they are not mutually exclusive alternatives, but represent complementary levels of the educational process organization. The work expands the theoretical basis for designing adaptive educational trajectories, showing that adaptivity should not be limited only to the selection of tasks according to complexity (as in classical adaptive learning), it should include the possibility of choosing different ways of meaning formation (constructivism) and networking (connectivism). The results of the study are of direct practical importance for teachers, methodologists and developers of digital educational products.