Bibliographies thématiques / Education and training sciences

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Littérature scientifique sur le sujet « Education and training sciences »

Auteur : Grafiati
Publié le 11 octobre 2023

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Articles de revues sur le sujet "Education and training sciences"

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Jorge, Flávio, et Paula Cardoso. « Additional Technical Training on Telecommunications Engineering Sciences ». American Journal of Educational Research 2, no 10 (26 octobre 2014) : 963–69. http://dx.doi.org/10.12691/education-2-10-17.

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SANTI, Prof Ph D. Elena-Ancuța. « Book Review-EDUCAȚIA DIGITALĂ [DIGITAL EDUCATION] ». Pro Edu. International Journal of Educational Sciences 3, no 4 (27 janvier 2021) : 85–88. http://dx.doi.org/10.26520/peijes.2021.4.3.85-88.

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The volume Educația digitală [Digital Education] (2020), published by Polirom Publishing House (Iași), is the result of a new and necessary collective effort in the times when the Romanian school is going through the global pandemic context and is trying to identify the most efficient solutions to continue the teaching process and to realize it at higher qualitative standards. The coordinators of this work are well-known personalities in the domain of Educational Sciences, with vast experience, with vision and innovative spirit, authors of books, studies and research works, prize-winning, being appreciated by the academic community, actors with an important role in the process of elaboration of educational policies on a national level and vectors of the promotion and realization of quality in education: Univ. Prof. Ph.D. Ciprian Ceobanu - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Univ. Prof. Ph.D. Constantin Cucoș - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Assoc. Prof. Ph.D. Olimpius Istrate - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest; Univ. Prof. Ph.D. Ion-Ovidiu Pânișoară - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest.
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CRISTEA, Sorin. « Sciences of education without...pedagogy?!... » Univers Pedagogic 78, no 2 (juin 2023) : 5–10. http://dx.doi.org/10.52387/1811-5470.2023.2.01.

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The text reveals certain considerations/reconsiderations regarding the formulas „sciences of education”/” sciences of education” and „pedagogical sciences” in university undergraduate education and through the evolution of the doctorate, but also in the system of continuous training of teaching staff in the Republic of Moldova.The author’s views lend themselves to the clarification, interpretation and reconsideration of the formula „sciences of education” through the concise and clear delimitation between „authentic sciences of education” and „pseudosciences of education”, which, in its absence, favors and encourages the tendency to multiply numerous „sciences and mini sciences of education”.
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James, Philip N. « EDUCATION AND TRAINING ». Information Systems Management 9, no 2 (janvier 1992) : 15–21. http://dx.doi.org/10.1080/10580539208906860.

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Abramova, Mariya. « Science + Education = ( ≠ ) Education + Science ». Institutionalization of science and the scientific community 1, no 2020.1.1 (20 octobre 2020) : 83–93. http://dx.doi.org/10.47850/rl.2020.1.1.83-93.

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Based on a comparative analysis of the Prussian and Anglo-Saxon models, as well as the implementation of the concepts of didactic encyclopedism and utilitarianism in the education system, the author demonstrates the changes taking place in social institutions – education and science. It is shown that in countries that have long developed under the influence of the public administration system that implemented the model of compulsory education for all, science as a sphere of strategic development of the country determined the content and level of training of graduates. The attempt to include research institutions in universities in the context of the formation of a new Russian system of administration in the field of science and education, as a stage of transition to the implementation of the Anglo-Saxon model, not only violates the logic of the established system of training, but also is a way to substitute real research activity for compliance with the formal criteria of international ratings.
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Kemp, D. Alasdair. « Education and training ». Journal of Information Science 14, no 3 (juin 1988) : 190–91. http://dx.doi.org/10.1177/016555158801400310.

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Baig, Samir. « Otolaryngology Education in Family Medicine and Communication Sciences Training ». Archives of Otolaryngology–Head & ; Neck Surgery 137, no 10 (1 octobre 2011) : 984. http://dx.doi.org/10.1001/archoto.2011.159.

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Hladun, T. « Requirements for the Training of Masters of Natural Sciences of Pedagogical Higher Educational Institutions ». Journal of Education, Health and Sport 9, no 12 (28 décembre 2019) : 338–48. http://dx.doi.org/10.12775/jehs.2019.09.12.034.

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The article deals with the issues of training future teachers of natural sciences; findings: what requirements for professional education are typical for the training of a teacher of a new formation; what role in the professional development of specialists of pedagogical HEI has professional training and what shortcomings in the training of masters of natural sciences occur at the present stage of development of higher education; areas of modernization of vocational education and physical education, in particular, are identified by scientists.
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Troyna, Barry. « Education and training ». New Community 19, no 1 (octobre 1992) : 143–47. http://dx.doi.org/10.1080/1369183x.1992.9976348.

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Taylor, W. H. « Education and training ». New Community 19, no 3 (avril 1993) : 521–29. http://dx.doi.org/10.1080/1369183x.1993.9976382.

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Thèses sur le sujet "Education and training sciences"

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Haberlin, Alayna T. « A comparison of pyramidal staff training and direct staff training in community-based day programs ». Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2704.

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This study evaluated two methods of conducting staff training. One method was a pyramidal training approach and the other method consisted of an outside consultant training the direct care staff. A group design consisted of two experimental conditions. In the first experimental condition, the supervisors of two community based day programs for developmentally disabled individuals were trained in the principles of applied behavior analysis and feedback techniques. The supervisors then trained their direct care staff in the material they had learned. In the second experimental condition, the direct care staff were trained in the principles of applied behavior analysis by the experimenter. The pyramidal training group was expected to show a quicker increase in the percentage of correct teaching procedures and show a longer maintenance of these skills. The results indicated that pyramidal training was more effective in teaching staff how to use correct teaching procedures with consumers in community settings. Also, the results showed that the pyramidal training group maintained the improvement in their teaching procedure at a 3-month follow up as compared to the direct staff training group. Pyramidal and direct staff training have not been compared directly in previous studies.
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Peloagae, Makunye Joseph. « Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science ». Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-02152010-052329.

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Courteau, Brigitte. « Competency-based education in plastic surgery training ». Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122979.

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In Plastic Surgery, learning objectives have been outlined by the Royal College of Physicians and Surgeons of Canada, however, a defined curriculum to meet these objectives is absent. Several factors are reducing the practicality of the current time-based model and as a result, a competency-based training model has been proposed to replace the traditional model. Implementation of a competency-based curriculum requires several steps including the identification of both specialty specific procedures and procedural steps. The present project aims to develop a methodology for identifying procedural steps for individual Plastic Surgery procedures. Previous studies have highlighted the lack of resident exposure to several areas of Plastic Surgery, particularly aesthetic surgery. Avenues for increasing resident exposure and training opportunities must be explored. An additional aim of this project is to achieve this through the development of a pilot simulator mannequin for aesthetic surgery training. The identification of Plastic Surgery procedural steps together with simulator training is a novel step forward towards implementation of competency-based education in Plastic Surgery training.
En chirurgie plastique, le Collège royal des médecins et chirurgiens du Canada propose des objectifs d'études bien définis, cependant il n'y a pas de curriculum défini afin d'atteindre ces objectifs. Plusieurs facteurs réduisent l'aspect pratique du modèle en fonction du temps existant, et comme résultat, le modèle d'enseignement basé sur la compétence fut proposé pour remplacer le modèle traditionnel. La réalisation d'un curriculum basé sur la compétence demande autant l'identification des procédures spécifique de cette spécialité que des étapes procédurales. Ce projet tend à développer une méthodologie pour l'identification des étapes procédurales pour chacune des procédures de la chirurgie plastique. Les études précédentes ont démontrées que les résidents manquent d'exposition aux connaissances de plusieurs domaines de la chirurgie plastique, particulièrement vrai pour la chirurgie esthétique. Il est donc important, pour les résidents, d'explorer tous les avenues pour augmenter cette exposition et leurs opportunités de formation. La cible additionnelle de ce projet est d'atteindre ces objectifs par le développement d'un mannequin-simulateur pilote pour l'entraînement en chirurgie esthétique. L'identification des étapes procédurales en chirurgie plastique, en concert avec l'entraînement par simulateur, engendre une nouvelle étape vers la réalisation d'une éducation basée sur la compétence en chirurgie plastique.
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Uzoff, Phuong Pham. « Virtual school teacher's science efficacy beliefs| The effects of community of practice on science-teaching efficacy beliefs ». Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646176.

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The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument.

The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

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Mudhar, Mandeep S. « An evaluation of pharmacy education and pre-registration training ». Thesis, Aston University, 1998. http://publications.aston.ac.uk/10964/.

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This thesis covers two major aspects of pharmacy education; undergraduate education and pre-registration training. A cohort of pharmacy graduates were surveyed over a period of four years, on issues related to undergraduate education, pre-registration training and continuing education. These graduates were the first-ever to sit the pre-registration examination. In addition, the opinions of pre-registration tutors were obtained on pre-registration training, during the year that competence-based assessment was introduced. It was concluded that although the undergraduate course provided a broad base of knowledge suitable for graduates in all branches of pharmacy, several issues were identified which would require attention in future developments of the course. These were: 1. the strong support for the expansion of clinical, social and practice-based teaching. 2. the strong support to retain the scientific content to the same extent as in the three-year course. 3. a greater use of problem-based learning methods. The graduates supported the provision of a pre-registration continuing education course to help prepare for the examination and in areas inadequately covered in the undergraduate course. There was also support for the introduction of some form of split branch training. There was no strong evidence to suggest that the training had been an application of undergraduate education. In general, competence-based training was well regarded by tutors as an appropriate and effective method of skill assessment. However, community tutors felt it was difficult to carry out effectively due to day-to-day time constraints. The assistant tutors in hospital pharmacy were found to have a very important role in provision of training, and should be adequately trained and supported. The study recommends the introduction of uniform training and a quality assurance mechanism for all tutors and assistants undertaking this role.
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Mallon, Philip. « Impact of innovation in science education on small rural secondary education ». Thesis, University of Ulster, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241993.

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Okafor, C. O. C. « Perceptions of topic difficulty and importance in school sciences : A study of the West African School Certificate Science Syllabuses as perceived by students and teachers in Nigeria ». Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373990.

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Marques, Luis Manuel Ferreria. « From misconceptions to modified teaching-learning strategies in earth sciences in Portuguese secondary education ». Thesis, Keele University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385776.

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This study, based on a constructivist approach to teaching a difficultpart of the Geology Syllabusfor 16-17 year olds concerned with the Theory of Plate Tectonics attempts to make the teaching process in Earth-sdences easier, more enjoyable and more productive. The first step was to investigate misconceptions held by a sample of 270 students after spedalist teaching concerning the nature and origin of continents, oceans, continental drift, the Earth's magnetic field and plates. The second step involved the designing of a teaching and learning model. This starts with a recognition phase, in which students elicit their views and is followed by reflexion and reconstruction phases which analyse, rethink and reorganize students' knowledge. It ends with a re-evaluation phase. The third step was to plan and implement suitable cuniculum materials.This design incorporated suggestions from the history and epistemology of science and took into account many of the precursor hypotheses and theories which were later subsumed by the all-embradng Theory of Plate Tectonics. Four Units corresponding to each one of the topics referred to above were constructed. The last two units were implemented with an "experimental" group of five students during a five-weekperiod of extra specialist teaching. These studies demonstrate: (i) A rich vein of ideas, tapped before and after the normal period of teaching, which differ from those of the sdentific consensus. Some of these ideas reveal similaritieswith historicalsteps in the construction of Earthsoences ' knowledge and others seem to be imponed from others areas of scence, (ii) The potential of the teaching model as a framework for the designing of curriculum materials; (lii) That materials designed in accordance with the proposed model diminished students' learning difficulties; (iv) That students' conceptual changes were promoted; (iv) A list of precise recommendations which might be used in a normal secondary school's sdence classrooms.
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Carson, Debra Jester. « Electroneurodiagnostic Education and Training ». University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211979036.

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Ekwunife, Joe A. « Technology and secondary school science education : how can non-formal education help ? » Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257960.

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Livres sur le sujet "Education and training sciences"

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Boschi, Nadia, dir. Education and Training in Indoor Air Sciences. Dordrecht : Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4511-4.

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D, Park Patricia, Blackman Deborah A et Chong Gin, dir. Environmental education and training. Aldershot [England] : Ashgate, 1998.

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Librarians, National Library of Medicine (U S. ). Planning Panel on the Education and Training of Health Sciences. The education and training of health sciences librarians. [Bethesda, Md.] : National Institutes of Health, National Library of Medicine, 1995.

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Claude, Bouchard, McPherson Barry D et Taylor Albert W, dir. Physical activity sciences. Champaign, Ill : Human Kinetics Publishers, 1992.

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Nazir, Salman, Tareq Z. Ahram et Waldemar Karwowski, dir. Advances in Human Factors in Training, Education, and Learning Sciences. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80000-0.

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Nazir, Salman, Tareq Ahram et Waldemar Karwowski, dir. Advances in Human Factors in Training, Education, and Learning Sciences. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50896-8.

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Nazir, Salman, Anna-Maria Teperi et Aleksandra Polak-Sopińska, dir. Advances in Human Factors in Training, Education, and Learning Sciences. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-93882-0.

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Andre, Terence, dir. Advances in Human Factors in Training, Education, and Learning Sciences. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60018-5.

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Karwowski, Waldemar, Tareq Ahram et Salman Nazir, dir. Advances in Human Factors in Training, Education, and Learning Sciences. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-20135-7.

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Williams, Anna, Peter D. Maskell et John P. Cassella, dir. Forensic Science Education and Training. Chichester, UK : John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118689196.

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Chapitres de livres sur le sujet "Education and training sciences"

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Boschi, N. « Defining an Educational Framework for Indoor Air Sciences Education ». Dans Education and Training in Indoor Air Sciences, 3–6. Dordrecht : Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4511-4_1.

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Charkowska, Anna. « Education in Indoor Air Sciences in Poland ». Dans Education and Training in Indoor Air Sciences, 201–5. Dordrecht : Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4511-4_24.

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Mocsy, I. « Education in Indoor Air Sciences in Romania ». Dans Education and Training in Indoor Air Sciences, 207–12. Dordrecht : Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4511-4_25.

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Tripathy, Debi Prasad. « Safety Education and Training ». Dans Mine Safety Science and Engineering, 203–23. First edition. | New York, NY : CRC Press/Taylor & Francis : CRC Press, 2019. http://dx.doi.org/10.1201/9781315162294-9.

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Kalliokoski, P. J. « Indoor Air Science Training and Education in Finland ». Dans Education and Training in Indoor Air Sciences, 47–51. Dordrecht : Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4511-4_5.

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Bluyssen, Philomena M., et Wim Bakens. « CIB and Education and Training in Indoor Air Sciences ». Dans Education and Training in Indoor Air Sciences, 213–19. Dordrecht : Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4511-4_26.

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Hargreaves, Christopher. « Digital Forensics Education ». Dans Forensic Science Education and Training, 73–85. Chichester, UK : John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118689196.ch6.

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Clausen, Geo, et David P. Wyon. « Engineering Education for Indoor Air Specialists ». Dans Education and Training in Indoor Air Sciences, 151–56. Dordrecht : Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4511-4_18.

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Camoes, M. Filomena, et Leonel A. T. Neves. « Teaching Environmental Sciences to Undergraduate and Postgraduate Chemistry Students ». Dans Global Environmental Change Science : Education and Training, 125–29. Berlin, Heidelberg : Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5_12.

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Levin, Hal. « A Sustainable Environment Basis for Education in Indoor Air Sciences ». Dans Education and Training in Indoor Air Sciences, 141–50. Dordrecht : Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4511-4_17.

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Actes de conférences sur le sujet "Education and training sciences"

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Shoemaker, Richard. « Optical sciences and engineering programs at the Optical Sciences Center ». Dans Education and Training in Optics and Photonics. Washington, D.C. : OSA, 2003. http://dx.doi.org/10.1364/etop.2003.emc3.

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« Application of Stratified Training on Physical Education Training ». Dans 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.89.

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Mauro, Robert, et Immanual Barshi. « Training Smart : Using Principles of Cognitive Science in Aeronautical Education & ; Training ». Dans 41st Aerospace Sciences Meeting and Exhibit. Reston, Virigina : American Institute of Aeronautics and Astronautics, 2003. http://dx.doi.org/10.2514/6.2003-20.

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Shoemaker, Richard L. « Optics curriculum development at the Optical Sciences Center ». Dans Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468706.

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Istrate, Emanuel, Amr S. Helmy, John E. Sipe, M. Cynthia Goh et R. J. Dwayne Miller. « University of Toronto Institute for Optical Sciences Collaborative Program in Optics ». Dans Education and Training in Optics and Photonics. Washington, D.C. : OSA, 2007. http://dx.doi.org/10.1364/etop.2007.esc1.

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Istrate, Emanuel, Amr S. Helmy, John E. Sipe, M. Cynthia Goh et R. J. Dwayne Miller. « University of Toronto Institute for Optical Sciences Collaborative Program in Optics ». Dans Education and Training in Optics and Photonics. Washington, D.C. : OSA, 2007. http://dx.doi.org/10.1364/etop.2007.etb2.

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Istrate, Emanuel, et R. J. Dwayne Miller. « Education Programs of the Institute for Optical Sciences at the University of Toronto ». Dans Education and Training in Optics and Photonics. Washington, D.C. : OSA, 2009. http://dx.doi.org/10.1364/etop.2009.eta5.

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Shoemaker, Richard. « Optical sciences and engineering programs at the Optical Sciences Center ». Dans Eighth International Topical Meeting on Education and Training in Optics and Photonics, sous la direction de Barry L. Shoop et Grover Swartzlander. SPIE, 2003. http://dx.doi.org/10.1117/12.2208374.

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Mead, Nancy R., David S. Gibson et Elizabeth K. Hawthorne. « Cyber Sciences and Software Engineering ». Dans 2015 IEEE 28th Conference on Software Engineering Education and Training (CSEET). IEEE, 2015. http://dx.doi.org/10.1109/cseet.2015.14.

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Malini, Helma. « Nonformal Education (PLS) Supporting Inclusive Education in Education Framework for All - Training Needs Assessment ». Dans 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007041103610364.

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Rapports d'organisations sur le sujet "Education and training sciences"

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SOLOVEVA, N., et V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Бакум, З. П., et В. В. Ткачук. Open Education Space : Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Appoev, R. K., et Zh V. Ignatenko. Electronic educational and methodical complex of discipline "Operations research and optimization methods" (in areas of training 38.00.00 Economics and Management, 09.00.00 Computer Science and Engineering, 44.00.00 Education and pedagogical sciences). North-Caucasian Social Institute, juin 2016. http://dx.doi.org/10.12731/appoevignatenko.01062016.21898.

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Proskura, Svitlana L., et Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Striuk, Andrii M., et Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], février 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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Kompaniets, Alla, Hanna Chemerys et Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], février 2020. http://dx.doi.org/10.31812/123456789/3740.

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The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator for the formation of algorithmic thinking skills by students, presents the results of development and describes the functionality of the software product. In the further prospects of the study, it is planned to conduct an experimental study to determine the effectiveness of the use of software development in the learning process.
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ARMY SCIENCE BOARD WASHINGTON DC. Use of Technologies in Education and Training ; Supplement to Army Science Board Ad Hoc Study. Fort Belvoir, VA : Defense Technical Information Center, décembre 1995. http://dx.doi.org/10.21236/ada303930.

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Mayfield, Colin. Higher Education in the Water Sector : A Global Overview. United Nations University Institute for Water, Environment and Health, mai 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Barros, Margarida, Cristiana Bessa, Isabel Mesquita et Paula Queirós. The Expression of Epistemological Beliefs in Initial Teacher Education : A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, septembre 2022. http://dx.doi.org/10.37766/inplasy2022.9.0131.

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Review question / Objective: The purpose of this systematic review is to scrutinize what is known about pre-service teachers’ epistemological beliefs in initial teacher training. The research questions which guided the review of these studies were: (Q1) What is the theoretical framework used? (Q2) What is the domain present in the research? (Q3) What have been the main purposes of the research? (Q4) Which have been the methodological procedures used to access epistemological beliefs? (Q5) What are the main research findings? Information sources: Five databases will be used to search and retrieve the articles: EBSCO, ERIC, Web of Science and SCOPUS. This review will not exclude any work based on the date of conclusion as it intends to understand and illustrate the overview of all the research carried out on the epistemological beliefs of pre-service teachers. This will allow access to the explanatory factors of the contours and manifestations that the EB assume in this training phase.
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Kramarenko, T. H., O. S. Pylypenko et O. Yu Serdiuk. Digital technologies in specialized mathematics education : application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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