Borys Bezzubko
https://orcid.org/0000-0002-2487-1316
Larysa Bezzubko
https://orcid.org/0000-0003-1401-1694
METHODOLOGICAL background FOR DEVELOPING INTEGRATED DISCIPLINES IN THE HIGHER EDUCATION INSTITUTIONS
Full text (pdf)
Language: Ukrainian
Abstract. Integration is a perspective direction for improving modern education. For persons who have entered a shortened form of education or have an educational and qualification level obtained in another speciality, it is necessary to introduce the teaching of an integrated discipline in the practice of learning. This will allow such applicants for education to systematize their knowledge and focus on the most pressing issues of their future profession. The small number of integrated disciplines in the educational process is due to a lack of awareness among teachers of the advantages and opportunities of integrated disciplines for training specialists, and insufficient development of methodological foundations for the promotion of integrated disciplines. The purpose of the article is to characterize the methodological bases for the development of integrated disciplines in higher education institutions. The main scientific results of the study include the definition of integration as a process, result and phenomenon; characterization of the features and forms of integration of educational disciplines (intra-disciplinary, interdisciplinary, multi-level, combined, trans-subject); identification of the positive and negative aspects of the introduction of an integrated educational discipline. The authors define integration as a phenomenon characterizing the synthesis of procedural and resultant components of integration with the aim of targeted formation of new knowledge and practical skills among students. The main advantages of the introduction of integrated disciplines include systematization and concentration of knowledge within one discipline; comprehensive consideration of the object of the study taking into account all its characteristics; no duplication of information in different courses; saving students’ time as a result of workload optimization. The general conclusion is that the development and implementation of an integrated discipline in educational practice contributes to the further development of the professional knowledge and skills of a future specialist. Prospects for the further introduction of integrated disciplines in higher education are related to the improvement of the existing format of training using integrated disciplines, as well as regulatory and methodological bases for the development and implementation of integrated disciplines in higher education institutions.
Keywords: integration, integrated discipline, higher education institutions, educational process, higher education students.
https://doi.org/10.32987/2617-8532-2023-2-49-60
Keywords: integration, integrated discipline, higher education institutions, educational process, higher education students.
https://doi.org/10.32987/2617-8532-2023-2-49-60
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4. Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (Eds.) (1995). Ralph W. Tyler Publishes Basic Principles of Curriculum and Instruction. Understanding Curriculum. New York: Peter Lang. Retrieved from http://schugurensky.faculty.asu.edu/moments/1949tyler.html.
5. Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals by a Committee of College and University Examiners (Handbook I: Cognitive Domain). New York: Longmans Publishing.
6. Mathison, S., & Freeman, M. (2009). The Logic of Interdisciplinary Studies. Report Series 2.33. Guilford Press. Retrieved from https://files. eric.ed.gov/fulltext/ED418434.pdf.
7. Filho, W. L., Shiel, C., & Paco, A. (2016). Implementing and operationalising integrative approaches to sustainability in higher education: the role of project-oriented learning. Journal of Cleaner Production, 133, 126-135. DOI: https://doi.org/10.1016/j.jclepro.2016.05.079.
8. Schuster, L., & Glavas, Ch. (2017). Exploring the dimensions of electronic work integrated learning (eWIL). Educational Research Review, 21, 55-66. DOI: https://doi.org/10.1016/j.edurev.2017.04.001.
9. Arnesson, K., & Albinsson, G. (2012). Integration of theory and practice in higher education. International Journal of Educational Research, 53, 370-380. DOI: https://doi.org/10.1016/j.ijer.2012.05.002.
10. Levkivska, K. V. (2010). Theoretical principles of integration process in education. Bulletin of Zhytomyr Ivan Franko State University, 54, 177-181. Retrieved from http://eprints.zu.edu.ua/id/eprint/4685 [in Ukrainian].
11. Denderenko, O. O. (2016). Implementation of integrative learning through the use of competence-based tasks in the training of future ship mechanics. Modern trends in teaching natural, mathematical and technological disciplines in secondary and higher education, Proceedings of the 3rd International Scientific and Practical Internet Conference. Kropyvnytskyi. Retrieved from http://ekhsuir.kspu.edu/bitstream/handle/123456789/4148/%d0%a2%d0%b5%d0%b7%d0%b8-12%20%d0%94%d0%95%d0%9d%d0%94%d0%95%d0%a0%d0%95%d0%9d%d0%9a%d0%9e%202016.pdf?sequence=1&isAllowed=y [in Ukrainian].
12. Denderenko, O. O. (2014). Integration of knowledge as a basis professional competence ship engineers in universities and II accreditation levels. Collection of scientific work. Series: Pedagogical sciences, 66, 294-301. Retrieved from http://nbuv.gov.ua/UJRN/znppn_2014_66_53 [in Ukrainian].
13. Bezzubko, L. V. (Ed.). (2014). Construction management. Makiivka: Digital Typography [in Ukrainian].
14. Bezzubko, L. V., Dolhalova, O. V., & Bezzubko, B. I. (2022). Management in construction and housing and communal services. Ivano-Frankivsk: DonNABA [in Ukrainian].
15. Bezzubko, L. V. (Ed.). (2014). Management of municipal services. Makiivka: Digital Typography [in Ukrainian].
16. Babenko, A. L. (2015). The essence and content of the concepts of “integration” and “integration class”. Scientific Bulletin of the Uzhhorod National University. Series: Pedagogy, social work, 37, 9-12. Retrieved from http://nbuv.gov.ua/UJRN/Nvuuped_2015_37_3 [in Ukrainian].
17. Deineka, O. M. (2019). Methodological principles of integration of teaching technical disciplines and physics in vocational schools. (Extended abstract of candidate’s thesis). M. P. Drahomanov National Pedagogical University. Kyiv. Retrieved from https://npu.edu.ua/images/file/vidil_aspirant/avtoref/ D_26.053.19/Daineka.pdf [in Ukrainian].
18. Ministry of Education and Science of Ukraine. (2021). Conditions for admission to higher education in 2022. Retrieved from https://mon.gov.ua/storage/app/media/vishcha-osvita/vstup-2022/11/30/Nakaz.MON-1098.Umovy.pryyomu.VO.2022.pdf [in Ukrainian].
19. Ministry of Education and Science of Ukraine. (n. d.). Entry-2022 in data. Retrieved from https://mon.gov.ua/storage/app/media/vishcha-osvita/vstup-2022/Vstup-2022.u.danykh.13.01.2023.pdf [in Ukrainian].
20. Коchubey, A. V. (2014). Effective integration as methodological phenomenon during training students in technical colleges. Updating the content, forms and methods of education and upbringing in educational institutions, 9(52), 190-193. Retrieved from http://nbuv.gov.ua/UJRN/Ozfm_2014_9_54 [in Ukrainian].
21. Trubavina, I. (2018). Maternity knowledge in social and pedagogical activity: integrated educational discipline in higher education establishments. Scientific Bulletin of V. O. Sukhomlynskyi MNU. Series: Pedagogical sciences, 2(3), 318-326. Retrieved from http://mdu.edu.ua/wp-content/uploads/ped-visnik-62-2018-2-60.pdf [in Ukrainian].