Semantic Differential For Evaluation of Educational Pathway of Personality
Abstract
The article deals with the issue of personal educational pathway, in particular experimental verification of theoretical ideas of the phenomenon, and the development of the “educational pathway” semantic differential as an adequate tool for its evaluation.
In the course of the experiment, which involved 424 persons, including school and university students and teachers, the “educational pathway” concept descriptors sets were distinguished and processed; the primary matrix of results was composed. It was processed according to two algorithms distinguishing semantic universals, and their advantages were identified. The designed application form of “educational pathway” semantic differential contains 76 scales. Its reliability and partially validity were checked experimentally. The peculiarities of applying this technique and interpreting the results are presented and described in the paper as well.
Based on a factor analysis, there have been distinguished 7 generalized evaluation structures, which are implicitly presented in the educational process parties’ minds. The following components make up a system of meanings and attitudes to the educational pathway: implementation conditions, formation mechanisms, management forms, mapping (as a form of the technique and research results representation), individual character, innovative nature of the educational pathway of a personality.
The presented semantic differential helps to examine and accumulate empirical data concerning subjective semantics and experience of personality’s lifelong educational pathway realization, contributes to the implementation of Ukrainian educational system reformation ideas based on a student-centered approach. Besides, it enriches the Ukrainian psychodiadnostic techniques database. Further research studies in this area will be dedicated to the peculiarities of the educational pathway in various occupational groups.
Downloads
References
Bratus, B.S. (2005). Estestvennonauchnaya i gumanitarnaya paradigmy v psihologii: preemstvennost’ ili skachok [Natural science and humanitarian paradigms in psychology: continuity or leap]. Izvestiya YUFU. Tekhnicheskie nauki – Izvestiya SFedU. Engineering Sciences, 51(7), 3–8 [in Russian].
Dzyuba, E.A. (2010). Vnutrennyaya differenciaciya kak faktor formirovaniya individual’nyh obrazovatel’nyh traektorij studentov [Internal differentiation as a factor in the formation of students personal educational trajectories]. Extended abstract of candidate’s thesis. Rostov-na-Donu [in Russian].
Zasiekina, L.V., & Zasiekin S.V. (2008). Psykholinhvistychna diahnostyka [Psycholinguistics Diagnostics]. Lutsk : RVV «Vezha» [in Ukrainian].
Zeer, E.F. (2014). Individualnye obrazovatelnye traektorii v sisteme nepreryvnogo obrazovaniya [Individual educational trajectories in the system of continuous education]. Pedagogicheskoe Obrazovanie v Rossii – Pedagogical Education in Russia, 3, 74–82 [in Russian].
Lushin, P.V. (2017). Haos i neopredelennost: ot stradaniya – k rostu i razvitiyu [Chaos and ambiguity: from suffering to growth and development]. Kyiv : Oriyana [in Russian].
Mazurkevich, A.V. (2013). Procesualnaya konkretizaciya i matematicheskoe obosnovanie metoda semanticheskih universalij [Processual specifi cation and mathematic grounding of semantic universals method]. Vestnik KRAUNC. Seriya «Gumanitarnye nauki» – Journal Collection of Scientifi c Works of KRASEC. The Humanities, 1(21), 112–123 [in Russian].
Morhun, V.F. (1996). Intehratsiia ta dyferentsiatsiia osvity: osobystisnyi ta tekhnolohichnyi aspekty [Integration and differentiation of education: personal and technological aspects]. Post Metodyka – Post Methodology, 4(14), 41–45 [in Ukrainian].
Nasledov, A.D. (2004). Matematicheskie metody psihologicheskogo issledovaniya. Analiz i interpretaciya dannyh [Mathematical methods of psychological research. Data analysis and interpretation]. Sankt-Peterburh: Rech [in Russian].
Nosova, E.P. (2009). Psihologo-pedagogicheskie usloviya vyyavleniya i podderzhki individualnoj obrazovatelnoj traektorii uchenika [Psychological and pedagogical conditions for identifying and supporting the student’s individual educational trajectory]. Candidate’s thesis. Moscow [in Russian].
Rebera, A. (Ed.). (2003). Oksfordskij tolkovyj slovar’ po psihologii [Oxford Dictionary of Psychology]. (Vols. 1–2). (E.Yu. CHebotareva, Trans.). Moscow : Veche [in Russian].
Petrenko, V.F. (2005). Osnovy psihosemantiki [Basics of psychosemantic]. Sankt-Peterburh : Piter [in Russian].
Radchuk, H.K. (2015). Psykholohiia aksiohenezu osobystosti u konteksti vyshchoi profesiinoi osvity [Psychology of the person’s axiogenesis in the context of higher professional education]. Osobystist u rozvytku: psykholohichna teoriia i praktyka: monohrafi ia – Personality in development: psychological theory and practice: monograph. Sumy: SumDPU [in Ukrainian].
Serkin, V.P. (2008). Metody psihologii subektivnoj semantiki i psihosemantiki [Methods of psychology of subjective semantics and psycho-semantics]. Moscow : Pchela [in Russian].
Smulson, M.L. (2009). Intelektualnyi samorozvytok u virtualnomu osvitnomu seredovyshchi: zmina paradyhmy [Intellectual self-employment in the virtual educational environment: changing paradigm]. Aktualni Problemy Psykholohii: Psykholohichna Teoriia i Tekhnolohiia Navchannia – Actual Problems of Psychology: Psychological Theory and Technology of Learning, 8, 6. Kyiv : NPU [in Ukrainian].
Sukhenko, Ya.V. (2017). Indyvidualna osvitnia traiektoriia: mizhdystsyplinarnyi analiz fenomenu [Personal learning path: cross-disciplinary analysis of phenomen]. Naukovyi Visnyk Khersonskoho Derzhavnoho Universytetu. Seriia «Psykholohichni Nauky» – Scientifi c Bulletin of the Kherson State University. Series «Psychological Sciences», 4(2), 111–116 [in Ukrainian].
Capkin, V.N. (2009). K novoj kartografi i psihoterapevticheskogo polya [To the new mapping of the psychotherapeutic fi eld]. Trudy po psihologicheskomu konsul’tirovaniyu i psihoterapii – Works on psychological counseling and psychotherapy, 2, 172–192 [in Russian].
Carchiolo, V., Longheu, A., & Malgeri, M. (2010). Reliable peers and useful resources: Searching for the best personalised learning path in a trust- and recommendationaware environment. Journal Information Sciences, 180(10), 1893–1907. doi10.1016/j.ins.2009.12.023
Crossan, B., Field, J., Gallacher, J., & Merrill, B. (2003). Understanding participation in learning for non-traditional adult learners: Learning careers and the construction of learning identities. British Journal of Sociology of Education, 24(1), 55–67. http://dx.doi.org/10.1080/01425690301907
Dabbaghe, N.А., Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15, 3–8.
Giudici, F., Pallas, A. (2014). Social origins and post-high school institutional pathways: A cumulative dis/advantage approach. Social Science Research, 44, 103–113. DOI:10.1016/j.ssresearch.2013.11.004
Janssen, J., Berlanga, A., Vogten, H., Koper, R. (2008). Towards a learning path specifi cation. International journal of continuing engineering education and life long learning, 18(1), 77–97.
Lewin, К. (1936). Principles of Topological Psychology. New York : McGraw-Hill.
Mohammed, O., & Benlamri, R. (2014). Developing a Semantic Web Model for Medical Differential Diagnosis Recommendation. Journal of Medical Systems, 38, 79. DOI:10.1007/s10916-014-0079-0
Pallas, A. (2003). Educational transitions, trajectories, and pathways. In J. Mortimer & M. Shanahan (Eds.), Handbook of the Life Course (pp. 165–184). New York : Kluwer Academic/Plenum Publishers.
Stoklasa, J., Talasek, T., & Stoklasova, J. (2018). Semantic differential for the twentyfi rst century: scale relevance and uncertainty entering the semantic space. Quality & Quantity, 35, 1–14. http://dx.doi.org/10.1007/s11135-018-0762-1
Verhagen, T., van den Hooff, B., & Meents, S. (2015). Toward a better use of the semantic differential in is research: an integrative framework of suggested action research. Journal of the Association for Information Systems, 16(2), 108–143. DOI: 10.17705/1jais.00388
Webster, Jerry. The Topography of Behavior. URL: thoughtco.com/topography-ofbehavior-3110854
Abstract views: 139 PDF Downloads: 129
This work is licensed under a Creative Commons Attribution 4.0 International License.
