IMPLEMENTATION OF INNOVATIVE OBJECT-ORIENTED TRAINING PRACTICES IN FIELD CLASSES FOR FORENSIC STUDENTS
УДК 378.1
Abstract
This article explores the concept of object-oriented learning and its application in an off-site criminology lesson designed for students at Sevastopol State University. The study is relevant due to the growing need for new pedagogical approaches that enhance students' ability to acquire knowledge and develop practical skills in criminology. The paper provides an overview of the principles of object-oriented learning, its historical development, and its advantages. It emphasizes the creation of situations and tasks that foster effective object-oriented learning, particularly through the use of artificial intelligence tools. The study's findings indicate that when students apply their acquired knowledge to situational tasks, they not only develop practical skills but also gain a deeper understanding of the subject matter. Moreover, incorporating artificial intelligence in the learning process enables the creation of simulations and virtual scenarios, which significantly enhance the realism of the educational experience. In conclusion, the research demonstrates that object-oriented learning, particularly when combined with artificial intelligence tools, is an effective strategy for teaching and fostering practical skill development in forensic science students.
Downloads
References
Гришин А.А., Алесин И.И., Новикова З.Н. Перспективы объектно-ориентированного подхода при создании архитектур организации учебного процесса и психопрофилактических мероприятий в цифровую эпоху: сборник трудов конференции / Цифровизация образования: вызовы современности : материалы Всерос. науч. конф. с международным участием (Чебоксары, 13 нояб. 2020 г.) / редкол.: Р.И. Кириллова [и др.]. Чебоксары : ИД «Среда», 2020. С. 28–33.
Жижина М.В. Работы кафедры криминалистики - для всесторонней подготовки юриста нового формата // Вестник Университета имени О.Е. Кутафина. 2019. № 3 (55). URL: https://cyberleninka.ru/article/n/raboty-kafedry-kriminalistiki-dlya-vsestoronney-podgotovki-yurista-novogo-formata
Каминский М.К, Каминский А.М. Образование и обучение в криминалистике: проектирование и реализация учебного курса // Вестник Удмуртского университета. Серия «Экономика и право». 2021. № 1. URL: https://cyberleninka.ru/article/n/obrazovanie-i-obuchenie-v-kriminalistike-proektirovanie-i-realizatsiya-uchebnogo-kursa
Михайлов М.А., Невенченый Я.А. О возможности использования информации о маркированных товарах для раскрытия и расследования общеуголовных преступлений / Дни науки КФУ им. В.И. Вернадского : сборник тезисов участников IV научно-практической конференции профессорско-преподавательского состава, аспирантов, студентов и молодых ученых, Симферополь, 12–17 октября 2018 года. Т. 2. Симферополь : Крымский федеральный университет им. В.И. Вернадского, 2018. С. 647–648.
Степура И.В. О приложениях в психологии и педагогике объектно-ориентированного подхода: промежуточные итоги и направления дальнейшего развития // ОмГУ. 2017. № 4. URL: https://cyberleninka.ru/article/n/o-prilozheniyah-v-psihologii-i-pedagogike-obektno-orientirovannogo-podhoda-promezhutochnye-itogi-i-napravleniya-dalneyshego-razvitiya
Kayaoğlu M.N., Güçlütürk Y. Effects of metacognition on student success and satisfaction in an object-oriented programming course // Education and Information Technologies. 2017. № 22(5). P. 2251–2267.
Köse Ü., Gülbahar Y. A meta-analysis of computer-assisted scaffolded writing interventions for students with disabilities in K-12 settings // Computers & Education. 2015. Vol. 82(1). P. 33–43.
Patitsas E.C., Craig M., Easterbrook S., Henriques P. How programming instructors talk about novice errors: a taxonomy of novice error descriptions // ACM Transactions on Computing Education (TOCE). 2018. Vol. 18(3). P. 1–29.
Piwek P., Piwek L. Benefits and barriers to digital game-based learning in the classroom: An investigation of teachers' perceptions // Computers & Education. 2019. Vol. 141. P. 103617.
Radermacher A., Schümmer T. Learning analytics for student support in computer science education: A systematic literature review // ACM Transactions on Computing Education (TOCE). 2016. Vol. 16(4). P. 1–32.
Ruiz-Calleja A., Dennerlein S., Holocher-Ertl T. Cognitively activating instructional design in computer science education: A replication study // Computers & Education. 2019. Vol. 138. P. 46–58.
Velázquez-Iturbide J.-Á., Chimal-Eguía J.-C. Software engineering project grading techniques: An empirical study on student satisfaction and subjective quality // Computers & Education. 2017. Vol. 104. P. 30-40.
Villeneuve H., Reimann P., Bryant P., Hell T. Design features, student perceptions, and use patterns for different learning tasks in a computer-based formative assessment environment // Computers & Education. 2019. Vol. 128. P. 15–29.
References:
Grishin A.A., Alesin I.I., Novikova Z.N. Perspektivy ob#ektno-orientirovannogo podhoda pri sozdanii arhitektur organizacii uchebnogo processa i psihoprofilakticheskih meroprijatij v cifrovuju jepohu: sbornik trudov konferencii. Cifrovizacija obrazovanija: vyzovy sovremennosti : materialy Vseros. nauch. konf. s mezhdunarodnym uchastiem (Cheboksary, 13 nojab. 2020 g.) / redkol.: R.I. Kirillova [i dr.]. Cheboksary : ID «Sreda», 2020. P. 28–33.
Zhizhina M.V. Raboty kafedry kriminalistiki - dlja vsestoronnej podgotovki jurista novogo formata. Vestnik Universiteta imeni O.E. Kutafina. 2019. No 3 (55). URL: https://cyberleninka.ru/article/n/raboty-kafedry-kriminalistiki-dlya-vsestoronney-podgotovki-yurista-novogo-formata
Kaminskij M.K, Kaminskij A.M. Obrazovanie i obuchenie v kriminalistike: proektirovanie i realizacija uchebnogo kursa. Vestnik Udmurtskogo universiteta. Serija «Jekonomika i pravo». 2021. No 1. URL: https://cyberleninka.ru/article/n/obrazovanie-i-obuchenie-v-kriminalistike-proektirovanie-i-realizatsiya-uchebnogo-kursa
Mihajlov M.A., Nevenchenyj Ja.A. O vozmozhnosti ispol'zovanija informacii o markirovannyh tovarah dlja raskrytija i rassledovanija obshheugolovnyh prestuplenij. Dni nauki KFU im. V.I. Vernadskogo : sbornik tezisov uchastnikov IV nauchno-prakticheskoj konferencii professorsko-prepodavatel'skogo sostava, aspirantov, studentov i molodyh uchenyh, Simferopol', 12–17 oktjabrja 2018 goda. Vol. 2. Simferopol' : Krymskij federal'nyj universitet im. V.I. Vernadskogo, 2018. P. 647–648.
Stepura I.V. O prilozhenijah v psihologii i pedagogike ob#ektno-orientirovannogo podhoda: promezhutochnye itogi i napravlenija dal'nejshego razvitija. OmGU. 2017. No 4. URL: https://cyberleninka.ru/article/n/o-prilozheniyah-v-psihologii-i-pedagogike-obektno-orientirovannogo-podhoda-promezhutochnye-itogi-i-napravleniya-dalneyshego-razvitiya
Kayaoğlu M.N., Güçlütürk Y. Effects of metacognition on student success and satisfaction in an object-oriented programming course. Education and Information Technologies. 2017. No 22(5). P. 2251–2267.
Köse Ü., Gülbahar Y. A meta-analysis of computer-assisted scaffolded writing interventions for students with disabilities in K-12 settings. Computers & Education. 2015. Vol. 82(1). P. 33–43.
Patitsas E.C., Craig M., Easterbrook S., Henriques P. How programming instructors talk about novice errors: a taxonomy of novice error descriptions. ACM Transactions on Computing Education (TOCE). 2018. Vol. 18(3). P. 1–29.
Piwek P., Piwek L. Benefits and barriers to digital game-based learning in the classroom: An investigation of teachers' perceptions. Computers & Education. 2019. Vol. 141. P. 103617.
Radermacher A., Schümmer T. Learning analytics for student support in computer science education: A systematic literature review. ACM Transactions on Computing Education (TOCE). 2016. Vol. 16(4). P. 1–32.
Ruiz-Calleja A., Dennerlein S., Holocher-Ertl T. Cognitively activating instructional design in computer science education: A replication study. Computers & Education. 2019. Vol. 138. P. 46–58.
Velázquez-Iturbide J.-Á., Chimal-Eguía J.-C. Software engineering project grading techniques: An empirical study on student satisfaction and subjective quality. Computers & Education. 2017. Vol. 104. P. 30-40.
Villeneuve H., Reimann P., Bryant P., Hell T. Design features, student perceptions, and use patterns for different learning tasks in a computer-based formative assessment environment. Computers & Education. 2019. Vol. 128. P. 15–29.
Copyright (c) 2024 Михаил Анатольевич Михайлов , Лариса Валерьевна Адонина
This work is licensed under a Creative Commons Attribution 4.0 International License.
Bulletin of Psychology and Pedagogy of Altai State University is a golden publisher, as we allow self-archiving, but most importantly we are fully transparent about your rights.
Authors may present and discuss their findings ahead of publication: at scientific conferences, on preprint servers, in public databases, and in blogs, wikis, tweets, and other informal communication channels.
Bulletin of Psychology and Pedagogy of Altai State University allows authors to deposit manuscripts (currently under review or those for intended submission) in non-commercial, pre-print servers such as ArXiv.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
