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The article explains the relevance of the topic. It emphasizes that the study of how to create a problem situation in the learning process is effective in theory and practice; the learning process relies on all cognitive processes; their unity and cognitive processing in students develop purposefully in the learning process. It recalls that thinking is necessary only where there are new goals, when the learned methods and means of action (although they are essential) are few, and such conditions are an example of a problem situation. Besides, the article provides the scientific and pedagogical explanations of the goals of creating cognitive needs through a problem situation, the reasons for the problem situation, the problem-solving process, the functions performed by the subjects of this activity, and the lawfulness and naturalness of the problem situation in the educational process. In this work, presented as a research paper, there is the following generalization: the independent acquisition of new knowledge and methods by students in a learning system formed by the level of development of pedagogical thought and practice does not occur outside the 'learning problem' solution; the emergence of a problem situation in this system is only the beginning of the mental activity. [ABSTRACT FROM AUTHOR]

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Copyright of Avances en Ciencias e Ingeniería is the property of Avances en Ciencias e Ingenieria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: nowadays Russian people are proactively seeking cooperation with the Asian Pacific Rim. Considering this the author has developed a curricular for institutions of higher learning training students in intercultural business interaction in this region within such disciplines as “Foreign language” and “Professional foreign language”. Materials and Methods: the author puts forward a comprehensive test as a way to define the level of students’ preparedness for business interaction within the Asian Pacific Rim, to test that they understand what they learn and to identify qualitative indicators attending to acquisition of content, and development of communicative and linguistic competences, as well as such necessary characteristics as pragmatism and tolerance. The comprehensive test elaboration was based on A. A. Verbitskiy and E. E. Kreslavskaya’s method of assessing the students’ understanding of meaning and significance of information. Results: drawing upon ideas of researchers studying intercultural communication, East Asian peoples’ values, region’s social, cultural and economic problems, the author proposes some special direction for the learning process – it should orient the Far Eastern students to take into consideration values, behaviours, mental and cultural specifics of partners from China, Korea, Japan and other neighboring countries in the business interaction. It is impossible to subdivide such interaction into professional and social spheres, so the author has chosen a problem situation to be a basic form for organising the learning process. The prob- lem situations of the social and professional character have been taken from East Asia business practices. Discussion and Conclusions: to solve the problem how to check students’ understanding of the learning information, the author has developed a comprehensive test where a problem situation is also used. The paper’s objective is to show how these problem situations written in English work within the comprehensive test. The author substantiates the choice of this method and provides factors which speak about its efficiency. The paper gives a detailed description of the problem situation working mechanism, contains examples of problem situations and options to solve them. The analysis of comprehensive test results demonstrated by non-linguistic higher school students’ is also given a thorough account.

Introduction: the article discusses significance of use of new technologies in the learning process for realisation of goals of cognitive and affective domain of knowledge. The paper explores the methods of development of educational knowledge, which is achieved by information, reproductive and research means. Based on example of bioethics the paper demonstrates the use of visuals technology (charts, graphs, tables, illustrations, specification, etc.), which performs the following tasks: memorising, analysis and synthesis, comparison and differentiation, categorisation and classification, identification of relationships between facts, and for the revision of the material studied, acquisition of the new knowledge, memo risation of educational material. Materials and Methods: on the basis of the dialectical approach the object of research is new technologies in the learning process, in particular the study of bioethics. By using methods of observation, survey, analysis and synthesis in the educational process the authors prove the efficiency of such technologies as the use of visualisation (diagrams, illustrations), problem-based learning (issues, tasks and situations) and research tasks (case study method). Results: visual method complements the learning process. It allows a deeper understanding of the subject. This method deals with feelings, emotions and consciousness of students. It encourages creativity. In addition this method of material presentation allows reducing the amount of material of an ordinary lecture. It is underscored that in the study of bioethics it is recommended to use a technology of a problem-based learning, which is able to implement the intellectual activity of students by means of questions¸ case-studies, tasks and situations. The most vivid form of such technology is a case method. The basis for the emergence of technology of problembased learning is a certain contradiction between knowledge and practice. This method can be attributed to the simulation model of learning, the benefits of which are the development of skills of practical experience of future specialists. Discussion and Conclusions: the authors conclude that the use of technologies facilitates the solution of the following tasks: development of creative potential of students, analytical skills. It allows to classify and analyse information as well as to master the studied material and to ap ply it in practice.

In Towards an Historiography of Science (1963) and in other related works spanning over his entire career, Agassi presents his wide-ranging and original understanding of the history of science. It emerges from the criticism of two distinctive approaches, each informed by the uncritical acceptance, on the part of historians, of two philosophies of science: inductivism (scientific theories emerge from facts), and conventionalism (scientific theories are mathematical frameworks for classifying facts). Both produce unsatisfactory historical reconstructions, in which errors are either concealed or condemned. Popper's philosophy, by contrast, allows for a picture in which science grows from the recognition and criticism of our best and wisest errors. [ABSTRACT FROM AUTHOR]

Background. The article describes the author’s way from researching the phenomenon of insight to revealing the psychological mechanism of creativity. Its first stage (1965) was a postgraduate continuation of the studies initiated in the term papers and dissertations under the guidance of S.L. Rubinshtein. At the second stage (1969) the author introduced a new experimental-diagnostic method “Creative field” into psychology. Objective. To reveal the author's approach to the consideration of the thought process and the nature of creativity; to describe the study of the mechanism of creativity as an ability to develop activities on one’s own initiative. Results. At the first stage of research work it was justified that the mechanism of insight opened by Y.A. Ponomarev is not the only one. The studies demonstrated the role of the nature of the thinking languages and the dynamics of changing their types: from the visual image to the sign, and then — from the sign to the structure. The visibility of the structure explains instant emergence of the hypothesis. The author’s conclusions were confirmed in the theories of N.I. Zhinkin, L.M. Wecker, M. Hunt. The second stage of research allowed the author to realize the Rubinstein's principle of creative activity and develop a typology of cognitive activity, which correlates with the cognition levels identified by G. Hegel: stimulus-productive level supposes implementation of the proposed task within the framework of initial requirements (according to Hegel — the level of the singular); heuristic level, carried out beyond the requirements of the original task, allows to discover new patterns (according to Hegel — the level of the special); creative level (according to Hegel — the level of the universal) is characteristic of the few. An open regularity does not act as a solution method, but as a starting point for constructing a theory. Conclusion. The article substantiates that the mechanism of creativity as the ability to develop one’s activity on his own initiative, can take place only with the dominance of cognitive motivation in the structure of personality. This has been confirmed in the sample of more than 10,000 subjects in a series of long-term studies in which one experiment is in process since 1970, when the subjects were 10th graders. The research data of these studies constitute a theoretical and empirical proof of the post-nonclassical methodological principle of the unity of truth and morality.

One of the most fundamental problems formulated to machine learning is the development of habits and abilities in complex systems modeling. At the present paper a system named Generator of Problems Hypermedia is described and developed. This software system allows automating the process of optimization problem construction and automatic generation of problem statements for complex problem situations using the multimedia technology tools and intelligent interfaces. The work possesses significant importance in the introduction of computers in Education and in the development of Mathematical Modeling. Their successful application increases considerably the efficiency of the teaching and learning process. By means of the rational introduction of the Multimedia Technology tools students have exercised the construction and representation process of is used with the technology .net for Windows, as welloptimization problem situations. The system C as diverse multimedia technologies. [ABSTRACT FROM AUTHOR]

Soft Systems Methodology (SSM) and occupational safety and health (OSH) are areas of human knowledge and interest that are important to, but relatively independent of, each other. SSM uses the idea of systems to find solutions to complex, poorly defined, so-called soft problems that we face in work environments. The aim of this article was to identify the potential for using systems thinking and SSM methodology in the area of identifying and solving complex health and safety problems. The method used was a semi-systematic literature review aimed at identifying selected determinants of the use of SSM in activities to improve OSH. It was pointed out how important it is for the effectiveness of OSH undertakings to be able to use SSM and systems thinking as a structured and systematic approach to analysing and eliminating occupational safety and health hazards present in the working environment. [ABSTRACT FROM AUTHOR]

Problems are frequently used in mathematics to introduce and convey new notions and skills. Hence, teachers transform and adjust those problems to their students' level. The present study focuses on this transformation process on the particular case of a geometric problem posed by two teacher educators in one French Institute for Teacher Training. The whole process is described as a trajectory of the problem through various institutions from training center to secondary school and back. Before presenting the notion of trajectory of the problem, some elements about a general theoretical frame which refers to didactics of mathematics are presented. [ABSTRACT FROM AUTHOR]

This paper synthesizes the results of an investigation work (Montiel, 2002) about the didactic system's interaction, when these are carried out in an education scenario at distance. We report, within the socioepistemological framework and empirical evidence, how a derivative learn situation can be develop, taking this (the derivative) like variations successive organization. [ABSTRACT FROM AUTHOR]

Abstract: The purpose of this paper is to re-examine the relationships between mathematical problem solving and learning mathematics. After introducing a diagram representing the notion of problem solving, four types of problem solving approaches used in mathematics classrooms will be distinguished according to which aspect of that diagram is attended to. In examining each type of problem solving approach, what is expected to be obtained by students and what can be possible support in that approach will be discussed on the basis of the research literature. Through such examination, it will be shown that a teacher''s choice of problem situations and ways of interventions is critical to enabling students to experience ‘authentic’ problem solving and the choice should reflect the teacher''s intention. In the last part, problem solving as a way to treat mathematical theories will be discussed and the limitation of problem solving approach raised by the issue of mathematical culture will be made explicit. [Copyright &y& Elsevier]

In this paper we aim to analyze how a figure proposed as part of the statement of a problem situation about flat Geometry can influence the resolution procedures presented by students entering a Mathematics degree course. This article is a clipping from an ongoing research that deals with teaching and learning of flat Geometry in the initial training of math teachers. In it, we use as theoretical contribution Raymond Duval's Semiotic Representation Registration Theory. We developed a research with qualitative approach of the case study type. As possible results, we observed that the students used mereological, positional and reconfiguration modifications in their resolution procedures. We also observe that in problem situations that contain pictures as part of the utterance, attention must be paid to the purpose of the situation.

In this article we present the conclusions drawn from our research on the subject of problem posing for mathematics competitions. We present the case study of a student who is familiar with problem solving, has understood what problem posing means and what is a mathematical problematic situation, has proven his mathematical skills, and is asked to create his own mathematical problem. The conclusions drawn from this research are, firstly, on the relation of mathematical creativity and mathematical problem posing, secondly, on the relation of mathematical education and self-education, and thirdly on the relationship between the creator of a problem and the potential solver of the problem. [ABSTRACT FROM AUTHOR]

The purpose of the paper is to develop a comprehensive approach to managing the enterprise’s adaptive development within the production and economic organizations (PEO). The methods of economic and mathematical modeling are used for assessing the enterprise’s adaptive development capacity. Methodology. The research is based on the developing the approach to managing problem situations emergence at the stages of the enterprises’ pre-adaptation, co-adaptation and adaptation within PEO, introducing the equation for the adaptive development capacity implementation efficiency determination and identifying the stages of the industrial enterprises’ adaptive development forecasting. Results. The comprehensive approach to the enterprise’s adaptation in the process of development, which consists of the problem situations management, determination of the enterprise’s adaptive development capacity and forecasting of the enterprises’ adaptive development is introduced. Practical implications. The application of the proposed approach for identifying the problem situations to emerge at the stages of the enterprises’ pre-adaptation, co-adaptation and adaptation within PEO will make it possible to avoid such situations emergence at the enterprise or, if the situation has already occurred, to adjust managerial decisions for doing so. The use of the ratio for assessing the relevance of situation to emerge will improve the decision making process concerning the enterprises’ adaptation to macroeconomic challenges effectiveness, save time and resources on the reaction which is required by the external environment due to the situation’s relevance and will significantly facilitate the assessment of the adaptive measures being undertaken effectiveness during the enterprise’s development within the PEO. A criterion of the adaptive development capacity implementation efficiency will allow to determine the impact of the managerial decisions concerning the adaptive capacity (with all identified constraints) implementation on the level of such capacity. Fuzzy-multiple descriptions are used as a tool for recognizing the managerial decisions efficiency level. The results of the analysis of the proposed enterprise’s adaptation coefficient value testify about the correctness (or not) of the adaptive decisions and actions being undertaken. Value/originality. The development of a well-grounded approach of the enterprise’s adaptation to the external environment under modern conditions is an urgent task as there is a likelihood of new and unpredicted factors to impact its activities, so effective decisions on adaptation are necessary to be made quickly. The application of the developed comprehensive approach by enterprises will make it possible for them to effectively adapt to the dynamic and challenging market environment.

The article is devoted to the problems of moral education of students through the ethical conversations at the seminars of the course "history of Tatar literature". On the example of several classical works, firstly, the educational potential of literature is shown, and secondly, the effectiveness of ethical conversations and the system of value-oriented situations is emphasized. Experimental work on the basis of ranking the life values of young people shows the degree of effectiveness of the combination of ethical conversations and value-oriented situations in the formation of moral personality. [ABSTRACT FROM AUTHOR]

How do individuals' sexual identities, in the sense of who they are as sexual beings, change? Research addressing this question in the modern U.S. setting points to several factors, including macrolevel societal transformations, vernacular culture, interpersonal interactions, psychodynamics, and life course transitions. Yet it is less clear how these diverse factors are configured in broader social processes. This article draws on and extends the pragmatist mechanism-based approach to social theory to illuminate a key causal pathway whereby individuals' sexual identities may change. I argue that habits, specifically taken-for-granted ways of doing and thinking about sexuality, are a crucial constituent of sexual identities. But when individuals encounter problem situations to which existing habits are inadequate responses, they are more likely to do and think about sexuality creatively. Incorporation of these creative responses into stocks of habits can readily encompass shifts in sexual identities. The argument is illustrated using people's dramatic reflections on the first three iterations of the Lascivious Costume Ball, a sexuality-themed party that occurred at the University of Chicago. The Ball dramatized the radical historical moment of the Sixties and functioned as an exceptional problem situation for all but three of my respondents. The utility of the theory centers on its capacity to (1) generate more precise explanations of how individuals' sexual identities change; (2) integrate distinct literatures on sexual identity into a carefully generalizable theory of individual change; and (3) highlight a crucial relational dimension of certain problem situations. [ABSTRACT FROM AUTHOR]