БИОЭКОЛОГИЧЕСКИЕ НАУЧНО-ИССЛЕДОВАТЕЛЬСКИЕ ПРОЕКТЫ ШКОЛЬНИКОВ (МЕТОДИЧЕСКАЯ ПОДГОТОВКА СТУДЕНТОВ В ХОДЕ ПРОИЗВОДСТВЕННОЙ ПЕДАГОГИЧЕСКОЙ ПРАКТИКИ)

Creativity is a significant element in design education, and frequently a significant competency during recruitment for design professions. Group work and individual work are widely employed in higher education. Many studies have highlighted the merits of employing group work in design education, cultivating collaborative design abilities and fostering sought-after employability skills. Although the benefits of group work in design practice and education are widely recognised, few studies have shown evidence that group work outperforms individual work regarding creative design activities in higher education contexts. Therefore, the aim of this research is to explore whether group or individual work is more beneficial for fostering students in generating creative designs in STEM design education. A case study, involving two cohorts of second-year undergraduate students studying a UK Engineering degree Industrial Design programme, is reported. The case study compares the design outputs produced by the two cohorts tackling the same design challenge in a product design module but employing individual and group work, respectively. The case study results show that no significant differences have been found between the design outputs produced by group work and individual work, considering novelty, usefulness and overall creativity. Further analysis reveals that a student’s academic performance is not significantly related to the level of creativity of the design produced. This research indicates design educators should employ both group and individual work to complement each other in design education, and suggests potential solutions to enhance students’ design creativity.

This article reveals the role of educational and project activities in developing students’ research competencies in modern educational process at university. Students’ productive development is possible only with their comprehensive training for these types of activities. Insufficient theoretical, methodological, and practical development of this problem in Kazakhstani science determined the relevance of this article’s topic. The analysis of the study of theoretical sources and practical experience allows us to conclude that students are insufficiently prepared for educational and project activities in developing research competencies. Most students do not comprehend the importance of developing research competencies in educational and project activities, having a relatively general understanding of them. Therefore they practically lack the relevant skills and abilities. The direction of further research is developing a methodology for the development of students’ research competencies in project and research activities within pedagogical and musical disciplines in the university educational process.

The subject of research is pedagogical conditions for the development of project competencies of future graphic designers in the process of professional training. The topic of the research is the pedagogical guidance of the students’ project activities. The purpose of the research is theoretical grounds, development and experimental verification of a complex of organizational and pedagogical conditions to manage the project activities of future graphic designers in the process of professional training at a university. The methodology of the research. The authors applied: the method of theoretical analysis (analysis of current psychological and pedagogical works, curricula, teaching aids, theses, scientific literature and periodicals on pedagogy, psychology and design); observational method (observation of educational and artistic-creative activities of students); method of selection and compilation of design assignments for the course "Design"; diagnostic methods (testing, questioning, expert assessment). The result of the study was in improving the speed of creative thinking in students within the process of project activities and in increasing the quality of project implementation. As a result of managing the students’ project activities according to the developed pedagogical conditions the authors set increase in the indicators in the project activities of the students being trained. The results of the study can be used in the process of managing the project activities of future graphic designers in universities during the assessment period. The proposed pedagogical methods allow improving the quality of students' graphic design projects, which will result in bringing the project activity to a new level.

The methods of forming the project and technological culture of future teachers of educational institutions of professional and vocational education covers a set of purposeful didactic methods, techniques, methods, means and forms of training, principles and rules of their creative application. Gradual development of personality helps to increase the level of project and technological culture of students in the process of mastering of academic disciplines of design direction. The developed methods reflects the author’s understanding of the continuity of the process of forming a project and technological culture, is detailed by a system of pedagogical actions implemented in three stages (preparatory, professional development, creative self-realization in project activities) and contributes to the development of artistic and aesthetic qualities, associative and imaginative thinking, theoretical knowledge, practical skills to create harmonious creative projects in a particular field, promising technological developments, predict trends in the development of the industry and take into account modern achievements and promising areas of project and design activities. Involving students to perform creative tasks in a number of academic disciplines of design direction contributes to the formation of design and technological culture of future teachers of educational institutions of professional and vocational education. Integral gradual formation of design and technological culture is provided by interrelated creative tasks from academic disciplines, in particular, Drawing and composition basics, Design Basics, Design practicum and a new academic discipline, designed within the framework of our research,Basics of project and technological activities in the field.The methods of forming the project and technological culture of future teachers includes conceptual, substantive and procedural structural components. The designated components of the forming methods differ in the content of the interrelated stages of development of project and technological culture, which is predetermined by the specifics of project and production activities in a particular area and the pedagogical skills of future teachers. During the implementation of each stage there is a gradual formation of all (value-motivational, cognitive, procedural-activity, ergonomic and research-reflexive) components of the project and technological culture of future teachers.

Valuing the Education Mission: Implementing an Educational Value Units System

For over 100 years studies have consistently recommended that the engineering curriculum should stress underlying principles and have a considerable range of cultural studies. In addition, today, some authorities believe that the development of critical thinking, communication, and leadership skills are vital for and must be developed in the engineering student. In this regard, the findings of this study suggest that students prefer the use of thought-provoking questions and discussion in the classroom. They also appreciate the opportunity for student input, like to be challenged by the subject matter, and enjoy group interaction. Undergraduates, in particular, perceive that working in groups is an excellent learning experience. They also believe that the development of communication skills will be a benefit for them in their future endeavors. Students, therefore, appear to have accepted that critical thinking, teamwork, and communication skills are important aspects of the curriculum.

Modernization of higher education and increasing the specialist’s competitiveness in recent years remain the priority areas of the development of society. The practice of pedagogical activity of higher education includes more and more project activities, which are fixed by the introduction of the Federal State Educational Standards of Higher Education of the third generation. The article provides definitions of such concepts as "project", "project activity", "project within digital environment". It describes the principles of project-based learning and reveals the characteristic features of students' project activities within digital environment. The authors emphasize various types of projects within digital environment (class telecommunication project, telecommunication educational project, distance multimedia Internet project, mobile Internet project, and smart Internet project). They consider teacher and student activities at all stages of the project life cycle. The article pays special attention to the use of digital environment services during the project life cycle. It describes the method of forming project teams and distributing roles according to the model of M. Belbin. The study has shown that arrangement of project activities within the digital environment provides cognitive interaction of students, development and improvement of their abilities in the process of joint activities, mastering a variety of ways to implement project work, as well as the inclusion of students in the process of solving applied problems.

The article covers the main aspects of the influence of students' research activities on the development of leadership qualities in the implementation of uniform educational requirements. Pedagogical methods and technologies of involving modern school students in research activities in the course of cognition and social interactions deserve the most attention, since modern society needs the latest technological developments, creative ideas, effective leaders and progressive scientific discoveries that bring the economy and socio-political development of the state to the highest possible level. In this regard, in the learning process, it becomes necessary to create the same pedagogical conditions and a single educational space for the development of the personality of each school student and the formation of his/her leadership qualities. The conducted psychological and pedagogical research and detailed analysis of theoretical sources made it possible to establish that this type of educational activity contributes to the natural development of many personality traits, including the formation of leadership qualities. The formulations of leadership, its structure, factors of formation are considered as a theoretical basis. The article presents modern approaches to the methodology for the development of leadership qualities of modern school students in educational activities: scientific research, project activities, cooperative learning, etc. It also demonstrates the results of empirical research on the development of personal and leadership qualities of school students in secondary and basic schools in the course of research work.

The article discusses the problem of the influence of educational research and project activities on the achievement of meta-subject educational results by high school students. It reveals the essence of the concepts of “meta-subject results” and the role of educational research and project activities in the development of universal educational actions (UEA) in high school students, which form the basis of meta-subject results; describes the functions and principles of the research method in teaching schoolchildren; presents the results of diagnostic measures for two indicators: the readiness of teachers to use educational research and project activities in achieving meta-subject results; the level of formation of meta-subject skills in graduates of two schools in Vladikavkaz. The main document regulating the activities of a general educational institution is the federal state educational standard of basic general education (FSES BGE). It emphasizes the requirements for the results of mastering the main educational program of basic general education (subject, personal, meta-subject), as well as enriching the content of the program through the inclusion of educational tasks based on the research and project activities of students. Due to the fact that this type of activity today should become an integral part of the educational process of the school, the eyes of teachers, methodologists and scientists are turned to the problem. The authors of the article, addressing this problem, express their point of view on the organization of the educational process for the achievement of meta-subject educational results by schoolchildren in educational research and project activities.

The peculiarities of project activity of future primary school teachers during professional training in higher education institutions are considered in the article. One of the activities that helps to shape the professionalism of future primary school teachers is project activity, which is an integral part of the work of future professionals during the educational process. The article focuses on ICT as a tool used in project activities. With the help of ICT, future professionals will be able to help create a standalone product project. Therefore, when using ICT in primary school, future primary school teachers should learn to give students the freedom to choose and equip them with the necessary tools. Future primary school teachers should recognize as a core value students’ personalities, their personal and subjective qualities as the basis for organizing the educational process. At the heart of modern education reforms there is not only gaining knowledge at the lessons in primary school , but also students' independent search and project activity. In the course of the research we found that the use of ICT in project activities can be divided into the following blocks: the use of ICT in the creation of projects (information search, typing and description of information found); discussion of projects (network communication); use of ICT in presenting results. Analyzing the processes that contribute to the formation of project competence of future primary school teachers in the process of vocational training, we have identified the following stages of work during the project work in the project activity process: motivational; design; activity-related; reflexive evaluation. The stages of project work proposed by us during the project activity of future elementary school teachers help to shape the project competence of future specialists during vocational training.

Research on procrastination mostly focuses on person-related antecedents and neglects situational and social factors, such as group work. Prior research indicates that conjunctive and additive group work may increase individual effort and performance as compared to individual work. Based on these findings, we investigate whether conjunctive and additive group work may also help reduce procrastination as compared to individual work. In a registered field experiment, N = 218 students with high levels of trait procrastination worked on an academic task over the course of 10 days in one of three conditions (individual work vs. conjunctive group work vs. additive group work). Dependent variables comprised task procrastination, task performance, and positive and negative task-related affect. Regarding conjunctive group work, results are mixed, with some evidence that conjunctive group work leads to lower procrastination as compared to individual work. Both types of group work resulted in higher negative task-related affect when assessed prospectively. No other effects were found. The findings contribute to the idea that targeted changes in the learning environment, such as the implementation of group work, may help reduce procrastination.

The article examines the problems of implementing project activities of students in school education. Project activity allows students to assert themselves, self-actualize on an intellectual and creative level, showing their best qualities and character traits. The law "on education in the Russian Federation" also pays great attention to teaching the basics of project activities to schoolchildren. Today, this issue has gone beyond discussion and has become widespread in practice. Project activities are implemented not only in primary, but also in secondary and high schools. In many regions of the Russian Federation, school teachers are actively learning the basics of project activities in the framework of training platforms, teacher training courses, and the basics of project activities are studied in the curricula of pedagogical universities. However, the practice of implementing project activities in the educational process has caused a number of problems that significantly reduce the potential inherent in it. These include: the lack of internal motivation of students to implement projects, almost complete lack of successful experience in implementing projects by school teachers, the contradiction between the accepted forms of final certification (Unified state exam, General state exam) and the requirements for projects, the inability to assess the quality of completed projects by objective criteria. In this work, the sources of these problems are considered at the system level, the contradictions that cause their occurrence are formulated, and the directions for finding solutions to eliminate the above-described problems are indicated. Solutions are proposed to improve the efficiency and effectiveness of project activities of students at school.

The educational tasks for the Primary School have considered in the article.. These tasks can be distributed according to their content, form and source of their execution. The differentiation of tasks according to their form and source of execution belongs to the external organisation; the tasks’ differentiation according to their content belongs to the internal organisation. The differentiation of the educational tasks according to their content is the dominant. It is realised considering the scope and complexity of their performing by the Primary School applicants. The differentiation according to the scope of the performing provides the increase of decrease of a mount of the tasks. The differentiation of tasks according to level of their complexity is much more effective. Depending on the level of complexity (for the performing by Primary School pupils) it is possible to propose reproductive, productive and creative tasks. The organisation of work during the performing tasks of the productive and creative character is realised considering the educational achievements of Primary School pupils. This means that certain pupils must get some help whereas other pupils must get some complicated tasks for the revealing and satisfying their educational possibilities. The characterised ways of tasks’ division are different according to the content. We have to underline that the form of the tasks’ performing could be various: frontal work, individual work, group work. Thus, in addition to the implementation of the technology of the differentiated education in the Maths lesson at Primary School, the article reveals the peculiarities of the differentiated homework. The effective implementation of the differentiated tasks at various stages of the lesson and during the organization of the homework allows teaching Primary School applicants with different levels of preparedness (readiness) for the educational activity. The article makes the stress on the prior psychological-pedagogical positions of the implementation technology of organisation of the differentiated learning. These positions are: determination of a pupil as the central figure of the educational process; consideration of the individual-typological peculiarities of the Primary School pupils. There are also such positions: optimal combination of the individual character of the process of tasks’ mastering with the collective organisation of the pupils’ educational activity; implementation of the differentiated tasks at various stages of the lesson and during the lessons’ system at Primary School. The author also reveals such positions: prevention difficulties which can arise among Primary School pupils due to their different preparation during the mastering new educational material; realisation of the prospect analysis of the educational theme. This analysis should include the determination of the aim of the tasks; the goal of the tasks’ realisation at certain stage of the lesson; certain ways of the further work. Key words: technology of the organisation of the differentiated learning, frontal form of work, individual form of work, group from of work, construction of the home tasks.

The objective of the research is to improve project controlling in a chemical plant to projects completed on time delivery through the adaptation of the project control technique from Project Management Body of Knowledge (PMBOK) to improve project on time delivery, cost and quality. The technique involves the management of project time, cost, quality and risk to provide a higher level of project performance. The result shows that the percentage of projects completed on time increases from 41% in 2013 to 90% with acceptable cost in 2014. KEYWORD: Project Control; Plant Capacity Increase International Conference on Industrial Technology and Management Science (ITMS 2015) © 2015. The authors Published by Atlantis Press 491 2 RESEARCH METHODOLOGY 2.1 Project time management To improve on-time delivery of the project, project engineer or project manager has to follow the following steps. Step 1: Define the activities to identify the specific action to be performed to produce the project deliverables. Step 2: Sequence activities to identify and document relationship between the project activities. Step 3: Calculate activity resources for estimating the material type and quantity, human resource, and equipment or supplier required for each activity. Step 4: Estimate activity duration to approximate the number of work periods required to complete individual activities with estimated resources. Step 5: Develop schedule to analyze activity sequences, durations, resource requirement and schedule constraints to create the project schedule from starting date to project completion. Step 6: Control schedule to monitor the status of project to update progress and manage the change of the schedule base line. The review of project progress report is necessary to show the performance of each activity and the modification of schedule base on the change request to prevent project delay. 2.2 Project cost management The project cost and budget estimating to complete within approved budget can be done as follows. Step 1: Estimation costs to develop an approximation of the monetary resource for material, human resource, equipment and supplier required in each activity. Step 2: Determine budget to combine the estimated costs of individual activities or work package to establish an authorized cost base line. Step 3: Control costs by monitoring the status of project spending and compare with project progressive the change management to be control by authorized person to prevent cost spending over approved budget. 2.3 Project quality management The project quality management to meet with project requirement and specification can be done as follows. Step 1: Plan quality to identifying quality requirements and standard to project. Step 2: Perform quality assurance to audit the quality requirement and result from quality control measurement to ensure appropriate quality standard. Step 3: Perform quality control to monitoring and recording of executing the quality activities to access performance and recommend necessary changes. 2.4 Project risk management The project risk management to identify probability of event to impact to project completion to manage the risk to be process as follows: Step 1: plan risk management to define how to conduct risk management activities for the project, planning is important to provide sufficient resource and time for risk management activities Step 2: identify risks to determining which risk may affect the project and documenting their characteristics. Step 3: Perform qualitative risk analysis to prioritizing risks for future analysis or action by assessing and combining their relative probability or likelihood of occurrence and impact, the project team shall be identify risk level and reduce influence of bias. Step 4: Perform quantitative risk analysis is the process of numerically analyzing the effect of identified risks on overall project objectives Step 5: Plan risk responses to creating option and actions to enhance opportunities and to reduce threats to project objective, plan risk responses addresses the risks by their priorities inserting resources and activities into project budget, schedule and project management plan as needed. Step 6: Monitor and control risk to tracking each critical activity and measuring the risk process effectiveness throughout the project

The modern school is designed to teach students to adapt to life. One of the most effective teaching methods is the re- search method, one of the pedagogical means of which is project activity. The American scientist, teacher and psycholo- gist John Dewey at the beginning of the 20th century studied and substantiated the prospects for using project activities in the learning process. Project activity is an invaluable tool that makes it possible to develop a child’s personality, introduces him to cognitive activity, increases his cultural and intellectual level, and develops creative abilities.