Контрольно-оценочные материалы по английскому языку. Практикум для студентов педагогического вуза

had us do everything individually, and it taught me a lot more about responsibility”.

Emily: “This makes me feel really emotional, to be honest. I remember when I was twelve and worked on a science fair project about the environment; it made me passionate about helping the planet. If we can ignite that same spark in today’s kids, then maybe we’re doing something incredible”.

Task 4

Work in groups of three or four, discuss the best response to the following situations. You may choose an alternative strategy to the ones provided.

(a)In a group of six, you find that two students are not doing any work. Not only do they not come to meetings, they have not done the tasks they were given at the beginning. Should you...

(i)Decide that it’s simplest to do the work of the missing students yourself?

(ii)Find the students and explain that their behaviour is going to damage the chances of all six members?

(iii)Tell your lecturer about the problem?

(b)Onememberofthegroupisverydominant.He/sheattemptstocontrol thegroupandisintolerantoftheopinionsofothers.Shouldyou...

(i)Explain to that person, in a group meeting, that their behaviour is having a negative effect on the group’s task?

(ii)Tell your lecturer about the problem?

(iii)Let them do all the work, because that’s what they seem to

want?

Additional questions:

1. What do you think are the most important skills students should learn when working on group projects?

2.How can teachers best support students in their research activities?

3.Have you ever worked on a team project? What was your experience like?

81

4.In your opinion, what makes a successful scientific project?

5.How do you feel about sharing responsibilities with others during group work?

6.What challenges do you think students face when collaborating on projects?

7.How important is it for students to learn how to find and use resources effectively?

8.Can you share an example of a time when teamwork led to a positive outcome?

9.What strategies do you think help improve communication among team members?

10.How can teachers encourage creativity and innovation in student projects?

Аспирантура

УК-3:Готовность участвовать в работе российских и междуна­ родных исследовательских коллективов по решению научных, научно-образовательных задач

Оценочный кейс 1. Ситуация / Case studies 1. Problem Solving

To improve the competitiveness and quality of education, research and innovation in Russia research organizations and universities are trying to consolidate their efforts. They unite in associations and consortiums (e.g. in 2010 the Association of Federal Universities and National Research Universities was founded). Express your own opinion, giving arguments and proving your point. The following points will help you make the position.

I. Choose one of the points given below reflecting your opinion and present some arguments.

The purposes of such associations’ development should:

1) shapethe globaleducation agendaandcoincidewiththe objectives of the Russian education system to be competitive on the international market of educational services;

82

2)promote the creation and implementation of educational, scientific, innovative, cultural and other national programs and priority projects;

3)promote the creation of resource centers designed to provide the world-class infrastructure for research, education and innovation activities of the members of the Association;

4)promote the practical implementation of programs for the integration of education with science and innovation-oriented production activities, the development of basic and applied research in Russian higher education institution;

5)promote cooperation, peer learning and exchanges of experience between members of the Association;

6)promote the implementation of best practices of leading universities in the world.

II.The activities of such associations of leading universities are focused on solving a number of priority tasks. Choose and tick the priority tasks that these associations are trying to accomplish:

1)representation of the consolidated interests of the members of the associations in relations with Russian state authorities, as well as abroad;

2)examination of key initiatives and projects developed by the legislative and executive authorities to regulate the activities of universities and the implementation of state policy in the field of higher education and science;

3)creating conditions for the fullest realization of the potential of participating universities, coordinating their efforts to solve advanced research tasks and the tasks of improving the quality of Russian education;

4)development of academic mobility of students and teachers;

5)promotion of the best achievements of Russian education and Russian university science in the global scientific and educational market;

6)promoting wide recognition by the world academic community of the results of the activities of the universities participating in the associations.

83

Additional questions:

1. Do you know any examples of associations and consortiums of educationalorresearchorganizations?Whatistheirmissionandpurposes?

2.Have you ever participated in projects supervised by educational or research associations and consortiums?

3.Whattypesofeducationalorresearchassociationsandconsortiums could facilitate the development of the higher education system in Russia?

Оценочный кейс 2. Ситуация / Case studies 2. Problem Solving

We live in a knowledge society and it means that the systematic production of knowledge through the creativity of human activity and learning processes will be gaining greater influence on all spheres of society. Knowledge — in addition to natural resources, capital and physical activity — is an increasingly important resource. It contributes to inventing innovations and helps countries to be competitive on a global scale. But science which contributes significantly to knowledge production, is confronted with new challenges. Think about these challenges and express your opinion about the ways to overcome them. The following tasks will help you create your own position.

I.Chooseoneortwochallengesthatmostlyinfluenceonknowledge production today. Give some arguments proving your viewpoint.

Are there any other challenges that are not mentioned in this list?

•Knowledge production is a kind of a business for academics and industry and very often conflicts arise between them. Academics and industry should achieve consensus in knowledge production.

•Nobody wants to risk — new idea or novelty is one thing, and implementation is another. Nobody wants to fail in the research and development end. That is why companies and firms choose the projects they know how to implement while a knowledge advancement takes a secondary position.

•Thelong-termbenefitsfromknowledgeproductioninthe humanities and social sciences are disregarded and ignored by managers and fundgivers because they try to avoid the uncertainty.

•Real knowledge production is connected with using the research approaches we haven’t seen before, receiving the results we don’t know,

84

asking the questions we haven’t asked before, dealing with problems we haven’t recognized and creating methods we were not aware of.

II.Which of the following quotations better reflect the purpose of knowledge production for a researcher? Choose one or two to show your attitude.

1.“Science is organized knowledge. Wisdom is organized life.” (Immanuel Kant)

2.“Science is a beautiful gift to humanity; we should not distort it.” (A. P. J. Abdul Kalam)

3.“The science of today is the technology of tomorrow.” (Edward

Teller)

4.“The good thing about science is that it’s true whether or not you believe in it.” (Neil deGrasse Tyson)

5.“Science may set limits to knowledge, but should not set limits to imagination.” (Bertrand Russell)

6.“The best person to decide what research shall be done is the one doing the research.” (Charles Mees, Research director, Kodak)

7.“Science is a wonderful thing if one doesn’t have to earn one’s living at it.” (Albert Einstein)

8.“Research is what I’m doing when I don’t know what I’m doing.” (Wernher von Braun)

9.“There are in fact two things, science and opinion; the former begets knowledge, the latter ignorance.” (Hippocrates)

10.“Knowledge is boring, it’s what you don’t know that’s not boring.” (Blaise Egan)

III.A researcher creates new knowledge in different ways by:

1)conducting a literary review; 2) assessing the novelty of the work by comparing with previous studies; 3) using alternative methodology;

4)engaging with supervisors, professors, peers, and other experts in the field to get feedback about the study; 5) joining some scholarly groups or networks and others.

What ways of creating new knowledge do you find the most effective and why? Which way is the most suitable for you?

85

Additional questions:

1. Is it difficult to identify gaps in knowledge and formulate new questions or hypotheses in research?

2.What is the main criterion of novelty for you?

3.Does the process of finding novelty in your area inspire you?

Оценочный кейс 3. Ситуация / Case studies 3. Problem Solving

Conducting research in groups and networks are very important because it helps to enhance publication productivity and the quality of research. Collaboration in research can take different forms: mutual projects, grants or networks. Think about the opportunity of being involved in some team-based research and make a pros and cons list.

I. Fill in the table giving 2−3 pros and cons of working in

II. There is a checklist of ten tips for a leader of a research group to motivate its members.

A. Choose 3−5 tips that you find the most effective and explain why these tips could keep the members of a scholarly group motivated.

–Understand what motivates the members of the group. Ask them to complete a quiz showing what each researcher enjoys doing and what motivates him/her.

–Define the skills that the members of the group would like to develop. Help them to step out of their comfort zone an develop the skills they are not good at.

–Give the members of the group enough space and freedom to manage their own time, plan their days and learn from their mistakes.

Always checking up on what the members are doing will make them frustrated and less motivated.

86

–Communicate and ask for their opinions. When you’re interested in their opinions it will ensure the members of the group that they are listened to and they feel they are appreciated.

–Set clear goals: encourage the members of the group to work together, avoid goals being never-ending — the duration of goals should have clear limits, break down large goals into smaller ones, modify the goals when situations change.

–Celebratesuccessandsaythankyou —itwillmakeyourcolleagues feel valued. Efforts and achievements need to be recognized.

–Be clear and honest while giving constructive feedback — suggestions for what could be improved, praise for what has been done well. It is important to give both positive and negative feedback.

–Help the members of the group achieve a work-life balance. Those who have this balance tend to be more motivated and less stressed.

–Ensure the members of the group learn from their mistakes. Small mistakes are not the end of the world and are an opportunity to learn and improve for next time.

–Have regular one-to-one meetings with each member of the group. It will allow the researchers to discuss anything that is on their mind.

B. Are there any tips you don’t agree with? Why? Give some arguments for your position.

III.Comment on the following opinion concerning collaboration among research teams:

“Collaboration among teams is increasingly required in the interand transdisciplinary evolution of academic research. Combining teams that don’t ordinarily work together has inherent risks. But the rewards … can be extraordinary” (Rob Kadel, Senior research scientist).

Additional questions:

1. What skills would you like to develop to work in a scholarly group?

2.Do you think it is really productive to work in a scholarly

group?

3.Have you got such an experience as working in a research

group?

87

УК-4:Готовность использовать современные методы и тех­ нологии научной коммуникации на государственном и инос­ транном языках

Оценочный кейс 1. Ситуация / Case studies 1. Problem Solving

Scientific communication includes writing scientific papers; making a scientific or technical presentation; writing research or project proposal; extracting,searchingandcreatingWebpages.Also,the basisofscientific communication is the professional communication of its participants. Identify the different objectives of these communication modes and name the key steps for effective scientific information sharing.

I. What ways of scientific information transmitting do you find the most effective and why? What way is the most important for you?

1) Through personal contacts, personal participation of scientists or specialists in the process of transmitting information;

2) through scientific and technical literature;

3)through social networks and sites;

4)through presentations and public discussions;

5)other ways.

II. Internet technologies provide new opportunities in the world of scientific communication for both research and information exchange (virtual conferences, electronic publications, various scientific websites, e-mail services, etc.).

Choose and tick the types of such communications that most fully meet the spirit of the times. Comment on them:

1)electronic journals;

2)hybrid journals;

3)electronic reprints;

4)electronic unlicensed publications in the form of news sheets;

5)articles;

6)working papers;

7)personal pages on the network.

88

III. An important means of scientific communication that organizes communication within the scientific community and the exchange of researchresultsisthe holdingofseminars,conferences,forums,meetings of scientific societies, etc. Internet technologies provide an entirely new level of communication, allow you to maximize the circulation of scientific information and, at the same time, partially replace traditional forms of scientific communication.

Give arguments on the possibility of Internet technologies to completely replace the traditional forms of scientific communication.

Do you believe that in the future there will be no need to communicate

“face-to-face”?

Additional questions:

1. What methods of scientific communication do you know? What are the most preferable for you?

2. What types of scientific communication makes a researcher recognizable in scientific circles?

Оценочный кейс 2. Ситуация / Case studies 2. Problem Solving

Most members of the contemporary scientific community tend to use technology in communication processes addressing both to traditional and innovative tools. The development of modern digital technologies creates unique opportunities for generating, exchanging and disseminating scientific information. Assess your readiness for using different means of scientific communication.

I. Here is given a Self-reflection map. Fill in the table circling 1, 2 or 3 in the ‘Scores’ column. The points show the degree of your readiness to communicate in scientific community. Make a conclusion of whether you are ready for this activity or not.

89

–I’m ready for scientific communication because…

–I’m not ready for scientific communication because...

II. Agree or disagree with the following statements. Give arguments proving your point of view.

•Scientific communication should make information about science more understandable and acceptable.

•Digital tools haven’t significantly transformed scientific communication.

•Online social networking sites diversify the actors who engage in scientific communication.

•Theories and models of scientific communication are aligned to the following purposes: to inform, persuade, consult or engage.

•People are not interested in scientists’ expert knowledge. Today any information can be easily found and systemized.

Additional questions:

1.Whatarethestrengthsandweaknessesofscientificcommunication?

2.How do you usually respond to information about innovations in science?

3.Whatwouldyouliketoknowmoreaboutscientificcommunication?

90