International PhD Seminar

Event ended

We invite you to join the International PhD seminar in Education. The next seminar of this academic season is scheduled on May 16th at 12:00 (Moscow time).

Speakers:

Yeni Rakhmawati
(Yogyakarta, Indonesia)

Interaction Patterns of Numeracy, Computational Thinking, and Resilience in Pre-service Elementary School Teacher Through a Grounded Theory Approach

This study explores how numeracy, computational thinking (CT), and resilience interact across gender among Indonesian pre-service elementary teachers. Using a grounded theory approach with 18 participants, researchers uncovered 8 key interaction patterns, revealing that gender and resilience levels shape how future teachers think and teach with numbers. Notably, a new CT indicator—reflection—emerged, and CT processes were found to be non-linear. Male students showed more stable performance, while female students demonstrated deeper evaluative thinking. The findings offer fresh insights for personalized learning and teacher training.

Elizaveta Lysova-Golomzina
(HSE University, Institute of Education)

On the pathway to new teaching humanitarians disciplines at school

As subject humanitarians knowledge becomes increasingly complex—with accumulating facts and an expanding web of connections—students often struggle to make sense of these non-linear and multidisciplinary relationships. Research shows that they face challenges in integrating facts into a coherent framework and applying this understanding across different contexts. Teachers play a crucial role in guiding students to discern patterns and derive meaning from these connections. But how do they achieve this?

Kate Andronova
(HSE University, Department of Psychology)

Network Analysis Method as a Tool for Identifying Basic Concepts in Learners’ Conceptual Structures

Understanding how knowledge is structured and acquired within a subject domain remains central to educational research. One key approach involves investigating learners’ conceptual structures, typically represented as networks or graphs where concepts form nodes and their interrelationships form edges. Although substantial research has addressed systemic characteristics such as connectivity and hierarchy, the individual concepts—the nodes themselves—have received less detailed analysis, often limited to frequency counts or expert assessments.
This study addresses this gap by conceptualizing the notion of basic concepts and validating network analysis as a methodological tool for their identification within learners' conceptual structures formed through formal education. basic concepts are defined by three necessary characteristics: (1) high abstraction, (2) structural centrality (serving as linking nodes), and (3) domain relevance. Network analysis results show that highly abstract scientific concepts exhibit high centrality metrics, indicating numerous interconnections. Conversely, domain-specific concepts show lower betweenness centrality, suggesting limited roles as bridges between conceptual groups. Concepts combining both abstraction and domain relevance consistently serve as structural anchors within the conceptual network. The findings support the utility of network analysis for pinpointing basic concepts, enhancing both theoretical insights and practical instructional design.