The Wheel of Mathematics Learning MethodsVlasenko, K V; Lovianova, I V; Chumak, O O; Sitak, I V; Kovalenko, D A
doi: 10.1088/1742-6596/2611/1/012001pmid: N/A
The article is devoted to the creation of a wheel of mathematics learning methods. The study analyzed how Bloom’s taxonomy is used by the educational community. Special attention is paid to the study of the issue of bringing to a single system a set of disparate goals and tasks of learning in new models of education, which provide for the openness of learning to new technologies. Analysis of scientific works and resources helped to determine the structuring of the Wheel of Mathematics Learning Methods (WMLM). The authors of the article identified the areas of didactics that should fill the wheel: Competencies, Motivation, Bloom’s Taxonomy, Activities, and Technologies. A structured set of hints for the teacher is presented in the form of 5 sectors of the wheel: Apply, Analyze, Evaluate, Create, Remember Understand. Each sector is a set of constituent components Methods, Forms, Tools, Activities and Active Verbs. The analysis of the results of the survey of 58 respondents proved that Bloom’s taxonomy is important both in the selection of teaching methods and means and in the determination of effective forms of organization of educational activities. It was concluded that the idea of developing a methodology wheel should be based on the structuring of a set of tips for the teacher at all stages of activity from planning to implementation of mathematics education.
Effects of Physics Alphabet Model on the mean achievement of student’s performanceSamson, E C; Plaza, C B; Patero, J L
doi: 10.1088/1742-6596/2611/1/012010pmid: N/A
This study focuses on the development and assessment of an instructional tool known as the “Physics Alphabet Model” for Grade 10 students at Cantilan National High School. The research employs a descriptive design and post-test scores to measure the tool’s effectiveness. Each group, consisting of 30 students, is divided into a control group and an experimental group, where the experimental group is exposed to the Physics Alphabet Model as an instructional aid. The teaching method employed for both groups is the Conventional Method, and the integration of the Physics Alphabet Model occurs within the respective classrooms of the participants. After collecting and analyzing the test scores from both groups, it becomes evident that there is a notable improvement in mean scores between the pre-test and post-test assessments for both methods. Statistical analysis, specifically the T-test, indicates a significant difference when comparing the means of pre-test and post-test scores for both the control and experimental groups. Furthermore, it is noteworthy that the post-test mean score and the associated significance value obtained when integrating the Physics Alphabet Model are significantly higher than those achieved through the Conventional Method alone. Consequently, this study concludes that the incorporation of the Physics Alphabet Model as an instructional resource in the study of physics leads to a substantial enhancement in students’ mean achievement scores.
Interactive technology use during the study of the UniverseMalchenko, S L; Poliarenko, V S; Prykhozha, Y O
doi: 10.1088/1742-6596/2611/1/012013pmid: N/A
The development of students’ key competences and their scientific worldview is one of the significant tasks of secondary education. Understanding of the Universe, its objects, structure and research methods is an important part of natural and mathematic worldview. Problem-based learning is a relevant form for develop critical thinking during the study of these topics in the course of astronomy. In the conditions of distant learning this can be realized with the help of interactive online platforms whereas practical tasks can be realized through the use of simulators, mobile and computer applications. This will contribute the development of students’ key competences and practical skills. This research offers to emphasize the Universe study and interactive technology use in order to develop research, information and digital competences as well as competences in natural sciences and technologies.
Anthropologically oriented strategies of interaction in the Human-Computer systemKlochko, O V; Fedorets, V M; Klochko, V I; Klochko, Kh A
doi: 10.1088/1742-6596/2611/1/012018pmid: N/A
The article, based on the application of anthropological methodology, reveals the phenomenology of the physical-mental interaction between a person and a computer. Ways of integrative use of the concept of Umwelt by J. J. von Uexküll and the theory of movements construction are represented, and Umwelt-oriented strategies for improving computer technologies are presented. The Umwelt, as the world of perception and the world of human activity (in particular, cognitive), can be represented as an anthropo-computer world. On the basis of the current features of the body-mental Umwelt, ways of anthropologically directed improvement of HCI are determined. Using the questionnaire developed by the authors and applying cluster analysis, a survey of students of higher education institutions was conducted in order to determine the physical and mental orientation in Umwelt oriented interaction in the human-computer system. The interpretation of the research results indirectly indicates the systematicity, equality of interaction in the human-computer system. This determines the possibility of distinguishing typical ways of interaction in the human-computer system, among which the bodily and mental-psychological ones are significant, which correspond to certain levels that characterize the systemic, spatio-temporal and structural-functional organization of motor activity in the theory of movements construction.
The use of GIS in renewable energy specialist’s learningZinovieva, I S; Iatsyshyn, Anna V; Artemchuk, V O; Stanytsina, V V; Sheludchenko, L S; Popov, O O; Kovach, V O; Iatsyshyn, Andrii V
doi: 10.1088/1742-6596/2611/1/012016pmid: N/A
In recent years, the global trend has been to gradually shift from traditional energy sources to renewable ones, with the aim of improving the environment and preventing climate change. Geographic Information Systems (GIS) are technologies that enhance the efficiency of these renewable energy resources (RER). Modern GIS provides a wide range of functionalities for the entire decision-making process. For instance, in solar power generation, GIS can address challenges such as remote monitoring of sites designated for solar power plants and evaluating their suitability. It also enables effective management of information on station operations, real-time electricity production and distribution, and planning and management of energy production resources. As GIS continues to evolve, scientists and energy professionals are discovering more applications in the RER field. However, it’s crucial to focus on training highly skilled specialists in RER to ensure GIS becomes a truly effective management tool in their professional activities. Research indicates that most student training programs in RER worldwide do not sufficiently cover GIS studies, particularly open-source software. To address this gap, the authors have developed a targeted plan for incorporating GIS into RER specialist training. The goal of this course is to familiarize future engineers with the theoretical, methodological, and technological foundations of GIS creation and operation. It also aims to help students understand the general principles of operation and acquire practical skills in using GIS to solve applied problems. The authors emphasize the importance of laboratory work, particularly using SagaGIS, to develop skills in working with raster and vector images, geospatial data analysis and decision-making, working with cartographic models and remote sensing data, and applying geoinformation methods to create structural, parametric, and thematic digital maps. The authors suggest using open GIS in training to facilitate a quality understanding for future RER specialists on the processes of creating, operating, and using GIS for real-world applications.
Measuring Earth’s mean density using BYOD technologyZdeshchyts, A V; Zdeshchyts, V M
doi: 10.1088/1742-6596/2611/1/012007pmid: N/A
BYOD (Bring your own devices) technologies are becoming more relevant in the educational process, when equipment that is “in the pocket” of a modern student is used in classes. BYOD technology becomes most effective if all students are provided with research equipments. But it is difficult to ensure such conditions in terms of distance learning during the war, the coronavirus pandemic, etc. In order to solve this problem, it is necessary to be able to develop laboratory installations that each student can make on his own. As an example of the implementation of this principle, the article considers a physical installation and a method of conducting laboratory work: “Measuring Earth’s mean density using BYOD technology”, which allows physics students, geodesists, surveyors to determine for themselves that the Earth has a heavy core. The purpose of this article is to show that a smartphone is a powerful measurement tool that, in combination with BYOD technology, increases student learning opportunities, namely: makes laboratory practice not too difficult; provides an opportunity to conduct experiments both in the laboratory and remotely. The main result of the work is proving the fact that the use of BYOD technology in combination with modern measuring tools – smartphones equipped with appropriate applications allows (to solve) the problem of distance learning of students. As it shown by the results of measuring the Earth’s mass and density using BYOD technology, the values are consistent with the known ones obtained with more difficult to use and expensive technique. Along with the values of mass and density, the student receives other characteristics of the Earth: the value and slope of the induction vector of its magnetic field. Exceeding of the Earth’s mean density, which is equal to 5676 kg/m3 according to the results of experiments; the density of the main rock-forming minerals in the Earth’s crust, which is in the range of 1900-3500 kg/m3, leads the student-researcher to think about the internal structure of the Earth.
The method of using the online course “Creative Thinking through Learning Elementary Maths” in the Mathematics teacher training systemAchkan, V V; Vlasenko, K V; Lovianova, I V; Sitak, I V; Armash, T S
doi: 10.1088/1742-6596/2611/1/012003pmid: N/A
The article offers the method of using the online “Creative Thinking through Learning Elementary Maths” and the results of checking the effectiveness of the implementation of this course in the mathematics teacher training system. The research substantiates the possibility of three methodological options for combining educational materials of the online course with the study of the educational discipline “Elementary Mathematics”. The methodological options are chosen depending on the number of credits assigned to the study of the elementary mathematics course at the university. Practical tasks of the course were focused on the organization of students’ activities (recognition, classification, solving and creation) with Rich tasks of three levels of complexity. The results of control tests in Elementary Mathematics give grounds for concluding about the effectiveness of the developed method.
Peer Review Statementdoi: 10.1088/1742-6596/2611/1/011002pmid: N/A
All papers published in this volume have been reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.• Type of peer review: Double Anonymous• Conference submission management system: Morressier• Number of submissions received: 58• Number of submissions sent for review: 53• Number of submissions accepted: 39• Acceptance Rate (Submissions Accepted / Submissions Received × 100): 67.2• Average number of reviews per paper: 3.05• Total number of reviewers involved: 51• Contact person for queries:Name: Serhiy O. SemerikovEmail: [email protected]: Kryvyi Rih State Pedagogical University
Interdisciplinary connections of Mathematics and Literature in the preparation for External Independent Assessment of Humanities studentsVlasenko, K V; Lovianova, I V; Achkan, V V; Armash, T S; Chumak, O O
doi: 10.1088/1742-6596/2611/1/012002pmid: N/A
This article examines the issue of finding new methodological approaches to the development of problems that can contribute to the preparation of ‘Humanities’ students to pass the state final certification in the format of External independent assessment (EIA). The study analyzes the existing development of methods of qualitative mathematical training of students of humanities classes who study Mathematics according to the basic level program. In particular, the authors of the article were interested in the use of interdisciplinary connections between Mathematics and humanitarian disciplines. The authors of the article identified cross-curricular problems as a means of forming students’ motivation to study Mathematics, as well as a toolkit for measuring their level of readiness to solve typical problems of EIA. The researchers set a goal to develop cross-curricular problems following the EIA program based on the plot of Bulgakov’s novel ‘The Master and Margarita’. An experiment was conducted to confirm the effectiveness of the use of the system of interdisciplinary problems in the preparation for the EIA of humanitarian students. The obtained results confirmed that the implementation of problems in which the intersubject connections of Mathematics and Literature are realized has a more significant effect on both increasing the motivation of students to study Mathematics and their mathematical preparation.