Фізико-математична освіта

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A Markov Chain Representation of the “5 E’s” Instructional Treatment
(СумДПУ імені А. С. Макаренка, 2019) Voskoglou Michael Gr.; Воскоглой Майкл Гр.
Formulation of the problem. The socio-constructive theories of learning have become very popular during the last decades for teaching mathematics. The “5 E’s” is an instructional model based on the principles of social constructivism that has recently become very popular, especially in school education, for teaching mathematics. Each of the 5 E's describes a phase of learning which begins with the letter "E" – Engage, Explore, Explain, Elaborate, Evaluate. Depending on the student reactions, there are forward or backward transitions between the three middle phases (explore, explain, elaborate) of the 5E’s model during the teaching process. The “5 E's” model allows students and teachers to experience common activities, to use and build on prior knowledge and experience and to assess their understanding of a concept continually. Materials and methods. Probabilistic methods of analysis are used. Results. The mathematical representation of the “5 E’s” model is attempted by applying an absorbing Markov chain on its phases. A Markov Chain (MC) is a stochastic process that moves in a sequence of steps (phases) through a set of states and has a one-step memory. A finite MC having as states Si the corresponding phases Ei, i = 1, 2,…, 5, of the “5 E’s” instructional model is introduced. A classroom application is also presented illustrating the usefulness of this representation in practice. The following application took place recently at the Graduate Technological Educational Institute of Western Greece for teaching the concept of the derivative to a group of fresher students of engineering. Conclusions. The Markov chain representation of the “5 E’s” model provides a useful tool for evaluating the student difficulties during the teaching process. This is very useful for reorganizing the instructor’s plans for teaching the same subject in future.
A Method of Studying Students Work in the EDraw Max Environment
(СумДПУ імені А. С. Макаренка, 2020) Базурін Віталій Миколайович; Bazurin Vitalii Mykolaiovych
The article describes the components of the methodical system of teaching students to work in the EDraw Max environment. EDraw Max Graphics Editor is one of the best tools for building a home plan and designing engineering communications. In the process of studying EDraw Max graphic editor, student-builders develop such competence as the ability to solve professionally-important tasks using ICT tools. The article describes the requirements for students who start studying EDraw Max, used methods and means of training, types of training exercises, topics of laboratory work. Formulation of the problem. The rapid development of information and communication technologies has led to the fact that they are included in many spheres of professional human activities, including construction. It is difficult to imagine the design of modern buildings and structures without the use of computer graphics. The state standard of the specialty "Construction and Civil Engineering" defines one of the professional competencies "the ability to use modern means of computer technology for the solution of applied problems". Materials and methods. State standard analysis, curriculum analysis, graphical editor functionality analysis, synthesis, generalization and systematization. Results. The proposed topic of work was tested during 2017-2018 in the process of training students of specialty 015.01 "Vocational education. Construction". Learning outcomes are positive. Students completed most of the laboratory work. The use of EDraw Max was more effective than AutoDesk AutoCad. Conclusions. The use of the EDraw Max graphic editor in the course of "Information and Communication Technologies" is fully justified.
A Note on the Graphical Representation of the Derivatives
(2017) Воскоглой Майкл Гр.; Voskoglou Michael Gr.
In the article at hands an alternative definition of the concept of the derivative is presented, which makes no use of limits. This definition is based on an old idea of Descartes for calculating the slope of the tangent at a point of a curve and holds for all the algebraic functions. Caratheodory extended this definition to a general definition of the derivative in terms of the concept of continuity. However, although this definition has been used successfully by many German mathematicians, it is not widely known in the international literature, nor it is used in the school book texts. After presenting Caratheodory’s definition, the article closes by describing methods for calculating the derivative at a point of a function y = f(x) with the help of a suitably chosen table of values of f(x), and for designing of the graph of the derivative function f΄(x) given the graph, but not the formula, of f(x). These methods are based on the graphical representation of the derivative, which should be reclaimed better in general for teaching purposes.
Algorithms and Elementary Functions: Two Sides of the Same Fundamental Notion
(СумДПУ імені А. С. Макаренка, 2016) Субботін І.; Subbotin I.; Білоцький Н.; Bilotskyi N.
An elementary function is one of the foundational notions of calculus course. However, many calculus textbooks do not provide students with a clear definition of the elementary function or simply avoid it completely. The current paper offers a simple and rigor approach of introducing the notion of an elementary function via linear algorithms.
Application of Fuzzy Relation Equations to Assessment of Analogical Problem Solving Skills
(СумДПУ імені А. С. Макаренка, 2018) Воскоглой Майкл Гр.; Voskoglou Michael Gr.
Analogical reasoning is a very important part of the human cognition in general for creativity and scientific discovery and in particular it is a very useful method for solving mathematical problems by retrieving from the memory similar problems solved in the past and adapting their solutions for use with the target problem. On the other hand, the student assessment is an essential task of Education, because, apart of being a social need and demand, it helps the instructors in designing their future plans for a more effective teaching procedure. However, frequently an instructor is not sure about the exact grade corresponding to each student’s performance. Therefore, the student assessment is characterized by a degree of vagueness and/or uncertainty. Consequently, fuzzy logic, due to its property of characterizing the ambiguous real life situations with multiple values, becomes a reach resource of assessment techniques to be applied in such vague cases. In this work fuzzy relation equations are used as a tool for evaluating student analogical problem solving skills. The fuzzy relation equations are obtained by the composition of binary fuzzy relations, which are fuzzy sets defined on the Cartesian product of two crisp sets. The compositions of binary fuzzy relations are conveniently performed in terms of the membership matrices of them. The same elements of the membership matrices are used in these compositions as would be used in the regular multiplication of matrices, but the product and sum operations are here replaced with the min and max operations respectively. The notion of fuzzy relation equations was first proposed by Sanchez in 1976 and later was further investigated by other researchers. A classroom application and other suitable examples are also presented in this article illustrating our results. Further, the present work is connected to our earlier research efforts on utilizing several other fuzzy Logic techniques as tools for the assessment of the student performance.
Artificial Intelligence in Education: Cases of Using Chatgpt 3.5
(2024) Pokryshen Dmytro; Покришень Дмитро
Formulation of the problem. This research explores the possibilities and peculiarities of employing artificial intelligence in general secondary education. A retrospective analysis of human utilization of artificial intelligence is conducted. Emphasis is placed on the relevance and significance of aligning the education system with contemporary demands and implementing new technological solutions. The focus is on the correctness of queries to systems and the necessity of analyzing work outcomes. Materials and methods. Data collection and processing were conducted during professional development courses for education professionals in the Chernihiv region (Ukraine) through pedagogical observation of course participants and their work with AI. Throughout the study, 34 training sessions were conducted, involving 748 teachers teaching various subjects. Among the showcased cases of AI usage, the most demanded queries among teachers are presented. Results. Examples of text analysis using the generative system ChatGPT 3.5 are provided. The obtained results are analyzed. The findings emphasized the necessity of clearly formulating queries and providing comprehensive input data and complete texts for analysis. In such cases, the artificial intelligence system can provide more accurate responses. This study demonstrated that the system handles this task quite successfully when providing the text of a program code and requesting commentary. However, solving mathematical problems poses specific difficulties, and obtaining the correct answer is only sometimes achievable. That reiterates the critical approach toward the system's obtained work outcomes. Conclusions. ChatGPT 3.5 can correctly analyze well-known facts and provide accurate information about them, but if the facts are local, the system cannot cope with the task. Simple math problems and tasks are performed correctly, but more complex ones already cause difficulties. It is essential not only to write prompts correctly but also to present input data. Such tasks as paraphrasing, translation, and changing the text's tone demonstrate modern AI systems' capabilities. ChatGPT 3.5 can become a good teacher's assistant or assistant for preparing various documentation. Requests for help in writing lesson plans, preparation of educational activities, formation of project topics, and technological maps of projects are carried out by the system at a high level.
Basic Education and Fundamental Ideas – Clear Combination of Mathematical Structures
(СумДПУ імені А. С. Макаренка, 2020) Шмельцер Неллі; Schmelzer Nelli; Кляйне Міхаель; Kleine Michael
Formulation of the problem. At present, the focus on competence is an important part of discussions about mathematics lessons. In such discussions, particular attention is given to basic mathematical education. In this article, we substantiate the importance of mathematical competence in mathematical work and introduce mathematical work as a modeling cycle. The focus is on the processes of transforming reality into mathematics. In particular, transformational processes contribute to a better mathematical understanding of students and thus contribute to improving the quality of teaching of mathematics. Materials and methods. In order to achieve our goals, we use in this article an empirical methods and general methods of scientific cognition: benchmarking to clarify different views on a problem and determining the direction of research, systematization and generalization to formulate conclusions and recommendations, summarize the author's pedagogical experience and observations. Results. In Chapter 1.2, we describe the process of mathematical work at different stages, using the example of a typical problem. The above example is intended to clearly disclose the processes of thinking and work according to the theoretical model proposed in Chapter 1.1. It should also not be assumed that in a general situation, mathematical work can be comprehensively described by the example that we are studying. However, a competency-oriented teaching methodology is used to help students develop new strategies and heuristics to work with mathematics as a science. In order for students to develop their mathematical competence, mental models are called, which we call fundamental ideas. The construction of such cognitive structures is called the formation of fundamental ideas. This process is characterized by fixing the meaning of the new terms in terms of known factual connections, constructing mental objects that describe the term, and applying this objects to new contexts. Training involves both extending and changing existing foundational ideas as well as building new ideas. Accordingly, in Chapter 2.1 we use an example of probability to illustrate how various aspects of probability can be understood in terms of such a fundamental concept and how the development of fundamental ideas can occur. Significant in this article is a new approach that focuses on competence with a modeling cycle and a basic conception of foundational ideas. Conclusions. The approach developed emphasizes the importance of considering mathematical work as a process and linking the individual levels of foundational ideas to a basic concept. The use of the proposed structure enables teachers to more effectively identify, interpret, and appropriately remove misunderstood students' basic mathematical ideas.
Computer Models for Polygonal Numbers Investigation and Their Use in Mathematical Education
(СумДПУ імені А. С. Макаренка, 2016) Гризун Л. Е.; Hryzun L. E.
Urgent needs of society to raise level of mathematical education and falling students’ motivation to learn mathematics as well as insufficient using of its cognitive power in the educational process actualizes necessity to propose relevant didactic mechanisms, to apply computer technologies and make mathematical concepts serve educational purposes. In this context the phenomenon of polygonal numbers represents really bright example of both cognitive resource of math and its application to didactics and real life. According to the aims of the work, there were obtained and represented some relations among flat polygonal numbers based on their properties investigation; binary algebraic operations on the sets of polygonal numbers of various angularity were determined and algebraic properties of the polygonal numbers sets as algebraic systems were investigated; author’s computer models of polygonal numbers were built in GeoGebra environment and the ways in which these and other results might be used in mathematical education were determined.
Computer Models Using in Terms of the Realization of Holistic Approach to School Mathematics Learning
(СумДПУ імені А. С. Макаренка, 2019) Білоусова Людмила Іванівна; Гризун Л. Е.; Bilousova Liudmyla Ivanivna; Hryzun L. E.
Analysis of the problems of contemporary mathematical education reveals necessity of improvements of the learning approaches. Being complicated integrative science, Mathematics nowadays tends to become a bridge between various subject areas, which causes greater importance of deep understanding of mathematical basics. On the other hand, learning Mathematics appears to be really complicated for schoolchildren, as it operates by the system of concepts with high level of abstraction. Formulation of the problem. Thus, according to the studies, it seems to be necessary to implement holistic educational ideas into Mathematics teaching. It can help to form students' concentrated conceptual mathematical knowledge and facilitate their using. However, in order to apply effectively holistic approach we need to arm teachers with proper didactic aids. On balance, computer models development and their implementation for holistic learning of mathematical objects seem to be vital for contemporary education. The aim of the paper is to represent the authors' complex of computer models and their didactic facilities as for the abstract mathematical concepts mastering by schoolchildren. It is also covered the role of the models and recommendations for their classroom using in terms of holistic approach to school Mathematics learning. Materials and methods. Analysis of the number of studies enables us to cover theoretical basics as for the peculiarities of mathematical objects mastering by students, the difficulties which might happen during their learning, and instruments that can facilitate them. During the research, the set of theoretical, empirical, and modelling methods were applied. Theoretical background for the computer models elaboration made comprehensive analysis of the current mathematical curriculum, demands to the final requirements to the pupils' knowledge and skiils, and learning of related subject areas, held by the authors beforehand. In order to meet the main principles of holistic approach to mathematical education it is also necessary to reveal key mathematical objects, establish connections between them, and build chains of proper internal and transdisciplinary links. Results. The results of the theoretical analysis were used at the design of the authors' complex of computer models which can be implemented in terms of the realization of holistic approach to school Mathematics learning. The complex of the computer models embraces some groups of models directed on the facilitating the mastering of a number of abstract mathematical concepts. The process of the models elaboration is covered in the paper as well as the models functionality and didactic support to them. The potential of the elaborated complex of computer models as for their implementation in terms of holistic approach to Mathematics school learning is proved and analyzed. Conclusions. It seems to be relevant to predict positive influence of the computer models implementation on the forming of trainees' holistic system of knowledge and skills. Elaboration of proper methodology of its diagnosing and estimation might be a prospect of our further research.
Current Problems and Future Perspectives of Mathematics Education
(СумДПУ імені А. С. Макаренка, 2018) Воскоглой Майкл Гр.; Voskoglou Michael Gr.
From the origin of mathematics as an autonomous science two extreme philosophies about its orientation have been tacitly emerged: Formalism, where emphasis is given to the axiomatic foundation of the mathematical content and intuitionism, which focuses on the connection of the mathematical existence of an entity with the possibility of constructing it, thus turning the attention to problem-solving processes. Although none of the existing schools of mathematical thought, including formalism and intuitionism, have finally succeeded to find a solid framework for mathematics, most of the recent advances of this science were obtained through their disputes about the absolute mathematical truth. In particular, during the 19th and the beginning of the 20th century, the paradoxes of the set theory was the reason of an intense “war” between formalism and intuitionism, which however was extended much deeper into the mathematical thought. All these disputes created serious problems yo the sensitive area of mathematics education, the most characteristic being probably the failure of the introduction of the “New Mathematics” to the school curricula that distressed students and teachers for many years. In the present work current problems of mathematics education are investigated, such as the role of computers in the process of teaching and learning mathematics, the negligence of the Euclidean Geometry in the school curricula, the excessive emphasis given sometimes by the teachers to mathematical modeling and applications with respect to the acquisition of the mathematical content by students, etc. The future perspectives of teaching and learning mathematics at school and out of it are also discussed. The article is formulated as follows: A short introduction is attempted in the first Section to the philosophy of mathematics .The main ideas of formalism and intuitionism and their effects on the development of mathematics education are exposed in the next two Sections. The fourth Section deals with the main issues that currently occupy the interest of those working in the area of mathematics education and the article closes with the general conclusions stated in the fifth Section that mainly concern the future perspectives of mathematics education.
Cинергетичний підхід у підготовці до професійної мобільності майбутніх фахівців
(2017) Рідкодубська А. А.; Ridkodubska A. A.
Стаття присвячена аналізу процесу професійної підготовки майбутніх працівників соціальної сфери в рамках синергетичного підходу. Сучасна наука використовує нову методологію міждисциплінарності, комплексності, системності. В якості універсальної основи для підготовки майбутніх працівників соціальної сфери до професійної мобільності виступає синергетичний принцип. Зроблено висновки стосовно формування професійної мобільності майбутніх соціальних працівників в рамках синергетичного підходу про те, що цей процес є динамічним, системним, який характеризується єдністю цілей, інноваційних технологій за рахунок впровадження патернів нового мислення, які містять у собі нове знання про механізми і процеси самоорганізації та саморозвитку відкритих нелінійних систем. В статті виділено ряд умов, за реалізації яких можлива самоорганізація освітніх систем, їх цілеспрямований саморозвиток: відкритість системи, постійний притік інформації із соціуму; відносно колективно узгоджену поведінку суб’єктів освітнього процесу; перехід від нестійкого до стійкого стану; нелінійність, багатоваріантність розвитку, що переконує у необхідності його використання при підготовці майбутніх працівників соціальної сфери.
Cовершенствование математической подготовки бакалавров компьютерных наук при освоении дисциплины физическое воспитание
(СумДПУ імені А. С. Макаренка, 2016) Кравченко В. І.; Kravchenko V. I.
Неможливість підготовки висококваліфікованих фахівців у галузі інформаційних технологій без безперервного вдосконалення математичних знань і скорочення обсягів аудиторних занять з дисциплін математичного циклу, що проводяться профільною кафедрою, спонукає випускаючу кафедру комп'ютерних інформаційних технологій шукати резерви для підвищення рівня математичної підготовки студентів за рахунок інтенсифікації навчального процесу шляхом тісної взаємодії з кафедрою фізичного виховання, здійснюваного проведенням міжкафедральної комплексної самостійної роботи. Досліджується предметна область діяльності викладача кафедри фізичної культури щодо формування здорового способу життя у студентів і співробітників ВУЗу. Виділяється основний бізнес- процес, що полягає у визначенні, обліку і контролі оздоровчо – фізичних навантажень студентів з допомогою проби Руф'є – Діксона, індексів маси тіла, добової калорійності харчування, на підставі яких розробляються інформаційна та математична моделі. З використанням методології функціонального моделювання SADT проводиться алгоритмізація основного бізнес-процесу і створюється маюче практичну спрямованість автоматизоване робоче місце викладача – спеціаліста по фізкультурі і спорту. Робоче проектування АРМа для визначення, обліку і контролю оздоровчо – фізичних навантажень студентів або співробітників ВУЗу здійснюється як додаток баз даних за допомогою вільно розповсюджуваної мови програмування Web-розробок – Ruby із застосуванням фреймворку Ruby on Rails.
Cуб'єктивні та об'єктивні характеристики звуку
(2017) Воронкін О. С.; Voronkin O. S.
Стаття розкриває матеріали відкритої лекції на тему «Характеристики звуку», підготовленої та прочитаної в Комунальному закладі «Сєвєродонецьке обласне музичне училище ім. С. С. Прокоф’єва» у межах навчальної дисципліни «Фізика». Розглядаються об’єктивні (інтенсивність, частота, амплітудно-частотний спектр) і суб’єктивні (гучність, висота, тембр) характеристики звуку, досліджується зв’язок між ними. Спрощено розкриваються фізичні особливості будови слухового аналізатора людини та механізму сприйняття звуку людиною. Показано доцільність використання сукупності апаратних і програмних засобів під час вивчення зазначеної теми. Акцентовано увагу на застосуванні методу комп’ютерного моделювання акустичних явищ і процесів з метою покращення фахової підготовки студентів вищих навчальних закладів культури і мистецтв I-II рівнів акредитації. Робиться висновок, що посилення міждисциплінарних зв’язків фізики, математики, біології та музичного мистецтва дозволяє студентам розвивати уміння виокремлювати головне у навчальному матеріалі, порівнювати, узагальнювати, робити висновки, розвивати спостережливість, логічне мислення, пам’ять та увагу.
Cучасні вимоги до математичної підготовки майбутніх фахівців морської галузі відповідно до міжнародних стандартів
(2017) Доброштан О. О.; Dobroshtan O. O.
У статті відображені результати дослідження щодо основних тенденцій сучасної вищої морської освіти у світі. Встановлено, що в умовах переходу на нові показники якості освіти математична підготовка майбутніх фахівців морської галузі має бути орієнтована на формування готовності і здатності курсантів використовувати математичні знання і вміння до розв’язання професійних завдань, бажання та готовність застосування ІКТ до розв’язання задач навчального, прикладного та професійного змісту. Розкрито роль математичної підготовки майбутніх судноводіїв у вищому навчальному закладі морського профілю. Розглянуті особливості викладання курсу вищої математики з урахуванням міжнародних стандартів ІМО (International Маritime Organization). Проаналізовано рівень математичної підготовки у вищих морських навчальних закладах України та світу. Досліджено відповідність рівня математичної підготовки курсантів Херсонської державної морської академії до міжнародних стандартів підготовки фахівців морської галузі.
Detection and Systematization of Signs and Markers of Modifications in Media Content for the Development of a Methodology to Enhancing Critical Thinking in the Era of Deepfakes
(2024) Chemerys Hanna; Чемерис Ганна
Modernity demonstrates a critical need for pedagogical support and the development of a methodology to enhance critical thinking in the face of escalating misinformation and advanced media manipulation, mainly through deepfake technology. The paper focuses on creating a comprehensive framework for detecting manipulated content and identifying indicators such as pixelization, unnatural expressions, etc. With attention to international and Ukrainian efforts, the work advocates for ongoing research adapted to evolving technologies to improve media literacy programs in combating emerging forms of misinformation.Problem statement. The problem is the urgent need for a comprehensive methodology that fosters critical thinking skills to combat disinformation and manipulation of artificially reproduced media content, particularly in thecontext of emerging technologies like deepfakes. The challenge involves assessing existing pedagogical approaches, addressing gaps, and equipping both learners and educators to navigate the complexities of the digital age. Digital transformation, in general, and the spread of artificial intelligence for media generation, in particular, are irreversible processes in the modern world, sothe urgent issue, given the challenges of the digital economy and the needs of the digital society, is to find forms, methods, and means of shaping the critical thinking of citizens to counteract manipulation and disinformation by synthetically reproduced media content. It is essential to develop a database with systematically organized materials categorized based on identified markers for the subsequent creation of training materials to solve the outlined issues.Materials and methods.A comprehensive approach was employed, combining general (systemic, instrumental, and functional approaches, dialectical and comparative analysis, synthesis, and systematization for the study of pedagogical, scientific-technical, and methodological literature), specific (observation and analysis of educational practices), and general-logical methods (extrapolation, induction, and deduction for formulating conclusions) in scientific research to solve the tasks set in the study. This allowed for the examination of the current state, evaluation of the practical results of implementing the developed methodology for critical thinking formation, and identification of priority avenues for improving education in the context of the strategy to enhance media literacy and critical thinking among the population and science. The study aimed to determine priority pathways within the framework of the development of methodology of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content and to characterize its potential scientifically. The development of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content requires the following materials analysis: scientific-technical literature (materials offering a scientific understanding of the technical aspects related to media content creation, modification, and reproduction), methodological literature (guides and methodologies focused on developing educational frameworks and strategies to enhance critical thinking in the context of media literacy), synthetically reproduced media content (media content, especially in the context of emerging technologies like deep fake to identify modification markers).Results. The study is devoted to analyzing, identifying, and systematizing markers and signals for identifying media manipulation to create a database for the methodology in the form of methodological cards. A comprehensive database with classification is being developed, focusing on methodological interactive cards with 66 curated cases of deepfakes and synthetically reproduced media (in Ukrainian). This initiative aims to provide educators, researchers, and learners with a versatile resource for understanding the challenges posed by manipulated media. Conclusions.In response to the escalating threat of disinformation and advanced media manipulation, there is a critical need to develop a robust methodology for enhancing critical thinking skills. The study highlights global concerns about false information, mainly through deepfake technology, jeopardizing public trust and enabling psychological manipulation. Future research should consider revising media literacyprograms to elevate citizens' critical thinking in the face of evolving digital landscapes and the increasing capabilities of artificial intelligence in generating media content.
Determining the Density and Molar Mass of Air in a Home Experiment
(2024) Podlasov Serhii Oleksandrovych; Подласов Сергій Олександрович
Formulation of the problem. Experimental research is an integral part of physics education. During distance learning, students can carry out hands-on experiments only at home. Modern smartphones, equipped with various sensors, offer significant capabilities for this purpose. Theliteratureoffersquite extensive descriptionsof experimentsaimedat determining mechanical, acoustic, and optical quantities using smartphones. At the same time, insufficient attention has been paid to determining gas parameters that can be measured using the pressure sensor embedded in smartphones. Therefore, the relevant task is to develop a methodology for experimentingto determine the density of air and its molar mass at home using a pressure sensor.Materials and methods. To achieve the objective of the study, we used the analysis of the curriculum of the course "General Physics for Bachelor of Engineering", a review of the methodological instructions for performing laboratory work in the section "Molecular Physics and Thermodynamics" of the physics course of technical universities, a review of the literature on the topic of the study, and an analysis of the results of student research on the dependence of air pressure on altitude. We also surveyed students about the possibility of conducting the research athome and their interest in conducting other experiments using a smartphone.Results. The methodology for determining the density and molar mass of air was developed based on the results of a study of the pressure-height dependence. It is shown that it is necessary to perform statistical processing of experimental data to estimate the sought quantities. The experimental results allowed us to obtain values of density and molar mass of air that show a good correlation with the tabulated values.Conclusions. Studying the pressure-altitude relationship using a smartphone and the PhyPhox application allows for fairly accurate calculations of air density and molar mass. According to the survey results, students responded positively to conducting home experiments using smartphones.
Diagnostics of the Development of Information and Digital Competence of Future Officers
(2024) Burtovy Roman; Буртовий Роман
Formulation of the problem. Today the problem of developing information and digital competence (IDC) of future officers in the context of non-formal education and the problem of designing a diagnostic apparatus to measure such development is relevant. The paper aims to develop a diagnostic apparatus (criteria and indicators) to measure the development of information and digita competence of future officers Methods. To achieve this goal, we used the analysis and generalization of scientific sources, structural and logical analysis to identify and substantiate the indicators of the development of the IDC of future officers, as well as content analysis and comparative analysis to characterize the levels of development of the IDC of future officers. Results. To assess the levels of development of the IDC of future officers, the criteria (motivational and value, cognitive and activity) and the relevant indicators (the presence of motives, value attitudes for self-development, knowledge about IT & DT in general and in the industry, the ability to use DT and IT to solve professional problems) have been determined. The qualitative assessment of the indicators made it possible to characterize the levels of development of future officers' IDC. Each level (low, medium, and high) reflects a different degree of IDC development, and, accordingly, a different degree of development of motives, knowledge, and skills to use IT and DT in professional activities. A low level may be sufficient for basic tasks, but medium and high levels are critical for managing complex operations and adapting to the performance of professional duties. Conclusions. This diagnostic apparatus has been developed, and levels of development of future officers' information and digital competence have determined the ability to use modern technologies to perform official duties effectively. With the help of the diagnostic apparatus, it becomes possible to test the effectiveness of pedagogical models of future officers' IDC development.
Didactics of Digital Century: Issues and Trends of E-Learning Development
(СумДПУ імені А. С. Макаренка, 2020) Каменєва Тетяна Миколаївна; Kamenieva Tetiana Mykolaivna
Formulation of the problem. Revolutionary changes in society and education due to intensive implementation of new digital technologies suggest the revision of the traditional understanding of didactics as a science of teaching. Particularly, the widespread Web 2.0 applications have the capacity for educational institutions to extend the possibilities of e-learning. Such active approaches to learning as the professional communities’ creation, the use of cloud computing, the development of mobile communications, thanks to which a large number of users have the opportunity to collect and visualize data, are becoming increasingly widespread. Consequently, development of pedagogy, which is aimed at educational goals of a higher level, is a driver of innovations in educational systems. Technologies and new modes of content delivery open up wonderful opportunities to rethink completely the teaching process. However, the traditional understanding of didactics does not meet the requirements of the digital society with the rapid development of digital technologies. This contradiction suggests that it is necessary to develop an orderly theoretical basis for e-learning ― e-Didactics. Currency of the paper is conditioned by the problems of developing the theoretical basis of elearning – electronic Didactics (e-Didactics), which corresponds to the modern conceptual understanding of the role of digital technologies in the educational process. Particular attention is paid to trends in the development of educational technologies and factors that oppose their introduction into the higher education sector. The objectives of the research are to (1) consider the way technology is changing educational process in the sector of high education, leading to the emergence of a new pedagogy, (2) examine recent tendencies in the development of educational technologies that will have the most significant impact on future educational processes in higher education. Materials and methods. The process of scientific and pedagogical research was carried out using the methods of investigation. In particular, there were: analysis of scientific and educational literature on scientific research problem; comparative analysis of scientific data, generalization and systematization of pedagogical approaches concepts and practical experience of digital technologies, social media, and mobile devices implementation in teaching process, modelling of the didactic system of e-learning. Results. The results of the research in terms of its objectives are: a) the key distinctions of e-Didactics from the traditional didactics were represented; b) instructional strategies, teaching methods and digital tools as a direction for the further development of edidactics have been generalized; c) the most promising pedagogical approaches and trends which are contributing to the introduction of digital pedagogy into the higher education sector have been discussed. Conclusions. The realization of the specific opportunities provided by digital technologies for education requires the transition of the didactic system of e-learning to a higher level of complexity, the use of new organizational forms and methods. The results of the research should be of help for educators, methodologists and instructors in the system of professional development of higher education, as well as for all those willing to master the new didactic approaches.
Features of Organizing Steam Educational Projects Using Immersive Technologies
(2024) Soroko Nataliia; Сороко Наталія
Formulation of the problem. The rapid development of technologies in the modern world opens up new horizons for education. Integrating science, technology, engineering, arts, and mathematics (STEAM) holds particular significance as a transformative approach, fostering interdisciplinary learning and preparing students for the challenges of a knowledge-based and digitized society. The transition from a traditional approach to STEAM education becomes even more captivating with the incorporation of immersive technologies. This direction, merging technical and creative aspects, requires an innovative approach to the organization of educational projects,considering the new opportunities and challenges presented by virtual reality (VR), augmented reality (AR), and mixed reality (MR).Materials and methods. To achieve the goal of our research, we used the following methods: systematic and comparative analysis of pedagogical, psychological, philosophical, and sociological works, methodic literature, and analysis of the pedagogical experience of using immersive technologies to organize STEAM projects at school; synthesis and generalization to formulate the main provisions of the study; interviews and questionnaires of teachers regarding their understanding and attitude to immersive technologies as a means of implementing STEAM projects at school; interpretation of research results. We analyzed 18 scientific sources, including 14 Scopus-indexed articles, two reports (the educational report from Horizon 2020 and the "State of the Industry Report" from the XR Association), and two scientific studies by Ukrainian researchers. Eighty-seven teachers participated in interviews and surveys conducted through Google Forms.Results. Creating and organizing a STEAM educational project using immersive technologies involves the following teacher actions: forming a project name by the student's learning goals, educational content, and the project result as its product; creating a reference project; determining the subject, topic, age of students, project preparation time, learning time, essential immersive technologies; forming the purpose of the first lesson and project tasks to immerse and motivate students about the project; identifying problematic issues that should reflect the actual context or problem. We have characterized teachers' attitudes towards immersive technologies when organizing and conducting such projects. Based on the study's results, we have identified the features of organizing STEAM projects using immersive technologies: expanding the field of creativity with AR and VR, immersion in scientific concepts and conducting experiments through the use of virtual laboratories, visualizing abstract ideas through the use of augmented reality, interacting with technology through mixed reality projects, and teamwork in immersive environments.Conclusions. Immersive technologies in STEAM education have advantages (e.g., gaining practical experience, forming interdisciplinary connections through interdisciplinary learning, cooperation, communication, adaptive environment, and request for creativity) in teaching
Features of Using VBA in Teaching Actuarial Mathematics
(2024) Zubchenko Volodymyr Petrovych; Зубченко Володимир Петрович; Yamnenko Rostyslav Yevheniiovych; Ямненко Ростислав Євгенійович
The article is devoted to the analysis of practice of application of specific computational techniques within MS Excel, including VBA, for teaching selected topics in actuarial mathematics.Formulation of the problem. With the evolution of financial and actuarial models towards complexity and reliance on machine learning and data science, there is a growing demand for modern mathematicians, particularly actuaries, to acquire new skillsand knowledge. This demand is being driven by new fintech trends in banking and insurance, such as smart payments, real-time credit risk assessment, automated reputation management, customer analytics, fraud detection and cryptocurrency trading. As a result, the training of future actuaries must meet high standards to ensure they are equipped to handle thesophisticated mathematical calculations required by insurance companies and other financial institutions.Materials and methods. To yield results, both theoretical methods, which involve analyzingbooks and publications, in particular in professional journals in the domains of finance and actuarial mathematics, and empirical methods, entailing the observation of the educational process aimed at training prospective actuaries, are employed in this study.Results. A study aimed at tackling the challenges encountered in teaching actuarial mathematics topics, such as life expectancy and mortality tables, revealed that incorporating a balanced blend of theoretical concepts and hands-on applications, coupled with illustrating mathematical models through real-world examples and reinforcing diverse computational techniques, constitutes a cornerstone of successful training for aspiring actuaries. Leveraging a versatile and user-friendly tool like VBA (Visual Basic for Applications)integrated into MS Excel enables educators to customize examples and assignments to match the intricacy and emphasis of their syllabus, thereby offering students a more targeted learning journey.Conclusions. The teaching of mathematical disciplines, especially financial and actuarial mathematics, in academic programmes for future actuaries requires the adaptation of traditional methods and approaches. In particular, the integration of VBA is key to teaching specific actuarial mathematics concepts, which aims to equip studentswith the necessary practical competencies. VBA facilitates interactive learning by enabling students to manipulate variables and observe changes in calculations in real time, which improves their understanding of actuarial concepts. VBA also allows you toautomate repetitive tasks involving complex mathematical calculations, which saves time and reduces errors. Therefore, its use is recommended when teaching topics involving tabular data, especially life expectancy.

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