ІНДИВІДУАЛЬНІ КОЛЕКЦІЇ ВИКЛАДАЧІВ ТА СПІВРОБІТНИКІВ
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Item ТЕОРЕТИЧНІ ТА МЕТОДОЛОГІЧНІ ЗАСАДИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧО-МАТЕМАТИЧНИХ ДИСЦИПЛІН ДО ЗАСТОСУВАННЯ STEM-ТЕХНОЛОГІЙ(2020) Валько, Н. В.У монографії представлено результати дослідження стану впровадження STEM-освіти в Україні та особливості підготовки майбутніх учителів природничо-математичних дисциплін до застосування STEM-технологій у професійній діяльності. Важливе місце займає дослідження стану сформованості STEM-компетенцій у здобувачів освіти. Проаналізовано теоретико-методологічні засади створення моделі STEM-освіти не лише в Україні, а й у зарубіжних країнах через призму інноваційних підходів до навчання таких як: інтегрований, проектний, практико-орієнтований, хмарних технологій, робототехніки тощо. Побудована модель STEM-освіти інтенсифікації та індивідуалізації навчального процесу майбутніх учителів. А також побудовано модель підготовки майбутніх учителів природничо- математичних дисциплін до застосування STEM-технологій. Визначено перспективні кроки адаптації зарубіжного досвіду впровадження STEM-освіти та її популяризації серед молоді та дорослих. Монографія може бути корисна науковцям, педагогам-практикам, методистам, студентам педагогічних спеціальностей та іншим працівникам освітньої галузі. The monograph presents the results of a study on the state of STEM education implementation in Ukraine and the specifics of preparing future teachers of natural and mathematical sciences for the application of STEM technologies in their professional activities. A significant focus is placed on examining the level of STEM competence development among students. The theoretical and methodological foundations for creating a STEM education model are analyzed not only in the context of Ukraine but also in foreign countries, through the lens of innovative teaching approaches such as integrated, project-based, practice-oriented learning, cloud technologies, robotics, and more. A model of STEM education aimed at the intensification and individualization of the learning process for future teachers is developed. Additionally, a model for preparing future teachers of natural and mathematical disciplines for the application of STEM technologies is constructed. The monograph outlines promising steps for adapting international experiences in implementing STEM education and promoting it among youth and adults. It may be useful for researchers, practicing educators, methodologists, students of pedagogical specialties, and other professionals in the field of education.Item КУРС З ОСВІТНЬОЇ РОБОТОТЕХНІКИ(2025) Валько, Н. В.; Осипова, Н. В.; Кушнір, Н. О.У навчально-методичних вказівках і рекомендаціях представлено результати дослідження стану впровадження STEM-освіти в Україні та особливості використання робототехніки у професійній діяльності майбутніх учителів природничо-математичних дисциплін. Курс включає такі тематичні модулі: STEM-освіта, Методологія проектування та програмування робототехнічних пристроїв. Кожен з тематичних модулів містить достатньо теоретичної інформації, а також завдань для опрацювання як на заняттях так і самостійно. Другий розділ містить практичні завдання створення робототехнічних пристроїв. Також розписано методику вивчення робототехніки, створення проєктів з робототехніки та планування етапів такої діяльності. На прикладах трьох різних видів робототехнічних конструкторів наведено приклади проєктних робіт. Також дані рекомендації на початковому етапі знайомства з кожним з видів робототехнічних конструкторів. Навчально-методичні вказівки і рекомендації можуть бути корисні учителям, педагогам практикам, методистам, студентам педагогічних спеціальностей та іншим працівникам освітньої галузі.Item INSTITUTIONAL POLICIES ON ARTIFICIAL INTELLIGENCE IN UNIVERSITY LEARNING, TEACHING AND RESEARCH(2023) Spivakovsky, O. V.; Omelchuk, S. A.; Kobets, V. V.; Valko, N. V.; Malchykova, D. S.; Співаковський, О. В.; Омельчук, С. А.; Кобець, В.; Валько, Н. В.; Мальчикова, Д. С.Generative artificial intelligence is rapidly transforming the educational process and the scientific work of students, lecturers, researchers and administrators of higher education institutions. There are limited and contradictory recommendations for the use of artificial intelligence in the educational process and in the educational programmes of higher education institutions. To define the scope of AI application, there is a need to develop institutional policies for higher education institutions, which will allow the academic community to determine the appropriate scope of AI application in the educational process and prevent the use of AI in areas where ethical norms are violated. The purpose of the article is to summarise and systematise the experience of forming institutional policies for the application of artificial intelligence in education, training and research in higher education institutions using the experience of Kherson State University. The article presents the developed institutional policies for students, lecturers and researchers with recommended and not recommended initiatives for the use of AI in the educational process and research at Kherson State University. The purpose of these institutional policies was to create an inclusive environment of modern digital tools for involving of lecturers of non-professional specialties and define the framework for the use of artificial intelligence in education, teaching, and research of all subjects (participants) of educational activity. The recommendations are aimed at empowering all participants to select educational components creatively and at improving the efficiency of the educational process and research activities through the use of AI tools.Issues requiring further research regarding generative platforms lie in three thematic areas: knowledge base; transparency and ethics; digital transformation of organizations and societies. It is also relevant to create an educational environment that encourages the interaction and dissemination of positive practice of digital transformation of all participants of the educational process.Item DISTANCE LEARNING TECHNOLOGIES IN INSTITUTION OF HIGHER EDUCATION BY MEANS OF LCMS MOODLE(2020) Kushnir, N.; Osipova, N.; Valko, N. V.; Kuzmich, L. V.; Кушнір, Н. О.; Осипова, Н. В.; Валько, Н. В.; Кузьмич, Л. В.Distance learning (DL) is one of the most rapidly expanding sectors in higher education today. Distance Learning Development requires a consistent solution to a number of important tasks in the field of regulatory, organizational, educational, technical, software and staffing, the interaction of all these elements of the DL system in the implementation of educational programs. One of the most important tasks in organizing distance learning is to define a scalable and viable strategy for creating an information and communication environment. The article presents a review of distance learning literature; the purposes, advantages, disadvantages. The experience of Kherson State University in the use of distance learning was summarized. Particular attention is paid to the implementation features of the KSUONLINE distance learning system developed on the basis of LMS Moodle. The educational courses and webinars were designed to introduce teachers to the principles of creating Distance courses and learn how to ensure effective communication between teachers and students. The research of the level of satisfaction of teachers with seminars to study the capabilities of the distance learning system KSUONLINE was conducted. The main problems associated with the introduction of distance education in Institution of Higher Education are analyzed in this paper. The factors that influence the development of distance learning in universities are identified.Item STUDIES OF IMPACT OF SPECIALIZED STEM TRAINING ON CHOICE FURTHER EDUCATION(2020) Osadchyi, V. V.; Valko, N. V.; Kuzmich, L. V.; Abdullaeva, N.; Осадчий, В. В.; Валько, Н. В.; Кузьмич, Л. В.; Абдуллаєва, Н. П.The specialized training influence to the choice of further direction of study is considered in the work. The assumption that early involvement of students in the study of natural and mathematical disciplines, in particular mathematics is given. It will stimulate young people to get STEM education in future. The essential element in future professional choice, development and formation is the issue of motivation for learning. It is important that modern students are gradually losing their incentive to study. Almost a third of those who choose the appropriate study profile have contradictions between professional self-determination and the availability of the necessary knowledge for the profession, between choosing a higher education institution and being able to enter in it. The contradiction requires purposeful formation of a conscious choice of future activities. The conducted research has shown that the basis of the motivational component of the choice of STEM-learning is studying of natural and mathematical disciplines by modern teaching technologies and organizing of additional lessons system based on the projected teaching methods. It satisfies the growing needs for intelligence, knowledge, motivational beliefs to understand the specifics of the future profession.Item USING AUGMENTED REALITY TECHNOLOGIES FOR STEM EDUCATION ORGANIZATION(2021) Osadchyi, V. V.; Valko, N. V.; Kuzmich, L. V.; Осадчий, В. В.; Валько, Н. В.; Кузьмич, Л. В.Modernization of the education system and the emergence of innovative learning technologies can improve the educational process. The use of augmented reality technology improves the learning of individual students, their motivation, as well as helps in organizing teamwork, group cooperation. As the topic of augmented reality in education is quite new and little studied for STEM education, the study reviews publications on this topic, describes the concept of augmented reality, the analysis of augmented reality technologies is carried out, which are adapted to the teaching of natural and mathematical disciplines. The role of STEM approach with augmented reality in the educational process is determined. An example of the use of augmented reality as part of a robotics project is given.Item MODEL OF AN EDUCATION ROBOTICS COURSE FOR NATURAL SCIENCES TEACHERS(2020) Kushnir, N.; Osypova, N.; Valko, N.; Kuzmich, L. V.; Кушнір, Н. О.; Осипова, Н. В.; Валько, Н. В.; Кузьмич, Л. В.STEM is a priority area of education in Ukraine. One of the innovative approaches in STEM education is the integration of academic disciplines through project-based learning using robotics. Therefore, the urgent problem is the development of training courses on educational robotics for teachers of natural sciences. The article presents the model of teaching the Education Robotics course for teachers of natural sciences, which includes the goal, objectives, principles, content, forms, methods, teaching aids. The educational robotics course is designed to introduce future teachers to the principles of creating robotic systems, programming systems, and learn how to create robotic devices based on educational designers, as well as control programs. The course has a modular structure, designed for 150 hours and provides for the study of robotics based on Lego EV3, MBot, Arduino designers and demonstrates scientific and technical solutions to global problems, such as environmental ecology, help with the elements, conservation of flora and fauna, creating favorable conditions for humanity in extraterrestrial conditions, eco-energy and etc. The article contains the rationale for the choice of programming platforms, the methodological basis for the selection of projects for conducting in the lessons at school in accordance with the curriculum. Particular attention is paid to the features of using the project methodology and the formation of soft skills. The importance of introducing the Education Robotics course in the professional training of teachers of natural sciences is due to the support of society for innovation in educational activities and is associated with the level of scientific and technological achievements .