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Назва: Пiдготовка майбутнiх викладачiв STEM-дисциплiн до застосування технологiй доповненої реальностi у професiйнiй дiяльностi
Автори: Мiнтiй, Михайло Михайлович
Ключові слова: STEM-освiта
STEM-дисциплiни
професiйна пiдготовка викладачiв
педагогiчнi умови
методика навчання
доповнена реальнiсть
вiртуальна реальнiсть
iмерсивнi технологiї
цифровi освiтнi ресурси
iмерсивнi освiтнi ресурси
мобiльнi технологiї
Дата публікації: 2023
Видавництво: Криворізький державний педагогічний університет
Бібліографічний опис: Мінтій М. М. Пiдготовка майбутнiх викладачiв STEM-дисциплiн до застосування технологiй доповненої реальностi у професiйнiй дiяльностi : дисертацiя на здобуття наукового ступеня доктора фiлософiї за спецiальнiстю 015 Професiйна освiта (Цифровi технологiї) / наук. керівник - доктор педагогiчних наук, професор, старший дослiдник С. О. Семеріков ; Криворізький державний педагогічний університет. Кривий Ріг, 2023. 249 с.
Короткий огляд (реферат): У ходi розв’язання наукової проблеми пiдготовки майбутнiх викладачiв STEM-дисциплiн до застосування технологiй доповненої реальностi були отриманi наступнi результати. Бiблiометричний аналiз джерел в галузi STEM та пiдготовки викладачiв iдентифiкував 21 ключове поняття, систематизованi у чотири кластери: “STEMосвiта i пiдготовка кадрiв”, “Професiйна пiдготовка вчителiв i початкова освiта”, “Опитування щодо STEM-освiти” та “Електронне навчання i обчислювальне мислення в пiдготовцi майбутнiх викладачiв STEM-дисциплiн”. За результатами систематичного аналiзу було встановлено, що: а) STEMосвiта позитивно впливає на досягнення у природничих науках i математицi, але iснує дефiцит фахiвцiв у цих галузях; б) зниження iнтересу до STEM-дисциплiн – глобальна проблема, яку можна вирiшити за допомогою привабливих та доступних освiтнiх програм; в) нерiвнiсть у сферi STEM – глобальна проблема, яку можна вирiшити через створення STEM-лабораторiй та пiдготовку вчителiв з урахуванням гендерних аспектiв; г) обчислювальне мислення – важлива складова STEM-освiти, що може бути впроваджена через семiнари для вчителiв, онлайнкурси та методичну пiдтримку; д) професiйна пiдготовка та соцiальний статус учителiв є стратегiчно важливими для STEMосвiти; е) зацiкавлення у STEM-дис- 3 циплiнах може бути пiдвищено за допомогою IКТ, зокрема доповненої реальностi, вiртуальної реальностi та робототехнiки. Отриманi результати дають змогу запропонувати такi рекомендацiї для полiпшення STEM-освiти: а) iнтегрувати STEM-пiдхiд у програми пiдготовки вчителiв; б) розвивати проєктне мислення, цифровi та STEM-навички у вчителiв та учнiв; в) запроваджувати мiждисциплiнарнi STEM-проєкти; г) використовувати активнi та практико орiєнтованi методи навчання; д) збiльшувати доступнiсть STEM-освiти для всiх учнiв; е) створювати STEMлабораторiї у закладах загальної середньої освiти; ж) пiдвищувати соцiальний статус викладачiв STEM-дисциплiн; з) запроваджувати засоби IКТ у навчання STEM-дисциплiн. Педагогiчнi умови включають матерiальнi, методичнi, органiзацiйнi та iншi фактори, що забезпечують ефективнiсть пiдготовки майбутнiх викладачiв STEMдисциплiн до використання доповненої реальностi у своїй професiйнiй дiяльностi. Опитування 94 респондентiв, переважно викладачiв STEMдисциплiн, що використовують доповнену реальнiсть, виявило наступнi педагогiчнi умови: 1) забезпечення доступностi мобiльних апаратних засобiв доповненої реальностi та iмерсивних цифрових освiтнiх ресурсiв майбутнiм викладачам STEM-дисциплiн; 2) уведення до змiсту пiдготовки питань, пов’язаних iз використанням доповненої реальностi у навчаннi STEMдисциплiн; 3) застосування дослiдницького пiдходу та iнтерактивних технологiй у процесi пiдготовки майбутнiх викладачiв STEM-дисциплiн; 4) набуття практичного досвiду застосування технологiй доповненої реальностi у навчаннi STEM-дисциплiн. Було встановлено, що доступнiсть мобiльних пристроїв для доповненої реальностi та iмерсивних цифрових освiтнiх ресурсiв для майбутнiх викладачiв STEM-дисциплiн забезпечується частково. Через обмежену кiлькiсть iмерсивних 4 цифрових освiтнiх ресурсiв майбутнi викладачi STEM-дисциплiн повиннi брати участь у їх розробцi, що сприяє їх професiйному розвитку. Для впровадження питань, пов’язаних iз застосуванням доповненої реальностi у навчаннi STEM-дисциплiн, було розроблено елементи методики навчання майбутнiх викладачiв STEM-дисциплiн створення iмерсивних освiтнiх ресурсiв. Застосування дослiдницького пiдходу та iнтерактивних технологiй у процесi пiдготовки майбутнiх викладачiв STEM-дисциплiн передбачало два напрями: створення STEM-проєктiв iз доповненою реальнiстю та створення системи завдань, що сприяють пошуковiй та творчiй активностi студентiв. Такi пiдходи допомагають пiдвищити iнтерактивнiсть та ефективнiсть навчання STEM-дисциплiн. У процесi дослiдно-експериментальної роботи було створено три версiї навчального курсу для майбутнiх викладачiв STEM-дисциплiн, що сприяє позитивнiй динамiцi в пiдготовцi майбутнiх викладачiв до використання iмерсивних освiтнiх ресурсiв. Бiльшiсть учасникiв експерименту планують використовувати доповнену реальнiсть у своїй професiйнiй дiяльностi, що свiдчить про позитивну ефективнiсть навчання. Наукова новизна отриманих результатiв полягає в тому, що вперше виокремлено та теоретично обґрунтовано педагогiчнi умови пiдготовки майбутнiх викладачiв STEM-дисциплiн до застосування технологiй доповненої реальностi у професiйнiй дiяльностi: а) забезпечення доступностi мобiльних апаратних засобiв доповненої реальностi та iмерсивних цифрових освiтнiх ресурсiв майбутнiм викладачам STEM-дисциплiн; б) уведення до змiсту пiдготовки питань, пов’язаних iз використанням доповненої реальностi у навчаннi STEM-дисциплiн; в) застосування дослiдницького пiдходу та iнтерактивних технологiй у процесi пiдготовки майбутнiх викладачiв STEMдисциплiн; г) набуття практичного досвiду застосу- 5 вання технологiй доповненої реальностi у навчаннi STEM-дисциплiн; удосконалено змiст професiйної пiдготовки майбутнiх викладачiв STEM-дисциплiн; набули подальшого розвитку теорiя та методика професiйної пiдготовки майбутнiх викладачiв STEM-дисциплiн. Практичне значення отриманих результатiв полягає в тому, що розроблено окремi елементи методики навчання майбутнiх викладачiв STEM-дисциплiн створення iмерсивних освiтнiх ресурсiв у складi електронного навчального курсу та посiбника до нього.
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