DSpace Repository
Пiдготовка майбутнiх викладачiв STEM-дисциплiн до застосування технологiй доповненої реальностi у професiйнiй дiяльностi
- DSpace Home
- →
- Дисертації та автореферати
- →
- Дисертації докторів філософії
- →
- View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.
| dc.contributor.author | Мiнтiй, Михайло Михайлович | |
| dc.date.accessioned | 2023-11-22T11:57:23Z | |
| dc.date.available | 2023-11-22T11:57:23Z | |
| dc.date.issued | 2023 | |
| dc.identifier.citation | 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. | uk |
| dc.identifier.uri | http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/8069 | |
| dc.identifier.uri | https://doi.org/10.31812/123456789/8069 | |
| dc.description | [1] Acar, D., Tertemiz, N. and Ta¸sdemir, A., 2018. The effects of STEM training on the academic achievement of 4th graders in science and mathematics and their views on STEM training teachers. International Electronic Journal of Elementary Education, 10(4), pp.505–513. URL https://doi.org/10.26822/iejee.2018438141. [2] Aguirre, J. and Porta, L., 2021. A teacher training policy in Argentina. Biographical narratives, pedagogical powers and sensitive experiences in higher institutes of teacher training [Una pol´ıtica de formacion del profesorado en Argentina. ´ Potencias pedagogicas y narrativas sensibles en institutos superiores de formaci ´ on´ docente]. Revista Interuniversitaria de Formacion del Profesorado, 35(1), pp.69–88. URL https://doi.org/10.47553/RIFOP.V96I35.1.80348. [3] Alegre, F., Moreno, J., Dawson, T., Tanjong, E.E. and Kirshner, D.H., 2020. Computational Thinking for STEM Teacher Leadership Training at Louisiana State University. In: C. Gardner-McCune, N. Washington, E. Dillon, G. Washington and J. Payton, eds. 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology, RESPECT 2020 - Proceedings. Institute of Electrical and Electronics Engineers Inc., p.9272455. URL https://doi.org/10.1109/ RESPECT49803.2020.9272455. [4] Alexopoulos, A., Pavlidou, M. and Cherouvis, S., 2019. ‘Playing with Protons’: A training course for primary school teachers at CERN. Physics Education, 54(1), p.015013. URL https://doi.org/10.1088/1361-6552/aae7a4. [5] Alsop, T., 2022. Global mobile augmented reality (AR) user devices 2024 | Statista. URL https://www.statista.com/statistics/1098630/ global-mobile-augmented-reality-ar-users/. [6] Araujo, N., Hissa, D. and Moraes, I., 2015. Forma¸c ´ ao de professores-autores de ˜ material didatico em EaD. ´ Revista Iberoamericana de Educacion´ , 69(1), pp.167–182. URL https://doi.org/10.35362/rie691161. [7] Arcand, K.K., 2020. Putting the stars within reach: NASA 3D data-based models in 3D print and virtual reality applications, and their potential effects on improving spatial reasoning skills and STEM interest in underrepresented groups of young female learners. Ph.D. thesis. University of Otago, Dunedin, New Zealand. URL https://hdl.handle.net/10523/10250. [8] Arif, W., Suhandi, A., Kaniawati, I. and Setiawan, A., 2017. Development Scaffolding for Construction of Evaluation Instrument Training Program on the Cognitive Domain for Senior High School Physics Teachers and the Same Level. Journal of Physics: Conference Series, 812(1), p.012053. URL https://doi.org/10.1088/ 1742-6596/812/1/012053. [9] Aydin Gunbatar, S., Oztay, E. and Ekiz Kiran, B., 2022. Supporting pre-service teachers’ integration of engineering into STEM lessons throughout engineeringinfused training. Research in Science and Technological Education. URL https://doi. org/10.1080/02635143.2022.2121691. [10] Banks-Hunt, J.M., Adams, S., Ganter, S. and Bohorquez, J.C., 2016. K-12 STEM Education: Bringing the engineering maker space, student-centered learning, curriculum, and teacher training to middle schools. Proceedings - Frontiers in Education Conference, FIE. Institute of Electrical and Electronics Engineers Inc., vol. 2016-November, p.7757531. URL https://doi.org/10.1109/FIE.2016.7757531. [11] Barakhsanova, E.A., Vlasova, E.Z., Varlamova, V.A., Nikitina, E.V., Prokopyev, M.S. and Myreeva, A.N., 2018. Vocational training of school teachers in Yakutia’s universities through the principle of regionalization (case study of the methodology of teaching natural science to prospective teachers). Espacios, 39(20), p.35. URL https://www.revistaespacios.com/a18v39n20/a18v39n20p35.pdf. [12] Barana, A., Fissore, C., Marchisio, M. and Pulvirenti, M., 2020. Teacher training for the development of computational thinking and problem posing & solving skills with technologies. In: I. Roceanu, ed. eLearning and Software for Education Conference. National Defence University - Carol I Printing House, pp.136–144. URL https://doi.org/10.12753/2066-026X-20-103. [13] Baratta, A., 2017. Accent and Linguistic Prejudice within British Teacher Training. Journal of Language, Identity and Education, 16(6), pp.416–423. URL https://doi. org/10.1080/15348458.2017.1359608. [14] Bevz, V. and Dmytriienko, O., 2020. Students’ perceptions of the history of science and technology course at teacher training university. Advanced education, 7(15), pp.74–80. URL https://doi.org/10.20535/2410-8286.160202. [15] Boice, K.L., Jackson, J.R., Alemdar, M., Rao, A.E., Grossman, S. and Usselman, M., 2021. Supporting teachers on their STEAM journey: A collaborative STEAM teacher training program. Education Sciences, 11(3), pp.1–20. URL https://doi.org/ 10.3390/educsci11030105. [16] Campelo, T.d.S. and Cruz, G.B. da, 2019. “Deprivatization of Practice” como estrategica de forma¸c ´ ao inicial docente no PIBID Pedagogia. ˜ Revista IberoAmericana de Estudos em Educa¸cao˜ , 14(1), p.169–187. URL https://doi.org/10.21723/ riaee.v14i1.11045. [17] Carmona-Mesa, J.A., Cardona Zapata, M.E. and Castrillon-Yepes, A., 2020. Estudio ´ de fenomenos f ´ ´ısicos en la formacion inicial de profesores de Matem ´ aticas. Una ´ experiencia con enfoque STEM. Uni-Pluriversidad, 20(1), p.18–38. URL https://doi. org/10.17533/udea.unipluri.20.1.02. [18] Castro, E., Cecchi, F., Salvini, P., Valente, M., Buselli, E., Menichetti, L., Calvani, A. and Dario, P., 2018. Design and Impact of a Teacher Training Course, and Attitude Change Concerning Educational Robotics. International Journal of Social Robotics, 10(5), pp.669–685. URL https://doi.org/10.1007/s12369-018-0475-6. [19] Castro-Rodr´ıguez, E. and Montoro, A.B., 2021. STEM education and primary teacher training in Spain [Educacion STEM y formaci ´ on del profesorado de pri- ´ maria en Espana]. ˜ Revista de Educacion, 2021(393), pp.353–378. URL https: //doi.org/10.4438/1988-592X-RE-2021-393-497. [20] Chaipidech, P., Kajonmanee, T., Chaipah, K., Panjaburee, P. and Srisawasdi, N., 2021. Implementation of an Andragogical Teacher Professional Development Training Program for Boosting TPACK in STEM Education: The Essential Role of a Personalized Learning System. Educational Technology & Society, 24(4), pp.220–239. URL https://drive.google.com/file/ d/1VhpUhKXguRUOUGqB59Sl9nF6ExPvelhV/view?usp=sharing. [21] Chandler, J.R. and Dean Fontenot, A., 2004. TTU College of Engineering PreCollege Engineering Academy© Estacado High School Pilot Program. ASEE Annual Conference Proceedings. Nashville, Tennessee, pp.8.1210.1 – 8.1210.7. URL https://doi.org/10.18260/1-2--12026. [22] Chirico, A., Serafini, F., Pizzolante, M., Malvezzi, R., Gianotti, E., Micucci, C., Manduca, E., Carvelli, C., Vago, F., Renda, M., Cascio, E. and Gaggioli, A., 2022. Inspiring awe in high school teachers: Design and preliminary test of a virtual training on AltspaceVR. Annual Review of CyberTherapy and Telemedicine, 20, pp.31–35. URL https://k00.fr/k81iwg9j. [23] Crowder, M.E. and Monfared, M.M., 2020. Integrating Scholarly Teacher Training with Discipline-Specific Research Training in STEM. New Directions for Teaching and Learning, 2020(163), pp.117–124. URL https://doi.org/10.1002/tl.20415. [24] Cullimore, S. and Simmons, J., 2010. The emerging dilemmas and challenges for mentors and mentees in the new context for training in-service teachers for the Learning and Skills sector. Research in Post-Compulsory Education, 15(2), pp.223– 239. URL https://doi.org/10.1080/13596741003790799. [25] Cutanda-Lopez, M.T. and Alfageme-Gonz ´ alez, M.B., 2022. Teacher Training to ´ Take Care of Students at Risk of Exclusion. Social Sciences, 11(12), p.544. URL https://doi.org/10.3390/socsci11120544. [26] De Villiers, R., 2021. The Force Field Model applied to a Music Education teacher training framework in a South African context. British Journal of Music Education, 38(3), p.219–233. URL https://doi.org/10.1017/S0265051721000164. [27] Demir, B.K., 2021. The opinions of mathematics teacher candidates who have received a STEM training on STEM and the activities they designed in the class. Athens Journal of Education, 8(4), pp.401–416. URL https://doi.org/10.30958/aje. 8-4-4. [28] Di Fuccio, R., Ferrara, F. and Di Ferdinando, A., 2019. The DoCENT role play game: a tool for the training of the digital creativity for teachers. In: O. Miglino and M. Ponticorvo, eds. Proceedings of the First Symposium on PsychologyBased Technologies co-located with XXXII National Congress of Italian Association of Psychology - Development and Education section (AIP 2019), Naples, Italy, 25- 26 September, 2019. CEUR-WS.org, CEUR Workshop Proceedings, vol. 2524. URL https://ceur-ws.org/Vol-2524/paper4.pdf. [29] Dibarbora, C., 2021. Computational models and experimental validation at the physics teacher training college using Scilab and Arduino. Journal of Physics: Conference Series, 1882(1), p.012139. URL https://doi.org/10.1088/1742-6596/1882/1/012139. [30] Dinh, D.H. and Nguyen, Q.L., 2020. The involvement of gender in STEM training for teachers. European Journal of Educational Research, 9(1), pp.363–373. URL https://doi.org/10.12973/eu-jer.9.1.363. [31] Dirksen, J., 2018. Learn Three.js: Programming 3D animations and visualizations for the web with HTML5 and WebGL. 3rd ed. Packt Publishing. [32] Dlamini, R.N. and Howard, G.R., 2023. Teacher Training Management Guidelines for Improving Green IT Teaching Intention and Behavior. In: K. Arai, ed. Proceedings of the Future Technologies Conference (FTC) 2022. Cham: Springer International Publishing, vol. 3, pp.742–751. URL https://doi.org/10.1007/978-3-031-18344-7_53. [33] Domenici, V., 2022. STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers. Education Sciences, 12(1), p.30. URL https://doi.org/10.3390/educsci12010030. [34] Doty, C., 2021. Optimizing Mixed Reality Simulation To Support STEM Graduate Teaching Assistants In Developing Student-Centered Pedagogical Skills. Ph.D. thesis. University of Central Florida, Orlando, Florida. URL https://stars.library.ucf.edu/ etd2020/855. [35] Dudysheva, E. and Solnyshkova, O., 2022. The Potential of Universities as Resource Centers in the Agile Teacher Training for Organizing STEM Projects for School Students. AIP Conference Proceedings, 2647, p.030027. URL https: //doi.org/10.1063/5.0104080. [36] Eck, N.J. van and Waltman, L., 2018. VOSviewer Manual. URL https://www. vosviewer.com/documentation/Manual_VOSviewer_1.6.8.pdf. [37] Elisa, E., Farhan, A., Herliana, F., Wahyuni, A. and Susanna, S., 2021. High school Physics teachers’ perceptions of the learning revolution era 4.0 at training activities in Bener Meriah Regency. Journal of Physics: Conference Series, 1882(1), p.012030. URL https://doi.org/10.1088/1742-6596/1882/1/012030. [38] El´ıas, M., Perez, J., Cassot, M.D.R., Carrasco, E.A., Tomljenovic, M. and Z ´ u´niga, ˜ E.A., 2022. Development of digital and science, technology, engineering, and mathematics skills in chemistry teacher training. Frontiers in Education, 7, p.932609. URL https://doi.org/10.3389/feduc.2022.932609. [39] European Commission, 2020. Digital Education Action Plan 2021-2027: Resetting education and training for the digital age. SWD(2020) 209 final. URL https:// eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52020DC0624. [40] European Commission, 2020. Digital Education Action Plan 2021-2027: Resetting education and training for the digital age (Accompanying the document). COM(2020) 624 final. URL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri= CELEX%3A52020SC0209&qid=1647943853396. [41] Even-Zahav, A., 2019. Risk Management of STEM Education - The Strategic Risk: Teachers - Opportunities, Training and Social Status in Israel. Advances in Intelligent Systems and Computing, 861, pp.73–89. URL https://doi.org/10.1007/ 978-3-030-01406-3_7. [42] Extended Reality for Everybody Specialization, 2022. URL https://www.coursera. org/specializations/extended-reality-for-everybody. [43] Ezzeldin, S.M.Y., 2022. A Web-Based Training Program for Developing Professional Attitudes and Literacy of STEM Among Science Teachers. International Journal of Online Pedagogy and Course Design, 12(1), pp.1–16. URL https: //doi.org/10.4018/IJOPCD.302085. [44] Falloon, G., Hatzigianni, M., Bower, M., Forbes, A. and Stevenson, M., 2020. Understanding K-12 STEM Education: a Framework for Developing STEM Literacy. Journal of Science Education and Technology, 29(3), pp.369–385. URL https://doi.org/10.1007/s10956-020-09823-x. [45] Ferrando Palomares, I., Hurtado Soler, D. and Beltran Meneu, M.J., 2018. Preservice teacher training in STEM: a teaching experience. ATTIC - Revista d Innovacio Educativa, (20), pp.35–42. URL https://doi.org/10.7203/attic.20.10946. [46] Figueira, E. and Alves, M., 2017. The impact of teacher’s in-service training: Contributions to an evaluation model. In: L.G. Chova, A.L. Martinez and I.C. Torres, eds. 10th International Conference of Education, Research and Innovation (ICERI2017). IATED, ICERI Proceedings, pp.949–953. URL https://doi.org/10. 21125/iceri.2017.0333. [47] Fonseca, D., Jurado, E., Garc´ia-Holgado, A., Olivella, R., Garc´ia-Penalvo, F.J., ˜ Sanchez-Sepulveda, M., Amo, D., Maffeo, G., Yigit, ˘ O., Hofmann, C., Quass, K., ¨ Sevin¸c, G. and Keskin, Y., 2022. Conceptualizing a Teacher Training for Identifying STEAM-Lab Spaces to Address Diversity Gaps. In: F.J. Garc´ia-Penalvo, ˜ M.L. Sein-Echaluce and A. Fidalgo-Blanco, eds. ´ Trends on Active Learning Methods and Emerging Learning Technologies. Singapore: Springer Nature, pp.29–50. URL https://doi.org/10.1007/978-981-19-7431-1_3. [48] Fuentes Hurtado, M. and Gonzalez Martinez, J., 2017. Secondary Teachers Training Needs to Implement Gamified Experiences in STEM. RED - Revista de Educacion´ a Distancia, (54), p.8. URL https://doi.org/10.6018/red/54/8. [49] Galadima, U., Ismail, Z. and Ismail, N., 2019. A need analysis for developing integrated stem course training module for pre-service mathematics teachers. International Journal of Engineering and Advanced Technology, 8(5), pp.47–52. URL https://doi.org/10.35940/ijeat.E1006.0585C19. [50] Galadima, U., Ismail, Z. and Ismail, N., 2019. A new pedagogy for training the pre-service mathematics teachers readiness in teaching integrated STEM education. International Journal of Engineering and Advanced Technology, 8(5), pp.1272–1281. URL https://doi.org/10.35940/ijeat.E1181.0585C19. [51] Gallagher, M.E., 2019. The What, Why, and How of STEM in Elementary Education. URL https://blog.kidsparkeducation.org/blog/ what-is-stem-education-and-how-do-i-teach-it-in-elementary-school. [52] Gonen, S.I.K. and Zeybek, G., 2022. Training on multimodal mobile-assisted language learning: a suggested model for pre-service EFL teachers*. Computer Assisted Language Learning. URL https://doi.org/10.1080/09588221.2022.2157016. [53] Green, S.L. and Anid, N.M., 2013. Training K-12 teachers in STEM education: A multi-disciplinary approach. ISEC 2013 - 3rd IEEE Integrated STEM Education Conference. p.6525206. URL https://doi.org/10.1109/ISECon.2013.6525206. [54] Guo, L. and Tahernezhadi, M., 2011. Emerging Technology Institute - Training Middle and High School Teachers in Alternative Energy. 2011 ASEE Annual Conference & Exposition. ASEE, ASEE Annual Conference & Exposition, pp.22.556.1 – 22.556.7. URL https://doi.org/10.18260/1-2--17837. [55] Hasanah, S.S., Riandi, Permanasari, A. and Kaniawati, I., 2022. STEM Training for Lesson Plan on Bioplastic and Environment: Does it Affect the teachers? Moroccan Journal of Chemistry, 10(3), pp.564–575. URL https://doi.org/10.48317/ IMIST.PRSM/morjchem-v10i3.33144. [56] Hassan, S.U. and Haddawy, P., 2015. Analyzing knowledge flows of scientific literature through semantic links: a case study in the field of energy. Scientometrics, 103(1), pp.33–46. URL https://doi.org/10.1007/s11192-015-1528-3. [57] Herdina, M., 2020. Augmented Reality Disappeared From Gartner’s Hype Cycle – What’s Next? URL https://arpost.co/2020/09/25/augmented-reality-gartners-hype-cycle/. [58] Hodhod, R., Khan, S., Ray, L. and Kurt-Peker, Y., 2016. Training teachers to integrate computational thinking into K-12 teaching. SIGCSE 2016 - Proceedings of the 47th ACM Technical Symposium on Computing Science Education. Association for Computing Machinery, Inc, pp.156–157. URL https://doi.org/10.1145/2839509. 2844675. [59] Hoehnle, S., Foegele, J., Mehren, R. and Schubert, J.C., 2016. GIS Teacher Training: Empirically-Based Indicators of Effectiveness. Journal of Geography, 115(1), pp.12–23. URL https://doi.org/10.1080/00221341.2015.1016546. [60] Huang, W., 2020. Investigating the Novelty Effect in Virtual Reality on STEM Learning by Wen Huang. Ph.D. thesis. Arizona State University. URL http: //repository.asu.edu/items/57391. [61] Jankvist, U.T., Clark, K.M. and Mosvold, R., 2020. Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator training. Journal of Mathematics Teacher Education, 23(3), pp.311–332. URL https://doi.org/10.1007/s10857-018-09424-x. [62] Jauhariyah, M.N.R., Sunarti, T., Wasis, Supardiyono, Setyarsih, W. and Zainuddin, A., 2021. Analysis of physics questions based on HOTS criteria: The result of physics teacher training. Journal of Physics: Conference Series, 1805(1), p.012023. URL https://doi.org/10.1088/1742-6596/1805/1/012023. [63] Karavashkina, V, M. and Chigridov, V, D., 2020. Course in the “Fundamentals of the Russian Language History” in the System of Philological Training of Primary School Teachers. In: I. Gafurov and R. Valeeva, eds. VI International Forum on Teacher Education. Pensoft Publishers, ARPHA Proceedings, pp.913–918. URL https://doi.org/10.3897/ap.2.e0913. [64] Kert, S.B., 2019. A proposal of in-service teacher training approach for computer science teachers. European Journal of Educational Research, 8(2), pp.477–489. URL https://doi.org/10.12973/eu-jer.8.2.477. [65] Kiper, A. and Tercan, S.S., 2012. The Usage of Information Technologies in Classroom Environment Among Primary School Teachers and their Perception on In-Service Training Programs on IT (Sample of Sakarya). Turkish Online Journal of Educational Technology, 11(3), pp.386–392. URL http://www.tojet.net/articles/ v11i3/11336.pdf. [66] Knie, L. and Schwarzer, S., 2022. Development of an online application for a blended learning STEM teacher training course. CHEMKON, 29(1, SI), pp.183–187. URL https://doi.org/10.1002/ckon.202100083. [67] Knie, L., Standl, B. and Schwarzer, S., 2022. First experiences of integrating computational thinking into a blended learning in-service training program for STEM teachers. Computer Applications in Engineering Education, 30(5), pp.1423– 1439. URL https://doi.org/10.1002/cae.22529. [68] Kollmayer, M., Schultes, M.T., Luftenegger, M., Finsterwald, M., Spiel, C. and ¨ Schober, B., 2020. REFLECT – A Teacher Training Program to Promote Gender Equality in Schools. Frontiers in Education, 5, p.136. URL https://doi.org/10.3389/ feduc.2020.00136. [69] Kori, K. and Pata, K., 2020. Training teachers to use Globisens Labdiscs for citizen science projects in school. In: L.G. Chova, A.L. Martinez and I.C. Torres, eds. 14th International Technology, Education and Development Conference (INTED2020). IATED, INTED Proceedings, pp.111–119. URL https://doi.org/10.21125/inted.2020. 0075. [70] Kukreti, A.R., Rutz, E., Steimle, J., Jackson, H.E. and Maltbie, C., 2013. Training Secondary Math and Science Teachers to Bring an Engineering Perspective to the Classroom. ASEE Annual Conference and Exposition, Conference Proceedings. Atlanta, Georgia, pp.23.1263.1 – 23.1263.17. URL https://doi.org/10.18260/ 1-2--22648. [71] Kurup, P.M., Li, X., Powell, G. and Brown, M., 2019. Building future primary teachers’ capacity in STEM: based on a platform of beliefs, understandings and intentions. International Journal of STEM Education, 6(1), p.10. URL https: //doi.org/10.1186/s40594-019-0164-5. [72] Kyriakides, L., Creemers, B.P.M. and Antoniou, P., 2009. Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), pp.12–23. URL https://doi. org/10.1016/j.tate.2008.06.001. [73] Lacabra, A.M., Fraile, M.N. and Velez, A.P., 2022. Research Skills in Teachers’ Training Education: Perceptions and performance. Revista Electronica de Investi- ´ gacion Educativa ´ , 24, p.e28. URL https://doi.org/10.24320/redie.2022.24.e28.4182. [74] Lantau, J.M., Bracke, M., Bock, W. and Capraro, P., 2020. The Design of a Successful Teacher Training to Promote Interdisciplinary STEM Modelling Projects. International Perspectives on the Teaching and Learning of Mathematical Modelling, pp.455–465. URL https://doi.org/10.1007/978-3-030-37673-4_39. [75] Lasica, I.E., Meletiou-Mavrotheris, M., Katzis, K., Dimopoulos, C. and Mavrotheris, E., 2018. Designing a teacher training program on the integration of augmented and mixed reality technologies within the educational process. In: L.G. Chova, A.L. Martinez and I.C. Torres, eds. 12th International Technology, Education and Development Conference (INTED). Valencia: IATED, INTED Proceedings, pp.8943– 8953. URL https://doi.org/10.21125/inted.2018.2181. [76] Lehka, L.V., 2021. Methods of teaching the basics of quantum informatics to lyceums students. The dissertation submitted for scientific degree of Doctor of Philosophy) on specialty 014 Secondary education (Informatics). Kryvyi Rih State Pedagogical University of the Ministry of Education and Science of Ukraine, Kryvyi Rih,. URL https://nrat.ukrintei.ua/searchdoc/0822U100648. [77] Lobovikov-Katz, A., 2019. Methodology for spatial-visual literacy (MSVL) in heritage education: Application to teacher training and interdisciplinary perspectives. Revista Electronica Interuniversitaria de Formacion del Profesorado, 22(1), pp.41–55. URL https://doi.org/10.6018/reifop.22.1.358671. [78] Lopez-Goni, I. and Goni Zabala, J.M., 2012. Emotional Skills in Teacher’s Initial Training Curricula. A Comparative Study. Revista de Educacion, (357), pp.467–489. URL https://doi.org/10.4438/1988-592X-RE-2010-357-069. [79] Lund, L., 2020. When school-based, in-service teacher training sharpens pedagogical awareness. Improving Schools, 23(1), pp.5–20. URL https://doi.org/10.1177/ 1365480218772638. [80] Madahae, S., Pisapak, P. and Thanyasirikul, C., 2021. Learning Design of STEM Education through Workshop Training for Thai Teachers. Journal of Physics: Conference Series, 1835(1), p.012062. URL https://doi.org/10.1088/1742-6596/1835/ 1/012062. [81] Madihally, S., Duffy, M., Franzmann, L., Reece, R. and High, K., 2010. Integrating engineering to middle school curriculum by training teachers. ASEE Annual Conference and Exposition, Conference Proceedings. Louisville, Kentucky: American Society for Engineering Education, pp.15.762.1 – 15.762.8. URL https://doi.org/10. 18260/1-2--16108. [82] Marques, M.M. and Pombo, L., 2021. The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development. Education Sciences, 11(8), p.404. URL https://doi.org/10.3390/educsci11080404. [83] Martinez-Borreguero, G., Mateos-Nunez, M. and Naranjo-Correa, F.L., 2018. Forces and their effects: Comparative analysis of the knowledge of teachers in training versus primary school students. In: L.G. Chova, A.L. Martinez and I.C. Torres, eds. 11th Annual International Conference of Education, Research and Innovation (ICERI2018). Valencia: IATED, ICERI Proceedings, pp.258–267. URL https://doi.org/10.21125/iceri.2018.1061. [84] Martinez-Borreguero, G., Mateos-Nunez, M. and Naranjo-Correa, F.L., 2019. Levels of Teacher Self-Efficacy and Emotions Expressed by Teachers in Training STEM Areas. New Perspectives in Science Education, 8th edition. PIXEL, Bologna: Filodiritto Publisher, pp.586–591. URL https://conference.pixel-online.net/library_ scheda.php?id_abs=3634. [85] Martinez-Borreguero, G., Naranjo-Correa, F.L., Perez-Rodriguez, A.L., PardoFernandez, P.J. and Suero-Lopez, M.I., 2018. Validation of didactic simulations and STEM experiences to improve the teaching of content about light and colour with teachers in training. In: L.G. Chova, A.L. Martinez and I.C. Torres, eds. EDULEARN18: 10th International Conference on Education and New Learning Technologies. Valencia: IATED, EDULEARN Proceedings, pp.7594–7603. URL https://doi.org/10.21125/edulearn.2018.1774. [86] Mart´ınez-Abad, F., Olmos-Miguela´nez, S. and Rodr ˜ ´ıguez-Conde, M.J., 2015. Evaluation of a training program on information literacy for future secondary education teachers [Evaluacion de un programa de formaci ´ on en competenci- ´ as informacionales para el futuro profesorado de E.S.O]. Revista de Educacion, 2015(370), pp.38–63. URL https://doi.org/10.4438/1988-592X-RE-2015-370-296. [87] Mart´ınez-Borreguero, G., Naranjo-Correa, F. and Mateos-Nu´nez, M., 2022. ˜ Development of STEM Instructional Resources for Teaching Optics to Teachersin-Training: Influence on Learning and Teacher Self-Efficacy. Education Sciences, 12(3), p.186. URL https://doi.org/10.3390/educsci12030186. [88] Mart´ınez-Borreguero, G., Naranjo-Correa, F.L. and Mateos-Nu´nez, M., 2022. ˜ Cognitive and Emotional Development of STEM Skills in Primary School Teacher Training through Practical Work. Education Sciences, 12(7), p.470. URL https: //doi.org/10.3390/educsci12070470. [89] Mart´ınez Verez, M.V. and Albar Mansoa, J., 2019. Ink of sea: Action art in ´ the teacher professional training [Tinta de mar: Arte de accion en la formaci ´ on´ profesional docente]. Utopia y Praxis Latinoamericana, 24(87), pp.137–150. URL https://doi.org/10.5281/zenodo.3464053. [90] Mateos-Nunez, M., Martinez-Borreguero, G. and Naranjo-Correa, F.L., 2018. Emotions, self-efficacy and knowledge of the teacher in training in a static and dynamic laboratory experience. In: L.G. Chova, A.L. Martinez and I.C. Torres, eds. 11th Annual International Conference of Education, Research and Innovation (ICERI2018). IATED, ICERI Proceedings, pp.279–289. URL https://doi.org/10.21125/iceri.2018. 1063. [91] Mateos-Nunez, M., Martinez-Borreguero, G. and Naranjo-Correa, F.L., 2019. Emotional, attitudinal and competency analysis in STEM areas of secondary school students versus teachers in training. In: L.G. Chova, A.L. Martinez and I.C. Torres, eds. 12th Annual International Conference of Education, Research and Innovation (ICERI 2019). Valencia: IATED, ICERI Proceedings, pp.559–568. URL https: //doi.org/10.21125/iceri.2019.0190. [92] McNerney, P., Davis, K.C., Soled, S.W., Obarski, K.J., Allen, J., Vice Bowling, B., Daniel, M., Dimmerling, A., Estes, M., Pumphrey, S., Richardson, B. and Rust, M., 2007. Technology Training For Teachers. In: A. Tremante, F. Malpica, A. Oropeza, F. Welsch, J.V. Carrasquero and H.F. Su, eds. IMSCI 2007 - International MultiConference on Society, Cybernetics and Informatics, Proceedings. International Institute of Informatics and Systemics, IIIS, vol. 2, pp.116–121. URL https://www.iiis. org/p-proceedings/july2007/IMSCI-II/IMSCI-Book-Vol-II-Post-Conf.pdf. [93] Mintii, I.S., Bondarenko, O.V., Shokaliuk, S.V., Polhun, K.V. and Mintii, M.M., 2020. Аnalysis of the use of LCMS Moodle in the educational process of KrSPU. Educational Dimension, 3, p.368–383. URL https://doi.org/10.31812/educdim.v55i0.4366. [94] Mintii, I.S., Shokaliuk, S.V., Vakaliuk, T.A., Merzlykin, O.V. and Mintii, M.M., 2020. Development of a Standard Moodle Course to Optimize the Teacher’s Work in Distance Education. Universal Journal of Educational Research, 8(12), pp.6659– 6666. URL https://doi.org/10.13189/ujer.2020.081230. [95] Mintii, I.S., Shokaliuk, S.V., Vakaliuk, T.A., Mintii, M.M. and Soloviev, V.N., 2019. Import test questions into Moodle LMS. Educational Dimension, 1, p.111–124. URL https://doi.org/10.31812/educdim.v53i1.3836. [96] Mintii, M., 2020. The course “Development of virtual and AR software” for STEM teachers. SHS Web of Conferences, 75, p.04015. URL https://doi.org/10.1051/ shsconf/20207504015. [97] Mintii, M.M., 2023. Exploring the landscape of STEM education and personnel training: a comprehensive systematic review. Educational Dimension. URL https: //doi.org/10.31812/ed.583. [98] Mintii, M.M., 2023. Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work. Educational Dimension, 8, p.212–239. URL https://doi.org/10.31812/educdim.4951. [99] Mintii, M.M., 2023. STEM education and personnel training: systematic review. Journal of Physics: Conference Series, 2611(1), p.012025. URL https://doi.org/10. 1088/1742-6596/2611/1/012025. [100] Mintii, M.M., Sharmanova, N.M., Mankuta, A.O., Palchevska, O.S. and Semerikov, S.O., 2023. Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work. Journal of Physics: Conference Series, 2611(1), p.012022. URL https://doi.org/10.1088/1742-6596/2611/1/012022. [101] Moral-Munoz, J.A., Lopez-Herrera, A.G., Herrera-Viedma, E. and Cobo, M.J., 2019. ´ Science Mapping Analysis Software Tools: A Review. In: W. Glanzel, H.F. Moed, ¨ U. Schmoch and M. Thelwall, eds. Springer Handbook of Science and Technology Indicators. Cham: Springer International Publishing, pp.159–185. URL https://doi. org/10.1007/978-3-030-02511-3_7. [102] Morita, Y., Nagahama, T., Setozaki, N., Tajiri, K. and Kitazawa, T., 2016. A pilot study on the effects of a tangible learning system for pre-service teacher training. In: S.L. Wong, A.G. Barrera, H. Mitsuhara, G. Biswas, J. Jia, J.C. Yang, M.P. Banawan, M. Demirbilek, M. Gaydos, C.P. Lin, J.G. Shon, S. Iyer, A. Gulz, C. Holden, G. Kessler, M.M.T. Rodrigo, P. Sengupta, P. Taalas, W. Chen, S. Murthy, B. Kim, X. Ochoa, D. Sun, N. Baloian, T. Hoel, U. Hoppe, T.C. Hsu, A. KukulskaHulme, H.C. Chu, X. Gu, W. Chen, J.S. Huang, M.F. Jan, L.H. Wong and C. Yin, eds. ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Main Conference Proceedings. Taoyuan City: Asia-Pacific Society for Computers in Education, pp.642–644. URL https://apsce.net/download_data.php? filename=upfile/pdf/proceedings-of-icce2016-01.pdf. [103] Nechypurenko, P.P., Semerikov, S.O. and Pokhliestova, O.Y., 2023. Cloud technologies of augmented reality as a means of supporting educational and research activities in chemistry for 11th grade students. Educational Technology Quarterly, 2023(1), p.69–91. URL https://doi.org/10.55056/etq.44. [104] Negrini, L., 2019. Teacher Training in Educational Robotics: An Experience in Southern Switzerland: The PReSO Project. Advances in Intelligent Systems and Computing, 829, pp.92–97. URL https://doi.org/10.1007/978-3-319-97085-1_10. [105] Nerdel, C. and Kotzebue, L. von, 2020. Digitale Medien im naturwissenschaftlichen Unterricht. Aufgaben für die Lehrerbildung. Zeitschrift fur P ¨ adagogik ¨ , 66(2), pp.159–173. URL https://doi.org/10.25656/01:25789. [106] NSTA Board of Directors, 2020. STEM Education Teaching and Learning. URL https://www.nsta.org/nstas-official-positions/ stem-education-teaching-and-learning. [107] Oehler, C., 2001. Bildungssoziologie als eine Grundlage der Professionalisierung von Lehramtsstudierenden. Bericht über ein Forschungsprojekt. Zeitschrift fur¨ Padagogik ¨ , 47(5), pp.739–748. URL https://doi.org/10.25656/01:4312. [108] Olmedo-Torre, N. and Mart´ınez, M.M., 2018. Detection of training deficiencies in the autonomous learning of graphic engineering students: A university teacher training experience based on competencies. International Journal of Engineering Education, 34(5), pp.1592–1603. [109] Ong, E.T., Ayob, A., Ibrahim, M.N., Adnan, M., Shariff, J. and Ishak, N., 2016. The effectiveness of an in-service training of early childhood teachers on stem integration through Project-Based Inquiry Learning (PIL). Journal of Turkish Science Education, 13(Specialissue), pp.44–58. URL https://doi.org/10.12973/tused. 10170a. [110] Ortega-Torres, E., 2022. Training of future STEAM teachers: Comparison between primary degree students and secondary master’s degree students. Journal of Technology and Science Education, 12(2), pp.484–495. URL https://doi.org/10.3926/ jotse.1319. [111] Pazio, M., 2017. Putting the digital immigrants in the digital natives’ shoes - an exploration of staff experiences with technology integration on a teacher training course in HE. In: L.G. Chova, A.L. Martinez and I.C. Torres, eds. 9th International Conference on Education and New Learning Technologies (EDULEARN17). IATED, EDULEARN Proceedings, p.5884. URL https://doi.org/10.21125/edulearn.2017. 2325. [112] Perez Canado, M.L., 2018. Innovations and Challenges in CLIL Teacher Training. Theory Into Practice, 57(3, SI), pp.212–221. URL https://doi.org/10.1080/00405841. 2018.1492238. [113] Perianes-Rodriguez, A., Waltman, L. and van Eck, N.J., 2016. Constructing bibliometric networks: A comparison between full and fractional counting. Journal of Informetrics, 10(4), pp.1178–1195. URL https://doi.org/10.1016/j.joi.2016.10.006. [114] Pewkam, W. and Chamrat, S., 2022. Pre-Service Teacher Training Program of STEM-based Activities in Computing Science to Develop Computational Thinking. Informatics in Education, 21(2), pp.311–329. URL https://doi.org/10.15388/ infedu.2022.09. [115] Pocas, S. and Santos, J.G.D., 2020. Influences of globalization and cooperation on education and teacher training in Angola [Influencias da globaliza¸cao e da ˜ coopera¸cao na educa¸c ˜ ao e na forma¸c ˜ ao de professores em Angola]. ˜ Cadernos de Estudos Africanos, 39, pp.57–84. URL https://doi.org/10.4000/cea.4797. [116] Pollack, C.F., 2019. Investigating the Augmented Reality Sandbox: An Exploration of the Development and Implementation of a Reproducible STEM Resource in Secondary Education Geoscience. A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Science. George Mason University, Fairfax, Virginia. URL https://hdl.handle.net/1920/11682. [117] Ponomareva, N.S., 2021. Role and place of Informatics in the training of future teachers of mathematics. Journal of Physics: Conference Series, 1840(1), p.012035. URL https://doi.org/10.1088/1742-6596/1840/1/012035. [118] Prieto, D., Rocha, P., Otieno, W. and Das, T.K., 2010. Work in progress - Developing elementary science teacher training modules based on doctoral research in engineering. Proceedings - Frontiers in Education Conference, FIE. pp.S2E1–S2E3. URL https://doi.org/10.1109/FIE.2010.5673141. [119] Project Augmented Reality for STEM Education, 2023. How to use augmented reality in STEM education. Guidebook. URL https://epale.ec.europa.eu/en/resource-centre/content/ how-use-augmented-reality-stem-education-guidebook. [120] Pumpo, A., 2023. From STEM to STEAM Education: a New Learning Approach. URL https://www.teacheracademy.eu/course/steam-education/. [121] Punsrigate Khonjaroen, K. and Srikoon, S., 2021. The development of training course to promote learning activities skill based on the STEM Education concept for elementary school teachers. Journal of Physics: Conference Series, 1835(1), p.012063. URL https://doi.org/10.1088/1742-6596/1835/1/012063. [122] Ragusa, G., 2011. Teacher Training and STEM Student Outcome: Linking Teacher Intervention to Students’ Success in STEM Middle and High School Classes. ASEE Annual Conference and Exposition, Conference Proceedings. Vancouver, BC: American Society for Engineering Education, pp.22.1370.1 – 22.1370.7. URL https: //doi.org/10.18260/1-2--18797. [123] Ragusa, G., 2012. Teacher Training and Student Inquiry and Science Literacy: Linking Teacher Intervention to Students’ Outcomes in STEM Courses in Middle and High School Classes. ASEE Annual Conference and Exposition, Conference Proceedings. San Antonio, Texas: American Society for Engineering Education, pp.25.1236.1 – 25.1236.12. URL https://doi.org/10.18260/1-2--21993. [124] Rihtarsiˇ c, D., 2018. Using an Arduino-based low-cost DAQ in science teacher trai- ˇ ning. World Transactions on Engineering and Technology Education, 16(4), pp.380– 385. URL http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.16,%20No.4% 20(2018)/10-Rihtarsic-D.pdf. [125] Ripoll, D., 2012. Are our students watching too much TV? Science teacher training and media biophoria for stem-cells [Nossos alunos estao vendo muita ˜ tv? A forma¸cao de professores de Ci ˜ encias e a "bioforia"midi ˆ atica das c ´ elulas- ´ tronco]. Curriculo sem Fronteiras, 12(2), pp.423–436. URL https://www. curriculosemfronteiras.org/vol12iss2articles/ripoll.pdf. [126] Robinson-Hill, R., 2018. The training future scientist program impact on preservice teacher’s fears to teach science and providing science access to underserved and marginalized elementary students in the midwest. In: L.G. Chova, A.L. Martinez and I.C. Torres, eds. EDULEARN18: 10th International Conference on Education and New Learning Technologies. IATED, EDULEARN Proceedings, pp.7241–7248. URL https://doi.org/10.21125/edulearn.2018.1702. [127] Robinson-Hill, R.M., 2022. The journey of a science teacher: preparing female students in the training future scientists after-school program. Cultural Studies of Science Education, 17(1), pp.99–132. URL https://doi.org/10.1007/ s11422-022-10112-9. [128] Rouhani, M., Divitini, M. and Olso, A., 2021. Project-based learning and training of in-service teachers in programming: Projects as a bridge between training and practice. In: T. Klinger, C. Kollmitzer and A. Pester, eds. Proceedings of the 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, IEEE Global Engineering Education Conference, pp.268–277. URL https://doi.org/10. 1109/EDUCON46332.2021.9453934. [129] Rowe, S., Riggio, M., De Amicis, R. and Rowe, S.R., 2020. Teacher perceptions of training and pedagogical value of cross-reality and sensor data from smart buildings. Education Sciences, 10(9), pp.1–18. URL https://doi.org/10.3390/ educsci10090234. [130] Rursch, J.A., Burkhardt, B. and Jacobson, D., 2009. Training non-IT teachers to advise and facilitate inquiry-based learning in IT: A pilot study. Proceedings - Frontiers in Education Conference, FIE. p.5350577. URL https://doi.org/10.1109/FIE. 2009.5350577. [131] Salleh, M.F.M., Md Nasir, N.A. and Ismail, M.H., 2020. STEM Facilitators Training Programme: Trainee Teachers’ Perceptions of the Impact on their Personal Growth as Future Teachers. Asian Journal of University Education, 16(3), pp.1–10. URL https://doi.org/10.24191/ajue.v16i3.11091. [132] Salloum, S.A., Khan, R. and Shaalan, K., 2020. A Survey of Semantic Analysis Approaches. In: A.E. Hassanien, A.T. Azar, T. Gaber, D. Oliva and F.M. Tolba, eds. Proceedings of the International Conference on Artificial Intelligence and Computer Vision (AICV2020). Cham: Springer International Publishing, pp.61–70. URL https: //doi.org/10.1007/978-3-030-44289-7_6. [133] Sanchez, A., Font, V. and Breda, A., 2022. Significance of creativity and its development in mathematics classes for preservice teachers who are not trained to develop students’ creativity. Mathematics Education Research Journal volume, 34(4), pp.863–885. URL https://doi.org/10.1007/s13394-021-00367-w. [134] Savec, V.F., Hrast, S., Suligoj, V. and Avsec, S., 2018. The innovative use ˇ of ICT in STEM teacher training programmes at the University of Ljubljana. World Transactions on Engineering and Technology Education, 16(4), pp.421– 427. URL http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.16,%20No.4% 20(2018)/17-Ferk%20Savec-V.pdf. [135] Scaradozzi, D., Screpanti, L., Cesaretti, L., Storti, M. and Mazzieri, E., 2019. Correction to: Implementation and Assessment Methodologies of Teachers’ Training Courses for STEM Activities (Technology, Knowledge and Learning, (2019), 24, 2, (247-268), 10.1007/s10758-018-9356-1). Technology, Knowledge and Learning, 24(2), p.269. URL https://doi.org/10.1007/s10758-019-09406-9. [136] Scaradozzi, D., Screpanti, L., Cesaretti, L., Storti, M. and Mazzieri, E., 2019. Implementation and Assessment Methodologies of Teachers’ Training Courses for STEM Activities. Technology, Knowledge and Learning, 24(2), pp.247–268. URL https://doi.org/10.1007/s10758-018-9356-1. [137] Seals, C. and Valdiviejas, H., 2021. The Relation Between a Teacher-Based Growth Mindset Training and Minoritized Student Motivation in Mathematics. Journal of Higher Education Theory and Practice, 21(15), pp.53–74. URL https://doi.org/10. 33423/jhetp.v21i15.4891. [138] Semerikov, S., Lytvynova, S. and Mintii, M., 2020. Implementation of a course on virtual and augmented reality means development for future STEM-disciplines teachers. Modern informational technologies and innovative methods in professional training: methodology, theory, experience, problems, (57), p.55–67. URL https://doi. org/10.31652/2412-1142-2020-57-55-67. [139] Semerikov, S., Teplytskyi, I., Yechkalo, Y., Markova, O., Soloviev, V. and Kiv, A., 2020. Using spreadsheets as learning tools for computer simulation of neural networks. SHS Web of Conferences, 75, p.04018. URL https://doi.org/10.1051/ shsconf/20207504018. [140] Semerikov, S.O., Mintii, M.M. and Mintii, I.S., 2021. Review of the course “Development of Virtual and Augmented Reality Software” for STEM teachers: implementation results and improvement potentials. In: S.H. Lytvynova and S.O. Semerikov, eds. Proceedings of the 4th International Workshop on Augmented Reality in Education (AREdu 2021), Kryvyi Rih, Ukraine, May 11, 2021. CEUR-WS.org, CEUR Workshop Proceedings, vol. 2898, pp.159–177. URL http://ceur-ws.org/Vol-2898/ paper09.pdf. [141] Seron Torrecilla, F.J. and Murillo Ligorred, V., 2020. Arte contemporáneo Y STEAM En La formación De Maestros De educación Primaria: Intersecciones Arte Y Ciencia. AusArt, 8(1), pp.65–76. URL https://doi.org/10.1387/ausart.21462. [142] Serrado Bayes, A. and Pavon Iglesias, M., 2019. Teacher training for professional development on modern education in science for Industry 4.0. In: L.G. Chova, A.L. Martinez and I.C. Torres, eds. 13th International Technology, Education and Development Conference (INTED2019). IATED, INTED Proceedings, pp.4757–4766. URL https://doi.org/10.21125/inted.2019.1185. [143] Seyihoglu, A., Kartal, A., Tekbiyik, A., Vekli, G.S. and Konur, K.B., 2021. The design and implementation of a teacher training program for improving teachers’ disaster literacy: Interdisciplinary disaster education program (IDEP). Problems of Education in the 21st Century, 79(5), pp.781–803. URL https://doi.org/10.33225/ pec/21.79.781. [144] Shepiliev, D.S., Modlo, Y.O., Yechkalo, Y.V., Tkachuk, V.V., Mintii, M.M., Mintii, I.S., Markova, O.M., Selivanova, T.V., Drashko, O.M., Kalinichenko, O.O., Vakaliuk, T.A., Osadchyi, V.V. and Semerikov, S.O., 2021. WebAR development tools: An overview. In: A.E. Kiv, S.O. Semerikov, V.N. Soloviev and A.M. Striuk, eds. Proceedings of the 3rd Workshop for Young Scientists in Computer Science & Software Engineering (CS&SE@SW 2020), Kryvyi Rih, Ukraine, November 27, 2020. CEUR Workshop Proceedings, vol. 2832, pp.84–93. URL http://ceur-ws.org/Vol-2832/ paper12.pdf. [145] Shepiliev, D.S., Semerikov, S.O., Yechkalo, Y.V., Tkachuk, V.V., Markova, O.M., Modlo, Y.O., Mintii, I.S., Mintii, M.M., Selivanova, T.V., Maksyshko, N.K., Vakaliuk, T.A., Osadchyi, V.V., Tarasenko, R.O., Amelina, S.M. and Kiv, A.E., 2021. Development of career guidance quests using WebAR. Journal of Physics: Conference Series, 1840(1), p.012028. URL https://doi.org/10.1088/1742-6596/1840/1/ 012028. [146] Shum, A., Lau, P. and Fryer, L., 2021. From learner to teacher: (re)training graduate teaching assistants’ teaching approaches and developing self-efficacy for and interest in teaching. Higher Education Research and Development, 40(7), pp.1546– 1563. URL https://doi.org/10.1080/07294360.2020.1818063. [147] Shyshenko, I.V., Martynenko, O.V., Chkana, Y.O., Udovychenko, O.M., Spas, T.R. and Semenikhina, O.V., 2022. A Mathematics Teacher’s Training to Create a Maker Space in Mathematics Lessons by Means of GeoGebra. In: N. Vrcek, M. Koricic, V. Gradisnik, K. Skala, Z. Car, M. Cicin-Sain, S. Babic, S. V., D. Skvorc, A. Jovic, S. Gros, B. Vrdoljak, M. Mauher, E. Tijan, T. Katulic, J. Petrovic, T.G. Grbac and B. Kusen, eds. 2022 45th Jubilee International Convention on Information, Communication and Electronic Technology, MIPRO 2022 - Proceedings. Institute of Electrical and Electronics Engineers Inc., pp.632–637. URL https://doi.org/10.23919/ MIPRO55190.2022.9803433. [148] Siani, M., Stahi-Hitin, R. and Yarden, A., 2022. Student Opposition to Learning Evolution and How Teachers Deal with This following a Teacher Training Course. Journal of Science Teacher Education, 33(7), pp.764–785. URL https://doi.org/10. 1080/1046560X.2021.2003934. [149] Sidorovich, M., Tsurul, O., Romaniuk, R., Solona, Y., Kundelchuk, O., Koreneva, I. and Blazhko, O., 2022. Education for Sustainable Development in Training of Future Biology Teachers for Research Activity: An Applied Aspect. Revista Romaneasca pentru Educatie Multidimensionala, 14(2), pp.19–49. URL https: //doi.org/10.18662/rrem/14.2/565. [150] Simmons, R. and Thompson, R., 2007. Aiming higher: How will universities respond to changes in initial teacher training for the post-compulsory sector in England? Journal of Further and Higher Education, 31(2), pp.171–182. URL https://doi.org/10.1080/03098770701267663. [151] Soler Garcia, C., Quintanilla Batallanos, V.A. and Aguilar Trujillo, D., 2018. Initial Teacher Training. A Democratic Process. Revista Interuniversitaria de Formacion del Profesorado-RIFOP, 92(32.2), pp.107–122. [152] Spirin, O.M., 2010. Information and communication and informatic competences as komponents of the system of professional-specialized competences of informatics teacher. Information Technologies and Learning Tools, 13(5). URL https://doi.org/10.33407/itlt.v13i5.183. [153] Spivakovsky, O.V., Omelchuk, S.A., Kobets, V.V., Valko, N.V. and Malchykova, D.S., 2023. Institutional policies on artificial intelligence in university learning, teaching and research. Information Technologies and Learning Tools, 97(5), p.181–202. URL https://doi.org/10.33407/itlt.v97i5.5395. [154] Striuk, M.I., Semerikov, S.O. and Striuk, A.M., 2015. Mobility: A systems approach. Information Technologies and Learning Tools, 49(5), p.37–70. URL https://doi.org/10.33407/itlt.v49i5.1263. [155] Sundaram, R., 2015. TIES to STEM: University outreach model for teachers in K-12 STEM schools to be trained in engineering skills. 2015 IEEE Frontiers in Education Conference (FIE). pp.1–4. URL https://doi.org/10.1109/FIE.2015.7344244. [156] Symaco, L.P. and Daniel, E.G.S., 2018. Curriculum, Pedagogy, Teacher Training and Recent Reforms in Primary Science Education. Contemporary Trends and Issues in Science Education, 47, pp.215–228. URL https://doi.org/10.1007/ 978-3-319-97167-4_11. [157] Syrovatskyi, O.V., Semerikov, S.O., Modlo, Y.O., Yechkalo, Y.V. and Zelinska, S.O., 2018. Augmented reality software design for educational purposes. In: A.E. Kiv, S.O. Semerikov, V.N. Soloviev and A.M. Striuk, eds. Computer Science & Software Engineering : Proceedings of the 1st Student Workshop (CS&SE@SW 2018), Kryvyi Rih, Ukraine, November 30, 2018. CEUR Workshop Proceedings, vol. 2292, pp.193– 225. URL https://ceur-ws.org/Vol-2292/paper20.pdf. [158] Talley, A., Schmidt, K., Wood, K. and Crawford, R., 2008. Active Learning In Action, Understanding The Effects: What Happens When The “New” Wears Off In Teacher Training. ASEE Annual Conference and Exposition, Conference Proceedings. Pittsburgh, Pennsylvania: American Society for Engineering Education, pp.13.145.1 – 13.145.15. URL https://doi.org/10.18260/1-2--3654. [159] Taylor, A.S. and Hodgkinson, K., 2001. Subjecting the initial teacher training curriculum for England and Wales to the test of child protection. Teacher Development, 5(1), pp.75–86. URL https://doi.org/10.1080/13664539700200146. [160] Thomas, S.W., Campbell, S.W., Subramanyam, M.D. and Ellerbrock, C.R., 2019. Contemporary STEM Issues: Engineering Training of Pre-Service Teachers for Middle School STEM Curriculum Development (Evaluation). ASEE Annual Conference and Exposition, Conference Proceedings. Tampa, Florida: American Society for Engineering Education. URL https://doi.org/10.18260/1-2--32545. [161] Tijani, B., Madu, N., Falade, T. and Dele-Ajayi, O., 2021. Teacher training during Covid-19: A case study of the virtual STEM project in Africa. In: T. Klinger, C. Kollmitzer and A. Pester, eds. IEEE Global Engineering Education Conference, EDUCON. IEEE Computer Society, vol. 2021-April, pp.226–234. URL https://doi. org/10.1109/EDUCON46332.2021.9453920. [162] Tillinghast, R.C., Petersen, E.A., Kroth, W., Powers, G., Holzer, M., Osowski, J. and Mansouri, M., 2019. Bringing Geosciences to K-12 Classrooms: A Teacher Training Program Developed by the Sterling Hill Mining Museum. 2019 9th IEEE Integrated STEM Education Conference, ISEC 2019. Institute of Electrical and Electronics Engineers Inc., pp.69–75. URL https://doi.org/10.1109/ISECon.2019.8882052. [163] Tkachuk, V.V. and Semerikov, S.O., 2021. Theory and methodology of using mobile technologies for teaching informatics in the training of professionals in engineering pedagogy majoring in digital technologies, Theory and methods of e-learning, vol. 12(1). Kryvyi Rih: Kryvyi Rih National University. URL https://doi.org/10.55056/ e-learn.v12i1. [164] Tkachuk, V.V., Semerikov, S.O., Yechkalo, Y.V., Markova, O.M. and Mintii, M.M., 2020. WebAR development tools: comparative analysis. Physical and Mathematical Education, (2(24)). URL https://doi.org/10.31110/2413-1571-2020-024-2-021. [165] Toldson, I.A. and Lewis, C.W., 2017. Advancing Teacher Training Programs at Historically Black Colleges and Universities through Technical Assistance and Federal Investments (Editor’s Commentary). The Journal of Negro Education, 86(2), pp.83–93. URL https://doi.org/10.7709/jnegroeducation.86.2.0083. [166] Tumasheva, O.V., Shashkina, M.B., Shkerina, L.V. and Valkova, Y.E., 2020. Elective courses for training the mathematics teachers to realise STEM approach. Journal of Physics: Conference Series, 1691(1), p.012225. URL https://doi.org/10. 1088/1742-6596/1691/1/012225. [167] Tzafilkou, K., Perifanou, M. and Economides, A.A., 2022. STEM Distance Teaching: Investigating STEM Teachers’ Attitudes, Barriers, and Training Needs. Education Sciences, 12(11), p.790. URL https://doi.org/10.3390/educsci12110790. [168] UNESCO-UIS, 2015. International Standard Classification of Education: Fields of education and training 2013 (ISCED-F 2013) – Detailed field descriptions. Montreal: UNESCO Institute for Statistics. URL https://doi.org/10.15220/ 978-92-9189-179-5-en. [169] Valko, N. and Osadchyi, V., 2021. Principles of effective functioning of training system of future teachers of natural science and mathematics for STEM technologies usage. SHS Web of Conferences, 104, p.02016. URL https://doi.org/10.1051/ shsconf/202110402016. [170] Valko, N.V. and Osadchyi, V.V., 2022. Review of state of computer vision technologies development in the world and Ukraine. Journal of Physics: Conference Series, 2288(1), p.012002. URL https://doi.org/10.1088/1742-6596/2288/1/012002. [171] Velychko, V.E., Kaydan, N.V., Fedorenko, O.G. and Kaydan, V.P., 2022. Training of practicing teachers for the application of STEM education. Journal of Physics: Conference Series, 2288(1), p.012033. URL https://doi.org/10.1088/1742-6596/2288/ 1/012033. [172] Villanueva, A.M., 2022. New modalities and techniques of augmented reality in stem education. Ph.D. thesis. Purdue University, West Lafayette, Indiana. URL https://doi.org/10.25394/pgs.19653546.v1. [173] Vold, E.T., 2017. Qualifying foreign language teachers: Is teacher training enough? International Journal of Educational Research, 82, pp.40–53. URL https://doi.org/ 10.1016/j.ijer.2016.12.002. [174] Waters, A., 1988. Teacher-training course design: A case study. ELT Journal, 42(1), pp.14–20. URL https://doi.org/10.1093/elt/42.1.14. [175] Weiner, S., Lande, M. and Jordan, S.S., 2020. Designing (and) Making Teachers: Using Design to Investigate the Impact of Maker-Based Education Training on Pre-service STEM Teachers. International Journal of Engineering Education, 36(2), pp.702–711. URL https://par.nsf.gov/servlets/purl/10214810. [176] Wu, B., Hu, Y. and Wang, M., 2019. Scaffolding design thinking in online STEM preservice teacher training. British Journal of Educational Technology, 50(5), pp.2271–2287. URL https://doi.org/10.1111/bjet.12873. [177] Wu, X. and Zhang, Q., 2022. Remote Human-Computer Interaction and STEM Teacher Online Training Based on Embedded Internet of Things. Mathematical Problems in Engineering, 2022, p.2896481. URL https://doi.org/10.1155/2022/ 2896481. [178] Yildirim, B., 2020. A Model Proposal for Teacher Training: STEM Teacher Institutes Training Model. Pamukkale Universitesi e ¨ gitim fak ˘ ultesi dergisi ¨ , (50), pp.70–98. URL https://doi.org/10.9779/pauefd.586603. [179] Yoel, J., 2020. The Visibility of the English Language in the Linguistic Landscape of Two Teacher Training Colleges in Israel. Journal of English as an International Language, 15(1), pp.44–63. URL https://files.eric.ed.gov/fulltext/EJ1259938.pdf. [180] Zapata-Rivera, L.F., Aranzazu-Suescun, C. and Larrondo-Petrie, M.M., 2020. Teacher Training Plan for Engineering Online Laboratories Composition. Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology. Latin American and Caribbean Consortium of Engineering Institutions. URL https://doi.org/10.18687/LACCEI2020.1.1.672. [181] Бойченко, В.В., 2021. Органiзацiйно-педагогiчнi засади STEM-освiти у старшiй середнiй школi США. Дисертацiя доктора фiлософiї: спец. 011 – Освiтнi, педагогiчнi науки. Сумський державний педагогiчний унiверситет iменi А. С. Макаренка, Суми. URL https://nrat.ukrintei.ua/searchdoc/0821U101809. [182] Валько, Н.В., 2020. Система пiдготовки майбутнiх учителiв природничо- математичних дисциплiн до застосування STEM технологiй у професiйнiй дiяльностi. Дисертацiя ... доктора педагогiчних наук: спец. 13.00.04 – Теорiя i методика професiйної освiти. Херсонський державний унiверситет, Херсон. URL https://nrat.ukrintei.ua/searchdoc/0520U101565/. [183] Верховна Рада України, 2015. Про Заяву Верховної Ради України “Про вiдсiч збройнiй агресiї Росiйської Федерацiї та подолання її наслiдкiв”. Постанова вiд 21 квiтня 2015 року № 337-VIII. URL https://zakon.rada.gov.ua/laws/show/ 337-19#Text. [184] Верховна Рада України, 2022. Про органiзацiю роботи Верховної Ради України у зв’язку з актом збройної агресiї Росiйської Федерацiї проти України 24 лютого 2022 року. Постанова вiд 24 лютого 2022 року № 2103-IX. URL https://zakon.rada.gov.ua/laws/show/2103-20#Text. [185] Гнедко, Н.М., 2015. Формування готовностi майбутнiх учителiв до застосування засобiв вiртуальної наочностi у професiйнiй дiяльностi. Дисертацiя ... кандидата педагогiчних наук: спец. 13.00.04 – Теорiя i методика професiйної освiти. Рiвненський державний гуманiтарний унiверситет, Рiвне. URL https://nrat.ukrintei.ua/searchdoc/0415U006712. [186] Данилов, C.М., 2014. Вiртуальна реальнiсть як середовище апробацiї iнновацiйних технологiй в архiтектурi. Дисертацiя ... кандидата архiтектури: спец. 18.00.01 – Теорiя архiтектури, реставрацiя пам’яток архiтектури. Харкiвський нацiональний унiверситет будiвництва та архiтектури, Харкiв. URL https://nrat.ukrintei.ua/searchdoc/0414U003479. [187] Кабiнет Мiнiстрiв України, 2020. Про схвалення Концепцiї розвитку природничо-математичної освiти (STEM-освiти). Розпорядження вiд 5 серпня 2020 р. № 960-р Київ. URL https://zakon.rada.gov.ua/laws/show/960-2020-% D1%80#Text. [188] Кабiнет Мiнiстрiв України, 2022. Про схвалення Стратегiї розвитку вищої освiти в Українi на 2022—2032 роки. Розпорядження вiд 23 лютого 2022 р. № 286-р. URL https://zakon.rada.gov.ua/laws/show/286-2022-%D1%80#Text. [189] Кузьменко, О.С., 2020. Теоретичнi i методичнi засади навчання фiзики студентiв технiчних закладiв вищої освiти на основi технологiй STEM-освiти. Доктор педагогiчних наук: спец.. 13.00.02 – Теорiя i методика навчання (з галузей знань). Центральноукраїнський державний педагогiчний унiверситет iменi Володимира Винниченка, Кропивницький. URL https://nrat. ukrintei.ua/searchdoc/0520U100174/. [190] Лi, В.Г., 2000. Геометричний iнструментарiй синтезу середовища вiртуальноi реальностi стосовно до тренажерiв. Дисертацiя ... доктора технiчних наук: спец. 05.01.01 – Прикладна геометрiя, iнженерна графiка). Київський нацiональний унiверситет будiвництва i архiтектури, Київ. URL https://nrat.ukrintei.ua/searchdoc/0500U000243. [191] Маковейчук, О.М., 2020. Моделi, методи та iнформацiйна технологiя побудови i використання вiзуальних iнформацiйних структур доповненої реальностi. Дисертацiя ... доктора технiчних наук: спец. 05.13.06 – Iнформацiйнi технологiї. Харкiвський нацiональний унiверситет радiоелектронiки, Харкiв. URL https://nrat.ukrintei.ua/searchdoc/0521U100056. [192] Мельниченко, Л.I., 2022. Формування дослiдницьких умiнь майбутнiх учителiв початкової школи засобами STEM-технологiй. Дисертацiя доктора фiлософiї: спец. 011 – Освiтнi, педагогiчнi науки. Унiверситет Григорiя Сковороди в Переяславi, Переяслав. URL https://drive.google.com/file/d/ 1YTI6fvfXG--Y7S3F66ohLsCVwGSFx5hT/view?usp=sharing. [193] Мiнтiй, I. С. and Мiнтiй, М. М., 2019. Проєктування засобiв доповненої реальностi навчального призначення. In: Вакалюк, Т. А. and Литвинова, С. Г., eds. Iнформацiйнi технологiї у вищiй школi. Житомир: Вид-во ФОП “О. О. Євенок”, p.290–306. URL https://doi.org/10.31812/123456789/3607. [194] Мiнтiй, М. and Мiнтiй, I., 2020. МООС як форма пiдвищення IКТ-компетентностi педагогiчних працiвникiв. Збiрник наукових праць здобувачiв вищої освiти Криворiзького державного педагогiчного унiверситету. Кривий Рiг: Криворiзький державний педагогiчний унiверситет, p.77–79. URL https: //doi.org/10.31812/123456789/4202. [195] Похлєстова, О.Ю., 2022. Технологiї доповненої реальностi як засiб пiдтримки навчально-дослiдницької дiяльностi учнiв з хiмiї в 11-х класах. Квалiфiкацiйна робота. Криворiзький державний педагогiчний унiверситет, Кривий Рiг. URL https://elibrary.kdpu.edu.ua/handle/123456789/6870. [196] Пiкалова, В.В., 2021. Використання пакету GeoGebra як iнструмента реалiзацiї концепцiї STEM-освiти у процесi пiдготовки майбутнiх учителiв математики. Дисертацiя ... кандидата педагогiчних наук: спец. 13.00.10 – Iнформацiйно-комунiкацiйнi технологiї в освiтi. Криворiзький державний педагогiчний унiверситет, Кривий Рiг. URL https://nrat.ukrintei.ua/searchdoc/ 0421U103003. [197] Семерiков, С. О. and Мiнтiй, М. М., 2023. Вступ до проєктування цифрових освiтнiх ресурсiв iз доповненою реальнiстю : навчальний посiбник до курсу “Iнновацiйнi цифровi технологiї в освiтi”. Кривий Рiг. URL http://elibrary.kdpu. edu.ua/xmlui/handle/123456789/7850. [198] Семерiков, С.О., 2022. Iнновацiйнi цифровi технологiї в освiтi : електронний навчальний курс. Система управлiння електронними навчальними курсами КДПУ. URL https://moodle.kdpu.edu.ua/course/view.php?id=753. [199] Фокi, М.В., 2022. Методика навчання розробки доповненої реальностi для web iз iнтегрованими моделями машинного навчання. Квалiфiкацiйна робота студента групи Iм-17, ступiнь вищої освiти «магiстр» спецiальностi 014.09 Середня освiта (Iнформатика). Криворiзький державний педагогiчний унiверситет, Кривий Рiг. URL https://elibrary.kdpu.edu.ua/handle/123456789/6817. [200] Шагова, О.Ю., 2020. Формування готовностi майбутнiх офiцерiв Збройних Сил України до застосування STEM-технологiй у професiйнiй дiяльностi. Дисертацiя ... кандидата педагогiчних наук: спец. 13.00.04 – Теорiя i методика професiйної освiти. Вiйськова академiя (м. Одеса), Одеса. URL https: //nrat.ukrintei.ua/searchdoc/0420U102110/. [201] Шевченко, А.И., Иванова, С.Б., Гудаев, О.А., Жебель, Л.С., Пигуз, В.Н., Коротыч, Н.М., Некрашевич, С.П., Бойко, А.В., Вороной, А.С., Сиденко, А.В., Скляренко, И.А. and Фадеев, Ф.Ф., 2010. Розробка iнтелектуальної системи монiторингу учбового процесу дистанцiйного навчання, що використовує шифрування керуючої iнформацiї маркерами розширеної реальностi. (0211U000957). Донецьк: Iнститут проблем штучного iнтелекту Мiнiстерства освiти i науки України i Нацiональної академiї наук України. URL https://nrat.ukrintei.ua/ searchdoc/0211U000957. | uk |
| dc.description.abstract | 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. | uk |
| dc.language.iso | uk | uk |
| dc.publisher | Криворізький державний педагогічний університет | uk |
| dc.subject | STEM-освiта | uk |
| dc.subject | STEM-дисциплiни | uk |
| dc.subject | професiйна пiдготовка викладачiв | uk |
| dc.subject | педагогiчнi умови | uk |
| dc.subject | методика навчання | uk |
| dc.subject | доповнена реальнiсть | uk |
| dc.subject | вiртуальна реальнiсть | uk |
| dc.subject | iмерсивнi технологiї | uk |
| dc.subject | цифровi освiтнi ресурси | uk |
| dc.subject | iмерсивнi освiтнi ресурси | uk |
| dc.subject | мобiльнi технологiї | uk |
| dc.title | Пiдготовка майбутнiх викладачiв STEM-дисциплiн до застосування технологiй доповненої реальностi у професiйнiй дiяльностi | uk |
| dc.type | Thesis | uk |
