The study reveals the possibilities of using the words’ cloud in the literary education of primary school children. The authors consider the possibility of using a cloud of words to visualize the keywords of the text for the translation of the work of art, the interpretation of the main idea and the characteristics of the artistic image. The words’ cloud can also be used as a reference summary to answer questions about the content of the work or to present the results of a school project by students. Moreover, in reading lessons, this tool can be used as a tool to identify the topic of the lesson. The study reveals the possibilities of the didactic tool of the words’ cloud for the development of speech of primary school children, in particular, in composing their own texts and editing them, the ability to explore words that the student uses too often and avoid tautology. Using the method of a problem situation and visually demonstrating information through a cloud of words, the teacher pro-motes the activation of students’ mental activity, the development of creative abilities and critical thinking.The study tested the use of the electronic resource WordArt in primary school – a website for creating a “word’s cloud” and proved its effectiveness in reflection, as well as creating an image of the main idea of the lesson, general conversation, its use as didactic material. The authors used the technology of learning using a cloud office package Google Drive to write a draft of their own statement of primary school children. The authors investigated the use of the service in the lesson of literary reading during the organization of reading activities in the following areas: in the “cloud of words” to encrypt the topic of the lesson; using the cloud as visual material or as basic information to explain new material; encrypt certain words from the text in the cloud, students’ task to guess the work; create a cloud of words of positive and negative characters of the work; write a story on the topic; create an “encrypted postcard” to the writer or hero of the work. In the course of experimental work, the effectiveness of the use of this didactic tool in the lessons of literary reading in primary school during the analysis of texts in order to identify the most important associations of students was confirmed.
The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
The aim: To examine the features of experiences during quarantine relating to the tolerance for uncertainty. Materials and methods: 306 volunteers aged 18-65 years participated in this study. All participants were tested during strict quarantine in April 2020. In order to diagnose the personality traits related to ambiguity tolerance, we used Budner’s scale of tolerance-intolerance of ambiguity. To determine the features of experiences we used the survey, which included 40 statements and 12 emotional states related to the cognitive, emotional-evaluative, and behavioral components of the person’s self-image. Results: The overwhelming majority of volunteers perceive the pandemic as a dangerous, threatening, uncertain situation and make hasty decisions on the base of polar judgments, react with anxiety, attempt to avoid uncertainty, rejection of everything unusual. Their experiences were filled with feelings of powerlessness and deterioration in mood. For the majority of our subjects, the situation of uncertainty is the source of intolerance. Negative consequences appeared in the behavior (loss of time management skills, laziness). There are direct relationships between the factor of shock and anxiety with the sources of intolerance, novelty and complexity, and general intolerance. The cognitive component of the experience was the least pronounced and involved only after an emotional experience. Conclusions: It has been established that cognitive rethinking of the self-isolation during the COVID-19 pandemic is possible after an emotional response and leads to a change in the behavioral stereotypes.
The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
The aim: The purpose is to elucidate the methodical system of formation of educational and cognitive competence of students of medical education institutions, the results of the research. Materials and methods: The approbation of the proposed methodology is analyzed, the results of the experiment were clarified. Using the methods of Student’s mathematical statistics, the effectiveness of the methodical system of formation of educational and cognitive competence of students of medical education institutions was determined, the results are reflected in tables and calculations. Results: With the purpose of solving educational and practical, scientific, educational and cognitive tasks, the types of activity of future junior specialists, which differ in the degree of obligatory fulfillment, are distinguished. It is shown that the realization of the cognitive principles of self-educational activity, which students perceive as their own internal need, is of great importance. Conclusions: After investigation of the impact of students’ self-educational activities on the formation of their educational and cognitive competence, we argue that it is the main component of the educational process, which requires a willful effort to overcome difficulties and is implemented through goal-setting, planning and staged implementation.
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