The purpose of this article is an analysis of opportunities and description of the experience of developing and implementing augmented reality technologies to support the teaching of chemistry in higher education institutions of Ukraine. The article is aimed at solving problems: generalization and analysis of the results of scientific research concerning the advantages of using the augmented reality in the teaching of chemistry, the characteristics of modern means of creating objects of augmented reality; discussion of practical achievements in the development and implementation of teaching materials on chemistry using the technologies of the augmented reality in the educational process. The object of research is augmented reality, and the subject - the use of augmented reality in the teaching of chemistry. As a result of the study, it was found that technologies of augmented reality have enormous potential for increasing the efficiency of independent work of students in the study of chemistry, providing distance and continuous education. Often, the technologies of the augmented reality in chemistry teaching are used for 3D visualization of the structure of atoms, molecules, crystalline lattices, etc., but this range can be expanded considerably when creating its own educational products with the use of AR-technologies. The study provides an opportunity to draw conclusions about the presence of technologies in the added reality of a significant number of benefits, in particular, accessibility through mobile devices; availability of free, accessible and easy-to-use software for creating augmented-reality objects and high efficiency in using them as a means of visibility. The development and implementation of teaching materials with the use of AR-technologies in chemistry teaching at the Kryvyi Rih State Pedagogical University has been started in the following areas: creation of a database of chemical dishes, creation of a virtual chemical laboratory for qualitative chemical analysis, creation of a set of methodical materials for the course “Physical and colloidal chemistry”.
Aspects of learning styles modelled on R. Felder and B. Soloman are discussed in detail. The results of the study of the educational advantages of students of Kryvyi Rih State Pedagogical University of the speciality "014 Secondary education (Chemistry)" are presented. It is shown that the majority of students in the group are those who study visually, sensitively, actively and consistently. According to studied features of the student's groups didactic material on the theme "Ecological Chemistry of the Lithosphere" of the content module "Ecological Chemistry of Environmental Objects" was elaborated and its role and place in the structure of the educational process determined. Forms of work that involve the use of different cognitive functions are described and therefore contribute to their balanced development. It allows a person to be flexible in the unrestrained development of technological progress, to be open to different ways of obtaining information and perceiving it without resistance and stress.
The idea of the study is that the value potential of the subject is a fundamental element of the knowledge system as part of the realization of the idea of sustainable development in education. The basis of the study used the classification of value categories proposed by Milton Rokeach in 1979. We found that in the main school, the content of the subject "Biology" is primarily aimed at forming ideas about terminal values -"life", "health", "nature"; in high school -about terminal values "life", "health", as well as instrumental values -"perseverance". The value ideas of a biology teacher are one of the key factors in the formation of students' value ideas. In the structure of value representations of biology teachers, the three leaders are orientations towards terminal values. We have put forward the assumption that there is a dissonance between the value ideas of respondents and the values that the school biology course is aimed at forming an idea about.
Nechypurenko P.P., Starova T.V., Selivanova T.V. and Tomilina A.O. Use of Augmented Reality in Chemistry Education. The purpose of this article is to analyze the current trends in the use of the augmented reality in the chemistry education and to identify the promising areas for the introduction of AR–technologies to support thechemistry education in Ukrainian educational institutions. The article is aimed at solving such problems as: the generalization and analysis of the scientific researches results on the use of the augmented reality in the chemistry education, the characteristics of the modern AR–tools in the chemistry education and the forecasting of some possible areas of the development and improvement of the Ukrainian tools of the augmented reality in the chemistry education. The object of research is the augmented reality, and the subject is the use of the augmented reality in the chemistry learning. As a result of the study, it has been found that AR–technologies are actively used in the chemistry education and their effectiveness has been proven, but there are still no Ukrainian software products in this field. Frequently AR–technologiesof the chemistry education are used for 3D visualization of the structure of atoms, molecules, crystalline lattices. The study has made it possible to conclude that there is a significant demand for the chemistry education with the augmented reality that is available via the mobile devices, and accordingly the need to develop the appropriate tools to support the chemistry education at schools and universities. The most promising thing is the development of methodological recommendations for the implementation of laboratory works, textbooks, popular scientific literature on chemistry with the use of the augmented reality technologies and the creation of the simulators for workingwith the chemical equipment and utensils using the augmented reality.
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