DSpace Общество:http://dspace.pnpu.edu.ua/handle/123456789/452026-04-12T11:46:20Z2026-04-12T11:46:20ZApplication of diagnostic competency-based tasks as a means of mitigating educational losses of prospective geography teachersVishnikina, L.Halushka, L.Вішнікіна, Л.П.Галушка, Л.http://dspace.pnpu.edu.ua/handle/123456789/280302025-12-19T09:20:30Z2025-01-01T00:00:00ZНазвание: Application of diagnostic competency-based tasks as a means of mitigating educational losses of prospective geography teachers
Авторы: Vishnikina, L.; Halushka, L.; Вішнікіна, Л.П.; Галушка, Л.
Краткий осмотр (реферат): The problem of the emergence and overcoming of educational losses of future geography teachers in higher education institutions of Ukraine in the context of modern challenges is relevant: the consequences of the COVID-19 pandemic, military actions and martial law. The aim of the study was to provide a theoretical justification for the methodological principles of using diagnostic competence-oriented tasks as a means of minimising educational losses among students, based on empirical research. The study used methods of analysis, synthesis and systematisation in processing the source base. To identify the causes of educational losses and determine their scope and content, testing, pedagogical observation and interviews were used. The terms “educational losses”, “learning gaps” and “learning gaps” were systematised as pedagogical categories; the causes of educational losses, the scale and duration of their impact, and ways to overcome them were analysed. A step-by-step algorithm for correcting educational losses and the need to use digital teaching aids were substantiated, and the positive and negative consequences of using artificial intelligence to overcome educational losses among applicants were characterised. The paper defines the essence of diagnostic competence-oriented tasks, conducts research on the scope and content of educational losses based on their application, provides examples of the author’s diagnostic tasks in the discipline ‘Methods of Teaching Geography,’ and a graphical diagram of the process of awareness and correction of educational losses using these tasks. The result of the authors’ research was the development of a methodological model for assessing and overcoming educational losses, which has practical significance and can be used by teachers in educational institutions.
Описание: Vishnikina, L., & Halushka, L. (2025). Application of diagnostic competency-based tasks as a means of mitigating educational losses of prospective geography teachers . Pedagogical Sciences, (85), 54–65. https://doi.org/10.33989/2524-2474.2025.1.542025-01-01T00:00:00ZThe integration of digital management platforms in teacher training: A practice of studentsOrlov, O.Орлов, О.П.http://dspace.pnpu.edu.ua/handle/123456789/280292025-12-19T09:13:28Z2025-01-01T00:00:00ZНазвание: The integration of digital management platforms in teacher training: A practice of students
Авторы: Orlov, O.; Орлов, О.П.
Краткий осмотр (реферат): The widespread introduction of digital educational platforms in higher education creates conditions for the modernisation of the educational process, increasing its interactivity and individualisation, which is of particular importance in the development of digital competence of philology students as a necessary component of their professional training. The purpose of the study was to analyse the results of monitoring the centralised educational platforms New Knowledge and Eddy by philology students during their teaching practice through their interaction with teachers and secondary school pupils. The methodology included a structured assessment of the functionality, usability, security, and other criteria of the platform using a questionnaire and a test programme, in which teachers, students, and pupils (134 people in total) participated. The survey results allowed comparing the assessments of the New Knowledge and Eddy educational management platforms by different user groups. The most significant differences were found in the assessments of the educational and communication capabilities of the platforms: for New Knowledge, the difference between teacher assessments and student assessments was 1.6 points, and for Eddy, it was 1.3 points. This is explained by students’ desire to have a digital educational environment with various feedback channels. The criteria of reliability and ease of use of the Learning Management System (LMS) were identified as priorities for teachers. The technical capabilities of the New Knowledge platform were rated by teachers and students at 3.4 and 4.2 points, respectively. The reliability of the Eddy platform was rated significantly higher by teachers, 4.5 points. As Ukraine transitions to centralised management of secondary education, feedback from teachers and students on specific management platforms will help to identify optimal solutions for managing the educational process.
Описание: Orlov, O. (2025). The integration of digital management platforms in teacher training: A practice of students. Pedagogical Sciences, (85), 46–53. https://doi.org/10.33989/2524-2474.2025.1.462025-01-01T00:00:00ZPreparing future physical education teachers for inclusive education in secondary education institutionsDemus, Ya.Kornosenko, O.Fazan, V.Демус, Я.В.Корносенко, О.К.Фазан, В.В.http://dspace.pnpu.edu.ua/handle/123456789/280282025-12-19T09:07:55Z2025-01-01T00:00:00ZНазвание: Preparing future physical education teachers for inclusive education in secondary education institutions
Авторы: Demus, Ya.; Kornosenko, O.; Fazan, V.; Демус, Я.В.; Корносенко, О.К.; Фазан, В.В.
Краткий осмотр (реферат): The relevance of the topic is due to the growth of public demand for inclusive education, the presence of an appropriate legislative basis and dynamic changes in the education system. The purpose of the study was to develop, scientifically substantiate and experimentally confirm the effectiveness of the author’s model of training future physical education specialists to work in conditions of inclusion. To achieve the goal of the study, a set of theoretical methods was used: analysis and synthesis of professional literature, in particular, correctional and special pedagogy, physical education methodology, higher education pedagogy, etc.; logical and systemic analysis; comparison; classification; and modelling. The empirical methods included: pedagogical observation, questionnaires, and pedagogical experiment. The experiment confirmed the effectiveness of the author’s model of training future physical education teachers for inclusive education in the synergistic unity of three blocks: conceptual-target, operational-content and controlresult and pedagogical conditions: the formation of positive motivation for professional activity and psychological and pedagogical support for students; development and implementation of specially oriented training content, which requires the integration into the educational process of professionally oriented disciplines, in particular “Special Pedagogy in Physical Education” and “Inclusive Physical Education of Schoolchildren”; development of practical skills through production pedagogical practice. The implementation of the model yielded the following quantitative results: in the experimental group, a significant increase in students with high (+12.5%) and sufficient (+25.7%) levels of readiness was observed, while the number of applicants with average (-6.6%) and low (-32%) levels significantly decreased. This significantly exceeds the indicators of the control group, where the increase in high and sufficient levels was only 4.3% and 16.6%, respectively, and the decrease in average and low levels was 2.2% and 23.1%. The developed educational and methodological materials and scientific principles can be used by scientific and pedagogical workers of higher education institutions to prepare future physical education teachers for work in inclusion conditions.
Описание: Demus, Y., Kornosenko, O., & Fazan, V. (2025). Preparing future physical education teachers for inclusive education in secondary education institutions. Pedagogical Sciences, (85), 33–45. https://doi.org/10.33989/2524-2474.2025.1.332025-01-01T00:00:00ZThe use of digital microscopes for studying physical phenomena: New opportunities for school educationDomushchy, S.http://dspace.pnpu.edu.ua/handle/123456789/280262025-12-19T08:34:32Z2025-01-01T00:00:00ZНазвание: The use of digital microscopes for studying physical phenomena: New opportunities for school education
Авторы: Domushchy, S.
Краткий осмотр (реферат): The modern educational process requires the introduction of the latest technologies that contribute to a better understanding of complex scientific concepts. The use of digital microscopes opens up prospects for developing practical skills, improves students’ analytical thinking, and supports the integration of physical phenomena with the real world. This study was devoted to the analysis of the possibilities of using digital microscopes in teaching physics at school. A series of experiments was conducted aimed at determining the dependence of the rate of chaotic motion of particles on the viscosity of the medium. The use of video analysis software established that as the milk concentration decreases, the particle velocity increases, which is consistent with the Stokes-Einstein model. In addition to the experimental part, a survey was conducted among students and teachers to assess the effectiveness of using digital microscopes in the educational process. The results showed that 85% of students suggest that digital microscopes have made studying physics more interesting, and 78% said that observing microscopic phenomena has contributed to a deeper understanding of theoretical material. The analysis of students’ academic achievements showed an increase in the level of knowledge and improved academic performance in comparison with conventional teaching methods. The results confirmed the feasibility of integrating digital microscopes into physics curricula, especially in STEM education. It was proposed to develop methodological recommendations for the introduction of digital microscopy in the school physics course. The results of the study can be used by physics teachers of general education institutions to improve the effectiveness of teaching, developers of educational programmes for integrating digital microscopy into a school physics course, and in STEM centres and scientific communities to develop practical research skills in students.
Описание: Domushchy, S. (2025). The use of digital microscopes for studying physical phenomena: New opportunities for school education. Pedagogical Sciences, (85), 25–32. https://doi.org/10.33989/2524-2474.2025.1.252025-01-01T00:00:00Z