THE USE OF THE BLIPPBUIDER AUGMENTED REALITY SERVICE BY TEACHERS OF NATURAL AND MATHEMATICAL SUBJECTS IN THE EDUCATIONAL PRACTICE

Abstract

The article is devoted to the actual problem of ensuring the implementation of practical work by students in the subjects of the natural and mathematical cycles under the conditions of prolonged quarantines and martial law in the country. The purpose of the article is to substantiate the effectiveness of using the Blippbuider augmented reality service by teachers of natural and mathematical subjects for organizing and conducting practical work with students. In the process of analysis, generalization, and systematization of scientific and scientific and methodological sources on the research problem, the author substantiates and proposes a procedure and stages for using AR on the example of the subject of physics. The author's approach to the development of the procedure includes such main stages of its implementation as mastering the technology for creating marker AR in the Blippbuilder environment; developing practical work for students with AR elements; developing instructions for using AR; organizing feedback with students; and assessing the practical work of students. This approach will ensure that students perform practical work anywhere, anytime; it will allow repeated implementation of practical work, which, logically, will lead to the consolidation of the necessary skills. The features of the proposed approach include the presence of a mobile device. The results obtained will contribute to the improvement of the theoretical and practical foundations of the professional development of teachers through the use of augmented reality in the implementation of practical activities with students. In our opinion, the use of a number of immersive technologies is promising, in particular for the implementation of the immersion approach to learning; using technologies to overcome shortcomings in the organization of education, lagging and gaps in the education of students.