Interactive Learning Methods Research Articles

Using interactive learning methods during practical exercises on fire training

This article examines the use of interactive learning methods during practical exercises on fire training. The author considered the effectiveness and practical advantages of using modern technologies and interactive approaches to improve the educational process in the law enforcement context. The article analyzes the results of research and provides examples of successful implementation of interactive training methods during fire training, which contributes to improving the skills and knowledge of future law enforcement officers.
 The article also discusses various tools and technologies that can be used for interactive fire training, such as virtual reality, range simulators, and skill monitoring systems. The importance of involving the military in active participation in the training process, as well as the interaction between instructors and law enforcement officers during training, is highlighted. Practical recommendations for the implementation of interactive training methods in the context of fire training to achieve a higher level of training and effectiveness of military operations are described.
 Interactive learning approaches such as simulations, games, virtual reality, practical exercises and competitions are analyzed, particularly their advantages in promoting firearms proficiency and knowledge. The study describes the interaction of participants during interactive classes, emphasizing the role of cooperation and interaction in the learning process. The impact of these methods on improving the understanding of the material and ensuring effective learning is also considered. The results of the study provide an important contribution to the understanding and use of interactive training methods in the field of fire training, emphasizing their importance for increasing the effectiveness and interest in training, as well as improving proficiency in this area.
 These interactive methods help increase the effectiveness of training and the practical application of fire training skills, ensuring better learning of the material and preparation for real situations.

Penguatan Kompetensi Para Pendamping Iman Anak Kevikepan Semarang

PIA assistants need to have competence in outlining activity designs in the context of Catholic children's faith mentoring based on the Liturgical Year. This PkM activity raises the Gospel of Mark as an inspiration for children's faith mentoring activities. Therefore, this PkM activity comprehensively details 10 activity topics that cover various aspects of the Gospel of Mark, ensuring that each activity is in accordance with the specificities of the Liturgical Year and the ecclesiastical calendar. Each activity topic not only touches on subject matter relevant to the content of the Gospel of Mark, but also utilizes interactive and participatory learning methods such as group discussions, role simulations, and case analysis to actively engage children. Media is also a key component in this design, utilizing various learning tools such as multimedia presentations, documentary videos, audio recordings, and educational posters. This approach not only increased the attractiveness of the activity, but also provided variety in the learning approach, accounting for the diverse learning styles among participants. The main objective of this activity is to provide a holistic approach to mentoring children's faith. The emphasis is not only on theoretical understanding, but also involves the appreciation and application of the teachings of faith in children's daily lives.

ENHANCING LEARNERS’ AWARENESS OF PRESENTATION LITERACY TO STIMULATE INTERACTIVE AND CREATIVE LEARNING IN TERTIARY EDUCATION

Learning methods play a significant role and receive more and more attention in this digital era where everyone wants something exciting, dynamic, effective, and interactive. This paper argues that one of the essential tasks of the current communication age and of a modern-day teacher is the enhancement of presentation literacy through the encouragement and development of students’ creative, communicative, and interactive skills. The article provides some of the reasons why present-day teaching should lay account on a new type learner, i.e. a net gener, and his needs as well as his expectations in the learning environment in the 21st century. The skill of effective public speaking or the practice of the commonly called presentations is brought into focus alongside. The study employed a survey on the usefulness and effectiveness of the presentation assignment which integrated TED Talks and topic-related creative activities. The research involved the students of Creative Industries study program at Vilnius Gediminas Technical University, Lithuania. As a result, a more creative and interactive learning method of delivering presentations and becoming more self-confident speakers proved to be beneficial among students. Their reflections revealed their attitude towards the effectiveness of the activity and offered insights into the learning process on how to help teachers cater to changing students’ needs. The implications of this article are relevant to all stakeholders in higher education.

An efficient reinforcement learning scheme for the confinement escape problem

Crucial real-world problems in robotics like trajectory planning during convoy missions and autonomous rescue missions can be framed as a confinement escape problem (CEP) (a type of pursuit-evasion game). In a typical CEP, an evader attempts to escape a confinement region by sequentially making decisions to plan an escape while the region is patrolled by multiple smart pursuers. The evader has a limited sensing range and does not know the total number of pursuers and their pursuit strategies making it difficult to model the environment and obtain a generalizable escape strategy. In this paper, the CEP is formulated in a reinforcement learning (RL) framework to overcome the above difficulties. The state function is designed independent of the total number of pursuers and the shape of the confinement region thereby making the RL approach scalable. To handle training consistency issues in deep RL and convergence issues due to sparse rewards, a Scaffolding Reflection based Reinforcement Learning (SR2L) approach is presented in this paper where the SR2L employs an actor–critic method with a motion planner scaffold to accelerate its training speed. Performance evaluation of SR2L shows that it trains twice as fast compared to other existing state-of-the-art actor–critic RL methods. Performance results show that the convergence of SR2L is more consistent than the corresponding conventional actor–critic RL methods and interactive reinforcement learning methods. Monte-Carlo simulation results show that SR2L outperforms other conventional RL methods and the motion planner with at least 28% and 10% faster escape times respectively while having the lowest variance in escape times against different pursuit strategies. Ablation studies done by changing different environmental parameters clearly show the scalability and generalizability of the proposed SR2L approach.

Pengembangan Pembelajaran Sistem Operasi Bagi Mahasiswa Universitas Bina Darma

The rapid progress of information technology (IT) has created major challenges in interpersonal relationships, whether between individuals, communities, countries, or even clans. The development of information and communication technology has led to the emergence of new ideas among the general public. This causes the need for people who have the ability and high motivation to participate in the development of technology and information. .The research method uses a questionnaire method. According to Sukardi (1985) a questionnaire is a set of questions or statements that must be answered by respondents. This development method consists of several stages - In this research, we succeeded in collecting questionnaire response data from Binadarma students regarding the development of operating system learning. Data analysis shows that the majority of respondents expressed a high level of understanding of operating system material in the group interactive assignment learning method with a percentage of 56%, where students were 30% and female students were 26% and in the method of using technology as part of the process of learning operating system material with a percentage of 56%. where students are 26% and female students are 30%. However, there are difficulties faced by some students using the lecture method in understanding the material with a percentage of 62%, where 34% of students and 28% of female students. And in the statement based on learning sources, the majority of Binadarma students showed a high level of understanding of the material in learning sources through creative and interesting operating system material with a percentage of 68%, where students were 36% and female students were 32%.

Methods of using interactive technologies in technical university

The article is devoted to the theoretical justification of the necessity of using forms of interactive foreign language teaching in higher education institutions on the example of students of “Logopaedics”, as well as to the experimental verification of the necessary pedagogical conditions for it. Methods of interactive learning are rarely used in pedagogical practice, because most programmes are rather conservative and do not provide for active work of students. The following pedagogical conditions are proposed for the implementation of interactive foreign language teaching: activation of the students’ educational and professional activity by increasing their motivation for professional foreign language activity, change of the teacher’s position from the leader to the dual position of the organiser-participant of the joint educational activity, use of interactive methods and forms of conducting training sessions, development of the content of the academic discipline in the direction of interactive learning.

Interactive Methods of Teaching Future Masters of Medicine in Marketing Communications

The formation of future masters of medicine knowledge of marketing communication in order to develop personal professionalism and implement state policy in the field of health care is carried out through the establishment of balanced communication with consumers of medical services using the marketing environment of the healthcare market. Many market participants do not realize that effective communications directed at the consumer, provider, or health care provider are as much a business resource as finance or time. Interactive learning methods are designed to form future masters of medicine not only high-quality knowledge and practical skills in marketing communication, but also the ability to quickly respond to market needs, create an original product or perform non-standard tasks in non-standard conditions as well as to form the motivation of students of medical institutions of higher education of Ukraine to study. Creative tasks and exercises (in particular, creation of advertising for a product, brand of a trademark, programs of exhibitions or sales exhibitions, creation of corporate style of health care institutions) teach how to demonstrate a product or service; how to convince consumers to buy exactly such a product or exactly such a service; with the help of which levers healthcare institutions can create, use and promote the image of healthcare institutions, trademarks, brands, etc. It is necessary to learn how to rationally implement marketing communications in health care institutions, and interactive methods are focused specifically on the creation and promotion of one's own professional products, we consider them the most effective in the modern conditions of training future masters of medicine.

Exploring the values of democracy in the foreign language classroom

Methodological approaches to the integration of democratic values into the process of teaching foreign languages are considered in the article. It explores how language teaching and learning can be used to promote civic awareness, critical thinking, and tolerance among students. The main attention is paid to the analysis of pedagogical strategies that allow to effectively include elements of democracy in the curriculum. The importance of using authentic materials and interactive learning methods that contribute to the understanding and assimilation of democratic values, are emphasized. Attention is focused on the fact that learning a foreign language can become a platform for discussing such important topics as human rights, equality, freedom of speech and social responsibility. The study provides examples of successful educational programs and specific tasks that were implemented in the educational process and demonstrated good results in the formation of democratic values among students. Challenges that educators may face are also discussed and recommendations for overcoming them are offered. The article aims to encourage teachers to more actively use the principles of democracy in their classrooms and to show teachers that a foreign language is not only a means of communication, but also a tool for educating conscious and responsible citizens. The proposed methods and approaches can be useful for teachers of different levels of education and specialties who seek to integrate democratic values into their pedagogical practice.

Implementation of novel team-based and flipped classroom technique to promote self-directed learning in the first MBBS students: A mixed-method approach

Background: Globalization has significantly impacted the field of medical education. Medical students need to be more competent to adapt to diverse patient populations and medical practices, understanding the cultural differences, and overcoming the language barriers. While the cognitive domain is important, it cannot fulfill the other domains of learning (affective, psychomotor). Therefore, medical education has to be enhanced to produce well-rounded health-care professionals. Integrating traditional teaching with interactive learning methods can bridge the gap between theoretical knowledge and practical application. Flipping the classroom is one such interactive teaching method that prioritizes the needs, interests, and autonomy of students. By organizing the students into small teams to solve problems and discuss cases, it additionally encourages accountability within the team, which further enhances enthusiasm and commitment to their studies. Aim and Objective: This team-based learning (TBL) in the settings of the flipped classroom (FCR) model can promote self-directed learning (SDL), critical thinking, and pursuing lifelong learning, which was the objective of the present study. Materials and Methods: The study was conducted on 200 undergraduate 1st-year MBBS students, 100 each in the study and control groups. The study group was subjected to flipped classroom (FCR) and the control group to traditional large group teaching. A pre-class assessment (pre-test) using Google Forms, including MCQ, open-ended questions, and case-based physiology, was administered to both the study and control groups of students. In the study group, the team test was conducted in the class. Both groups were subjected to a post-test to evaluate the efficacy of the flipped classroom over the traditional lecture. Qualitative feedback and a focus group interview were taken from the study groups to get the insight of the students regarding the flipped classroom. The incorporation of seminars in the study group further enriched the contents with lucidity of concepts. Results: In the comparison of the pre-test and post-test assessment scores, there was a weighty improvement after the post-FCR session among the study group. Furthermore, the comparison of the pre-test and team-test scores revealed the effectiveness of TBL among the study group students. Thus, the amalgamated approach of FCR with TBL enhances student engagement and comprehension of course material. It also boosts SDL, empowering the students to take ownership of their learning journey. Conclusion: Thus, employing a combination of teaching and learning techniques can be more promising than didactic teaching for cultivating medical students with SDL abilities, and certainly flipped classroom and TBL can improve learning outcomes in medical education, creating a more engaging and stimulating learning environment.

Building block for success: A case study of capacity-strengthening in grant administration for Pakistani universities.

Grant administration plays a pivotal role in the success of research and academic endeavors. However, in Pakistan, academic institutions often face challenges in this domain, primarily due to a lack of specialized training and infrastructure. This research paper presents the outcomes of a comprehensive capacity-strengthening workshop, hosted in two cities, aimed at improving grant administration skills in Pakistani academic institutions. A pre and post-survey analysis was conducted to assess participants' knowledge and experience. A pre-survey method was used to develop the learning objectives and content for the workshop, whereas the post-survey tool was used to assess the immediate effect of a two-day capacity-strengthening workshop on participants' knowledge of grants. Response rates for Karachi participants were 86% pre and 87% post, while for Islamabad participants, they were 63% pre and 57% post. Notably, participants in Islamabad, where infrastructure and support services are often less advanced, exhibited significant improvement in their understanding of grant administration processes. Factors contributing to the workshop's success included its dynamic content, interactive learning methods, and an inclusive learning environment. The outcomes of this research provide insights into the effectiveness of tailored capacity-strengthening programs in addressing the unique needs of diverse academic institutions. In addition, it highlights the potential of collaborative learning, where participants from various backgrounds come together to enhance their collective knowledge. This initiative underscores the importance of enhancing grant administration skills to foster a more robust research ecosystem in Pakistan.

CIPL: Counterfactual Interactive Policy Learning to Eliminate Popularity Bias for Online Recommendation.

Popularity bias, as a long-standing problem in recommender systems (RSs), has been fully considered and explored for offline recommendation systems in most existing relevant researches, but very few studies have paid attention to eliminate such bias in online interactive recommendation scenarios. Bias amplification will become increasingly serious over time due to the existence of feedback loop between the user and the interactive system. However, existing methods have only investigated the causal relations among different factors statically without considering temporal dependencies inherent in the online interactive recommendation system, making them difficult to be adapted to online settings. To address these problems, we propose a novel counterfactual interactive policy learning (CIPL) method to eliminate popularity bias for online recommendation. It first scrutinizes the causal relations in the interactive recommender models and formulates a novel temporal causal graph (TCG) to guide the training and counterfactual inference of the causal interactive recommendation system. Concretely, TCG is used to estimate the causal relations of item popularity on prediction score when the user interacts with the system at each time during model training. Besides, it is also used to remove the negative effect of popularity bias in the test stage. To train the causal interactive recommendation system, we formulated our CIPL by the actor-critic framework with an online interactive environment simulator. We conduct extensive experiments on three public benchmarks and the experimental results demonstrate that our proposed method can achieve the new state-of-the-art performance.

Developing an Evaluation Scale for Assessing the Effective Implementation of Matatag Curriculum in Philippine Public Schools: Exploratory Sequential Design

The Matatag curriculum is a comprehensive educational framework designed to enhance learning and development in Philippine public schools, focusing on holistic, inclusive, and culturally relevant teaching practices incorporated into peace and values education and reading enhancement. Using a mixed-method exploratory sequential design, this study aimed to develop an evaluation scale for the effective implementation of the Matatag curriculum. The findings revealed twelve essential themes from the views of teachers, underscoring the need for integrating interactive learning, critical thinking, technology integration, cultural relevance, and collaborative strategies to boost student engagement and outcomes. Further, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) identified three core dimensions crucial for curriculum evaluation: Curriculum Design and Content, Teaching and Learning Enhancement, and Implementation and Support. These dimensions underscore the importance of a comprehensive, inclusive curriculum approach. While Structural Equation Modeling (SEM) indicated these dimensions were optimal for developing the Matatag curriculum’s evaluation scale. The refinement of the thirteen items as a final evaluation tool went through rigorous item analysis, resulting in a reliable instrument with a Cronbach's alpha of 0.896, ensuring precise curriculum implementation assessment. This process validated the research findings, both quantitative and qualitative. The study concludes that a thorough assessment of curriculum effectiveness necessitates a blend of strategies, including stakeholder feedback and regular evaluations, to foster ongoing improvement. It recommends that educators embrace a holistic approach featuring interactive learning, critical thinking, technology, cultural relevance, and collaborative methods to elevate educational outcomes.

SELF-TRAINING OF FUTURE SKILLED WORKERS USING INNOVATIVE LEARNING TECHNOLOGIES IN THE EDUCATIONAL PROCESS

The article considers the importance and methods of self-training in the educational process of future skilled workers, emphasizing the importance of using innovative learning technologies, developing personal thinking and the ability to innovatively apply knowledge in practical activities. Modern approaches to self-training in the educational process of educational institutions are analyzed, including the use of active and interactive methods of self-development, the involvement of future qualified workers in the self-improvement of professional skills. The key role of the implementation of self-training in the educational process of training future qualified workers is emphasized, the importance of this aspect for the development of professional competences in the information and technological environment is emphasized. The role of active and interactive learning methods in attracting students to a deep understanding of self-development and practical application of knowledge in professional activities is determined. The importance of self-training for the development of professional skills and abilities, which determines the preparation of future qualified workers for independent work, is clarified. The need to provide access to modern resources and improve the qualifications of future skilled workers for the effective implementation of self-improvement in the educational process is emphasized. A comprehensive approach to reforming educational programs and teaching methods is proposed, which is crucial for the formation of highly qualified future skilled workers ready for innovative learning technologies. Such systematic training for self-development will contribute to the formation of professional competence in future qualified workers with the use of innovative technologies. A conclusion was made about the need for self-training in the educational process to ensure a high level of preparedness of future qualified workers, given the dynamically changing requirements of the modern educational environment.

Increasing Constitutional Understanding of Young Muhammadiyah Activists through Madrasah Sadar Konstitusi in Yogyakarta

Abstract. This article aims to analyze the level of understanding and awareness of the constitution among young Muhammadiyah activists in Yogyakarta. This study adopted a normative and empirical approach, utilizing a literature review and field research by administering a questionnaire to the respondents. The program employed interactive learning methods, including discussions with constitutional experts and the use of a Chat-Bot application, as well as pre-test and post-test simulations to engage the participants actively. The results show that, firstly, Madrasah Sadar Konstitusi (MASAKO) program can enhance the understanding of the constitution among young activists through the delivery of materials by constitutional law and information technology experts, as well as the use of the ChatBot application. Secondly, the post-test conducted after the educational program provides concrete evidence of the improved understanding of the constitution among young Muhammadiyah activists. Thirdly, through the mapping of understanding, education by experts, and systematic evaluation, this program provides an opportunity for young activists to enhance their understanding of the Constitution. This article contributes to the discourse on constitutional education and emphasizes the importance of involving young people in democratic societies. The MASAKO program serves as a good example for other youth organizations seeking to enhance their understanding of the Constitution among their members. It highlights the significance of empowering young activists with constitutional knowledge to promote democratic values, human rights, and social justice.

Evaluation of Islamic Religious Education: Optimal Approach to Increase Tolerance

<em><span lang="EN-US">Inter-religious tolerance is one of the noble values of Islam that is important to be maintained and preserved. Efforts to increase tolerance can be made in several ways, one of which is through education. </span><span lang="EN-US">This article reviews the importance of integrating cultural values in the Islamic religious education curriculum as a strategy to reduce the potential for radicalism and increase intercultural tolerance in Indonesia.</span><span lang="EN-US"> The method used in this research is a systematic literature review (SLR), using the Google Scholar and Scopus databases using the Publish or Perish 8 tool with the PRISMA technique. The search results found a total of 332 articles, then excluded 42 articles that were retained for analysis and assessed for quality and relevance according to the research questions. The results of this study show that the majority of research focuses on the Indonesian context, which sees an urgent need for tolerance education in pluralistic societies. </span><span lang="EN-US">Diverse research approaches, ranging from the development of multicultural education programs to religious text-based learning models, show the dynamics of teaching tolerance. The findings also highlight the importance of interactive and participatory learning methods and the critical role of local wisdom in tolerance education. By presenting a comprehensive literature review, this article provides valuable insights for policymakers, educational practitioners, and researchers in designing effective educational strategies to counter radicalism and strengthen intercultural tolerance through Islamic religious education.</span></em>

Stimulasi Perkembangan Karakter dan Kemandirian Anak Usia Dini Melalui Kegiatan Entrepreneurship di TK Adni Islamic School Surabaya

Stimulating Character Development and Independence in Early Childhood Through Entrepreneurship Activities at ADNI Islamic School Surabaya Kindergarten discusses the implementation of stimulating character development and independence in early childhood through Entrepreneurship activities at ADNI Islamic School Kindergarten Surabaya. This Entrepreneurship activity aims to stimulate positive character development and increase children's independence from an early age. By exploring business concepts practically, children are invited to develop creativity, critical thinking, perseverance and collaborate with each other. This research illustrates how the ADNI Islamic School Surabaya Kindergarten integrates the principles of Entrepreneurship into the curriculum, providing a learning experience that is more than just theory. Interactive and inclusive learning methods help children understand business values, responsibility and teamwork. The results of this program are expected to create children who not only have practical knowledge in business, but also foster positive attitudes, such as courage, perseverance, never giving up, and a responsible attitude. By utilizing Entrepreneurship activities as a means of stimulating character development and independence, research This notes the positive impact of this program on the formation of children's independent personalities. Analysis of research results and observations presents a clear picture of how these activities respond to the developmental needs of early childhood. Therefore, this research provides valuable insights for educators, parents and educational practitioners who are interested in developing comprehensive and relevant educational models to shape children's character and independence from an early age.

The Effect of 7th Grade “Cell and Divisions” Unit Teaching with Augmented Reality Technology on Students' Academic Achievement

This study was carried out to determine the effect of the 7th grade 'Cell and Divisions' unit of the science course with augmented reality technology on the academic achievement of the students. The study group of this research, which was prepared in the "pretest-posttest control group" quasi-experimental model, consists of 79 students in the 7th grade attending a public school in the Antakya district of Hatay province in the 2017-2018 academic year. There are 40 students in the experimental group and 39 students in the control group. While the "Cell and Divisions" unit was taught to the experimental group students by using active learning, technology-centered and internet interactive learning methods with augmented reality applications, the control group students received regular education in line with the program. The application was completed by the researcher within 16 lesson hours. The "Cell and Divisions Achievement Test" (CDAT), which was used as a data collection tool and for which validity and reliability studies were conducted, was administered to both groups before and after the application. In the analysis of the collected data, dependent and independent t-tests from statistical procedures were tried to be analyzed using SPSS 21 package program. At the end of the evaluation of the data; it was concluded that the academic achievement of the students in the experimental group was significantly higher than the students in the control group and the effect size was calculated intermediate level effect. It is thought that the use of augmented reality applications in science courses may have positive effects on students' achievement.

Innovation in Teaching English with Digital Tools

The technology is omnipresent and indispensable at present era. Due to the technology, the education of teaching English is undergone an enormous transformation. The recent technology signifies the major development in the English language teaching and learning methods. The English teachers are very energetically integrating the technological teaching materials planned to make possible and through this, it helps the most advantageous in teaching delivery. According to the language teaching, the digital virtual media is occupied the classroom. At present era, the teaching is too interesting because of the digital media. The language teachers are creating a visualized of innovative in approach. “Technology in Education” is being an important role in educational field. The students need for technology in the education system. The conventional methods are based on lecturing but the present learning is foundation on interactive learning method. The modern technologies like Internet, Skype, Interactive Boards, Blogs, Android phones, Twitter, YouTube are used for the learner’s interactive session in the classroom. The research paper attempts to establish the use of technology in language teaching and it brings new teaching technique and to make sure the effective and quality based teaching.

Perkembangan Kognitif dan Motorik Anak Usia Dini melalui Pendekatan Pembelajaran

Cognitive and motor development in early childhood through a holistic learning approach. We identified the positive impact of implementing experience-based and interactive learning methods on cognitive abilities, such as problem solving and children's creativity. Apart from that, this approach also shows improvements in children's motor development, such as eye-hand coordination and gross motor skills. The implications of these findings highlight the importance of using comprehensive learning strategies in supporting the overall growth of early childhood. Motor development is one aspect that must be considered in early childhood. Motor development is often used as a benchmark to prove that children are growing and developing well. Motor development is one aspect that must be considered in early childhood development. Motor development is often used as a benchmark to prove that children grow and develop well. Motor development is something that discusses coordinated physical movements so that in its development required a variety of appropriate stimulation for early childhood. This stimulation can be provided by parents, teachers, and the environment both at home and in the school environment by providing a supportive learning environment for early childhood motor development. Giving stimulation is an effort made by adults in providing facilities and optimal opportunities for optimal development. Providing a lot of time for children to do activities that support their motor development and proper supervision is one of the right efforts in supporting the development of motor physical early childhood.

APPLICATION OF INTERACTIVE TEACHING METHODS IN BIOLOGY LESSONS AS A MEANS OF IMPROVING STUDENT ACHIEVEMENT

The article examines the issue of the use of interactive learning technologies in secondary education institutions, their importance in the process of studying the material of biological content in biology lessons. The use of interactive methods contributes to the formation of communication skills, the ability to clearly and consistently express one's opinion, analyze, formulate conclusions, work in a team, increases interest in the educational material, which, as a result, contributes to the improvement of student success. The use of interactive exercises in biology lessons at school enables students to realize themselves, increase the level of their knowledge, creates comfortable conditions in the learning process, improves the development of critical thinking of students, contributes to better memorization of educational material, forms and develops general educational competences of students in biology.
 Examples of the use of such methods as "who will determine first", "my mood in the lesson", "teaching-learning", "openwork saw", "brainstorming", "incomplete sentence", "associative bush", "microphone", " intellectual map", "tree of knowledge", "yes - no", "questionnaire-reflection", "point of support", "cheat sheet", "doctor consults", "incomplete sentences", "recall", "catch a mistake", " my mood in class", "you - me, I - you", "circle of ideas", "word cloud" in the process of studying the material of the biological direction in biology lessons.
 Biology lessons were held for the 6th and 8th grades of the secondary school. Exercises and interactive learning methods were used in the experimental classes, but not in the control classes. In both classes, at the end of each lesson, an express test was conducted on the parallels, which made it possible to trace whether the interactive exercises were effective, and in which class the students' success rate was higher. The average score of students before the use of interactive learning technologies was calculated. On the basis of the received data, an analysis of the level of assimilation of knowledge, abilities and skills of students was carried out.
 As a result of the pedagogical experiment, the interest and high activity of students in the application of interactive teaching methods was revealed. From the analysis of the level of assimilation of knowledge, abilities and skills, with the help of calculating the average score and the indicator of qualitative success, it is possible to draw a conclusion about the correct selection of exercises and methods. When comparing the performance indicators in the experimental classes, in which interactive exercises were used, and in the control classes, where traditional training was conducted, it was established that in the former, the average score and the qualitative performance indicator of students increased relative to the initial values.