Experimental Teaching Research Articles

Distance teaching, science teaching, and preschoolers’ reactions during the COVID-19 pandemic—A comparison of the first and third lockdowns

ABSTRACT The COVID-19 pandemic brought about a new reality in all aspects of life. The lockdowns significantly impacted early childhood educators, necessitating a shift in instructional methods. Preschool (3–6 years of age) teachers had to develop innovative, creative distance science learning activities that were engaging and age-appropriate. We asked: What pedagogical practices did preschool teachers implement in distance teaching and distance science teaching during the first and third lockdowns? How did the teachers cope with distance teaching, and how did they perceive the preschoolers’ behaviour and verbal interaction during remote meetings? How self-confident were the preschool teachers with distance science teaching? The study involved 386 teachers in the first lockdown and 232 in the third. Participants completed online questionnaires that included closed- and open-ended questions. Quantitative and qualitative data analyses revealed that WhatsApp and Zoom were the main means of communication. Most teachers advanced their distance teaching practices and their self-confidence from the first to third lockdowns. During the third lockdown, teachers produced educational, scientific short videos and developed instructions for simple scientific experiments at home. Children's difficulties in communicating remotely were mainly due to adults’ or other household members’ unavailability for support, which was greater during the third lockdown.

Development of coordination abilities of mentally retarded children in physical education lessons

The aim of the study to develop a methodology for improving the level of development of the coordination abilities of mentally retarded children aged 8-9 years in the lessons of adaptive physical education. Methods The study was organized at a special correctional school from September 13 to December 16, 2023. 14 schoolchildren aged 8-9 took part in the experiment. Children from the control group studied according to the usual program, and children from the experimental group performed complexes of coordination exercises and used outdoor games during lessons on adaptive physical culture. The level of development of coordination abilities of mentally retarded children aged 8-9 years was determined by three tests: 3x10m shuttle run, one-leg stand, obstacle course. The Student’s T-Test was the main method of mathematical processing of the research results. Results Prior to the start of the study, the difference in performance in control tests in both groups was not significant and not reliable (p>0.05), which indicates the homogeneity of the groups. After the end of the pedagogical experiment, the indicators of coordination abilities of children from the control group improved, but not significantly or significantly (p>0.05). Significant positive changes occurred in the experimental group for all tests. In the shuttle run, the indicators became higher by 0.5 seconds (p>0.05), in the one-leg stand test, the indicators improved by 1.1 seconds (p>0.05), and in the obstacle course test, the indicators improved by 1.2 seconds (p<0.05). An intergroup comparison showed a difference in two of the three indicators of coordination abilities when the significant difference is the shuttle run (p<0.05) and the obstacle course (p<0.05). Conclusion The developed experimental methodology for the development of coordination abilities for mentally retarded children aged 8-9 years in the lessons of adaptive physical education has proven its effectiveness and is recommended for use in correctional schools in working with mentally retarded children. Bangladesh Journal of Medical Science Vol. 23 No. 04 October’24 Page : 1219-1226

ORGANIZATION OF NON-FORMAL EDUCATION FOR STUDENTS AND ITS EFFECT ON THEIR ACADEMIC PERFORMANCE

The use of massive open online courses as one of the main resources for non-formal education in the Republic of Kazakhstan is discussed in the article. The purpose of the article is to describe the organization of non-formal education for the students of the educational program “Pedagogy and psychology” and determine its effect on students’ academic performance. To demonstrate the data collected throughout the research process, a number of pedagogical methods as theoretical and comparative analysis, testing, content analysis and pedagogical experiment were utilized. The description of organization of non-formal education at the university aims at providing a comprehensive overview for readers the ways to understand and compare the key concepts and organization stages in the field of non-formal education. 4 massive open online courses on the Coursera platform were included into the educational process as non-formal education. Moreover, the courses content, strategies and assessment effected on students’ learning outcomes and their academic performance in general. The results of empirical study illustrated that massive open online courses offered by Coursera improved students’ academic performance by 15.6% and gave them the opportunity to pursue their goals outside the classroom, moreover, fostered the development of their metacognitive skills. Keywords:non-formal education, professional development, personal development, Coursera, academic performance, university students.

A comprehensive undergraduate experiment: preparation and chromatographic evaluation of a core-shell stationary phase based on a covalent organic framework

Continuously promoting new curriculum standards is a key aim of the Ministry of Education of China. With this in mind, this paper introduces a comprehensive teaching experiment for undergraduate instrumental analysis courses that aims to improve students' material-preparation and instrumental-analysis skills through practice. Herein, a covalent organic framework-based core-shell stationary phase material (SiO2@COFTTA-DHTA) is prepared via a one-pot method and characterized in detail, after which its chromatographic properties are evaluated by high performance liquid chromatography (HPLC). The experimental process includes material synthesis and characterization, as well as studying the chromatographic-retention behavior and chromatographic-separation performance of the material. By the combining theoretical science and experimental teaching, this experiment not only deepens students' understanding of the properties of functional materials and their applications, but also improves their experimental-design and critical-thinking skills. This experiment not only cultivates students' interests in scientific research, but also exercises their experimental, operational, innovative-thinking, and practical abilities, while concurrently enhancing their sense of social responsibility and historical mission, thereby delivering the all-round educational goals of experimental teaching.

Structural and functional model of formation of STEM-competencies of students of professional higher education institutions in mathematics teaching

Abstract This study focuses on the vocational preparation of learners in professional pre-higher educational establishments. The primary objective is to provide a theoretical foundation for, construct, and empirically evaluate the efficacy of a structural-functional paradigm for cultivating STEM proficiencies among students in these institutions through mathematics instruction. The pedagogical experiment corroborated the research postulate that attaining advanced STEM competencies in mathematics among professional pre-higher education students can be facilitated through a learning model that incorporates specific pedagogical conditions: motivating and stimulating students to engage in educational, cognitive and research activities in mathematics through engagement in cooperation and the use of individual and group coaching; implementation of STEM projects in mathematics teaching; usage of ICT to ensure visibility and research orientation of mathematics teaching. The experimental outcomes and accompanying educational resources have enabled a comprehensive analysis of the challenges associated with implementing STEM methodologies in mathematics instruction. This article aims to elucidate the key attributes of the devised structural-functional model and evaluate its implementation efficacy, with particular emphasis on the application of the authors’ developed pedagogical support materials.

Exploring the improvement path of virtual simulation experiments: based on the influencing factors and mediating effects of learning satisfaction

BackgroundVirtual simulation experiment is a vital component of higher education digitalization, emerging from the deep integration of specialty disciplines and information technology. Chinese universities have invested heavily in the construction of virtual simulation experiment projects, and the number of projects is considerably large. However, the popularity and effectiveness of these projects are not satisfactory. As an important index to measure the teaching quality, analyzing the influencing factors and mediating effects of learning satisfaction of virtual simulation experiment is an effective entry point to improve the quality and efficiency of virtual simulation experiment teaching and improve the learning effect.MethodsThis study used quantitative research methods. The research sample includes 538 students from various levels of higher education institutions such as Nanjing University, Nantong University, Nanjing Medical University, and Jiangsu University, covering 11 majors. They started to study the virtual simulation experiment course for one academic year in September 2023 and conducted a questionnaire survey at the end of the course. The questionnaire survey involved four aspects, mainly from the student dimension, course dimension, the technical dimension, and the embodied dimension to evaluate the learning satisfaction of the virtual simulation experiment course. The data were analyzed using SPSS and AMOS.ResultsAccording to the results of the structural equation modeling (SEM), all of the student dimension (learning motivation {β = 0.658,p < 0.001} and task value {β = 0.339,p < 0.001}), course dimension (course content {β = 0.275,p < 0.001}, course flexibility {β = 0.052,p < 0.002}, and course quality {β = 0.635,p < 0.001}), technical dimension (interface design {β = 0.445,p < 0.001}, interaction design {β = 0.151,p < 0.001}, technical adaptability {β = 0.225,p < 0.001}, and technical reliability y{β = 0.140,p < 0.001}), and embodied dimension (social presence {β = 0.270,p < 0.001} and spatial presence {β = 0.689,p < 0.001}) have positive effects on improving the learning satisfaction of virtual simulation experiments. Meanwhile, the technical dimension exhibited a mediating effect in the influence of embodied dimension on learning satisfaction.ConclusionsTo enhance the learning effectiveness of virtual simulation experiments, we can put forward the strategies from four dimensions including students, course, technical, and embodied to specifically address learning satisfaction. This approach would provide directional guidance for the development of medical virtual simulation experiments.

Binaural fusion: Complexities in definition and measurement.

Despite the growing interest in studying binaural fusion, there is little consensus over its definition or how it is best measured. This review seeks to describe the complexities of binaural fusion, highlight measurement challenges, provide guidelines for rigorous perceptual measurements, and provide a working definition that encompasses this information. First, it is argued that binaural fusion may be multidimensional and might occur in one domain but not others, such as fusion in the spatial but not the spectral domain or vice versa. Second, binaural fusion may occur on a continuous scale rather than on a binary one. Third, binaural fusion responses are highly idiosyncratic, which could be a result of methodology, such as the specific experimental instructions, suggesting a need to explicitly report the instructions given. Fourth, it is possible that direct ("Did you hear one sound or two?") and indirect ("Where did the sound come from?" or "What was the pitch of the sound?") measurements of fusion will produce different results. In conclusion, explicit consideration of these attributes and reporting of methodology are needed for rigorous interpretation and comparison across studies and listener populations.

Importance and Didactic Conditions of Teaching the Pedagogical Heritage of Beyimbet Maylin

The article analyzes the pedagogical heritage of Beyimbet Maylin, which has not yet entered scientific circulation, and has not been noticed by methodologists-scientists, and their importance in the development of domestic science is evaluated. For the first time, four educational books written by Beyimbet Maylin, a prominent writer, who have their own place in Kazakh literature, are being studied. In the study, the ways of studying the history of the writing of textbooks left behind by the writer, introducing their content-structural system to future philology teachers were differentiated. Providing information about the history of the formation of domestic textbook science, the possibilities of forming professional-cognitive and research competences of students are analyzed. The main idea in the research work is that students need to effectively use new educational technologies and interactive teaching methods during the analysis of historical heritage, because this, in turn, expands the opportunities for improving the quality of professional education of students. The scientific importance of the article is demonstrated by the unified methodological system of applied teaching and the analysis of educational materials and the effectiveness of using their selection criteria in the organization of students' project work, in the performance of complex text analysis tasks. This proves the innovativeness of the proposed research work, dedicated to a new topic. The article analyzes the effective ways of presenting textbooks written by Beyimbet Maylin to philology students, systematizes the technological conditions. During the pedagogical experiment, it is planned to develop students' professional qualifications related to theoretical and historical-pedagogical heritage, critical thinking skills related to educational materials. They are followed by analyzing the progress and results of work included in one module of a special elective subject. Such complexity ensures the integrity of the research results presented in the article and the reliability of the proposed principles. Historical-pedagogical, system-typological, genre-style analyzes were used in the research work in conjunction with teaching technologies in accordance with modern requirements. The results of the study fully demonstrated the effectiveness of this unit.

ON THE EFFECTIVENESS OF USING AN ELECTRONIC TEXTBOOK IN FORMING THE READINESS OF FUTURE PRIMARY TEACHERS FOR INTEGRATED LEARNING

The article presents a theoretical review and experimental study of the problem of using an electronic textbook in the process of developing the readiness of primary education teachers for integrated learning. The aim of the article is to determine the effectiveness of the electronic textbook in the process of developing the readiness of future teachers for the integrated education of primary schoolchildren.The research materials were tested during the 2023-2024 academic year on the basis of the Pavlodar Pedagogical University named after Alkey Margulan, where 78 students of the educational program “Pedagogy and Methods of Primary Education” were involved at the stage of testing and implementation of the electronic textbook. To achieve the goal ofthe study, theoretical (analysis, synthesis, generalization and systematization of scientific publications) and empirical (testing, pedagogical experiment, expert assessment) methods were used. The validity of the results of experimental pedagogical work was confirmed using the methods of mathematical statistics -the Pearson criterion.The educational results of the participants in the experimental pedagogical work demonstrated the obvious effectiveness and significance of the developed and tested electronic textbook, the content of which ensured the completeness and systematic assimilation of theoretical knowledge and the development of practical skills of students in the educational program “Pedagogy and Methods of Primary Education” for the successful implementation of integrated education for junior schoolchildren.

FORMING DESIGN THINKING SKILLS DURING THE EDUCATION OF FUTURE SPECIALISTS

The article revealed the meaning of the concepts of «thinking», «design thinking» by theoretically analyzing the scientific works and identifying the psychological and pedagogical features of formation of students' design thinking skills in the educational process. The levels of development of design thinking skills of future specialists, the authors relied on the design thinking criteria, components, and terms cited by scientists in the research. Diagnosing design thinking using a three-level stage, components such as cognitive, analytical, and activity were distinguished by the improvement of the process of forming students' design thinking skills. The experimental part of the research was planned and experimental work was carried out using effective methods. Surveys were conducted to determine design thinking by methods of «critical thinking», J. Barrett's «Critical Analysis» methodology, and Michael Chaifitz's test to assess the ability to find logical errors. The results of the pedagogical experiment showed the low level of design thinking of students. It needs creation and usage for improving the educational process in HEI. A work plan was created, and during its implementation, the solution to the problem of determining the effectiveness of design thinking was demonstrated based on the analysis of the results of each of the conducted methods. Comparing the results, none of the stages of development of design thinking could exclude an insufficient level; showed the highest indicator of students' cognitive stage; the analytical component of design thinking posed the greatest challenge, with only 69% of students indicating they were ready to make logical connections, and 13% saying they had great difficulty making them. It is possible to influence students by encouraging responsibility and independence, realizing awareness, creativity, self-development, learning to monitor, generalize, compare, and increase their attention in order to form design thinking skills, and the formation of design thinking skills is not enough.

READINESS OF SCIENCE &amp; MATH TEACHERS TO APPLY STEM TECHNOLOGIES IN PROFESSIONAL ACTIVITIES ACCORDING TO THE COGNITIVE CRITERION INDICATORS

The development of STEM education requires teachers to have knowledge in science and mathematics, comprehensive interdisciplinary knowledge, and the ability to integrate various fields of science, technology, and engineering into the educational process. That calls for new approaches to building teachers' readiness that involve the development of cognitive abilities, including the ability to analyze and critically think creativity, and the ability to innovate. In the article, we present a brief theoretical analysis of scientific sources of domestic and foreign scholars, which allowed us to clarify the concept of "readiness of teachers of natural and mathematical disciplines to use STEM technologies in their professional activities." Considering the approaches to determining the readiness criteria, the criteria are formulated, among which we single out the cognitive criterion, which characterizes the totality of knowledge and ideas about the nature of professional activity, professional knowledge, skills, and abilities to implement STEM in the educational process. The indicators of the cognitive criterion are highlighted: 1) "awareness in the field of STEM," which reflects the level of knowledge of the future teacher about current trends in the development of STEM education and technologies used in STEM projects; 2) "comprehensive interdisciplinary knowledge," which reflects knowledge of various disciplines of the natural and mathematical cycle, as well as an understanding of interdisciplinary connections within STEM and the ability of the future teacher to make connections. The methods of calculating indicators for determining the readiness levels of teachers of natural and mathematical disciplines to use STEM technologies in their professional activities are described. The results of the pedagogical experiment, which was processed according to the Student's criterion, are presented. It has been confirmed that the level of formation of the knowledge component of readiness according to the indicators of the cognitive criterion (awareness of STEM and the availability of comprehensive interdisciplinary knowledge) has positive dynamics in the experimental group.

Влияние физической нагрузки различной интенсивности на когнитивные способности студентов

There is increasing evidence that physical activity positively affects cognitive function. Physical exercise activates molecular systems involved in metabolism and synaptic plasticity, and the interaction between these systems has been shown to influence cognitive function. The challenge for the scientific community is to find an optimal level of physical activity for students that will promote harmonious development and enhance the effectiveness of their academic performance. This article highlights the influence of various intensities of physical activity on the dynamics of intelligence indicators in male and female students. In the process of the pedagogical experiment, the students were distributed into two groups according to a certain mode of physical activity. The classes in the experimental group included exercises of high intensity, while the classes in the control group included mainly exercises of low intensity. Intellectual abilities were measured before and after 2 months of the pedagogical experiment. The Raven's Standardized Performance Matrices (SPM) test was used to assess intellectual abilities. The results of the study showed that the increase in intelligence indicators in the students of the experimental group is statistically significant, in contrast to the control group. At the same time, it was not possible to identify significant differences using ANOVA. The obtained data are useful in the context of further research, as they show specialists engaged in the study and development of the cognitive abilities of students, different possibilities of influence and a certain range in the organization of further.

Use of interactive electronic educational video resources for professional training of specialists

The article proves the relevance and main tasks of using interactive electronic educational video resources for the professional training of specialists. The classification and features of interactive electronic educational video resources for the professional training of specialists are presented. The content and features of creating an educational video are disclosed, and their role in the training of specialists is disclosed, the advantages of using video in the educational process during distance education are shown. The significance of using interactive electronic educational video resources for preserving the continuity of education and the possibility of participants' communication in the educational process through platforms, e-mail, messengers (Telegram, Viber, etc.), video conferences, etc., is shown. The importance and advantages of mobile applications for the professional training of specialists with the aim of effective support and learning motivation in the educational process conditions have been proven. Recommendations are offered that can be useful for developing and using interactive electronic educational video resources from various disciplines. The analysis of the results of the conducted pedagogical experiment allows us to state that the use of interactive electronic educational video resources for the professional training of students in real life is indispensable in the modern educational process.

Remote Laboratory Based on the Internet of Things for E-Learning: A Development Model of Newton’s Law Experiment

Remote laboratory is a development of digital technology to support the quality of learning in this digital era. However, scientific processes often cannot be accommodated in digital spaces such as e-learning. This research highlights a remote laboratory system that can accommodate scientific process improvement in e-learning. The research objective is to develop and determine the performance of the remote laboratory system of Newton’s Law experiment based on IoT for e-learning as an experiment development model. Research methods can be classified into design and development, abbreviated as DDR. The remote laboratory system is designed and developed in six phases. This system is developed by five main components, namely, a photodiode sensor, MCU nodes, motor drivers, stepper motor, and ESP 32 CAM. The results indicate that the remote laboratory system of Newton's law experiment has demonstrated positive performance, and the accuracy and precision of measurement from the remote laboratory system are classified as high. Accordingly, the remote laboratory system of Newton's law experiment can be used as an alternative to support scientific processes in e-learning. It is expected to serve as a guide for virtual laboratory design, enlightening the audience on the potential of this system. It is used extensively for experimental teaching in modern physics education. The success in designing and developing an experimental model of Newton's law by implementing a remote laboratory based on IoT provides a good opportunity to develop various more sophisticated physics experimental systems to support the science process and e-learning.

Construction and Development of the National Experimental Teaching Demonstration Center for Drama and Film and Television Disciplines

Taking the National Experimental Teaching Demonstration Center of the Central Academy of Drama as an example, this article explores the construction and development of the National Experimental Teaching Demonstration Center for the practical teaching of drama and film and television disciplines. The article first introduces the background and importance of the demonstration center and then analyzes in depth the construction content and achievements of the demonstration center from four aspects: practical teaching philosophy, practical teaching system, practical teaching resources, and practical teaching effects. Finally, the article summarizes the experience and shortcomings of the demonstration center and proposes future development directions and suggestions.

The use of alternative methods in working with underachieving students

In a modern school, one of the main tasks is to ensure a high level of student performance and requires constant efforts. This problem concerns such disciplines of the Natural Science direction as physics. Physics lessons include not only complex theory, but also conducting experiments, solving problems. In physics lessons, a high concentration of students is required for more effective assimilation of the material. Unfortunately, in a traditional school, conditions are not always created for this. Taking into account the fact that it is difficult for all students, especially those who are lagging behind, to take up extracurricular activities, we need to implement them. The traditional system may not contribute to not meeting the needs of these students and not increasing their motivation to learn. This paper presents an alternative teaching method in extracurricular activities in the teaching of physics, which successfully integrates into the traditional teaching system and significantly increases the motivation and performance of lagging students. For students who do not have problems with academic performance, the proposed technique further stimulates interest in the subject of physics. The reason for using alternative teaching techniques is related to improving the motivation of students with poor performance to understand and study physics. Since the greatest attention is paid to lagging students in this work, alternative methods make it possible to create favorable conditions for learning and mastering materials in physics. In this technology, non-standard approaches are widely used that allow you to fully reveal the potential of lagging students due to the fact that traditional methods turned out to be ineffective. The relevance of this study is due to the problem of developing methods and techniques for working with lagging students in high school. Currently, the main methods are associated with developing learning, but alternative technologies are becoming more and more important. The advantage of using alternative technologies in extracurricular activities is their ability to surpass traditional methods, and successfully increase the performance of lagging students. Taking into account modern trends and digitalization, alternative technologies promise prospects and provide a wide field for choosing methods in order to improve performance in classrooms. The purpose of this study is to provide modern alternative teaching methods to work with lagging students in school physics lessons, which are easily integrated into the traditional school system. To achieve the goal, the following tasks were set: Analysis of the compatibility of alternative learning technologies with traditional ones. Development of alternative teaching methods for lagging students that successfully integrate into the traditional school system and can be used within the framework of one lesson. Conduct a pedagogical experiment using the methods developed with lagging students, analyze the results and draw conclusions about the compatibility of alternative methods with the traditional school system and their effectiveness for lagging students. The object of the study is the integration of modern methods of alternative learning into the traditional system in order to improve the performance of lagging students. The subject of the study is the degree of integration of alternative teaching methods in a traditional school, based on the analysis of the progress of lagging students before and after the use of these methods. The research methodology involves the development of alternative teaching methods that correspond to current trends and the analysis of the assimilation of the material in physics lessons after their implementation. The novelty of the study is to propose alternative teaching methods that meet current trends in the education system and test them in a traditional school environment. This makes it possible to assess their compatibility with the traditional education system and their effectiveness for lagging students.

MODELING OF THE EDUCATIONAL ENVIRONMENT IN THE TEACHER’S PROFESSIONAL AND PEDAGOGICAL ACTIVITY

The study substantiates the theoretical and methodological aspects of modeling the educational environment in the professional and pedagogical activity of a general secondary education teacher on the methodological basis of the humanistic-competence paradigm of general secondary education and the concept of the New Ukrainian School. The article’s purpose is to clarify the role and significance of the modeling method as a means of efficient professional and pedagogical activity of teachers in the educational environment of general secondary schools. The principles of individualization of educational services, conscious perspective, flexibility of educational influences, democratization, and dynamism of the educational process are emphasized in the process of applying the modeling method by the teacher. The objects of modeling in the teacher’s activity are model programs in teaching subjects, a system of aspect and subject lessons, a set of club activities, individual qualities and properties of students’ personalities, etc. The author proposes the stages of creating a pedagogical model and the algorithm of modeling in the teacher’s activity (setting a goal, selecting an object, formulating a subject, clarifying the normative support, choosing a theory that explains the content of the subject of modeling; substantiating the basic assumptions of simplifying a real object; constructing a model using theoretical foundations; model examination; studying the model using a pedagogical experiment; finalizing, adjusting and finalizing the model). It is concluded that the awareness of the principles of building a model of the educational environment of general secondary school, as well as the use of this knowledge as a theoretical basis for the general scheme of forming the content of the educational process will contribute to the successful implementation of efficient professional and pedagogical activities of teachers in an institution aimed at building a health-developing educational space.

The readiness of physical education and sports professionals to participate in educational activities for sustainable development of society

Purpose. To demonstrate the influence of the author’s methodological system on the formation of future specialists in physical culture and sports and their readiness for educational activities for sustainable development of society. Material and methods. The study involved 390 students from the faculties of physical education of T. H. Shevchenko National University "Chernihiv Colehium", the National University of Life and Environmental Sciences of Ukraine, Sumy State University, and Sumy State Pedagogical University named after A.S. Makarenko, future specialists in physical culture and sports. Students were informed about the features of the study and voluntarily participated in the pedagogical experiment. The participants of the study are represented by both sexes of different courses, from which the control and experimental groups were formed. Methods used: pedagogical experiments, surveys, questionnaires, testing, analysis, synthesis and generalisation of information; methods of mathematical statistics. Results. At the ascertaining stage of the pedagogical experiment, the indicator of readiness for educational activities for sustainable development of society in the control and experimental groups was almost the same at all levels, with a significant predominance of low levels. 69.35% and 65.09% of respondents in the control and experimental groups had a low level of the studied indicator, 18.06% and 19.08% –satisfactory level, 9.81% and 10.44% – average level, and 2.78% and 5.42% – high level, respectively. At the end of the experiment, a positive impact of the methodological training system on the studied quality was observed. At the final stage of the study, Pearson's correlation coefficient was χ2empirical = 22.67, with a critical value χ2critical = 5.99 (p &lt; 0.05). The most significant changes were observed in the cognitive and practical components of readiness. The number of students with low levels decreased by 2.8 times and almost 2 times, the number of students with satisfactory levels increased by 6.8 times and 2.8 times, and the number of students with average levels of cognitive and practical components increased by 14.8 and 6.5 times, respectively. The number of students with a high level of development in the practical component of readiness for educational activities for sustainable development of society increased by 2.5 times. In the control group, at the end of the pedagogical experiment, there were no significant changes in the indicators of any of the studied components of physical education and sports specialists’ readiness for educational activities for sustainable development. Conclusions. The experimental methodological system has a positive impact on the formation of future physical education and sport specialists’ readiness to participate in educational activities for sustainable development of society. At the beginning of the pedagogical experiment in both groups, on average, 68.56% respondents had a low, 19.49% satisfactory, 9.12% average, and 2.83% high level of readiness for educational activities for sustainable development. At the end of the pedagogical experiment, the indicators in the experimental group improved significantly: the number of students with a low level of the studied indicator (30.18%) decreased by 2.3 times; the number of students with a satisfactory level increased by 1.8 times (35.37%); and the number of students with medium (26.11%) and high (8.33%) levels of readiness for educational activities for sustainable development of society increased by 2.9 times.

Pedagogical Experiment and Modeling of the Learning Process for Assessing Knowledge about the Criteria Assessment System

Pedagogical Experiment and Modeling of the Learning Process for Assessing Knowledge about the Criteria Assessment System

Integrating the Concept of Biomimetics into Teaching Experiments: Preparation and Evaluation of an Azo Molecule-Based Polymer Film

Integrating the Concept of Biomimetics into Teaching Experiments: Preparation and Evaluation of an Azo Molecule-Based Polymer Film