Research Teaching Methods Research Articles

Research on the design of gamified classroom teaching mode based on fuzzy conjoint analysis method

Operations research is an applied mathematics discipline aimed at providing optimal solutions for complex systems and decision-making processes. However, the theoretical aspects of operations research can often be abstract, making it challenging and potentially tedious for students with a weaker foundational background. To address this issue, game-based learning has been introduced into operations research education in recent years, demonstrating promising results. In this context, gamified learning is seen as a potential solution to enhance student motivation and classroom engagement. Although gamification has been explored in education, its application in operations research, especially within a complex mathematical domain, remains under-researched. These games transform abstract operations research theories into concrete scenarios and problems, allowing students to learn and apply operations research knowledge through interactive play. This study aims to investigate students’ perceptions and attitudes toward game-based operations research classrooms using fuzzy set joint analysis. By employing fuzzy conjoint analysis, we aim to provide a nuanced understanding of student preferences and optimize gamified teaching strategies. In the investigation process, 83 students from School D were selected as the research subjects, and a questionnaire encompassing 16 items was administered. These items covered various aspects of integrating operations research board games into the classroom, including students’ engagement, cooperation, understanding, and application of operations research knowledge during the game process. By utilizing a Likert seven-point scale to collect students’ responses to each item, the data were subsequently converted into fuzzy sets to assess students’ views on game-based operations research classrooms. The results were used to provide targeted optimization for gamified teaching. Group experimental results involving the 83 students showed that gamified teaching in operations research has a positive impact on students’ learning of the subject. This finding holds significant implications for educators and teaching practices, offering valuable insights for the design and implementation of future operations research teaching methods.

The application of production-oriented approach research teaching method in medical academic English course.

The purpose of this study is to investigate the efficiency of the production-oriented approach research (POA-R) teaching approach on academic English courses. The six-week study involved thirty-nine postgraduate students from Guilin Medical University studying medical technology. These students were randomly divided into POA-R (19 participants) and non-POA-R (20 participants) groups. The process of study in the POA-R group was divided into three stages, motivating, enabling, and assisting. The instructor gave the class a task at the motivational stage that involved taking the academic IELTS exam, writing a review article and giving an oral presentation about their research topic. At this stage, students are challenged to find relevant information searching PubMed and other literature databases. The teacher served as a facilitator of learning and would not offer information related to the tasks. During the enabling phase, students were encouraged to ask their supervisor for help and guidance. Students ask questions in class, and the instructor discusses the questions with the students and guides them to solve the questions independently. During the assessment stage, students take the academic IELTS exam, finish the review article, given an oral presentation related their research project, and complete an instructional questionnaire. The non-POA-R group was instructed by the teacher lecture method, comprising six lectures and an oral presentation in addition to the completion of a review article. The final grades of course include a review article, an oral presentation, and an academic IELTS test. The results revealed that the students in the POA-R group outperformed the non-POA-R group in terms of mean scores on the IELTS exam, oral presentation, and review article. To further support and demonstrate the advantages of the POA-R teaching approach, an instructional questionnaire using Likert scales and the attitudes of their supervisors was employed. In conclusion, the POA-R teaching approach is a highly successful strategy for enhancing postgraduate students' academic English proficiency. It greatly enhanced the participants' academic knowledge, learning interest, and active learning.

РОЛЬ МОБІЛЬНИХ ДОДАТКІВ В УДОСКОНАЛЕННІ НАВЧАЛЬНОГО ПРОЦЕСУ З ФІЗИКИ

The article proves the relevance of the problem of using mobile technologies in the educational process of physics, in particular mobile applications, 3D models and AR (augmented reality, AR) technologies due to the need to implement a research teaching method that provides a significantly higher level of activation of cognitive activity physics students. Special attention is paid to the ArBook mobile application as a modern and effective educational tool. The advantages of using ArBook in the study of physics are considered; methods of its application during blended learning are proposed; the practical results of the application of augmented reality technology in the study of topics in physics are presented. Possibilities and features of the organization of student training using augmented reality technologies are described on the example of the experience of using them in the educational process, and the positive aspects of their application are determined. An assessment of the effectiveness and feasibility of using mobile technologies in the mixed education of students was carried out, thanks to which it was confirmed that the use of mobile technologies and technologies of augmented reality during the educational process in physics contributes to increasing the success of students.

Философские дискуссии с детьми в контексте образовательных и научно-исследовательских практик: проблемы и перспективы

Introduction. The article presents the results of the philosophical discussion with high school students, considers the problems and prospects for conducting classes in philosophy with children, and proposes original teaching methods that repre- sent a synthesis of philosophical, pedagogical and research approaches. The purpose of the article is to demonstrate the relevance of the ideas, methods and approaches of philosophy with children in the context of modern philosophical, pedagogical and research problems. Research methods are based on the theoretical principles of hermeneutic-phenomenological and psychoanalytic approaches to the interpretation and structural-semiotic analysis of linguistic state- ments. The scientific novelty of the research lies in devel- oping the author’s approach to holding philosophi- cal discussions with schoolchildren, which carries out the synthesis of philosophical-pedagogical and research teaching methods. Results and conclusions. As a result of the study, a conclusion is made about the relevance and demand for such classes of philosophy with children related to interdisciplinary trajectories of its development, the search for effective teaching strategies focused on the comprehensive develop- ment of children and their involvement in research activities.

ПРОЕКТНАЯ ДЕЯТЕЛЬНОСТЬ КАК СРЕДСТВО РАЗВИТИЯ САМОРЕГУЛЯЦИИ МЛАДШИХ ПОДРОСТКОВ

. The article reveals the issues of the development of self-regulation in younger adolescents through project activities, which are considered as personality-oriented, contributing to formation of the subject position of students and their gaining experience in self-regulation. Features of self-regulation in early adolescence are dependent on changes occurring in different areas of personality development of a younger adolescent. Based on the ideas of L. S. Vygotsky, the influence of external motivation and a specially organized pedagogical environment on the development of self-regulation was revealed. The invariant functional structure of self-regulation by O. A. Konopkin and its components are analyzed and correlated with the stages of project activities. The influence of the experience of self-regulation on the project activities of students is grounded. The pedagogical conditions of project activity in the development of self-regulation in younger adolescents are determined. The article presents and analyzes the results of a survey of younger adolescence students following the results of the implementation of the program of the modular course of extracurricular activities and approbation of the organizational and pedagogical conditions for the implementation of project activities. The data presented in the article made it possible to conclude that the implementation of the stages of project activity (goal setting, planning, forecasting, evaluation, correction, reflection) ensures the development of self-regulation in younger adolescents. In the course of experimental work for three years, an increase in the level of self-control and the development of arbitrariness were noted, which indicates the formation of the experience of self-regulation and the development of self-regulation. The organizational and pedagogical conditions for the implementation of project activities were identified, which contribute to the development of self-regulation in early adolescence: a modular system for teaching project activities, including theoretical and practical modules; a combination of classroom and extracurricular activities; organization of monitoring of mastering the stages of project activity; the use of diagnostic tools for diagnosing the level of development of self-regulation in younger adolescents; use of heuristic and research teaching methods; selection of the content of the modules in accordance with the stages of the project activity.

TỔ CHỨC HOẠT ĐỘNG DẠY HỌC THEO PHƯƠNG PHÁP NGHIÊN CỨU KHOA HỌC NHẰM PHÁT TRIỂN NĂNG LỰC KHOA HỌC TỰ NHIÊN CHO HỌC SINH

From 2021 to 2022, 6th graders will begin to study new subjects to develop comprehensive skills for students. An integrated subject of several fields, Physics, Chemistry, Biology and Earth Science, will be taught instead of teaching each separately as in the past to enhance scientific research skills for students. Hence, teachers need to alter and improve how they provide knowledge, innovate, and create their teaching modules to achieve the program's outcome standards and specific requirements. After three years of operating the research teaching method at Vinschool (Times City), the favorite subject surveys and students' academic results indicate that students could apply science skills learning from the subject in handling the actual problems effectively. The shreds of evidence related to international STEM competitions were also provided to support the method's argument. This study is supposed to give a realistic view of the experience of teaching science and organizing teaching activities according to the scientific research method of a teacher who has successfully overcome from a knowledge concentration program of the Ministry of Education to a significant improvement in comprehension skills program designed by Cambridge University.

CREATING PEDAGOGICAL CONDITIONS FOR THE IMPLEMENTATION OF RESEARCH METHODS OF TEACHING USING IT AND STEM-TECHNOLOGIES IN GENERAL SECONDARY EDUCATION

The article analyzes the experience of introducing a research teaching method using IT and STEM technologies in institutions of general secondary education based on the implementation of the all-Ukrainian project “I am a researcher”. The concepts of educational and research activities, the readiness for its implementation and various aspects of the organization of such activities in the educational process are considered. The theoretical and methodological components (motivational-value, cognitive, practical-activity, reflexive-evaluative) of students’ readiness to carry out educational and research activities and teachers’ readiness to organize such activities have been determined. The levels of the readiness for research activities are characterized: high, sufficient and basic. The results of studies of the state of readiness for research activities of applicants for education using IT and STEM technologies for certain components, indicators and levels are presented. The article presents a description of the pedagogical conditions for the introduction of a research teaching method using IT and STEM technologies in general secondary education institutions as: the improving the content of educational provision and creating modern educational content based on the research teaching method and STEM approaches; development and implementation of a set of management decisions in experimental institutions on the basis of partnership interaction not only of all participants in the educational process, but also of local authorities, employers, business representatives and other stakeholders; creation of scientific and methodological support for the training of teachers and their acquisition of practical experience in the development of research competence of applicants for education based on STEM and IT approaches; participation of school teams in various festivals, competitions, competitions, other motivational STEM events and research areas. The complex of innovative educational products is presented, which includes educational and teaching aids of the I-researcher series for the middle level of education, the didactic system of natural-mathematical primary education “I am a 2.0 researcher” in the first cycle of primary school. The article reflects the promising trends in the further implementation of the research method of teaching using IT and STEM technologies in institutions of general secondary education on the basis of the didactic system of natural and mathematical primary education “I am a researcher 2.0”.

INTERACTIVE LECTURES IN MEDICAL UNIVERSITY: ACTUAL MEANINGS AND CLINICAL PRACTICE

The authors of the article offer their understanding of the actual meanings of interactive lectures as the important component of the cloud-oriented learning environment of the medical university. We use different research methods for data collection: analysis and generalization of scientific sources to substantiate the theoretical research platform; modeling and research teaching method to determine the components of a lecture and clarify the conditions for conducting interactive lectures; sociometric analysis of the effectiveness of interaction within a small group to assess learning outcomes in different lecture formats. Two lecture formats (with elements of interactive media and interactive) while teaching of clinical disciplines in Donetsk National Medical University is described. The organizational and didactic conditions for conducting interactive lectures on clinical disciplines have been determined and characterized. The organizational conditions include educational resources and active elements of the Moodle educational platform: flexible & functional design of an interactive lecture; cognitive and motivational criteria of the effectiveness of an interactive lecture. It is concluded, that didactic principles of teaching (scientificity, the continuity of obtaining scientific knowledge and the formation of clinical experience, students’ activity and cognitive creative independence, interactivity) ensure the effectiveness of interactive lectures. It has been proven that inquiry-based learning and evidence-based medicine principles enhance the conversion of passive presentation of educational material into communication practices aimed at the development of clinical thinking in students. The authors came to the conclusion that tutoring provides the creation of an individual educational trajectory, contributes to the formation of social skills and professional reflection in the future neurologist.

Fashioning of Students' Research Competence Through Technology of Project Activities

Objective: The authors provide justifications for changing the current education system, updating the teaching and methodological approach in school specialised education. The paper investigates the issue of fashioning students' research competence through the technology of project activities. Background: Project activity has become widely used since it combines the theoretical and practical parts of the science under study, which allows to set up a connection between its components. Research competence is an integral feature of a student's personality, which manifests itself in a willingness to take an active research position. Method: The authors conducted an experiment to study the problem of improving the quality of students' knowledge upon studying biology in senior school. The participants in the experiment were 120 students of the 10th and 11th years of a specialised school for children with psychological disorders. Results: The authors developed a methodology for the fashioning of research competence. The results of the conducted pedagogical experiment confirmed the validity of the initial assumptions regarding the influence of the use of research teaching methods in biology lessons aimed at improving the quality of biological education. Conclusion: Through project activities, students with intellectual disabilities learn to work in a team. Despite the fact that teamwork is uniting, each of the students learns to independently set the purpose and tasks of the study, analyse the sources presented, present the results of their activities to others. The main signs of project activity include the fact that students learn the technique and technology of working with the project. Project activity allows for the fashioning of students' research competence during the lesson, thereby enabling students to unleash their potential.

Methods of teaching educational data mining for pedagogical students

The aimof the article is to discuss and argue teaching educational data mining for pedagogical stu-dents and to describe the methodical system of educational data mining teaching for students with a middle level of mathematical and IT disciplines, that contributes to the development of student’s research competence. The relevance of the study is determined by the requirements for the ability of higher education graduates to analyze information and perform research using modern methods and technologies that are mentioned in the educational standards and the government order. They are associated with an increasing amount of accumulated data in various fields and the cost of the knowledge extracted from data.Materials and methods.The article describes the author’s methodical system of educational data mining teaching, which was developed rely on: analysis of requirements and expectations to the re-search competence level, data analysis skills and modern education in general; comparison and analysis of the content of educational programs, books and courses on data mining and related dis-ciplines, generalization of pedagogical experience. The main aspects underlying the methodology: a form of flipped learning, a concentric (iterative) content structure, research teaching methods, a set of practical tasks for developing research competencies and Weka software for data mining as the main technical training tool for practical tasks implementation. The effectiveness of the developed methodological system was tested by the educational process monitoring, students questioning and statistical processing of questionnaires data.Results.The study shows the relevance of educational data mining teaching for students of peda-gogical universities, studying in mathematical and informational specialization. The use of the de-scribed methodic system for senior pedagogical students allows increasing the level of research competence of students and significantly developing the competence of data analysis.Conclusion.The described methodical system can used be partially or completely by teachers and methodologists for teaching data analysis at the modern level and development of research compe-tence of students with an average level of knowledge in mathematical and IT disciplines.

Taxonomy of Teaching Methods and Teaching Forms for Youth in Non-Formal Education in the National Youth Council of Slovenia

Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching formsin NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teachingmethods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, work in pairs, programmed instruction and direct instruction are also present. The central and omnipresent teaching method is experiential learning. Problem-based learning, case-study method, action learning, and project-based learning are intertwined and connected to the experiential learning method. Other methods include verbal-textual methods, illustrative-demonstration methods, experimental methods, peer learning, and support methods. The conclusions are applicative in the didactic spectrum of NFE in youthwork and in the wider didactic spectrum of adult learning. Implications for further research include teaching methods and forms in NFE inside the wider youth sector, internationally comparative and through quantitativeresearch.

IMPLEMENTATION OF APPLIED RESEARCH INTO THE STUDY PROCESS WHEN TRAINING THE PROFESSIONALS OF ENVIRONMENT PROTECTION

The studies on the college level are directed towards practical training, thus the applied research executed in colleges may be involved into the study process as one of the research teaching methods. This research not only ensures the link between theory and practice, but also trains general abilities of the students and personal characteristics highly valued by the employers. The article analyses the experience of Ecology Department to implement the applied researches “Evaluation of Water Quality in Shaft Wells” and “Determination of Nitrogen Dioxide Concentration in the Environment Air by Applying the Method of Passive Sampling” into the subjects of Environment Protection and Environment Monitoring. It discusses the way the studies are held, in what ways the students take part in research, how they evaluate it, what problems they face.

The Investigation of research-teaching model for undergraduate students

Nowadays, the research-teaching models of high education are highly developed in Chinese universities. However, many common problems are presented in these teaching processes, which are mainly three types of problems as bellows: 1. teaching evaluation mechanism; 2. creative teaching training for teachers; 3. teaching management model. The reasons of these problems are analyzed in this paper. According to several research-teaching methods three types of research-teaching models are applied in the course Measurement Technology, which are the combination of theory and practice, the design of opening experiments, and undergraduate students integration into researching topics. These research-teaching models are proved practically to be effective methods for improving creative and practical ability of undergraduate students.

Philosophy applied to design: A design research teaching method

How to create a philosophy thesis relating to a design project? How to approach more widely the epistemological juxtaposition of design and philosophy? This paper examines a pedagogical design research methodology experiment called ‘philosophy applied to design’, implemented over 8 years in a French art and design school at Master’s level, and based on the supervisory experience of more than 220 philosophy theses applied to a design project (sections 1 & 2). It addresses a series of methodological and epistemological questions on the association between philosophy and design and presents the methodological model developed during the experiment (section 3). This model is used as a basis for defining a new philosophy-oriented design research called ‘philosophy by design’ (section 4). — Highlights : 1, I explain how to create a philosophy thesis relating to a design project. 2, I examine a supervisory experiment of more than 220 philosophy theses. 3, I address epistemological issues on the encounter of design and philosophy. 4, We must teach the difference between a project question and a philosophical one. 5, I try to define a new design research model as ‘philosophy by design’.

ПЕРСПЕКТИВИ РОЗВИТКУ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ НАВЧАННЯ СТУДЕНТІВ ВНЗ УКРАЇНИ

The article presents the results of the expert survey conducted to determine the perspective of development of information and communication technology of education of students in higher educational institutions of Ukraine. The lines of ICT development are forming four generalized sections (organizational, psychological and pedagogical, hardware and software, methodological sections). On the basis of an expert assessment are identified perspectives of 68 lines. The ranking of priority's lines of development of ICT are presented.It was determined that the greatest prospects will be: blended learning; research teaching method and heuristic teaching method; student-centered approach; increasing the role of informal education; the formation of students' abilities to independently acquire knowledge; short-term distance learning programs; portable computing devices; the new human machine interfaces; free and open-source software; cloud computing; artificial intelligence technology (search computing with elements of semantics, linguistic systems, decision support system); integrated,multidisciplinary and interdisciplinary training of teachers. Actualized question concerning the need to develop a system of standards in ICT environment.

Research quest: a research teaching method.

Research quest: a research teaching method.

TRAGIČNOST ŽENSKIH LIKOVA U PRIPOVETKAMA ČEHOVA I ANDRIĆA

Cilj rada je da prikaže komparativne veze u pripovetkama Čehova i Andrića u kontekstu tragičnosti ženskih likova. Poređenje se vrši na osnovu motiva pale žene, ženske osvete, nemogućnosti života u dvoje ili bračne (ne)sreće i lepote koja propada. Osim toga, pripovetke ovih pisaca povezuje i biblijski podtekst. Kao takve, dobra su polazna osnova za metodičku obradu, koja je u duhu istraživačke nastavne metode i metode učenje po stanicama.