Інформаційно-комунікативні технології у процесі навчання основ нанонаук у шкільній освіті
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2017
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Анотація
У статті представлені можливості використання інформаційно-комунікативних технологій у процесі навчання основ нанотехнологій. Визначено основні напрями застосування інформаційно-комунікативних технологій при викладанні нанотехнологій у загальноосвітній школі. Виділено основні види завдань для учнів при роботі з комп’ютерними моделями у процесі навчання основ нанотехнологій. Охарактеризовано сучасні навчально-методичні комплекси для вивчення нанотехнології, доступні у режимі онлайн. Розкрито характерні особливості реалізації освітнього потенціалу інформаційно-комунікативних технологій у навчанні основ нанотехнологій.
В статье представлены возможности использования информационно-коммуникативных технологий в процессе обучения основам нанотехнологий. Определены основные направления применения информационно-коммуникативных технологий при преподавании нанотехнологий в общеобразовательной школе. Выделены основные виды заданий для учащихся при работе с компьютерными моделями в процессе обучения основам нанотехнологий. Охарактеризованы современные учебно-методические комплексы для изучения нанотехнологий, доступны в режиме онлайн. Раскрыты характерные особенности реализации образовательного потенциала информационно-коммуникативных технологий в обучении основам нанотехнологий.
Incorporating Nanotechnologies in a course of school physics requires an update of material and technical basis and implementation of information and communication technologies. The introduction of educational innovations will promote for education informatization, for meet educational needs of students and preparing the young generation to a life in nanotechnological society. The purpose of the article is to prove the feasibility of using ICT in studying the nanoscience and nanotechnology in secondary school. The main directions for use of information and communication technologies listed according to the methods and forms of education pupils in teaching nanotechnologies: a preparation of printed handouts; a visualization of nanotechnological processes using multimedia technologies; an illustration of content tasks; an interactive learning in individual mode; the use of virtual reality and modeling software for visualization and research of real nanotechnology process; execution of computer labs; a processing and analysis of research findings or observations; the using of tests for centralized and more objective monitoring of the quality of students' knowledge; the teacher and students use search, interactive and informational opportunities of Internet resources. Information and communication technologies allow teacher to form pupils' idea about nano-objects, nanomaterials and their properties in more details, to acquaint pupils with modern means of experimental research nanometer range objects; to increase the efficiency of educational process based on the skills of independent work with educational material, ability to plan execution research tasks, analyze the data, draw conclusions and evaluate the results. The use of information and communication technologies in teaching nanotechnology is a means of formation pupils' information competence. Features of the implementation of the educational potential of ICT in teaching nanotechnologies were identified: increase cognitive interest of students to study nanoscience; differentiation and individualization of educational trajectory; control and diagnostics of quality of knowledge of pupils on nanotechnology; teaching nanotechnology at academic level; developing skills of modeling objects and processes nanoworld; nanoworld simulation process that cannot be replicated in the laboratory experiment conditions; acquainted with the structure and the principle of nanotechnology equipment. The prospects for the future research in view of creation of Ukrainian educational and methodical complex for studying nanotechnology that will be available online.
В статье представлены возможности использования информационно-коммуникативных технологий в процессе обучения основам нанотехнологий. Определены основные направления применения информационно-коммуникативных технологий при преподавании нанотехнологий в общеобразовательной школе. Выделены основные виды заданий для учащихся при работе с компьютерными моделями в процессе обучения основам нанотехнологий. Охарактеризованы современные учебно-методические комплексы для изучения нанотехнологий, доступны в режиме онлайн. Раскрыты характерные особенности реализации образовательного потенциала информационно-коммуникативных технологий в обучении основам нанотехнологий.
Incorporating Nanotechnologies in a course of school physics requires an update of material and technical basis and implementation of information and communication technologies. The introduction of educational innovations will promote for education informatization, for meet educational needs of students and preparing the young generation to a life in nanotechnological society. The purpose of the article is to prove the feasibility of using ICT in studying the nanoscience and nanotechnology in secondary school. The main directions for use of information and communication technologies listed according to the methods and forms of education pupils in teaching nanotechnologies: a preparation of printed handouts; a visualization of nanotechnological processes using multimedia technologies; an illustration of content tasks; an interactive learning in individual mode; the use of virtual reality and modeling software for visualization and research of real nanotechnology process; execution of computer labs; a processing and analysis of research findings or observations; the using of tests for centralized and more objective monitoring of the quality of students' knowledge; the teacher and students use search, interactive and informational opportunities of Internet resources. Information and communication technologies allow teacher to form pupils' idea about nano-objects, nanomaterials and their properties in more details, to acquaint pupils with modern means of experimental research nanometer range objects; to increase the efficiency of educational process based on the skills of independent work with educational material, ability to plan execution research tasks, analyze the data, draw conclusions and evaluate the results. The use of information and communication technologies in teaching nanotechnology is a means of formation pupils' information competence. Features of the implementation of the educational potential of ICT in teaching nanotechnologies were identified: increase cognitive interest of students to study nanoscience; differentiation and individualization of educational trajectory; control and diagnostics of quality of knowledge of pupils on nanotechnology; teaching nanotechnology at academic level; developing skills of modeling objects and processes nanoworld; nanoworld simulation process that cannot be replicated in the laboratory experiment conditions; acquainted with the structure and the principle of nanotechnology equipment. The prospects for the future research in view of creation of Ukrainian educational and methodical complex for studying nanotechnology that will be available online.
Опис
Ключові слова
наноосвіта, нанотехнології, інформаційно-комунікативні технології, віртуальні лабораторні роботи, комп’ютерні моделі, комп’ютерні експерименти, навчально-методичний комплекс, нанообразование, учебно-методический комплекс, нанотехнологии, информационно-коммуникативные технологии, виртуальные лабораторные работы, компьютерные модели, компьютерные эксперименты, nanoeducation, nanotechnology, information and communication technologies, virtual labs, computer models, computer experiments, educational and methodical complex
Бібліографічний опис
Інформаційно-комунікативні технології у процесі навчання основ нанонаук у шкільній освіті [Текст] / Ю. Ткаченко, Я. Балабан, І. Мороз, О. Стадник // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2017. – № 3 (67). – С. 262–273. (Index Copernicus)