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ІНФОРМАЦІЙНО-КОМУНІКАТИВНІ ТЕХНОЛОГІЇ У ПРОЦЕСІ НАВЧАННЯ ОСНОВ НАНОНАУК У ШКІЛЬНІЙ ОСВІТІ

100%
Юлія Т., Ярослав Б., Іван М., Олександр С.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 3(67)
266-277
EN
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 education informatization, meet educational needs of students and prepare young generation to 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 are listed according to the methods and forms of pupils’ education in teaching nanotechnologies: preparation of printed handouts; visualization of nanotechnological processes using multimedia technologies; illustration of content tasks; interactive learning in individual mode; use of virtual reality and modeling software for visualization and research of real nanotechnology process; execution of computer labs; processing and analysis of research findings or observations; use of tests for centralized and more objective monitoring of the quality of students’ knowledge; use of search, interactive and informational opportunities of Internet resources by the teacher and students. 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 of 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 of cognitive interest of students to study nanoscience; differentiation and individualization of educational trajectory; control and diagnostics of pupils’ knowledge quality on nanotechnology; teaching nanotechnology at academic level; developing skills of modeling objects and processes of nanoworld; nanoworld simulation process that cannot be replicated in the laboratory experiment conditions; acquaintance with the structure and principles of nanotechnology equipment. The prospects for the future research are seen in creation of Ukrainian educational and methodological complex for studying nanotechnology that will be available online.
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Applying information technologies while studying “Numerical Methods and Computer Simulation” section of the “Computer Science and ICT” Middle School Program

84%
MEDVEDEV Y., NIKOLAEVA I., DAVLETYAROVA E.
Edukacja-Technika-Informatyka
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2014
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vol. 5
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issue 2
413-418
EN
The article describes the experience of using information technologies in the study section “Numerical Methods and Computer Simulation” in the subject “Informatics and ICT” primary school. The aims and objectives of the study material in this section on basic and core stages of continuous study of computer science. Consider some examples of the use of information technology in the study of educational material theme “Approximate methods for solving equations with one variable”. To illustrate the results of the research function y = f (x) for solving the equation f (x) = 0, and examples of opportunities for Mathcad charting and determine the roots of the equation. Considered VBA code refinement root of the equation f (x) = 0 by bisection of the interval for the table processor MS Excel. The article summarized the results of testing some educational material section “Numerical Methods and Computer Simulation” in the schools of the city of Vladimir. In the study of educational material in this section, students have the opportunity to conduct an experiment using a computer programming systems, spreadsheets, mathematical computer-aided design Mathcad and other computer software, select the appropriate options, analyze dependencies, predict outcomes, to conduct a graphical interpretation of the results. This contributes to a deeper understanding of the essence of numerical methods and their practical value, focuses on the clever use of computer software applications, and enriches the students’ new ways of solving problems.
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