Использование современных методов при подготовке учащихся к ГИА по биологии

Введение. Степень математической культуры определяется уровнем правильного восприятия и освоения изученного материала. Рассмотрена целесообразность использования синтетического метода при решении задач по математике. Материалы и методы. Определяется уровень сложности и трудности рассматриваемой задачи для правильного выбора метода её решения. Уделено особое внимание развитию логике мышления в применении синтеза. Как основной исследуется синтетический метод решения, неразрывно связанный с аналитическим методом. Их часто объединяют в единое целое и называют аналитико-синтетическим методом. Результаты. Приведены задачи, включённые в базу единого государственного экзамена (ЕГЭ), и их решения с использованием синтетического метода. Решение любой задачи должно быть доведено до логического восприятия всей проделанной работы по оптимальному использованию всех данных, не только численных, но и текстовых. Показана необходимость повышения использования математического материала условия задачи, основанного на базовом знании основных терминов и теорем классического математического образования в России. Выбор метода решения – всегда творческий процесс. Он может выявить наличие и одновременно способствовать повышению имеющихся знаний не только по алгебре и геометрии, но и по другим изучаемым и уже изученным предметам. Обсуждение. Начальным положением в отборе метода решения задачи является условие задачи. Тогда как характерным для аналитического метода решения являются сами требования, вопрос задачи. Заключение. Рассмотренный в статье синтетический метод решения задач может быть применён при выполнении различных заданий по физике, химии, географии и других. Introduction. The degree of mathematical culture is determined by the level of correct perception and mastering of the studied material. The article considers the expediency of using the synthetic method in solving problems in mathematics. Materials and Methods. The study defines the level of complexity and difficulty of the problem for correct choice of the method of its solving. Special attention is given to the development of logic of thinking in the application of synthesis. As a main method, the authors suggest synthetic method of problem solving, which is inextricably linked with analytical method. They are often combined into a single whole and called analytical-synthetic. Results. The research includes tasks included in the base of Unified State Exam (USE) and their solutions by means of synthetic method. The solution to any task should be brought to a logical perception of all the work done on the optimal use of all data, not only numerical, but also textual, tasks. The results show the necessity of increasing use of mathematical data of the task based on the fundamental knowledge of basic terms and theorems of classical mathematical education in Russia. Choosing a solution method is always a creative process. It can reveal the existence and, at the same time, improve the knowledge not only in algebra and geometry, but in other subjects which are being studied and have been already learned. Discussion. The starting point in the choosing the method for problem solving is the conditions of a problem. While the analytical method usually requires the conditions themselves, the question of the problem. Conclusion. The synthetic method in problem solving, considered in this article, can be applied to various tasks in physics, chemistry, geography, and other subjects.

This study implements a novel pedagogical approach that leverages Constructivist Learning Theory through a Problem-Based Learning (PBL) framework, scaffolded by an interactive Excel dashboard. The dashboard enables students to solve fundamental equations, visualise velocity triangles and component geometry in real-time, and conduct sensitivity analyses. A quasi-experimental study comparing cohorts from 20242 (traditional method) and 20252 (PBL intervention) found that the new method led to statistically significant improvements (p < 0.001) in higher-order cognitive and professional Course Learning Outcomes (CLOs). Students demonstrated profound gains in analysis, conceptual design, teamwork, and presentation skills. Furthermore, the intervention led to more consistent performance across the cohort, as evidenced by significantly lower standard deviations, indicating a more equitable learning environment. A critical insight was the discrepancy between high student confidence and variable self-assessment accuracy, underscoring the value of triangulated evaluation. This constructivist-driven PBL framework effectively bridges theoretical knowledge and practical design intuition, transforming students into proactive, industry-ready engineers.

Drawing by learners can be an effective way to develop memory and generate visual models for higher-order skills in biology, but students are often reluctant to adopt drawing as a study method. We designed a nonclassroom intervention that instructed introductory biology college students in a drawing method, minute sketches in folded lists (MSFL), and allowed them to self-assess their recall and problem solving, first in a simple recall task involving non-European alphabets and later using unfamiliar biology content. In two preliminary ex situ experiments, students had greater recall on the simple learning task, non-European alphabets with associated phonetic sounds, using MSFL in comparison with a preferred method, visual review (VR). In the intervention, students studying using MSFL and VR had ∼50-80% greater recall of content studied with MSFL and, in a subset of trials, better performance on problem-solving tasks on biology content. Eight months after beginning the intervention, participants had shifted self-reported use of drawing from 2% to 20% of study time. For a small subset of participants, MSFL had become a preferred study method, and 70% of participants reported continued use of MSFL. This brief, low-cost intervention resulted in enduring changes in study behavior.

The Madison Engineering Department was founded on the recognition that engineers are no longer constrained to disciplinary boundaries, and instead, must work across disciplines as members of global communities and multidisciplinary teams. The program offers a single undergraduate engineering degree that focuses on sustainable design and systems thinking. Since the inaugural class started in 2008, the faculty has been striving to integrate environmental, social, economic, and technical contexts of sustainable design and systems thinking as common curricular threads. This chapter discusses courses taken by students freshman through senior year to illustrate how content integration, developmental instruction, and a problem-based learning framework are used in Madison Engineering Department to purposefully transition students through Bloom's levels from knowing and thinking to simulating and doing to quantifying and applying with the goal of training students able to understand systems holistically, describe and analyze tradeoffs, understand resultant perturbations, and design effective, sustainable solutions.

As part of an instrumentation course, a problem-based learning framework was selected for laboratory instruction. Two acquisition chains were designed to help students carry out realistic instrumentation problems. The first tool is a virtual (simulated) modular acquisition chain that allows rapid overall understanding of the main problems in instrumentation. The second tool is an actual modular chain allowing students to test these modules in practice and fine-tune the results. The didactic impact of the laboratory-and especially of the two acquisition chains-was evaluated using three approaches: an evaluation questionnaire, the problem outcomes, and a written examination. These results show that the students valued the laboratory-based coursework and found both tools useful. Furthermore, they were able to address problems at a high cognitive level.

A problem-based learning framework, which focused on developing preservice teachers' knowledge base for teaching and pedagogical reasoning ability, was developed for an undergraduate preservice science teacher education unit. Only three knowledge base components were considered in the design of the PBL problem scenario, namely science content knowledge, curriculum knowledge, and knowledge of the learner. The pedagogical reasoning model used in this study was based on six aspects: comprehension, transformation, instruction, evaluation, reflection, and new comprehension. The problem was designed so that preservice teachers were required to develop and apply their knowledge, through the use of a pedagogical reasoning process, to a typical primary classroom teaching situation. To ensure all six components of the pedagogical reasoning process could be considered, a peer teaching activity related to the problem was included as part of the unit. The PBL approach was trialed in a second-year preservice science education subject, which was part of a 3-year bachelor of teaching program. Participants worked in small groups (three or four) on the problem over a 6-week period. A case study approach was used to evaluate the knowledge base and pedagogical reasoning components considered by two randomly selected participants in this study. Each preservice teacher considered and developed their knowledge base and pedagogical reasoning in areas that were relevant to their current understanding of primary teaching and student learning. © 1998 John Wiley & Sons, Inc. Sci Ed. 82:215–237, 1998.

Physics education at the high school level still faces challenges in improving student learning outcomes on abstract concepts such as sound waves. Many instructional approaches lack contextual or culturally relevant elements that can make learning more engaging and meaningful. This research explores the integration of local cultural elements into physics education using the Kakula musical instrument as a contextual learning tool. Using a quasi-experimental method guided by the Educational Reconstruction model, this study examines the academic validity of the learning media and its impact on student learning outcomes. The kakula instrument, rich in acoustic properties, was used to teach the concepts of waves and sounds within a problem-based learning framework. The experiment showed a statistically significant improvement in learning outcomes, with average post-test scores increasing from 59.94 to 70.53. Statistical tests, including normality, homogeneity (Bonett and Levene), and a t-test, showed a p-value of 0.0001 < 0.05, which means that the null hypothesis is rejected. The alternative hypothesis is accepted, indicating a significant effect of physics learning media using the Kakula musical instrument on student learning outcomes on the topic of sound waves. The results of the research can serve as a basis for developing culturally integrated teaching materials while preserving local heritage and enriching science education practices.

Like many subjects taught to engineering students, the teaching of system dynamics typically has been based on a traditional didactic approach. However, there appears to be a shift away from the traditional approach to teaching system dynamics toward alternative methods of delivery such as problem-based learning (PBL) and distance-based learning. In particular, the use of modern technologies can be used to improve the effectiveness of teaching system dynamics in engineering and other courses. This article presents a critical appraisal of the application of modern education technologies in teaching and delivering system dynamics courses. The article suggests that PBL is a more effective approach to teaching system dynamics than conventional methods. Thus, a PBL framework that uses various education technologies such as the Internet, e-mail, CD-ROMs, teletutorials, and teleconferencing is proposed. The design of a PBL framework and its use as a teaching tool are presented and discussed. Future developments of the proposed learning framework are also discussed. © 2000 John Wiley & Sons, Inc. Comput Appl Eng Educ 8: 1–10, 2000

Like many subjects taught to engineering students, the teaching of system dynamics typically has been based on a traditional didactic approach. However, there appears to be a shift away from the traditional approach to teaching system dynamics toward alternative methods of delivery such as problem-based learning (PBL) and distance-based learning. In particular, the use of modern technologies can be used to improve the effectiveness of teaching system dynamics in engineering and other courses. This article presents a critical appraisal of the application of modern education technologies in teaching and delivering system dynamics courses. The article suggests that PBL is a more effective approach to teaching system dynamics than conventional methods. Thus, a PBL framework that uses various education technologies such as the Internet, e-mail, CD-ROMs, teletutorials, and teleconferencing is proposed. The design of a PBL framework and its use as a teaching tool are presented and discussed. Future developments of the proposed learning framework are also discussed. © 2000 John Wiley & Sons, Inc. Comput Appl Eng Educ 8: 1–10, 2000

Today entrepreneurship education has come a long way in terms of its validity and impact in society and there is a growing trend of new interdisciplinary programmes incorporating the teaching and learning of entrepreneurship for non -business students in disciplines such as engineering. However, there are no consistent guidelines or recommendations on what can be classed as an effective teaching curriculum on entrepreneurship for engineering discipline. Entrepreneurship is an integrated concept and if an effective teaching and learning platform is not adopted, then addressing some of the complex attributes of entrepreneurship can be a challenge for educators. For some researchers, a good deal of fundamental business knowledge can be taught in a classroom but such an approach is limited as students cannot be exposed to some of the risks and complexities attributed to an entrepreneurial venture. This paper will discuss the potential of blended teaching by using a controlled learning environment such as simulation with traditional lectures. Using the case study of an entrepreneurship focused module called `Enterprise' in the Department of Electronic Engineering at York (UK), this paper will discuss some of the innovative ways to teach entrepreneurship to engineering students. It will particularly highlight the use of on-line business simulation platforms: SimVenture Evolution and SimVenture Validate which give students an authentic experience of running a business and validating their innovative ideas. Such experiential technologies can facilitate the development of a wide range of skills needed to stimulate students' entrepreneurial competences. Can such approaches transform the educational setting in entrepreneurship education for non-business students? The findings from this study will help Higher Education Institutes (HEIs) and educators understand the benefits of blended teaching and learning strategies for entrepreneurship related curricula and programmes fit for modern education.

The article presents and describes in detail the laboratory work “Digital circuit design and algebra of logic: creation of digital devices in an online simulator”, conducted for high school students at Bauman Moscow State Technical University. The introduction describes the place of the lesson in the system of interaction between organizations of secondary general and higher levels of education; based on the considered problems of education in the field of digital circuitry, the rationale for the need for this laboratory work is given. The practice-oriented nature of the considered laboratory work in informatics necessitates the use of modern modeling tools. This laboratory work uses the online environment Logic.ly, which allows you to create and explore digital devices: half-adder, adder, flip-flops, multi-plexers, decoders. The main characteristics, structure and stages of the lesson, subject content and interdisciplinary connections, target subject and meta-subject results based on a modern competency-based approach are described in detail.

The article is aimed at the development and implementation of innovative methods of teaching a short story as a literary genre with the use of digital instruments. The research suggests using a cross-sectional study based on descriptive methodology and comparative analysis. The study was set up at the Kazakh National Women’s Teacher Training University and included 68 participants (38 in the experimental group and 30 – in the control group). The results found that digital tools are widely used to teach a short story as a literary genre. The effective methods to teach a short story as a literary genre are the following: debate and interactive discussion through online platforms, writing exercises, role-playing and simulation, problem-based tasks, thematic mind mapping, comparative study, collaborative projects, video lectures, and peer learning. Besides, it was proved that a short story is an efficient educational tool and contributes to the improvement of the professional skills of future philologists. They refer to analytical skills, critical thinking, creativity, digital literacy, emotional intelligence, cross-cultural competence, communicative skills, creative writing, and textual analysis. The experiment resulted in the development of recommendations for teaching the short story as a literary genre at the institutional, pedagogical, technological, linguistic, and psychological tiers. In conclusion, innovative methods based on digital tools enhance the process of teaching a short story as a literary genre and contribute to the training of philological students.

OBJECTIVES/GOALS: To identify insights and challenges in community engaged research for the academy and community. To develop an online platform to match academic and community partners; promote networking; and provision of key resources. METHODS/STUDY POPULATION: Using a human-centered design approach, 19 interviews were conducted with academics, community organizations and members, and other CTSAs. The interviews focused on understanding CEnR challenges and processes in partnership formation. RESULTS/ANTICIPATED RESULTS: Findings revealed the following 10 challenges to and insights about CEnR: (1) time intensive; (2) lack of knowledge; (3) differing motivations; (4) connections occur through networking; (5) topic area, proximity, and readiness influence partnerships; (6) organizational turnover; (7) promotion pressure; (8) collaboration throughout; (9) navigator for partnership; and (10) lack of shared language. Also, a CEnR system flowchart revealed the following five phases of an effective partnership: 1) generating interest; 2) learning process; 3) connecting with the right partner; 4). Defining the research question; and 5) implementing research as a partnership. DISCUSSION/SIGNIFICANCE: In conclusion, input from academicians and community members support the need for an online platform like M-REACH to facilitate CEnR partnerships, networking, and resources to address significant public health issues through translational research.

ABSTRACTThe Internet has been the catalyst for the convergence of many subject areas and online platforms. Information professionals such as Archivists, IT developers and especially Librarians have been impacted in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library. In this case study, relevant findings from research that sought to determine the level of awareness of digital humanities in Irish Libraries is examined. The research project, The Mary Martin Diary, is highlighted as an example of a multidisciplinary collaboration project that utilized library communication skills, project management skills, digital humanities tools and techniques, as well as other online resources in its development. These skills and tools have the potential to be applied to similar projects that librarians engage in. Recommendations derived from this research highlight the practical application of skills for information professionals and their roles in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library.

Existing drawing tools for blind users give inadequate contextual feedback on the state of the drawing, leaving blind users unable to comprehend and successfully produce graphical information. We have investigated a tactile method of drawing used by blind users that mimics drawing with a pencil and a paper. Our study revealed a set of properties that must be incorporated into drawing tools for blind users, including giving feedback for relocating important points, determining angles, and communicating the overall structure of the drawing. We describe a grid- based model that provides these properties in a primitive- based 2D graphics environment, and we introduce its use in drawing and other graphical interactions.