realgoogle

ExperienceofDevelopingandImplementationoftheVirtualCaseEnvironmentinPhysicsLearningbyGoogleServicesIrinaKorobova1[0000-0003-2653-277X],NataliyaGolovko1[0000-0002-9011-65],TetianaGoncharenko1[0000-0002-2021-9320],OlhaHniedkova1[0000-0001-5194-2194]1KhersonStateUniversity27,Universitetskast.
,Kherson,73000Ukraineirinakorobova8@gmail.
com,nataliyaklimenkogolovko93@gmail.
com,goncharenkokspu@gmail.
com,gnedkova@ksu.
ks.
uaAbstract.
Thedevelopmentofinformationandcommunicationtechnologies(ICT),artificialintelligence,cloudcomputing,datascience,digitalplatformsetc.
,causeschangesinmethodicalmeansofteachingtoincreasetheuseofeducationalcomputersystems.
Today,openinformationsystems,globaleducationalnetworks,digitalresourcesgoingbeyondtheboundariesofseparateeducationalinstitutionsaredeveloped.
Forexample,Googleservicesallowteacherstodesignthevirtualeducationalenvironmentwithelectroniceducationalresources,takingintoaccounttheindividualcharacteristicsofthestudents,thegeographicregionandthesocialstructureofthecountry.
Inrecentyears,theeducationofUkraineisorientedontheSTEMeducation.
TheSTEMcenters,courses,curricula,informationresourcesaredeveloped.
Itpromotesthechoiceofyoungpeopleinengineeringandtechnologicalprofessions.
Inthearticle,weanalyzetheparticularityofPhysicsasaSTEMdiscipline,anddescribetheexperienceofdevelopingandimplementationofthevirtualcaseenvironmentinthePhysicslearningbymeansofGoogleservices.
Itpromotestheinvolvementofstudentsinresearch,theuseofdigitaltechnologiesinPhysicslearning.
TheimplementationoftheideasofSTEM-educationonthebasisoftheLaboratoryofPhysicsandEducationalTechnologiesoftheKhersonStateUniversityispresented.
Keywords:STEMeducation,casemethod,Googleservices,virtualcaseenvironment,informationalcomputertechnologies(ICT),LifeLongLearning(LLL),curriculum.
1IntroductionTheinternationalcommunitydefineseducationasoneofthemainglobalpriorities,themaindrivingforceofpeople'sempowerment[1].
ThegoalsoftheNationalStrategyofUkraineEducationDevelopmentfor2012-2021are:increasingtheaccesstoqualitative,competitiveeducationforUkrainiancitizensinaccordancewiththerequirementsofsociety'sinnovativedevelopment,thecitizen'seconomy;ensuringpersonaldevelopmentinaccordancewithindividualinclinations,abilities,andneedsbasedonlifelonglearning[2].
Understandingoftheresearchpotentialdevelopmentandstrengtheningofthesystemofnaturalsciencesandengineeringeducationcontributetoasustainablefutureofthecountries[3].
STEMeducationisdevelopedandusedallovertheworld.
Casemethodasalearningtoolcanhelpattractstudentstoresearchinanydisciplines,particularlyinPhysics,usinginterdisciplinaryconnectionswithnaturalsciences,mathematicsandcomputerscience.
TheaimofthearticleistopresenttheexperienceindevelopingandimplementingofavirtualcaseenvironmentinPhysicslearningbyGoogleservicesandresultsofimprovingthestudents'learningqualityinPhysicaleducation.
2RelatedWorksTheanalysisofInternetresourcesstatesthereareanumberoforganizations,platformsandeducationalresourcesthathelpteacherstoimplementSTEMeducationindifferentdisciplines.
Thelargestandmostpopularonesare:1)STEM.
orgisanAmericanprivateorganization.
Itservesschools,organizationsinmorethan25countriesoftheworld.
Itdevelopsthecurricula,content,manuals,course'smaterialsforcommercialandnon-profitorganizations[4].
2)STEMlearningworkswiththesupportoftheUKGovernment,charitablefoundationsandemployers.
ItseekstoincreasetheinvolvementofyoungpeopleinSTEM.
Ithasthenetworkof19CentersofSTEMAmbassadorHubsthroughoutthecountry;itcoordinatestheworkofvolunteerswhoprovidesupportandhelpinSTEMeducationimplementation[5].
3)InclusiveStem(I-Stem).
ItisthegroupofblindandvisuallyimpairedscholarsfromIndia.
TheyaimtomakenaturalscienceeducationmoreaccessiblebyapplyingofSTEMeducation.
Themaingoalistohelppeoplewithspecialabilitiestoparticipateinnewtechnologiesdevelopment[6].
TheseresourcesprovideservicesaimedathelpingteachersandanyonetodevelopSTEMeducation.
Therearealotofpracticalresources,thematicmagazines,upcomingeventsthatwillbeheldinSTEM-education(hackathons,courses,seminars).
Manycompaniesofferscholarshipsforteachers,lecturers.
TherearealotofSTEMcontests,competitions:"StudentSpaceflightExperimentsProgram","TOMATOSPHERE","TheFIRSTRoboticsCompetition","NASASwarmathonUniversityChallenge","MUREPAeronauticsScholarshipandAdvancedSTEMTrainingandResearchFellowship","MUREPAerospaceAcademy","MUREPInstitutionalResearchOpportunity"[7].
Itisworthtoidentifythescientificfestival"CITYOFSTEM"inLosAngeles.
Itisdesignedtoshowtheimportanceofscience,technologyandengineeringnotonlyduringthefestival,butthroughouttheyear.
ItbringstogetheralltheLaSTEMcommunities(LouisianaAdvisoryCouncil).
ItispromotedandmonitoredbySTEMeducationprograms[8;9].
IntroductionofSTEMeducationinUkraineispresentedasthemaindirectionoftheeducationreorganizationaccordingtotheconceptofNewUkrainianSchool(NUS).
"PlanoftheimplementationofSTEMeducationinUkraine"and"MethodicalguidelinesofSTEM-educationapplyingingeneraleducationandout-of-schooleducationalinstitutionsofUkraine"wasdevelopedbytheSTEMEducationaldepartmentoftheInstituteofEducationContentModernization[10].
ThePlanprovidesthedevelopmentofSTEMcenters/laboratoriesonthebasisofgeneraleducation(regionalsupportschools),out-of-schooleducationalinstitutions,andscientificlaboratories.
Theyshouldhavetheappropriatematerial,technical,scientificandmethodicalbase,andspecialistsfororganizingoftheeffectiveeducationalandscientificprojectactivities.
TheactivityofSTEM-centers/laboratoriesshouldbeaimedatsupportinganddevelopingofSTEM-education.
TherearerecommendationsofthedevelopmentoftheAll-UkrainianScientificSTEMCenteronthewebsiteoftheInstituteofEducationContentModernization.
Itcontainstheregulatorydocumentsandinformationsheetsforupcomingevents.
Therearenomethodicalguidelines(materials,curricula)forteacher'suse,etc.
[11].
ThelistofNUStrainers,Internetmarathons,andonlineseminarsforadvancedlearningofprimaryschoolteacherswereapproved,butSTEM-educationforteachersofageneralschoolhasinformalform[12].
Itisattheinitialstageofdevelopment.
Itneedstobeimprovedinordertoensurethefulfillmentofthenewlegislationnorms.
AsforSTEMcurriculainothercountries,theyincludereallifesituationsandproblem'ssolutiontoincreasethelearningimpact.
Learningtechnologyofdescriptionofreallifesituationsiscalled"casemethod".
ThistechniqueisthebestsuitedfortheNUSconceptsimplementation;itenablestobringthelearningprocessclosertotherealneedsofspecialistsindifferentactivities.
Theteachersshouldproperlyusethistechnique,havespecialskillsandthethematiccasesinthedisciplineorbeabletodevelopthem.
TheanalysisofInternetsourcessuggests:theproblemofactivemethodsuse,inparticularthecasemethodinPhysicslearninginsecondaryandhighschool,isbeingstudiedbyscientiststoimprovePhysicslearningquality[13,14];therearespecialcenters,inwhichthecasesinvariousdisciplines,includingPhysicsaredevelopedanddisseminated.
Forexample,StanfordUniversityuses"CaseMethodTeaching".
Itiswidelyusedinmanydisciplines:studentsanalyzerealsituations(cases).
Theyaredecision-makersandproposetheproblem'ssolution.
Studentsshouldunderstandandanalyzethedataofthecase,considertherelevanttheory,makeconclusionsandpresentsolutions[15].
ThemissionoftheNationalCenterforCaseStudyTeachinginScience(NCCSTS)istheuseofactiveteachingmethodsinnaturalsciences,withparticularemphasisoncasestudytechnologyandproblem-basedlearning.
Thereviewedcasecollectioncontainsmorethan786casesinallareasofscience[16].
VirginiaUniversityengagesstudentsinthediscussionsusingthecasestudymethod.
AtMBAprogram,studentshavepossibilitytoexploremorethan500realbusinesscases.
Eachcaseisasetofdecisionsthatshouldbemade,andstudent,asadecision-maker,shouldanalyzethesituationandexpresstheopinion[17].
However,thecasesusedinforeigneducationalinstitutionsshouldbeadaptedforUkrainiancurriculaofeducationinstitutions.
Itisaproblem.
ThedimensionsofphysicalquantitiesusedinthecasesareunusualforUkrainianstudents.
AnalyzingtheliteraryandInternetresources,thereisnoplatformorvirtualenvironmentthatwouldhaveready-madecasesandmethodicalrecommendationsfortheiruse.
Thepurposeoftheresearchistodevelopavirtualcaseenvironmentthatwillhelpteacherandstudenttointeractwitheachotherbycasemethod.
TheintroductionofthecompetenceapproachandSTEMeducationintheeducationalprocessrequiresthedevelopmentandapplicationofinnovativeteachingmaterials.
Theyshouldmeetthefollowingrequirements[18]:tobeprofessionallyoriented:toensureacloseconnectionofeducation,lifeandfutureprofessionsbyupdatingthelifeexperiencebysettingtasksofreallife(professional)situations;tobeinterestingforthestudent:tostimulatecognitiveinterestbyformulatingtasksintheformofaproblem,whichrepresentsarealpractical(life)tasks,thestudentwillhaveinlifeandprofessionalactivity;tostimulatestudentstocreativeworkinthefutureprofession,toformdecision-makingskillsinspecificlifesituationsbyformulatingtasksofdifferenttypes-fromreproductivetoresearchandcreativeones;toprovidetheopportunitytochoosetheproblemandthewayofitspresentationbydevelopingasystemofproblemtasksofanopen,divergent,pluralistictype(severalvariantsofanswerscompetingwitheachotherintermsoftruth)[19].
OurresearchshownthatinPhysicslearningwithintheframeworkofSTEM-education,thedefinitions"SituationalLearning"(amethodforanalyzingspecificsituations)[20],"Case-method"[21],[19],"Casestudy"[22],"Casusmethod"(itwaswritteninthe20softhe20thcentury),"Case-technology","SituationalAnalysisMethod"[23],"CaseMethodTeaching"wererequiredtoprocess[15].
ThenameofmethodcomesfromtheEnglish"case"–"case,situation"and"suitcaseforstoringpapers,magazines,documents"[19].
TheessenceofthecasemethodistoanalyzeofspeciallydesignedPhysicalsituations,waysofthesolution,toassessandpredictofconsequencesofthedecisions.
Thismethodiswidelyusedinbusiness,marketing,finance,etc.
Inrecentyears,itiswidelyusedinschooldidactics,inparticular,topopularizethedisciplinesofthenaturalandmathematicalcycle.
InPhysicsstudy,thismethodisusefulandexpedient.
StudentsthinkPhysicsisanincomprehensible,complex,notinteresting,notnecessary,"routine"science.
ThepurposeofPhysicsstudyistoobtainagoodmarkandgetthecertificate.
Itbecomesmoreandmoredifficultforateachertomotivatestudents.
Manyschoolsdonothavethenecessarymaterialsupport(multimedia,laboratoryanddemonstrationequipment);itcausesproblemsinPhysicsstudy.
Incase-methodthestudentoffersthevariantofproblemsolving,basedontheknowledge,practicalexperienceandintuitionandownindividualabilities[23].
Inthegeneralcasediscussion,studentsidentifythemostsignificantproblems,analyzetheinformation,selectthemostimportantinformation,offerthepossiblesolutionsbasedonPhysicalknowledgeandevaluatetheprobabilityofsuccess.
Consequently,theapplicationofthesystemofpractical-orientedcasesinPhysicsstudysatisfiestheabovementionedrequirements.
Studentsareabletosolvenotonlyabstracttasksfromthetextbook,butapplythegainedknowledgeinpractice.
Theyaccumulatepracticalskills;developanalytical,creativeandcommunicationskills,volitionalqualities,purposefulness,creativity,abilitytocompete.
Case-methodhelpsstudentstodisclosethepersonalmeaningofanyeducationalmaterialbythemselves;itisoneofthebasicrequirementsofthenewUkrainianeducationalstandards.
3PracticalImplementationofVirtualCaseEnvironmentinPhysicsStudyTheliterarysourcesanalysisofthecase-methodintroductioninPhysicsstudyalloweddistinguishingthestructureofthetrainingcaseanddidacticrequirements.
Thereisplot,informationalandmethodicalpartsinthestructureoftrainingcase.
Theplotisadescriptionofasituationthatcontainsinformationallowingunderstandingthecontextofthesituation,indicatingthesourceofdataacquisition.
Theinformationpartofthecasecontainsinformationthatallowstounderstandthealgorithmofsteps:a)abriefdescriptionoftheproblem,itisdesirabletogivesomedifferentpointsofview;b)acertainchronologyofthesituationdevelopmentwiththeindicationofactionsorinfluentialfactors,itisdesirabletoevaluatetheresultsoftheiractions;c)theactionstakentoeliminatetheproblem(ifany);d)whatresourcescanbeallocatedforsolvingthissituation.
Themethodicalpartofthecaseexplainstheplaceofthiscaseinthestructureofthediscipline,formulatesthetasksforstudentsandaguidesfortheteacher.
Teachingguideisnotprovidedtostudents.
Theauthorsofthecaseshouldprovidethespecificrecommendationsfortheanalysisofsituations,theauthor'sanalysisofsituations,andtherecommendedmethodologyforconductingclasses[23].
Thedidacticrequirementsforthecasearefollowing:a)tobewritteninaninteresting,simpleandprofitablelanguage;b)differ"dramaticeffect"andproblem;clearlydefinethe"core"oftheproblem;c)toshowpositiveexamplesandnegativeones;d)meettheneedsofthestudents,containthenecessaryandsufficientinformation;e)thetextofthecaseshouldnotproposeanydecisionoftheproblem[23].
Inourresearch,wefollowedthisstructureoftrainingcases.
Forexample,thecase"EfficiencyofSimpleMechanisms",studiedinthe7thclassofsecondaryschoolispresented(Fig.
1).
Fig.
1.
Trainingcase"EfficiencyofSimpleMechanisms"withoutGoogleservicesInourresearchwedevelopedthetrainingcases(reallifesituations)inPhysics.
Theyweredividedintothefollowingtypes:situationsrequiringanexperiment,situationsofcomputationoftaskssolution,casestudiesofhistoricalnature(withthehelpofinstructionsofteacher,studentsrepeatexperimentsorimitateeventsthatallowedmakingthesignificantphysicaldiscoveries),videocases,combined(combiningseveraltypes).
Inordertoformscienceandnaturalsciencescompetence,wedevelopedasystemofcases.
TheyweredevelopedbyGoogleservices.
Inordertobeabletousethecasesinanyplaceandtime,theproblemofeffectivelycases'presentationwasarisen.
Itwaseffectivetodevelopthevirtualenvironment.
Itgivesaccesstostudycasesonthelessonandinanytime.
Itenablestheteachertousedifferentorganizationformsofstudent'seducationalactivities(individual,group,collective,self-study).
AccordingtoV.
Bykov,the"learningenvironment"isanartificiallyconstructedsystem,thestructureandcomponentscontributetotheachievementofthegoalsoftheeducationalprocess[24].
"Virtualcaseenvironment"isthesoftwareorplatformusedtoprovideeducationalservicesusingcase-method.
Theauthors'experienceindevelopingandusingtheelectroniclearningenvironmentinthemethodicalstudents'learning(futurePhysicsteachers[25])allowedhighlightingtheadvantagesofthevirtualeducationalenvironment.
Inparticular,itsadvantagesasameansofimplementingthecase-methodare:Visibility(thepossibilityofusingillustrations,diagrams,video);Researchactivitiesorganization(studentscanusesearchenginestofindanswerstospecificquestions);Accessibilityandremotability(studentshavetheopportunitytoworkathomeandinclassrooms,fromphone,tablet,PCetc.
);Communicability(theconnectionbetweentheteacherandthestudent,thestudentsinthegroup);Abilitytocheckhomeworkandself-studyactivityofthestudent.
Unfortunately,intoday'sUkrainianschoolthevirtuallearningenvironmentsarehardlyusedbyPhysicsteachers,becauseoftheinabilityofmostteacherstodevelopthevirtuallearningenvironment.
InordertoprovidethemethodicalassistancetoPhysicsteacherindesigningtheenvironment,wedevelopedthevirtuallearningenvironmentfortheimplementationofcase-methodinageneralschool(Fig.
2).
Fig.
2.
ModelofeducationalprocessinavirtualcaseenvironmentThevirtualcaseenvironmentwillalloworganizingworkefficiently,providingvisibilityanddialoguingbetweenteacherandstudents.
Thevirtuallearningenvironmentforcase-methodimplementinginPhysicslearningwasdevelopedinourresearch.
ItisbasedontheuseofGoogle-servicesthatarewidelyknowntotheUkrainiancommunity,studentsandteachers.
But,despitethedailyuseoftheseservices,mostusersarenotfamiliarwiththefullpotentialofGoogleproducts.
Todevelopavirtuallearningplatformwithcases,weusedGooglesites.
Todevelopasite,theusershouldhavetheGoogleaccount.
Themodeofsite'sdevelopinghasasimpleandintuitiveinterface.
Themainpageofthevirtuallearningenvironment"Educationplatform",basedonGooglesiteispresented(Fig.
3).
Fig.
3.
Themainpageofthevirtuallearningenvironment"Educationplatform",basedonGooglesiteItisdividedintotwothematicblocks.
Inthefirstblock,thecasesaredividedaccordingtotheclassesandthecurriculuminPhysics.
So,theclassispresentedasafunctionalbutton,afterclickingonitthepagecontainingalistofcasesaccordingtothetopicsinPhysicsisopened.
Thesecondblock"ThinkingPhysics"presentsinterestingsituationsthatarenottheoreticallyrelatedtothecurriculum,butcanbeusedasadditionaltasks.
In"Development"mode,theteacherhastheabilitytoaddpresentations,documents,tables,calendarorlearningvideosfromYouTube,andpreviewthesite.
Thesiteautomaticallyadaptstotheuser'sviewingonaphone,tablet,orPC.
Teacherhaspossibilitytodevelopcasesoftwotypes:cases,theanswerswillbeautomaticallysenttotheteacher;cases,thestudentshouldanswerorallyorwritingthesolutioninanotebook.
Toorganizetheverificationofthecases'correctness,itisexpedienttousetheGoogle-forms.
Thisserviceallowsconductingsurveysintheclassroomandinextratime(students'responsesaresenttotheteacher'se-mail).
Wedistinguishedthebenefitsofcases,madeusingGoogleforms.
Firstly,responsesofthesurveyscanbepresentedintheformofatableordiagrams.
Teacherandstudentsareabletoanalyze,comparetheresults,developproblemsituations,anddiscusssituations.
Secondly,teacherhastheabilitytocheckthelevelofmasteringofthelearningmaterial.
Settingsofthisserviceallowtheteachertomaketime-basedresponse,tochoosetheanswerfrommultiplequestionsortosetupthetransitiontothenextquestionbasedonthepreviousanswers.
Forexample,ifthestudentchosetheincorrectanswer(thewrongsolutiontothesituation),thenthelinkwiththeoreticalmaterialisopened(Internetconnectionisrequired).
Googleformsprovideanopportunitytoaccompanythecasewithphotosandvideomaterials.
Theusefulmethodicalfeatureistocreatelinksinthetextofthecase.
Forcuriousstudents(orasadditionalinformationforcasesolving),teacherisabletoconfigurethetransitiontoadditionaleducationalsites.
Theusefullinksusedincasesolvingarepresentedonthesite.
Toprovidefeedbackbetweentheteacherandthestudent,weaddedthebutton"AsktheTeacher"onthevirtualcaseenvironment.
ItworkswiththehelpofGoogleHangouts.
Possibilitiesandadvantagesofcase-methodusinganditsimplementationinPhysicsstudywerepresentedtoPhysicsteachersofKhersonandtheKhersonregion.
TheteachershadadvancedtrainingcoursesintheHigherEducationInstitution"KhersonAcademyofContinuingEducation".
Teacherswereacquaintedwiththeorganizationofeducationalprocessinthemodernfully-equipped"LaboratoryofPhysicsandEducationalTechnologies"oftheKhersonStateUniversity.
Inparticular,thepossibilitiesofthevirtuallearningenvironmentbasedonGoogleserviceswereconsideredandthewebsite(intestmode)withPhysicstrainingcaseswaspresented.
Teachershadtheopportunitytosolvecasestudiesandtestthesite.
TeachersunderlinedtheimportanceofdevelopmentofcasestudiesinGoogleforms.
Teacherspointedthenecessityofdesigningthemethodicalguidelinesofthevirtualcaseenvironment.
Thesurveyof23PhysicsteachersintheKhersonregiontodeterminethelevelofawarenessandinterestofteachersinthevirtualcaseenvironmentusingwasconducted.
ThesurveywasconductedusingtheGoogle-forms,whichallowedseeingthestatisticsofresponsesanddemonstratingthem.
Forexample,Question№1,"Areyoufamiliarwiththecasemethod"Thepositiveanswerwasgivenby78,3%,but21,7%respondentsarenotfamiliarwiththecasemethod(Fig.
4).
So,thecasemethodneedstobemorepopularamongteachers.
Fig.
4.
Distributionofrespondents'answers(Question1)Fig.
5.
Distributionofrespondents'answers(Question2)Theresultsofthequestionnairegavereasontoassertthat34,8%ofrespondentstriedtousethecase-methodintheirlessons:but78,6%wouldliketouseready-madecases,andonly21,4%seektolearnhowtodevelopcasesstudies(Fig.
5).
91,3%ofrespondentsnotedthefeasibilityofthevirtualcaseenvironmentdeveloping.
4,3%ofteachersheardaboutthismethod,buttheyconsideritinappropriatetouseinPhysicsclasses.
43%ofrespondentsdidn'twanttousecasestudiesinPhysicsclassesbecause:lowawarenessofthisteachingmethod(20%),lackofready-madecasesstudies(50%),difficultiesincaselessonsorganization(30%)(Fig.
6).
82,6%ofteachersareinneedofmethodicalsupportofusingthismethodinprofessionalactivity(Fig.
7).
Fig.
6.
Distributionofrespondents'answers(Question3)Fig.
7.
Distributionofrespondents'answers(Question4)Theanalysisoftheanswersshowedtheuseofthevirtualcaseenvironmentfortheimplementationofthe"case-method"technologyinPhysicslearningisactual,desirableforteachers,butteachersneedmethodicalassistanceinorganizingoflearningprocess.
So,weconductedtheexperimentusingvirtualcaseenvironmentinPhysicsstudy.
Studentsofthe8thgrade(28students)ofKhersonAcademicLyceumofKhersonStateUniversitytookpartintheexperiment.
Learningmaterialsofthecaseswereusedinthetopic"Changeofaggregatestateofthematerial.
Heat-Engines".
Theuseofcasematerialspositivelyinfluencedthemasteringofmaterialbystudents.
Weanalyzedthelevelofstudents'knowledgemasteringin"Temperature.
Internalenergy.
Heattransfer"(traditionallearningmethodswereused)and"Changeofaggregatestateofthematerial.
Heat-Engines"(case-methodwasused).
Theresultsoftheexperimentwere:thequantityofstudentswithalowlevelofknowledgeinPhysicswasdecreasedby11%;thegreatestchangeswereamongstudentswithasufficientlevelofknowledge,thequantitywasincreasedfrom32%to47%;thepositivechangeswereamongstudentswhohaveahighlevelofknowledgeinPhysics,thequantitywasincreasedby10%.
Theresultsarepresentedin(Fig.
8).
Fig.
8.
Students'levelofknowledgeatthebeginningandtheendoftheexperimentThestatisticaljustificationofthereliabilityoftheshifttowardsincreasingoftheleveloflearningmaterialmasteringbythestudentsoftheexperimentalgroupinofthecaselearningenvironmentimplementationwascarriedoutusingtheG-criterionofsigns.
Theresultsofthecalculationsshowedthatforthesamplen=22(6nullshiftswererejected)Gamp=4,andGcr=5(p≤0.
01).
The"axisofsignificance"(Fig.
9)wasconstructed,weconvincedthatGampFig.
9.
The"axisofsignificance"oftheshiftsinraisingtheleveloflearningmaterialmasteringbythestudentsaxisofsignificanceuncertaintyaxisaxisofinsignificanceSo,theuseofthecase-methodinPhysicsstudycontributestoincreasingthemotivationofstudents'learningactivitiesandenhancementoftheleveloflearningmaterialmasteringbystudents.
4ConclusionsandPerspectivesTheresultsoftheresearchindicatethatinthecontextoftheactivetransformationofeducationinUkraine,specialattentionshouldbepaidtoavarietyofnewlearningmethods;technologiesthatwillhelpimplementtheideasofSTEM-education.
Casemethodisalearningtechnology,basedonsolvingeconomic,socialandbusinesssituations.
WestudiedthefeaturesofthismethodandinterviewedtheteachersinPhysicsincases'usingontheprofessionalactivity.
Manyteachersarenotfamiliarwiththecase-studymethodbuttheywanttouseit.
Theproblemistheabsenceofready-madecasesindifferentdisciplinesandthemethodicalguides.
Thedevelopedvirtualcaseenvironmentprovidesanopportunitytosolvethedescribededucationalandmethodicalproblemsofcase-methodimplementinginPhysicslearning.
Theprospectoffurtherresearchwillbetestingofthedevelopedvirtualcaseenvironmentintotheeducationalprocessofotherschoolsandthedevelopmentofmethodicalrecommendationsforready-madecases.
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