MULESA Pavlo
Candidate of technical sciences, associate professor
Uzhhorod National University
ABOUT THE MEANS OF VIRTUAL CLARITY
Today, the introduction of IT in the educational process involves the use of not only modern technical means but also specialized software. As a rule, such tools have tools for visualizing concepts, objects, processes, etc., and therefore the emergence of the category “virtual clarity” and “means of virtual clarity” in the field of vocational education is natural. The study of scientific results on the use of visualizations in virtual space revealed a significant number of them in the field of mathematics, which requires the visualization of abstract concepts, and their training. A separate group should be allocated specialized software that makes it possible to create visual images and train teachers to use them [1-6].
According to the authors of the mentioned works, the use of computer technology in the educational process allows you to simulate various visual abstractions. With the help of computer technology, virtual visual materials are created and used but we did not meet works that would summarize approaches to the interpretation of the concepts of “virtual clarity”, and “means of virtual clarity”. It has become one of the important areas of our research.
In many studies, the division of clarity into species was carried out on one essential basis: the basis of the classification. But since these signs are different in each case, this has caused many classifications. In textbooks and scientific articles, there are classifications of clarity by didactic value, by the growth of abstraction, by the nature of reflection, by a certain type of activity, etc. Subject visibility – natural real objects, phenomena, processes, facts, paintings, dummies, copies. Its function is to acquaint students with real objects of nature, with phenomena and processes during experiments, observations, and familiarization with facts, objects, and phenomena through their reflection.
Sign visibility – formulas, graphs, diagrams, diagrams. Its function is acquaintance with a conventionally generalized, symbolic reflection of the real world. Model visibility – material models, figurative and sign models, models of thinking. Its function – the development of abstract thinking, contributes to the creation of students’ image of the reflection of a certain concept, phenomenon, and thoughtful ideas.
The characteristic “virtual” is provided if the object: is “one that can or should appear in certain conditions; created by the user’s imagination; consists partly of real hardware and software, imitating the real; does not exist, but can exist under certain conditions” [virtual – Wiktionary (wiktionary.org)]. Therefore, we can argue that in combination with the concept of “clarity”, the term “virtual clarity” should be interpreted as something (object, product) used to show during learning and created by the imagination of the subject of learning or using computer technology or means by the teacher.
Note that somewhat similar to the interpretation of the term “virtual clarity” is the interpretation of the term “virtual reality” – in modern dictionaries it is presented as “… a world that does not exist, created by computer means.” Interpreting the perception of the concept of “virtual visibility”, we note that it can be a virtual experiment, a computer presentation, a digital encyclopedia (dictionary), a virtual museum (virtual guide), a computer game, a virtual animated map, etc.
For a more complete picture of virtual clarity in the context of educational activities, we have classified it according to the type of perception: static, dynamic, and interactive, although it should be noted the possible intersection for individual positions between species, taking into account the method of construction (on the example of the model – static, dynamic, interactive).
Under the means of virtual clarity in learning, we will understand specialized software, with the use of which visual products (virtual clarity) are created, developed based on a cognitive-visual approach, take into account the psycho-physiological characteristics of students’ perception, activate their cognitive activity and help the subjects of learning to master educational material.
Classes using means of virtual clarity require significant preparatory activity of the teacher: the teacher should be able to use Internet resources and use a variety of specialized programs (graphic editors, flesh animation editors, web editors, programs (or online services) to create presentations, programs for working with sound and video, etc.).
References
- Drushlyak М., Semenikhina O., Proshkin V., Sapozhnykov S. Training pre-service mathematics teacher to use mnemonic techniques. Journal of Physics: Conference Series. 1840 (2021), 012006. pp.1-12.
- Semenikhina O. V., Drushlyak M. G. Formation of future mathematics teachers of computer modeling skills in the process of solving text problems. Physics and Mathematics Education, 2022. Vol. 34(2). pp 38-42. https://doi.org/10.31110/2413-1571-2022-034-2-006.
- Semenikhina O., Yurchenko A., Udovychenko O., Petruk V., Borozenets N., Nekyslykh K. Formation Of Skills To Visualize Of Future Physics Teacher: Results Of The Pedagogical Experiment. Revista Romaneasca Pentru Educatie Multidimensionala, 2021. Vol. 13. No 2. Pp. 476-497. https://doi.org/10.18662/rrem/13.2/432
- Semenikhina O.V. Professional readiness of the future teacher of mathematics to use programs of dynamic mathematics: theoretical and methodological aspects: monograph. Sumy: GDP “Mriya”, 2016. 268 p.
- Shamonya V.G., Semenikhina O.V., Drushlyak M.G. Use of Proteus environment for visual modeling of the basic elements of the information system. Physical and mathematical education. 2019. Issue. 2(20). Part 1. pp. 160-165.
- Шамоня В. Г., Семеніхіна О. В., Друшляк М. Г. Використання середовища Proteus для візуального моделювання роботи базових елементів інформаційної системи. Фізико-математична освіта. 2019. Вип. 2(20). Ч.1. С. 160-165.