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All Journal International Journal of Evaluation and Research in Education (IJERE) Online Learning in Educational Research
Sergii Sharov
Dmytro Motornyi Tavria State Agrotechnological University
Education

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Critical thinking and hypothetic-deductive scheme for studying the elements of quantum theory Serhii Tereshchuk; Sergii Sharov; Andriy Tereshchuk; Vira Kolmakova; Tetiana Sharova
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.25249

Abstract

The study provided research and experimental verification of the hypothetic-deductive scheme for teaching the theory of quantum physics to secondary school students. The study highlighted the technologies and didactic tools, which help to boost the effectiveness of teaching physics to students and develop their critical thinking. It was found that the hypothetic-deductive scheme is based on the concept of critical rationalism and it has such stages: problem-hypotheses-rational criticism-choice of hypothesis-rational criticism of the new theory-new problem. The study described the stages of its implementation for teaching students the basics of quantum physics. To prove the effectiveness of the suggested scheme, the study carried out a comparative experiment in which 479 students took part (there were 241 students in experimental classes and 238 students in control classes). The statistical procession and interpretation of the experiment results were carried out with Pearson’s Chi-squared test. After the experiment, the quality of learning achievements that corresponds to the sufficient and high levels is 62.87% in the experimental classes, whereas in the control classes this figure is 52.48%. In further prospect, researchers plan to check the effectiveness of the suggested scheme to study other theories, which are studied in secondary school.
Fisikawaii Adventure: An Effort to Increase Students' Learning Participation through Gamification and Virtual Reality M Vithor Al Faqih; Anggi Widiarni; Nisa Andini; Antomi Saregar; Sergii Sharov; Bawar Mohammed Faraj
Online Learning In Educational Research (OLER) Vol. 3 No. 2 (2023): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v3i2.294

Abstract

Student participation is critical in education. Technology integration, such as virtual reality, enhances the visualisation of physics concepts and participation. Combining virtual reality and gamification creates an immersive and interactive learning experience. This research aims to design and implement a learning management system (LMS) called Fisikawaii Adventure integrated with gamification and virtual reality. This study follows the ADDIE (Analysis, Design, Development, Implementation and Evaluation) development model. The motivational element of GAFCC (Goal, Access, Feedback, Challenge, and Collaboration) was employed in the design stage. The LMS was evaluated at SMAN 2 Bandar Lampung with ten eleventh-grade MIPA (Mathematics and Natural Science) students. The data collection technique employed was a non-test instrument. The data analysis technique was qualitative-quantitative using the Likert scale. Fisikawaii Adventure was valid with an average percentage score of 85.5 from material experts, 87.25 from media experts, and 86.4 from student responses (very feasible category). The product was feasible to use in physics learning and increase students' participation. Although it requires further investigation, this research contributes significantly to integrating gamification and virtual reality into LMS and physics learning.
Distance Advanced Training of Preschool Teachers in Ukraine: Quantitative Indicators Tetiana Sharova; Volodymyr Voronov; Sergii Sharov; Halyna Kolomoiets; Anna Voronova
Online Learning In Educational Research (OLER) Vol. 4 No. 1 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i1.343

Abstract

This study examines the stages involved in organizing distance learning advanced training courses and provides a quantitative analysis of preschool educators participating in the "Education and Care" program in Ukraine. The need for this study arises from the increasing reliance on distance learning formats for professional development, particularly in light of technological advancements and socio-political challenges. Despite prior research on children in preschool, there remains a lack of systematic analysis of the organizational processes and outcomes of such programs. The study utilized theoretical and empirical methods, with data collected through Google Forms and analyzed for the period of July-September 2023. Results indicate that 13,456 preschool educational professionals (principals, methodologists, and teachers) participated in the program, with preschool teachers representing the majority (71%). Only 7% of participants received completion certificates. This study highlights critical insights into the scalability and implementation of distance training programs, providing a foundation for future research and policy development in preschool education.
Co-Authors Andriy Tereshchuk Anggi Widiarni Anna Voronova Antomi Saregar Bawar Mohammed Faraj Halyna Kolomoiets M Vithor Al Faqih Nisa Andini Serhii Tereshchuk Tetiana Sharova Tetiana Sharova Vira Kolmakova Volodymyr Voronov