- Литвинова, С.Г. (orcid.org/0000-0002-5450-6635) (2023) The Methodology Of Use Of Open Science By Teachers Of Natural And Mathematical Subjects Of The Ukrainian School Освітній дискурс, 4-6 (44). pp. 108-127. ISSN 2522-9699
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Abstract
The relevance of introducing open science approaches to education is substantiated in a number of international documents. It has been established that it is the data of open science, participation in research, observation of research, analysis of research results that are not the tools of a modern teacher, which requires adjustment of curricula for advanced training courses for teachers, the list of courses in non-formal education of teachers, the content of thematic educational webinars and the development of methods its use. Target setting. The introduction of open science into the educational process can be a challenge for teachers and students, who must get used to new resources, environments and a new educational approach. Therefore, the main problem of introducing open education approaches into educational practice is the lack of methodology. Actual scientific researches and issues analysis. The issues of using open science approaches in educational practice have become the subject of research by both foreign (J. Atenas, L. Havemann, E. Priego, D. Banker, D. Manning, M. Fialkowski, A. Calabrese, H. Morin, J. Curry, M. Peters etc.), and domestic scientists (V. Kovalenko, V. Kopanyeva, M. Marienko, A. Sukhikh, M. Shishkina etc.). The research objective. To substantiate the methodology for using open science environments by teachers of natural and mathematical subjects in educational practice. The statement of basic materials. Examples of open science environments are considered in the following areas: platforms for placing and searching for data, scientific publications with substantiation of scientific results, platforms that include drawings, data sets, images and videos, platforms with tools for collecting data, search engines and educational platforms on topics that being investigated. The directions of using open science by teachers of institutions of general secondary education are substantiated; forms, methods and approaches to teaching teachers to use open science environments. Examples of the use of open science approaches by teachers in the lessons of physics and mathematics are given. Сonclusions. The proposed methodology can become an effective tool for introducing open science approaches into the educational practice of teachers of the new Ukrainian school. A combination of different forms of education can give teachers a broad overview of the possibilities of open science and help them understand how to use these principles in their work, and a combination of different approaches can be the most effective way to train teachers in the use of open science environments, as it allows for different needs and learning styles. Note that by combining different teaching methods, teachers can find the most suitable for them and allow them to succeed in using open science environments in teaching practice.
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