Innovative Educational Technologies, Tools and Methods for E-learning
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 12, Katowice–Cieszyn 2020, pp. 147–158
DOI: 10.34916/el.2020.12.13
USE OF SPECIALIZED SOFTWARE FOR THE DEVELOPMENT OF VISUAL THINKING OF STUDENTS AND PUPILS
Marina Drushlyak-1, Olena Semenikhina-2, Volodymyr Proshkin-3, Olha Naboka-4, 1, 2, Makarenko Sumy State Pedagogical University, Romenska str, 87, Sumy, Ukraine, 3, Borys Grinchenko Kyiv University, Bulvarno-Kudriavska St. 18/2, Kyiv, Ukraine, 4, Donbas State Pedagogical University, Henerala Batyuka St. 19, Sloviansk, Ukraine, 1, marydru@fizmatsspu.sumy.ua, 2, e.semenikhina@fizmatsspu.sumy.ua, 3, v.proshkin@kubg.edu.ua, 4, olganaboka911@gmail.com, ORCID 1, 0000-0002-9648-2248, 2, 0000-0002-3896-8151, 3, 0000-0002-9785-0612, 4, 0000-0003-4635-0009
Abstract: The article reveals the essence and defining characteristics of visual thinking: visual productivity and activity of putting forward visual hypotheses, constructive activity, strategic-semantic flexibility, and visual originality. The ways of using specialized software for the development of visual thinking are revealed: the organization of visual search through the tasks visualized in the virtual environment, the use of tasks aimed at the developing the ability to put forward visual hypotheses, the use of tasks aimed at identifying visual originality in solving them, the use of cognitive-visual graphics, the use of tasks with incomplete conditions and tasks with redundant data, and the use of inverse tasks. According to the results of the expert assessment, two most effective ways in which to influence the development of visual thinking have been identified: the organization of visual search through the tasks of visualized in the virtual environment and the use of cognitive-visual graphics. It is established that for the implementation of these ways it is advisable to use specialized software, namely programs of dynamic mathematics, Smart-objects from the package of office programs, tools for creating infographics, and graphic editors. The results of a pedagogical experiment on the development of visual thinking of young people through visualized tasks in a virtual environment and the use of cognitive-visual graphics are presented.
Keywords: visual thinking; specialized software; e-learning; programs of dynamic mathematics.
REFERENCES
A b d u l l a h, N., H a l i m, L., Z a k a r i a, E. (2014). VStops: A Thinking Strategy and Visual Representation Approach in Mathematical Word Problem-Solving toward Enhancing STEM Literacy. Eurasia journal of mathematics science and technology education, 3(10), 165–174.
A n d e r s o n I n m a n, L., H o r n e y, M. (1996). Computer-based concept mapping: Enhancing literacy with tools for visual thinking. Journal of Adolescent & adult literacy, 4(40), 302–306.
A r n h e i m, R. (1994). In Defense of Visual Thinking: New Essays on the Psychology of Art. Moscow: Prometheus.
A s t a f i e v a, M., B o d n e n k o, D., P r o s h k i n, V. (2019). Using computer-oriented geometry means in the process of critical thinking formation of future mathematics teachers. Іnformation technologies and learning tools, 3, 102–121.
D a l i n g e r, V. A. (2006). Theoretical bases of cognitive-visual approaches to teaching mathematics. Omsk: Publishing house of OSPU.
I v a n y u t a, O. V. (2003). Psychological features of the development of visual thinking in adolescence (Doctoral dissertation). V. N. Karazin Kharkiv National University, Kharkiv.
K l e p k o, S. F. (1998). Integrated education and polymorphism of knowledge. Kyiv – Poltava – Kharkiv: PRIPPE.
K n y a z e v a, O. O. (2003). Implementation of a cognitive-visual approach to teaching high school students the basics of mathematical analysis (Doctoral dissertation). Omsk: Publishing house of OSPU.
K r u t e t s k y, V. A. (1968). Psychology of mathematical abilities of pupils. Moscow: Prosveschenie.
M o e l l e r, M., C u t l e r, K., F i e d l e r, D. (2013). Visual thinking strategies = creative and critical thinking. Phi Delta Kappan, 3(95), 56–60.
M o n e s H a t t a l, B., M a n d e s, E. (1995). Enhancing visual thinking and learning with computer graphics and virtual environment design. Computers & Graphics, 6(19), 889–894.
Raven’s test. The scale of progressive matrices. Retrieved from https://psycabi.net/testy/717-test-ravena-progressivnye-matritsy-raven-progressiv-matrices-metodiki-dlya-diagnostiki-intellekta-vzroslykh/ (accessed 11 June 2020).
R e z n i k, N. A. (1997). Methodical bases of teaching mathematics in high school with the use of means of the development of visual thinking (Doctoral dissertation). Institute of Productive Learning of the Russian Academy of Education, St. Petersburg.
S e m e n i k h i n a, O., D r u s h l y a k, M., B o n d a r e n k o, Yu., K o n d r a t i u k, S., D e h t i a r o v a, N. (2019). Cloud-based service GeoGebra and its use in the educational process: the BYOD-approach. TEM JOURNAL – Technology, Education, Management, Informatics, 1(8), 65–72. DOI: 10.18421/TEM81-08.
S y m o n e n k o, S. M. (2005). Psychology of visual thinking (Doctoral dissertation). V. N. Karazin Kharkiv National University, Kharkiv.
Wa r e, C. (2004). Visual queries: The foundation of visual thinking. International Workshop on Visual Artefacts for the Organization of Information and Knowledge, Searching for Synergies. Tubingen: Knowledge Media Res Ctr.