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The aim of the study. The fourth industrial revolution demands highly qualified personnel as important factor of economic growth, which imposes serious requirements on the formation of key and subject competencies among graduates of higher educational institutions. A particularly important role is assigned to the mathematical competence which is required to solve complex and science-intensive problems. Given the growing share of e-learning and distance learning at the university, it is necessary to intensively develop the methodology for mathematical competence formation in the electronic environment, and create effective teaching tools on its basis. The current level of digitalization of education already allows organizing independent work of students in the electronic environment at a sufficiently high level. In the literature we can find various methods and tools, aimed at the formation of the cognitive component of competencies. However, the issue of skills’ development in the electronic environment is still underrepresented. The purpose of this study is to develop a methodology for creating electronic training problems, which aims at forming a practical component of mathematical competence – the competency of solving mathematical problems.Materials and methods. In the study we performed a comparative analysis of scientific and methodological literature, regulatory and methodological documents, as well as professional and federal educational standards of higher education. The development of a model of electronic training problems was carried out using methods of structural modeling. The developed methodology was implemented in the educational process, and the confirmation of its effectiveness was obtained by statistical analysis of the results of the pedagogical experiment.Results. We proposed a methodology for electronic training problems development aimed at formation of mathematical problems solving competency. The methodology is based on existing approaches to problem solving formalization. In the presented structural model of an electronic training problem, the aspects of problem solving discovered earlier by other authors, are supplemented by the contextual aspect. This aspect is intended for linking the regarded problem with the material, studied at the moment and, if possible, with future professional activity of a student. The proposed methodology for organizing feedback in an electronic training problem contributes to the formation of metacognitive skills among students through the elements of tutoring.Conclusion. On the basis of the proposed methodology, 8 electronic training problems were developed for the course “Probability and Mathematical Statistics” and tested in the educational process of the Siberian Federal University. The effectiveness of the electronic training problems for the development of mathematical problems solving competency was assessed in the course of a pedagogical experiment. The purpose of the experiment was to study the impact of the electronic training problems in the competency formation for particular topics of the course. Using student’s test for independent samples and the Mann-Whitney test we confirmed that the designed electronic training problems positively affect the formation of mathematical problems solving competency. In the future, the proposed methodology can be included in the teaching toolkit for the formation of mathematical competence in an electronic environment.

Modern theories of foreign language teaching are getting developed. The constant society digitalization influences it. Generation Z students closely associate their lives with technology. Moreover, teachers must find ways to apply effectively information and communication technologies in the learning process. In our opinion, one of the ways is the concept of blended learning. It implies the optimal combination of traditional pedagogical technologies and distance, online learning. The purpose of our research is to examine the effectiveness of the concept of blended learning in the process of learning a foreign language for students of non-philological majors. For this purpose, we conducted a pedagogical experiment. It assumes the introduction of the concept of blended learning in the educational process of higher education. The research was carried out with Ukrainian students of non-philological majors during the study of English (offline and online). Also, international students who are studying Ukrainian as a foreign language were involved. Comparative analysis of students' readiness to learn using different blended learning tools was used. Methods of mathematical statistics (nonparametric Kruskal-Wallis and Mann-Whitney criteria) were utilized to analyse and process the experimental data. The results of the study indicate the effectiveness of blended learning technology usage in the process of foreign language teaching. Nevertheless, they show that the proposed tools help students better master a foreign language. Besides, students are both in active learning and passively reinforcing their knowledge using digital technologies during education. The authors consider it indisputable that blended learning tools should be used to some extent for students of all majors. The authors understand that the proposed tools are not exhaustive and definitive. Their list should be extended, and the use of specific tools depends on the teacher, students, the course, and other factors.

Problem and goal. The article describes the problem of using case-technology in teaching computer modeling to future teachers of informatics. The relevance of solving this problem is determined by the need to find new approaches to combining the fundamental and applied training of future teachers in order to form a holistic competency that provides a solution to professional pedagogical problems. The purpose of this study was to design a model of training future teachers of informatics in the field of computer modeling using case-technology, as well as testing this model during a pedagogical experiment. Methodology. The basis of the developed methodological approach was the use of subject-oriented cases in teaching computer modeling to future teachers of informatics. This type of cases is considered as a set, which includes: 1) situational problem; 2) tasks, the implementation of which leads to the solution of the problem; 3) materials needed to complete tasks; 4) software tools for solving the problem. The model of training of future teachers of informatics using case-technology is considered as a set of target (formation of competence of the teacher of informatics in the field of computer modeling), content (the content of the course “Computer Modeling”) and process components (three stages of design, development and direct application of the subject-oriented case of computer modeling in the classroom). To assess the effectiveness of the case-technology application, a pedagogical experiment was conducted, involving the implementation of training in experimental and control groups. Results. The article presents the results of an experiment conducted at the Volgograd State Socio-Pedagogical University. During the experiment in the control and experimental groups, a course of computer modeling was implemented with the preservation of the content, but with the use of case-technology in the experimental group. Criterion evaluation of the effectiveness of the formation of competence of the teacher of informatics in the field of computer modeling was carried out in the subject and research aspects. The results of the experiment showed that in the experimental groups increased the number of students represented at high, as well as medium and high levels of formation of both the subject and research component of the competence. Conclusions. The study showed that the proposed approach to the use of case-technology provides high results. The obtained and statistically confi data of the experiment allow us to speak about the effectiveness of the use of case-technology as a means of teaching computer modeling to future teachers of informatics.

The article deals with the description of the peculiarities of pedagogical experiment concerning the assessment of the readiness formation of junior inspectors of the border guard service for professional activity at international border crossing points on the basis of grounded criteria, indicators and levels of their formation. Based on the analysis of scientific and pedagogical and methodological literature, study of practice and generalization of their own professional experience, the authors found out that the criteria for readiness formation of junior inspectors of the border guard service for professional activity at international border crossing points are motivational, psychological and activity ones. It was defined that the pedagogical conditions of the readiness formation of junior inspectors of the border guard service for professional activities at international border crossing points, which were developed by the authors and implemented in the process of training at the Main Personnel Training Center of the State Border Guard Service (SBGS) of Ukraine in general positively influenced their level of readiness formation for professional activity at international border crossing points.

The article is devoted to the issue of building an effective educational space with an inclusive form of education. We consider the teachers’ and students’ emotional intelligence as one of the important components of the effectiveness of a such space. Authors analysed various aspects of emotional intelligence as a factor of success in learning, social development of students, as well as methodological developments of researchers on the technology of «Classroom Management» in the context of forming certain features of emotional competence of secondary education students. The main focus of our article is to systematize the resources of «Classroom Management» as a means of influencing the formation of inclusive classes pupils’ emotional intelligence as well as testing the effectiveness of this influence on each structural component of emotional intelligence. In our work we rely on the New multilevel model of emotional intelligence (Drigas & Papoutsi), which we modified in accordance with the psychological characteristics of primary school pupils. For each level of this Model we have selected methods of influence from the resource base of the technology «Class Management». Our study, which covers 6 grades of public and 5 grades of private schools, was conducted using methods: forecasting, surveys, semi-structured interviews, benchmarking, pedagogical experiment, product analysis, continuous expert coaching. Criteria for assessing the state of the educational space have been developed by experts based on groups of classroom management resources that contribute to the formation of pupils’ socio-emotional qualities. The pedagogical experiment lasted 8 months and consisted of purposeful training of teachers and continuous expert coaching of the educational process carried out by them. The results of the experiment show a positive trend in the competence of teachers in using environmental resources to form pupils’ emotional intelligence and build an atmosphere of emotional well-being in the classroom, which allows teachers to increase the technology of implementing effective and favourable for all participants educational process.

The article describes the model of teaching object-oriented programming for students of junior courses of IT specialties of higher educational institutions within the framework of two agreed disciplines, one of which is aimed at the formation of basic concepts of the object-oriented paradigm, and the second is aimed at mastering a specific object-oriented language. The peculiarities of the corresponding methodology are revealed, the choice of the visual training media Alice and Scratch is substantiated, the methodical aspects of realization of each of the two specified disciplines are described. The results of a pedagogical experiment conducted at the Crimean Engineering and Pedagogical University, which confirms the effectiveness of the proposed methodology for teaching bachelors of applied computer science, are presented.

On the basis of information contained in psychological and educational sources, encyclopaedic and monographic publications and the results of their research of the phenomenon of formation of information culture of future navigators, specified under the direction of research definitions of "test", "index", "meter", "level of formation", " means of diagnosing the levels of ", "method of diagnosing the levels of" criteria, indicators, parameters and methods of diagnosing the state of formation of personality-motivational, cognitive and procedural and operational components of the information culture of future navigators, color and Author determined high, medium and low levels of its formation, the technique, subject-specific tests and sets objectives for diagnosing the levels of cognitive and procedural and operational components of the information culture of future navigators. Pedagogical planned and carried out the experiment, the results of which revealed the current state of formation of information culture level of future navigators. Statistical analysis of the data pedagogical experiment showed that the experimental group the number of students, information culture which formed at a low level is 46.67 per cent, respectively, in the control - 42.24 percent, the average level of formation of information culture found in 35.83 per cent of students in the experimental group, the control group the figure is 39.66 percent, a high level of formation of information culture inherent in 17.50 per cent of future navigators in the experimental group and 18.1 percent in the control group. Summary of pedagogical experiment showed that the current system of training is not effective in the formation of information culture of future navigators as an integral part of their professional culture that focuses further research to identify and substantiate pedagogical conditions didactic principles, tools and technologies, implementation and the use of which will theoretically justify, develop and implement the system of professional training of future navigators model of their information culture as a component of professional culture navigators.

The difficulties which the Russian Federation is facing in the social and economic spheres are connected with its integration into the world context, strengthened positions of the market economy, the perfection of the system of secondary and higher professional education, the innovative approach to training pedagogical specialists. Besides, the situation in the country facilitates the perception of managerial education as a constituent of global personal learning in the conditions of professional education whose main backbone is the manager able to meet the requirements of the new economic reality. Some experts forecast a specific “managerial revolution”, which, as they say, will occur in the nearest future and become one of the reasons for our country to overcome the economic stagnation. It is suggested that “the human factor” and raising the qualification of managers will become key directions of Russia’s social and economic development. Nowadays, providing the labor sector with managers of the new type, i.e. mobile, economically-minded, able to achieve good results in their profession due to the advanced level of their innovative entrepreneurial competence (IEC), is a complex task which is facing the secondary and higher professional education. In order to solve it, the government pays special attention to training specialists in the field of management, which is implied by official requirements to the content of the educational process presented in the most important federal documents: The Law About Education in the Russian Federation; The National Doctrine of Russian Education Development (till 2025) and others.

Анотація. Використання сучасних ІКТ, зокрема й ігрових симуляторів, у навчальному процесі дозволяє підвищити якість навчального матеріалу й підсилити освітні ефекти від застосування інноваційних педагогічних програм і методик, оскільки дає викладачам додаткові можливості для побудови індивідуальних освітніх траєкторій студентів. Метою даної статті є експериментально перевірити ефективність методики використання ігрових симуляторів як засобів формування професійних компетентностей майбутніх інженерів-програмістів. Методи дослідження: педагогічний експеримент, експертне оцінювання, статистичне опрацювання даних. У статті представлені результати педагогічного експерименту (констатувальний, формувальний та контрольний етапи), що дають підстави підтвердити гіпотезу про те, що ефективність формування професійних м’яких компетентностей майбутніх інженерів-програмістів значно підвищиться за умови впровадження методики застосування ігрових симуляторів у професійну підготовку майбутніх інженерів-програмістів., The use of modern information and communication technologies, in particular game simulators, in the educational process can improve the quality of educational material and enhance the educational effects of the use of innovative pedagogical programs and techniques, since it provides teachers with additional opportunities for building individual educational trajectories for students. The purpose of this article is to experimentally verify the effectiveness of the methodology of using gaming simulators as a means of generating the professional competencies of future engineer programmers. Methods of research: pedagogical experiment, expert evaluation, statistical processing of data. The criteria for diagnosing the effectiveness of the developed methodology are as follows: the occupational-activity criterion is characterized by the following indicators: ability to plan and prioritize; ability to solve problems; the ability to focus on the end result; ability to report; the ability to demonstrate professional integrity and ethics; ability to innovate; the motivational-volitional criterion is characterized by the following indicators: ability to motivate, continuous learning and self-development; ability to make decisions; ability to initiative; ability to adapt; the communicative criterion is characterized by the following indicators: communicative ability; ability to support interpersonal relationships; ability to work in a team; ability to cooperate. The results of the pedagogical experiment (staging, forming and control stages) are presented, which give grounds to confirm the hypothesis that the effectiveness of the formation of professional soft competencies of future engineers-programmers will significantly increase if the implementation of the methodology of the use of gaming simulators in the training of future engineers-programmers.

This paper presents two-year research results of the pedagogical experiment comparing learnerśknowledge expressed in test scores in the subject of English for specific purposes (IT English) taught in two ways: (1) the ICT-supported process of instruction, (2) in the traditional present (face-to-face) way at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The research was held in 2009/10 and 2010/11 academic years. The main hypothesis expected learners would reach higher test scores in the ICT-supported form of instruction but no statistically significant differences were not discovered in the experimental and control groups.

The research examines the effectiveness of utilization of practicing materials using ICT and classical study support – printed material in teaching Mathematics. The research was held as a pedagogical experiment at the Faculty of Chemical Technology, University of Pardubice in academic year 2012-13. In the research group there were included 559 students in their first semester of study. Students were subjected to pretest and posttest, between these tests they were encouraged to practice through a material on basic calculus of functions of one variable. The practicing material was prepared both in classical (paper) form, both with an application of ICT. We registered results in pretest and posttest (in points), used practicing materials, successfulness in exam and continuing in studies after the first semester. The experiment looks for statistic relations among these variables. We present part of these statistic results. Further quantitative and qualitative evaluation of the project is planned to be a component of dissertation.

Given its capacity to stimulate several senses simultaneously, the educational film triggers many paths of information flow during the learning process. Not only does it offer a diversified form of transmitting information, but it also makes the learning pro cess more effective and attractive. This feature is particularly important in technical education, where the problems and issues discussed are often complex and difficult for students. The following paper contains an analysis of the impact of an educational film on the efficiency of technical education based on a pedagogical experiment per formed on middle school students.

This document deals with the pedagogical experiment carried out, which was conducted at the Faculty of Informatics and Management at the University of Hradec Kralove, in the research project GACR 406/09/0669 The evaluation of the benefits of modern technologies in the process of formation and the development of skills of university students The aim of this paper is to present the methodology of the experiment (the experimental nature of change) and the results, which are focused on a comparison of the dynamics of growth in performance. Therefore the sub-hypothesis will be verified: Students in the experimental group will by the end of the experimental learning reach a comparable dynamics of growth performances compared with students taught by the traditional full-time form of education

Aims and maintenance of the basic stages of pedagogical experiment are described in the article, on the basis of what a conclusion about efficiency of the offered methodical system of organization of the algorithmic testing in the process of preparation of future teachers of mathematics is done. For control of knowledge on algorithmization drawn on programmatic a methodical complex the Integrated environment of study of course of «Basis of algorithmization and programming» (http://weboap.ksu.ks.ua), developed in the laboratory of the integrated environments of teaching of RIIT of the Kherson state university.

The article deals with scientific and pedagogical methods of competency education assessment. Semantical differential in dynamic development of education subject competency, which viability of use has been proved by pedagogical experiment results, is suggested to use.

Аbstract. The aim of the article is to consider the possibilities of use of case technologies in educational process of the university; to prove the efficiency and perspectivity of the given method while training the future expertsprofessionals Methods. Retrospective and abstract analyses of the scientific-theoretical and practical literature are used while describing the history of development of case-study technology and its didactic possibilities. Test materials are used as the measuring tool of dynamics of informative activity of students, changes of level of their knowledge and abilities in the process of skilled-experimental work. Results and scientific novelty. The way of formation of concept «case technology» is shown; examples of various approaches to understanding of the given method are given; author's experience of research of the given problem is described; stages of work with case technology are allocated. It is experimentally proved that case technologies not only help to fix subject knowledge, to find professional the competence, but also promote development of creative thinking, and form skills of behaviour in a group: abilities to operate in a team, to state and defend the point of view, to listen, to carry on dialogue, to ask questions, to operate with the knowledge, building logic schemes of the problem solution. Besides, during the training period using a case technology students study independent ways of knowledge acquisition which are necessary for the modern professional in constantly ever-changing economic and social realities. The case method reveals creative potential, learns to think and operate differently not only students, but also teachers. This method promotes democratisation of educational process, formation of teachers’ progressive thinking, raises motivation of pedagogical activity. Practical significance. The article provides conclusions and recommendations for the use of case technologies in the educational process at the university.

In the research project GACR 406/09/0669 “Evaluation of the benefits of modern technologies in the process of formation and development of competencies of students in higher education“, a pedagogical experiment was conducted at the Faculty of Informatics and Management in the University of Hradec Kralove, the aim was to determine whether appropriate use of eLearning in higher education, leads to comparable student performance in the field of cognitive learning. The research subject is a comparison between student performance achieved in the experimental group in the cognitive area, with the student performance obtained in the traditional full-time form of teaching in the course of Principles of Management I.The aim of this paper is to describe the experiment carried out (methodology) and the results which are focused on the comparison of the student performance participating in the experiment. Therefore, the sub-hypothesis will be verified: Students in the experimental group will achieve a comparable performance in cognitive learning by the end of the experimental teaching as the students taught by the traditional full-time form of teaching.

The addition of the polytechnic education to the curriculum of non-technical schools is currently a highly discussed topic that reflects the declining interest in technical fields of study and activities. Approaches to promoting technological and polytechnic education are numerous. However, the problem tends to be simplified to the issue of processing materials, which does not take into account the wide range of techniques and technologies, nowadays largely represented by information and communication technologies. With these facts in mind, an experiment was conducted, focused on the addition of a thematic unit of computer aided design (drafting) in 2D and 3D supported by CAD system to the curriculum of grammar schools with a 6- or 8-year study program, for the time period of 6 months. The submitted study presents a summary of contributions and results of the experiment, using the method of investigative research carried out among the teachers of grammar schools with a 6-or 8- study year programs, who had implemented the training of the above mentioned subject.

The article deals with the process and results of the primary stage of pedagogical experiment on introduction of the methodical system of base professional informatics teacher training. Normative documents which regulate the informatics teacher training are considered. The results of questioning the Higher school teachers in relation to a ground, description, recreation and practical introduction of the teaching credit-module technologies are described. The analysis of the situation of formed system of informative-technological competences of the informatics teachers is carried out.