The role of virtual reality in improving the quality of professional training of natural science teachers

Iryna Truskavetska; Olena Kyryienko; Lesia Buslenko; Borys Hrudynin; Oksana Hurska

doi:10.25053/redufor.v9.e13866

Autores

Iryna Truskavetska Hryhorii Skovoroda University in Pereiaslav https://orcid.org/0000-0001-6605-7948
Olena Kyryienko Oleksandr Dovzhenko Hlukhiv National Pedagogical University https://orcid.org/0000-0002-1688-7991
Lesia Buslenko Lesya Ukrainka Volyn National University https://orcid.org/0000-0002-4626-9019
Borys Hrudynin National University of Life and Environmental Sciences of Ukraine https://orcid.org/0000-0001-8084-653X
Oksana Hurska Kremenets Taras Shevchenko Academy of Humanities and Pedagogy https://orcid.org/0000-0003-0565-3265

DOI:

https://doi.org/10.25053/redufor.v9.e13866

Palavras-chave:

Tecnologia da informação, Formação profissional, Professores, Programa de formação

Resumo

O uso de tecnologias da informação, em particular a realidade virtual (RV), está se tornando uma questão atual no treinamento profissional de professores de ciências naturais. O estudo visa avaliar a eficácia de um programa de desenvolvimento profissional que utiliza a realidade virtual como uma ferramenta educacional para melhorar a qualidade do treinamento para professores de ciências naturais. Os resultados obtidos atestam o impacto positivo do uso da RV em vários aspectos do treinamento profissional de professores. O estudo descobriu que a atitude em relação à tecnologia melhorou significativamente após a introdução da RV (de 65% para 72%). A porcentagem de respostas positivas sobre a viabilidade do uso de tecnologias STEM (Ciência, Tecnologia, Engenharia e Matemática) na educação aumentou em 25%. O feedback dos alunos enfatiza a importância de integrar novas tecnologias na educação STEM. Pesquisas futuras devem examinar as necessidades de treinamento de professores STEM em diferentes contextos educacionais, explorar estratégias eficazes de integração de tecnologia e avaliar seu impacto nos resultados dos alunos.

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Biografia do Autor

Iryna Truskavetska, Hryhorii Skovoroda University in Pereiaslav

Ph.D. em Ciências Históricas, Professor Associado do Departamento de Biologia, Metodologia e Métodos de Ensino, Universidade Hryhorii Skovoroda em Pereiaslav, Ucrânia.
Olena Kyryienko, Oleksandr Dovzhenko Hlukhiv National Pedagogical University

Estudante de pós-graduação, assistente do Departamento de Biologia, Saúde Humana e Métodos de Ensino, Faculdade de Educação Natural, Física e Matemática, Universidade Pedagógica Nacional de Oleksandr Dovzhenko Hlukhiv, Ucrânia.
Lesia Buslenko, Lesya Ukrainka Volyn National University

Candidato em Ciências Biológicas, Professor Associado do Departamento de Zoologia, Faculdade de Biologia e Silvicultura, Lesya Ukrainka Volyn National University, Ucrânia.
Borys Hrudynin, National University of Life and Environmental Sciences of Ukraine

Doutor em Ciências Pedagógicas, Professor Associado, Chefe Interino do Departamento de Física, Instituto de Educação e Pesquisa de Energética, Automação e Eficiência Energética; Universidade Nacional de Ciências da Vida e Ambientais da Ucrânia.
Oksana Hurska, Kremenets Taras Shevchenko Academy of Humanities and Pedagogy

Candidato a Ciências Biológicas, Professor Sênior do Departamento de Biologia, Ecologia e Métodos de Ensino, Faculdade de Educação Física, Biologia e Psicologia, Kremenets Taras Shevchenko Academy of Humanities and Pedagogy, Ucrânia.

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