Ekaterina Mamaeva

The relevance of the study is due to the didactic opportunities of 3D technology tools for training the in-demand “engineer of the future”, who would have research skills and experience of intellectual work, supported by modern high-tech tools. The problem that the study is aimed at is determined by the need to form a special engineering style of thinking in the conditions of a digital educational environment, which implies readiness for research, creativity, responsibility, intellectual skills. The purpose of the study is to identify the features of the use of 3D technology for the formation of engineering thinking as an important competence of an in-demand specialist in digital society. The methodology is based on a theoretical analysis and generalization of scientific works, the significance of which is recognized by the scientific community in the field of digitalization of education, training of engineering and technical personnel, three-dimensional modeling, and the use of software for the development of thinking. The paper clarifies the essence of the concept of “engineering thinking” in the context of training specialists for Industry 4.0 and substantiates the potential of 3D technologies for the formation of engineering thinking as a necessary quality of personnel in the digital economy. The authors formulate the principles of organizing research activities of students in 3D-modeling. Evaluation of the formation of engineering thinking, analysis of design works of students using 3D technology to solve the whole spectrum of professional tasks of a future specialist, generalization of the results of design work were carried out in the process of a pedagogical experiment. The sign criterion G was used as a method of statistical processing and verification of the reliability of the results. In conclusion, the features of engineering thinking formation using 3D technologies in the educational process are summarized. The materials of the article can be used, firstly, for pedagogical support of the formation of engineering thinking of students in the process of design activity to develop “smart” solutions and design 3D models; secondly, for vocational guidance, personal self-determination, taking into account the challenges of the future and the requirements of Industry 4.0.

The relevance of the research is due to the opportunities of using live worksheets for increasing the cognitive activity of students in the school course of mathematics and improving the effectiveness of the "flipped classroom" technology. The research problem is determined by contradictions: between the opportunities provided by live worksheets to support cognitive activity of students in the process of solving practice-oriented tasks with the 'flipped classroom" technology and actual forms of teaching at school; between the need to provide resources for automating calculations, solving problem character tasks in terms of the digital transformation of society and the insufficient level of mathematical competence of graduates. The purpose of the study is to substantiate theoretically and test experimentally the effectiveness of using live worksheets in the organization of teaching mathematics with the "flipped classroom" technology. The research methodology is based on the analysis of scientific works and interactive educational tools, generalization of the empirical data processing results and materials from interactive resources. The study was conducted in Kirov schools with in-depth study of some subjects. The experiment involved 100 students of 5-6 grades in 2019-2020. Live worksheets are implemented in the Wizer.me service - a free resource that supports feedback and display of work results in an electronic journal. Statistical verification of the results reliability is made using the Fisher test. The author clarified the essence of “live worksheet” concept and described the characteristic features of using the “flipped classroom” technology for learning mathematics. It is noted that there is a potential of live worksheets for the formation of mathematical competence, for getting the practice of computing, and the support of cognitive activity in the framework of the “flipped classroom” learning technology. The opportunities of live sheets are shown by the example of solving practice-oriented tasks in basic school. The article summarizes the didactic potential of using live worksheets when implementing the “flipped classroom” technology to enhance interaction and cognition in the formation of competencies that are in demand in a digital society. The materials of the article may be used for reviving cognitive interest, involving students in mathematical research activities, and for the control of their actions assessment.