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The article examines the modern computer-based educational environment and the requirements of the possible cognitive interface that enables the learner’s cognitive grounding by incorporating abductive reasoning into the educational process. Although the main emphasis is on cognitive and physiological aspects, the practical tools for enabling computational thinking in a modern constructionist educational environment are discussed. The presented analytical material and developed solutions are aimed at education with computers. However, the proposed solutions can be generalized in order to create a computer-free educational environ-ment. The generalized paradigm here is pragmatism, considered as a philosophical assumption. By designing and creating a pragmatist educational environment, a common way of organizing computational thinking that enables constructionist educational solutions can be found.

How the development of a personalised learning environment should be enabled for students? In this paper the definitions of a teaching/learning method, learning activity are analysed, the problem of classification of teaching/learning methods is discussed, and by using comparative analyses the classifications of learning activities and learning methods are presented in a more detailed way. This model is the first step of creating intelligent technologies for future schools. This technology is a recommender system that should interconnect the learning methods and other educational components with students’ learning styles. Afterwards, the classification of teaching/learning methods is proposed in this paper. The authors apply their model in classifying learning methods and present an example of expansion of the classification of student-centred learning methods and their learning activities. This classification model will help in later works for creating interconnections between students’ learning styles, their preferred learning activities, relevant teaching/learning methods, and LOs types. Kaip būtų galima kurti ir įgyvendinti personalizuotą mokymąsi? Šiame straipsnyje nagrinėjami mokymo(si) metodų bei veiklų apibrėžimai, mokymo(si) metodų klasifikacijos problema ir pateikiamos mokslinėje literatūroje aprašomos mokymo(si) metodų klasifikacijos. Be to, pasiūlytas apibendrintas ir praplėstas mokymo(si) metodų klasifikavimo modelis. Šis modelis – tai pirmasis intelektualios technologijos kūrimo etapas. Ši technologija – rekomendacinė sistema, jungianti mokymosi metodus ir kitus mokymosi komponentus su mokinio mokymosi stiliais. Autoriai pritaiko pasiūlytą metodų klasifikavimo modelį ir pateikia į mokinį orientuoto mokymo(si) metodo ir jo veiklų klasifikavimo pavyzdį. Pasiūlytas modelis padės ateities darbuose susieti mokinio mokymosi stilius su jam tinkamais mokymo(si) metodais, veiklomis ir mokymosi objektais.

The paper deals with the exploration of the concept of the interactive visualization of geometry. Some problems of construction sketches of dynamic geometry are discussed. There are described some didactic principles of interactive visualization with dynamic geometry: general for all the activity domain and special for the interactive picture. Construction principles of interactive visualization with dynamic geometry (for geometry image and for the whole interactive picture) are also introduced. A model of interactive visualization with dynamic geometry is described and an example of its use in the visualization of an elementary school geometry theme is shown. Some suggestions on and directions for the further investigations are given.