Search

The study examines the issues of improving future geography teachers’ professional training through contextual learning; it emphasizes the practicality of conceptual changes in terms of the transition from post-industrial to information society and forced distance interaction. The purpose of the article is to study the features and determine the crucial principles, approaches, stages and technologies of organizing contextual learning for future geography teachers as an organic part of their professional training. Several research methods were used to achieve the goal, including the method of comparative, substantive and reflective analysis of primary sources, advanced domestic and foreign experience, modelling, systematization and concretization of known approaches in the organization of contextual learning of future geography teachers. As a result of the review of scientific literature, the presence of two concepts of contextual learning, which are used in foreign and domestic educational practice, has been revealed. The first model of Contextual Teaching and Learning proposes the involvement of students in the learning process using real, personally meaningful situations and contexts that reflect the application of knowledge and skills in everyday life. The second is A. Verbytskyi’s model of Symbolic-Contextual Learning focusing on the assimilation of the professional context by future specialists and presuming the introduction of study material to the scope of future professional activity. It has been pointed out that both models emphasize the importance of the context in the assimilation of effective knowledge and the formation of competence in their application in practice. While the Symbolic-Contextual Learning model is mostly focused on preparing for the future professional activity of a specialist with a higher education level, the Contextual Teaching and Learning one covers a wider application of contexts in the study process of educational institutions of various levels. The content and essence of subject and social contexts for future geography teachers and the ways of their creation in the process of bachelor’s professional training have been revealed. The principles and approaches which the technology of contextual learning in the higher pedagogical school is based on have been clarified; the stages (educational activities of the academic type, quasi-professional and study-professional activities), the leading models of contextual learning (semiotic, imitative and social ones), methods, forms and techniques that are most appropriate at each of the stages have been described. The educational and professional training program for bachelors in the speciality 014.07 Secondary education (Geography) at the Kryvyi Rih State Pedagogical University has been analysed; its meaningfulness, efficiency and effectiveness in achieving the program learning outcomes planned by the Standard have been emphasised. It has been claimed that the method of contextual learning is based on student-centred and competency-based approaches and includes: the problem-searching nature of students’ educational activities, the use of collaborative learning technologies, ICT and digital technologies, the involvement of external stakeholders, the creation of emotional and moral situations, and the introduction of practice-oriented and interdisciplinary approaches, reflective and analytical assessment. It has been concluded that the integration of traditional and innovative approaches, and the introduction of contextual learning will allow future geography teachers not only to deeper learn the theoretical aspects of geographical and pedagogical sciences but also to skilfully apply them in real life and professional situation.

Paper shows results of experimental studies of loading capacity of composite material ‘Multimetal Stahl 1018’ under static and vibrational loads at high temperatures in order to possibly use this material as a leveling layer on supporting surfaces of large-sized units of turbogenerating sets when they are mounted on foundation frames. Tensile strengths of composite samples were obtained at static loading for temperature range +20°С...+80°С on experimental machine ‘РМ-20’; obtained values do not exceed the maximum compressive stress of the material σ = 160 MPa. Experimental studies have been conducted on a specially created vibration unit because construction of foundation of turbogenerating sets is subjected to vibrations with wide spectrum of frequencies. Parameters of oscillatory process were measured using vibration velocity meter, signals were fixed using ADC ‘Е 14-140M’ and amplifier ‘LE-41’; signals processing was performed on ‘DSP’ processor module. Differential equation of forced oscillations is compiled, amplitudes and dynamics coefficients are determined for constructed dynamic model of vibration unit. Dependence of oscillation amplitude on height of the test samples is presented graphically. Table summarizes values of the dynamic coefficients at different samples heights for the same temperature spectrum as in case of static loads. It was concluded that the dynamic coefficient decreases with increasing temperature for larger height of sample. It was experimentally established that studied composite material withstands dynamic loads significantly exceeding those that can occur when installing turbogenerating sets on foundation frames. This allowed to recommend material ‘Multimetal Stahl 1018’ for use in installation of turbogenerating sets. Technology has been proposed for revamp of supporting surface of foundation frame in order to perform such works. Industrial tests that were carried out at two thermal power plants when revamping supporting surfaces of foundation frames under turbogenerating set ‘TGV 200’ and under low pressure cylinder of turbine ‘К-20-180 LMP’ that confirmed effectiveness of proposed method and its operability.

Despite the significant success of the human population in the development of the planet's resources, man will most likely never be able to completely get rid of dependence on the material and energy mechanisms of the biosphere. The clearest proof of this is the existence of urban ecosystems, within which human living space is formed. However, there is no consensus among researchers on the participation of social and natural components in the formation of urban ecosystems. Moreover, there is no clear answer to the question of how and through what mechanisms the space of human life is formed in modern cities. The article analyzes the ontological affiliation of the category "living space". Numerous aspects of the formation of modern living space have been studied on the specific examples of urban ecosystems of Kryvyi Rih and Uman. In particular, sample surveys of residents of these cities were conducted, based on the results of which conclusions are made about the quality of living space. Tourist activity and tourist resources are considered by the authors as a field of harmonization of human-environment relations in modern conditions of formation of living space.

The article presents the author’s version of a definition of the essence of the “staff potential of national economy” notion and improved structural and logical model of formation and use of staff potential of a macro level with an expanded range of factors of external environment.В статье представлена авторская версия определения сущности понятия «кадровый потенциал национальной экономики» и усовершенствованная структурно-логическая модель формирования и использования кадрового потенциала макроуровня с расширенной совокупностью факторов внешней среды.