Kontekstinio modeliavimo samprata ir jo taikymas el. mokymuisi

LTStraipsnyje pateikiama kontekstinio modeliavimo samprata, galimybės ir palyginimas su kitais mokymo(si) metodais. Tyrimai remiasi plaukimo varžybų teisėjavimo uždaviniu ir fizikine švytuokle. Juose nustatyta: kaip kontekstinis modelis įgyvendina patirties ugdymo ciklą; kaip jis gali būti derinamas ir integruojamas su kitais mokymo(si) metodais; kokie yra kontekstinių ir matematinių modelių bendrumai bei skirtumai. Nustatyta, kaip kontekstinis modeliavimas gali įgyvendinti realybe pagrįstus visuminius mokomojo ciklo reikalavimus ir sukurti vartotojų lūkesčius tenkinančią virtualią mokymosi aplinką. [Iš leidinio]Reikšminiai žodžiai: El. mokymo(si) technologijos; Kontekstinis modeliavimas; Matematinis; Matematinis modeliavimas; Modeliavimas; Testtool; Contextual modeling; E-learning; Mathematical modeling; TestTool.

ENThe paper analysis the concept and possibilities of contextual modeling and compares it to other teaching/learning methods. Two examples are taken for reference: the social task of refereeing the swimming competition and the physical model of mathematical pendulum. The article examines how the image and actions of competition in real swimming pool can be imitated using principles of system modeling and rules of competition by the contextual model that is made of graphical symbols and schemes. The real process of swimming competition refereeing studies is presented with a scenario of augmenting it by method of contextual modeling with research, self-control and control possibilities and traditional e-learning means that together create a quality environment for studies. In case of mathematical pendulum research the „Matematica“ package is used to create the mathematical model that is made of internal mechanism of calculations and learning environment (context) that is manipulated by user: mathematical expressions, values of their parameters and result plots. The given laboratory works are used for following research: how contextual model that has research, self-control and control possibilities implements the experiential learning cycle; how contextual models can be combined and integrated with other teaching/learning methods: the real practice, online material and video footage, utilization of management learning systems, opportunities of mathematical modeling, etc.; what are the similarities and differences of well known mathematical models.The experimental research determined how, by using together contextual modeling and other learning methods, it is possible to fully implement all requirements of reality based experiential learning cycle: the activation of student knowledge, the stimulation of new knowledge, abilities and their application, the usage of (self)control and integration of newly acquired abilities into the learning activities. [From the publication]