Retrieved from Vol. 6, No. 1, 2022
Pages -
Received 10.02.2022
Revised 26.04.2022
Accepted 30.05.2022
Retrieved from Vol. 6, No. 1, 2022
Pages -
Abstract
The article is devoted to the reflection on the practice of scientific research regarding the implementation, first of all, of the creative achievements of Ukrainian scientists and foreign researchers in the field of innovative pedagogical quest technology while organizing leisure activities for children with special educational needs. Disclosure of major aspects of the author’s experience is significant for practicing teachers and students of higher education at pedagogical universities, which allows them to spread such experience to a broad educational community. It is recommended to pay attention to the essence of the term «quest technology» as an innovative form of organizing leisure activities for children with special educational needs, which contributes to the development of their memory, attention, observation, ingenuity, analytical abilities, and communication skills; and also – to use the main models of reality quests and web quests tested by the author. When organizing leisure activities for children with special educational needs, it is advisable to use reality quests containing intellectual, sports, and creative tasks. According to the author, reality quests provide leisure activities for children with special educational needs with intellectual, environmental, tourist, local history, creative, sports, career guidance, research, search, expedition, thematic, interdisciplinary, animation, fantasy projects, etc. In the conditions of martial law, the spread of the use of remote technologies contributes to the implementation of the web quest model; web quests is an interactive educational simulator that promotes the development of children with special educational needs, the formation of their professional competences, the desire for game, educational, project, research, experimental and leisure activities using Internet resources. The algorithm of sequential actions for creating and executing web quests is defined. The procedure for implementing web quests for children of different age categories has been formulated
Keywords:
education; upbringing; socialization; leisure activity; quest technology; reality quests; web quests; children with special educational needs[1] A new exciting genre of quest in reality. Morpheus. (2022). Retrieved from http://www.izolyatsiya.com.ua/ua/novyy-zakhvatyvayushhiy-zhanr-kvesta-v-rea/.
[2] Action games as reality quests for the fastest and the brightest. (2022). Retrieved from http://www.izolyatsiya.com.ua/ua/yekshn-igry-realiti-kvesty-dlya-samykh-b/.
[3] Agafonova, O.O. (2019). Web-quest as a means of forming information competence in mathematics lessons and in extracurricular activities. Zhytomyr: Zhytomyr Ecological Lyceum No. 24.
[4] Bondarenko, T.M. (2013). Web-quest technology as a means of activating the independent activity of future primary school teachers. Bulletin of Luhansk Taras Shevchenko National University. Pedagogical Sciences, 13(2), 224-230.
[5] Didura, L. & Minyailo, O. (2019). City of emotions: A quest for older children using OR-codes. Preschool Education, 7, 15-17.
[6] Dushchenko, O.S. (2018). Web quest as a technology for diversifying the educational process. Computer in School and Family, 7, 151.
[7] Educational quest: Teach, search, play. (2022). Retrieved from https://osvitanova.com.ua/posts/1443-navchalnyi-kvest-navchaty-shukaty-hraty.
[8] Gapeeva, O.L. (2011). Web-Quest technology in teaching students in the reserve officer training programme. Scientific Bulletin of the National Technical University of Ukraine, 21(1), 335-340.
[9] Gerland, T.M., Kulalaeva, N.V., Pashchenko, T.M., Romanova, G.M. & Romanov, L.A. (2016). Web-quest in professional learning. Kyiv: IPTU of the National Academy of Pedagogical Sciences of Ukraine.
[10] Grudinin, B.O. (2019). Theoretical and methodological foundations of the development of lyceum students' research competence in the process of teaching physics. (Dissertation for the degree of Doctor of Pedagogical Sciences, Drahomanov National Pedagogical University, Kyiv, Ukraine).
[11] Itz, S.V. (2012). Media education web quests as a means of forming critical thinking of future foreign language teachers. Bulletin of Luhansk Taras Shevchenko National University. Pedagogical Sciences, 22(5), 239-246.
[12] Khomenko, L.G. (2018). Web-quest technology as a form of interactive learning for junior schoolchildren in the conditions of NUS. Retrieved from http://dspace.pnpu.edu.ua/bitstream/123456789/12241/1/17.pdf.
[13] Kolesnyk, I. (2021). Global history as a quest for Ukrainian historians. Ukrainian Historical Journal, 5, 143-164.
[14] Kulishov, V.S. (2018). Application of quest technology in the professional and theoretical training of students of vocational (vocational-technical) education institutions. Bila Tserkva: BINPO UMO NAPS of Ukraine.
[15] Litvinova, S.G. (2015). Technologies of teaching students in the cloud-oriented learning environment of a general education institution. Information Technologies and Learning Tools, 3, 49-66.
[16] Melnychenko, R.K. (2018). Quest as a technology for developing the creativity of future biology teachers. Scientific Journal of the Drahomanov National Pedagogical University, 64, 148-153.
[17] Milenina, G. (2019). Ensuring the continuity of preschool and primary education on the basis of the new Ukrainian school by means of quest technology. Pedagogical Sciences, 4(67), 112-116. doi: 10.33310/2518-7813-2019-67-4-112-116.
[18] Papizhuk, V.O., & Lozko, O.V. (2017). Quest technologies in teaching foreign languages. Teaching languages in higher education institutions at the present stage. Interdisciplinary connections. Scientific Research. Experience. Search, 31, 64-74.
[19] Quest performance. (2022). Retrieved from https://enigmaroom.com.ua/ua/kvest-performans-kvest-performans/.
[20] Shiber, O.O. (2018). Recreation and leisure in the Digital age paradigm. Issues of Cultural Studies, 34, 189-198.
[21] Sokol, I.M. (2013). Web quest as an innovative method of forming a creative personality. Education and Development of Gifted Personality, 2, 28-30.
[22] Sokol, I.M. (2016). Preparing teachers to use quest technology in the system of postgraduate education. (Dissertation for the degree of PhD in Pedagogical Sciences, Classical Private University, Zaporizhzhia, Ukraine).
[23] Stainna, O. (2019). Quest technology: Game, search, research. Preschool Education, 7, 3-6.
[24] Suprun, O., Zaitseva, N., & Simonenko, S. (2021). Application of web quest technologies in foreign language classes. Humanities studies. Pedagogy, 44, 183-191.
[25] Tomash, V.V., & Davidovich, V.O. (2017). Features of implementation of web-quest technology in the educational process. Scientific Journal of the Drahomanov National Pedagogical University. Problems of Labour and Professional Training, 9, 87-91.
[26] What is an escape room and who is it suitable for?. (2022). Retrieved from https://www.aritmiya.com.ua/pravila/.
[27] Zhurba, K.O. & Shkilna, I.M. (2017). Quest as a means of forming the national and cultural identity of adolescents. Ridna Shkola, 11, 44-52.
[28] Zubekhina, T.V. (2019). The use of web quest technology in e-learning. Pedagogy of Formation of Creative Personality in Higher and General Education, 66(1), 170-173.