Integrated Use of the LearningApps.org Resourse and Information

Devices in the Process of Biology School Course Studying

Alla V. Stepanyuk

1 a

, Liudmyla P. Mironets

2 b

, Tetiana M. Olendr

1 c

, Ivan M. Tsidylo

1 d

and

Maryna V. Kormer

3 e

Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 Maksyma Kryvonosa Str., Ternopil, 46027, Ukraine

Sumy State Pedagogical University named afer A. S. Makarenko, 87 Romenska Str., Sumy, 40002, Ukraine

State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine

Keywords:

School Education, Mixed Learning, Smart Technologies, LearningApps.org, Website, Biology.

Abstract:

This paper considers the problem of integrated use of the LearningApps.org online resource in the process of

Biology studying in secondary schools and information devices. The appropriateness of moving to a mixed

form of learning that involves the creation of a polysubjective educational environment has been justiﬁed. The

article concretizes the essence of the notion “polysubjective educational environment” (teacher, pupil, online

resources, and information devices). It has been examined how well the scientiﬁc problem is developed in

pedagogical theory and educational practice. The methodology of using the LearningApps.org online resource

in the process of Biology studying in a basic secondary school, which involves the use of information devices,

the PlayMarket server applications, Smart technologies and a website has been created. In particular, a series

of exercises of the LearningApps.org online resource has been simulated, the implementation of which should

be integrated using a SMART Board, a mobile phone, a computer, a laptop, a tablet or other information

devices. Possibilities of their combination with the methodology of using information devices at the lesson in

the process of homework checking, learning new material, generalization and systematization of knowledge

have been revealed. The proposed assignments can be used as individual exercises for pupils at the lesson and

in extracurricular activities. The paper suggests the approach for homework checking, which involves besides

computer control of pupils’ learning outcomes, the use of Miracast wireless technology. The methodology of

conducting a mobile front-line survey at the lesson on the learned or current material in Biology in the test

form, with the help of the free Plickers application, has been presented. The expediency of using the website

builder Ucoz.ru for creation of a training website in Biology has been substantiated. The methodology of

organizing the educational process in Biology in a basic secondary school using the training website has been

developed. The effectiveness of the proposed methodology of using the LearningApps.org online resource in

combination with information devices in the process of Biology studying in a basic secondary school has been

substantiated.

1 INTRODUCTION

Speciﬁcity of the modern information society leads

to a change of the ways of human life. This causes

signiﬁcant transformations in the educational system.

Its transition to a qualitatively new state requires the

optimization and management of the mechanisms of

interaction of all the subjects of learning environment.

https://orcid.org/0000-0003-3258-9182

https://orcid.org/0000-0002-9741-7157

https://orcid.org/0000-0002-1665-6413

https://orcid.org/0000-0002-0202-348X

https://orcid.org/0000-0002-6509-0794

Its peculiarity is the functioning of multi-vector infor-

mation ﬂows that need to be taken into account in the

educational process. There is a replacement of the

subject-subjective educational paradigm by a poly-

subjective one (Spivakovska, 2016). Within such a

system of relations, all the subjects of the educational

process interact with each other as active mutually in-

ﬂuential participants. They interact with modern in-

formation technologies (IT), social networks, Internet

services, and others. That is why a new educational

communicative paradigm is actualized, which means

communication in a polysubjective learning environ-

ment.

452

Stepanyuk, A., Mironets, L., Olendr, T., Tsidylo, I. and Kormer, M.

Integrated Use of the LearningApps.org Resourse and Information Devices in the Process of Biology School Course Studying.

DOI: 10.5220/0010932800003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 452-465

ISBN: 978-989-758-558-6

New challenges, which face the society related to

the COVID-19 pandemic, have forced biology teach-

ers to reconsider the technical capabilities of informa-

tion technologies in distance learning (Bobyliev and

Vihrova, 2021). One of the advantages of using the

LearningApps.org online resource is the possibility to

integrate tasks into distance learning systems and self-

directed learning: pupils can remotely perform a va-

riety of tasks of biological content. The teacher does

not need to spend time checking assignments, because

the assessment automatically goes to his personal ac-

count.

Modern IT involve wide opportunities of various

social networks to the development of pupils. In con-

sequence of the potential of mass interactivity, immer-

sion, learning in joint activities, they become an effec-

tive tool of learning. The appropriateness of IT use

in the process of Biology school course studying is

caused by the speciﬁcs of the object of biological cog-

nition (life in all its manifestations) and the concept of

bio(eco)centrism, which recognizes the life of any or-

ganism as the highest value (Komarova and Starova,

2020).

Biology studying at secondary schools in Ukraine

is aimed at the formation of ten major key compe-

tencies (Shokaliuk et al., 2020), among which are the

following: information and digital competence and

key competencies in natural sciences and technolo-

gies. It is relevantly to form such competencies using

modern information devices in the educational pro-

cess. We consider a computer, an interactive white-

board Smart Board, a multimedia projector, a tablet, a

smartphone, Google Chromecast adapter, and others

to be the modern information devices.

A works (Doroshenko et al., 2005; Lavrentieva

et al., 2020; Matiash, 2004; Mironets and Tori-

anyk, 2018; Savosko et al., 2021; Nevedomska, 2007;

Shcherbakov, 2006; Stepanyuk, 2011) have dealt with

the possibilities of using a computer in the process

of Biology teaching. Matiash (Matiash, 2004) un-

derlines the necessity of using a computer during Bi-

ology school course to increase the effectiveness of

the lesson and the efﬁciency of the learning process.

Stepanyuk (Stepanyuk, 2011) studies the problem of

using computer learning tools in the methodologi-

cal training of future biology teachers. Nevedomska

(Nevedomska, 2007) considers the positive and neg-

ative aspects of the use of computer technologies in

Biology teaching while examining the levels of infor-

mation and computer systems that form the quality

criteria of the theoretical and practical implementa-

tion of pedagogical computer tools.

Theoretical aspects of mobile learning are dis-

closed in (Horbatiuk and Tulashvili, 2013; Kosyk,

2014; Malchenko et al., 2021; Mironets and Torianyk,

2018; Skrypka, 2015). Methodology of website us-

ing in the process of Biology teaching in a basic sec-

ondary school is revealed by Stepanyuk and Mironets

(Stepanyuk and Mironets, 2019). The essence and

possibilities of using the LearningApps.org online re-

source are described by Aman (Aman, 2019). Fe-

dosenko (Fedosenko, 2020), Bonch-Bruievych et al.

(Bonch-Bruievych et al., 2007) studied the use of

the LearningApps.org builder as one of the means of

SMART technologies in the process of Biology teach-

ing.

However, the analysis of scientiﬁc and pedagogi-

cal works shows that the practical aspect of using the

LearningApps.org online resource for conducting ed-

ucational studies in biology with the help of informa-

tion devices was not the subject of a separate study

and is not enough described. Therefore, there is a con-

tradiction between the innovative nature of the devel-

opment of information devices, online resources and

the development of scientiﬁc and methodological sup-

port for their implementation in the educational pro-

cess in biology.

The objective of this paper is to outline the pos-

sibilities, as well as the appropriateness of using the

LearningApps.org online resource in the process of

Biology school course studying with the application

of information devices.

The objective was realized through the following

tasks:

1. To clarify the state of development of the problem

at the levels of pedagogical activity and personal

property of pupils.

2. To develop and substantiate the methodology of

using the LearningApps.org online resource in the

process of Biology school course studying with

the application of information devices and to test

experimentally its effectiveness in a basic sec-

ondary school.

2 RESEARCH METHODS

To achieve the abovementioned objective and tasks,

a number of methods have been used, namely: the-

oretical – comparative analysis to ﬁnd out differ-

ent views on the problem, identify areas of study;

modeling to develop a methodology for using the

LearningApps.org online resource in the process of

Biology school course studying with the application

of information devices; systematization and gener-

alization to formulate conclusions and recommenda-

tions for improving the educational process in biol-

Integrated Use of the LearningApps.org Resourse and Information Devices in the Process of Biology School Course Studying

453

ogy; empirical – generalization of pedagogical ex-

perience, scientiﬁc observation, interviews, content

analysis, questionnaires in order to determine the state

of implementation of the problem in practice and to

develop the content of experimental teaching method-

ology; pedagogical experiment, which provided veri-

ﬁcation of the effectiveness of the proposed method-

ology.

Experimental research has been carried out on

the basis of Ternopil general secondary schools No.

24, 26, 28, Terebovlia general secondary school No.

1 (Ternopil region) and Sumy general secondary

schools. Summative experiment involved 528 pupils,

212 biology teachers and 68 future biology teachers,

who are now students of the second (master’s) level of

higher education of Ternopil Volodymyr Hnatiuk Na-

tional Pedagogical University and Sumy State Ped-

agogical University named afer A. S. Makarenko.

Forming experiment lasted for two years (2018–2019

and 2019–2020 academic years) in 6th grades in the

process of Biology school course studying. 1006

pupils participated in it.

Effectiveness of the proposed methodology was

checked during the forming experiment.

The goal of the forming experiment was to test

the effectiveness of the developed methodology of us-

ing the LearningApps.org online resource in combi-

nation with information devices. We drew a conclu-

sion about the quality of the experimental method-

ology according to the criterion “coefﬁcient of com-

pleteness of knowledge acquisition” (A. A. Kyveri-

alg’s method). It was determined using formula 1

(Kyverialg, 1980):

K =

∑

n · I

· 100%, (1)

where K – the coefﬁcient of completeness of knowl-

edge acquisition;

n – the number of pupils who performed the work;

∑

– the sum of elements of knowledge acquired

by each pupil;

– the number of alements of knowledge com-

municated to each pupil.

According to the criteria of completeness of

knowledge acquisition, developed by Bespalko (Be-

spalko, 1968), the educational material was consid-

ered to be acquired, and knowledge formed if the

coefﬁcient of knowledge acquisition was higher than

70%. It is believed that a pupil with such a coefﬁcient

of knowledge acquisition is able to further improve

his knowledge through self-education.

The forming experiment was carried out in the

conditions of real educational process on Biology

studying in the 6th grade. It involved the creation of

experimental (EG) and control groups (CG) of pupils.

In EG pupils absorbed botanical knowledge (anatom-

ical, physiological, systematic, agronomic and eco-

logical notions) in the process of studying themes ac-

cording to our experimental methodology of using

the LearningApps.org online resource in combination

with information devices. Experimental training was

carried out during the study of Theme 3 “Plants” (ap-

proximately 20 hours) and Theme 4 “Plant diversity”

(approximately 12 hours) (MON, 2017). Pupils in CG

studied according to the traditional, dominant in mod-

ern secondary school, methodology of forming bio-

logical notions.

Thematic controls of the results of pupils’ from

control and experimental groups acquisition of ele-

ments of botanical knowledge (notions) – morpho-

logical, anatomical, physiological, systematic, agro-

nomic and ecological were carried out in three stages:

Stage I – after studying the themes “Root, steam:

structure and basic functions. Variety and modiﬁca-

tions of vegetative organs. Photosynthesis as a char-

acteristic feature of plants, nutrition, respiration, plant

movements”; Stage II – after studying the themes

“Plant reproduction: sexual and asexual. Vegetative

reproduction of plants. Flower. Inﬂorescence. Pol-

lination. Fertilization”; Stage III – after studying the

themes “Algae. Mosses. Gymnosperms”.

The choice of these themes is determined by the

carried out content analysis of their content and the

results of the summative experiment. It proved that

the acquisition of anatomical, physiological and sys-

tematic notions causes signiﬁcant learning difﬁculties

for schoolchildren.

After conducting each stage of thematic control,

the mistakes made by pupils, their causes, ways to

adjust and improve the methodology were analyzed.

3 RESULTS AND DISCUSSION

With the aim to study the state of the problem in the

practice of Biology teaching we carried out a survey

of 212 biology teachers and 528 pupils of the city

schools in Sumy and Ternopil regions. We analyzed

the way teachers train pupils to work with different

sources of information. Thus, 43.87% (93 teachers)

train pupils how to work with the catalogue, 73.58%

(156 teachers) train how to work with the textbook

orientation apparatus, 24.53% (52 teachers) form the

ability to search the necessary information on the In-

ternet.

198 teachers (93.40%) use computer as a tool for

Biology teaching, an interactive whiteboard Smart

Board is used by 46 teachers (21.70%), 86 teach-

ers (40.57%) use multimedia projector, a tablet and

AET 2020 - Symposium on Advances in Educational Technology

454

a smartphone is used by 10 teachers (4.72%), and

8 teachers (3.77%) use Google Chromecast Adapter.

All the 212 teachers (100%) use computer during the

preparation to the lessons. However, only 154 teach-

ers (72.64%) give their pupils home task to search

for the additional information on the Internet, and

198 teachers (93.39%) offer pupils to prepare presen-

tations in the form of a report on the performance

of a speciﬁc task. There are the following reasons

for the inadequate use of modern information devices

by teachers in the educational process: insufﬁcient

level of their own computer literacy – 104 teachers

(49.06%); lacking of material and technical as well

as educational and methodological support for Biol-

ogy school course teaching– 148 teachers (69.81%);

the reluctance of teachers to study phenomena and

processes of wildlife using a computer – 52 teach-

ers (24.53%). Only 10 teachers (4.72%) know that

a mobile device can be used as a tool for teach-

ing Biology. Only 23 respondents (10.85%) use the

LearningApps.org resource in the process of Biol-

ogy school course studying. At the same time only

13.04% out of them are aware of the feasibility of in-

tegrating this resource with mobile devices at the les-

son.

With the aim to ﬁnd out main advantages and dis-

advantages of using the LearningApps.org software in

school practice, a survey of 64 future biology teach-

ers, who are now students of the second (master’s)

level of higher education was carried out. The stu-

dents were introduced to the LearningApps.org re-

source during practical classes in advance and com-

pleted a teaching practice, in the process of which

they modelled and conducted lessons using this online

resource. The results of the questionnaires showed

that future biology teachers identiﬁed the following

positive aspects of working with LearningApps.org:

many opportunities to create a variety of didactic

tasks (90.63%); expanding opportunities for the use

of visual and illustrative applications (67.19%); do-

ing exercises it is possible not only to check, but

also to correct mistakes (56.25%); exercises are ef-

fectively used to train pupils’ attention and memory

(39.06%); it is not necessary to print the material

on paper, it is enough to send it to the pupils’ per-

sonal account on the phone (100%); a large number

of convenient templates that are available and easy

to use (90.63%); the ability to view pupils’ learn-

ing outcomes statistics and control their knowledge

(78.13%); the exercise can be accessed using a spe-

cial QR-code, which facilitates pupils’ access to the

exercise and saves time at the lesson (75.00%); the

online resource is completely free (100%); possibility

to create tasks in Ukrainian (100%); possible acquain-

tance with exercises from different countries, which

were previously developed by other teachers and use

them in the own work (56.25%); availability of video,

audio and graphic materials (89.06%); the use of the

online resource is easy and saves a lot of time at the

lesson and when the teacher checks tasks (46.88%);

convenient use of the program during remote work

(100%); it is always possible to change, improve, ex-

pand and differentiate already created tasks by the

teacher (78.13%); the online resource is easy to use

for pupils’ independent work and learning additional

material (90.63%).

Among the disadvantages of using the

LearningApps.org resource future biology teachers

named: the main condition for using the program

is the Internet connection (not all pupils may have

sufﬁcient access to the Internet and not all schools

still have full access to the Internet) (100%); when

updating the interface of the LearningApps.org site,

some tasks may not work if there were changes in

the structure of the task template (56.25%); in some

templates, in the instructions to them the translation

into Ukrainian is not completely available (18.75%);

not all the exercises that are available for use are true

and may contain mistakes (39.06%); the teacher can

use only ready-made exercise templates, but cannot

create templates himself (18.75%); logging in to the

program is possible only through an Internet browser,

there is no specially created application that will

facilitate logging in (45.31%).

All the respondents had a positive attitude towards

the opportunity to use the LearningApps.org resource

in the process of practical activities and its combina-

tion with mobile devices.

The majority of pupils have shown moderate inter-

est to the TV programs about nature (77.65%). Only

7.20% claimed that they are not interested in such pro-

grams at all. 60.23% of pupils like observing plants

and animals and 16.10% demonstrate moderate inter-

est in such an activity. 74.43% of pupils sometimes

address the Internet sources to answer questions dur-

ing the lesson and 19.70% of the pupils often address

various information sources in this case. 5.87% of the

pupils stated that they don’t search for the answers in

additional sources.

The majority of teenagers (87.31%) possess mo-

bile devices (smartphones, tablets), but they use them

mainly for fun or socializing with peers in social net-

works. 18.56% of pupils know that a mobile device

can help in conducting a research both at school and

beyond it, but only 4.55% of respondents use smart-

phones for this purpose.

However, the study of the practice of modern

secondary schools and personal teaching experience

Integrated Use of the LearningApps.org Resourse and Information Devices in the Process of Biology School Course Studying

455

show that the use of the Internet facilitates bet-

ter learning of education material by pupils. The

LearningApps.org online resource is designed for de-

veloping and storing didactic multimedia interactive

tasks, through which the teacher can form, consoli-

date and test the acquired knowledge, skills and abil-

ities of each pupil in educational, play-based form,

which contributes to the formation of cognitive inter-

est, motivation to learn, critical thinking and indepen-

dence. At the same time the effectiveness of lessons

increases signiﬁcantly and it encourages pupils to

study. The educational process is intensiﬁed through

the increase of its informativeness. Due to this, pupils

improve their ability to orient themselves in the infor-

mation space and, in this case, the teacher acts as a

mentor, consultant. All the above mentioned actual-

izes the necessity in the development of the methodol-

ogy of Biology studying using the LearningApps.org

online resource in combination with information de-

vices.

Our experimental methodology involves the use

of the LearningApps.org online resource in combina-

tion with the following information devices: a com-

puter, an interactive whiteboard Smart Board, a mul-

timedia projector, a tablet, a smartphone, and Google

Chromecast adapter. The main attention is paid to

the use of the m-learning technology. It is caused

by the main advantages of its use, namely: bring-

ing new technology into the classroom; possibility to

use portable devices to support the learning process;

possibility to use the technology as an additional tool

for learning; as a useful add-on tool for pupils with

special needs; available synchronous learning expe-

rience; allows widened opportunities for timing, lo-

cation, accessibility and context of learning (Striuk

et al., 2015).

The challenges of introducing m-learning technol-

ogy were also taken into account. Among them are

as follows: accessibility and cost barriers for users;

incompatibility of some mobile devices with other

applications and devices; frequent changes in device

models, technologies, functionality; number of ﬁle

(asset) formats supported by a speciﬁc device; risk of

distraction and fragmentation of learning; restriction

of educational information visualization; required

bandwidth for nonstop and fast streaming; tracking of

results and proper use of the information and the lack

of well-developed pupils’ self-control skills; insufﬁ-

cient “technical” training of school teachers in creat-

ing of mobile application (Tsesarska, 2002).

Smartphones and tablets based on the Android op-

erating system allow you to use online resources and

various free applications that are downloaded from

the PlayMarket server. Analyzing the PlayMarket

server, it has been found that it contains a lot of ap-

plications that are permanent helpers in the biology

learning with the possibility of free downloading. All

applications are installed on the teacher’s smartphone,

and using Google Chromecast adapter, they are dis-

played on the multimedia projector screen.

There are some examples of using templates of the

LearningApps.org online resource for teachers to cre-

ate their own exercises at the Biology lesson:

Exercise “Find a pair” is a universal task that can

be used by the teacher at any stage of the lesson and

in the process of studying various themes. Pupils

like images, text information, or videos to help them

match the right pairs. A bright example is to match

the image of the plant to its name (which taxonomic

link it belongs to). If a pupil forms a pair correctly,

the colour is green, but if a mistake is made, the pair

is shown in red.

Example: you can see images of the main rep-

resentatives of the Gymnosperms group and their

species names on the Smart Board (ﬁgure 1). Pupils

come up to the board in turn and try to match an im-

age and a species name. There is an exercise check at

the end (highlighting correct and incorrect answers in

colours).

Exercise “Classiﬁcation” is used for selective sort-

ing of statements, notions, videos, audios, or images

according to a corresponding common theme. Prepar-

ing for a Biology lesson a teacher can use it for the

systematization of knowledge, matching, or consoli-

dating of the corresponding educational material.

Example: you can see statements on the board,

which can be referred to two groups: Gymnosperms

and Ferns. Pupils classify the statements, explaining

which of the groups it can be referred to. There is an-

swers check at the end (correct answer is highlighted

in green and incorrect answer is shown in red colour).

Figure 2 presents an illustration of the exercise

“Classiﬁcation”, which should be used when study-

ing the types of inﬂorescences with the help of the

LearningApps.org online resource at different stages

of the lesson: perception of information, clariﬁcation

and expansion of knowledge, reproduction of infor-

mation, generalization and systematization of knowl-

edge.

Another bright example of this exercise is classi-

ﬁcation of statements. Pupils are offered to sort all

the statements according to their belonging to a cer-

tain class: Monocotyledons and Dicotyledons. If the

pupil’s answer is correct it is highlighted in green and

incorrect matching is shown in red colour.

Exercise “Simple ordering” the main goal of

which is to arrange the proposed statements, images

in a certain order (establishing a sequence). There is a

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456

Figure 1: Illustration of the exercise “Find a pair”. Learning of plant species “Gymnosperms group” in the LearningApps.org

online resource (https://learningapps.org/display?v=pk1msmk7321).

numbering in the upper left corner, which is changed,

when you move the statements. It can be used during

Biology lessons for the sequential arrangement of de-

velopment cycles, body structure, physiological pro-

cesses, and others.

Example: during the lesson on the theme “Sub-

class Equisetidae” pupils get acquainted with differ-

ent stages of the equisetum development cycle. It

is necessary determine the correct sequence. The

stage which was correctly determined is highlighted

in green, false stage is shown in red (ﬁgure 3).

Exercise “Quiz (1 correct answer)” can be practi-

cally used when the teacher develops test tasks. Us-

ing clear instruction, the teacher can create questions

with different numbers of answer options. Questions

can be in text, audio or video format. The teacher

decides on the number of questions himself. Pupils’

answers are sent to the teacher’s personal account,

which makes it easier to check the tasks and does not

take much time.

Exercise “Fill in the blanks” is used for ﬁlling in

certain parts of the text. Pupils are offered certain part

of the text with blanks in it. It is necessary to ﬁll in the

blanks: choosing from the list of proposed options, or

choose the statement independently from the learned

material. Each of the pupils can do this exercise us-

ing his mobile phone. Advantages of use: each of

the pupils can test his knowledge himself, online dis-

cussion of this exercise is possible and the results of

the answers are automatically sent to the teacher’s ac-

count, pupils can also see and analyze the correctness

of the completed tasks themselves. The exercise can

be used at the stage of motivation, homework check-

ing, consolidation of knowledge, or reﬂection.

Another example of this exercise is the work with

a textbook (Matiash, 2004). Pupils should study a part

of the theme on the basis of the textbook, namely on

the example of the main features of ﬂowering plants

(Angiospermae). The text without answer options is

provided on the board, or on the mobile phone (if the

teacher sends the task to pupils in advance), pupils in

turn at the board (or on the mobile phone indepen-

dently) ﬁll in the answers, according to the learned

material. The correct answer is highlighted in green;

the incorrect answer is shown in red colour. The an-

swers are sent to the teacher’s account, then there is a

mutual reﬂection with the class and correction of mis-

takes with pupils’ explanations and if it necessary the

teacher may add something.

Exercise “Crossword (puzzle)” has a user-friendly

interface for building a layout and creating tasks. Us-

ing the template, the teacher only needs to create

Integrated Use of the LearningApps.org Resourse and Information Devices in the Process of Biology School Course Studying

457

Figure 2: Illustration of the exercise “Classiﬁcation”.

questions and choose the correct answers to them.

The program itself builds a crossword puzzle by plac-

ing words vertically and horizontally and determines

the appropriate intersections of words. The teacher

can also choose a keyword that is relevant to the

theme of the lesson. The exercise can be used at

the stage of motivation, revision of the learned ma-

terial, consolidation of knowledge. The development

of this exercise is quite easy and clear and can be used

for independent pupils’ work, in the case of sufﬁcient

knowledge how to use the LearningApps.org online

resource. Example:

1. In the life cycle of the considered groups pre-

vails... ? (Sporophyte)

2. What do extinct plant species form? (Coal).

3. Where does photosynthesis take place in horsetail

(Equisetum)? (Stem).

4. What is the limiting factor in fertilization of the

considered groups (Water).

5. What is the underground part of Lycopodium?

(Root).

6. How are horsetails (Equisetidae) dispersed? (In

groups).

7. Where are spores of the considered groups

formed? (Strobilus).

8. Give a clear name for the sexual generation of

horsetails (Equisetidae) and lycophytes? (Game-

tophyte).

9. What is the photosynthetic organ of Lycopodium?

(Leaf).

10. What do young steams of horsetail (Equisetum)

contain in great amounts? (Starch).

11. What part of lycophytes is used to make baby

powder? (Spores).

12. What is the indicator for soils with high acidity?

(horsetail (Equisetum)).

Pupils can see the illustration of crossword puz-

zle on the Smart Board, and they immediately answer

the questions on it, checking the correctness of the

answers at the end.

Exercise “Find the words” is used as an educa-

tional game. Pupils are offered a list of questions

to answer and ﬁnd them on the word search board

one next to the other. The program creates the word

search board itself where the words are arranged hor-

izontally, vertically and diagonally. This exercise is

used at all stages of Biology lessons, especially it is

offered for knowledge actualization. Example:

Questions:

1. Embryonic leaves that are found and developed in

the seed? (Cotyledon).

2. Modiﬁed steam of ﬂowering plants (Angiosper-

mae) group? (Flower).

3. What fertilization (give the name) leads to the for-

mation of a seed and fruit? (Double).

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458

Figure 3: Illustration of the exercise “Simple ordering” – arrange stages of the life cycle of ﬁeld horsetail (Equisetum arvense)

in the right order using the LearningApps.org online resource.

4. Which class do the Lily and Cereal families be-

long to (give the name of the class)? (Mono-

cotyledons).

5. What type of root system do Dicotyledons have?

(Taproot).

6. The diversity of which organs of ﬂowering plants

(Angiospermae) group improves and increases the

species composition of vital functions perform-

ing? (Vegetative).

7. What class do Rosaceae and Asteraceae families

belong to? (Dicotyledons).

8. Name the type of Dicotyledons venation? (Retic-

ulate).

9. The root system of Monocotyledons is. . . ? (Fi-

brous).

10. Where is the seed protected by a pericarp that has

an adaptation to the dissemination? (Fruit).

Pupils are given a table with encrypted words and

questions to them. They answer the questions and ﬁnd

the appropriate answer in the table. The correct an-

swer is highlighted in colour.

We present examples of educational applications,

involved in our methodology.

In our previous research (Stepanyuk et al., 2019)

the effectiveness of using such free applications of the

PlayMarket server as “Anatomy 4D”, “Animal 4D+”,

“Augmented Reality Dinosaurs – my ARgalaxy”,

“BioInc – Biomedical Plague, BioInc” , “Plan+Net”

in the process of Biology studying in a basic sec-

ondary school was proved. Their choice is caused

by the speciﬁcs of the object of biological cogni-

tion (life in all its manifestations) and the concept of

bio(eco)centrism, which recognizes the life of any or-

ganism as the highest value. Comparison of the con-

tent of these applications with the content of the pro-

gram material in Biology for the 6th grade allowed

us to conclude that it will be the most appropriate

to use the “Plan+Net” application for our experimen-

tal methodology, which is a powerful tool to identify

plants in the photo. During an excursion the teacher

takes a picture of an unknown plant by his smartphone

and then using the mobile application analyzes the re-

ceived information. After the work completing, plant

details can be checked using printed version of a plant

catalogue. Pupils can use such an educational appli-

cation not only at Biology lessons, but also during

their individual work in the process of research at the

centers of research and experimental activities.

The use of information devices at a lesson at the

stage of homework checking allows to diversify the

forms of pupils’ learning outcomes control. Thus, in

Integrated Use of the LearningApps.org Resourse and Information Devices in the Process of Biology School Course Studying

459

addition to computer testing, Miracast wireless tech-

nology can be used for this purpose. This requires the

owning of a smartphone, a multimedia projector and

Google Chromecast adapter. There is a great deal of

educational content available on Google Play Market

application of your smartphone, including programs

for pupils’ learning outcomes control. One of them is

Plickers. This web server lets you survey your class at

the lesson and conduct instant checks for understand-

ing of the learned and current material in a test form.

To start working with it, it is necessary to down-

load a free application Plickers to the teacher’s smart-

phone. Then, in a separate application, prepare the

tests and print a set of cards. One set of cards can

be used for different classes. Each pupil is assigned a

unique Plickers card that has a black and white image

similar to a QR code. The number of the card cor-

responds to each pupil (according to the list). Then

you will need to take your smart device, choose the

Plickers application.

Choose the class and necessary question from the

list. The chosen on your mobile device question

will be automatically displayed on the screen with

the help of a projector. Using the scanner of your

smartphone scan your pupils’ cards and record their

answers. Pupils should hold their cards so that the

letter of the correct answer is located at the top. Col-

ored highlighting helps to ﬁnd out how well the pupils

answer the questions quickly: grey marks the pupils

who haven’t answered yet, red means incorrect an-

swers of pupils, and green stands for correct answers.

The use of Smart technologies makes it possible

to solve the following topical issues: use the latest IT

in training; improve the skills of pupils’ independent

work in information databases, the Internet; improve

the pupils’ knowledge, skills and abilities; make the

learning process more interesting and meaningful; de-

velop creative potential; control through testing and a

system of questions for self-control; increase the cog-

nitive activity of pupils due to various video and audio

information (Doroshenko et al., 2005).

Smart Board is a touch screen, which is connected

to a computer. Multimedia projector transmits an im-

age from the computer screen to the Smart Board. The

latter acts as an interactive touch screen monitor for

the computer. By touching the Smart Board, the user

is able to click on buttons, highlight text and drop and

drag items right from the Smart Board.

An interactive whiteboard helps the teacher to

work with a variety of multimedia visual aids that al-

lows you to display an object in a variety of ways.

In the course of his work a biology teacher can use

everything that the pupil is able to perceive clearly.

While working with the Smart Board, there is a

rapid increase in the amount of visual information,

which in its turn increases the quality and effective-

ness of the lessons. Unique possibilities of Smart in-

volve pupils in active cognitive activity and enhance

their creative potential. There is a chance to work with

a large amount of information at the lesson that cre-

ates the optimal conditions for pupils’ individual re-

search work in biology. Pupils work with computer

models, during such work they can carry out experi-

ments and check hypotheses.

During the work with the Smart Board a num-

ber of traditional didactic principles are being im-

plemented: sequence, systematic character, scientiﬁc

approach, visual training, pupils’ activity and con-

sciousness, connection of theory with practice, avail-

ability and duration of knowledge. The principles of

visualization, availability and systematicity are real-

ized through adding tables, video and audio materi-

als, and analysis of materials of electronic textbooks

during the explanation of new material. However, the

interactive whiteboard is mostly used during the prin-

ciple of visualization due to which you can present

educational material in the form of schemes, dynamic

algorithms or generalizing tables, which are a concise

statement and an illustration of the main conceptions

of the material and its use at the lesson.

Our methodology involves the use of a website as

a means of increasing the effectiveness of the learning

process. Nowadays any teacher can create a website.

There are hundreds of different website building plat-

forms and website builders. You can get either free or

for the payment information-technological base and

real resource in the form of electronic space, modules,

templates, control systems.

Site pages can be simple static ﬁle sets or cre-

ated by a special computer program on the server. It

can be either custom-made for a speciﬁc site, or be

a ready-made product designed for a speciﬁc class

of sites. The structure of a website consists of two

parts: internal and external. The internal part of the

structure is represented by the headlines, sub sections,

site sections, labels and other navigation elements.

The external part of the structure of a website is a

scheme of the content blocks, that is, how the header,

the main content, the comment block, and other ele-

ments of the site are located. A well designed website

layout, where convenient and interesting interface is

combined with actual information is a very important

point in the development of this resource and it is bet-

ter perceived by users (Skrypka, 2015).

Having analyzed the functions and tasks of var-

ious websites, we chose the website builder Ucoz.

The appropriateness of this website builder choice is

caused by the fact that it contains all the necessary

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460

components for creating namely a training website

and allows to create multy-functional universal web-

sites free of charge. It involves a sufﬁciently large

number of educational category templates, with an

appropriate interface, convenient ways to add and edit

existing web pages, site management options from

both the control panel and the admin panel that re-

jects force majeure during learning, because if you

have problems with logging into the admin panel, the

teacher will be able to manage the site through the

control panel. This builder contains a speciﬁc, com-

prehensible control panel which requires registration

and has a deﬁnite password used to log in. It will

protect the site against hacking, illegal spreading of

information which is stored on it, as the website ad-

ministrator has certain copyrights.

In the context of experimental learning we have

developed a methodology for organizing a biology

teaching process in a basic secondary school using

the LearningApps.org resource and various informa-

tion devices. We used them variously at lessons of

different types: at the introductory lesson, to acti-

vate the cognitive process and to report new knowl-

edge; at the lesson of studying new material; at the

combined lesson in order to expand and deepen the

pupils’ knowledge; at the lesson of checking and cor-

rection of knowledge for ﬁnal control and correction

of knowledge.

The LearningApps.org resource was used together

with other information devices at different stages of

the lessons: at the stage of actualization basic knowl-

edge: tests (Plickers application), video clips (Smart

Board), models of objects and phenomena (Smart

Board); at the stage of learning activity motivation:

coloured drawings, animated snippets, virtual biolog-

ical experiments, website; at the stage of learning new

material: photos, slideshows, animated plots, inter-

active models (website), video clips (Smart Board);

at the stage of summing up of the studied material:

multiple-choice tests (Plickers application), mute pic-

tures (Smart Board), establishment of sequence of bi-

ological processes (Smart Board); at the stage of gen-

eralization and systematization of obtained knowl-

edge: thematic control with automatic veriﬁcation

(Plickers application), control – diagnostic tests (web-

site).

They were also used in various forms of learn-

ing: during the class work and practical classes (web-

site); during virtual excursions (Smart Board); dur-

ing pupils’ individual work and research (website);

while doing pupils’ homework (website, mobile ap-

plications).

Conducted research allows to make a conclusion

that using a training website in biology teaching pro-

cess greatly facilitates pupil-teacher interaction. It is

advisable to use a training website to prepare pupils

for independent work on the tasks that the teacher

places in advance in the suitable section on the web-

site. At the lesson preceding the lesson of general-

ization and systematization of knowledge, the home

assignment will be as follows: the pupils should re-

fer to the website, the address of which is reported

by the teacher, and in the section “Preparing for in-

dependent work” do the assigned tasks (there may be

different variants). At the lesson of generalization and

systematization of knowledge it is necessary to do the

tasks placed on the site, or to use them as a plan for

the survey of pupils. Thus, they can revise, gener-

alize, systematize the obtained knowledge and ﬁll in

the gaps. By using the website in preparation for the

pupils’ independent work, we give them more time

to prepare and diversify the process, which will then

have a positive impact on the learning outcomes.

Using a website is also productive at the lesson

that precedes practical work. Biology teaching in-

volves performing such practical work that requires

certain conditions that cannot be created in the class-

room. For the fairness of the experiment and obtain-

ing accurate results, it is better to ask pupils to carry

out this practical work at home with the help of their

parents, and to place the plan of work and instructions

how to carry it out in the section “Practical work” on

the website before conducting it and, to discuss the

results at the stage of actualization knowledge at the

next lesson.

It is convenient to place some research themes on

this training website, as this will help to prepare for

pupils’ conferences, because they will be able to get

the theme at the beginning of the academic year and

work at it throughout the year and after that to defend

it at conferences. The website can store all the the-

oretical information necessary for conducting lessons

so that the pupil can access it at any time. This way of

placement is convenient for pupils who were absent

from the lesson, as they can independently study the

material which was missed in the home environment.

Generalized results of the thematic assessment on

the themes, during which the experimental methodol-

ogy of using the LearningApps.org online resource in

combination with information devices in the 6th grade

was implemented are presented in table 1.

Analyzing the data of table 1, we can see that

pupils acquired knowledge in all the themes which

were taught using experimental methodology. This is

evidenced by the average value indicator of the coef-

ﬁcients of teaching information acquisition (76.42%).

The results of the Stage I of pupils’ thematic as-

sessment on the themes “Root, steam: structure and

Integrated Use of the LearningApps.org Resourse and Information Devices in the Process of Biology School Course Studying

461

Table 1: Results of acquisition the elements of knowledge by pupils of the experimental group.

No. Program themes

Elements of

knowledge (notions)

n n ·I

∑

K, %

Root, steam: structure and basic

functions. Variety and modiﬁcations of

vegetative organs. Photosynthesis as a

characteristic feature of plants.

morphological 6 491 2946 2254 76.51

anatomical 3 491 1473 1089 73.93

physiological 6 491 2946 2185 74.16

agronomic 1 491 491 405 82.48

Plant reproduction: sexual and asexual.

Vegetative plant reproduction. Flower.

Inﬂorescence. Pollination. Fertilization

morphological 11 503 5533 4188 75.69

anatomical 1 503 503 386 76.73

physiological 3 503 1509 1104 73.16

agronomic 1 503 503 437 86.87

3 Algae. Mosses. Gymnosperms

morphological 2 482 1928 1467 76.08

anatomical 2 482 964 773 80.18

physiological 5 482 2410 1695 70.33

systematic 3 482 1446 1115 77.10

agronomic 2 482 964 710 73.65

basic functions. Variety and modiﬁcations of vegeta-

tive organs”, Photosynthesis as a characteristic feature

of plants, nutrition, respiration, plant movements” are

shown in ﬁgure 4.

Figure 4: Coefﬁcients of pupils’ acquisition of the elements

of botanical knowledge (Stage I of the thematic assess-

ment).

According to the state requirements for the level

of pupils’ general educational background, laid down

in the current program in Biology, the study of the

themes “Root, steam: structure and basic functions.

Variety and modiﬁcations of vegetative organs”, Pho-

tosynthesis as a characteristic feature of plants, nutri-

tion, respiration, plant movements” involves pupils’

learning of morphological, anatomical, physiological

and agronomic notions. Analysis of the results of

doing the tasks with morphological content showed

that pupils have learned this educational material

(K = 74.36% – in CG and K = 76.51% – in EG).

As it can be seen in ﬁgure 4, the coefﬁcient

of pupils’ acquisition of the anatomical and phys-

iological notions has considerably increased in EG

(from 56.66% and 58.86% to 73.93% and 74.16%,

respectively). We believe that the effectiveness of

knowledge acquisition is connected with the pro-

posed methodology of teaching pupils using the

LearningApps.org online resource. The formation

of such notions as “photosynthesis”, “respiration”,

“evaporation”, “transportation of substances in the

plant” is possible only with a rational combination of

traditional visual aids (tables, diagrams, experiments)

and the use of multimedia fragments, that what the

experimental methodology included.

A comparison of the answers to the questions with

agronomic content showed that the results of thematic

assessments of pupils’ academic achievements from

CG and EG did not differ signiﬁcantly (76.21 and

82.48, respectively).

A comparison of the thematic assessment results

on the themes “Plant reproduction: sexual and asex-

ual. Vegetative plant reproduction. Flower. Inﬂores-

cence. Pollination. Fertilization” is shown in ﬁgure 5.

The results of pupils’ educational information

acquisition proved that the most signiﬁcant impact

the proposed methodology of using the online re-

source LearningApps.org in combination with infor-

mation devices has on the formation of anatomical

(K = 76.73%) and physiological notions (73.16%). At

the same time the difference in coefﬁcients of knowl-

edge acquisition in CG and EG is + 11.38% and +

16.31%, respectively. It can be explained by the fact

that for the pupils of this age group (12-13 years old)

the physiological processes of “pollination”, “fertil-

ization” and “plant development” are difﬁcult to un-

derstand and remember. It is difﬁcult to show these

processes and to form the holistic visual representa-

AET 2020 - Symposium on Advances in Educational Technology

462

Figure 5: Coefﬁcients of pupils’ acquisition of the elements

of botanical knowledge (Stage II of the thematic assess-

ment).

tion of the mechanisms of their occurrence with the

help of traditional static means of visualization.

The results of the Stage III of pupils’ thematic as-

sessment on the themes “Algae”. “Mosses”. “Gym-

nosperms” according to the coefﬁcients of knowl-

edge elements acquisition (morphological, anatomi-

cal, physiological, systematic, and ecological) in con-

trol and experimental groups are shown in ﬁgure 6.

Figure 6: Coefﬁcients of acquisition of the elements of

botanical knowledge (Stage III of the thematic assessment).

The analysis of the results of tasks on the themes

“Algae”, “Mosses”, “Gymnosperms”, which involved

the acquisition of morphological knowledge (ﬁgure 6)

showed that this knowledge is acquired by pupils at a

sufﬁcient level (K = 71.07) using traditional teaching.

Undoubtedly, using of the LearningApps.org online

resource for training, in particular, the demonstration

of images of the organs of higher sporophytes and

gymnosperms promotes better memorization of edu-

cational information, as evidenced by the coefﬁcient

of knowledge acquisition (K = 76.08).

The most signiﬁcant impact of using the online

resource LearningApps.org in the process of study-

ing we observe at those stages where anatomical

(K = 56.49% in CG and K = 80.18% in EG) and

physiological (K = 48.64% and 70.33% respectively

in CG and EG) notions are formed. It is difﬁcult to

form these notions using traditional mediums of in-

struction (tables, microscope, textbook). The use of

pedagogical software with dynamic multimedia frag-

ments helps to illustrate the complex processes of re-

production of higher sporophytes and algae, their bet-

ter visual perception.

In the process of pupils’ systematic notions ac-

quisition, it is important that they possess already

formed morphological, anatomical and physiological

notions. Since after using the LearningApps.org on-

line resource in EG, the coefﬁcient of these notions

acquisition increased, this can explain the increase

of the coefﬁcient of systematic notions acquisition

(K = 54.18% in control groups and K = 77.10% in

experimental groups).

Analysis of the answers to the questions with eco-

logical content allows to conﬁrm that this material can

be considered to be learned as the coefﬁcient of edu-

cational information acquisition both in CG and EG

is higher than 70%.

Thus, the comprehensive analysis of the results of

the forming experiment allowed us to conclude that

proposed by us methodology of using information de-

vices in the process of Biology school course studying

is effective.

4 CONCLUSIONS AND

PERSPECTIVES OF FURTHER

RESEARCH

Modern IT allow to create a single information envi-

ronment, the basis of which is integrated computer

networks and communication systems, which gives

an opportunity to accompany and coordinate educa-

tional processes. When introducing online resources

and information devices into the educational process

in Biology, the principle of reasonable conservatism

and continuity must be observed. The computer can-

not substitute a teacher in the process of teaching; it

is only a means of broadening possibilities to acquire

new knowledge. The teacher always has to play the

key role in any educational innovation. This justi-

ﬁes the appropriateness of moving to a mixed form

Integrated Use of the LearningApps.org Resourse and Information Devices in the Process of Biology School Course Studying

463

of training that involves the creation of a polysubjec-

tive educational environment (teacher, pupil, online

resource, information devices).

The LearningApps.org resource has a lot of ad-

vantages: availability of the service in different lan-

guages (including Ukrainian), access to unregistered

users, the ability to use tasks created by other users,

a wide range of task types, tips for completing and

developing tasks, easy to use, accumulation of own

exercises in a personal proﬁle, creating pages to work

with different classes.

There are a great number of beneﬁts of using this

digital app, but there are also some negative quali-

ties: some templates do not support Cyrillic script,

the school must be connected to the Internet, there are

some errors in the templates that cannot be corrected

manually, some exercise templates change or they are

removed from the site.

The use of the LearningApps.org service helps in

versatile and purposeful formation of pupils’ educa-

tional competencies and allows to achieve the goals

more effectively by involving each pupil in cognitive,

creative, active activities, combination of logical and

ﬁgurative thinking.

The methodology of using the LearningApps.org

service in combination with information devices in

the process of Biology studying in a basic secondary

school involves the use of the PlayMarket server ap-

plications, Smart technologies and a website. It is

relevantly to use free applications of the PlayMar-

ket server while studying Biology in a basic sec-

ondary school. They are as follows: “Anatomy 4D”,

“Animal 4D+”, “Augmented Reality Dinosaurs – my

ARgalaxy”, “BioInc – Biomedical Plague, BioInc”,

“Plan+Net”. Their choice is caused by the speciﬁcs

of the object of biological cognition (life in all its

manifestations) and the concept of bio(eco)centrism,

which recognizes the life of any organism as the high-

est value. During homework checking it is advisable

to use Miracast wireless technology besides computer

control of pupils’ learning outcomes. This demands

the owning of a smartphone, a multimedia projector,

and a Google Chromecast type adapter. It would be

appropriate to use the website builder Ucoz for cre-

ation of a training website in Biology.

Based on the synthesis of the obtained data, rec-

ommendations for the use of a Biology training web-

site were developed: the use of the website should

not be the only means of training; each lab work us-

ing a training website must be preceded by a manda-

tory introductory instruction; the information in the

sections should be precisely matched to the relevant

theme of the lesson; the answers to the questions for

self-examination should be mandatory checked, ei-

ther in the course of group activity at the lesson or

individually, in order to trace the gaps in the knowl-

edge of a particular pupil; take into account wishes

of the pupils, because in order to enhance their aca-

demic performance, socialization and improvement,

such a training website is created.

The educational process which involves the use

of the LearningApps.org service and information de-

vices encourages the independent work of each pupil,

creates a favorable communication situation and con-

ditions for the development of creative abilities of the

individual, which are especially important for each

pupil; increases the motivation and cognitive activity

of pupils, improves the individualization, differentia-

tion and intensiﬁcation of the learning process, broad-

ens and deepens interdisciplinarary links, system-

atizes and integrates knowledge of certain subjects,

organizes systematic and reliable control, avoids sub-

jectivism in assessment. In addition the use of the

methodology of the LearningApps.org service and in-

formation devices integration in the process of Biol-

ogy studying signiﬁcantly simpliﬁes the interaction

between pupil and teacher, allows to combine the for-

mation of logical and ﬁgurative pupils’ thinking.

The prospects for further study consist in the

studying of the inﬂuence of the methodology of the

LearningApps.org service in combination with in-

formation devices on the formation of pupils’ gen-

eral and subject-based competencies in the process

of Biology studying; preparing of future biology

teachers to model educational activities using the

LearningApps.org service in combination with infor-

mation devices.

ACKNOWLEDGEMENTS

We are grateful for the opportunity to give us a chance

to present the ﬁndings of our study to the world’s sci-

entiﬁc community.

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