Аннотации:
The relevance of this study is determined by complete absence of serious research in the
use of flipped learning model (FLM) in teaching students of engineering universities
Descriptive Geometry, Engineering and Computer Graphics, Computer Geometry
(DGECGCG); by the absence of scientifically-based, tried and tested programs and
teaching materials for flipped DGECGCG learning; as well as by the need for the
development of new, modern tools to support classroom work and forms of students’
individual work. The purpose of the study is to examine the current state of knowledge
and practice of existing DGECGCG courses, using the “flipped” concept as the main
pedagogical strategy. Research methods of the issues were: pedagogical experiment, expert
assessment (individual and collective) and cluster analysis (Euclidean distance, squared
Euclidean distance, Ward’s clustering methods). The experiment involved 25 first-year
students of Electromechanical and Mining faculties and 4 lecturers of the Department of
Descriptive Geometry and Graphics of the Saint Petersburg Mining University. The results
showed that since 2012, flipped learning has gained popularity not only among school
teachers, but among professors of engineering universities. This article represents a
synthesis of qualitative and quantitative researches of flipped learning models in the field
of engineering education; students' attitude towards flipped learning, the role of teaching
materials as well as the role of professor’s personality have been identified. Advantages
and disadvantages of this learning model have been revealed. The study proved the
absence of scientifically-based and tried and tested programs and instructional materials
for teaching students DGECGCG using FLM. The need of further scientific researches of
flipped DGECGCG learning models has been identified. Recommendations for training
students have been provided. The materials of the article can be useful for Professors in the
field of engineering.
